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Curriculum designs


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Curriculum designs

  1. 1. Basic Education Curriculum 2002 2010 Secondary Education Curriculum K-12 Basic Education Curriculum
  2. 2. The Basic Education Curriculum of 2002 Based on the module: The Philippine Education Curriculum (Teacher Education Council, DepEd) Written by: Lidinila M. Luis-Santos, Ed. D.
  3. 3. Historical Background  Education For All (EFA) part of the Millennium Development Goal (MDG) by the United Nations. (Philippine Education For All 2015 Plan) Goals:  Universal Functional Literacy “A range of skills and competencies – cognitive (Intellectual) affective (emotional) and behavioral - which enables individuals to live and work as human persons, develop their potential, make critical and informed decisions and function effectively in the context of their environment and that of the wider community (local, regional, national, global) in order to improve the quality of their life and that of society.”
  4. 4.  Universal coverage of quality Early Childhood Education (ECE) for all 3-5 year-old children.  Universal school participation and total elimination of drop-outs and repetition from Grades I-III.  Universal completion of the full cycle of basic education schooling with satisfactory achievement levels by all at every grade level.
  5. 5.  Expand the coverage of the Basic Literacy Program for the 16 year old and- above and the Alternative Learning System (ALS) Accreditation and Equivalency Program for the 16 year–old and above who have less than 10 years of basic education.  Commitment of all Philippine communities to the attainment of basic education competencies for all– Education for All by ALL. The ALL here again refers to the Filipino children in need of education. It also refers to ALL the stakeholders, most especially you.
  6. 6.  The researches, surveys and experimental studies which developed the National Elementary School Curriculum (NESC) and the New Secondary Education Curriculum (NSEC) . The Presidential Commission to Study Philippine Education 1970 (PCSPE) Survey of the Outcomes of Elementary Education 1975 (SOUTELE) Experimental Elementary Education Program 1978 (EEEP)
  7. 7. National Elementary School Curriculum (NESC)  The first research-based curriculum in the country.  Development of the learning competencies known as the Minimum Learning Competencies (MLC)  The mastery of learning was emphasized wherein it is expected that the students will acquire the 75% mastery of the listed competencies or 7 out of 10 questions in the formative test.
  8. 8. The New Secondary Education Curriculum (NSEC)  When the first batch of students who went through the NESC graduated, the Bureau of Secondary Education (BSE) implemented the NSEC in the schools.  The NSEC included the following learning areas to be taught for 400 minutes daily from First Year to Fourth Year: Values Education Araling Panlipunan Filipino Science and Technology English Physical Education, Health and Music Mathematics Technology and Home Economics
  9. 9. Evaluation of NESC and NSEC Studies/Researches Findings/Recommendation National Elementary Achievement Test (NEAT) Grade VI students were able to answer correctly less than 50% of questions asked in National and Secondary Assessment Test (NSAT) A mean percentage score of only 50% was achieved. Committee on Information Technology, Science, Mathematics, Education & other Technology. An’’ overcrowded curriculum” especially in Grade I-III resulted in poor performance of pupils in the elementary grades. Students needed longer time in science and mathematics
  10. 10. Aurora Roldan, “ Present Realities in Reading Education” Our students are deficient in reading ability. They have not developed the higher order thinking skills even at Grade V. There is the danger of reverting to illiteracy if the students dropped out before completing Grade VI. Third International Mathematics & Science Study (TIMMS) The Philippines ranked 39th out of 42 countries which participated in the study, Allan B. I. Bernardo, “The Learning Process: The Neglected Phenomenon in Science and Mathematics Education Reform in the Philippines” In comparison with other countries, the Philippine “science syllabus contained more topics” suggesting that the curriculum is still congested. 2002 Basic Education Curriculum–Bawat Graduate Bayani at Marangal (DepED, April 5, 2002).
  11. 11.  Committee on Curriculum Reform was established which then came out with the 2002 Basic Education Curriculum that piloted in the school year 2002.
