Curriculum_Development power point presentation.pptx

Curriculum Development in Education

1. Curriculum Development

2. When times are good, be HAPPY; but when times are bad, consider; God has made the one as well as the other. Therefore, a man cannot discover anything about his future. Ecclesiastes 7: 14

3. How Do We Define Curriculum? Curriculum is that which is taught at school. Curriculum is a set of subjects. Curriculum is content. Curriculum is a sequence of courses. Curriculum is a set of performance objectives.

4. How Do We Define Curriculum? Curriculum is all planned learning experiences for which the school is responsible. Curriculum is all the experiences learners have under the guidance of the school. John Delnay (1959.)

5. How Do We Define Curriculum? According to Bandi & Wales (2005), the most common definition derived from the word Latin root, “curere” which means “race course.” Bandi & Wales (2005) also stated that “ for many students, the school curriculum is a race to be run, a series of obstacles or hurdles (subjects) to be passed.”

6. Curriculum as a Discipline Curriculum as a discipline is a subject of study, and on the Graduate level of Higher Education a major field of study.

7. Curriculum as a Discipline Graduate and undergraduate students take courses in: Curriculum development Curriculum theory Curriculum Evaluation Secondary School Curriculum Elementary School Curriculum Community College Curriculum Curriculum in Higher Education

8. History of Curriculum Three focus points for Curriculum Decisions

9. History of Curriculum 1. The Nature of Subject Matter Content of the curriculum, and what subject matter to include in the curriculum. The subject matter of history should be based on events that actually happened in the past. 2. The Nature of the Society If the curriculum is to have utilitarian values, then it must lead the student not only to knowledge of the external world for its own sake, but also to knowledge that can be applied in the world.

10. History of Curriculum The Nature of the Individuals The third basic focal point around which decisions about curricula can be made is the nature of the individual. The curriculum is also a set of suggestions to the teacher about how to take advantage of the present opportunities worthwhile, growth for each student in the long run.

11. Educational System of the Philippines

12. Pre-Spanish Period Education was informal and unstructured. Children were provided vocational training but less academics by their parents and in the houses of their tribal tutors They used a unique system of writing called baybayin . Followed/ guided by the Laws of Kalantiaw: You shall not kill, neither shall you steal, neither shall you do harm to the aged, lest you incur the danger of death. All those who infringe this order shall be condemned to death by being drowned in the river, or on in boiling water.

13. Spanish Period Education of indigenous population was left to the religious orders, with primary education being overseen by parish friars who generally tolerated the teaching of the religious topics. The Augustinians opened a school in Cebu in 1565, the Fransciscans in 1577, the Jesuits in 1581, and the Dominicans who started a school in Bataan. Doctrina Christiana was printed (the first book)

14. EDUCATION DURING THE AMERICAN OCCUPATION Americans used education as a vehicle for its program benevolent assimilation The term Benevolent Assimilation refers to a proclamation about the Philippines issued on December 21, 1898 by U.S. President William McKinley 21, 1898 by U.S. President William McKinley during the Philippine-American War 21, 1898 by U.S. President William McKinley during the Philippine-American War, which followed the defeat of Spain during the Spanish-American War

15. AMERICAN SOLDIERS ( FIRST TEACHERS OF THE FILIPINOS DURING THE AMERICAN OCCUPATION)

16. THOMASITES - first batch of trained teachers dispatched by the American government soon after the occupation of the islands were aboard by the army transport S.S Thomas. The decision to send qualified and well-trained teachers to the Philippines, among others, indicated the high priority of education in the American agenda as compared to the orientation of Spanish education. The Educational Act of 1901 clearly defined the policy of the separation of Church and State in education that the Americans promoted In 1904, curriculum development was left entirely to the decision of the respective superintendents assigned in the different provinces. In the beginning of 1904, the General Office in the Manila prescribed and implemented a standards curriculum consisted of Language that included reading writing spelling object work and phonetics Arithmetic Geography Citizenship Training and Body Training

17. In 1909 General Office increased primary education to four years. COMPONENT SUBJECTS OF THE CURRICULUM Good Manners and Right Conduct Civics Hygiene and Sanitation Home Geography and Philippine Geography Industrial Work Under the industrial work courses included….. gardening woodworking clay modeling lace making basketry poultry –raising embroidery pottery domestic science

18. EDUCATION UNDER THE PHILIPPINE COMMONWEALTH Objectives of Education - All schools shall aim to develop moral character, personal discipline, civic conscience and vocational efficiency, and to teach the duties of citizenship.

