Chapter 5.

Curriculum Development Reforms and Enhancement

Module 6: Gearing Up for the Future: Curriculum Reforms

Lesson 1: The Enhanced Basic Education Act of 2013 (K to 12)

Desired Learning Outcomes

 Gain comprehensive understanding of the K to 12 Basic Education Curriculum reform

Content Focus

Curriculum designers need to enhance the recommended curriculum and propose curricular
innovations to respond to the changing landscape in education regionally and globally. Are you aware of
some curricular reforms in the Philippines and other countries? Inside the globe are curricular
innovations. (Refer to the Globe on page 137.Are they familiar to you?

Republic Act 10533, otherwise known as the Enhanced Basic Education Act of 2013, is the latest
educational reform in Philippine Education signed into law by President Benigno Aquino III last May 15,
2013. It is an act enhancing 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. The Enhanced Basic Education Act of 2013 popularly known as K to 12 includes one (1) year of
kindergarten education, six (6) years of elementary education, and six (6) years of secondary
education. This six-year secondary education includes four (4) years of junior high school and two (2)
years of senior high school. With K to 12, the existing 10 years of basic education is increased to 12
years with Kindergarten education as a prerequisite to entry in Grade 1.

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 level skills development, employment, or
entrepreneurship. The K to 12 graduates are also expected to be equipped with 21st century skills like
information, media and technology skills, learning and innovation skills, effective communication skills,
and life and career skills.

When K to 12 was launched in 2012, 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 fail 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 implementation.
What could be the reasons?

Let's consider these existing realities in Philippine education that became the bases of the K to
12 implementation:

1. Mastery of basic competencies is insufficient due to congested curriculum

 The table below presents the national achievement test results of 4th 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 a few were in the near mastery level.

Comparative Achievement Levels in Comparative Achievement Levels

Mathematics in Science
Achievement Achievement
SY SY SY SY
Level Level
2004- % 2005- & 2004- % 2005- &
2005 2006 2005 2006
168, 149, 17, 29,
Mastery 16.41% 15.21% Mastery 1.75% 2.99%
371 922 921 479
Near 321, 253, Near 246, 23.99 196,
31.31% 25.71% 19.89%
Mastery 305 396 Mastery 207 % 938
536, 582, 761, 74.26 759,
Low Mastery 52.28% 59.09% Low Mastery 77.03%
439 436 987 % 337
1,026, 100.00 985, 1,026, 985,
TOTAL 100.01% TOTAL 100% 100%
115 % 754 115 754
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 the science high schools participating in the Advanced
Mathematics category in 2008 TIMMS, 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 (10) 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 21st century skills.

2. The Philippines is the only remaining country in Asia with a 10 - year basic education program.

The Philippines is the only country in Asia that has a ten-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. Bologna Accord imposes twelve (12) years of education for university
admission and practice of profession in European countries. Washington Accord prescribes twelve (12)
years basic education as an entry to recognition of engineering professionals.

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.
 By the way, the recommendation to improve and to lengthen the short basic education in the
Philippines has been given since 1925. As one of the most well studied reforms, recommendations of
either adding or restoring 7th grade or adding an extra year to basic education have been put forward.
(See Table 3).

Table 5. Researches on Philippine Basic Education Curriculum and their Recommendations

Year Source Recommendation

Training of graduate student in agriculture, commerce, and
1925 Monroe Survey industry because secondary education did not prepare students
for life
1949 UNESCO Mission Survey Restoration of Grade VII in primary education
1950 Swanson Survey
Revising the Primary school system by adding one year (Grade
1953 Education Act
VII)
1960 Swanson Survey Restoring grade 7 in Primary education
Extending secondary education by one year to better prepare
1970 PCSPE
students who, have no plans to take up university education
Retaining the 10-year basic education phase while
1991 EDCOM Report institutionalizing career, counseling in Primary and secondary
schools in preparation for higher, education
Prioritizing student learning through curricular reforms, the
Philippines Education
provision, of textbooks, the use of the vernacular in lower
1998 Section Study (World
Primary grades, and the, institution of a longer basic education
Bank and ADB)
cycle
Implementing a compulsory one-year pre-baccalaureate stage,
2000 PCER as, prerequisite for students interested in enrolling in higher
education degree, programs
Philippine EFA 2015 Lengthening the educational cycle by adding two years to
2006
National Action Plan formal basic, education (one each for Primary and high school)
Extending pre-university education to a total of 12 years,
Presidential Task Force on
2008 benchmarking the, content of the eleventh and twelfth years
Education
with international programs

Employability of Filipino high school graduates

The K to 12 Curriculum prepares the students for the world of work, middle level skills
development, entrepreneurship and college education. As early as Grade 7 and Grade 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 Grade
12, the student is supposed to have obtained a National Certificate (NC)Level I and NC Level II from
TESDA. NCI and NC II make a Grade 12 graduate employable.

The short duration of basic education in the Philippines resulted. to 15 year old graduates who
are not legally employable. With the implementation of the K to 12, the graduates of senior high is 18
years old who is legally 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 in 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) which starts from where the learners are and from what
they already knew proceeding from the known to the unknown; instructional materials and
capable teachers to implement the MTB-MLE curriculum shall be available;
(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. 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.

Curriculum Tracks

The student after undergoing Senior High School can choose among four tracks: Academic;
Technical-Vocational-Livelihood; and Sports track and Arts and Design track. The Academic track
includes four strands: Business, Accountancy, Management (BAM); Humanities and Social Sciences
(HUMSS); Science, Technology, Engineering, Mathematics (STEM); and General Academic Strand (GAS).

