First Semester

AY 2023-2024

In Partial Fulfilment of the Course:

EDUC 90 – The Teacher and The School Curriculum

TOPIC: Curriculum Revision and Innovation

Submitted to:
Ms. Reimary Bacos

Submitted By:
Bautista, Nicole
Lumayog, J-Anne
Sulit, Alyssa
BSNED 2-1

Date of Reporting

December 00, 2023

Objectives:

1. The learners will be able to define the context of curriculum revision and innovation

2. Define and understand the planning and implementation of curriculum revision and
innovation process;
3. More adaptable, respectful of lifelong learning, and innovative in their thinking
especially in the revision of the Philippine curriculum.

CURRICULUM REVISION AND INNOVATION

Curriculum Revision

 Dictated by the changes in the economic, social, and technological aspects of

a society, it has magnitude and direction and takes place within a definite time frame. It may
occur in response to external events.
 Embracing the concepts of innovation, development, renewal, and improvement in
Curriculum
 Lead to improvement
 There is no perfect curriculum for all ages since society keeps on changing; hence,
there is a need for the curriculum to change to meet societal needs.

Curriculum Innovation

 Innovation means the introduction of something new that deviates from the standard
practice.
 According to the Annual Review of Applied Linguistics, curriculum innovation is
defined as deliberate actions to improve a learning environment by adapting a method of
presenting material to students that involve human interaction, hands-on activities, and
student feedback.
 An intentional process to bring out desired effects and change.
 Become meaningful and effective if they are planned and organized

 Contexts of Curriculum
Change
 The desire of authorities
at various levels to
deliberately change
established practices.
  To tackle existing
problem
  Identify new
problems
  Seek ways in dealing
with those problems
 Contexts of Curriculum
Change
 The desire of authorities
at various levels to
deliberately change
established practices.
  To tackle existing


problem
 Identify new


problems
 Seek ways in dealing


with those problems

Contexts of Curriculum Change
The desire of authorities at various levels to deliberately change established practices.
 To tackle an existing problem
 Identify new problems
 Seek ways to deal with those problems

Types of Revision

1. Hardware Type – these types of revision are introduced by additions to facilities such
as new classrooms, equipment, books, and playgrounds.
2. Software Type - these types of revision affect the content of the curriculum and are
related to the methods of delivery of the curriculum.

Forms of Revision

1. Substitution-the
replacement of one
particular element of
 curriculum such as
curriculum
2. guide, new instructional
plan, instructional
materials,or replacement of
teachers and
3. administration.
1. Substitution - is the replacement of one particular element of the curriculum, such as
a curriculum guide, a new instructional plan, instructional materials, or the
replacement of teachers and administration.

2. Alteration - refers to a change in curriculum structure rather than a replacement of

the whole curriculum, course plan, syllabus, or instructional plan.

3. Addition - introduction of a new element without necessarily changing or removing

existing elements or components. Comprised of other features that may enhance the
structure of the prescribed curriculum.

4. Restructuring - involves the rearrangement of the curriculum to implement desired

changes. It may also involve the sharing of resources among a group of schools or
institutions.

STRATEGIES AND MODELS FOR CURRICULUM REVISION AND INNOVATION

Strategies
In order for change and innovation to succeed, the strategies for implementing the
curriculum must be carefully considered. A strategy of innovation refers to the planned
procedures and techniques used in the desire for change
 a. Participative Problem-Solving

 Focuses on the users, their needs, and how they satisfy these needs
 The system identifies and diagnoses its own need, finds its solution, tries
out and evaluates the solution, and implements the solution if it is
satisfactory
 Emphasis on local initiative

b. Planned Linkage

 The intermediate agencies such as schools, bring together the users of

the innovation
 These agencies are the linkage point between the national agencies of
curriculum development, change, and innovating schools, to provide
consultancy services and offer in-service training for teachers and users

c. Coercive Strategies

 Operate based on power and coercion by those in authority, using laws

directories, circulars, and others
 Ministries of Education usually use these strategies

d. Open input strategies

 These are open, flexible, pragmatic approaches that make use of external
ideas and resources.

Models

Tanner and Tanner (1980), suggest three principal models which illustrate how
revision takes place.

a. The Research, Development, and Diffusion (RD&D) Model

 an idea or practice is conceived at the central planning unit and then fed
into the system. RD & D is effective where curriculum development is done on a large scale
and ideas have to reach wide geographical areas and isolated users. It is a highly organized,
rational approach to innovation. Following is a logical sequence of activities for using the RD
and D models.
 Invented or discovered
 Developed
  Produced
 Disseminated to the user

b. Problem–Solving (PS) Model

 Also called Need Reduction Model

 the receiver is actively involved in finding an innovation to solve their own
unique problem.
 The user of the innovation will follow the steps below:
 Determine the problem
 Search for innovation
 Evaluate the trials
 Implement the innovation

c. Social Interaction Model

 model operates through social interaction and emphasizes communication.

