CURRICULUM

DEVELOPMENT
REFORMS AND
ENHANCEMENT
 The Enhanced Basic Education Act of
2013 (K-12)
• The K-12 program covers:
• Kindergarten and 12 years of basic education (6 years of primary education, 4 years
of junior high school, and 2 years of senior high school )

Senior
High School
(2 Years)
Junior High School
Primary Education (4 Years)
(6 Years)

Kindergarten
 K-12?
Basic Education Program

K-12 program makes the Philippine education system

par with the international standard of 12-years basic
education thereby contributing to a better educated
society capable of pursuing productive employment,
entrepreneurship, or higher education studies.

Note: This may take more than one slide.

• After going through kindergarten, elementary, junior
high and a specialized senior high school program,
every k-12 graduate is ready to go into different paths-
higher education, middle level skills development or
entrepreneurship. The K-12 graduates are also expected
to be equipped with 21st century skills like information,
media and technology skills, learning innovation skills,
effective communication skills, life and career skills.
BASES OF THE K-12 IMPLEMENTATION

1. Insufficient mastery of
basic competencies due to
congested curriculum.
 Comparative
Achievements
Levels In
Mathematics

Achievement Test SY % SY %
2004-2005 2005-2006
Level

Mastery 168,371 16.41% 149,922 15.21%

Near Mastery 321,305 31.31% 253,396 25.71%

Low Mastery 536,439 253,396 582,436 59.09%

TOTAL: 1,026,115 100.00% 985,754 100.01%

 Comparative
Achievement
Levels In Science

Achievement Level
SY % SY %
2004-2005 2005-2006

Mastery
17,921 1.75% 29,479 2.99%
Near Mastery
246,207 23.99% 196,938 19.89%
Low Mastery
761,987 74.26% 759,337 77.03%

TOTAL 1,028,115 100% 985,754 100%

  Basic Education program puts
millions of overseas Filipino
workers, esp. the professionals, and
those who intended study abroad at
disadvantage
 Employability of
Filipino high school
graduates
 As early as Grade 7 and 8, the student is made to
explore at least 8 subjects in the four (4) areas of
Technology and Livelihood Education (TLE) namely:
Home Economics, ICT, Industrial Arts and
Agriculture and Fishery Arts.
In Grade 10 and 12, the student is supposed to
have obtained a National Certificate (NC) level 1 and
2 from TESDA. NCI and NCII make graduate
employable.
 THE K to 12
CURRICULUM
 Section 5 of the Enhanced Basic
Education Act of 2013, stipulates
the following curricular
standards which the curriculum
developers adhered to on crafting
the K to 12 curriculum:
 a) The curriculum shall be learner-centered,
inclusive and developmentally appropriate;
b) The curriculum shall be relevant,
responsive and research-based;
c) The curriculum shall be culture-sensitive;
d) The curriculum shall be contextualized and
global;
e) The curriculum shall use pedagogical
approaches that are constructivist,
inquiry-based, reflective, collaborative
and integrative
f) The curriculum shall adhere to the
principles and framework of Mother
Tongue-Based Multilingual Education
(MTB-MLE)
g) The curriculum shall use the spiral
progression approach to ensure mastery of
knowledge and skills after each level; and
h) The curriculum shall be flexible enough
to enable and allow schools to localize,
indigenize and enhance the same based on
their respective educational and social
contexts.
CURRICULUM TRACKS
 The student after undergoing Senior High School can choose among four
tracks:
 Academic Track
 Technical-Vocational-Livelihood
 Sports Track
 Arts and Design Track
The Academic track includes four strands: Accountancy, Business and
Management (ABM); Humanities and Social Sciences (HUMMS); Science,
Technology, Engineering, Mathematics (STEM); and General Academic Strand
(GAS).
 CORE CURRICULUM
NOMENCLATURE / LEARNING AREA
• Integrated Language
• Arts
• Mother Tongue • Edukasyon Sa Pagpapakatao (ESP)

