Curriculum_Development_ppt.pptx

When times are good, be
HAPPY;
but when times are bad,
consider;
God has made the one as well
as the other.
Therefore,
a man cannot discover
anything about his future.
Ecclesiastes 7: 14

How Do We Define Curriculum?
●Curriculum is that which is taught at
school.
●Curriculum is a set of subjects.
●Curriculum is content.
●Curriculum is a sequence of courses.
●Curriculum is a set of performance
objectives.

●Curriculum is all planned learning
experiences for which the school is
responsible.
●Curriculum is all the experiences
learners have under the guidance of
the school.
John Delnay (1959.)

●According to Bandi & Wales (2005), the
most common definition derived from the
word Latin root, “curere” which means
“race course.”
●Bandi & Wales (2005) also stated that “ for
many students, the school curriculum is a
race to be run, a series of obstacles or
hurdles (subjects) to be passed.”

Curriculum as a Discipline
●Curriculum as a discipline is a subject of
study, and on the Graduate level of Higher
Education a major field of study.

Curriculum as a Discipline
Graduate and undergraduate students take
courses in:
●Curriculum development
●Curriculum theory
●Curriculum Evaluation
●Secondary School Curriculum
●Elementary School Curriculum
●Community College Curriculum
●Curriculum in Higher Education

History of Curriculum
Three focus points for Curriculum Decisions

1. The Nature of Subject Matter
● Content of the curriculum, and what subject matter to include in
the curriculum.
● The subject matter of history should be based on events that
actually happened in the past.
2. The Nature of the Society
● If the curriculum is to have utilitarian values, then it must lead the student
not only to knowledge of the external world for its own sake, but also to
knowledge that can be applied in the world.

3. The Nature of the Individuals
● The third basic focal point around which decisions about
curricula can be made is the nature of the individual.
● The curriculum is also a set of suggestions to the teacher
about how to take advantage of the present
opportunities worthwhile, growth for each student in
the long run.

Educational System
of the Philippines

Pre-Spanish Period
● Education was informal and unstructured.
● Children were provided vocational training but less
academics by their parents and in the houses of their
tribal tutors
● They used a unique system of writing called baybayin.
● Followed/ guided by the Laws of Kalantiaw:
● You shall not kill, neither shall you steal, neither shall
you do harm to the aged, lest you incur the danger of
death. All those who infringe this order shall be
condemned to death by being drowned in the river, or
on in boiling water.

Spanish Period
● Education of indigenous population was left to the
religious orders, with primary education being
overseen by parish friars who generally tolerated the
teaching of the religious topics.
● The Augustinians opened a school in Cebu in 1565,
the Fransciscans in 1577, the Jesuits in 1581, and the
Dominicans who started a school in Bataan.
● Doctrina Christiana was printed (the first book)
●

EDUCATION DURING THE AMERICAN
OCCUPATION
Americans used education as a vehicle for its
program benevolent assimilation
The term Benevolent Assimilation refers to a
proclamation about the Philippines issued on
December 21, 1898 by U.S. President William
McKinley21, 1898 by U.S. President William
McKinley during the Philippine-American War21,
1898 by U.S. President William McKinley during the
Philippine-American War, which followed the defeat
of Spain during the Spanish-American War

AMERICAN SOLDIERS
(FIRST TEACHERS OF THE FILIPINOS DURING THE AMERICAN OCCUPATION)

THOMASITES- first batch of trained teachers dispatched by the American
government soon after the occupation of the islands were aboard by the army
transport S.S Thomas.
The decision to send qualified and well-trained teachers to the
Philippines, among others, indicated the high priority of education in the
American agenda as compared to the orientation of Spanish education.
➢ The Educational Act of 1901 clearly defined the policy of the separation of
Church and State in education that the Americans promoted
➢ In 1904, curriculum development was left entirely to the decision of the
respective superintendents assigned in the different provinces.
➢ In the beginning of 1904, the General Office in the Manila prescribed and
implemented a standards curriculum consisted of Language that included
reading writing spelling object work and phonetics
Arithmetic Geography Citizenship Training and Body Training

➢ In 1909 General Office increased primary education to four years.
COMPONENT SUBJECTS OF THE CURRICULUM
❖ Good Manners and Right Conduct
❖ Civics
❖ Hygiene and Sanitation
❖ Home Geography and Philippine Geography
❖ Industrial Work
Under the industrial work courses included…..
gardening
woodworking
clay modeling
lace making
basketry
poultry –raising
embroidery
pottery
domestic science

EDUCATION UNDER THE PHILIPPINE
COMMONWEALTH
● Objectives of Education
- All schools shall aim to develop moral
character, personal discipline, civic
conscience and vocational efficiency, and to
teach the duties of citizenship.

