INTRODUCTION

The 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. Thus, the refinement of the curriculum remains to be a work in progress. Aside from the issue of relevance, the refinement of the secondary education curriculum was guided by the need, as articulated in the Education for All Plan 2015, to streamline its content in order to improve student mastery and contribute to the attainment of functional literacy. This became a 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. The results of national and international assessments were reviewed and analyzed for their implications for teaching and learning. The findings were used to further tighten the standards and improve the delivery of the curriculum and the teaching-learning process. The results of the evaluation of the implementation of the 2002 Basic Education Curriculum were likewise considered in the review of the curriculum. The findings and recommendations (see Annex A) guided the training of teachers and the capacity-building of school heads in managing the pilot test of the curriculum in 23 secondary schools nationwide.

The Process The refinement of the curriculum followed the Understanding by Design (UbD) model developed by Jay McTighe and Grant Wiggins.
Essential Questions

Essential Content/ Objectives Understandings Performance (knowledge/skills) Standards Results/Outcomes Products/ Performances Assessment

Assessment Criteria/ Tools

Learning Plan

Learning Activities

Resources/ Materials

The curriculum design has the following elements: Stage 1 A. Results/Desired Outcomes, which define what students should be able to know and do at the end of the program, course, or unit of study; generally expressed in terms of overall goals, and specifically defined in terms of content and performance standards

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A.1. Content standards, which specify the essential knowledge (includes the most important and enduring ideas, issues, principles and concepts from the disciplines), skills and habits of mind that should be taught and learned. They answer the question, What should students know and be able to do? A.2. Performance standards, which express the degree or quality of 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? B. Essential Understandings, which are the big and enduring ideas at the heart of the discipline and which we want the children to remember even long after they leave school C. Essential Questions, which are open-ended, provocative questions that spark thinking and further inquiry into the essential meanings and understandings D. Curriculum Objectives, which are expressed in terms of knowledge and skills that teachers can use as guide in formulating their own classroom objectives Stage 2 A. Assessment, which defines acceptable evidence of students attainment of desired results; determines authentic performance tasks that the student is expected to do to demonstrate the desired understandings; and defines the criteria against which the students performances or products shall be judged. B. Products and Performances, which are the evidence of students learning and a demonstration of their conceptual understanding, and content and skill acquisition Stage 3 A. Learning Plan, which details the instructional activities that students will go through to attain the standards A.1. Instructional Activities, which are aligned with the standards and are designed to promote attainment of desired results. Questions to guide the review of Stages 1 to 3 are provided in Annex B.

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A series of consultations with critical stakeholders: students, teachers, school heads, parents, supervisors, industry, local government officials, the religious, and experts from the academe, among others, were made to validate and further refine the formulation of standards, the essential understandings, the essential questions, and the assessment criteria and the tools to measure students products and performances. Workshops were conducted to draft the curriculum documents, write the instructional plan and develop lesson exemplars. Teachers were trained and school heads from the 23 identified pilot schools underwent capacity-building to prepare them for the management of the try-out of the curriculum. The schools were identified based on their location (i.e., Luzon, Visayas, Mindanao) and the type of program (i.e., regular high school, specialist high school) they offer. Meetings with school heads and classroom visits were made on a quarterly basis to monitor the try-out of the curriculum. Teachers feedback on the lesson guides became the basis for further refinement of the standards and the other elements of the curriculum. Education supervisors were later trained on providing instructional support to teachers. A follow-through training was subsequently conducted to further equip them with the tools of supervision given the requirements of the program. Results Initial feedback from the teachers has been useful in further improving the design of the curriculum. What has evolved from the try-out is a core curriculum that builds on and retains the principles of the 2002 BEC (i.e., constructivism, integrative teaching) and integrates the richness of the special curricular programs (Arts, Sports, Engineering and Science Education Program, Journalism, Technical-Vocational Program, and Foreign Language). The latter shall be offered in schools as special interest areas which children can pursue among many other career options in livelihood education. The curriculum has the following features:

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Features of the Curriculum

Lean- focuses on essential understandings Sets high expectations (standards-based) expressed in terms of what students should know and the quality and proficiency of the skill that they are expected to demonstrate as evidence of learning Rich and challenging- provides for a personalized approach to developing the students multiple intelligences Develops readiness and passion for work and lifelong learning

SPA SPFL Tech-Voc SPS Core Curr. SPJ S&T SPED

What is being envisaged is that the core curriculum shall be implemented with special curricular programs: special program in the arts (SPA), special program in sports (SPS), special program in journalism (SPJ), special program in foreign language, special science/math (S&T), technical-vocational program (tech-voc) being offered on the side, to develop the students multiple intelligences.

