CURRICULUM DEVELOPMENT

REFORMS AND ENHANCEMENT

Chapter Overview

In response to the long-standing crisis faced by its education

system, the Philippines has embarked on a major and comprehensive
education reform known as K to 12 which needed most the enhancement and
in the curriculum. In this chapter, brings you to the developments,
reforms and enhancement of curriculum.

As a future curricularist and a teacher, substantial knowledge

of some of this reform is necessary. This chapter was designed and written with
you in mind, so let’s study theme one by one.

Chapter Objective

At the end of the lesson, the students can:

1. explain the curriculum development, reform and enhancement;

2. describe the curricular reform in the Philippines;

3. appreciate the importance of curricular innovation.

 Gearing up for the Future:
Module 6
Curriculum Reforms

Lesson 1 The Enhanced Basic Education Act of

2013 (K to 12)

Pre-Discussion

K-12 program have been implemented by the Department of Education

throughout the whole country. Philippines is continuously getting more and
more globally competitive, the K-12 program is just another step closer to a
brighter and more competitive future to all students and professionals alike.

In this lesson you will be learning on the curricular reforms in the

Philippines. It is here to help you learn more about the implementation of K to
12. This you will learn the curricular innovation in the Philippines. This lesson
was designed and written with you in mind, so let’s study theme one by one.
Are you ready? Get it on!

Lesson Objectives

At the end of the lesson, the students can:

a. talk about the importance of Senior High School;

b. present in details the factors affecting Senior High School;

c. appreciate the importance of the Senior High School.

Content of the Lessson

 The enhanced basic education
program encompasses: – One (1) year of
kindergarten education, – six (6) years of
elementary education, – six (6) years of
secondary education, in that sequence.
Secondary education includes four (4) years
of junior high school and two (2) years of
senior high school education. For
kindergarten and the first three (3) years of
elementary education, instruction, teaching
materials and assessment shall be in the
regional or native language of the learners.

Why K to 12

K-12 program Makes the

Philippine education system 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-12 graduate is ready to go into different paths– higher
education, middle level skills development or entrepreneurship. The k-12
graduates are also expected to be equipped with 21st century skills like
information, media and technology skills, learning innovation skills, effective
communication skills, and life and career skills.
Basis of the K-12 implementation

1. Insufficient mastery of basic competencies due to congested curriculum.

The table present the national

achievement test result of 4th
year student of Mathematics
which results only 15% of the
students acquired mastery of
Mathematics competencies
while majority of the high
school students belonged to
the low mastery level

The table present the national achievement for Science which is more
discouraging since only 3% of
the 4th year high school
students mastered the
Science processes and skills.
Majority belonged to the low
mastery category and a few
were in the near mastery
level.

One of the factors that

contribute to the low
performance in achievement test is the congested basic education curriculum.
The ten (10) years would not be enough to master the competencies. Adding
two (2) 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 Asia with 10 – year basic
education program
 Basic Education program puts millions of overseas Filipino workers, esp.
the professionals, and those who intended study abroad at disadvantages.
Graduate of Philippine school are not recognized as professionals outside the
country due to the lack of two (2) years of basic education.

With K to 12, Filipino professionals would have the same competitive

edge with professionals in other countries having gone through twelve (12)
years of basic education.

Researchers on Philippine Basic Education Curriculum and their

Recommendations

Year Source Recommendation

1925 Monroe Survey Training of graduate student in agriculture,
commerce and industry because secondary
education did not students for life.
1949 UNESCO Mission Restoration of Grade VII in primary education
Survey
1950 Swanson Survey
1953 Education Act Revising the primary school system by adding
one year (Grade VII)
1960 Swanson Survey Restoration of Grade VII in primary education
1970 PCSPE Extending primary education by one (1) year or
better prepare student who have no plans to
take up university education
1991 EDCOM Report Retaining the ten (10) year basic education
phase while institutionalizing career counseling
in primary and secondary schools in preparation
for higher education
1998 Philippine Prioritizing student learning through curricular
Educational Sector reforms, the provision of textbooks, the use of
Study (World Bank vernacular in lower primary grades, and the
and ADB) institution of a longer basic education cycle
2000 PCER Implementing a compulsory one-year pre-
baccalaureate stage as prerequisite for students
 interested in enrolling in higher education
degree programs
2006 Philippine EFA 2015 Lengthening the educational cycle by adding
National Action Plan two (2) years to formal basic education (one
each for primary and high school)
2008 Presidential Task Extending pre-university education to a total of
Force on Education twelve (12) years, benchmarking the content of
the eleventh and twelve years with
internationals programs

Employability of Filipino high school graduates

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 12, the student is supposed to have obtained a National
Certificate (NC) level 1 and 2 from TESDA. NCI and NCII make graduate
employable.

