CURRICULUM

DEVELOPMENT
RAMIE A. BAG-AO
19-MAED-026

DR. THELMA BAYOT

PROFESSOR

OCTOBER 13, 2019

INTRODUCTION
What Is Curriculum Evaluation?
The purpose of curriculum evaluation is to determine whether or not the newly adopted

curriculum is producing the intended results and meeting the objectives that it has set

forth, and it is an essential component in the process of adopting and implementing any

new curriculum in any educational setting. Another purpose of curriculum evaluation is

to gather data that will help in identifying areas in need of improvement or change.

Curriculum evaluation is a component of curriculum development that responds to public

accountability. It looks into educational reforms or innovations that happen in the

teacher’s classrooms, the school, district, division or the whole educational system as

well. It is establishing the merit and worth of a curriculum. Test results will only be used

as one of the pieces of evidence of evaluation. For at the end, the purpose of evaluation is

to improve and not to prove.

Why Is It Necessary?

There are several parties, or stakeholders, interested in the process and

results of curriculum evaluation.

  Parents are interested because they want to be assured that their

children are being provided with a sound, effective education.

 Teachers are interested because they want to know that what they

are teaching in the classroom will effectively help them cover the

standards and achieve the results they know parents and

administration are expecting.

 The general public is interested because they need to be sure that

their local schools are doing their best to provide solid and effective

educational programs for the children in the area.

 Administrators are interested because they need feedback on the

effectiveness of their curricular decisions.

 Curriculum publishers are interested because they can use the data

and feedback from a curriculum evaluation to drive changes and

upgrades in the materials they provide.

In the end, the goal is always to make sure that students are being

provided with the best education possible. Because the curriculum is a

huge part of this, curriculum evaluation is a means of deciding whether or

not the chosen curriculum is going to bring the school closer to that goal.
MISSION
To protect and promote the right of every Filipino
to quality, equitable, culture-based and complete
basic education where students learn in a child-
friendly, gender sensitive and safe and motivating
environment.

Teachers facilitate learning and constantly

nurture every learner. Administrators and staff, as
stewards of the institution, ensure an enabling
and supportive environment for effective learning
to happen.

Family, community and other stakeholders are

actively engaged and share responsibility for
developing life-long learners.

VISION
 We dream of Filipinos who passionately love their
country in whose competencies and values enabled
them to realize their full potential and contribute
meaningfully to building the nation.

We are learner-centered public institution, the

Department of Education continuously improves
itself to better serve its stakeholders.

DEPED CORE
VALUES
 A closer look at being an organization that
embodies our DepEd Core Values

Maka-Diyos
Maka-tao
Makakalikasan
Makabansa

Republic Act No. 8491 states that our national

Motto shall be “MAKA-DIYOS, MAKA-TAO,
MAKAKALIKASAN AT MAKABANSA.”

What is the DepED Mandate?

1. The DepEd Mandate

2. “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.”

3. (Article 14, Section 1 of the Philippine Constitution)

4. The Department of Education (DepEd) formulates, implements, and coordinates

policies, plans, programs and projects in the areas of formal and non-formal basic
 education. It supervises all elementary and secondary education institutions, including

alternative learning systems, both public and private; and provides for the establishment

and maintenance of a complete, adequate, and integrated system of basic education

relevant to the goals of national development.

THE RATIONALIZED DEPED

ORGANIZATIONAL
STRUCTURES
DepEd Central Office Functions:
 Set overall education agenda, directions and policies
 Formulate systems and standards for national adoption
 Perform investment programming
 Articulate national frameworks to guide the organization in the
performance of its core functions and the provision of support
 Oversee quality assurance and performance accountability
 Build Partnerships with GOs & NGOs
 DepEd Regional Office Functions:
 Set Regional agenda, directions and policies
 Localize curriculum
 Adapt to or adopt standards
 Manage Quality Assurance
 Provide technical assistance to Divisions
 Manage program investment and equitable allocation of resources
 Establish and manage partnerships

DepEd Division/District Office Functions:

 Implement education agenda and policies
 Manage curriculum implementation
 Provide Instructional Supervision
 Build communities of schools and LCs
 Give technical assistance to schools/LCs
 Execute equitable distribution of resources
 Establish and manage partnerships

DepEd School/LC Functions:

 Take accountability for learner outcomes
 Implement the curriculum
 Provide equitable opportunities for all learners in the community
 Create an environment conducive to teaching and learning
 Lead and manage school and its resources
 Establish and manage linkages with stakeholders

This was the result of the CMT review and analysis of RA 9155 to clarify the
mandates and core functions of each level in the department.