19. THREE BASIC EDUCATION LEVELS PRIMARY LEVEL - aimed to equip the child with fundamental and essential skills, habits, knowledge, attitudes and ideas needed for the unification and integration of citizens. INTERMEDIATE LEVEL - is the continuation at a higher level of the integrating function of education in the primary grades. SECONDARY LEVEL - aimed to continue even farther at an even higher level integrating function of education.

20. EDUCATION UNDER THE JAPANESE REGIME SIX BASIC PRINCIPLES OF JAPANESE EDUCATION To make people understand the position of the Philippines as a member of the East-Asia Co-prosperity Sphere To eradicate the old idea of reliance upon Western Nations To endeavor to elevate the morals of the people, giving up over-emphasis on materialism. To strive for the diffusion of the Japanese language in the Philippines and to terminate the use of English in due course. To put importance to the diffusion of elementary education and to the promotion of vocational education To inspire the people with the spirit to love labor.

21. IMPORTANT CHANGES IN THE CURRICULUM DURING THE JAPANESE OCCUPATION The school calendar became longer Class size increased to 60 students per session. The Japanese required teachers and principals to render service on Saturdays. They discarded textbooks or certain portions in them that contained liberal and democratic ideas. They banned the singing of American songs.

22. They included the teaching traditional subjects for elementary education like reading, writing, phonics, spelling, arithmetic, music, character education, health education, and P.E. At the secondary level, the greater emphasis was on the study of the Japanese language

23. Schools of Thought in CD ESSENTIALIST considers the curriculum as something rigid composed of various subject areas. they are book-centered. Memorization method is used to master facts and skills. PROGRESSIVISTS include the pragmatists, experimentalists, reconstructionists, and existentialists. They conceive the curriculum as something flexible based on areas of interest. They are learner-centered. They consider the principle of individual differences. This philosophy aims towards the holistic development of the learner.

24. Dimensions in Curriculum Development

25. Philosophical-Theological ESSENTIALISM IDEALISM: preservation of one’s freedom; concentration should be on moral, intellectual, and aesthetic development of the learner PRAGMATISM: education must be useful to the society PROGRESSIVISM EXISTENTIALISM: education should enable man to make choices in his life; the teachers teach the HOW not only the WHAT RECONSTRUCTIONISM: aims to develop the inherent powers of the learner REALISM: education should be based on the actualities of life.

26. Existentialism is a philosophical view which may be defined in various ways, but it does have three basic approaches which characterized the central features. A development of both the intellectual and affective potential of man. An attempt to strengthens the conscious control of choice , through the willed intelligence. The close interrelationship of means and ends ( as with method and content )

27. The main thesis of the reconstructions position is somewhat as follows: 1.The transformation of society by technological and scientific revolution is radical as to require a new moral and intellectual consensus capable of molding and directing this transformation. 2. It is the task of educators to analyze the social trends, to discern the problems society is facing, to speculate on the consequences of the current social dynamics, and to project the values and the goals which need to be sought to maintain a democratic way of life.

28. Philosophical theories: 1.Essentialist of Education 2.Progressivist 3.Perennialist 4.Reconstructivist Curriculum Development super-structure (Education) I based on I Philosophy sub-structure I relation with relation with Reality ______ Man, as the _________ God Nature of Reality I. Theories re: a.) Does He exist? What can man know? a.) Materialist , b.) Plan and Providence Theories of Knowledge Behavioral b.) Evolutionary c.) Existentialist d.)Religious

29. Theological Foundations of Curriculum Development God-centeredness Christ-centeredness Community-centeredness

30. PSYCHOLOGICAL DIMENSIONS OF CURRICULUM DEVELOPMENT

31. Learning - a process which brings about a change in the individual’s way of responding as a result of practice or other experience or as a relatively permanent change in behavior.

