3. Page 3
CONTEXT:
As a matter of practice, the curriculum in
the Philippines is revised every ten years,
but the rapid rate of change in education
and the fast obsolescence of knowledge
necessitate a continual revisiting and
updating of the curriculum to make it
responsive to emerging changes in the
needs of the learner and the society.
4. Page 4
Aside from the issue of relevance, the
refinement of the secondary education
curriculum was guided by the need, as
articulated in the Education Plan 2015, to
streamline its content in order to improve
student mastery and contribute to the attainment
of functional literacy. This became the primary
consideration in the design of the curriculum and
the formulation of standards and the essential
understandings from which the content of the
curriculum was derived.
5. Page 5
The Process
The refinement of the curriculum followed
the Understanding by Design (UbD) model developed by Jay
Mctighe and Grant Wiggins
The curriculum design has the following elements:
STAGE 1
A. Results/Desired Outcomes
This stage define what students should be able
to know and do at the end of the program,
course, or unit or study generally expressed in
terms of overall goals, specifically defined
terms of content and performance standard.
6. Page 6
Specify the essential knowledge (includes
the most important and enduring ideas,
issues, principles and concept from the
disciplines), skills and habit of mind that
should be taught and learned. They
answer the question, “What should
students know and be able to do?”
A.1 Content Standards
7. Page 7
A. 2 Performance Standards
Express the degree or quality or
proficiency that students are expected to
demonstrate in relation to the content
standards. They answer the question,
“How well must students do their work?”
or “At what level of performance would the
student be appropriately qualified or
certified?”
8. Page 8
B. Essential Understanding
These are the big and enduring ideas at
the heart of the discipline and which we
want the children to remember even lone
after they leave school.
C. Essential Questions
These are open-ended provocative
questions that spark thinking and further
inquiry into the essential meanings and
understandings.
9. Page 9
D. Curriculum Objectives
Objectives which are expressed in terms
of knowledge and skills that teachers can
use as guide in formulating their own
classroom objectives.
10. Page 10
STAGE 2
A. Assessment
Defines acceptable evidence of
student’s attainment of desired
results, determines authentic
performance tasks that the students
is expected to do to demonstrate the
desired understanding and defines
the criteria against which the
student’s performances or products
shall be judged.
11. Page 11
Evidence o the students’
learning and a
demonstration of their
conceptual understanding
and content and skill
acquisition.
B. Products and Performances
12. Page 12
STAGE 3
A. Learning Plan
Details the instructional activities
that the students will go through
to attain the standards.
A.1 Instructional Activities
Activities which are aligned with
the standard and are designed to
promote attainment of desired
results.
13. Page 13
Features of the Curriculum
• Lean-focuses on the essential
understandings
• Set high expectations
• Rich and challenging
• Develops readiness and passion for
work and lifelong learning.