THREE BASIC EDUCATION LEVELS
● PRIMARY LEVEL
- aimed to equip the child with fundamental and
essential skills, habits, knowledge, attitudes and ideas
needed for the unification and integration of citizens.
● INTERMEDIATE LEVEL
- is the continuation at a higher level of the
integrating function of education in the primary grades.
● SECONDARY LEVEL
- aimed to continue even farther at an even higher
level integrating function of education.

EDUCATION UNDER THE
JAPANESE REGIME
SIX BASIC PRINCIPLES OF JAPANESE EDUCATION
1. To make people understand the position of the
Philippines as a member of the East-Asia Co-prosperity
Sphere
2. To eradicate the old idea of reliance upon Western
Nations
3. To endeavor to elevate the morals of the people, giving up
over-emphasis on materialism.
4. To strive for the diffusion of the Japanese language in the
Philippines and to terminate the use of English in due
course.
5. To put importance to the diffusion of elementary
education and to the promotion of vocational education
6. To inspire the people with the spirit to love labor.

IMPORTANT CHANGES IN THE CURRICULUM
DURING THE JAPANESE OCCUPATION
1. The school calendar became longer
2. Class size increased to 60 students per
session.
3. The Japanese required teachers and
principals to render service on Saturdays.
4. They discarded textbooks or certain
portions in them that contained liberal and
democratic ideas.
5. They banned the singing of American songs.

6. They included the teaching
traditional subjects for elementary
education like reading, writing,
phonics, spelling, arithmetic, music,
character education, health
education, and P.E.
7. At the secondary level, the greater
emphasis was on the study of the
Japanese language

Schools of Thought in CD
● ESSENTIALIST considers the curriculum as
something rigid composed of various subject areas.
they are book-centered. Memorization method is
used to master facts and skills.
● PROGRESSIVISTS include the pragmatists,
experimentalists, reconstructionists, and
existentialists. They conceive the curriculum as
something flexible based on areas of interest. They are
learner-centered. They consider the principle of
individual differences. This philosophy aims towards
the holistic development of the learner.

Dimensions in Curriculum
Development

Philosophical-Theological
● ESSENTIALISM
● IDEALISM: preservation of one’s freedom; concentration
should be on moral, intellectual, and aesthetic
development of the learner
● PRAGMATISM: education must be useful to the society
● PROGRESSIVISM
● EXISTENTIALISM: education should enable man to make
choices in his life; the teachers teach the HOW not only
the WHAT
● RECONSTRUCTIONISM: aims to develop the inherent
powers of the learner
● REALISM: education should be based on the actualities of
life.

Existentialism is a philosophical view which may be
defined in various ways, but it does have three basic
approaches which characterized the central features.
1. A development of both the intellectual and
affective potential of man.
2. An attempt to strengthens the conscious
control of choice , through the willed
intelligence.
3. The close interrelationship of means and
ends ( as with method and content )

The main thesis of the reconstructions position is
somewhat as follows:
1.The transformation of society by technological and
scientific revolution is radical as to require a new
moral and intellectual consensus capable of molding
and directing this transformation.
2. It is the task of educators to analyze the social
trends, to discern the problems society is facing, to
speculate on the consequences of the current social
dynamics, and to project the values and the goals
which need to be sought to maintain a democratic
way of life.