32. Factors considered in every learning situation: The raw data of sense perception from the stimuli of the present situation. The learning attached to these stimuli. Data furnished by various organs of the body that are more or less concerned with the learning. Feeling tone.

33. Laws of Learning Law of Readiness – when the learner is set for action, the activity consonant to the set is satisfying; activity inappropriate to the set is annoying or frustrating.

34. Law of Effect – affirms that if the response is rewarded and the reward is satisfying, the connection is strengthened , if the effect is unpleasant the connection is weakened. Law of Exercise – states that when certain types of response or adaptations have been acquired.

35. Conditions Affecting Learning Learning will be most effective when the learning situations are related to life as realistically as possible. Learning will be most effective when the learner gains confidence in his ability and also acquires favorable attitudes and good work habits. Learning will be most effective when the environment contributes positively to the learning situation.

36. Learning will be most effective when the learning experiences help the learner gain an insight through practical use of the relationship with which he is having experiences. Learning situations will be most effective when they are adapted to the needs, capacities, and interest of learners.

37. Learning will be most effective when the learners feel the need for the experiences and outcomes. Learning will be most effective when the students are free from emotional tensions. Learning experiences will be most effective if they are adapted to the normal growth of the learners. Learning will be most effective in situations that provide satisfactorily for student participation in planning and learning.

38. Curriculum Development and Management of Learning

39. Principles of New Behavior or Learning Subjective Principles – concerned with what the learner brings to the learning situation and includes self-concept, past experiences, intelligence , motivation and emotions. Objective Principles – deal with factors relevant to learning situations and include rates of learning and forgetting, reviewing , rewards, self-rewards, generalization and discrimination. Special learning Technique – which are used to increase learning efficiency and include massed and distributed learning , feedback and overlearning.

40. Experimental Approach To Learning Focuses on the experiences and reactions of the individuals in the group. Factors of Learning: Concrete Experience Reflective Observation Abstract Conceptualization Active Experimentation

41. Social Dimensions Curriculum for individual development Curriculum for social development Curriculum for individual and social development

42. Philippine Social Realities Affecting the Curriculum Political Independence Overpopulation Growing middle class Different means of communications and transportations Most of our degree courses are patterned abroad without adequate local study of a basis.

43. Guidelines for Curriculum Dev’t A good curriculum must: Encourage inquiry and creativity Be democratic with regard to procedure Accept individual differences Take into consideration scientific and scholarly findings and methods Minimize memorization and maximize discovery Take into consideration the potential for achievement through either the individual learner or the group. Must employ teacher resources in a multi-dimension role.

44. Is education for the Society or for the individual?

45. Principles and Theories of Curriculum Development

46. - the process that produces a written plan CURRICULUM DEVELOPMENT

47. PHASES OF CURRICULUM DEVELOPMENT

48. CURRICULUM DESIGN - overall framework which describes the interaction and congruence of the four basic elements of curriculum design 1

49. 4 Basic Elements of Curriculum Design 1. Objectives 2. Content 3. Organization 4. Evaluation • These elements are the bases for the development of textbooks, syllabi and lesson plans or learning guide. • These different elements are considered singly but interactively in curriculum planning .

50. Things that we should know and consider in developing Curriculum Design .

51. Curriculum Design Models Approaches to Curriculum Designs 1. Subject-centered Curriculum Subject-centered Approach ● Primarily focuses on subject-matter. ● The emphasis is on bits and pieces of information which are detached from life. 2. Learner-centered Curriculum Learner-centered Approach ● Curriculum is constructed based on the needs, interest, purposes and abilities of the learner. ● Curriculum is also built upon learner’s knowledge, skills, learnings and potentials 3. Problem-centered Curriculum Problem-centered Approach ● Assumes that in the process of living, learners experience problems, thus, problem solving enables the learners to become increasingly able to achieve complete or total development as individuals.