Core Curriculum

Below are the learning areas comprising the core curriculum. The description is based on DepEd
Memo 13 s 2013.

NOMENCLATURE/ DESCRIPTION
LEARNING AREA Grade 1 to 6 Grade 7 to 10
Integrated It focuses on the development of Ang Filipino ay naglalayong malinang
Language Arts literacy and numeracy skills and and (1) kakayahang komunikatibo at
Mother Tongue learning of concepts first in the (2) kahusayan sa pag-unawa at
Filipino Mother Tongue from Grades 1-3 pagpapahalagang pampanitikan ng
English and later transfer to second mga mag-aaral. Lilinangin ang
language (Fílipino and English). The makrong kasanayan (pakikinig,
macro skills-listening, speaking, pagsasalita, pagbasa, pagsulat at
reading, writing and viewing spiral panonood) sa tulong ng iba't ibang
across grade levels and across dulog at pamamaraan tulad ng
languages. The ultimate goal is Komunikatibong Pagtuturo ng Wika
communicative competence both (KPW), Pagtuturong Batay sa
oral and written in three languages. Nilalaman (PBL) ng iba't ibang
 akdang pampanitikan at Pagsasanib
ng Gramatika sa Tulong ng iba't
ibang Teksto (PGRT), at isinasaalang-
alang din ang pagsasanib ng mga
pagpapahalagang pangkatauhan sa
pag-aaral at pagsusuri ng iba't ibang
akdang pampanitikan.
Science Science education aims to develop This course deals with the basic
scientific literacy among students concepts in Biology, Chemistry,
that will prepare them to be Physics and Earth/Space Science.
informed and participative citizens Every quarter presents the different
who are able to make judgments science, disciplines across grade
and decisions regarding levels in increasing complexity. The
applications of scientific knowledge course is focused on the
that may have social, health, or development of awareness and
environmental impacts. The understanding of practical everyday
science curriculum recognizes the problems that affect the learners’
place of science and technology in lives and those around them.
everyday human affairs. It
integrates science and technology
in the civic, personal, social,
economic, and the values and
ethical aspects of life. The science
curriculum promotes a strong link
between science and technology,
including indigenous technology,
keeping our country's cultural
uniqueness and peculiaritie
Mathematics Elementary mathematics covers It includes key concepts and
basic concepts and ideas, skills and principles: of number sense,
processes on numbers and number measurement, algebra, geometry,
sense-geometry, measurement, probability and statistics as applied,
patterns and algebra, probability using appropriate technology, in
and statistics as. enlist, using critical thinking, problem, solving,
appropriate technology in critical reasoning, communicating, making
thinking, problem solving, connections, representations and
reasoning, communicating, making decisions in real life.
connections, representations and
decisions in real life.
Araling Panlipunan Ito ay asignatura na nagtuturo ng Ang asignaturang ito ay naglalayong
mga konsepto sa pananagutang tumalakay sa kasaysayan ng Pilipinas
pansarili, pamilya, kapwa, bansa/ gamit ang sipi ng mga piling
daigdig at diyos; pananagutan para primaryang sanggunian mula sa iba't
sa kabutihang panlahat upang ibang panahon at uri; at magpamalas
mamuhay nang may kaayusan, ng malalim na pang-unawa sa mga
katiwasayan, kaunlaran tungo sa pangunahing kaisipan at mga
kaligayahan ng tao. napapanahong isyu sa pag-aaral ng
 kasaysayan, pamahalaan, kultura at
lipunan ng mgaa rehiyong Asyano;
kasaysayang pandaigdig at
napapanahong isyu; at ang kaisipan
at napapanahong isyu sa ekonomiks
at pambansang pag-unlad.
Edukasyong Edukasyong Pantahananat Edukasyong Pantahanan
Pantahanan at Pangkabuhayan developsPangkabuhayan develops
Pangkabuhayan (EPP)/ knowledge, skills, values and, knowledge, skills, values and attitude
Technology and attitude in Agriculture
in Agriculture Entrepreneurship and
Livelihood Education Entrepreneurship and Information Information Communication
(TLE) Communication Technology (ICT), Technology (ICT), Home Economics
Home Economics and Industrial and Industrial Arts than can help
Arts than can help improve self, improve self, family and community
family and community life
life considering sustainable
considering sustainable
development.
development.
Music, Art, Physical The Music Program focuses on the This learning area covers four (4)
Education and Health learner as the recipient of the major components namely: Music,
(MAPEH) knowledge, skills, and values Art, Physical Education and Health.
necessary for artistic expression
and cultural literacy. The  Music and Art deal with the
curriculum design is student- study of man's aesthetic
centered, based on spiral expressions through sounds.
progression, and grounded in (music) and visuals (art)
performance-based learning. mirroring the sentiments and
Thus, the learner is empowered, ideas of society and culture,
through active involvement and and contributing to the
participation, to effectively development of individual and
correlate music and art to the collective identity. It is designed
development of his/her own to be student-centered, based
cultural identity and expand on spiral progression, and
his/her vision of the world. grounded in performance-
based learning focused on
The Art Program provides our appreciation and application
Filipino learners with art where basic fundamentals are
experiences that include further reinforced. The program
recognizing, creating, appreciating, design empowers the learners
and critiquing their own artistic to effectively correlate Music
works and the works of others. and Art to the study of
From Kindergarten, art instruction Philippine Culture, as
begins with creative exploration of influenced by history, the
art materials, concepts and culture of its neighbors, and the
processes found in the Philippines effects of globalization and the
and other countries. It continues to advancement of information
develop the student's imagination technology.
and individual expression, and
inquiry into the aesthetic qualities
 of his work, the work of others,  Each strand is sequentially
artists of the past and present, developed across grade levels
from the Philippines and from including activities that are
other parts of the world. It varied and age-appropriate to
culminates in seeing the address the needs an interest
connection of art to other areas of of Each.
study and exposure to various art-  Physical Education and Health
related activities and careers. promote the development of
active and a healthy lifestyle.
The Physical Education Program is Physical Education focuses on
anchored on the tenet “Move to five strands namely: body
Learn and Learn to Move" with management, movements
ultimate goal of achieving life long skills, games and sports, rhythm
fitness. It shall contribute to the and dance and physical fitness.
development of fitness, health and Each strand is. sequentially
wellness among school-age developed across grade levels
students as provided in the including activities that are
program's rich and challenging varied and age-appropriate to
physical activity experiences. It address the needs an interest
shall promote the development of of learners.
a participative and active body;  The Health program deals with
learning to use the body in moving physical, mental, emotional,
efficiently and effectively in a given social, moral and spiritual
space time, effort and assurance of dimensions of health that
quality movement. The desire for enable learners to acquire
becoming a physical educated essential knowledge, attitudes
person, thus aid an individual in and skills necessary to promote
successfully selecting and good nutrition, prevent and
participating activities appropriate control diseases, substance use
at various stages of life. and abuse, and reduce health-
related risk behaviors and
The Health Program from injuries with the view to
Kindergarten to Grade 6 focuses on maintaining and improving
the physical, mental, emotional, personal, family, community,
social," moral" and spiritual national and global health.
dimensions of health and enables
the learners to acquire essential
knowledge, attitudes, and skills
necessary to 'promote good
nutrition, prevent and control,
diseases and substance use and
abuse, reduce health- related risk
behaviors to prevent and control
injuries with the view of
maintaining and improving
personal, family, community,
national and global health.
Edukasyon sa Ang Edukasyon sa Pagpapakatao  Ang Edukasyon sa
 Pagpapakatao (EsP) (EsP) ay asignaturang bahagi ng K Pagpapakatao ay naglalayong
to 12 na gagabay at huhubog sa malinang at mapaunlad ang
mga kabataan. Ang tunguhin o kakayahan ng mga mag-aaral sa
outcome ng EsP ay kabataang moral na pagpapasya at
nagpapasya at kumikilos nang paggawa ng mga pasyang batay
mapanagutan tungo sa kabutihang sa idinidikta ng tamang
panlahat. konsensya: Apat na tema ang
Nangangahulugang ito na lilinangin nililinang sa paraang expanding
at paunlarin ang pagkataong etikal spiral mula Kindergarten
ng bawat mag-aaral. Upang hanggang Grade 10: (a)
maipamalas. ito, kailangang Pananagutang Pansarili at
magtaglay siya ng limang Pagiging Kasapi sa Pamilya, (b)
pangunahing kakayahan (macro Pakikipagkapwa at Katatagan
skills): pag-unawa, pagninilay, ng Pamilya, (c) Paggawa Tungo
pagsangguni, pagpapasya at sa Pambansang Pag-unlad at
pagkilos. pakikibahagi sa Pandaigdigang
Pagkakaisa, at (d) Pagkamaka-
Diyos at Presensya sa
Kabutihan,