Philosophical theories: 1.Essentialist
of Education 2.Progressivist
3.Perennialist
4.Reconstructivist
Curriculum Development super-structure
(Education)
I
based on
I
Philosophy sub-structure
I
relation with relation with
Reality ______ Man, as the _________ God
Nature of Reality I. Theories re: a.) Does He exist?
What can man know? a.) Materialist , b.) Plan and Providence
Theories of Knowledge Behavioral
b.) Evolutionary
c.) Existentialist
d.)Religious

Theological Foundations of Curriculum
Development
1. God-centeredness
2. Christ-centeredness
3. Community-centeredness

PSYCHOLOGICAL
DIMENSIONS OF
CURRICULUM
DEVELOPMENT

Learning
- a process which brings
about a change in the
individual’s way of
responding as a result of
practice or other
experience or as a
relatively permanent
change in behavior.

Factors considered in every
learning situation:
•The raw data of sense perception
from the stimuli of the present
situation.
•The learning attached to these
stimuli.
•Data furnished by various organs of
the body that are more or less
concerned with the learning.
•Feeling tone.

Laws of Learning
Law of Readiness –
when the learner is set for
action, the activity
consonant to the set is
satisfying; activity
inappropriate to the set is
annoying or frustrating.

Law of Effect – affirms that if
the response is rewarded and
the reward is satisfying, the
connection is strengthened , if
the effect is unpleasant the
connection is weakened.
Law of Exercise – states that
when certain types of
response or adaptations have
been acquired.

Conditions Affecting Learning
• Learning will be most effective when the
learning situations are related to life as
realistically as possible.
learner gains confidence in his ability and
also acquires favorable attitudes and good
work habits.
environment contributes positively to the
learning situation.

•Learning will be most effective
when the learning experiences help
the learner gain an insight through
practical use of the relationship with
which he is having experiences.
• Learning situations will be most
effective when they are adapted to
the needs, capacities, and interest
of learners.

learners feel the need for the experiences and
outcomes.
•Learning will be most effective when the
students are free from emotional tensions.
•Learning experiences will be most effective if
they are adapted to the normal growth of the
learners.
•Learning will be most effective in situations
that provide satisfactorily for student
participation in planning and learning.

Curriculum
Development
and
Management of
Learning

Principles of New Behavior or
Learning
•Subjective Principles – concerned with what the learner
brings to the learning situation and includes self-concept,
past experiences, intelligence , motivation and emotions.
•Objective Principles – deal with factors relevant to
learning situations and include rates of learning and
forgetting, reviewing , rewards, self-rewards, generalization
and discrimination.
•Special learning Technique – which are used to increase
learning efficiency and include massed and distributed
learning , feedback and overlearning.

Experimental Approach To
Learning
-Focuses on the experiences and reactions of the
individuals in the group.
Factors of Learning:
• Concrete Experience
•Reflective Observation
•Abstract Conceptualization
•Active Experimentation

Social Dimensions
●Curriculum for individual
development
●Curriculum for social development
●Curriculum for individual and social
development

Philippine Social Realities
Affecting the Curriculum
● Political Independence
● Overpopulation
● Growing middle class
● Different means of communications and
transportations
● Most of our degree courses are patterned abroad
without adequate local study of a basis.

Guidelines for Curriculum Dev’t
● A good curriculum must:
● Encourage inquiry and creativity
● Be democratic with regard to procedure
● Accept individual differences
● Take into consideration scientific and scholarly findings
and methods
● Minimize memorization and maximize discovery
● Take into consideration the potential for achievement
through either the individual learner or the group.
● Must employ teacher resources in a multi-dimension
role.

Is education for the
Society or for the
individual?

Principles and
Theories
of Curriculum
Development

- the process that produces a
written plan
CURRICULUM
DEVELOPMENT

PHASES OF CURRICULUM
DEVELOPMENT

CURRICULUM DESIGN
- overall framework which
describes the interaction and
congruence of the four basic
elements of curriculum design
1

4 Basic Elements of
Curriculum Design
1. Objectives
2. Content
3. Organization
4. Evaluation
• These elements are the bases for the development
of textbooks, syllabi and lesson plans or learning
guide.
• These different elements are considered singly but
interactively in curriculum planning.

Curriculum Design
Models
Approaches to Curriculum Designs
1. Subject-centered
Curriculum
Subject-centered Approach
● Primarily focuses on subject-matter.
● The emphasis is on bits and pieces of information
which
are detached from life.
2. Learner-centered
Curriculum
Learner-centered Approach
● Curriculum is constructed based on the needs,
interest,
purposes and abilities of the learner.
● Curriculum is also built upon learner’s knowledge,
skills,
learnings and potentials
3. Problem-centered
Curriculum
Problem-centered Approach
● Assumes that in the process of living, learners
experience problems, thus, problem solving enables the
learners to become increasingly able to achieve complete
or total development as individuals.