52. Guidelines in Curriculum Design ● Curriculum design committee should involve teachers, parents, administrators and even students. ● School’s vision, mission, goals and objectives should be reviewed and used as bases in curriculum design. ● The needs and interest of the learners, in particular, and the society, in general, should be considered. ● Alternative curriculum design should consider advantages and disadvantages in terms of costs, scheduling, class size, facilities and personnel required. ●The curriculum design should take into account cognitive, affective, psychomotor skills, concepts and outcomes.

53. 6 Features of Curriculum 1. Who teaches? – TEACHER 2. Who do the teachers teach? – the LEARNERS 3. What do the teachers teach? – KNOWLEDGE, SKILLS, VALUES, UNDERSTANDING 4. How do teachers teach? – STRATEGIES & METHODS 5. How much of the teaching was learned? – PERFORMANCE 6. With whom do we teach? - COMMUNITY

54. 4 Basic Elements of Curriculum Design 1. Objectives 2. Content 3. Organization 4. Evaluation These elements are the bases for the development of textbooks, syllabi and lesson plans or learning guide.

55. Dimensions of Curriculum Design SCOPE SEQUENCE CONTINUITY INTEGRATION ARTICULATION BALANCE

56. PILOT TESTING - phase where the crafted curriculum will be implemented in some classes or schools for testing 2

57. PILOT TESTING… will gather observed data whether the curriculum is useful, relevant, reliable and valid. will identify deficiencies and operational problems.

58. CURRICULUM MONITORING ● Determine if the curriculum is still effective and relevant. ● Is a periodic assessment and adjustment during the try out or pilot testing period. ● Is like formative evaluation, it determines how the curriculum is working and the report of this becomes the basis of a decision of what aspects have to be retained, improved or modified. ● Also provide the decision that would even terminate the program.

59. PILOT TESTING in short is a developmental process that gives the signal whether the particular curriculum can already be implemented with confidence.

60. IMPLEMENTATION - is the formal utilization or application of the designed curriculum after it was tested 3

61. Factors to be considered during the IMPLEMENTATION ROLES (students, teachers, school administrators ,curriculum designers and implementors) MATERIALS (what should be utilized during the implementation?) 3. SCHEDULE (How should the implementation flow?)

62. Dynamics of change in the Educational System: Leadership Functions Motivation Communication training Problem-solving Evaluation Negative Desirable Influences Resistance 1. Cooperation Tension 2. Cohesion Conflict 3. Consideration Internal Environment Change Curriculum Organization Policy External Influences Social demands Research Legal provisions Technology Industry demands

63. Effective Leaders Know How To: Reasonably motivate the stakeholders though effective communication. Adequately provide the needed training to carry out the plan. Decisively solve problems that may arise in the implementation of the plan. Carefully monitor as well as evaluate the system to ensure the success of the process.

64. Implementation Models: Overcoming Resistance to Change Model (ORC) Leadership-obstacle Course Model (LOC) Linkage Model Organizational Development Model (OD) The Rand Change Agent Model a. the characteristics of the proposed change b. the competencies of the teaching and administrative staff c. the support of the local community d. the school organizational structure

65. Factors to Consider in Implementing Curriculum ROLES (students, teachers, school administrators, curriculum designers, implementors) MATERIALS (what should be utilized during the implementation) SCHEDULE (How should the implementation flow?)

66. 3 Types of Curriculum INTENDED CURRICULUM - the set of objectives set at the beginning of any curricular plan - answers what the curriculum makers wants to do 2. IMPLEMENTED CURRICULUM – refers to the various learning activities or experiences of students in order to achieve the intended outcomes ACHIEVED CURRICULUM – pertains to the learning outcomes or products All of these 3 are being utilized in developing a curriculum. Each type must be congruent with one another.

