CONTENT and SUBJECT MATTER-REPORT

1. CONTENT and
SUBJECT MATTER

13. Includes both formal and non formal
education. Basic education pertains to
optimal pre school at age 3 to 5, then six
years of elementary schooling for aged 6
to 11 and four years of secondary
schooling for aged 12 to 15.
Phillipine Education for All
–( EFA) vision 2015

14. Aim
• Universal coverage of our of school youths and adults in the
provision of basic learning needs.
• Universal school participation and elimination of drop-outs
and repetition in first three grades. All children aged six
should enter school ready to learn and prepared to achieve
the required competencies for Grade 1 to 3.
• Universal completion of the full cycle basic education
schooling with satisfactory achievement levels by all at every
grade or year.
• Total community commitment to attainment of basic
education competencies for all.

15. • Every community should mobilize all its social, political,
cultural and economic resources and capabilities to
support the universal attainment of basic education
competencies in Filipino and English.

16. TASKS
• Production Tasks
• Make every school continuously perform better
• Make expansion of Early Childhood Care and Development
(ECCD) coverage to yield more EFA benefits.
• Transform non-formal and informal interventions into an
alternative learning system (ALS) yielding more EFA benefits.
• Promote practice of high quality teaching.
• Adopt a 12-year program for formal basic education curriculum
in the content of the pillars of new functional literacy.

17. ENABLING TASKS
•Provide adequate wide and stable public
funding for countrywide attainment of EFA
goals.
•Create a network of community-based groups
for local attainment of EFA goals.
•Monitor progress in efforts towards attainment
of EFA goals of particular importance is the
development and implementation of indicators
of “quality education.”

18. LARGER CONCERNS TO THE NATION
• Language - Education for all should enable everyone to speak in the
vernacular, Filipino and English.
• National Identity – Education should not only develop critical
thinking , but also enlarge horizons and inspire self-reflection and
hope in every generation.
• Social Capital – Education for all builds social capital. It makes
possible the achievement of certain ends that would not otherwise
be attainable in its absence.
• Cultural Practices- Cultural values can be a highly productive
component of social capital, allowing communities and the whole
country .
• Individual Freedom – Education for All is really about assuring the
capacity to fully exercise freedom by all.

19. THE IMPORTANCE of this GOAL …
• Was discussed in September 2000, this is the commitment of the
Philippine government which was reaffirmed due to the slow
progress over the decade when 189 countries and their partners
adopted two of the EFA goals among the eight Millennium
Development Goals (MDGs). It was then that the Philippine
reaffirmed its commitment and translated it into Philippine
National Plan of Action to Achieve Education for All By Year 2015.
Therefore the EFA 2015 was developed with an aim of improving
the quality of basic education for every Filipino by 2015.

20. SOCIETY’s KNOWLEDGE to SCHOOL
KNOWLEDGE
• Knowledge Content Knowledge
(information (knowledge (school content at levels
formally organized) selected for sufficient for use)
educational
purposes)

22. CRITERIA FOR SELECTING CONTENT
1. Self- sufficiency- needs to be considered in ample depth. It
means furnishing content that nurtures connections of the
intellectual and emotional , and spiritual selves.
2. Significance – content to be learned is significant only to the
degree to which it contributes to the basic ideas, concepts,
principles, generalizations, and so on of the overall aims to the
curriculum. Content should also consider the development of
particular learning abilities, skills, processes and attitude
information.
3. Validity – Is the authenticity of the content selected. In this
time of information explosion, knowledge selected for school
content can quickly become obsolete and even incorrect.

23. 4. Interest- students’ interest should be weighted and adjusted to
allow for students’ maturity, their prior experiences, the
educational and social value their interests, and the way they are
expected to interact within society.
5. Utility – concerns the usefulness of the content. A challenge in
dealing with the criterion of utility that is educational decision
makers must consider two kinds of utility.
6. Learnability – certain contents are selected that are out of the
range or experiences of particular students and are thus difficult, if
not impossible, to learn.
7. Feasibility- forces curriculum planners to consider content in
light of the time allowed, the resources available, the expertise of
current staff, the nature of the political climate, the existing
legislation and the amount of public monies available.

