3. CURRICULUM DEVELOPMENT IN THE PHILIPPINES
a.Pre-Spanish Curriculum
-do not have an organized system of education
-no direct teaching or no formal methods of instruction
-occupational skills are taught by fathers to the young
boys like farming and fishing
-informal learning is facilitate by the family, play
group and neighborhood
-rule of the barangay and Code of Kalantiaw and
Maragtas-code of laws, belief in Bathala, solidarity
of the family, modesty of women
4. CURRICULUM DEVELOPMENT IN THE
PHILIPPINES
b.Spanish-devised curriculum
-curriculum consisted of the three r’s
(reading,writing, religion)
-curricular goals were the acceptance of
Catholicism and acceptance of Spanish rules
-school were parochial and convent schools
-method of instruction were the cartilla, caton
and catesismo
-method of instruction was individual
memorization
5. C.AMERICAN-DEVISED CURRICULUM
-motive is to conquer Filipinos not only
physically but also intellectually
-train the Filipinos after the American culture
and way of life
-started the public school system
-normal schools were opened to train teachers
will train soldiers and the Thomasites
6. F. LIBERATION PERIOD (1945)
-adopt modern trends of education from United
States
-Filipino educators tried to develop a Filipino-
based curriculum
-curriculum is subject centered
7. G. PHILIPPINE REPUBLIC
- used the vernacular in the first two gardes of the
primary school as medium of instruction.
-instructional materials that promotes nationalism
is recognized
-media like television, radio, filmstrips were used to
attain instruction
-levels of education were elementary, secondary and
tertiary
-vocational education was introduce in elementary
level
8. H. THE NEW SOCIETY (1972)
Proclamation no. 1081 decree no. 6 known as educa-
tional development decree of 1972 aims to make the
schools responsive to the needs of the new society.
-the needs to passed the National College Entrance
examination to be able to pursue college education.
-mandatory used of Filipino authored books
9. D.COMMONWEALTH (1935-1946)
-Filipino teachers were recognized
-introduced courses in farming, trade, business,
domestic science etc.
E.JAPANESE (1941-1945)
-ABOLISH English as medium of instruction and
replace with Niponggo
11. elements of curriculum
CURRICULUM INTENT
Aims - broad statements of social or educational
expectations; what is hope to be achieved.
Goals - general statements of concepts, values and
skills to be learned.
Objectives – specific learning outcomes; basis for
instructions
12. ELEMENTS OF CURRICULUM
Contents
* topics to be learned / covered
Learning Experiences
*instructional strategies; activities, methods and
approaches to teach contents
Evaluation
*to check if intents were realized
13. INFLUENCES ON CURRICULUM
1.Sociological and cultural
2. Philosophical
Metaphysics, epistemology, logic, idealism,
realism, pragmatism, etc.
3.Historical
Pre-Spanish, Spanish, American, Commonwealth,
Japanese, 3rd and 4th Republic
4.Psychological
Learners , conditions of teaching, and learning
styles
14. MAJOR TYPES OF CURRICULUM
1.Subject-centered
-emphasis on mastery of subject matter
-teacher with full control
-main instructional tool: textbook
-teaching of facts
2.Learner-centered
-emphasis on holistic development of learner
-cooperative interaction: learners, teachers,
parents
15. MAJOR TYPES OF CURRICULUM DESIGN
-meaningful learning – lessons based on learners needs
and interests.
examples: activity-based, child - centered,
social process and life.
3.Society-Based
- rooted on needs of the society and culture
-emphasis on problem solving processes and human
relation skills
16. PATTERNS OF SUBJECT CENTERED CURRICULUM
1.Mastery Learning Curriculum
-student master subjects through remembering
2.Spiral Curriculum
-students are ready to learn concepts when they reach
required level of development and maturity; have
necessary experience topics treated with corresponding
degree of complexity across levels.
17. PATTERNS OF SUBJECT-CENTERED CURRICULUM
3.Open Education Curriculum
-allows students to be free to discover important
knowledge; teachers- major curriculum developer
4.Problem Solving Curriculum
-students guided to discover answers to problems
5.Separate Subjects Curriculum
-subjects independent in content and time
18. PATTERNS OF SUBJECT-CENTERED CURRICULUM
6.Correlated Subjects Curriculum
-subjects related in content and time may be factual,
descriptive, normative
7.Broad Fields Curriculum
-subjects integrated through principles or themes
8.Core Curriculum
- aims to create a universal sense of inquiry,
and understanding among learners of
different background, context or theme is the
core of learning.