Guidelines in Curriculum Design
● Curriculum design committee should involve teachers,
parents, administrators and even students.
● School’s vision, mission, goals and objectives should be
reviewed and used as bases in curriculum design.
● The needs and interest of the learners, in particular, and the
society, in general, should be considered.
● Alternative curriculum design should consider advantages
and disadvantages in terms of costs, scheduling, class size,
facilities and personnel required.
●The curriculum design should take into account cognitive,
affective, psychomotor skills, concepts and outcomes.

6 Features of Curriculum
● 1. Who teaches? – TEACHER
● 2. Who do the teachers teach? – the LEARNERS
● 3. What do the teachers teach? – KNOWLEDGE,
SKILLS, VALUES, UNDERSTANDING
● 4. How do teachers teach? – STRATEGIES &
METHODS
● 5. How much of the teaching was learned? –
PERFORMANCE
● 6. With whom do we teach? - COMMUNITY

4 Basic Elements of Curriculum
Design
● 1. Objectives
● 2. Content
● 3. Organization
● 4. Evaluation
● These elements are the bases for the development of
textbooks, syllabi and lesson plans or learning guide.

Dimensions of Curriculum
Design
● SCOPE
● SEQUENCE
● CONTINUITY
● INTEGRATION
● ARTICULATION
● BALANCE

PILOT TESTING
- phase where the crafted
curriculum will be implemented in
some classes or schools for testing
2

PILOT TESTING…
● will gather observed data whether the curriculum is
useful, relevant, reliable and valid.
● will identify deficiencies and operational problems.

CURRICULUM
MONITORING
●Determine if the curriculum is still effective and
relevant.
● Is a periodic assessment and adjustment during
the try out or pilot testing period.
● Is like formative evaluation, it determines how
the curriculum is working and the report of this
becomes the basis of a decision of what aspects
have to be retained, improved or modified.
● Also provide the decision that would even terminate the
program.

PILOT TESTING in short is
a developmental process
that gives the signal whether
the particular curriculum can
already be implemented with
confidence.

IMPLEMENTATION
- is the formal utilization or
application of the designed
curriculum after it was tested
3

Factors to be considered during
the IMPLEMENTATION
1. ROLES (students, teachers, school administrators
,curriculum designers and implementors)
1. MATERIALS (what should be utilized during the
implementation?)
3. SCHEDULE (How should the implementation flow?)

Dynamics of change in the
Educational System:
Leadership
Functions
1. Motivation
2. Communication
training
3. Problem-solving
4. Evaluation
Negative Desirable
Influences
1. Resistance 1.
Cooperation
2. Tension 2.
Cohesion
Chang
e
Curriculum
Organization Policy
External
Influences
1. Social
demands
2. Research
3. Legal
provisions
4.Technology
5. Industry
demands

Effective Leaders Know
How To:
1. Reasonably motivate the
stakeholders though effective
communication.
2. Adequately provide the needed
training to carry out the plan.
3. Decisively solve problems that
may arise in the
implementation of the plan.
4. Carefully monitor as well as
evaluate the system to ensure
the success of the process.

Implementation Models:
1. Overcoming Resistance to Change
Model (ORC)
2. Leadership-obstacle Course Model
(LOC)
3. Linkage Model
4. Organizational Development Model
(OD)
5. The Rand Change Agent Model
a. the characteristics of the
proposed change
b. the competencies of the teaching
and
administrative staff

Factors to Consider in
Implementing Curriculum
● ROLES (students, teachers, school administrators,
curriculum designers, implementors)
● MATERIALS (what should be utilized during the
implementation)
● SCHEDULE (How should the implementation flow?)

3 Types of
Curriculum
1. INTENDED CURRICULUM - the set of objectives set at
the beginning of any curricular plan
- answers what the curriculum makers wants to do
2. IMPLEMENTED CURRICULUM – refers to the various
learning activities or experiences of students in order to achieve
the intended outcomes
3. ACHIEVED CURRICULUM – pertains to the learning
outcomes or products
All of these 3 are being utilized in developing a
curriculum. Each type must be congruent with one
another.