Section 5 of the Enhanced Basic Education Act of 2013, stipulates the following
curricular standards which the curriculum developers adhered to on crafting the
K to 12 curriculum:

a) The curriculum shall be learner- centered, inclusive and developmentally

appropriate;

b) The curriculum shall be relevant, responsive and research-based;

c) The curriculum shall be culture- sensitive;

d) The curriculum shall be contextualized and global;

e) The curriculum shall use pedagogical approaches that are constructivist,

inquiry-based, reflective, collaborative and integrative;

f) The curriculum shall adhere to the principles and framework of Mother

Tongue-Based Multilingual Education (MTB-MLE)

g) The curriculum shall use the spiral progression approach to ensure mastery
of knowledge and skills after each level; and

h) The curriculum shall be flexible enough to enable and allow schools to

localize, indigenize and enhance the same based on their respective
educational and social contexts.

Curriculum Tracks

The student after undergoing Senior High School can choose among
four tracks: Academic; 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

NOMENCLA TURE / DESCRIPTION DESCRIPTION

LEARNING AREA Grades 1 to 6 Grades 7 to 10
Focused on the Ang Filipino ay
development of literacy naglalayong malinang
Integrated Language and numeracy skills and and (1) kakayahang
Arts Mother Tongue learning of concepts komunikatibo at (2)
Filipino English first in the Mother kahusayan sa pag-
Tongue from Grades 1- unawa at
3 and later transfer to pagpapahalagang
second language pampanitikan ng mga
mag-aaral.
 Science education aims This course deals with
to develop scientific the basic concepts in
literacy among students Biology, Chemistry,
that will prepare them to Physics and
Science be informed and Earth/Space Science.
participative citizens The course is focused
who are able to make on the development of
judgments and awareness and
decisions regarding understanding of
applications of scientific practical everyday
knowledge that may problems that affect the
have social, health, or learners’ lives and those
environmental impacts. around them.
Elementary It includes key concepts
mathematics covers and principles of
basic concepts and number sense,
ideas, skills and measurement, algebra,
Mathematics processes on numbers geometry, probability
and number sense- and statistics as applied,
geometry, using appropriate
measurement, patterns technology, in critical
and algebra, probability thinking, problem
and statistics as enlist, solving, reasoning,
using appropriate communicating, making
technology in critical connections,
thinking, problem representations and
solving, reasoning and decision in real life.
decision in real life.
Ito ay asignatura na Ito ay naglalayong
nagtuturo ng mga tumalakay sa
Araling Panlipunan konsepto sa kasaysayan ng Pilipinas
pananagutang pansarili, gamit ang sipi ng mga
pamilya, kapwa, piling primaryang
 bansa/daigdig at diyos; sanggunian mula sa
pananagutan para sa iba’t ibang panahon at
kabutihang panlahat uri; at magpamalas ng
upang mamuhay nang malalim na pang- unawa
may kaayusan, sa pangunahing
katiwasayan, kaunlaran kaisipan at mga
tungo sa kaligayahan napapanahong isyu sa
ng tao. pag-aaral ng
Edukasyong kasaysayan ng Asyano
Pantahanan At Edukasyong Edukasyong
Pangkabuhayan (EPP) Pantahanan at Pantahanan at
/ Technology and Pangkabuhayan Pangkabuhayan
Livelihood Education develops knowledge, develops knowledge,
(TLE) skills, values and skills, values and
attitude in Agriculture attitudes in Agriculture
Entrepreneurship and Entrepreneurship and
Information Information
Communication Communication
Technology (ICT), Technology (ICT),
Home Economics and Home Economics and
Industrial Arts than can Industrial Arts than can
help improve self, family help improve self, family
and community life and community life
considering sustainable considering sustainable
development. development.