19. PATTERNS OF EXPERIENCE-CENTERED CURRICULUM
1.Activity-Based
-base on child’s needs
- no advance planning
-no cooperative planning
2.Child –Centered
-uses experiential rather than route learning
-custom activities for children
20. 3.Social processes and life functions
-centered on major cultural life activity of man
-relate learners and society
4.Process –centered
-focus on personal attributes and skills of individual
learner in ever-widening circles of self, others and
society
-emphasis on development of skills/traits that will
serve the learner for life.
21. CURRICULUM DEVELOPMENT
Process of selective organizing, executing and
evaluating learning experiences based on needs, abilities
and interest of learners, considering nature of
community.
PHASES
Planning
Organization and design
Implementation
Evaluation
Improvement
22. PHASES OF CURRICULUM DEVELOPMENT
1.Planning
-situation analysis
-goal setting
-need identification
-budgeting
-decisions regarding implementation and
evaluation details
2.Organization and design
-arrangement of curriculum elements
-selection of :content,subject matter,sequence,focus,
grade placement, time allotment, activities
23. PHASES OF CURRICULUM DEVELOPMENT
3.Implementation
-instructional phase of curriculum dev’t
4.Evaluation
-determination of quality, effectiveness or value of
curriculum
-process and product evaluation
-criteria:
a.consistency with objectives
b.comprehensive scope
c.continuity
d. balance
e.coherence
5.Improvement or change
25. MAJOR MODELS OF CURRICULUM DEVELOPMENT
A.Ralph Tyler’s Ends-Means Model
1.Determine philosophy of school and teacher
2.Identify education experiences related to the purposes.
3.Organize this experiences- content
4.Evaluate /reevaluate purpose- results
26. HILDA TABA’S INVERTED MODEL
1.Diagnose needs of schools and community
2.Formulate specific objectives
3.Select content-student’s developmental level
4.Organize Content
5.Select activities
6.Organize activities
7.Evaluate lessons ans units- check objectives
8.Check for balance and sequence
27. GUIDELINES TO CURRICULUM DEVELOPERS
1.Curriculum change is inevitable and desirable.
2.The curriculum is a product of its time.
3.Curriculum changes of earlier periods often coexist and
overlap curriculum changes of the later periods.
4.Curriculum change occur only as people are change.
5.Curriculum development is a cooperative group activity
6.Curriculum development is basically a decision-making process.
7….never ends
8…is a comprehensive process
9… is more effective if it is comprehensive
10.The curriculum planner starts from where curriculum is just as
teacher starts from where the students are.
28. CURRICULUM DESIGN MUSTS..
- Holistic and coherent
- Accessible
- Student-centered
- Fosters learning and encourages independence
- Based upon or has links to research and scholarship
- Based on feedback, evaluation, review
29. UNDERSTANDING BY DESIGN (UbD)
- Framework for developing student achievement
- Understanding-focused, student-focused, standards-driven
curriculum
- Goals need to be clarified and assessment designed
before planning for classroom activities
31. STAGE 1 : DESIRED RESULTS
*Identification of achievable goals for
students
*”to begin with the end in mind means to start
with a clear understanding of your destination. It means
To know where you are going so that you better understand
Whee you are now so that the steps you take are always in
The right direction” (Covey, 19994)
32. SIX FACETS OF UNDERSTANDING
* Can explain
* Can interpret
* Can apply
* Has perspective
* Can emphathize
* Has self-knowledge
33. When we truly understand we…
CAN EXPLAIN: provide thorough, supported and
justifiable accounts of phenomena, facts and data
CAN INTERPRET: tell meaningful stories; offer apt
translations; provide revealing historical or personal
dimensions to ideas abd events; make it personal or
accessible through images, anecdotes, analogies
and model.
34. When we truly understand we…
CAN APPLY: effectively use and adapt what we
know in diverse contexts
CAN EMPHASIZE: find value in what others
might find odd, alien ; percievce
sensitively on the basis of prior direct
experience
35. STAGE 2 : ASSESSMENT
What would we accept as evidence that students have
attained the desired understanding and proficiencies?