Ang Nilalaman at istraktura ng

Edukasyon sa Pagpapakatao ay
nakaangkla sa dalawang
disiplina: Ethics at Career
Guidance. Ang Etika ay ang
siyensiya ng moralidad ng kilos
ng tao. Ang Career Guidance ay
ang paggabay sa mag-aaral ng
magpasya ng kursong
akademiko o teknikal-
bokasyonal na tugma sa
kanyang mga alent, kakayahan
at aptitude at mga trabahong
kailangan sa ekonomiya
kakayahan at aptitude at mga
trabahong kailangan sa
ekonomiya.

The Senior High School Curriculum

There are four tracks in Senior High School. These are Academic track, TechVoc track, Sports and
Arts and Design Track. The academic track has four strands namely 1) Science, Technology, Engineering
and Math (STEM)·2) Humanities and Social Sciences (HUMSS),3) Accounting, Business and Management
(ABM) and 4) General Academic Strand (GAS). This means that at Grade 11, a student chooses which
track to pursue and if he/she chooses the academic he/she must also choose which track which strand.
If a student intends to go to college after Grade 12, then he/she must take the academic track. The
college program which he/she wants to enroll in determines which strand to take – STEM, HUMMS,
Sports and Arts and Design. If a Grade 12 graduate wants to pursue TechVoc courses in Technical
Education Skills Development Authority (TESDA), he/she takes the TechVoc track. He/she who is
interested in Arts and Design will pursue the Arts and Design track. The Sports track will be for any
sports-minded Grade 12 graduate.

Figure 1-Tracks in Senior High School

Academic

Grade 11 TechVoc

Sports
Grade 12
Arts and Design

Figure 2- Academic Track -4 Strands

The Senior High School Curriculum has a total of thirty-one subjects. The thirty-one subjects are
grouped into fifteen (15) core subjects, seven (7) contextualized subjects and nine (9) specialization
subjects.