67. CURRICULUM EVALUATION - process of obtaining information for judging the worth of an educational program, product, procedure, educational objectives or the potential utility of alternative approaches designed to attain specified objectives (Glass and Worthem, 1997) 4

68. Key questions usually asked in evaluating curriculum 1. Are the objectives being addressed? 2. Are the contents presented in the recommended sequence? 3. Are the students being involved in the suggested instructional experiences? 4. Are the students reacting to the contents?

69. Strategies that can be used in Evaluation Paper-and-Pencil Strategy - Essay - Select Response 2. Performance –Based Strategy - Performance Task - Exhibition / Demonstration

70. Strategies that can be used in Evaluation 3. Observational Strategy 4. Personal Communication Strategy - Conference (formal or informal meeting between or among the teachers, students and/or parents) - Interview (form of conversation in which all parties (students, teacher and parents) increase their knowledge and understanding)

71. Strategies that can be used in Evaluation 5. Oral Strategy - Question & Answer (done by the teacher to determine if the students understand what is being/has been presented or to extend thinking, generate ideas or solve problems) - Classroom Presentation (assessment which requires the students to verbalize knowledge to present summary of learning

72. Strategies that can be used in Evaluation 6. Reflective Strategy - Self-Assessment (process of gathering information and reflecting on one’s own learning) - Response Journal (provides reflective responses to a material that a student is reading viewing, listening to or discussing) 7. Combination Strategy - Portfolio (collection of samples of a student’s work that is selective, reflective and collaborative)

73. 2 Ways of Curriculum Evaluation 1. School-Based Evaluation - approach to curriculum evaluation which places the content, design, operation and maintenance of evaluation in the hands of the school personnel - it is a participative evaluation for the school personnel participates in the conduct of school evaluation activities - the control and management of the process rest on the school personnel themselves

74. 2 Ways of Curriculum Evaluation 2. Accreditation - voluntary process of submitting a curriculum program to an external accrediting body for review in any level of education - studies the statement of educational intentions of the school and affirms a standard of excellence

75. Areas to be accredited under Curriculum & Instruction Curriculum and Program of Studies Classroom Management Instructional Processes or Methodologies Graduation Requirements Administrative Support for Effective Instruction Evaluation of Academic Performance of Students

76. FACTORS THAT INFLUENCE THE DELIVERY OF A CURRICULUM

77. “There are only really three types of people: those who make things happen, those who watch things happen, and those who say, ‘What happened?’” - Ann Landers

78. 1. Communication The Curriculum implementor must be able to communicate clearly to all the people concerned. 1. The rationale and the goal of the curriculum design 2. The scope of the reform 3. The needed competences to implement the new curriculum 4. The consequences for accepting it, among others.

79. DIFFERENT COMMUNICATIONS MODES 1. Written Mode (letters, memos, reports) 2. Verbal Mode (Telephone conversation, meetings, Seminar-workshops)

80. 2. Motivation   Middlemist and Hill (1988) define motivation as “the forces acting on and coming from within a person that account in part, for willful direction of one’s effort toward the achievement of specific goals”.

81. ROLE OF TECHNOLOGY IN THE IMPLEMENTATION OF CURRICULUM 1. Technology plays a crucial in delivering instructions to learners. 2. Technology offers various tools of learning and these range NON- PROJECTED and PROJECTED MEDIA from which the teacher can choose, depending on what he sees fit with intended instructional setting.

82. NON – PROJECTED MEDIA PROJECTED MEDIA Real Objects Overhead Transparencies Models Opaque Projection Field Trips Slides Kits Filmstrips Printed materials (book, worksheets) Films Visuals (drawing, photographs, graphs, charts, posters Video, VCD, DVD Visual boards (Chalkboard, white board, flannel board) Computer/Multimedia presentations, powerpoint

83. Roles of Technology 1. Upgrading the quality of teaching and learning in schools. 2. Increasing the capability of the teacher to effectively inculcate learning, and for students to gain mastery of lessons and courses. 3. Broadening the delivery of education outside schools through non-traditional approaches to formal as informal learning, such as open universities and lifelong learning to adult learners. 4. Revolutionizing the use of technology to boost education paradigm shifts that give importance to students – centered and holistic learning.

