The document summarizes the 2010 Secondary Education Curriculum in the Philippines. It outlines 6 special curricular programs, 8 subject areas covered, and strengths of the curriculum such as focusing on essential understandings and developing skills for work and lifelong learning. The curriculum is based on the Understanding by Design framework which emphasizes developing student understanding through essential questions and complex tasks. It uses a 3-stage "backward design" process starting with defining learning goals and assessments before planning teaching activities.

1. 2010 Secondary Education2010 Secondary Education
Curriculum and UnderstandingCurriculum and Understanding
by Designby Design
MA17A- Teaching/InstructionMA17A- Teaching/Instruction
Summer 2014Summer 2014
Reporter: Mrs. Victoria O. Superal

2. 6 Special Curricular Programs featured in6 Special Curricular Programs featured in
2010 SEC2010 SEC
1.Special Programs in the Arts (SPA)
2.Special Program in Sports (SPS)
3.Engineering and Science Education Program
(ESEP)
4.Special Program in Journalism (SPJ)
5.Technical Vocational Education (TechVoc)
6.Special Program in Foreign Language (SPFL) as
part of the expansion of the Career Pathways in
Technology and Livelihood Education (CP-TLE)

3. The 2010 Secondary Education Curriculum still patterned
the content of the curriculum to the 2002 Restructured
Basic Education Curriculum. There are 8 subject areas
being considered.
1.English
2.Filipino
3.Science
4.Mathematics
5.Araling Panlipunan
6.Technology and Livelihood Education (CP-TLE)
7.Music, Arts, Physical Education and Health (MAPEH)
8.Edukasyon sa Pagpapahalaga (Val.Ed)

4. The Features of 2010 Secondary Education
Curriculum
The 2010 Secondary Education Curriculum has
the following strengths/ advantages:
 It focuses on essential understandings.
 It sets high expectations (standards-based) expressed in terms
of what students should know and the quality of the skills that
they are expected to demonstrate as evidence of learning.
 It is rich and challenging as it provides a personalized approach
to developing the students’ multiple intelligences.
 It develops readiness and passion for work and lifelong
learning.

5. The 2010 Secondary EducationThe 2010 Secondary Education
Curriculum (SEC)Curriculum (SEC)
focuses on teaching andfocuses on teaching and
learning using thelearning using the
Understanding by DesignUnderstanding by Design
(UbD)(UbD) framework.framework.

6. What is UbD?What is UbD?
 Understanding by Design is a framework for
improving student achievement. Emphasizing the
teacher’s critical role as a designer of student
learning, UbD works within the standards driven
curriculum to help teachers clarify learning goals,
devise revealing assessments of student
understanding, and craft effective and engaging
learning activities.
 Developed by nationally recognized educators
Grant Wiggins and Jay Mc Tighe

7. UbD is based on the followingUbD is based on the following
ideas:ideas:
1. A primary goal of education should be the
development and deepening of student understanding
“Teaching for understanding” is the main tenet of Ubd. In this
framework, course design, teacher and student attitudes, and
the classroom learning environment are factors not just in
learning of facts but also in the attainment of an understanding
of those facts, such as the application of these facts in the
context of the real world or the development of an individual’s
insight regarding these facts.
Understanding is reached through the formulation of a “big
idea” – a central idea that holds all the facts together and makes
these connected facts worth knowing. After getting to the “big
idea” students can proceed to an “understanding” or to answer
an “essential question” beyond the lesson taught.

8. UbD is based on the following ideas:UbD is based on the following ideas:
2. Students reveal their understanding most effectively
when they are provided with complex, authentic
opportunities to explain, interpret, apply, shift perspective,
empathize, and self-assess. When applied to complex
task, these “six facets” provide a conceptual lens through
which teachers can better assess student understanding.
A student who really understands…
Can explain- sophisticated and apt explanations and theories that
provide knowledgeable and justified accounts of events, actions, and
ideas.
Can interpret- narratives, translations, metaphors, images and
artistry that provide meaning
Can apply- ability to use knowledge effectively in new situations and
diverse contexts: How and where can we use this knowledge, skills,
or process?

