PRELIMINARY

PROJECT

POROSA ,
FRANCEZ MAE A.

ELE01

BEED - 2A
LOOK FOR ATLEAST 1 OF THE BEST SCIENCE CURRICULUM IN THE WORLD
AND COMPARE IT TO OUR CURRENT SCIENCE CURRICULUM

SINGAPORE SCIENCE CURRICULUM PHILIPPINE SCIENCE CURRICULUM

CURRICULUM FRAMEWORK
The Matatag Curriculum Framework for
 SINGAPORE CURRICULUM Science typically emphasizes a solid
FRAMEWORK foundation in scientific concepts and skills,
Singapore Curriculum Framework is the with a focus on critical thinking, problem
foundation for curriculum planning and solving, and inquiry-based learning. It is likely
development in Singapore. It emphasizes that it combines theoretical knowledge with
students' holistic development and seeks to practical application, with the goal of
provide them with the knowledge, skills, increasing students' scientific literacy and
and values required for success in the
understanding of nature. The framework may
twenty-first century.
also prioritize interdisciplinary connections
and real-world relevance in order to promote
 Primary and Secondary
Education a comprehensive understanding of science.
Primary education in Singapore (Primary 1–  K to 12 Basic Education Program
6) focuses on developing a solid foundation The Philippines implemented the K-12
in English, Mathematics, Science, and Basic Education Program, which extends
Mother Tongue Language (Chinese, Malay, the basic education cycle from ten to
or Tamil). Secondary education (Secondary twelve years. The curriculum framework
1 through 4/5) provides a broad curriculum aims to give students a solid foundation in
with a variety of subject options and core subjects while also providing
pathways leading to further education or specialized tracks and strands to cater to a
vocational training. variety of interests and career goals.

 21st Century Competencies  Core Learning Areas

The Singapore curriculum focuses on the The K-12 curriculum covers core subjects
development of 21st-century skills such as such as English, Filipino, Mathematics,
critical thinking, communication, Science, Araling Panlipunan (Social
collaboration, and creativity. These skills Studies), Edukasyon sa Pagpapakatao
are transferable across disciplines and are (Values Education), Music, Arts, Physical
critical for lifelong learning and success in a Education, and Health.
rapidly changing world.
 Specialized Tracks and Strands
 Values Education In addition to the core curriculum, students
Values education appears in the curriculum in senior high school (Grades 11 and 12)
to instill in students a strong sense of can select specialized tracks and strands
integrity, resilience, and social that align with their career goals. These
responsibility. Character and citizenship tracks include Academic, Technical-
education are prioritized alongside Vocational-Livelihood, Sports, and Arts
academic learning. and Design.

 Enhanced Competencies
 The K-12 curriculum focuses on the
development of competencies such as
critical thinking, creativity, communication,
collaboration, and digital literacy. These
skills are integrated into a variety of
subjects and are required for college and
career readiness.
THEORETICAL AND PHILOSOPHICAL
BASIS
 CONSTRUCTIVISM  CONSTRUCTIVISM
Constructivism is a theory of learning and
It is based on educational theories such as comprehension that emphasizes the
constructivism, which holds that learners learner's active role in creating their own
develop their own understanding by knowledge and understanding of the
experiencing and reflecting on phenomena. world. It implies that learners actively
create or construct new ideas and
 INQUIRY BASED concepts using their prior knowledge and
experiences.
It also includes elements of inquiry-based
learning, in which students actively  SOCIAL CONSTRUCTIVISM
investigate scientific concepts through Knowledge is viewed as the result of social
experimentation, observation, and critical negotiation and shared understanding,
thinking . rather than something that exists
independent of individuals.
 21st CENTURY
 BRAIN - BASED LEARNING
The curriculum also emphasizes the It seeks to comprehend how the brain
development of 21st-century competencies processes information and learns, with the
such as communication, collaboration, and goal of increasing teaching effectiveness
problem-solving abilities to prepare and student learning outcomes.
students for a rapidly changing world fueled
by science and technology.  COGNITIVE LOAD THEORY
Framework for educators to understand
how working memory capacity influences
learning and instructional design.

PEDAGOGIES
 TEACHING AND LEARNING OF  ACTIVE LEARNING
PRIMARY SCIENCE Philippine Matatag Curriculum aiming the
Singapore science curriculum believe that learners to be an active learning that
all students are curious and want to explore encourages students to actively participate
and learn about thingsaround them. The in the learning process through activities
Science Curriculum seeks to nurture such as discussions, problem solving,
students as inquirers by providing experiments, and collaborative projects. It
opportunities for them to explore and to contrasts with passive learning, in which
appreciate the role of Science forLife and students primarily receive information from
Society. To nurture students as inquirers, lectures or readings with little interaction or
teachers are key in facilitating a variety of participation. Active learning promotes
learningexperiences to support students in deeper understanding, critical thinking,
understanding core ideas, developing and knowledge retention by actively
practices and cultivating values, ethics, and engaging students in the learning process
attitudes. These learning experiences can and encouraging them to apply what they
besituated in various authentic contexts in have learned in real-world contexts.
both formal and informal settings.  INCORPORATING HAND ON
ACTIVITIES
 STUDENTS AS INQUIRER Matatag Curriculum providing
The Primary Science Curriculum seeks to opportunities for the learners do the actual
leverage students’ interest and activity or the authentic activities and
stimulatetheir curiosity about themselves projects that will enriched their
and their environment. They can be collaboration , creativity, communication
provided withlearning experiences that and also the critical thinking.
allow them to pose questions, be involved
in discussions on socio-scientific issues or  PROBLEM BASED
be engaged in problem solving, with the Student - centered where the student learn
use of authenticcontexts. Through these by actively engaging with the real world
learning experiences, students are likely to: problems or challenges science education,
can empower students to become critical
• Ask questions as they engage with an thinkers, problem solvers, and lifelong
event, phenomenon, problem, or issue. learners who are equipped to face real-
• Gather evidence in response to their world challenges in the field of science.
questions.
• Formulate explanations based on the
evidence gathered.