CURRICULUM
EVALUATION
- process of obtaining information for
judging the worth of an educational
program, product, procedure,
educational objectives or the potential
utility of alternative approaches
designed to attain specified objectives
(Glass and Worthem, 1997)
4

Key questions usually
asked in evaluating
curriculum
1. Are the objectives being addressed?
2. Are the contents presented in the
recommended sequence?
3. Are the students being involved in the
suggested instructional experiences?
4. Are the students reacting to the
contents?

Strategies that can be used
in Evaluation
1. Paper-and-Pencil Strategy
- Essay
- Select Response
2. Performance –Based Strategy
- Performance Task
- Exhibition / Demonstration

in Evaluation
3. Observational Strategy
4. Personal Communication Strategy
- Conference (formal or informal meeting between or among
the teachers, students and/or parents)
- Interview (form of conversation in which all parties
(students, teacher and parents) increase their knowledge and
understanding)

in Evaluation
5. Oral Strategy
- Question & Answer (done by the teacher to determine if
the students understand what is being/has been presented or to
extend thinking, generate ideas or solve problems)
- Classroom Presentation (assessment which requires
the students to verbalize knowledge to present summary of
learning

in Evaluation
6. Reflective Strategy
- Self-Assessment (process of gathering information and
reflecting on one’s own learning)
- Response Journal (provides reflective responses to a
material that a student is reading viewing, listening to or
discussing)
7. Combination Strategy
- Portfolio (collection of samples of a student’s work that is
selective, reflective and collaborative)

2 Ways of Curriculum Evaluatio
1. School-Based Evaluation
- approach to curriculum evaluation which
places the content, design, operation and
maintenance of evaluation in the hands of the
school personnel
- it is a participative evaluation for the school
personnel participates in the conduct of
school evaluation activities
- the control and management of the process
rest on the school personnel themselves

2 Ways of Curriculum
Evaluation
2. Accreditation
- voluntary process of submitting a curriculum
program to an external accrediting body for
review in any level of education
- studies the statement of educational
intentions of the school and affirms a standard
of excellence

Areas to be accredited under
Curriculum & Instruction
1. Curriculum and Program of Studies
2. Classroom Management
3. Instructional Processes or Methodologies
4. Graduation Requirements
5. Administrative Support for Effective
Instruction
6. Evaluation of Academic Performance of
Students

FACTORS THAT INFLUENCE
THE DELIVERY OF A
CURRICULUM

“There are only really
three types of people:
those who make things
happen, those who watch
things happen, and those
who say, ‘What happened?’”
- Ann Landers

1. Communication
The Curriculum implementor must be able to
communicate clearly to all the people
concerned.
1. The rationale and the goal of the
curriculum design
2. The scope of the reform
3. The needed competences to implement
the new curriculum
4. The consequences for accepting it, among
others.

DIFFERENT COMMUNICATIONS MODES
1. Written Mode (letters, memos,
reports)
2. Verbal Mode (Telephone
conversation, meetings, Seminar-
workshops)

2. Motivation
Middlemist and Hill (1988)
define motivation as “the forces
acting on and coming from
within a person that account in
part, for willful direction of
one’s effort toward the
achievement of specific goals”.

ROLE OF TECHNOLOGY IN THE
IMPLEMENTATION OF CURRICULUM
1. Technology plays a crucial in
delivering instructions to learners.
2. Technology offers various tools of
learning and these range NON-
PROJECTED and PROJECTED
MEDIA from which the teacher can
choose, depending on what he sees
fit with intended instructional
setting.

NON – PROJECTED MEDIA PROJECTED MEDIA
Real Objects Overhead Transparencies
Models Opaque Projection
Field Trips Slides
Kits Filmstrips
Printed materials (book,
worksheets)
Films
Visuals (drawing,
photographs, graphs,
charts, posters
Video, VCD, DVD
Visual boards (Chalkboard,
white board, flannel
board)
Computer/Multimedia
presentations, powerpoint

Roles of Technology
1. Upgrading the quality of teaching and learning in
schools.
2. Increasing the capability of the teacher to
effectively inculcate learning, and for students
to gain mastery of lessons and courses.
3. Broadening the delivery of education outside
schools through non-traditional approaches to
formal as informal learning, such as open
universities and lifelong learning to adult
learners.
4. Revolutionizing the use of technology to boost
education paradigm shifts that give importance
to students – centered and holistic learning.

