The document discusses curriculum standards for graduation from high school in North Carolina and El Paso. It outlines the core subject requirements for junior high and senior high school in the Philippines. It also discusses trends in curriculum development, including expanding areas of study and relating subjects to real-world experiences. Overall, the document presents information on curriculum guidelines and developments from multiple educational levels and locations.

2. •Basic types of curriculum provided
•Requirements for graduation
•Provisions for exceptional students
•Subjects offerings

3. The standards for graduation from high schools
North Carolina
subjects units
English 4
Mathematics 1
Social Studies 2
Science 2
Physical Education 1
Electives 6
total 16

4. Minimum Quantitative Requirements for
graduation from a four- year high school
are 16 units including
English 3 units
Social studies 2 units
Science 1 unit
Mathematics 1 unit
Health and Physical Education 1unit

5. The standards for graduation from high schools
El Paso
has three “routes” for graduation
1. The College Preparatory Route- 20 units for
graduation
2. The Engineering- 20 units
3. Non College Route- 18 units

6. Junior High School Core Subjects
Grade 7 (Grade Seven/Seventh Grade), Filipino: Baitang
7(Pampitong/Ikapitong Baitang)
Grade 8 (Grade Eight/Eighth Grade), Filipino: Baitang
8(Panwalong/Ikawalong Baitang)
Grade 9 (Grade Nine/Ninth Grade), Filipino: Baitang 9(Pang-
siyam na/Ikasiyam na Baitang)
Grade 10 (Grade Ten/Tenth Grade), Filipino: Baitang
10(Pansampung/Ikasampung Baitang)
Science Science 7 Science 8 Science 9 Science 10
Mathematics Mathematics 7 Mathematics 8 Mathematics 9 Mathematics 10
English English 7: Philippine Literature
English 8: Afro-Asian
Literature
English 9: British-American
Literature
English 10: World Literature
Filipino
Filipino 7: Panitikang
Panlalalwigan (Regional
Literature); Ibong Adarna
Filipino 8: Panitikang
Pambansa (Philippine National
Literature); Florante at Laura
Filipino 9: Panitikang Saling-
wikang Asyano (Asian
Translated Literature); Noli Me
Tangere
Filipino 10: Panitikang Saling-
wika ng Daigdig (World
Translated Literature); El
Filibusterismo
Araling Panlipunan (English:
Social Studies)
Araling Panlipunan 7: Araling
Asyano (Asian Studies)
Araling Panlipunan 8:
Kasaysayan ng Daigdig (World
History)
Araling Panlipunan 9:
Ekonomiks (Economics)
Araling Panlipunan 10: Mga
Kontemporaryong Isyu
(Contemporary Issues)
Edukasyon sa
Pagpapakatao (English:
Character Education)
Edukasyon sa Pagpapakatao 7 Edukasyon sa Pagpapakatao 8 Edukasyon sa Pagpapakatao 9
Edukasyon sa Pagpapakatao
10
Musika, Sining, Edukasyong
Pangkatawan, at
Kalusugan / Music, Arts,
Physical Education, and
Health[abbr. MAPEH]
MAPEH 7 MAPEH 8 MAPEH 9 MAPEH 10
Technology and Livelihood
Education[abbr. TLE]
TLE 7 (Exploratory) TLE 8 (Exploratory) TLE 9 (Specialized) TLE 10 (Specialized)

7. Senior High School
The new high school curriculum includes core classes and
specialization classes based on student choice of specialization.
Students may choose a specialization based on aptitude, interests, and
school capacity. Classes or courses are divided into two: Core
Curriculum Subjects and Track Subjects.
There are seven learning areas under the core curriculum. These are
languages, literature, communication, mathematics, philosophy, natural
sciences, and social sciences. These will make up 15 core courses
with the same contents and competencies but with allowed
contextualization based on school's location despite of specializations
of tracks and strands

8. Senior High School Core Subjects
Language
Oral Communication
Reading and Writing
Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino
Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik
Humanities
21st Century Literature from the Philippines and the World
Contemporary Philippine Arts from the Regions
Communication Media and Information Literacy
Mathematics
General Mathematics
Probability and Statistics
Science
Earth and Life Science
Physical Science
Earth Science (for STEM Strand only)
Disaster Readiness and Risk Reduction (for STEM Strand only)
Social Science
Personal Development / Pansariling Kaunlaran
Understanding Culture, Society and Politics
Philosophy Introduction to the Philosophy of the Human Person / Pambungad sa Pilosopiya ng Tao
PE and Health Physical Education and Health

9. SHS Applied Subjects (For All Tracks)
Track 1
English for Academic and Professional
Purposes
Track 2 Practical Research 1
Track 3 Practical Research 2
Track 4 Pagsulat sa Filipino sa Piling Larangan
Track 5
Empowerment Technologies (E-Tech): ICT
for Professional Tracks
Track 6 Entrepreneurship
Track 7 Research Project / Culminating Activity
Track subjects will be further divided into Applied or Contextualized Subjects and the Specialization
Subjects. There would be 7 Applied Subjects with competencies common to tracks and strands or
specializations but with different contents based on specialization, and there would be 9 Specialization
Subjects with unique contents and competencies under a track or strand.