24. LEARNING EXPERIENCES
• Ortein and Hunkins stated the content is the “meat”
of the curriculum plan, we can consider learning
experiences planned for the students as the “heart” of
the plan. The learning experiences are the means
towards attaining the goals and objectives of the
curriculum.
• Tyler used the term “learning experiences” in his
curriculum development model. This is the
instructional component of the curriculum providing
for the interaction between teacher, student and the
content.

25. • Taba – used the term learning activities in her
curriculum development model . Learning activities
are opportunities for students to question, clarify,
create and apply knowledge. The examples of learning
activities solving problems, newsletter writing,
viewing films, doing experiments, playing games and
so on. Teaching methods and learning activities are
equally important parts of the learning experience and
should be carefully designed.

26. CRITERIA FOR THE SELECTION of
LEARNING EXPERIENCES
• The most significant criterion for the selection of learning
experiences is to make sure that there is alignment between
objectives, content and learning experiences. This criterion is
called “validity”.
• Learning experiences should also be selected in terms of
feasibility, means whether the experiences proposed can be
carried out given the time, available facilities and expertise of
teachers. For example, learning experiences which require
using the interne when the school does not have internet
connection.

27. •Learning experiences should also be preferred on the
basis whether they will enhance student’s learning of the
content as well as motivate them to continue leaning.
•Learning experiences should also challenge to develop
thinking skills of students and to stimulate greater
understanding of their own existence as individuals and
as members of groups, examples are group interaction
and collaborative learning.

29. SELECTING EDUCATIONAL ENVIRONMENTS
Patrick Slattery – comments “education is a human activity that is
greatly affected by environment.” The space in which individuals
place themselves or placed affects their inner experiences.
Educational space , the environment in which teacher and
students engage in mutual communication about content and
mutually participate with “educational material.”
Research have proven that children who experience a creative
environment are much more likely to be inspired, to realize their
potential, and to be excited about learning.

30. • Brian Castaldi – recommend that curriculum planners keep four criteria
in mind when he designed educational environments, as follows:
1. Adequacy – refers to the planned spaces. ( example , classroom ,ventilation,
books , other learning materials, supplies or equipment are safe)
2. Sustainability – related to planned activities. For example, some information is
going to be demonstrated.
3. Efficiency – refers to operational and instructional effectiveness . Example: If
students are engaged in cooperative learning, can they do so in a manner that
does not disrupt other activities.
4. Economy – refers to cost-effectiveness. It deals with the cost of teaching some
part of the curriculum in the environment provided. It also deals with cost in the
sense of expended student and teacher effort.

31. Criterion by Lang
Other list of Criteria for optimal educational
space are :
1. Volume – refers to a space’s size and shape. ( example: quiet
space for reading, often teachers find that their lesson is
interrupted by noise from inside or outside the classroom)
2. Illumination – refers to the light present in the educational
environment. Lighting levels affects students’ mood and energy
levels. ( Example: Curriculum planners should consider the role
of lighting in creating an environment specially conducive to
learning)
3. Temperature – is rarely considered in curriculum planning , yet
learning is impeded by excessive heat or cold. ( Examples too
much heat inside the classroom , current planners must
recognize the importance of students’ physical comfort )

32. • 4. Communication - refers to the ways that classroom spaces
can be arranged and linked to areas outside the classroom. (
Example: The use of internet. Does the educational
environment facilitate such connection? )
• 5. Material finishes- as the last criterion “human being reacts
emotionally to color, texture, and shape. Curriculum planners
should strive to make the learning atmosphere enlivening,
attractive, and reassuring. Perhaps we should have classroom
areas where there are soft chairs for students to use.

36. Science as a source
• Sone curriculum leaders depend on scientific methods

37. Society as a source

38. Moral Doctrine as a source

39. Knowledge as a source