Chapter 1- Background (Building and Enhancing New Literacies Across

Curriculum)

Week I - Introduction, Nature, Concept and Origin- School’s Vision, Mission,

and Goal

Have you read “The Sabre-Tooth Curriculum by Harold Benjamin (1939)?”

Take some time to read it and find out what curriculum is all about during
those times.

Curriculum its meaning, nature and scope

Some Definitions of Curriculum
1. Curriculum is a planned and guided set of learning experiences and
intended outcomes, formulated through the systematic reconstruction of
knowledge and experiences under the auspices of the school, for the
learners’ continuous and willful growth in personal social competence.
(Daniel Tanner, 1980)
2. It is a written document that systematically describes goals planned,
objectives, content, learning activities, evaluation procedures and so forth.
(Pratt, 1980)
3. The contents of a subject, concepts and tasks to be acquired, planned
activities, the desired learning outcomes and experiences, product of culture
and an agenda to reform society make up a curriculum. (Schubert, 1987)
4. A curriculum includes “all of the experiences that individual learners have
in a program of education whose purpose is to achieve goals and related
specific objectives, which is planned in terms of a framework of theory and
research or past and present professional practice.” (Hass, 1987)
5. It is a programme of activities (by teachers and pupils) designed so that
pupils will attain so far as possible certain educational and other schooling
ends or objectives. (Grundy, 1987)
6. It is a plan that consists of learning opportunities for a specific time frame
 and place, a tool that aims to bring about behavior changes in students as a
result of planned activities and includes all learning experiences received by
students with the guidance of the school. (Goodland and Su, 1992)
7. It provides answers to three questions:1. What knowledge, skills, and
values are most worthwhile? 2. Why are they most worthwhile? 3. How
should the young acquire them? (Cronbeth, 1992)
 To know more about it, visit
https://www.slideshare.net/valarpink/curriculum-its-meaning-
nature-and-scope

 My Analysis / My Insights
1. Complete the Structure Frame.
“The Sabre-Tooth Curriculum by Harold Benjamin (1939)” is all about
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2. What is your definition of a curriculum? Write down your answer in the space
provided.
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3. Read and understand your school vision, mission and goals and use it as
 your sample or guide in creating your own Vision, Mission, Goals in life. Write
your answers below.

 Vision:_____________________________________________________
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 Mission:____________________________________________________
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 Goals:______________________________________________________
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Week 2 – New Literacies and the Curriculum and Curriculum Development

 Literacies Across the Curriculum

 Visit the website for more info
https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/
english/literacy/readingviewing/Pages/litfocuslitacrosscurriculum.aspx

 Curriculum Development
 Curriculum designers need to enhance the curriculum and propose
curricular innovations to respond to the challenging educational landscape
in the country as well as in other parts of the globe. It is most necessary
that as a future teacher, you should be familiar with what is happening and
will happen in our curriculum. There is no substitute for being READY and
INFORMED.
 Republic Act 10533, otherwise known as the Enhanced Basic Education
Act of 2013, is the latest education reform in Philippine Education signed
into law by President Benigno Aquino III last May 15, 2013. It is an act
 embracing the Philippine Basic Education system by strengthening its
curriculum and increasing the number of years for basic education
appropriating funds therefore and for other purposes.

For more details about the implementing rules and regulations of the
Enhanced Basic Education Act of 2013, visit
https://www.officialgazette.gov.ph/2013/09/04/irr-republic-act-no-
10533/#:~:text=(a)%20Act%20refers%20to%20Republic,Basic
%20Education%20Act%20of%202013.%E2%80%9D

 Why K to 12?
K to 12 makes the Philippine education system at par with the
international standard of 12- year basic education thereby contributing to a
better educated society capable of pursuing productive employment,
entrepreneurship, or higher education studies. After going through
kindergarten, elementary, junior high and a specialized senior high school
program, every k to 12 graduate is ready to go into different paths- higher
education, middle skills development, employment, or entrepreneurship. The
k to 12 graduates are also expected to be equipped with 21 st century skills like
information, media and technology skills, learning and innovation skills,
effective communication skills, and life and career skills.
When k to12 was launched in 2012m, many Filipinos were apprehensive
because of the addition of two (2) more years in secondary schooling. Some
said, the additional two years are added burden for the average Filipino
family. Others said, the k to 12 program is doomed to fails since it does not
address the basic problems in education like lack of classrooms, chairs,
books, teachers, quality teaching and many more. Amidst criticisms, the
Department of Education pushed for the k to 12 implementations. what could
be the reasons?

Let’s consider these existing realities in Philippine education that became the
 bases of the k to 12 implementations:
1. Mastery of basic competencies is insufficient due to congested curriculum.
The table below presents the national achievement test results of 4 th year
students in Mathematics and Science. In 2005-2006 Mathematics results,
only 15% of the students acquired mastery of the Mathematics competencies
while majority (59.09%) of the high school students belonged to the low
mastery level. The achievement results in Science was even more
discouraging since only 3% of the 4th year high school students in 2005-2006
mastered the Science processes and skills. Majority belonged to the low
mastery category and an few were in the near mastery level.
Achieve Comparative Achievement Levels Achieve Comparative Achievement Levels in
ment in Mathematics ment Science
Level Level
SY % SY & SY % SY &
2004- 2005- 2004- 2005-
2005 2006 2005 2006
Mastery 168,37 16.41 149,92 15.21% Mastery 17,921 1.75% 29,479 2.99%
1 % 2
Near 321,30 31.31 253,39 25.71% Near 246,207 23.99 196,938 19.89
Mastery 5 % 6 Mastery % %

Low 536,43 52.28 582,43 59.09% Low 761,987 74.26 759,337 77.03
Mastery 9 % 6 Mastery % %

TOTAL 1,026,1 100.00 985,75 100.01 TOTAL 1,026,11 100% 985,754 100%
15 % 4 % 5

National Achievement Test- Fourth Year (SY 2004-2006)

Source: www.deped.gov.ph

In international examinations, the Philippines performed poorly as revealed in 2003

TIMSS (Trends in International Mathematics and Science) scores. In Grade IV Science
and Math, the Philippines ranked 23 out of 25 participating countries. In High School II
Science, the Philippines ranked 43 out of 46 and in Math ranked 34 out of 38. Even with
only science high schools participating in the Advanced Mathematics category in 2008
TIMSS, the country’s ranking did not improve. In fact, it ranked the lowest (10) among
ten participating countries.
One of the factors that contribute to the low performance in achievement tests is the
congested basic education curriculum. What other countries teach in twelve (12) years,
the Philippines teach only in ten (10) years. The ten years would not be enough to
master the competencies. Adding two years would make possible the decongestion of
the curriculum for comprehensive acquisition of basic competencies and the 21 st century
skills.

2. The Philippines is the only remaining country in ASEA with a 10-year basic education
program.
The Philippines is the only remaining country in ASEA with a 10-year basic education
program. The short duration of the basic education program also puts millions of
overseas Filipino workers, especially the professionals, and those who intend to study
abroad at a disadvantage. Graduates of Philippine schools are not automatically
recognized as professionals outside the country due to the lack of two years in basic
education.
With k to 12, Filipino professionals would have the same competitive edge with
professionals in other countries having gone through 12 years of basic education.

Let us pause and answer some questions.

Let’ s try these:

1. Are the existing realities enough justification for the implementation of k to 12? Why
or why not? Write your answers below.
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