The following are the core subjects to be taken by all students regardless of track. There are also
common subjects for different tracks and the highly specialized courses for each track:

Core subjects

Oral Communication
Reading & Writing
Language
Komunikasyon at Pananaliksik sa Wikang Filipino at Kulturang Pilipino
Pagbasa at Pagsusuri ng Iba't Ibang Teksto Tungo sa Pananaliksik
21st Century Literature from the Philippines and the World
Humanities
Contemporary Philippine Arts from the Regions
 Communication Media & Information Literacy
General Mathematics
Mathematics
Statistics & Probability
Earth and Life Sciences Lecture and Laboratory
Science
Physical Sciences Lecture and Laboratory
Personal Development / Pansariling Kaunlaran
Social Science
Understanding Society & Culture
Intro to Philosophy of the Human Person/Pambungad sa Pilosopiya ng
Philosophy
Tao
PE and Health-Physical Education and Health

Below are the 7 contextualized subjects. The contextualized subjects apply to all tracks and
strands but the subjects are taught in the context of the track. For example, English for Academic and
Professional Purposes for the TechVoc track will center on techvoc terms, describing and reporting
techvoc-related procedures while for the Sports track, the English subject will focus on the language for
sports. Research may be a presentation and defense of a paper in management for ABM track or in
STEM but may be a culminating activity or exhibit for the Arts and Design track and end-of-the- term
exhibits for the Arts and Design track.

Academic Track Tech-voc, Sports, Arts and Design, Tracks

English for Academic and Professional Purposes English for the Professions
Introduction to Research Methods – Quantitative Research Skills 1
Introduction to Research Methods – Qualitative Research Skills 2
Filipino course Mga Diskurso sa Trabaho
ICT for Learners ICT applications
Entrepreneurship Entrepreneurship
Research Project Research Project / Culminating Activity

7 Applied Subjects

Academic * Tech-Voc, Sports, Arts and Design

1. English for Academic and

Professional Purposes
2. Research in Daily Life 1
3. Research in Daily Life 2
4. Pagsulat sa Filipino sa
Piling Larangan
5. Entrepreneurship
6. Empowerment Technologies
(E-Tech): ICT for Professional Tracks
7. Research Project /
Culminating Activity
Specialization Subjects, Academic Track, ABM

1. Applied Economics
2. Business Ethics and Social Responsibility
3. Fundamentals of Accountancy, Business and Management 1
4. Fundamentals of Accountancy, Business and Management 1
5. Business Math
6. Business Finance
7. Organization and Management
8. Principles of Marketing
9. Work Immersion/Research? Career Advocacy/Culminating

Specialization STEM

1. Pre-Calculus
2. Basic Calculus
3. General Biology 1
4. General Biology 2
5. General Physics 1
6. General Physics 2
7. General Chemistry 1
8. General Chemistry 2
9. Work Immersion/Research/Career Advocacy/Culminating Activity

Specialization HUMSS

1. Creative Writing
2. Creative Non-Fiction: The Literacy Essay
3. World Religions and Belief Systems
4. Trends, Networks and Critical thinking in the 21st Century
5. Philippine Politics and Governance
6. Community Engagement,Social Participation and Citizenship
7. Disciplines and Ideas in the Social Sciences
8. Disciplines and Ideas in the Applied Sciences
9. Work Immersion/Research/Career Advocacy/Culminating Activity

Specialization-General Academic Strand

1. Humanities 1
2. Humanities 2
3. Social Science 1
4. Applied Economics
5. Organization and Management
6. Disaster Readiness and Risk Reduction
7. Elective 1 (from any track/strand)
8. Elective 2 (from any track/strand)
9. Work Immersion/Research/Career Advocacy/Culminating Activity
Specialization - Sports

1. Safety and First Aid

2. Human Movement
3. Fundamentals of Coaching
4. Sports Officiating and Activity Management
5. Fitness, Sports and Recreation Leadership
6. Psychosocial Aspects of Sports and Exercise
7. Fitness Testing and Exercise Programming
8. Practicum (in-campus)
9. Work Immersion/Research/Career Advocacy/Culminating Activity

Liberal Arts HUMSS BAM STEM

Literature 1: Fiction
Literature 1 Applied Economics 1 Pre-Calculus
and Drama
Humanities 1 Literature 2 Applied Economics 2 Basic Calculus
Humanities 1: popular
Social Science 1 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
Education 2 / Foreign
Foreign Language 1 Business Finance General Physics 2
Language 2
Organization and
Applied Science Social Science 1 General Biology 1
Management
Principles of
Pre-Calculus Social Science 2 General Biology 2
Marketing
Work Immersion / Career Advocacy / Research / Culminating Activity

Specialized courses for Arts and Design tracks

Arts and Design Strands

Art Assessment and Guidance

Arts Track 1 Introduction to Applied Arts and Design Production

Arts Track 2 Introduction to Performing Arts

Arts Track 3 Understanding Elements and Principles of the Different Arts

Arts Track 4 Work Environment in Various Arts Fields

Arts Track 5 Developing Filipino Identity in the Arts

Arts Track 6 Leadership and Management in Different Arts Fields

Arts Track 7 Apprenticeship and Exploration of Different Arts Fields (Production and Performing:
Music, Dance
Arts Track 8 and Theater)

Arts Track 9 Apprenticeship and Exploration of Different Arts Design Production (Media Arts, Visual
Arts and Literary Arts)

Specialized courses for Sports Track

Sports Track Subjects

Sports Track 1 Safety and First Aid

Sports Track 2 Understanding Human Movement

Sports Track 3 General Coaching Course

Sports Track 4 Sports Officiating

Sports Track 5 Fitness Leadership

Sports Track 6 Sports/Recreation/Fitness. Management

Sports Track 7 Student-Athlete Enhancement and Formation

Sports Track 8 Fitness Testing and Exercise Prescription

Sports Track 9 Recreation Leadership

Module 7: Outcomes-Based-Education: Basis for Enhanced Teacher Education Curriculum