  12. 12. Rationale of 2002 BEC  The 2002 Basic Education Curriculum (DepEd, Apr. 5, 2002), cited several reasons why the basic education curriculum should be restructured.  Along with the development of functional literacy which involves the development of the essential skills such as “linguistic fluency and scientific – numerical competence.
  13. 13.  To further decongest the curriculum and to provide more contact time for the tool subjects, the restructured curriculum emphasizes the enhanced teaching of the four (4) core subjects Filipino, English, Mathematics and Science. A fifth subject called Makabayan, which is envisioned to be a “laboratory of life” or practice environment, integrated the other non-tool subjects.
  14. 14. Features of BEC  Greater emphasis on helping every learner become a successful reader.  Emphasis on interactive/collaborative learning approaches.  Emphasis on the use of integrative learning approaches.
  15. 15.  Development of self-reliant and patriotic citizens.  Teaching of values in all learning areas.  Development of creative and critical thinking skills.
  16. 16. Curriculum (BEC) 1. Legal bases 2. Objectives of elementary and secondary education 3. Objectives / Competencies as given in the PELC or PSLC Instruction 1. Pedagogical approaches and your teaching strategies 2. Materials of instruction 3. Learning activities Assessment 1. Formative 2. Summative Different types of evaluation measures 1 2 3The Curriculum, Instruction and Assessment Model
  17. 17. Choose Objective/s from PELC/PSLC Pretest (On the pre- requisite skill or the objective for the day) Instruction (Teaching) Evaluation (Formative) Re-Teach No Yes Goal Oriented Instructional Model (GOIM)
  18. 18. Mga Naging Pananaw sa implementasyon ng 2002 BEC  Hindi nagtutugma ang inaasahang bunga/resulta sa pamamaraan.  Pagnanais ng mga gurong maragdagan ang kanilang kaalaman tungkol sa integratibong pagtuturo.  Limitado ang kaalaman ng mga guro sa Teoryang Konstruktibismo at iba pang teorya sa pagtuturo- pagkatuto.
  19. 19.  Nahihirapan ang mga mag-aaral sa paggamit ng English bilang midyum sa pagtuturo.  Maraming salik na nakahahadlang upang magampanan ng mga guro ang pagiging mahusay na pasiliteytor ng pagkatuto.  Maraming mabisang pamamaraan na magagamit sa pagmamasid sa klase/superbisyon.  Ang mga guro ay nangangailangan ng karagdagang kaalaman sa pagtuturo ng MAKABAYAN bilang asignaturang “Laboratoryo ng Buhay”
  20. 20. 2010 Secondary Education Curriculum Department Of Education Bureau of Secondary Education Curriculum Development Division DepEd Order No. 76 series of 2010
  21. 21. Naging Batayan sa Pagsasa-ayos ng Kurikulum  Mithiin ng Education For All 2015.  Ginawang ebalwasyon at implementasyon ng 2002 BEC  Ginawang pagsasanay ng mga guro at pagpapaunlad sa kakayahan ng mga punong-guro ng 23 Pilot Schools.
  22. 22. Sa pagsasa-ayos ng kurikulum, inilapat ang Understanding By Design (UbD) na modelo nina Jay McTighe at Grant Wiggins.
  23. 23. Understanding by Design (UbD) It is the proposed curriculum model designed by Grant Wiggins and Jay McTighe (1998) which is also known as the “Backward Design Curriculum” . This implored us to think about the outcomes, goals, and objectives we had for student learning first and then plan instruction and develop curriculum to close the gap between what the students already know and what they need to know.
  24. 24. Identify desired results. Determine acceptable evidence. Plan learning experiences and instruction. Graphic representation of the stages in the backward curriculum design process.