 Stresses the importance of interpersonal networks of information, opinion,
leadership, and personal contact
 When implementing this strategy, students often serve as facilitators of
content and help their peers construct meaning. The students are to question,
reflect, reconsider, seek help and support, and participate in group
discussions. The three most common strategies include:
 Awareness of innovation
 Interest in the innovation
 Trial
 Adoption for permanent use
 PLANNING AND IMPLEMENTATION REVISION

The Innovation Process

1. Identify a problem, dissatisfaction or need that requires attention
2. Generate possible solutions to the identified problem or need
3. Select a particular solution or innovation that has been identified as the most
appropriate
4. Conduct a trial
5. Evaluate the proposed solution
6. Revies the evaluation
7. If the innovation has solved the identified problem, implement it on a wide scale
8. Adopt the innovation or search for another solution

Innovation Planning
Elements that must considered:
1. The personnel to be employed
2. The specification of the actual task
3. The strategy or procedure to be used to undertake the task
4. The equipment needed
5. Conductive environment
6. Time Involved
7. Social context
8. Sequencing of activities
9. Rationale for undertaking the innovation
10. Evaluation of the consequences of the innovation

Limitations of curriculum revision

There are several limits on curriculum change, some of which are as follows:
 Limitations of resources such as time, finance, and energy
 Lack of motivate to change the curriculum

Curriculum Innovation in the Philippines

Curriculum innovation has been continuing in the Philippines, with the goal of improving
education, aligning it with global standards, and fulfilling learners' evolving needs.

1. 2002 Basic Education Curriculum

  The 2002 Basic Education Program prioritized skills, value formation, and
a more learner-centered approach to learning, laying the basis for future
improvements in the Philippine educational system. It opened the door
for other programs designed to raise the standard and applicability of
education across the nation.

2. Third Elementary Education Program

 This curriculum served as a foundation for primary education reforms and

innovations, creating the foundations for succeeding initiatives and laying the
platform for ongoing attempts to enhance the Philippine educational system.

3. Secondary Education Improvement and Development Program (SEDIP)

 This curriculum aimed to revise and improve the secondary school curriculum in
order to make it more relevant, responsive to students' needs, and linked to
global standards. Efforts were made to update the curriculum, add 21st-century
skills, and expand learning possibilities.

4. K-12 Basic Education Curriculum

 To better prepare students for higher education, the workforce,

entrepreneurship, and global competitiveness, the K–12 Basic Education
Curriculum introduced major improvements and modifications to the Philippine
educational system. It was a significant advancement in the nation's efforts to
raise the standard and applicability of education.

CHED K-12 CURRICULUM PROGRAM

 It clearly states that the K–12 reform is an effort not exclusive to the Department
of Education (DepEd), but cuts across the whole landscape of Philippine
education and labor, making a unique impact on each sector while at the same
time requiring all these agencies to work together to ensure a smooth transition
into the new system.

Impact on the Higher Education Sector

 One of the important ways that CHED has updated the curriculum before the full K to
12 implementation is by aligning it with outcomes-based education, the same
pedagogy used in K to 12.
 CHED also came out with guidelines for the revised General Education Curriculum to
complement the new subjects that will be taught in senior high

The General Education Curriculum courses have been reduced from 64 to 36 units,
composed of the following:

 Understanding the Self / Pag-Unawa sa Sarili

 Readings in Philippine History / Mga Babasahin Hinggil sa Kasaysayan ng
Pilipinas
 The Contemporary World / Ang Kasalukuyang Daigdig
 Mathematics in the Modern World / Matematika sa Makabagong Daigdig
  Purposive Communication / Malayuning Komunikasyon
 Art Appreciation / Pagpapahalaga sa Sining
 Science, Technology and Society / Agham, Teknolohiya at Lipunan
 Ethics / Etika

NOTES:

The curriculum changes will give our profession a new position in the modern world. The
implication is that we must learn to adapt to living with rapid change since it is uncertain
whether the rate of change will ever slow down to give the stable periods that were
characteristic in the past.
 REFERENCES

Button, L. (n.d.-a). Curriculum innovations. Pressbooks.

https://oer.pressbooks.pub/curriculumessentials/chapter/chapter-curriculum-innovations/?
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Curriculum change and innovation understanding curriculum change and innovation. (2021).
Stodocu. https://www.studocu.com/ph/document/university-of-the-philippines-system/
curriculum-theory-and-development/understanding-curriculum-change-and-innovation/
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Curriculum change and innovation. (n.d.). Scribd.

https://www.scribd.com/document/348374098/Curriculum-Change-and-Innovation?
fbclid=IwAR3WzCXkM2Y6k-J6ZYLCu7lyAnkdxDbSv5j7QKnn5N9Enkl0JFxLXAHVpIs

Curriculum change and innovation. (n.d.-b). PPT.

https://www.slideshare.net/masitahzulkifly/curriculum-change-and-innovation-104213474?
fbclid=IwAR3yKUk73O1vrDC_ZD2eCDPZIshV6p611lgf9Jx6sN72LEfNbfNgbDzPc9c