Lesson 1: Outcomes-Based Education for Teacher Preparation Curriculum

Desired Learning Outcomes

 Define what is outcomes-based education

 Identify the four principles in OBE.
 Describe how teaching and learning relate to OBE
 Describe how assessment of achieved learning relate to OBE
 Describe the learner's responsibility in learning through OBE

Definition of Outcomes Based Education (OBE)

Among the many advocates of OBE in the early years was W. Spady (1994). He defined OBE as
clearly focusing, and organizing everything in the educational system around the essential for all the
students to do successfully at the end of their learning experiences. It starts with a clear picture of what
is important for students to be able to do, then organizing the curriculum, instruction and assessment to
make sure that learning happens. This definition clearly points to the desired results of education which
is the learning outcomes. This is made up of knowledge, understanding, skills and attitudes that students
should acquire to make them reach their full potential and lead fulfilling lives as individuals in the
community and at work.
 To define and clarify further, answers to the following questions should be addressed by the
teachers.

1. What do we want these students to learn?

2. Why do we want students to learn these things?
3. How can we best help students to learn these things?
4. How will you know when the students have learned?

Spady premised that in Outcomes-Based Education;

 All students can learn and succeed, but not at the same time or in the same way.
 Successful learning promotes even more successful learning.
 Schools and teachers control the conditions that will determine if the students are
successful in school learning.

Four Essential Principles in OBE

In order to comply with the three premises, four essential principles should be followed in either
planning instruction, teaching and assessing learning.

Principle 1: Clarity of Focus

A clear focus on what teachers want students to learn is the primary principle in OBE.
Teachers should bear in mind, that the outcome of teaching is learning. To achieve this,
teachers and students should have a clear picture, in mind what knowledge, skills, values must
be achieved at end of the teaching-learning process. This is like looking straight ahead so that
the target will be reached.

Principle 2: Designing Backwards

This principle is related to the first. At the beginning of a curriculum design, the
learning outcome has to be clearly defined. What to achieve at the end of formal schooling is
determined as the beginning. Decisions are always traced back to desired results. This means
that planning, implementing (teaching) and assessing should be connected to the outcomes.

Principle 3: High Expectations

Establishing high expectations, challenging standards of performance will encourage

students to learn better. This is linked to the premise that successful learning, promotes more
successful learning as mentioned by Spady in 1994. This is parallel to Thorndike's law of effect,
which says that success reinforces learning, motivates, builds confidence and encourages
learners to do better.

Principle 4: Expanded Opportunities

In OBE all students are expected to excel, hence equal expanded opportunities should
be provided. As advocates of multiple intelligences say, “every child has a genius in him/
herself, hence is capable of doing the best.” Learners develop inborn potentials if
corresponding opportunities and support are given to nurture.

Teaching-Learning in OBE
 Teaching is teaching if learners learn. Learning is measured by its outcome. Whatever approach
to teaching is used, the intent should focus on learning rather than on teaching. Subjects do not exist in
isolation, but links between them should be made. It is important that students learn how to learn,
hence a teacher should be innovative. How then should teaching-learning be done in OBE? Here are
some tips:

 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. Prerequisite knowledge is
important, thus a review is necessary at the start of a lesson.
 Teachers must create a positive learning environment. Students should feel, that regardless of
individual uniqueness, the teacher is always there to help. Teacher and student relationship is
very important. The classroom atmosphere should provide respect for diverse kind of learners.
 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. The most appropriate strategy should be used
taking into account the learning outcome teachers want the students to achieve. Also to
consider are the contents, the characteristic of the students, the resources available and the
teaching skill of the teacher. Even if OBE is learner-centered, sometimes more direct, time-
tested methods of teaching will be appropriate.
 Teachers must provide students with enough opportunities to use the new knowledge and skills
that they gain. When students do this, they can explore with new learning, correct errors and
adjust their thinking. Application of learning is encouraged rather than mere accumulation of
these.
 Teacher must help students to bring each learning to a personal closure that will make them
aware of what they learned. Here are additional key points in teaching-learning in OBE which
show the shifts from a traditional to an OBE view.

From Traditional View To OBE View

Instruction Learning
Inputs and Resources Learning Outcomes
Knowledge already exists in the minds of the
Knowledge is transferred by the teacher.
learners
Teacher dispenses knowledge Teachers are designers of methods
Teachers and students are independent and in
Teacher and students work in teams
isolation

Assessment of Learning Outcomes in 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. It should contribute to the objective
of improving students' learning. Since in OBE, there is a need first to establish a clear vision of what the
students are expected to learn (desired learning outcome), then assessment becomes an embedded
part of the system.
 To be useful in OBE system, assessment should be guided by the following principles:

1. Assessment procedure should be valid. Procedure and tools should actually assess what one
intends to test.
2. Assessment procedure should be reliable. The results should be consistent.
3. Assessment procedure should be fair. Cultural background and other factors should not
influence assessment procedure.
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 or uniqueness to be demonstrated.
8. Assessment should be comprehensive to cover a wide range of learning outcomes.

Learner's Responsibility for Learning

In OBE, students are responsible for their own learning and progress. Nobody can learn for the
learner. It is only the learner himself/herself who can drive himself/herself to learn, thus learning is a
personal matter. Teachers can only facilitate that learning, define the learning outcomes to be achieved,
and assist the students to achieve those outcomes. Students have the bigger responsibility to achieve
those outcomes. In this way, they will be able to know whether they are learning or not.