84. Curriculum Models Hilda Taba’s Inverted Model Starts in the classroom with the teacher Ties curriculum with instruction EIGHT STEPS Diagnosing needs Formulating specific objectives Selecting content Organizing content Selecting activities Organizing activities Evaluating Checking for balance & sequences

85. PHASES OF CURRICULUM DEVELOPMENT Inverted Deductive Model of Taba (1967)

86. A comparison of the two models of curriculum development Inverted Deductive Model of Taba Deductive Model

87. Curriculum Models Ralph Tyler’s Ends-Means Model STEPS Defining the school’s and teacher’s philosophy Identifying desired outcomes Designing Evaluating: learners, life in the community, subject-matter

88. Curriculum Models David Stufflebeam’s CIPP Model (1971) This model includes in the analysis not only in the inputs, processes and outputs of the system but also the context within which the system operates. This is widely known as the CONTEXT-INPUT-PROCESS-PRODUCT (CIPP) framework. It has the potential to provide a wide range of data about the school system on a continuing basis as well as on the impact of the curriculum on the social environment.

89. Curriculum Organization SUBJECT CURRICULUM Subject matter classified and organized ACTIVITY CURRICULUM Basis of curriculum on student activities not mastery of body of knowledge PROBLEM SOLVING CURRICULUM Based on social concerns not subjects SPIRAL CURRICULUM Method of organizing learning experiences

90. IMPLEMENTATION OF PRODED Program for the Decentralized Educational Development Under Ministry of Education MEC Order No. 6

91. -a four year program (1982-1986) -Is designed to strengthen policies, management and institutional programs for elementar y education -Is the plan extended to six years to cover the tryout and implementation of the six grades in the elementary curriculum during s.y.1987-1988

92. ORGANIZATIONAL FRAMEWORK

93. NEW ELEMENTARY SCHOOL CURRICULUM (NESC)

94. Aim To develop the spiritual, moral, mental and physical abilities of the child, provide him with experiences in the democratic way of life, and inculcate ideas and attitude necessary for enlightened, patriotic, upright and useful citizenship.

95. Features Fewer learning areas, emphasis on mastery learning More time allotted to the development on the basic skills specifically the 3R’s especially in the lower grades Greater emphasis on the development of intellectual skills which are as important as work skills Health values development of competencies and values for social living reflected in the new dimension in Civics and Culture for Grade I and II; Civics and Culture expanded to include History, Geography and work Ethics for Grade III, and an in depth learning of History, Geography and civics in Grade IV to VI.

96. II.IMPLEMENTATION OF SEDP - NSEC was implemented on a pilot basis from 1985-89,prior to its nationwide implementation which began in sy 1989-1990

97. THE SECONDARY EDUCATION DEVELOPMENT PROGRAM (SEDP) The SEDP is response to the need to continue pupils development started by PRODED; to research finding indicating a need to improve students performance in Science, Math and Communication Arts; to research finding that’s that ineffective teaching, inadequate facilities and instructional materials contribute to unsatisfactory student performance; and to the need to improve policy making and increase thee internal efficiency of the system.

98. The Goals of the SEDP - to improve the quality of secondary graduates and the internal efficiency of the system; - to expand access to quality secondary education; and - to promote equity in the allocation of resources especially at the local level.

99. The Main Components of SEDP SEDP covers - curriculum development; - staff development; and - physical facilities and development

100. BUREAU OF SECONDARY EDUCATION (BSE)

101. - monitored the implementation of the NSEC nationwide to determine how the schools were complying with the SEDP guidelines on course offerings , language instruction, unit credits,time allocation, teacher training, textbook-student ratio, loading of teachers and grading system.