10. SHS Specialized Subjects
Strand
Academic Track
Arts and Design Track Sports Track
Accountancy, Business
and Management (ABM)
Humanities and Social
Science (HUMSS)
Science, Technology,
Engineering and
Mathematics (STEM)
General Academic
Strand (GAS)
Track 1 Applied Economics Creative Writing Pre-Calculus Humanities 1
Creative Industries I: Arts
and Design Appreciation
and Production
Safety and First Aid
Track 2
Business Ethics and Social
Responsibility
Creative Nonfiction: The
Literary Essay
Basic Calculus Humanities 2
Creative Industries II:
Performing Arts
Human Movement
Track 3
Fundamentals of
Accountancy, Business
and Management 1
Introduction of World
Religions and Belief
Systems
General Biology 1 Social Science 1
Physical and Personal
Development in the Arts
Fundamentals of Coaching
Track 4
Fundamentals of
Accountancy, Business
and Management 2
Trends, Networks and
Critical Thinking in the
21st Century
General Biology 2 Applied Economics
Developing Filipino
Identity in the Arts
Sports Officiating and
Activity Management
Track 5 Business Math
Philippine Politics and
Governance
General Physics 1
Organization and
Management
Integrating the Elements
and Principles of
Organization in the Arts
Fitness, Sports and
Recreation Leadership
Track 6 Business Finance
Community Engagement,
Solidarity and Citizenship
General Physics 2
Disaster Readiness and
Risk Reduction
Leadership and
Management in Different
Arts Fields
Psychosocial Aspects of
Sports and Exercise
Track 7
Organization and
Management
Disciplines and Ideas in
the Social Sciences
General Chemistry 1
Elective 1 (from any
Track/Strand) Apprenticeship and
Exploration of Different
Arts Fields (160 hours)
Fitness Testing and Exercise
Programming
Track 8 Principles of Marketing
Disciplines and Ideas in
the Applied Social
Sciences
General Chemistry 2
Elective 2 (from any
Track/Strand)
Practicum (in-campus)
Track 9
Work
Immersion/Research/Care
er Advocacy/Culminating
Activity i.e. Business
Enterprise Simulation
Work
Immersion/Research/Care
er Advocacy/Culminating
Activity
Work
Immersion/Research/Care
er Advocacy/Culminating
Activity
Work
Immersion/Research/Care
er Advocacy/Culminating
Activity
Work
Immersion/Research/Care
er Advocacy/Culminating
Activity i.e. Exhibit for
Arts Production/
Performing Arts
Production
Work
Immersion/Research/Career
Advocacy/Culminating
Activity i.e. Apprenticeship
(off-campus)

11. • first the standards established by the state boards of
education or by state legislatures for accredited secondary
schools are responsible in large measure for the similarity of
pattern which exists all over the country today.
• Secondly, this similarity of minimum requirements for
graduation exists in general for all types of separate and
specialized programs of study for students; the pattern
operates to hinder trial and experimentation in the
curriculum of secondary schools.

12. • Thirdly the institution of new courses of study in
both secondary and elementary schools by
legislative action in various states has marked
influence toward standardizing the curriculum for
all children, regardless of local needs and
community situations

14. 1.Adult Education
2.Character and Religious Education
3.Conservation Education
4.Consumer Education

15. 5. Newcomers to the Subject-field of
English
6. The Broadening of the Home
Economics Field
7. Trends in Foreign Language
8. Pupil Guidance
9. Physical and Health Education
10. Mathematics

16. 11. Military Training- the Junior R.O.T.C
12. Music
13. The Expansion of the Social- Studies Field
New courses in social Studies
• Civil Defense Education Latin American History
• Civics and Citizenship Modern and Current History
• World History Sociology
• Economics Government
• Geography State History
• Problems of Democracy Social Culture
• Guidance International Relation

17. 14. Courses in the Civil and Public Service
15. Science Offerings
16. Courses in social living
17. Safety and Driver Education
18. Vocational education and Occupational
Adjustment

19. 1. show the
relationships between subject areas
and the interrelationships of one
subject with other subject

20. 2. combines two or more
regular courses into one course of a more general
and valuable nature.

21. 3. Spears defines this as
provision for children of a common body growth
experiences, taking for granted that certain
specific types of learning experiences are
fundamental for all pupils.

22. 4. this curricular
approach is based upon the experiences which
the child will be interested in normally and go
through with naturally during his growth and
development.

23. The Unit and the core as Instruments in
the achievement of general Education
High school subjects as
Communication Arts
Other source materials and practices

24. 1. The secondary school has not stated clearly its
manifold aims and functions and has not agreed upon
them.
2. Not having agreed upon its purposes, the curriculum
in the secondary shows a confused mixture of
subjects and activities which aptly illustrate this lack
of agreement

25. The Confused Curricular Situation in The
Secondary School
3. The secondary school needs curricular reorganization
from within, and if this is not accomplished, curriculum
revision will be forced upon it from without.