CITY GOVERNMENT OF LIGAO

LIGAO COMMUNITY COLLEGE

Tomolin, Ligao City, 4504
Email – Address: [email protected]
Tel Nos.: 0926 – 772 - 1213 / (052) 431-4124

PHASES AND PROCESS OF CURRICULUM

DEVELOPMENT:
CURRICULUM IMPLEMENTATION

Reporters:
Janiel Andrei Fuerte
Mikko Bryan Villanueva
Khyla Arrogante
Jeerylyn Gumba
Members:
Adhelbert Cariñaga
Mark Hero Cuator
Tin Talavera
Nica Angela Lingganay

BSED 2 – ENGLISH B

Celeste Bangate
INSTRUCTOR

AY: 2024 – 2025

 CITY GOVERNMENT OF LIGAO
LIGAO COMMUNITY COLLEGE
Tomolin, Ligao City, 4504
Email – Address: [email protected]
Tel Nos.: 0926 – 772 - 1213 / (052) 431-4124

I. INTRODUCTION

The processes in implementing curriculum as presented by different scholars in

curriculum studies especially in the field of curriculum leadership and
supervision. This chapter is specially design for educators and pre-service
teacher education students to understand how a curriculum is implemented in
the Philippine context.

I. processes in
implementing
curriculum as
II. presented by different
scholars in curriculum
studies especially in
the field of
III. curriculum leadership
and supervision. This
chapter is specially
design for
 CITY GOVERNMENT OF LIGAO
LIGAO COMMUNITY COLLEGE
Tomolin, Ligao City, 4504
Email – Address: [email protected]
Tel Nos.: 0926 – 772 - 1213 / (052) 431-4124

IV. educators and pre-

service teacher
education students to
understand how a
V. curriculum is
implemented in the
Philippine context.
II. LEARNING OUTCOMES
At the end of the lesson, the pre-service teachers should be able to:
1. Identify different curriculum workers
2. Analyze the different levels of curriculum implementation in the
Philippine context
3. Discuss the factors to consider in implementing a curriculum

III. LESSON PROPER

IV. Curriculum
Workers
V. The success or
failure of any
 CITY GOVERNMENT OF LIGAO
LIGAO COMMUNITY COLLEGE
Tomolin, Ligao City, 4504
Email – Address: [email protected]
Tel Nos.: 0926 – 772 - 1213 / (052) 431-4124

curriculum depends
on the people
VI. working for its
implementation.
Oliva (2004)
identified these
people as
VII. curriculum
workers. At any level
of curriculum
implementation,
curriculum
VIII. workers, through
their expertise,
creativity and
 CITY GOVERNMENT OF LIGAO
LIGAO COMMUNITY COLLEGE
Tomolin, Ligao City, 4504
Email – Address: [email protected]
Tel Nos.: 0926 – 772 - 1213 / (052) 431-4124

dedication, make
sure that
IX. the curriculum is
implemented as
planned.
X .  Teachers –
the most visible
among the
curriculum workers.
Their roles
XI. as implementers
of the curriculum are
very crucial. It is
through their
 CITY GOVERNMENT OF LIGAO
LIGAO COMMUNITY COLLEGE
Tomolin, Ligao City, 4504
Email – Address: [email protected]
Tel Nos.: 0926 – 772 - 1213 / (052) 431-4124

XII. expertise,
creativity and
commitment that any
curriculum success is
XIII. attributed.
Teachers develop
lesson plans, unit
plans, yearly plans
and
XIV. syllabi for each
subject they teach.
They prepare
instructiona
Curriculum Implementation- from the term itself, focuses on the actual
implementation of the curriculum from the national level to the local school
context. It describes the dynamic of how various curriculum workers strive to do
their functions in order to attain educational goals, programs and policies set by
the country, region, division, district and down to the local school level.
Curriculum Workers
 CITY GOVERNMENT OF LIGAO
LIGAO COMMUNITY COLLEGE
Tomolin, Ligao City, 4504
Email – Address: [email protected]
Tel Nos.: 0926 – 772 - 1213 / (052) 431-4124