Curriculum Models
● Hilda Taba’s Inverted Model
● Starts in the classroom with the teacher
● Ties curriculum with instruction
● EIGHT STEPS
● Diagnosing needs
● Formulating specific objectives
● Selecting content
● Organizing content
● Selecting activities
● Organizing activities
● Evaluating
● Checking for balance & sequences

PHASES OF CURRICULUM DEVELOPMENT
Inverted Deductive Model of Taba (1967)

A comparison of the two models of curriculum
development
Inverted Deductive Model of
Taba
Deductive Model

Curriculum Models
● Ralph Tyler’s Ends-Means Model
● STEPS
● Defining the school’s and teacher’s philosophy
● Identifying desired outcomes
● Designing
● Evaluating: learners, life in the community, subject-
matter

Curriculum Models
● David Stufflebeam’s CIPP Model (1971)
● This model includes in the analysis not only in the
inputs, processes and outputs of the system but also the
context within which the system operates.
● This is widely known as the CONTEXT-INPUT-
PROCESS-PRODUCT (CIPP) framework.
● It has the potential to provide a wide range of data
about the school system on a continuing basis as well as
on the impact of the curriculum on the social
environment.

Curriculum Organization
● SUBJECT CURRICULUM
● Subject matter classified and organized
● ACTIVITY CURRICULUM
● Basis of curriculum on student activities not mastery of
body of knowledge
● PROBLEM SOLVING CURRICULUM
● Based on social concerns not subjects
● SPIRAL CURRICULUM
● Method of organizing learning experiences

IMPLEMENTATION
OF
PRODED
Program for the Decentralized Educational Development
Under Ministry of Education MEC Order No. 6

●-a four year program (1982-1986)
●-Is designed to strengthen policies,
management and institutional programs for
elementar y education
●-Is the plan extended to six years to cover
the tryout and implementation of the six
grades in the elementary curriculum
during s.y.1987-1988

NEW ELEMENTARY SCHOOL
CURRICULUM (NESC)

Aim
● To develop the spiritual, moral, mental and
physical abilities of the child, provide him with
experiences in the democratic way of life, and
inculcate ideas and attitude necessary for
enlightened, patriotic, upright and useful
citizenship.

Features
● Fewer learning areas, emphasis on mastery learning
● More time allotted to the development on the basic
skills specifically the 3R’s especially in the lower
grades
● Greater emphasis on the development of intellectual
skills which are as important as work skills
● Health values development of competencies and
values for social living reflected in the new dimension
in Civics and Culture for Grade I and II; Civics and
Culture expanded to include History, Geography and
work Ethics for Grade III, and an in depth learning of
History, Geography and civics in Grade IV to VI.

II.IMPLEMENTATION
OF SEDP
● - NSEC was implemented on a pilot
basis from 1985-89,prior to its
nationwide implementation which
began in sy 1989-1990

THE SECONDARY EDUCATION DEVELOPMENT
PROGRAM (SEDP)
The SEDP is response to the need to continue pupils
development started by PRODED; to research finding
indicating a need to improve students performance in
Science, Math and Communication Arts; to research
finding that’s that ineffective teaching, inadequate
facilities and instructional materials contribute to
unsatisfactory student performance; and to the need to
improve policy making and increase thee internal
efficiency of the system.

The Goals of the SEDP
- to improve the quality of secondary graduates
and the internal efficiency of the system;
- to expand access to quality secondary
education; and
- to promote equity in the allocation of resources
especially at the local level.

The Main Components of SEDP
SEDP covers
- curriculum development;
- staff development; and
- physical facilities and development

BUREAU OF
SECONDARY
EDUCATION (BSE)

● - monitored the implementation of the
NSEC nationwide to determine how the
schools were complying with the SEDP
guidelines on course offerings , language
instruction, unit credits,time allocation,
teacher training, textbook-student ratio,
loading of teachers and grading system.

