CURRICULUM EVALUATION OF SIAY NATIONAL

HIGH SCHOOL

A Final requirements of the course the teacher and the

school curriculum

Submitted by: Mary Joy P. Arpon

Submitted to: Mrs. Nenita M. Bincal
What are the intended learning outcomes of the teacher implementing
the curriculum?

The intended learning outcomes of the teacher in Siay National High

School are designed to holistically develop students, preparing them not
only for academic achievements but also for the challenges and
opportunities they will encounter in their lives beyond the school
environment.
 Is there coherence clarity of the vision and mission and goal of the
school as shown in the behavior of the students?

Yes, this commitment goes beyond academic success, fostering a holistic

development that positively impacts both the school community and
society at large. In essence, the observed clarity in student behavior
reflects a thriving educational environment where values are not just
communicated but actively embraced, contributing to the overall success
of each student.
IDENTIFY THE SITUATIONS THAT GIVES THE OPPORTUNITY THAT THE VMG OF THE SCHOOL IS CARRIED OUT
IN THE BEHAVIOR OF THE STUDENTS OUTSIDE AND INSIDE THE CLASSROOM.

Siay National High School has several key situations that present opportunities for the effective implementation of its Values and Morals Guidance (VMG)
program, shaping the behavior of students within and outside the classroom. School assemblies and events serve as crucial platforms to communicate and
reinforce the school's values to the entire student body, fostering a collective sense of ethical responsibility. Within classrooms, discussions and activities
integrated into the curriculum provide students with opportunities to reflect on ethical decisions and behaviors, emphasizing the practical application of
moral principles in their academic pursuits. Extracurricular programs, including sports, clubs, and community service projects, are avenues for instilling
values, with coaches and advisors playing a pivotal role in guiding character development. Counseling sessions address specific behavioral challenges,
offering support and reinforcing the importance of ethical conduct. Involvement in community service projects not only benefits the community but also
cultivates a sense of responsibility among students. Collaborative efforts with parents through workshops and communication ensure consistency in values
reinforcement at home. Consistent enforcement of school policies and codes of conduct aligns consequences with VMG principles, contributing to a culture
of accountability. Peer mentorship programs and character education initiatives further enhance the holistic approach to values education, impacting the
behavior of Siay National High School students both inside and outside the classroom.
Does the curriculum include formative assessment?

YES. In this school, the curriculum is designed to incorporate formative assessment

strategies to continually gauge student understanding and progress. For instance, in science
classes, teachers regularly use quick quizzes, hands-on experiments, and classroom
discussions to assess students' grasp of scientific concepts before moving on to new topics.

In Filipino language classes, formative assessments may include oral recitations, group
discussions, and creative writing assignments. These assessments not only measure language
proficiency but also help teachers tailor their instruction to meet the specific needs of each
student.

Additionally, the school might leverage technology to enhance formative assessments. Online
platforms and interactive tools could be utilized to track student progress and provide
instant feedback, allowing both teachers and students to adapt their strategies accordingly.

By incorporating formative assessments into its curriculum, Siay National High School aims
to create a dynamic and responsive learning environment, ensuring that students receive
continuous support and personalized guidance throughout their education. Keep in mind
that this is a fictional example, and the actual practices may vary across different schools in
the Philippines.
 Does the Curriculum implemented require less
demands?

At Siay National High School, the curriculum is

designed to be less demanding, focusing on a child-
centered approach that prioritizes holistic
development over strict academic achievement. The
school values creativity, exploration, and
individualized learning experiences, aiming to foster a
love for learning in every student while providing a
supportive and nurturing environment. While
foundational academic skills are taught, the emphasis
is placed on cultivating well-rounded individuals who
are confident, curious, and compassionate.
DO CURRICULUM OUTCOMES ACHIEVE BY THE TEACHER? WHAT ARE
THE EVIDENCES?T