One of the great benefits of outcomes-based education is that it makes students aware of what
they should be learning, why they are learning it, what they are actually learning, and what they should
do when they are learning. All of these will conclude with the achieved learning outcomes.

In terms of students perspectives there are common questions that will guide them as they
learn under the OBE Curriculum framework. 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 in what I learn?
6. How will I.be assessed?

Lesson 2: Enhanced Teacher Education Curriculum Anchored on OBE

Desired Learning Outcomes

 Analyzed the influence of OBE in the teacher education curriculum

 Reflected on the future teacher education curriculum in, the light of OBE

Content Focus

Teacher Education Curriculum Anchored on OBE

 What could be a teacher education curriculum that anchors itself on outcomes-based
education? What would be the features of this curriculum that could address and future concerns of
basic education? What competencies must one acquire to be able to address these concerns? How will
these competencies enhance the attributes of a teacher education graduate? These questions and many
more shall be addressed in the content of this lesson.

1. Desired Outcomes of the Teacher Education Programs (Ideal Graduate of Teacher Education
Program Competencies)

Questions like: What kind of teacher do we desire to graduate in the future? What kind
of teacher will you be? What qualities will you possess?

To address these questions, it is necessary that the desired competencies and outcomes
of the teacher education curriculum be clearly stated. These competencies will guide teacher
education programs on what product do they desire at the end of the college education. What
are the attributes of the Ideal Graduate?

Recognizing the demand of K to 12, the framework of the National Competency-Based

Teacher Standards (NCBTS) and global requirements of ASEAN 2015, a need to harmonize the
teacher competencies is very critical. With OBE, these competencies will form the desired
outcomes of the teacher education program.

With the current imperatives of the 21st century, the teacher education curriculum
must emphasize teacher's values, skills and knowledge that are fundamental to good teaching.
The roles and responsibilities of teachers should be viewed collaboratively with other
professionals because of new job opportunities. Teachers may not remain in the classrooms but
may take on tasks as course designers, program evaluators, training specialists, and others
which are also related to teaching.

Competencies for all Future Teachers in the Teacher Education Curriculum

It is desired, that all graduates of any teacher education program should have the following
competencies to be ready to teach in the classroom. Here are the. suggestions based on CMO 30. S.
2004 and the NCBTS.

1. Demonstrate basic and higher levels of literacy for teaching and learning
2. Demonstrate deep and principled understanding of the teaching and learning process
3. Master and apply subject matter content and pedagogical principles appropriate for teaching
and learning
4. Apply a wide range of teaching related skills in curriculum development, instructional material
production, learning assessment and teaching delivery
5. Articulate and apply clear understanding of how educational processes relate to political,
historical, social and cultural context
6. Facilitate learning in various classroom setting diverse learners coming from different cultural
backgrounds
7. Experience direct field and clinical activities in the teaching milieu as an observer, teaching
assistant or practice teacher.
8. Create and innovate alternative teaching approaches to improve student learning
 9. Practice professional and ethical standards for teachers anchored for both local and global
perspectives
10. Pursue continuously lifelong learning for personal and professional growth as teachers

With the enumerated intended outcomes, the future teachers should be aware of the outcomes
they should become.

Using the National Competency-Based Standards as a frame, as a global Filipino teacher let us
analyze the intended competencies/ outcomes that are addressed by the different NCBTS domains.
(TCSE Progress Report,2013)

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
 Diversity of Learners
 Applies inquiry with the use of research  Planning, Assessing and Reporting
approaches and utilize evidence-based  Personal Growth and Professional
knowledge to improve teaching. Development
 Social Regard for Learning
 Self-directs continuous learning related to
 Personal Growth and Professional
own expertise for enhancement of students
Development
outcomes and strengthening of professional
 Social Regard for Learning
identity.
 Maximize the involvement of education
stakeholder and non-education
 Community Linkages
communities to work in 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

2. Teacher Education Curriculum: An Example

What kind of teacher education curriculum can develop such competencies in colleges
of education or teacher education departments?
 Using the OBE framework, the competencies previously stated are now translated into
outcomes. These are the outcomes we need to see in every graduate.

Teacher Education Program Outcomes

At the end of the degree plan for elementary or secondary teaching, the future teacher
must have:

 Demonstrated basic and higher levels of literacy for teaching and learning.
 Demonstrated deep and principled understanding of the teaching and learning
process.
 Mastered and applied the subject matter content and pedagogical principles
appropriate for teaching and learning.
 Applied a wide range of teaching related skills in curriculum development,
instructional material production, learning assessment and teaching delivery.
 Articulated and applied clear understanding of how educational processes relate to
political, historical, social and cultural context.
 Facilitated learning in various classroom setting diverse learners coming from
different cultural backgrounds.
 Experienced direct field and clinical activities in the teaching milieu as an observer,
teaching assistant or practice teacher.
 Created and innovated alternative teaching approaches to improve student learning.
 Practiced professional and ethical standards for teachers anchored for both local and
global perspectives.
 Pursued continuously lifelong learning for personal and professional growth as
teachers.

Content and Pedagogy to Achieve the Outcomes

Having identified the outcomes of the program, how will universities, schools and departments
form the future teachers?

1. Course or Degree Contents. To become a teacher, a college degree is required. A degree is

made up of courses or subjects which are clustered as general education courses, professional
education courses and major or specialized subject courses. There are similarities as well as
differences in the required number of subjects and courses that are recommended for teachers
in the elementary and secondary level teaching.