Central office – setting of policies, standards, guidelines and programs for

national adoption
 Regional office – adopting or adapting the national policies and programs to
address the context and needs of the region; ensuring that standards are being
followed

Division office – supervises the implementation of the set policies and

programs in the schools and learning centers; provides technical support to the
schools and LCs

Schools/LCs – frontline services of the dept; accountable for education and

learner outcomes

FEATURES OF THE STRUCTURES

Following the 5 strands, how do the DepEd structures look like after the review?

The existing structure is client-based, meaning the bureaus, for example, are
tasked to serve specific groups (BEE, BSE, etc.). The new structure is process-
based, (curriculum, learning delivery, etc.) which allows for flexibility to adjust
and accommodate changes in the future. This lessens, if not totally eliminates,
the need for ad-hoc committees and task forces.

 Focus is “Support to the schools”

 Clustering of Offices to major strands of service objectives and key
functions
 Process-oriented Organization – derived from functions
 Appropriate proportion of the various types of positions:
o Key positions
o Technical positions
o Support To Technical
o Administrative

Clustering of Offices: Strands

Based from the core organizational functions, the CMT also identified the themes
or strands common to all levels which became the basis for developing the org
structures

Curriculum and instruction – functions include development and delivery of

the curriculum; development and production of learning resources to support the
delivery and; development and administration of tools and processes to assess
the quality and effectiveness of the curriculum

Governance and ops – functions include provision of services to directly

support and protect the delivery of basic education services; looking after the
welfare and development of the human resource; and ensuring that organization
processes, systems, structure and plantilla management are constantly reviewed
and enhanced to effectively support the dept’s goals and mandate

Strategic management – functions include policy development, planning,

provision of ICT-enabled solutions, engaging stakeholders through partnerships
and linkages; and managing the communications and public relations matters of
the dept

Legal and legislative affairs – <self-explanatory>

Finance and administration – functions include management of finances

and finance-related matters; provision of administrative services

These five strands can be found in all levels whether these are done by just one
office or by more than one office; usually integration of offices starts at the
regional level

DepEd Central Office Charts

and Functions
Department of Education
Central Office Organization Chart (before R.A. 9155)
as of January 2005
Department of Education
Approved Organizational Structure
Central Office

PRESENTATION OF
DATA
 FINDINGS OF
ANALYSIS
Evaluation Tool:
Checklist
 Nutritional Status
 School Achievements
 Enrollment/Dropouts
 Report on Graduation
 Curriculum Guide
FILIPINO
Nutritional Status
Wasted Severely Wasted
Level
Total Male Female Total Male Female

Kindergarten 21 11 10 68 36 32

Grade 1 10 3 7 29 17 12
Grade 2 16 7 9 29 23 6
Grade 3 0 0 0 2 2 0

Grade 4 10 6 4 28 17 11

Grade 5 50 21 29 38 30 8
Grade 6 16 12 4 52 16 36

Total 123 60 63 246 141 105

Percent of   48.78% 51.22%   57.32% 42.68%

Total
 AWARDS/WINNINGS
Level (International, Category of Awardee
National, Region, (Pupil, Teacher,
Awards Award-Giving Body Division or District) School Head,
School)

Best BRIGADA ESKWELA Schools Division Office District School

2016-2018 Implementer
Best Summer Camp Schools Division Office District School
Implementer
Teacher’s Got Talent Mary LIndbert Regional Teachers
Competition
YMCA Outstanding Academic YMCA Division  
Excellence and Leadership Teacher and Pupil
Awardee

       
PERFORMANCE
INDICATORS
 CURRICULUM
GUIDE GRADE 2
FILIPINO
The learners retain their ethnic identity, culture, heritage and values. Children learn

better and are more active in class and learn a second language even faster when

they are first taught in a language they understand.

Regarding the skills

1.Flexibility and adaptability

2. Initiative and self direction

3. Social and crosscultural skills

4. Productivity and accountability

5. Leadership and responsibility

6. Ethical, moral and spiritual values

Innovation Skills

1. Creativity and curiosity

2. Critical thinking problem solving skills

CONCLUSION
INSIGHTS