This new secondary education curriculum in effect is designed to continue pupil development started by PRODED. The same paper revealed research findings indicating a need to improve student performance in science, mathematics and communication arts and that ineffective teaching, inadequate facilities and instructional materials contribute to unsatisfactory student performance and finally the need to improve also policy-making and increase the internal efficiency of the system.

1. Don Mariano Marcos Memorial State University
South La Union Campus
Agoo, La Union
Where teachers grow

2. Lilibeth
Felix
Jeric
Grace
Jennilyn

5. As mentioned in the paper of
Director Esperanza A. Gonzales
of the Bureau of Secondary
Education, Department of
Education, Culture and Sports,
entitled “THE 1989
SECONDARY EDUCATION
CURRICULUM”, when the first
graduates of the New Elementary
School Curriculum (NESC) come
to the high schools in 1989…
“basic intellectual
skills and learning
tools to continue
learning and the
values for
successfully living
lives in the
society”.

6. PRIMARY EDUCATION
On February 2, 1987, a new Constitution for the
Philippines was ratified. Section 3, Article XIV of the
1987 Constitution contains the ten fundamental aims
of education in the Philippines. It is also seen that
under the 1987 Constitution (under Section 2 (2),
Article XIV), only elementary school was made
compulsory.

7. Primary education is compulsory
and is six years in duration divided into
a four-year primary cycle and a two-year
intermediate cycle .
Children generally begin first graduate
seven years of age; however , private
schools often operate a seven-year
curriculum starting a year earlier.
Students are annually promoted from
one grade to the next provided that they
meet the achievement standards set for
the grade. Students are rated in every
subject four times during the year.

8. A cumulative rating system is
used as the basis for promotion.
The passing grade is 75
percent. In grades I & II the
medium of instruction is
generally in the local dialect, of
which there are more than 170
nationally, with English and
Filipino taught as second
languages . From grade III
onwards mathematics and
science are taught in English
with the social sciences and
humanities taught in Filipino.

9. Four years (grades I – IV, age seven
to 11)
Two years
(grades V – VI, age11 to 13)
Core subjects: Language arts
(Filipino, English and local
dialect),Mathematics, Health and
Science.

10. Makabayan subjects:
In grades I – III
Students study civics and culture.
Grades IV– VI
Students study music, arts and physical education; home
economics and livelihood ; and social studies.
Values education and good manners and right conduct are
integrated in all learning areas.
Makabayan is described by the ministry as a learning area
that serves as a practice environment for holistic learning to
develop a healthy personal and national self-identity . Ideally, it
entails the adoption of modes of integrative teaching that will
enable the student to process and synthesize a wide range of
skills and values (cultural, aesthetic, athletic , vocational,
politico-economic, and ethical.

11. Leaving Certificate:
After satisfactorily
completing the six-year
elementary curriculum ,
students receive a
Certificate of Graduation
from the elementary school.
No examination is required
for admission to public
secondary schools.

13. The multi-disciplinary and inter-disciplinary
approaches which were
good features of the 1973 revised
curriculum were not reflected in the
instructional materials or in the
classroom processes.

14. The desire to develop among
students good work attitudes fell
short of expectations

15. The conceptual approach to
problem solving in the social
sciences proved ineffective for
learning the content of social
science subjects, etc.

17. The 1987 Constitution in Article XIV
Sec. 1 states that “The State shall
protect and promote the right of all
citizens to quality education at all
levels and shall take appropriate steps
to make such education accessible to
all.” Sec. 3 (1), (2), Sections 14, 19
and Art. XV Sec.1 which were cited in
the previous chapters expressly stated
education-related constitutional
requirements serving as the primary
legal bases of the 1989 SEDP.

18. D No. 6-A and Batas Pambansa Blg. 232
otherwise known as Education Act of 1982
clearly spells the need for the kind of the
education that will continue general
education stared in the elementary grades;
prepare learners for college and prepare
learners for the world of work.
This curriculum is supportive of the Medium
Term Development Plan targets and the
values development thrusts in accordance
with the Values Education Framework of the
DECS

19. Provision of
quality
textbooks/teac
hers’ manuals
on a1:1 basis.
Curriculum
reform
Assistance
to private
education
Research
studies on
NCEE,
barangay high
schools, career
guidance, etc
Staff
development
(short and
long term)
Provision of
science and
work
education
equipment.