  25. 25. Inaasahang Bunga/Resulta Pagtataya Plano sa Pagkatuto Mga Pamantayang Pangnilalaman/Pagganap Mga Layuning Kaalaman/Ka kayahan Mga kakailanganing Pang-unawa Mahahalagang Tanong Mga Produkto/Pagganap Kraytirya/ Kagamitan Mga Gawaing Instruksyonal Mga Kagamitan
  26. 26. The Six Facets of Understanding Facet 1: EXPLANATION Sophisticated and apt theories and illustrations, which provide knowledgeable and justified accounts of events, actions and ideas. Example: A physic student provides a well-argued account of why the car on the air track accelerates the way it does when the incline of the roadway is varied.
  27. 27. Facet 2: INTERPRETATION Narratives and translations that provide meaning. Example: A college freshmen shows how Gulliver’s Travel can be read as a satire on British intellectual life; it’s not just a fairy tale.
  28. 28. Facet 3: APPLICATION Ability to use knowledge effectively in new situations and diverse, realistic contexts. Example: A young couple uses their knowledge of economics (e.g., the power of compound interest and the high cost of credit cards) to develop an effective financial plan for saving and investing.
  29. 29. Facet 4: PERSPECTIVE Critical and insightful points of view. Example: A 10-year-old girl recognizes in TV advertising the fallacy of using popular figures to promote products.
  30. 30. Facet 5: EMPATHY The ability to get inside another person’s feelings and worldview. Example: An adolescent empathizes with the restrictive lifestyle of his bedridden grandmother.
  31. 31. Facet 6: SELF-KNOWLEDGE The wisdom to know one’s ignorance and how one’s pattern of thought and action inform as well as prejudice understanding. Example: A mother realizes that her frustrations with her daughter’s shyness is rooted in issues from her own childhood.
  32. 32. Balangkas-Konseptwal ng Araling Panlipunan Kapakipakinabang na Literasi Para sa Lahat Makaalam Makagawa Maging Ganap Makipam uhay Mapanag utang Pagkama mamayan Pagkamali khain Mapanurin g Pag-iisip at Matalinong Pagpapasiy a Likas-kayang Paggamit ng Pinagkukuna ng Yaman Pakikipagtal astasan at Pagpapalaw ak ng Pandaigdiga ng Pananaw Pagsasali ksik/ Pagsisiya sat Pamamaraang Tematiko- Kronolohikal/Topikal/ Konseptwal Pamaraang Pasiyasat Integrasyon/Interdi siplinari/Multidisip linari Konstruktibismo Magkatuwang na Pagkatuto Pagkatutong Pangkaranasan/ Pangkonteksto
  33. 33. Katangian ng SEC 2010  Nakatuon sa mahahalagang konsepto at kakailanganing pag-unawa.  Mataas ang inaasahan (batay sa mga pamantayan)-tinitiyak kung ano ang dapat matutuhan at ang antas ng pagganap ng mag- aaral.  Mapanghamon-gumagamit ng mga angkop na istratehiya upang malinang ang kaalaman at kakayahan ng mga mag-aaral.
  34. 34.  Inihahanda ang mag-aaral tungo sa paghahanapbuhay kung di man makapagpatuloy sa kolehiyo.  Tinitiyak na ang matututuhan ng mga mag- aaral ay magagamit sa buhay.
  35. 35. K-12 Basic Education Curriculum Department of Education Official Gazette
  36. 36. Naninindigan pa rin po tayo sa ipinangako nating pagbabago sa edukasyon: ang gawin itong sentral na estratehiya sa pamumuhunan sa pinakamahalaga nating yaman: ang mamamayang Pilipino. Sa K to 12, tiwala tayong mabibigyang- lakas si Juan dela Cruz upang mapaunlad—hindi lamang ang kanyang sarili at pamilya—kundi maging ang buong bansa. – Pangulong Benigno S. Aquino III
  37. 37. K-12 Basic Education Curriculum The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle- level skills development, employment, and entrepreneurship.
  38. 38. Features of K-12
  39. 39. Implementation and Transition Process
  40. 40. Achievements and Plans