SEDP included various
components in the program
to increase the probability of
success:

III.IMPLEMENTATION OF
BEC
● BEC was implemented in all public schools in the
Philippines in 2002
● - made all the schools in the public school system as pilot
sites
● - the use of a large number of schools for pilot testing
made it difficult for DepEd to gather data on deficiencies
of the new program
● - the wide-scale implementation of the BEC prior to pilot
testing contributed to the lack of readiness of the basic
education system to implement the program
● - the implementation path of BEC could be considered a
“short-cut” route or “an expresslane”

What is function literacy?
The Literacy Coordinating Counsil, which is an
organization of government and non-government
agencies, describe functional literacy as a range of
cognitive, affective and behavioral skills which enables
individual to make critical and informed decisions and
functional and scientific-numerical competence.

Why are many of our leaners not attaining functional
literacy?
there are several reasons some of which are
curriculum-related, some are not. As for curriculum-
related causes, there are mainly two: an overcrowded
curriculum and its insufficient relevant to the diverse
contexts of our learners.

What do we mean by an overcrowded curriculum?
An overcrowded curriculum puts together too
many competencies and topics in such a way that (1)
focus on and time for mastery of basic skills are los, (2)
the learners get little opportunity to personality process
and contextualize the major concept, and (3) the
interconnections among the many competencies are
weekly established.

Philosophy of the 2002 Curriculum
a. The ideal Filipino learners are empowered
learners, who are competent in learning how to learn
and have life skills so that they become self-developed
persons who are makabayan (patriotic), makatao
(mindful of humanity), makakalikasan (respectful of
nature), and maka-Diyos (godly).
b. Functional literacy is the essential ability for
lifelong learning in our dynamically changing world.
c. The ideal teacher of the 2002 Curriculum is not
the authoritarian instructor but the trustworthy
facilitator or manager of the learning process. She
enables the learners to become active constructors of
meaning and not passive recipients of information.

d. The ideal teaching-learning process is
interactive where the learners, the teachers,
instructional materials and information technology
interact with one another reciprocally.

2002 Basic Education Curriculum
● The implementation of the 2002 Basic Education
Curriculum was announced in DepEd Order No. 25, s.
2002, issued on June 17, 2002.

● The Department of Education adopted this
curriculum to reduce the number of subjects for
elementary and high school from 10 ( Filipino,
English, Science, Mathematics, Social Studies, Home
Economics, Physical Education Health, Music) to just
5 ( Filipino, English, Science, Math and Makabayan)
to allow mastery of basic skills on the part of the
students and make them skilled Filipinos capable of
working creatively in this highly competitive world.

● The five learning areas are designed to address both
the individual and social needs of the learners. The
language subjects, science and math as the basic tool
subjects. Makabayan serves as a “laboratory of life’’ or
a practice environment for holistic learning. It is the
learning area that stresses the development of social
awareness, empathy and commitment of the learner
to the common good.

Filipino and English
● Communication skills (listening, speaking, reading
and writing) are developed in these two learning areas
through the use of varied communication situations
and resources. Rhymes, poems, jingles, stories and
dialogue appropriate for the year level serve as the
materials for providing rich learning experiences
needed to develop the communication skills of the
youth.

Science
● This area emphasizes the application of science
concepts and principles to improve the environment
and the quality of life of the filipinos. In grade school,
the science curriculum includes the basic health
concepts. In the secondary level, the course from first
to fourth year are: Integrated science, biology,
chemistry and physics.

Mathematics
● This area provides learning experiences on the use of
numbers in practical investigation and solving
problems students encounter in their everyday lives.
In the elementary, it focuses on the learning of the 4
fundamental operations and how they are applied to
solve real-life problems and situations. Introductory
algebra is offered in the intermediate level(gr. 4-6) In
h.s. the courses are elementary algebra, intermediate
algebra, geometry statistics, trigonometry and
advance algebra.

Makabayan
● This is the learning area that puts the most stress on
the development of social awareness, empathy, and a
firm commitment to the human good. Components of
elem. includes A.P., sibika at kultura (gr 1,2 & 3);
heograpiya,kasaysayan at sibika (gr 4,6 & 6); EPP
(4,5,6) and MAPE (4,5,6) GMRC is integrated in all
courses. Components of secondary includes; A.P.,
TLE, MAPEH, E.P.