 TEACHER AS FACILITATOR
To do these, teachers should ensure that
the learning experiences provided
forstudents go beyond learning facts and
outcomes of scientific investigations.
Teachersshould play the role of facilitators
to support students as inquirers by
providing learning experiences that vary
between guided and open inquiry.
ASSESSMENT
 ASSESSMENT AND FEEDBACK  AUTHENTIC ASSESSMENT
While itcomplements the teaching and Using authentic tasks and real-world
learning process, it also provides formative problems to assess students' ability to
and summative feedback to students, apply scientific knowledge and skills in
teachers, schools, and parents. practical settings. This could include
 Assessment provides feedback performance tasks, projects, case studies,
to students, allows them to or simulations.
understand theirstrengths and
weaknesses.  SUMMATIVE ASSESSMENT
 Assessment provides feedback Summative assessments are given at the
to teachers, enables them to end of units or courses to assess students'
understand thestrengths and overall comprehension and mastery of
weaknesses of their students. scientific concepts. This could include
 Assessment provides feedback to traditional tests, exams, essays, and
schools. The information presentations.
gathered facilitatesthe placement of
students in the appropriate course,  FORMATIVE ASSESSMENT
and the promotion Using continuous formative assessment
of students. strategies throughout the learning process
to track students' progress, identify areas
 PERFORMANCE - BASED for improvement, and provide timely
ASSESSMENT feedback. This could include quizzes,
In Singapore science curriculum the concept maps, peer assessments, and
teacher also use performance -based classroom discussions.
assessment using the following:
• Checklists  PERFORMANCE BASED
• Debates ASSESSMENT
• Drama / Show and Tell Emphasizing performance-based
• Games and Quizzes assessment tasks that require students to
• Learning Trails demonstrate their skills, reasoning
• Model-making abilities, and problem-solving abilities. This
• Posters may include laboratory reports, scientific
• Practicals investigations, and engineering design
• Projects challenges.
• Reflections / Journals
• Teacher Observations

 PORTFOLIO ASSESSMENT
The teacher can also use this to asses the
learners works.
RESOURCES
 WELL FUNDED EDUCATION  BUDGET CONSTRAINTS
SYSTEM The Philippines faces challenges due to
Singapore gives a significant amount of its limited educational funding, which has
national budget to education, ensuring resulted in resource constraints in many
sufficient funding for schools, infrastructure, schools, particularly in rural areas and
and educational resources. underserved communities.

 State-of-the-Art Facilities  VARIED FACILITIES

Singapore's schools have modern facilities Educational facilities in the Philippines
such as well-equipped classrooms, vary greatly based on location and
laboratories, libraries, and information socioeconomic status. While urban
technology infrastructure. The government schools may have adequate facilities, rural
makes regular investments in educational and remote schools frequently lack
facilities to support 21st-century learning. essential resources such as textbooks,
laboratories, and computers.
 Curriculum Resources
Singapore creates comprehensive  TEXTBOOK AND LEARNING
curriculum resources that are aligned with MATERIALS
national standards and learning objectives. The Philippine government offers free
These resources include textbooks, textbooks to public school students
workbooks, teaching guides, and digital through the Department of Education's
learning materials developed by the textbook provision program. However,
Ministry of Education and educational shortages and delays in textbook
publishers. distribution have been reported in certain
areas.
 Professional Development
Singapore invests in professional  TEACHER TRAINING AND
development programs to help teachers SUPPORT
improve their pedagogical skills and subject Professional development opportunities for
knowledge. Teachers have access to teachers in the Philippines are available,
training workshops, seminars, and online but they may be limited in certain areas.
resources to help them continue their Teachers attend training programs,
professional development. workshops, and seminars hosted by the
Department of Education and other
 Educational Technology educational institutions.
Singapore encourages the integration of
educational technology into teaching and
learning. Schools are outfitted with  INTEGRATION OF TECHNOLOGY
computers, tablets, interactive whiteboards,
and educational software to improve Efforts are being made to integrate
instruction and provide personalized technology into education in the
learning experiences. Philippines, but obstacles such as limited
internet access and infrastructure
constraints remain, particularly in rural
areas. The government has launched
initiatives to provide computers and
internet access in schools, but progress
varies by region.
SINGAPORE SCIENCE CURRICULUM

https://sg.docworkspace.com/d/sIFjxs9uXAbn12K8G

PHILIPPINE SCIENCE CURRICULUM

https://www.academ-e.ph/the-new-matatag-curriculum-guide/science-cg-2023/