MODULE 6: Curriculum Development Reforms and (c) The curriculum shall be culture-sensitive;

Enhancement
(d) The curriculum shall be contextualized and global;
Republic Act 10533 or Enhanced Basic Education
(e) The curriculum shall use pedagogical approaches
Act of 2013
that are constructivist, inquiry-based, reflective,
- latest educational reform in Philippine Education collaborative and integrative;
- signed by President Benigno Aquino III
(f) The curriculum shall adhere to the principles and
- May 15, 2013
framework of Mother Tongue-Based Multilingual
- known as K to 12
Education (MTB-MLE) which starts from where the
Bases of the K to 12 implementations: learners are and from what they already knew
proceeding from the known to the unknown; instructional
1. Mastery of basic competencies is insufficient
materials and capable teachers to implement the MTB-
due to congested curriculum.
MLE curriculum shall be available;
2. The Philippines is the only remaining country in
(g) The curriculum shall use the spiral progression
Asia with a 10 – year basic education program.
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. The production and development of locally
produced teaching materials shall be encouraged and
approval of these materials shall devolve to the regional
and division education units.

Core Curriculum

Below are the learning areas comprising the core

curriculum. The description is based on DepEd Memo
113 s 2013.

The Senior High School curriculum

There are four tracks in SHS. These are Academic track,

Sports track, Tech-voc track, and Arts and design track.
The academic track has 4 strands (STEM, HUMSS,
ABM, GAS). If a SHS student wants to pursue Tec-Voc
courses in TESDA then he will take the Tech-voc track.

The SHS curriculum has a total of 31 subjects (15 core

subjects, 7 contextualized/ applied subjects and 9
specialization subjects)

CORE SUBJECTS
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 in
crafting the K to 12 curriculums:

(a) The curriculum shall be learner-centered, inclusive

and developmentally appropriate;

(b) The curriculum shall be relevant, responsive and

research-based;
Language Oral Communication 4. Fundamentals of Accountancy, Business and
Reading & writing Management 1
Komunikasyon at pananaliksik 5. Business Math
Pagbasa at Pagsusuri 6. Business Finance
Humanities 21st century literature
7. Organization and Management
Contemporary Philippine arts from
the region 8. Principles of Marketing
Communicatio Media & Information Literacy 9. Work Immersion/Research/Career
n Advocacy/Culminating
Mathematics General Mathematics
Statistics & Probability Specialization, Academic Track, STEM
Science Earth and Life Sciences laboratory
1. Pre-Calculus
Physical Sciences laboratory
Social Science Personal development 2. Basic Calculus
Understanding society and culture 3. General Biology
Philosophy Intro to philosophy of the human 4. General Biology 2
person 5. General Physics 1
PE and Health- Physical Education 6. General Physics 2
and Health 7. General Chemistry 1
8. General Chemistry 2
9. Work Immersion/Research/Career
APPLIED SUBJECTS
Advocacy/Culminating Activity
Academic Track Tech-voc, Sports, Arts
and Design Track Specialization, Academic Track, HUMSS
English for academic and English for the 1. Creative Writing
professional purposes professions
2. Creative Non-Fiction: The Literacy Essay
Introduction to research Research skills 1
method 3. World Religions and Belief Systems
- quantitative 4. Trends, Networks and Critical thinking in the
Introduction to research Research skills 2 21st Century
method 5. Philippine Politics and Governance
- qualitative 6. Community Engagement, Social Participation
Filipino course Mga diskurso sa trabaho and Citizenship
Ict for learners Ict applications 7. Disciplines and ldeas in the Social Sciences
Entrepreneurship Entrepreneurship
8. Disciplines and Ideas in the Applied Sciences
Research project Research project/
culminating activity 9. Work Immersion/Research/Career
Advocacy/Culminating Activity

Other Descriptive Titles for the 7 Specialization, Academic track, General Academic
Contextualized/Applied Subjects for all tracks Strand

1. English for academic and professional 1. Humanities 1*

purposes (EAPP) 2. Humanities 2+
2. Research in daily life 1 (R1) 3. Social Science 1*
3. Research in daily life 2 (R2) 4. Applied Economics
4. Pagsulat sa filipino sa piling larangan 5. Organization and Management
5. Entrepreneurship 6. Disaster Readiness and Risk Reduction
6. Empowerment technologies (E-Tech): ICT for 7. Elective 1 (from any track/strand)
Professional Tracks 8. Elective 2 (from any track/strand)
7. Research Project 9. Work Immersion/Research/Career
Advocacy/Culminating Activity
Specialization Subjects, Academic Track, ABM
Specialization, Sports
1. Applied Economics
2. Business Ethics and Social Responsibility 1. Safety and First Aid
3. Fundamentals of Accountancy, Business and 2. Human Movement
Management 1 3. Fundamentals of Coaching
4. Sports Officiating and Activity Management
 5. Fitness, Sports and Recreation Leadership
6. Psychosocial Aspects of Sports and Exercise
Four Essential Principles in OBE
7. Fitness Testing and Exercise Programming
8. Practicum (in-campus) Principle 1: Clarity of Focus
9. Work immersion/Research/Career
Advocacy/Culminating Activity Teachers should bear in mind, that the outcome of
teaching is learning.
Specialization, Arts and Design ISS Introduction to
Applied Arts and Design Production Principle 2: Designing Backwards