102. SEDP included various components in the program to increase the probability of success:

103. III.IMPLEMENTATION OF BEC BEC was implemented in all public schools in the Philippines in 2002 - made all the schools in the public school system as pilot sites - the use of a large number of schools for pilot testing made it difficult for DepEd to gather data on deficiencies of the new program - the wide-scale implementation of the BEC prior to pilot testing contributed to the lack of readiness of the basic education system to implement the program - the implementation path of BEC could be considered a “short-cut” route or “an expresslane”

104. What is function literacy? The Literacy Coordinating Counsil, which is an organization of government and non-government agencies, describe functional literacy as a range of cognitive, affective and behavioral skills which enables individual to make critical and informed decisions and functional and scientific-numerical competence.

105. Why are many of our leaners not attaining functional literacy? there are several reasons some of which are curriculum-related, some are not. As for curriculum-related causes, there are mainly two: an overcrowded curriculum and its insufficient relevant to the diverse contexts of our learners.

106. What do we mean by an overcrowded curriculum? An overcrowded curriculum puts together too many competencies and topics in such a way that (1) focus on and time for mastery of basic skills are los, (2) the learners get little opportunity to personality process and contextualize the major concept, and (3) the interconnections among the many competencies are weekly established.

107. Philosophy of the 2002 Curriculum a. The ideal Filipino learners are empowered learners, who are competent in learning how to learn and have life skills so that they become self-developed persons who are makabayan (patriotic), makatao (mindful of humanity), makakalikasan (respectful of nature), and maka-Diyos (godly). b. Functional literacy is the essential ability for lifelong learning in our dynamically changing world. c. The ideal teacher of the 2002 Curriculum is not the authoritarian instructor but the trustworthy facilitator or manager of the learning process. She enables the learners to become active constructors of meaning and not passive recipients of information.

108. d. The ideal teaching-learning process is interactive where the learners, the teachers, instructional materials and information technology interact with one another reciprocally.

109. 2002 Basic Education Curriculum The implementation of the 2002 Basic Education Curriculum was announced in DepEd Order No. 25, s. 2002 , issued on June 17, 2002.

110. The Department of Education adopted this curriculum to reduce the number of subjects for elementary and high school from 10 ( Filipino, English, Science, Mathematics, Social Studies, Home Economics, Physical Education Health, Music) to just 5 ( Filipino, English, Science, Math and Makabayan) to allow mastery of basic skills on the part of the students and make them skilled Filipinos capable of working creatively in this highly competitive world.

111. The five learning areas are designed to address both the individual and social needs of the learners. The language subjects, science and math as the basic tool subjects. Makabayan serves as a “laboratory of life’’ or a practice environment for holistic learning. It is the learning area that stresses the development of social awareness, empathy and commitment of the learner to the common good.

112. Filipino and English Communication skills (listening, speaking, reading and writing) are developed in these two learning areas through the use of varied communication situations and resources. Rhymes, poems, jingles, stories and dialogue appropriate for the year level serve as the materials for providing rich learning experiences needed to develop the communication skills of the youth.

113. Science This area emphasizes the application of science concepts and principles to improve the environment and the quality of life of the filipinos. In grade school, the science curriculum includes the basic health concepts. In the secondary level, the course from first to fourth year are: Integrated science, biology, chemistry and physics.

114. Mathematics This area provides learning experiences on the use of numbers in practical investigation and solving problems students encounter in their everyday lives. In the elementary, it focuses on the learning of the 4 fundamental operations and how they are applied to solve real-life problems and situations. Introductory algebra is offered in the intermediate level(gr. 4-6) In h.s. the courses are elementary algebra, intermediate algebra, geometry statistics, trigonometry and advance algebra.

115. Makabayan This is the learning area that puts the most stress on the development of social awareness, empathy, and a firm commitment to the human good. Components of elem. includes A.P., sibika at kultura (gr 1,2 & 3); heograpiya,kasaysayan at sibika (gr 4,6 & 6); EPP (4,5,6) and MAPE (4,5,6) GMRC is integrated in all courses. Components of secondary includes; A.P., TLE, MAPEH, E.P.