9. Facets of UnderstandingFacets of Understanding
 Sees in perspective- critical and insightful point of
view: From whose point of view? What is justified or
warranted? Is there adequate evidence?
 Demonstrates empathy- The ability to get “inside”
another person’s feelings and world view: How does it
seem to you? What was the author, artist, performer
feeling, seeing, and trying to make me feel and see?
 Reveals self-knowledge- the wisdom to know one’s
ignorance and how one’s pattern of thought and action
inform as well as prejudice understanding: What are
my blind spots? What strategies work for me?

10. UbD is based on the following ideas:UbD is based on the following ideas:
3. Effective curriculum development reflects a three-stage
design process called “backward design” that delays the
planning of classroom activities until goals have been
clarified and assessments designed. This process helps to
avoid the twin problems of “textbook coverage” and
“activity-oriented” teaching, in which no clear priorities and
purposes are apparent.
It seems “backward” in that it starts from the opposite end of the
planning process we typically go through to design courses- we
usually start by thinking about how to teach our content.
Backward design leaves teaching activities until the end and starts
with the desire results of that teaching. You can’t start planning how
you’re going to teach until you know exactly what you want your
students to learn.

11. 3 Stages of Backward Design3 Stages of Backward Design

12. 3 stages of backward design3 stages of backward design
1. Identifying desired results-
 defining the objectives or learning goals of the
course/class.
 Desired results cannot be just limited to
traditional parameters such as good
performance in National Achievement Test ,
but rather include specific goals that contribute
to a deeper understanding of a topic.

13. 3 stages of backward design3 stages of backward design
2. Determine acceptable evidence
 Decide if students are starting to master the knowledge and skills
you want them to gain.
Collect evidence and consider a wide range of assessment methods
in order to and attain the exact evidence that match the learning
goals.
Use GRASPS format to make assessment task more authentic and
engaging.
G- goal or challenge statement in the scenario
R-role of the student plays the scenario
A-audience or client that the student must be concerned with in doing
the task
S-situation or setting
P-performance or product expected
S-standard or criteria by which the work will be judged

14. Performance Task ScenarioPerformance Task Scenario
G.R.A.S.P.S.- Social Studies example
Goal:
Your goal is to help a group of foreign visitors understand the
key historic, geographic and economic features of Negros
Oriental.
Role:
You are an intern at the Provincial Office of Tourism.
Audience:
The audience is a group of nine foreign visitors (who speak
English)
Situation:
You have been asked to developed a plan, including a budget,
for a four-day tour of Negros Oriental .Plan your tour so that the
visitors are shown sites that best illustrate the key historic,
geographic and economic features of Neg. Or.

15. G.R.A.S.P.S.G.R.A.S.P.S.
Products:
You need to prepare a written tour itinerary and a budget for the
trip. You should include explanation of why each site was
selected and how it will the visitors understand the key
historic, geographic and economic features of Neg. Or.. Include a
map for the route of the tour.
Standards & Criteria for success:
Your proposed tour plan needs to include….
-an itinerary route map
-the key historic, geographic and economic features of Neg. Or.
-a clear rationale for the selected sites

16. 3 stages of backward design3 stages of backward design
3.Planning learning experiences and instruction
The last stage, planning learning experiences and
instruction, details students’ activities throughout the
class, lists which resources to be used, and evaluates if
these activities and resources follow the WHERETO
criteria.

17. WHERETOWHERETO anan indicators to see if the courseindicators to see if the course
fits the idea of “teaching for understandingfits the idea of “teaching for understanding
 Where is the unit heading and why?
 Hook and hold students’ attention.
 Equip students with necessary experiences, tools,
knowledge to meet goals.
 Allow students to rethink ideas , reflect on progress,
and revise their work.
 Allow opportunities for students to evaluate
progress.
 Tailor to students needs
 Organize to optimize understanding

18. STAGE 3STAGE 3
Teaching Guide Steps
1.Explore
2.Firm Up
3.Deepening
4.Transfer

19. IF A CHILD CAN’T
LEARN THE WAY WE
TEACH, MAYBE WE
SHOULD TEACH THE
WAY THEY LEARN.
-IGNACIO “NACHO ESTRADA

20. Thank you very
much