Music Program focuses Music and Art deal with

on the learner as the the study of man’s
recipient of the aesthetic expressions
knowledge, skills, and through sounds and
values necessary for visuals mirroring the
sentiments and ideas of
Music, Art, Physical artistic expression and society and culture, and
Education and Health cultural literacy. contributing to the
(MAPEH) The Art Program development of
provides our Filipino individual and collective
learners with art identity.
experiences that The health program
include recognizing, deals with physical.
creating, appreciating, Mental, emotional,
and critiquing their own social, moral and
artistic works and the spiritual dimensions of
works of others. health that enable
Physical Education and learners to acquire
Health (MAPEH) . The essential knowledge,
Physical Education attitudes and skills
Program is anchored on necessary to promote
the tenet “Move to Learn good nutrition, prevent
and Learn to Move” with and control diseases to
ultimate goal of maintaining and
achieving life long improving personal,
fitness. The Health family, community,
Program focuses on the national and global
physical, mental, health.
emotional, social, moral The health program
and spiritual dimensions deals with physical.
of health Mental, emotional,
social, moral and
spiritual dimensions of
health that enable
learners to acquire
essential knowledge,
attitudes and skills
necessary to promote
good nutrition, prevent
 and control diseases to
maintaining and
improving personal,
family, community,
national and global
health.
Edukasyon sa Ang Edukasyon sa Ang Edukasyon sa
Pagpapakatao ay
Pagpapakatao (EsP) Pagpapakatao (EsP) ay
naglalayong malinang
asignaturang bahagi ng at mapaunlad ang
kakayahan ng mga
K to 12 na gagabay at
mag-aaral sa moral na
huhubog sa mga pagpapasya at
paggawa ng mga
kabataan. Ang tunguhin
pasyang batay sa
o outcome ng EsP ay idinidikta ng tamang
konsensya. Ang
kabataang nagpapasya
nilalaman at istractura
at kumikilos nang ng Edukasyon sa
Pagpapakatao ay
mapanagutan tungo sa
nakaangkla sa
kabutihang panlahat. dalawang disciplina:
Ethics at Career
Guidance.
The Senior High School Curriculum

There are four tracks in Senior High School.

These are:
 Academic track
 Tec Voc track
 Sports and Arts and
 Design track.
The academic track has four stands namely:
1. Science, Technology, Engineering and
Math (STEM)
2. Humanities and Social Sciences
(HUMMSS)
3. Accounting, Business and Management
(ABM)
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
and which strand. Please see the breakdown
below.
The Senior High School Curriculum

ACADEMIC 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).

TEC-VOC TRACK

The tec-voc track has four

strands namely:

1. Home Economics (HE);

2. Information and Communication Technology (ICT);

3. Agri-Fishery Arts; and

4. Industrial Arts.

SPORTS

ARTS & DESIGN TRACK

Core Subject

Language Oral Communication

Reading & Writing
Komunikasyon at Pananaliksik sa
Wikang Filipino at Kulturang Pilipino9
Pagbasa at Pagsusuri ng Iba’t Ibang
Teksto Tungo sa Pananaliksik
Humanities 21st Century Literature from the
Philippines and the World
Contemporary Philippine Arts from
the Regions
Communication Media & Information Literacy
Mathematics General Mathematics
Statistics & Probability
Science Earth and Life Sciences Lecture and
Laboratory
Physical Sciences Lecture and
Laboratory
Social Science Personal Development / Pansariling
Kaunlaran Understanding Society &
Culture
Philosophy Intro to Philosophy of the Human
Person/Pambungad sa Pilosopiya ng
Tao
PE and Health Physical Education and Health

Contextualized Subjects

Academic Track Tech-voc, Sports, Arts and Design

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

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

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

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

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

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

Special courses in Academic Track

Liberal Arts HUMSS BAM STEM

Literature 1 Literature 1: Applied Pre-Calculus
fiction and Economics 1
Drama
Humanities 1 Literature 2 Applied Basic Calculus
Economics 2
Social Science 1 Humanities 1: Accounting 1 General
Popular Art as Chemistry 1
Text
Economics 1 Humanities 2 Accounting 2 General
Chemistry 2
Organization and Foreign Business Math Foreign
Management Language 1 General Physics Language 1
Education 1
Foreign Education 2 / Business Finance General Physics
Language 1 Foreign 2
Language 2
Applied Science Social Science 1 Organization and General Biology
Management 1
Pre-Calculus Social Science 2 Principles of General Biology
Marketing 2
Work Immersion Research Career Advocacy Culminating
Activity
 1. Introduction to Applied Arts and
Design Production