• Filipino • Edukasyong Pantahanan At

Pangkabuhayan / Technology and
• English Livelihood Education (TLE)
• Science • Music, Art, Physical Education and
Health (MAPEH)
• Mathematics
• Araling Panlipunan
 THE SENIOR HIGH SCHOOL
CURRICULUM
 These are four tracks in Senior High School.
• Academic track
• Technical-Vocational Track
• Sport Track
• Arts and Design Track
 The Senior High School Curriculum
has a total of thirty-one subjects. The
thirty-one subjects are group into
fifteen (15) core subjects, seven (7)
contextualized subjects and nine (9)
specialization subjects.
CORE SUBJECTS
LANGUAGE
• Oral Communication
• Reading and Writing
• Komunikasyon at Pananaliksik sa Wikang Filipino at Kulturang Pilipino
• Pagbasa at Pasusuri ng Iba’t Ibang Teksto Tungo sa Pannaliksik
HUMANITIES
• 21st Century Literature from the Philippines and the World
• Contemporary Philippine Arts from the Region
COMMUNICATION
• Media and Information Literacy
MATHEMATICS
• General Mathematics
• Statistic and Probability
SCIENCE
• Earth and Life Sciences Lecture and Laboratory
• Physical Sciences Lecture and Laboratory
SOCIAL SCIENCE
• Personal Development / Pansariling Kaunlaran
• Understanding Culture and Society
PHILOSOPHY
• Introduction to Philosophy of Human Person /
Pambungad sa Pilisopiya ng tao
PE and HEALTH (Physical Education and Health)
 CONTEXTUALIZED SUBJECTS
ACADEMIC TRACK TECHNICAL-VOCATIONAL,
ARTS AND DESIGN TRACKS
English for Academic and Professional English for the professions
Purposes
Introduction to Research Methods- Research Skills 1
Quantitative
Introduction to Research Methods- Research Skills 2
Quantitative
Filipino Course Mga Diskurso sa Trabaho
ICT for Learners ICT applications
Entrepreneurship Entrepreneurship
Research Projects Research Project / Culminating
Activity
SPECIALIZED
Courses
in the
Academic Track
 Liberal Arts HUMMS ABM STEM
Literature 1 Literature 1: Fiction and Applied Economics 1 Pre-Calculus
Drama
Humanities 1 Literature 2 Applied Economics 2 Basic Calculus
Social Science 1 Humanities 1: Popular Accounting 1 General Chemistry 1
Art as Text
Economics 1 Humanities 2 Accounting 2 General Chemistry 2
Organization and Education 1 / Foreign Business Math General Physics 1
Management Language 1
Foreign Language 1 Education 2 / Foreign Business Finance General Physics 2
Language 2
Applied Science Social Science 1 Organization and General Biology 1
Management
Pre-calculus Social Science 2 Principles of Marketing General Biology
Work Immersion / Career Work Immersion / Career Work Immersion / Career Work Immersion / Career
Advocacy / Research / Advocacy / Research / Advocacy / Research / Advocacy / Research /
Culminating Activity Culminating Activity Culminating Activity Culminating Activity
 Specialized
Courses
for
Sports,
Arts and Design
Tracks
 Arts and Design Tracks Sports Tracks
Introduction to Applied Arts and Design Safety and First Aid
Production
Introduction to Performing Arts Understanding Human Movement
Understanding Elements and Principles of the General Coaching Course
Different Arts
Work Environment in Various Arts Fields Sports Officiating
Developing Filipino Identity in the Arts Fitness Leadership
Leadership and Management in Different Arts Sports/Recreation/Fitness Management
Fields
Apprenticeship and Exploration of Different Student-Athlete Enhancement and Formation
Arts Fields (Production and Performing Music,
Dance and Theater
Apprenticeship and Exploration of Different Fitness Testing and Exercise Prescription
Arts Fields (Media Arts, Visual Arts and
Literary Arts)
Recreation Leadership
Outcomes-Based-Education: Basis for
Enhanced Teacher Education
Curriculum
OUTCOMES-BASED-EDUCATION
OBE stands for outcomes-based-education. As the name
implies, it is an education that anchored and focused on
outcomes. It is student-centered approach to education that
focuses on the intended learning outcomes resulting from
instruction (Nicholson, 2011). It is an approach in planning,
delivering and assessing instruction.
 Identifying desired
outcomes