The success or failure of any curriculum depends on the people working for its
implementation. Oliva (2004) identified these people as curriculum workers. At
any level of curriculum implementation, curriculum workers, through their
expertise, creativity and dedication, make sure that the curriculum is
implemented as planned.
Teachers – the most visible among the curriculum workers. Their roles as
implementers of the curriculum are very crucial. It is through their expertise,
creativity and commitment that any curriculum success is attributed. Teachers
develop lesson plans, unit plans, yearly plans and syllabi for each subject they
teach. They prepare instructional materials, select methods and strategies and
assess student’s progress.
Principals – the chief academic and administrative officer of the school. They
provide curricular and instructional leadership and supervision to the teachers
and other school personnel in the local school context. Itis they who lead
teachers in planning different school activities and make sure that all educational
goals set by the Department of Education are met.
Curriculum Consultants – individuals with rich experience on doing curriculum
projects related to curriculum planning, curriculum development and curriculum
evaluation.

District Supervisors – responsible for supervising the implementation of the

curriculum in the district level. They help public school principals in ensuring that
the programs of the Department of Education are implemented in their
respective schools. They also implement policies and programs of the
Department of Education in private schools.
Education Supervisors – assigned to specific subject areas in basic education.
They help the district office of the Department of Education in supervising the
implementation of projects and programs specific foreach subject area.
Division Superintendents – the chief academic officer of each division. They
supervise the implementation of the DepEd curriculum, programs and projects in
the division level for both public and private schools. Usually, each province or a
city is considered a division for DepEd.
Regional Directors – manage the programs and projects of the Department of
Education in the regional level.
Education Program Specialists – work at the national level or at the central
offices of the Commission on Higher Education and the Department of Education.
They assist the two government agencies in the development of curriculum
policies that will help teachers and other curriculum leaders in the
implementation of the curriculum.
Technical Panel and Technical Committees – professors and individual
experts from different disciplines and fields that assist the Commission on Higher
Education in developing curriculum, formulating curriculum policies and
 CITY GOVERNMENT OF LIGAO
LIGAO COMMUNITY COLLEGE
Tomolin, Ligao City, 4504
Email – Address: [email protected]
Tel Nos.: 0926 – 772 - 1213 / (052) 431-4124

evaluating the compliance of higher education institutions to CHED program

standards.

LEVEL OF CURRICULUM IMPLEMENTATION

To ensure the smooth implementation of the curriculum, each department or
ministry of education in any country has established a system that will take
charge of the whole work of planning, development, implementation and
evaluation of the curriculum. Integrated in this system are the curriculum
workers mentioned earlier in this chapter who work indifferent levels of the
bureaucracy.

Republic Act 9155, also known as the Governance of Basic Education Act of
2001, Chapter 1, Section 7 defines the function of each level as follows:
A. NATIONAL LEVEL
Through the leadership of the Secretary of Education, the
Undersecretaries, Assistant Secretaries and different Bureau Officers are
responsible for the following:
- formulating national educational policies;
- formulating a national basic education plan;
- promulgating national educational standards;
- monitoring and assessing national learning outcomes;
- undertaking national educational research and studies;
- enhancing the employment status, professional competence, welfare and
working conditions of all personnel of the Department; and
- enhancing the total development of learners through local and national
programs and/or projects.
 CITY GOVERNMENT OF LIGAO
LIGAO COMMUNITY COLLEGE
Tomolin, Ligao City, 4504
Email – Address: [email protected]
Tel Nos.: 0926 – 772 - 1213 / (052) 431-4124

B. REGIONAL LEVEL
Consistent with the national educational policies, plans and standards, the
regional office under the Regional Director shall be responsible for the following:
- defining a regional educational policy framework which reflects the values,
needs and expectations of the communities they serve;
- developing a regional basic education plan;
- developing regional educational standards with a view toward bench-
marking for international competitiveness.;
- monitoring, evaluating and assessing regional learning outcomes
- undertaking research projects and developing and managing region-wide
projects which may be funded through official development assistance
and/or or other funding agencies;
- ensuring strict compliance with prescribed national criteria for the
recruitment, selection and training of all staff in the region and divisions;
- formulating, in coordination with the regional development council, the
budget to support the regional educational plan which shall take into
account the educational plans of the divisions and districts;
- determining the organization component of the divisions and districts and
approving the proposed staffing pattern of all employees in the divisions
and districts;
- hiring, placing and evaluating all employees in the regional office, except
for the position of assistant director;
- evaluating all school division superintendents and assistant division
superintendents in the region;
- planning and managing the effective and efficient use of all personnel,
physical and fiscal resources of the regional office, including professional
staff development;
- managing the database and management information system of the
region; and
- approving the establishment of public and private elementary and high
schools and learning centers