1. Introduction to applied arts and design At the beginning of a curriculum design, the learning
production outcome has to be clearly defined.
2. Introduction to Performing Arts
Principle 3: High Expectations
3. Understanding Elements and Principles of the
Different Arts parallel to Thorndike’s law of effect, which says that
4. Work Environment in Various Arts Fields success reinforces learning, motivates, builds confidence
5. Developing Filipino ldentity in the Arts and encourages learners to do better.
6. Leadership and management in different art
fields Principle 4: Expanded Opportunities
7. Apprenticeship and exploration of different art Learners develop inborn potentials if corresponding
fields opportunities and support are given to nurture.
8. Apprenticeship and exploration of different arts
design production. Teaching-Learning in OBE

Teaching is teaching if learners learn. Learning is

measured by its outcome. How then should teaching-
MODULE 7 (OUTCOME- BASED EDUCATION FOR learning be done in OBE? Here are some tips:
TEACHER PREPARATION CURRICULUM)
 Teachers must prepare students adequately.
Outcome-Based education (OBE) review is necessary at the start of a lesson.
- clearly focusing and organizing everything in the
educational system around the essential for all the  Teachers must create a positive learning
students to do successfully at the end of their learning environment. classroom atmosphere should
experiences provide respect for diverse kind of learners.

To define and clarify further, answers to the following  Teachers must help their students to understand,
questions should be addressed by the teachers. what, why (what use it will be now and, in the
future) and how will they know that they have
1. What do we want these students to learn? learned.
2. Why do we want students to learn these things?  Teachers must use a variety of teaching
3. How can we best help students to learn these methods
things?  Teachers must provide students with enough
4. How will you know when the students have opportunities to use the new knowledge and
learned? skills that they gain

Spady premised that in Outcomes-Based Education;  Teacher must help students to bring each
learning to a personal closure that will make
 All students can learn and succeed, but not at them aware of what they learned.
the same time or in the same way;
Assessment of Learning Outcomes in OBE
 Successful learning promotes even more
successful learning and To be useful in OBE systems, assessment should be
guided by the following principles:
 Schools and teachers control the conditions that
will determine if the students are successful in 1. Assessment procedure should be valid
school learning.
2. The assessment procedure should be reliable, Outcome 10: Pursued continuously lifelong learning for
consistent personal and professional growth as teachers

3. The assessment procedure should be fair. LESSON 8: CURRICULAR LANDSCAPE IN 21ST

CENTURY
4. Assessment should reflect the knowledge and skills
that are important to the students. Emerging Curricula of the 21st Century Learners

5. Assessment should tell both the teachers and Curriculum today is shaped by many global issues,
students how students are progressing. including:

Learner's Responsibility for Learning In OBE • Globalization of economies

• Environmental concerns
As a student….
• Nations competing for power block thus
1. What do I have to learn?
generating conflict but gives
2. Why do I have to learn it?
opportunities to build alliances and
3. What will I be doing while I am learning?
cooperation
4. How will I know that I am learning, what I should
• Increased global migration
be learning
5. Will I have any say in what I learn? • Science and technological revolutions
6. How will I be assessed? • Knowledge economy

CURRICULUM ANCHORED ON OUTCOME-BASED Characteristics of the 21st Century Curriculum