2. Introduction to Performing Arts

3. Understanding Elements and

Principles of the Different Arts

4. Work Environment in Various

Arts Fields

5. Developing Filipino Identity in

the Arts

6. Leadership and Management in

Different Arts Fields

7. Apprenticeship and Exploration

of Different Arts

8. Apprenticeship and Exploration

of Different Arts Fields (Production and Performing: Music, Dance and Theater)

9. Apprenticeship and Exploration of Different Arts Design Production (Media

Arts, Visual Arts and Literary Arts)
1. Safety and First Aid

2. Understanding Human
Movement

3. General Coaching Course

4. Sports Officiating

5. Fitness Leadership

6. Sports/Recreation/Fitness
Management

7. Student-Athlete
Enhancement and Formation
8. Fitness Testing and
Exercise Prescription

9. Recreation Leadership

SUMMARY

The K to 12 covers Kindergarten and 12 years of basic education. The program

aims to provide sufficient time for mastery of concepts and skills, develop lifelong
learners, and prepare graduates for tertiary education, middle-level skills development,
employment, and entrepreneurship.

Students in Grades 1 to 10 will experience an enhanced, context-based,

and spiral progression-learning curriculum with the following subjects:

 Mother Tongue
 Filipino
 English
 Mathematics
 Science
 Araling Panlipunan
 Edukasyon sa Pagpapakatao (EsP)
  Music
 Arts
 Physical Education
 Health
 Edukasyong Pantahanan at Pangkabuhayan (EPP)
 Technology and Livehood Education (TLE)
Grades 11-12 (Senior High) Core curriculum will be taught, along with a
Specific Track chosen by the student.

There are seven learning areas under the Core Curriculum:

 Languages
 Communication
 Literature
 Math
 Natural Sciences
 Philosophy

 Social

MODU
OUTCOME-BASED-EDUCATION: BASIS FOR
ENHANCED TEACHER EDUCATION
Module 7
CURRICULUM

Module Overview
What matters today is that, good education and training has
become one of the key aspects of the requirements for being successful in life.
Therefore, good education and training should not only be of an academic
nature, but it should also prepare learners adequately for the work place. And
that is what Outcome-Based Education for.
 Outcome-Based Education (0BE) became the fundamental
philosophy of higher education in the Philippines lately. All curricula including
of teacher education will be anchored on the concept of OBE in terms of course
designing, instructional planning, teaching and assessing students learning.
OBE becomes a big help for the teachers to be more effective in the teaching-
learning process.

This module will give you the opportunity to understand what

OBE is all about and relate the same to teacher education curriculum as future
teachers.

Objective

At the end of the lesson, the students can:

 Understand what OBE is all about

 Analyze the influence of OBE in the teacher education curriculum

 Reflect on the future teacher education curriculum in the light of OBE

 Appreciate the importance of OBE in the teaching-learning process

Lesson 1

Outcome-Based-Education: Basis for Enhanced Teacher Education

Curriculum.

PRE-DISCUSSION
Teaching in the 21st century is very challenging; it demands a higher
quality and standard education. In order to meet the educational demand,
educators come up with new strategies and approaches that could help the
teaching-learning process. Outcome-based education is a model of education
that rejects the traditional focus on what the school provides to students, in
favor of making students demonstrate that they "know and are able to do"
whatever the required outcomes are.

OBE is simply the establishment of expected goals or outcomes for

different levels of elementary-secondary education, and a commitment to
ensuring that every student achieves at least those minimum proficiencies
before being allowed to graduate. Now a days students became more involve
and responsible in their learning. Outcome-based education keeps learner at
the center of education system and its emphasis on skill and knowledge
oriented development of the learner.

LESSON OBJECTIVE

At the end of the lesson the student can:

1. Adjust the strengths and weaknesses to further develop their knowledge and
skills.
2. Set up to succeed and improve their knowledge and skills.
3. Yields students to become outputs rather than inputs.

CONTENT OF THE LESSON

Lesson 1: Outcomes Based Education for teacher preparation

curriculum.

Definition of Outcomes Based Education clearly focusing and organizing in

educational system around the essential for all the student to do successfully
at the end of their learning experience. (W.Spady).