Determining Deciding on
assessment strategies and
measures for the methodologies to
achievement of achieve those
outcomes outcomes
 Four (4) Essential Principles in OBE
(SPADY)
1. Clarity of Focus
Teachers must with the end clearly in mind. Focus on what they want to know, understand, be
able to do.
2. Designing Down
Once the intended outcomes are clearly, teachers now design instruction. Instructional design
includes designing assessment task.
3. High Expectations
It means that teachers should establish high, challenging standards of performance in order to
encourage students to engage deeply in what they are learning.
4. Expanded Opportunities
Teachers must strive to provide expanded opportunities for all students. This principle is based
on the idea that not all learners can learn the same thing in the same way and in the same time.
Teaching-Learning in OBE
 Teachers must prepare students adequately. This can be done if the
teachers know what they want the students to learn and what
learning outcomes to achieve.
 Teachers must create a positive learning environment.
 Teachers must help their students to understand, what they have to
learn, why they should learn it (what use it will be now and in the
future) and how will they know that they have learned.
 Teachers must use a variety of teaching methods.
 Teachers must provide students with enough opportunities
to use the new knowledge and skills that they gain.
 Teacher must help students to bring each learning to a
personal closure that will make them aware of what they
learned.
 Additional Key Points In Teaching-
Learning In OBE
From Traditional View To OBE View
Instruction Learning
Inputs and Resources Learning Outputs
Knowledge is transferred by the teacher. Knowledge already exists in the minds
of the learners.

Teacher dispenses knowledge. Teachers are designers of methods.

Teacher and students are independent Teachers and students work in teams.
and in isolation.
Assessment of Learning Outcomes of OBE
Assessment in OBE should also be guided by the four principles of OBE,
which are clarity of focus, designing backwards, high expectations and
expanded opportunity.
To be useful in OBE system, assessment should be guided by the
following principles:
1. Assessment procedure should be valid.
2. Assessment procedure should be reliable.
3. Assessment procedure should fair.
4. Assessment should reflect the knowledge and skills that are important
to the students.
5. Assessment should tell both the teachers and students how
students are progressing.
6. Assessment should support every student’s opportunity to learn
things that are important.
7. Assessment should allow individuality and uniqueness to be
demonstrated.
8. Assessment should be comprehensive to cover a wide range of
learning outcomes.
LEARNERS RESPONSIBILITY FOR
LEARNING
In OBE, students are responsible for their own learning
and progress. It is only the learner himself/herself who
can drive himself/herself to learn, thus learning is
personal matter. Teacher can only facilitate that learning,
define the learning outcomes to be achieved, and assist
the students to achieve those outcomes.
 To guide the students in OBE learning, they should ask themselves the following
questions.
As a student,
1. What do I have to learn?
2. Why do I have to learn it?
3. What will I be doing while I am learning?
4. How will I know that I am learning, what I should be learning?
5. Will I have any say to what I learn?
6. How will I be assessed?
Teacher Standards Outcomes Domains Addressed in NCBTS
 Uses specialized knowledge and skill in a  Diversity of learners
variety of school context and in diverse  Learning environment
students background.  Curriculum
 Applies inquiry with the use of research  Diversity of learners
approaches and utilize evidence-based  Planning, assessing and reporting
knowledge to improve teaching.  Personal growth and professional
development
 Social regard for learning
 Personal growth and professional
 Self-directs continues learning related to own
expertise for enhancement of students development
outcomes and strengthening of professional  Social regard for learning
identity.
 Maximize the involvement of education  Community linkages
stakeholder and non-education communities to
work and collaboration for relevant
educational reforms.
From the identified competencies, standards and outcomes the
IDEAL GRADUATE of the teacher education program as a new
breed of TEACHERS are:
 Multiliterate
 Reflective
 Master subject content
 Highly skilled
 Sensitive to issue
 Multicultural
 Innovative
 Highly professional
 Lifelong learner
Teacher Education Curriculum
Anchored on OBE
1. Desired Outcomes Of the Teacher Education
Programs (Ideal Graduate of Teacher Education
Program Competencies)
2. Teacher Educational Program Outcomes
Content and Pedagogy to Achieve the
Outcomes
1. Course and Degree Content
• A degree is made up of courses or subjects which are clustered as general
education courses, professional education courses and specialize subject
courses.
2. Methods of Teaching and Teaching Delivery Modes
• The methods of teaching should be varied to address the different kinds of
learners.
3. Assessment of Learning
• College learning shall be assessed in similar manner as all other means of
assessment.
Curricular Landscape
In The
21 Century Classroom
st
 Emerging Curricula of the 21st
Learners
The Different Issues
• Globalization of economies and independence on international markets.
• Increase concerns and actions about environmental degradation, water and
energy shortages, global warming, pandemic.
• Nations competing for power block thus, generating conflict but gives
opportunities to build alliances and cooperation.
• Increased global migration and opportunities for working overseas.
• Sciences and technological revolution.
• Knowledge economy as a generator of wealth and jobs.
 Characteristics of the Curriculum
• Provides appropriate knowledge, skills and values to face
the future.
• Is based on knowledge drawn from research.
• Is a product of consultative, collaborative development
process.
• Supports excellence and equity for all learners.
 Need to Develop 21st Century Skills of Learners in the Curriculum
Cluster of Skills for the 21st Century: Specific Descriptions:

 Learning and Innovation Skills  Critical thinking and problem solving.

 Creativity and innovation.
 Oral and written communication.

 Knowledge Information, Media and Technology  Content mastery.

Literacy Skills  Information literacy.
 Media literacy.
 ICT literacy.

 Life Skills  Flexibility and adaptability.

 Initiative and self direction.
 Team work and collaboration.
 Social and cross-cultural skills.
 Citizenship Skills  Valuing of diversity.
 Global awareness.
 Environment awareness.
 Values, ethics and professionalism.
Five Frames Of Thinking
1. The Disciplined Mind
• Makes used of the ways of thinking necessary for major scholarly work
and profession.
2. The Synthesizing Mind
• Selects crucial information from the voluminous amounts available,
processing such information in ways that make sense to self and others.
3. The Creating Mind
• Goes beyond existing knowledge. Possess new questions, offers new
solutions.
4. The Respectful Mind
• Sympathetically and constructively adjusts to individual
differences.
5. The Ethical Mind
• Considers one’s role as citizen consistently and strives toward good
work and good citizenship.
The Seven Survival Skills for the 21st
Century Curriculum
 Critical Thinking and Problem Solving
 Collaboration Across Networks and Leading By Influence
 Agility and Adaptability
 Initiative and Entrepreneurship
 Effective Oral and Written Communication
 Accessing and Analyzing Information
 Curiosity and Imagination
The 7R’s of Quality Curriculum Material
R’s of Quality Curriculum Material Description of the R

1. RIGOROUS Requires students to demonstrate a high level of

understanding and thinking.
2. REAL Authentic quality that mirrors what the students
will do as teachers.
3. REQUIRES INDEPENDENCE Students are self-directed in doing their tasks.

4. RICH IN THINKING Requires students more than memorization.

5. REVEALING Uncovers students level of understanding and

misconceptions.
6. REWARDING Intrinsically motivating the students to do the task.

7. REFLECTIVE Makes students more reflective in the learning

process that contributes to the better performance.
THANK YOU!