EDUCATION The 21st-century curriculum should:
Competencies of Quality Teachers as Mandated by • Provide appropriate knowledge, skills,
the Teacher
and values for the future.
Outcome 1: Demonstrated basic and higher levels of • Be based on research.
literacy for teaching and learning • Be developed through collaboration and
consultation.
Outcome 2: Demonstrated deep and principled • Support excellence and equity for all
understanding of the teaching and learning process learners.
Outcome 3: Mastered and applied the subject matter 21st Century Skills Needed by Learners
content and pedagogical principles appropriate for
teaching and learning The Singapore Ministry of Education grouped these skills
into four clusters:
Outcome 4: Applied a wide range of teaching related
skills in curriculum development, instructional material 1. Learning and Innovation Skills
production, learning assessment and teaching delivery
 Critical Thinking and Problem Solving
Outcome 5: Articulated and applied clear understanding  Creativity and Innovation
of how educational processes relate to political,  Oral and Written Communication
historical, social and cultural contexts.
2. Knowledge, Information, Media and
Outcome 6: Facilitated learning in various classroom Technology Literacy Skills
setting, diverse learners coming from different cultural
 Information Literacy
backgrounds.
3. Life Skills
Outcome 7: Experienced direct field and clinical
activities in the teaching milieu as an observer, teaching  Flexibility and Adaptability
assistant or practice teacher  Teamwork and Collaboration
 Leadership and Responsibility
Outcome 8: Created and innovated alternative teaching
approaches to improve student learning 4. Citizenship Skills
Outcome 9: Practiced professional and ethical  Global and Environmental Awareness
standards for teacher anchored for both local and global
perspectives Howard Gardner’s Five Minds for the Future
According to Howard Gardner, students must develop  Coordinating with Others
these types of minds:  Emotional Intelligence
 Service Orientation
1. The Disciplined Mind
 Negotiation
2. The Synthesizing Mind
 Cognitive Flexibility
3. The Creating Mind
4. The Respectful Mind 1. Learners should be taught that AI can enhance
5. The Ethical Mind or optimize creativity but cannot create.
2. Learners must therefore be taught how to use
Tony Wagner’s Seven Survival Skills for the 21st
machines with their unprecedented processing
Century
power, storage capacity and their unlimited
1. Critical Thinking and Problem Solving access to knowledge.
2. Collaboration Across Networks 3. Learners must be made to understand that
3. Agility and Adaptability Artificial Intelligence (AI) can't replace workers in
4. Initiative and Entrepreneurship creative jobs but can do the routine jobs at the
5. Effective Oral and Written Communication service of humans.
6. Accessing and Analyzing Information
Teaching-learning Methods and Strategies
7. Curiosity and Imagination
 Problem-based learning (PBL)
LESSON 8.2: EDUCATION 4.0 IN THE SCHOOL
 Project-based learning (PrBL)
CURRICULUM
 Service learning
Education 4.0  Immersion
- a response to Industrial Revolution 4.0 or IR 4.0  Shadowing
 Internship
Industrial Revolution
- appearance of "new technologies and novel ways of LESSON 8.3: CURRICULAR MODIFICATION IN
perceiving the world [that] trigger a profound change in BASIC EDUCATION DURING AND POST-PANDEMIC
economic and social structures.”
Most Essential Learning Competencies (MELCS)
EDUCATION 4.0 - A part of this Basic Education Learning Continuity Plan
(BE-LCP) is the 60% reduction of learning competencies
To be relevant, school should consider some statistics: found in the K to 12 Curriculum Guide from 14,171
competencies to 5, 689 Most Essential Learning
 80% of the skills trained in the last 50 years can
Competencies.
now be outperformed by machines.
 65% of children in 2018 will work in a job that Various Curriculum Delivery Modes
has not been invented yet.  Online Learning
 49% of current jobs have the potential for  Alternative Delivery Mode
machine replacement.  Distance Learning
 Homeschooling
Machines
 Alternative Learning System
 Efficient in routinized jobs
LESSON 8.4: CURRICULUM RESPONSE OF HIGHER
Human laborers EDUCATION FOR TEACHER EDUCATION AMID THE
PANDEMIC AND BEYOND
 Creativity
 Flexibility INTRODUCTION
 Compassion  COVID 19 has resulted in educational crisis
 Empathy  Universities and educational institution have to
prepare for the new normal in teaching delivery
10 skills demanded by IR. 4.0 enumerated by the World
and ensure academic continuity
Economic Forum Report as follows:
 The shift to flexible teaching and learning
 Complex Problem Solving modality is the provision for flexible curriculum.
 Critical Thinking
 Creativity
 People Management
Teacher Education Curriculum Response to the
COVID 19 pandemic and beyond.

A. Curriculum Modification

1. Focusing on the essentials

 Needed outcomes - desired knowledge,
skills and values that are required to learn
higher concepts
 Enduring outcomes - competencies that
are necessary not just for succeeding in a
certain topic but are useful beyond a unit or
study.

2. Rearranging of the College Course Offerings.

3. Offering of Elective or Cognate courses that

relate to the pandemic.

Some of the proposed elective courses:

 Change Management
 Disaster Risk Management
 Flexible Learning and Teaching Strategies
 Resilient Education
 Alternative Assessment
 Remote Teaching
 Health and Mental Wellness
 Instructional Materials Development for Blended
Instruction
 Active Learning Principles and Practices
 Psycho-Social Support during Crisis

4. Modifying the taught curriculum -

implementation of multiple learning delivery
modalities

5. Modifying the assessed curriculum

B. Curriculum Considerations

1. The Context of Teaching and Learning

2. The Learners and the Teachers

3. Appropriate Teaching Delivery During the

Time of Pandemic and Beyond