BEFORE proceeding to plan teaching and learning
experiences
36. STAGE 2 : ASSESSMENT
- Assessment drives instruction
- Teachers should think like assessors before designin
specific units and lessons.
-Because understanding develops a result of ongoing
inquiry and rethinking, the assessment of understanding
should be through in terms of a collection of evidence over
time instead of an event, a single moment or test at the
end of instruction.
37. STAGE 3 : PLAN LEARNING EXPERIENCES AND
INSTRUCTION
Teachers are required to provide a meaningful
learning experiences based on the level of
understanding of students and to determine
whether the goals/ desired results have been
achieved by following this sequence:
EXPLORE-FIRM-UP-DEEPEN-TRANSFER
38. 2010SECONDARY EDUCATION CURRICULUM (SEC)
Deped Order No. 76, s.2010 dated June 4,2010- Policy
Guidelines on the implementation of the 2010 SEC
refined following the UbD framework.
To attain mastery of the subject areas in secondary education.
Launched SY 2010-2011 (First year level)
To be progressively mainstreamed following this schedule:
SY 2011-2012 -2nd year
SY 2012-2013 – 3rd year
SY 2013-2014 – 4th year
39. 2010SEC Features
-Lean -focuses on understanding
-Sets high expectations (standard-based)- expressed on
what the students should know, do, understand and
transfer in life as evidence of learning.
-Rich and challenging – provides for personalized
approached to developing the student’s multiple
intelligences through the provision of special
curricular programs.
Develops readiness and passion for work and lifelong
learning
40. ENHANCED K-12 BASIC EDUCATION PROGRAM
K-12 means Kindergarten and the 12 years of Elementary
and Secondary education
K-6-4-2 Model
Kindergarten - 6 years of elementary education
4 Years of junior high school
2 Years of senior high school
(Grades 11-12 – provide time for students to consolidate
acquired academic skills and competencies)
41. FEATURES OF K-2
*Kindergarten and 12 years of quality basic education is a right
of every Filipino (provided by government and will be
free
*Elementary diploma (6 years), junior high school diploma
(4 years) and senior high school diploma (2 years)
*Full 12 years of basic education will eventually be required
for entry into tertiary level education (entering
freshmen by (2018-2019)
42. PHASES OF IMPLEMENTATION
*Universal kindergaraten will be offered starting SY 2011-
2012
*Deped will begin unclogging the basic education curriculum
in SY 2012-2013
*The enhanced 12-year curriculum will be implemented
starting with incoming grade 1 students of SY 2012-2013
*The incoming freshmen of SY 2012-2013n will be the first
beneficiary of a free Senior High School education that
will be mad available by DEPed in public schools
beginning SY 2016-2017.
43. WHY ADD TWO MORE YEARS?
*Decongest and enhance the basic education curriculum
*Better quality education for all
*Philippines is the only remaining country in Asia with a 10-
year basic education program
*K-12 is not new. The proposal to expand the basic
education dates back to 1925.
44. WHY ADD TWO MORE YEARS?
*Economic considerations:
-additional years of schooling increases earnings
by 7.5 %
-improvements in the quality of education will increase
GDP growth by 2.2%
-minus 2 instead plus 2 for those families who cannot
afford a college education but stillwish to have their
children find a good high paying job
45. ROLE OF STAKEHOLDERS IN CURRICULUM
IMPLEMENTATION
1.Learners at the center of the curriculum
2.Teachers as the curriculum developer and
implementers.
3.Curriculum managers and administrators.
4.Parents as supporters to the curriculum.
5.Community members as community resources.
6.Other stakeholders in curriculum implementation
46. TYPES OF CURRICULUM OPERATING IN SCHOOLS
1.Recommended Curriculum- proposed by scholars
and professional organizations.
2.Writen curriculum- appears in school, district, and
division
3.Taught Curriculum- what teachers implemented
in the classroom.
4.Supported curriculum- resources, computers,
textbooks. Etc.
5.Assessed curriculum- - that which is tested and
evaluated
6.Learned curriculum-what the students actually
Learned.