CONCEPTUAL FRAMEWORK
Personal Entrepreneurial Competencies (PECs) Assess/evaluate student characteristics, attributes, traits, lifestyles, skills and competencies Compare personal qualities to characteristics of actual practitioners

Purpose: Understand complexities of chosen field Comparatively reassess choice Environment and Market Students are exposed to the basics of: o Environmental scanning o Micro-market analysis o Consumer analysis o Customer expectation analysis Purpose: Give students a more market-oriented and customer-centered mindset rather than just focusing on production Process and Delivery Processes of distinctive and field-related skills are taught to students Students are encouraged to appreciate and understand the methods/strategies in delivery the products demanded by customers Attitudes in the workplace are internalized

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CAREER PATHWAYS in TECHNOLOGY AND LIVELIHOOD EDUCATION AGRICULTURE AND FISHERY TECHNOLOGY Vegetable Production (Short-Season Crops and High Value Crops)
Farm Aide Entrepreneur Vegetable Grower/Dealer Seed Grower

Poultry Production
Poultry Caretaker Entrepreneur Poultry Raiser Hatchery Operator

Fish Processing and Preservation

Fish Processor Entrepreneur
Tinapa Making Daing Making Tuyo Making Bagoong/Patis Making

Nursery and Orchard Management Plant Propagator/Demonstrator/ Plant Propagation

Pig Raising
Swine Raiser, Piggery Caretaker Veterinary Representative Entrepreneur Swine Fattening A. I. Servicing Feed Dealer

Freshwater Fish Culture

Fish Pond Caretaker Fish Pond Operator Entrepreneur Backyard Fish Culture

Nursery Aide/Attendant/Operator Entrepreneur Nursery Operation Orchard Overseer

Organic Farming in Cereal Production

Organic Farmer Farm Technician Certified Seed Grower Producer of Organic farm inputs

Landscape Gardening

Production of Small and Large Ruminants

Contact Grower Entrepreneur Feedlot Fattening

Aquarium, Fishing Gear Making & Maintenance

Pet Shop Assistant Fishing Gear Technician Entrepreneur Net Making for fishing and sports net Fishing Gear Dealer Aquarium accessories dealer

Landscaper Horticulture Plant Artist (Bonsai, Dish Gardening, etc.) Ornamental/Flower Shop operator/assistant

ENTREPRENEURIAL DEVELOPMENT

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CERTIFICATE LEVEL

1. 2. 3. 4. 5. 6. 7.

Animal Production NC II Horticulture NC II Horticulture NC III Agricultural Crops Production NC II Food Processing NC II Fish Capture NC I Aquaculture NC II

DEGREE LEVEL
1. 2. 3. 4. 5. 6. 7. 8. B.S. Agriculture B.S. Agricultural Education B.S. Agribusiness B.S. in Agricultural Technology B.S. in Inland Fisheries B.S. in Fishery Education B.S. in Food Technology B.S. in Industrial Technology

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2010 SECONDARY EDUCATION CURRICULUM

Career Pathways - Technology and Livelihood Education

Program Standard:

The learner demonstrates understanding of PECs, the environment and market and process/production and delivery of quality products/services in order to contribute to the sustainable use of resources and to economic productivity.

AGRI-FISHERY ARTS

General Standard:

The learner demonstrates understanding of his/her Personal Entrepreneurial Competencies (PECs), the environment and market as well as the process/production and delivery in Agri-Fishery Arts I.

Standard at the First and Second Quarter

Standard at the Third Quarter

Standard at the Fourth Quarter The learner demonstrates understanding of his/her Personal Entrepreneurial Competencies (PECs), the environment and market as well as the process/production and delivery in fish processing and preservation.

The learner demonstrates understanding of his/her Personal The learner demonstrates Entrepreneurial Competencies (PECs), the environment and market as understanding of his/her Personal well as the process/production and delivery in vegetable production. Entrepreneurial Competencies (PECs), the environment and market as well as the process/production and delivery in poultry production.

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Program Standard:

The learner demonstrates understanding of PECs, the environment and market and process/production and delivery of quality products/services in order to contribute to the sustainable use of resources and to economic productivity. AGRI-FISHERY ARTS

Standard at the First Year Level The learner demonstrates understanding of his/her Personal Entrepreneurial Competencies (PECs), the environment and market and process/production and delivery of high-value vegetables, poultry meat and eggs and common fish products.

Standard at the Second Year Level The learner demonstrates understanding of his/her Personal Entrepreneurial Competencies (PECs), the environment and market and process/production and delivery of propagated plants, fatteners and breeders, and culture of local inland fish species.

Standard at the Third Year Level The learner demonstrates understanding of his/her Personal Entrepreneurial Competencies (PECs), the environment and market and process/production and delivery of products and services dealing with organic farming, landscape gardening, fishing gear making, and small and large ruminants

Standard at the Fourth Year Level Learners, individually or as a team, demonstrate understanding of applied social entrepreneurship in putting up, managing and expanding a small business/enterprise