● The learners are expected to develop and become
persons who are;
● -Makabayan (patriotic)
● -Makatao (mindful of humanity)
● -makakalikasan (respectful of nature)
● -maka-Diyos (Godly)

●As envisioned, the development of life skills
will depend on functional literacy that will
enable learner to exercise self-discipline,
regulate his own learning, and adapt to
demands of the changing times (Dep Ed,
2002).

● Functional literacy includes essential abilities such as;
-language fluency (oral and written)
-scientific competence (analysis, problem solving, etc)
-numerical competence ( operational skills in
mathematics
● Mastery of these indispensable learning areas is
considered the clear indicator of functional litercy.

●To insure mastery, the time allotment for
these subjects in the restructured
curriculum has been increased in order to
provide more time for tasks and activities
and to help learners reflect on and
contextualize content.

● The curriculum design points to two main sources of
reliable and meaningful knowledge for contemporary
basic education:
● 1. expert system of knowledge
● 2. learner’s experience
● The curriculum structure intends to promote the
interaction of these two sources.

● Through this process, the curriculum aims to promote
acquisition of life skills through reflective
understanding and internationalization of principles
and values as well as the development of the learner’s
multiple intelligences.

● According to then-Sec. of Education Raul Roco the
2002 BEC was based on a 16-year study (starting in
1986). Implementation of RBEC was based on
Executive Order No. 46, which in turn was based on
recommendations of the Philippine Commission on
Educational Reforms (PCER), created on Dec. 7, 1998.

● The actual implementing guidelines were found in
DepEd Order No. 43, s. 2002, dated Aug. 29, 2002.

● Less than a year later (on June 12, 2003), a new
curriculum (the Revised BEC) was signed into law.

II. ROLES OF
STAKEHOLDERS IN
CURRICULUM
IMPLEMENTATION

Stakeholders
●- are individuals or institutions that are
interested in the school curriculum
●- their interests vary in degree and
complexity
●They get involved in many different ways in
the implementation ,because the
curriculum affects them directly or
indirectly

LEARNERS AT THE CENTER
OF THE CURRICULUM
● - they are placed at the center
● - primary stakeholders in the curriculum
● - the very reason a curriculum is developed
● - they are the ones who are directly influenced by
the curriculum
● - they make or unmake the curriculum by their
active and direct involvement

2.TEACHERS AS CURRICULUM
DEVELOPERS AND IMPLEMENTERS
● - planning and writing the curriculum are the primary roles of the teacher
● - a teacher is a curriculum maker
● - a teacher writes a curriculum daily through a lesson plan, a unit plan, or a
yearly plan
● - a teacher prepares activities for the students to do
● - a teacher addresses the goals, needs, interests of the learners by creating
experiences from where the students can learn
● - a teacher designs, enriches, and modifies the curriculum to suit the learner’s
characteristics
● - teachers are empowered to develop their own school curricula taking into
consideration their own expertise , the context of the school and the abilities
of the learners
● - teachers become architects of school curriculum
● - teachers’ role shifts from a developer to an implementer
● - doing implies guiding,facilitating and directing activities which will be done
by the students

3 .CURRICULUM MANAGERS AND
ADMINISTRATORS
●- they supervise curriculum
implementation, select and recruit new
teachers, admit students,procure
equipment and materials needed for
effective learning
●They also plan for the improvement of
school facilities and physical plants

4 .PARENTS AS SUPPORTERS TO
THE CURRICULUM
●- parents are the best supporters of the
school
●- parents’ voices are very loud and
clear

HOW DO PARENTS SHAPE
THE CURRICULUM AND WHY
ARE THEY CONSIDERED AS
STAKEHOLDERS?

● 1.Effective parental involvement in school affairs
may be linked to parent educational programs
which is central to high quality educational
experiences of the children.
● 2. The parents involvement extends from the
confine of the school to the homes
● 3. In most schools the Parent Association is
organized.

The Tyler Evaluation model
Establish
Objectives
Classify
Objectives
Define
Objectives
Select
Indicators
Develop
Measurement
Techniques
Collect
Performance
Data
Analyze Data
report

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