Let us look at the examples:

Elementary Level Teaching for K to Grade 6-General Education Courses, Professional

Teacher Education Courses, Areas of Specialization or Additional Subjects in a Specialized Field.

Secondary Level Teaching for Grade 7-10 (Junior High)-General Education Courses,
Professional Teacher Education Courses, Major Discipline (English, Math, Science, others)

Secondary Level Teaching for Grade 11-12 (Senior High School)- General Education
Course, Professional Teacher Education Courses, Major Discipline (higher level of contents)
 There are common courses for both levels of teaching. In the professional teacher
education courses, both will have almost the same with one or two courses that are different to
address the context of the grade level they will teach.

Example of Probable Subjects in the Professional Teacher Education

For all future teachers in K to 12 (elementary and secondary levels)

A. Foundation Courses
 Child and Adolescent Learners and Learning Principles
 The Teacher and Society
 The Teaching Profession
 School Culture and Organizational Leadership
 School-Community Linkages
 Foundations of Special and Inclusive Education
B. Pedagogical Content Knowledge Courses
 Facilitating Learner-Centered Teaching and Learning
 Assessment of Learning
 Technology for Teaching and Learning
 The Teacher and the School Curriculum
 Building and Enhancing Literacy Skills Across the Curriculum
 Content and Pedagogy of the Mother Tongue (Elementary level only)
 Teaching the Major Field Subjects (Secondary level only)
C. Major Courses for the Secondary and Selected Subject Area Content for the
Elementary
D. Experiential Learning Courses
 Field Study Courses (Field observations)
 Practice Teaching (Classroom Observation, Teaching Assistance, Full immersion)

These subjects are coherent and integrated with one another to create and achieve almost
seamless experience of learning to teach. Bringing together theory into practice, faculty teaching the
content, also supervise student teachers in the field. Pedagogical Content Courses (PCK) bring together
courses that treat them holistically.

There will also be an integration with the academic courses and the practicum courses to allow
students to learn from the experts in the field. This will enhance collaborative relationships with the
academe and the schools.

2. Methods of Teaching and Teaching Delivery Modes

The methods of teaching should be varied to address the different kinds of learners.
Time-tested methods as well as current and emerging strategies shall be utilized. These should
be student-centered, interactive, integrative, and transformative. Courses should enhance the
concept of “learning how to learn” for future teachers. The methods of teaching should
replicate what should be used in the work place or schools.
 The delivery modes may vary from the traditional face-to-face, on-line, and experiential
learning approaches. When these modalities are combined in one course, it is called blended
approach.

The use of technology for teaching and learning in all subject areas is encouraged so,
that every future teacher will develop the skills to be ready to guide future learners, most of
whom are digitally skilled.

A very strong field -based experience in teacher education where pre-service teacher
students are immersed to the actual classrooms is necessary. This will enable the students to
gain experiential learning through observation, teaching assistantship and practice teaching.

Whatever methods of teaching or delivery modes to be used by the teachers are clearly
written in a course design or syllabus prepared by the faculty and shared to the students.

3. Assessment of Learning

College learning shall be assessed in similar manner as all other means of assessment. It
has to be remembered that in the Philippine Qualifications Framework (PQF)there are three
levels of competencies that all undergraduate students should possess as evidence of their
learning outcomes. This refers to Level 6 of the PQF which is described as Level 1- Knowledge,
Skills and Values Level 2- Application of KSV and Level 3- Degree of Independence.

Every subject has established a set of desired learning outcomes to be achieved, at the
end of the course. These learning outcomes should be evaluated so as to confirm if they have.be
achieved.

For example, in a subject Curriculum Development, the desired course outcomes are:

At the end of the semester, the students must have:

1. Identified curriculum concepts that include the nature and purposes of curriculum.
2. Discussed the different models of curriculum and· approaches to curriculum design.
3. Explained curriculum development in terms of planning, implementing and evaluating.
4. Described the different involvement of stakeholders in curriculum implementation.
5. Utilized different evaluation procedures and tools in assessment of learning outcomes.
6. Explained examples of curricular reforms such as K to 12 and OBE.
7. Reflected on the value of understanding curriculum development as a teacher.

How will we know that students have arrived or achieved the learning outcomes enumerated
above? We need to assess these, with the use of varied assessment tools and procedure as mentioned
in previous modules. The key verbs shall be used as an assessment check to determine the success of
the course.

The assessment procedure and tools should be appropriate for the learning outcomes to be
measured so as to be valid and reliable.

In summary, the teacher education curriculum that approaches the OBE model for classroom
practice begins with the end in view by establishing the program outcomes at the start. It is followed by
the Course Content, Pedagogy and Assessment. But the three components are linked to each other.
Module 8: Curricular Landscape in the 21st Century Classroom

Lesson 1: The 21st Century Curricular Landscape in the Classroom

Desired Learning Outcomes

 Described the curricular landscape of the 21st century

 Identified the 21st century skills to be developed in the curriculum

Content Focus

Emerging Curricula of the 21st Century Learners.

How does the curriculum for the 21st century look like? What are the emerging factors and
conditions that will shape the curriculum of the century?

Discussion in various groups here and abroad revolve along the different issues.

 Globalization of economies and independence on international markets

 Increased concerns and actions about environmental degradation, water and energy shortages,
global warning, pandemic (HIV, Ebola, etc.)
 Nations competing for power block thus generating conflict but gives opportunities to build
alliances and cooperation
 Increased global migration and opportunities for working overseas
  Science and technological revolution
 Knowledge economy as a generator of wealth and jobs

All these issues need a curriculum that will address global solutions to environmental problems,
environmental sustainability, cultural diversity, global conflicts, technology revolution, and science
breakthrough.