Four Essential Principles of OBE:

Principle 1: Clarity of focus.
Teacher should bear in mind that the outcome of teaching is
learning.
Teacher and student should have a clear picture in min
d what knowledge, skills values must be achieved.

Principle 2: Designing Backwards.

At the beginning of the learning outcomes has to be clearly defined.
This means that planning implementing (teaching) and assessing should be
connected to the outcomes.

Principle 3: High Expectation.

Challenging standard of performance will encourage to learn better.
Parallel to the Thorndike’s law of effect which says that success reinforces
learning, motivates, builds confidence and encourage learners to do better.

Principle 4: Expanded Opportunities.

Learners develop inborn potentials if corresponding opportunities and support
are given to nurture.

Teaching- learning OBE

Teaching is teaching if learners learn. Learning is measured by its outcome.

How then should teaching- learning be done in OBE?
 Teacher must prepare student adequately.
 Teacher must create positive learning environment.
 Teachers must use a variety of methods.
Assessment of Learning Outcomes in OBE

1. Assessment procedure should be valid.

2. Assessment procedure should be reliable.
3. Assessment procedure should be fair.
4. Assessment procedure should reflect the knowledge and skills that are
important to the students.
5. Assessment should tell both teacher and student how student are
progressing.
6. Assessment should support every student’s opportunity to learn things
that are important.
7. Assessment should allow individually or uniqueness to be
demonstrated.
8. Assessment should be comprehensive to cover a wide range of learning
outcomes.

Learners Responsibility for Learning.

Student’s are responsible for their own learning and progress.
Common question that will guide student as they learn under the OBE
Curriculum framework.
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?
5. Will I have any say in what I learn?
6. How will I be assessed?

SUMMARY

OBE is more of a philosophy than a uniform set of practices.

Clarity of focus (having specific outcomes gives a strong
sense of purpose to everything teachers and students do).
Designing Backwards, (when planning curriculum, educators
start with the outcomes and work backwards; when planning
instruction, teachers teach what students need to learn to demonstrate the
outcomes).
High expectations (OBE departs from traditional education in its assumption
that all students can learn well—although not in the same way and not
necessarily on the same day), an.
Expanded opportunities (students must be permitted to demonstrate their
learning in different ways, and they must have numerous opportunities to
demonstrate the outcomes, not just one. Spady calls this “grading in pencil”).
Educators who accept the OBE philosophy begin by involving teachers,
parents, citizens, and students in establishing the outcomes students are to
demonstrate. These outcomes may be traditional—in terms of subject matter—
or may include other outcomes, such as ability to communicate in a variety of
forms, or the ability to perform life roles, such as “creators and producers.”
 Lesson 2 Enhanced Teacher Education Curriculum Anchored
OBE

Pre-Discussion

Outcome-Based Education means clearly focusing and organizing everything

in an educational system around what is essential for all students to be able
to do successfully at the end of their learning experiences. This means starting
with a clear picture of what is important for students to he able to. Then
organizing curriculum, instruction, and assessment to make sure this learning
ultimately happens.

There is a need for tertiary education to provide both professional

knowledge/skills and all-round attributes to the graduates so as to enable them
to face the diversified yet global demands of the 21st century society.

This lesson will give you emphasizes about OBE on what is expected from the
learner to finally achieve when they complete their course rather than how they
achieved it. Outcome based education is defined as an approach to education
in which decisions about the curriculum are driven by the outcomes the learner
should display by the end of the course- professional knowledge, skills, abilities,
values and attitudes- rather than on the educational process

Lesson Objectives

At the end of the lesson, the students can:

● Understand the teacher education curriculum embrace in the

philosophy, system and classroom practices of Outcome Based Education.
● ∙ Analyzed the future teacher education curriculum in the light of
Outcome Based Education.
● ∙ Demonstrate the classroom practice of Outcome Based Education.
➢
Content of the Lesson
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 Program (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 other 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 suggestion 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 problem, 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 innovative 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 ❖ Diversity of learners

in a variety of school context and in ❖ Learning Environment
diverse students background ❖ Curriculum

❖ Applies inquiry with the use of ❖ Diversity of Learners

research approaches and utilize ❖ Planning, Assessing, and
evidence-based knowledge to Reporting
improve teaching. ❖ Personal Growth and
Professional Development
❖ Social Regard for Learning

❖ Self-directs continuous learning ❖ Personal Growth and

related to own expertise for Professional Development
enhancement of students outcomes ❖ Social Regard for learning
and strengthening of professional
identity.