20. In addition to this, SEDP will also undertake or
expand the school building program, service
contracting scheme and other alternative delivery
system.

21.  Develop an enlightened
commitment to the national
ideals by cherishing,
reserving, and developing
moral, spiritual and socio-cultural
values, as well as
other desirable aspects of the
Filipino heritage;

22.  Obtain knowledge and form
desirable attitudes for
understanding the nature and
purpose of man and therefore,
of one’s self, one’s own
people, and other races,
places and times, thereby,
promoting a keen sense of
self, of family and of national
and international
communities;

23.  Acquire works skills,
Knowledge and information
and work ethic essential for
making an intelligent choice of
an occupation or career, and
for specialized training in
specific occupations;

24. Develop skills inn higher
intellectual operations and
more complex comprehension
and expression activities and
in thinking, intelligently and
critically and creatively in life
situations;

25.  Broaden and heighten their
abilities in the appreciation for
the arts, science and
technology as means for
maximizing their potentials
foe self-fulfillment and for
promoting the welfare of
others.

27. .
 English
 Filipino
 Mathematics
 Science and Technology
 Araling Panlipunan
 Edukasyon, Pangkatawan, Kalusugan at
Musika
 Technology and Home Economics
 Edukasyon sa Pagpapahalaga(Values
Education)

29.  The subject areas Filipino and
English shall place a strong
emphasis on the development of
critical thinking skills and
communication competence.

30.  Araling Panlipunan (Social
Studies) shall be taught
from the Philippines
perspective. The area of
study for the first year is
Philippine History, Asian
History in the second year.
Economics in the third year
and World History in the
fourth year.

31.  Mathematics will include
higher level of
competencies in
preparation for
technology course
introduced at the tertiary
level.

32.  In Science; the focus in the
first year shall be General
Science, Biology in the
second year, Chemistry in
the third year and Physics
in the fourth year.

33.  Arts will be added in the
third and fourth years to
Physical Education,
Health and Music.

34.  The implementation of
Technology and Home
Economics as a new subject
area will be deferred. The
teaching of Practical Arts as
currently practice will
continue except in the try-out
and leader schools.

35. SUBJECT AREA UNIT CREDIT NO. OF MINUTES
English 1 40
Filipino 1 40
Mathematics 1 40
Science and Technology 1.5 60
Araling Panlipunan 1 40
Edukasyon Pangkatawan,
Kalusugan, Musika
at Sining (III, IV) 1 40
Technology ( I, II) and
Home Economics (III-IV)
Practical Arts for SY (1989) 2 60
Edukasyon sa Pagpapahalaga 1 40

36. Curriculum, Validity, Relevance and Effectiveness

37. This new curriculum was tried out
in 80 pilot schools representing
seven (7) types of secondary
schools, namely:
- Barangay
- Municipal
- Provincial
- City - Vocational
- Private secretary
- Private non-sectarian
Try-out classes were regularly
monitored and evaluated twice.

38. Studies to determine the effectiveness of
teaching and learning were conducted.
These studies included surveys of
students’, teachers’, and administrators
perceptions on the new textbooks,
medium of instruction, time allotment and
new subject areas.

39. To be prepared for the effective implementation
of the new curriculum
Staff development programs were undertaken,
including the training by selected centers of public
and private school regional trainers; leadership
training for secondary school
principals/administrators for both public and private
schools; and there will be mass training of first year
teachers for both public and private schools in April-
May, 1989.
Among the Centrex's are the Philippine Normal College for English,
Filipino and Values education; UP College of Education for Social
Studies, Health and Music; UP ISMED for Science and Mathematics;
TUP for Technology and Home Economics and Work Experience; UP
SPEAR FOR Physical Education; and Maryknoll College for Values
Education.

40. With all the other areas of concern and operation
well taken care of, the Filipino youth is looking
forward to this new Secondary Education
Curriculum. It should however be borne in mind
that some slacks and weak links may show up in
the process that must be attended to promptly by
all concerned. Having been tried out and tested
with good results, let us all hope that this will
enable us to effect that much needed change in
the quality of education and our graduates.

41. *****References*****
Andres, Francisco. Curriculum Development in Philippine
Setting: National Book Store Inc. 1989.
Bauzon, Prisciliano. Foundations of Curriculum
Development and
Management. Manila: National Book Store Inc. 2001.