116. The learners are expected to develop and become persons who are; -Makabayan (patriotic) -Makatao (mindful of humanity) -makakalikasan (respectful of nature) -maka-Diyos (Godly)

117. As envisioned, the development of life skills will depend on functional literacy that will enable learner to exercise self-discipline, regulate his own learning, and adapt to demands of the changing times (Dep Ed, 2002).

118. Functional literacy includes essential abilities such as; -language fluency (oral and written) -scientific competence (analysis, problem solving, etc) -numerical competence ( operational skills in mathematics Mastery of these indispensable learning areas is considered the clear indicator of functional litercy.

119. To insure mastery, the time allotment for these subjects in the restructured curriculum has been increased in order to provide more time for tasks and activities and to help learners reflect on and contextualize content.

120. The curriculum design points to two main sources of reliable and meaningful knowledge for contemporary basic education: 1. expert system of knowledge 2. learner’s experience The curriculum structure intends to promote the interaction of these two sources.

121. Through this process, the curriculum aims to promote acquisition of life skills through reflective understanding and internationalization of principles and values as well as the development of the learner’s multiple intelligences.

122. According to then-Sec. of Education Raul Roco the 2002 BEC was based on a 16-year study (starting in 1986). Implementation of RBEC was based on Executive Order No. 46, which in turn was based on recommendations of the Philippine Commission on Educational Reforms (PCER), created on Dec. 7, 1998.

123. The actual implementing guidelines were found in DepEd Order No. 43, s. 2002 , dated Aug. 29, 2002.

124. Less than a year later (on June 12, 2003), a new curriculum (the Revised BEC ) was signed into law.

125. II. ROLES OF STAKEHOLDERS IN CURRICULUM IMPLEMENTATION

126. Stakeholders - are individuals or institutions that are interested in the school curriculum - their interests vary in degree and complexity They get involved in many different ways in the implementation ,because the curriculum affects them directly or indirectly

127. LEARNERS AT THE CENTER OF THE CURRICULUM - they are placed at the center - primary stakeholders in the curriculum - the very reason a curriculum is developed - they are the ones who are directly influenced by the curriculum - they make or unmake the curriculum by their active and direct involvement

128. 2.TEACHERS AS CURRICULUM DEVELOPERS AND IMPLEMENTERS - planning and writing the curriculum are the primary roles of the teacher - a teacher is a curriculum maker - a teacher writes a curriculum daily through a lesson plan, a unit plan, or a yearly plan - a teacher prepares activities for the students to do - a teacher addresses the goals, needs, interests of the learners by creating experiences from where the students can learn - a teacher designs, enriches, and modifies the curriculum to suit the learner’s characteristics - teachers are empowered to develop their own school curricula taking into consideration their own expertise , the context of the school and the abilities of the learners - teachers become architects of school curriculum - teachers’ role shifts from a developer to an implementer - doing implies guiding,facilitating and directing activities which will be done by the students

129. 3 .CURRICULUM MANAGERS AND ADMINISTRATORS - they supervise curriculum implementation, select and recruit new teachers, admit students,procure equipment and materials needed for effective learning They also plan for the improvement of school facilities and physical plants

130. 4 .PARENTS AS SUPPORTERS TO THE CURRICULUM - parents are the best supporters of the school - parents’ voices are very loud and clear

131. HOW DO PARENTS SHAPE THE CURRICULUM AND WHY ARE THEY CONSIDERED AS STAKEHOLDERS?

132. 1.Effective parental involvement in school affairs may be linked to parent educational programs which is central to high quality educational experiences of the children. 2. The parents involvement extends from the confine of the school to the homes 3. In most schools the Parent Association is organized.

133. The Tyler Evaluation model Establish Objectives Classify Objectives Define Objectives Select Indicators Develop Measurement Techniques Collect Performance Data Analyze Data report