❖ Maximize the involvement of ❖ Community Linkages

education stakeholders and non
education
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
TEACHER are:

∙ Multi-literate
 ∙ 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?

The following impacting teaching quality

and student learning to achieve the
outcomes.

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.

Illustrative 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 Skill 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 each other 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 kind of
learners. Time-tested
methods as well as
current and emerging
strategies shall be utilized. These should be student-centered, interactive,
integrative, and trans-formative. Courses should enhance the concept of
“learning how to learn” for future teachers. The methods of teaching should
replicated what should be used in the work place or schools.

The delivery modes may vary from the traditional face-to-face, on line,
anled 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 skills to be ready to
guide future learners, most of whom are digitally skilled.

A very strong field-base experience in teacher education where a

pre-service teacher students are immersed to the actual classrooms is
necessary. This will be enable the students to gain experiential learning
through observation, eaching assistant ship 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

Refers to strategies designed to confirm what students know, demonstrate

whether or not they have met curriculum outcomes.
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
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 to 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.

Summary

Teacher quality is an important factor in determining gains in student

achievement, even after accounting for prior student learning and family
background characteristics. Predictors of teacher quality have typically
included factors such as class size, certification, type of qualification,
degrees earned, or years of experience. Another, less studied, indicator of
teacher quality is the pedagogical knowledge of teachers. Pedagogical
knowledge refers to the specialized knowledge of teachers for creating
effective teaching and learning environments for all students. This project
focuses on the pedagogical knowledge base of teachers and the knowledge
dynamics in the teaching profession in order to examine their implications
for the instructional process and to derive evidence-based suggestions for
educational policy.
 CURRICULAR LANDSCAPE IN THE 21ST
Module 8 CENTURY CLASSROOMS

Module Overview

Twenty-first century curriculum is the “abandonment, finally, of

textbook-driven, teacher-centered, paper and pencil schooling”. It means a
new way of understanding the concept of “knowledge”, a new definition of the
“educated person”. A new way of designing and delivering the curriculum is
required. Twenty-first century curriculum is: “interdisciplinary, project-based,
and research-driven.

A dramatic technological revolution ushered the 21st century. We live in

a society that has become diverse, globalized, complex and media-saturated.
Current education breaks the mold that we know of the past. It has to be flexible,
creative, challenging and complex. This module makes students aware of the
current landscape in curriculum and the skills that the curriculum have to
develop.

Module Objective

At the end of the lesson, the students can:

1.Explain the importance of 21st century classroom;

2. Identify among the different types of Cluster of Skills for the

21st Century;

3. Appreciate the value the 7 Rs of quality curriculum material.

 Module 8

CURRICULAR LANDSCAPE IN THE 21ST

CENTURY CLASSROOMS

Lesson 1
THE 21ST CENTURY CURRICULAR
LANDSCAPE IN THE CLASSROOMS

Pre-Discussion

The world has shrunk because of technology. Classrooms have

become virtual and global. Current students are facing emerging issues like
global warming, poverty, health issues, war, population growth and many
more. What would all of these require?

Lesson Objectives

At the end of the lesson, the students can:

1. Explain the importance of 21st century classroom;

2. Identify among the different types of Cluster of Skills for the
 21st Century;
3. Understand the five frames of thinking.

Content of the Lesson

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

● Globalization of economies and independence on international

markets
● Increased concerns and actions about environmental
degradation, water and energy shortages, global warming,
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 of these issued 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 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

Knowledge, Information, Media and Content Mastery
Technology Literacy Skills
Information Literacy

Media Literacy

ICT Literacy

Flexibility and Adaptability

Initiative and Self Direction

Life Skills Teamwork and Collaboration

Social and Cross-Cultural Skills

Productivity and Accountability

Leadership and Responsibility

Valuing of Diversity

Citizenship Skills Global Awareness

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.
 Five Frames of Thinking Descriptions

Makes use of the ways of thinking

necessary for major scholarly work and
The Disciplined Mind
profession.

Selects crucial information from the

voluminous amounts available, processing
The Synthesizing Mind
such information in ways that make sense
to self and others.