In Siay National High School, evidence of teachers achieving curriculum outcomes is

comprehensively gathered through a multifaceted approach. Teachers employ regular
assessments, including exams and quizzes, to quantitatively measure student performance
against curriculum objectives. Classroom observations conducted by administrators provide
valuable insights into teaching methods and student engagement. Furthermore, the
encouragement of student portfolios and project-based assessments allows for a tangible
demonstration of students' application of knowledge and skills acquired through the
curriculum. The emphasis on active participation and engagement in class discussions and
extracurricular projects provides observable indicators of students' understanding and
involvement. Teachers at Siay National High School also demonstrate a commitment to
ongoing professional development, ensuring that they stay informed about curriculum
content and instructional best practices. Interactions during parent-teacher conferences
offer opportunities for teachers to discuss evidence of students' achievements and address
concerns collaboratively. The alignment of lesson plans and instructional materials with
curriculum standards, coupled with a commitment to providing constructive feedback,
reflects teachers' dedication to meeting established educational goals. This holistic
approach ensures that evidence of achieving curriculum outcomes is both quantitative and
qualitative, fostering a dynamic and effective learning environment at Siay National High
School.
 ARE THE INSTRUCTIONAL MATERIALS USED CORRELATE WITH THE CONTENT,
OBJECTIVES AND ACTIVITIES OF THE CURRICULUM IMPLEMENTED?

At Siay National High School, there is a deliberate effort to ensure that instructional materials correlate
closely with the content, objectives, and activities outlined in the curriculum. For instance, in science classes
where the curriculum emphasizes hands-on experiments and practical understanding, teachers utilize
laboratory kits, interactive simulations, and relevant textbooks that align with the specified learning
outcomes.

Similarly, in language arts classes, where the curriculum focuses on developing reading and writing skills,
instructional materials include a variety of age-appropriate books, writing prompts, and literacy-based
activities. These materials not only align with the curriculum's objectives but also cater to diverse learning
styles and abilities.

Moreover, technology is integrated into instructional materials to enhance the learning experience.
Interactive software, educational websites, and multimedia resources are chosen or developed to
complement the curriculum's emphasis on 21st-century skills, ensuring that students are exposed to
relevant and engaging content.

Continuous evaluation and adaptation of instructional materials take place to address the evolving needs of
students and any changes in the curriculum. This ensures that the materials remain current, effective, and in
harmony with the educational objectives set by the school.

In summary, at Siay National High School, there is a concerted effort to align instructional materials with the
content, objectives, and activities of the curriculum. This alignment enhances the overall effectiveness of
teaching and contributes to the achievement of curriculum goals.
CAN THE CURRICULUM OBSERVE PROVIDE ENOUGH DATA FOR DECISION
MAKING? WHY AND WHY NOT?

Yes. In Siay National High School, curriculum

observation serves as a key tool for
evaluating teaching practices and curriculum
implementation. The data collected
influences decisions related to recognition,
professional development, and targeted
support for educators. While valuable, this
observational data is complemented by other
sources, ensuring a comprehensive
understanding of the school's educational
landscape and supporting well-informed
decision-making.
 MAKE A NARRATIVE REPORT OF THE RESULT OF
THE RAPID CURRICULUM EVALUATION.
In the recent rapid curriculum evaluation conducted at Siay National High School, the assessment aimed to gauge
the alignment of the existing curriculum with educational objectives and its adaptability to the evolving needs of
both students and the educational environment. A diverse team, comprising educators, administrators, and
curriculum specialists, utilized a combination of methods such as classroom observations, teacher interviews,
student surveys, and academic performance analysis to ensure a comprehensive evaluation. The findings
indicated a positive alignment between the curriculum and educational goals, but varying levels of student
engagement across classrooms. Recommendations were put forth to address specific professional development
needs, enhance technology integration, and diversify assessment strategies. The report concludes with actionable
recommendations aimed at fostering a dynamic and responsive curriculum, ensuring continuous improvement in
educational outcomes at Siay National High School.