Thus an integrative approach to curriculum is absolutely necessary. There should be unity in core
academic subjects where life and career skills are included. Curriculum includes interdisciplinary themes,
development of essential skills for modern pedagogies and technologies.

The curriculum incorporates higher order thinking skills, multiple intelligences, technology and
multi-media and multiple literacies of the 21st century skills. The 21st century curriculum includes
innovation skills, information and media and ICT literacy.

The curriculum for this century should inspire and challenge both the teacher and the learner. These
are some of the characteristics of this curriculum. It is a curriculum that...

 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

What are the skills needed by 21st century learners in order to cope with the curriculum? Will
the curriculum likewise develop these skills, too? According to the Singapore. Ministry of Education,
such clusters of the competencies are seen in the matrix below:

Cluster of Skills for the 21st Century Specific Descriptors

Critical Thinking and Problem Solving
Learning and Innovation Skills Creativity and innovation
Oral and Written Communication
Content Mastery
Knowledge, information, Media and Technology Information Literacy
Literacy Skills Media Literacy
ICT Literacy
Flexible and Adaptability
Initiative and Self Direction
Teamwork and Collaboration
Life Skills
Social and Cross-Cultural Skills
Productivity and Accountability
Leadership and Responsibility
Valuing of Diversity
Global Awareness
Citizenship Skills
Environmental Awareness
Values, Ethics and Professionalism
 On the other hand, Howard Gardner (2006) from his book Five Minds of the Future, sees that
the five frames of thinking which would help in the development of thinking skills. Each frame of
thinking is attributed to the type of mind the learner has to use in order to survive the future.

The Five Frames of Thinking

Five Frames of Thinking Descriptions

Makes use of the ways of thinking necessary for
The Disciplined Mind
major scholarly work and profession
Selects crucial information from the voluminous
The Synthesizing Mild amounts available, processing such information
in ways that make sense to self and others.
Goes beyond existing knowledge. Posse new
The Creating Mind
questions, offers new solutions.
Sympathetically and constructively adjusts to
The Respectful Mind
individual differences.
Considers one's role as citizen consistently and
The Ethical Mind
strives toward good work and good citizenship.

Lastly, Tony Wagner in his book The Global Achievement Gap mentioned the seven survival skills for the
21st century curriculum.

1. Critical Thinking and Problem Solving

2. Collaboration Across Networks and Leading by Influence.
3. Agility and Adaptability
4. Initiative and Entrepreneurship
5. Effective Oral and Written Communication
6. Accessing and Analyzing Information
7. Curiosity and Imagination

Lesson 2: The Final Action for the Curriculum Material: A Celebration!

Desired Learning Outcomes

 Viewed and valued the big picture of the whole module on Curriculum Development for
Teachers

Content Focus

The 7 Rs of QUALITY CURRICULUM MATERIAL

(Modified from Ron Ritchart, Cuture of Thinking Project, Bialik College, Melbourne)

The
Rs of Quality Curriculum
Seven Description of the R
Material
(7)
Students need to demonstrate a high level of
1 Rigorous
understanding and thinking.
2 Real Students demonstrate authentic quality that mirrors
 what they will do as teachers.
3 Requires independence Students are self-directed in doing their tasks.
This requires more than memorization from the
4 Rich in thinking
students.
It uncovers students' level of understanding and
5 Revealing
misconceptions.
6 Rewarding It intrinsically motivates the students to do the task.
It makes students more reflective in the learning
7 Reflective
process that contributes to better performance.

Here is the more detailed explanation of the 7 Rs. Study so that you can very well evaluate and give
feedback on the curriculum material (Module) that you have used. Curriculum material refers to the
Curriculum Development for Teachers.

Rigorous. A curriculum material is rigorous if it provides students opportunities to develop

higher order thinking skills, decision-making and deep understanding. It also points the direction for
learning but. opens for students understanding beyond a minimal outcome. Do the activities in the
lessons allow students to develop higher order thinking? How do the activities launch learning?

Real. A curriculum material is real if it builds understanding to engage in real life activities
related to becoming teachers. Are the topics significant or important to the life of the students. How do
the topics intersect their lives as students and as future teachers?

Requires independence. A curriculum material requires independence if students are given

opportunities to make appropriate choices, like who to interview or what class to observe and when to
do it. This will make students engage in deep learning and also allow students to learn from their
mistakes.

Rich in thinking. A curriculum material is rich in thinking if it asks students more than just
memorization or repetition. The curriculum materials make students do observations, ask questions,
consider alternatives, evaluate outcomes, reflect and make judgment based on evidence.

Revealing. A quality curriculum material is revealing if it seeks to show what the students do
and do not understand, but how they understand it. Does the curriculum material reveal what they
understand from their answers in the activities, self-check and self- reflection?

Rewarding. A quality curriculum material is rewarding if students can articulate what they are
learning, if they can share clearly the results of their individual and group tasks. This is indicative of the
students' effort which is directed toward a well-defined learning goal. The sense of purpose is shown in
their work as the intrinsic rewards they gain. In short, they are happy with what they are doing.

Reflective. A quality curriculum material is reflective if it allows students to think about ones's
learning not only about feelings. For example, the statement. . . “I used to think . . . but now I think....”

These are the seven Rs of the quality curriculum material. They collectively focus on the topics
to be covered, skills to be mastered, facts to be learned and outcomes to be achieved. These are the
aspects of quality curriculum material.