Goes beyond existing knowledge. Posse

new questions, offers new solutions.
The Creating Mind

Sympathetically and constructively adjusts

to individual differences.
The Respectful Mind

Considers one’s role as citizen consistently

and strives toward good work and good
The Ethical Mind
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. Effectiveness Oral and Written Communication
6. Accessing and Analyzing Information Curiosity and Imagination

SUMMARY

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.
The curriculum incorporates higher order thinking skills, multiple intelligences,
technology and multimedia and multiple literacies of the 21st century skills. The
21st century curriculum includes innovation skills, information and media and
ICT literacy.
 Lesson 2 THE FINAL ACTION FOR A CURRICULUM

MATERIAL: A CELEBRATION!

Pre-Discussion

To teach for understanding, teachers must be able to identify the big

ideas of their subject and know what it is they truly want students to understand.
They also must engage students in understanding performances, that is,
opportunities for actively building personal understanding, and provide
meaningful feedback on learning as it unfolds. It is at this intersection of big
ideas, understanding goals, performances, and assessment feedback that
curriculum lives, in what I call the enacted curriculum.

Over the past fifteen years I have worked with teachers exploring the
enacted curriculum of understanding. During that time I’ve had the opportunity
to reflect on the qualities that make an activity, a unit, a curriculum something
that effectively engages students in developing a deeper understanding. Seven
common criteria emerge: rigorous, rewarding, real, requires independence, rich
in thinking, revealing, and reflective. I present these here as guidelines for the
planning, enacting, and evaluating of a curriculum focused on understanding.

Lesson Objectives

At the end of the lesson, the students can:

1. Knows the 7 Rs of quality curriculum material;

2. Identify among the different types of 7 Rs quality
curriculum material;
3. Understand the importance 7 Rs of quality
curriculum material.
 Content of the Lesson

The 7 Rs of QUALITY CURRICULUM MATERIAL

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

Melbourne)

The Rs of Quality Description of the R

Seven Curriculum Material
(7)

1 Rigorous Requires students to demonstrate a

high level of understanding and
thinking

2 Real Authentic quality that mirrors what

the students will do as teachers

3 Requires independence Students are self-directed in doing

their tasks

4 Rich in Thinking
 Requires students more than
memorization

5 Revealing Uncovers students level of

understanding and misconceptions

6 Rewarding Intrinsically motivating the students

to do the task

7 Reflective Makes students more reflective in

the learning process that contributes
to better performance

Here is the more detailed explanation of the R. 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

What does it mean for a curriculum itself to be rigorous? For a

task or a lesson? Rather than think of difficulty, I think in terms of
affordances. A rigorous curriculum embodies and affords students
opportunities to develop a deeper understanding and not just show what
they already know. Too often curricula state carefully defined objectives
that put an unintentional cap on students’ understanding and obscure
the big ideas of the discipline, leading to superficial coverage. A rigorous
curriculum

must point the direction for learning but be open enough to extend
students’ understanding beyond a minimal outcome. When I look at an
activity a class is to do, I ask myself, “How can students further their
learning of big disciplinary ideas through this task? How does this task
launch the learning but avoid truncating it?” I also ask myself if students
can do a particular task without understanding, by merely walking
through the steps or repeating back information. If so, that performance
doesn’t offer the rigor of understanding.

Real

Disciplinary learning can be thought of as a process by which

individuals

gradually increase their participation in communities of practice. As

such, a curriculum that builds understanding must look to engage
students in authentic disciplinary activities so that students’ classroom
activities mirror the real work of adults in the field. Rather than learning
about math, science, writing, history, and so on, students must become
mathematicians, scientists, authors, and historians to build true
disciplinary understanding. When a topic is assigned to a curriculum, we
need to ask: When, where, and how does this topic arise and/or become
significant in the lives of those working in the field? What contexts give
rise to this topic and can imbue it with meaning? How can this topic
intersect with the lives of our students in a meaningful way?

Requires independence

Educational theorist Jerome Bruner defines understanding as the

ability to use and apply one’s skills in novel situations to solve problems,
make decisions, and advance new understandings. This means that
learners must necessarily be able to spot occasions for the use of their
skills and knowledge in the moment, make appropriate choices, and
follow through with application. Too often schoolwork leaves students
with few choices and strips them of opportunities to make the decisions
that meaningfully shape learning and lead to a sense of accomplishment.
Rather than engaging in deep learning, students merely complete work.

A quality curriculum must be filled with opportunities for students

to make choices and to direct their learning. When students experience
difficulty and are at the edge of their competence, support needs to be
there, but as educators we need to be more comfortable with the
messiness and individuality of building understanding, asking ourselves:
Where does the learning become personal? What choices were made
and risks taken? Where and how did students learn from their mistakes?

Rich in thinking

A quality curriculum asks more of students than just memorization

and replication. Students must make connections, observe closely, ask
questions, form conjectures, identify points of view, consider
alternatives, evaluate outcomes, make evidence-based judgments, and
so on. One of the most important questions educators can ask is, “What
is the thinking students will do as they progress through this activity?” If
teachers don’t know what and where the thinking is in a lesson, it is
unlikely to be little more than an activity. Furthermore, to assess
students’ developing understanding, educators have to find ways to
uncover and make the thinking of students’ visible, which leads to the
next point.

Revealing

A quality curriculum must constantly seek not only to reveal what

it is that students do and do not understand, but how they understand it.
This is the holy grail of ongoing assessment, which is not a separate
piece of the enacted curriculum but part and parcel of it.

Students do lots of work over the course of a unit, but how does
it reveal what they do and do not understand? Completion of a worksheet
might tell you a student possesses a set of facts or mastered a skill, but
it generally reveals little about understanding. Understanding goes
beyond the possession of skills and knowledge to the use of that skills
and knowledge. For example, solving for x in the equation y = 3x + 15 is
a simple application of skill, but describing a situation for which that
equation could be a possible model requires understanding the
mathematics behind the equation.

A curriculum of understanding also should reveal students’ naïve

conceptions of a topic. In a coverage curriculum, these get glossed over,
leading to fragile knowledge and what Howard Gardner has dubbed the
“unschooled mind.” However, in teaching for understanding, effort must
be made to reveal these early so that they can be explored and
addressed.

Rewarding

When you walk into a classroom where students are deeply

engaged with learning, you know it right away. There is a sense of
purpose to the work they are doing. They know what they are on about.
Students can articulate what they are learning and why. This goes
beyond activity and fun. Their efforts feel directed toward a well-defined
learning goal. Talk, discussion, and debate advance progress toward
 that goal. Building understanding goes beyond working for the grade. It
has its own intrinsic rewards through a sense of efficacy,
accomplishment, and relevance. The written curriculum seldom
addresses the issue of intrinsic rewards, but the enacted curriculum must
if it is to engage students in building understanding. Good teachers know
this, but curricula often lose sight of it. Rather than prescribing a list of
knowledge and skills that might be useful at some later date, in some
other place, for some other purpose, the curriculum should do all it can
to situate learning in the present, learning for now as David Perkins calls
it.

Reflective

As a learner, it can be challenging to know what one really thinks

or understands. It is even more difficult to know what others really
understand or where they are in their learning. Reflection can help
address these challenges. Reflection on one’s learning—not one’s
feelings about an activity or experience but on the actual learning itself—
helps to anchor understanding and facilitates connection making. For
example, responses to the prompt “I used to think…. But now I think….”
can reveal a lot about students’ learning. Such reflections help make
one’s thinking visible to oneself and others by revealing thought
processes and lines of reasoning. Reflection on learning forces us to
reconsider the purposes of that learning and situate it within an ongoing
process of developing understanding.

These are the seven Rs of the quality curriculum material. Collectively

focused on the topics to be covered, skills to be mastered, facts to be learned
and outcomes to be achieved. These are the aspects of the curriculum material
that is of quality.
SUMMARY

Curriculum work generally focuses on the topics to be covered, skills

to be mastered, and facts to be learned in a particular grade level in a given
subject. These aspects of the written curriculum are certainly important as they
guide teachers’ planning, ensure some uniformity across schools, and provide
a template for formal assessments. However, as teachers know, the written
curriculum is just a shadow of the enacted curriculum. It is the enacted
curriculum, what students actually experience and how they experience it,
which ultimately shapes students’ learning.

In using curriculum as a tool to improve education, we need to think

beyond the traditional division of curriculum and instruction and focus on the
enacted curriculum. The seven criteria outlined here can be a useful tool for
that discussion and in the creation of a curriculum of understanding.