C. DIVISION LEVEL
A division consists of a province or a city. Consistent with the national
educational policies, plans and standards, the division level through the
leadership of the Division Superintendent shall be responsible for the following:
- developing and implementing division education development plan;
- planning and managing the effective and efficient use of all personnel,
physical and fiscal resources of the division, including professional staff
development;
- hiring, placing and evaluating all division supervisors and school district
supervisors as well as all employees in the division, both teaching and
non-teaching personnel, including school heads, except for the assistant
division superintendent;
 CITY GOVERNMENT OF LIGAO
LIGAO COMMUNITY COLLEGE
Tomolin, Ligao City, 4504
Email – Address: [email protected]
Tel Nos.: 0926 – 772 - 1213 / (052) 431-4124

- monitoring the utilization of funds provided by the national government

and local government units to the schools and learning centers ensuring
compliance of quality standards for basic education programs and for this
purpose strengthening the role of division supervisors as subject area
specialists
- promoting awareness of and adherence by the Secretary of Education; and
- supervising the operations of all public and private elementary, secondary
and integrated schools and learning centers.

D. SCHOOL DISTRICT LEVEL

A school district through the leadership of the District Supervisor is responsible
for the following:
- providing professional and instructional advice and support to the school
heads and teachers/facilitators of school and learning centers in the
district or cluster thereof; and
- curricula supervision
- ensuring compliance of quality standards for basic education programs
and for this purpose strengthening the role of division supervisors as
subject area specialists;
- promoting awareness of and adherence by the Secretary of Education; and
- supervising the operations of all public and private elementary, secondary
and integrated schools and learning centers.
D. School District Level
A school district through the leadership of the District Supervisor is responsible
for the following:
- providing professional and instructional advice and support to the school
heads and teachers/facilitators of school and learning centers in the
district or cluster thereof; and
- curricula supervision
E. SCHOOL LEVEL
Consistent with the national educational policies, plans and standards, the
school level through the leadership of school heads is responsible for the
following:
- setting the mission, vision, goals and objectives of the school;
- creating an environment within the school that is conductive to teaching
and learning;
- implementing the school curriculum and being accountable for higher
learning outcomes;
- developing the school education program and school improvement plan;
- offering educational programs, projects and services which provide
equitable opportunities for all learners in the community.
 CITY GOVERNMENT OF LIGAO
LIGAO COMMUNITY COLLEGE
Tomolin, Ligao City, 4504
Email – Address: [email protected]
Tel Nos.: 0926 – 772 - 1213 / (052) 431-4124

- Introducing and innovative modes of instruction to achieve higher learning

outcomes;
- Administering and managing all personnel, physical and fiscal resources of
the school;
- Recommending the staffing complement of the school based on its needs;
- Encouraging staff development;
- Establishing school and community networks and encouraging the active
participation of teacher organizations, non-academic personnel of public
schools and parents-teachers-community associations; and
- Accepting donations, gifts, bequests and grants for the purpose of
upgrading teachers’ learning facilitators’ competencies, improving and
expanding school facilities and providing instructional materials and
equipment.

THINGS TO CONSIDER IN IMPLEMENTING THE CURRICULUM

Curriculum implementation must be systematically planned. At any level, it
requires careful consideration of several factors and variables:
1. Government Requirements – include memoranda, policies, guidelines and
requirements from the Department of Education, Commission on Higher
Education and the Technical Educational Skills DevelopmentAuthority. The
competencies required by the board exams are also considered.
2. School Philosophy, Vision and Mission and Core Values – must be
considered at the school level especially when selecting the specific contents
and learning experiences for all students enrolled in each program.
3. Learning Environment – includes the various school facilities required for
the implementation of each program.
4. Needs and Demands of the Society – are needs and demands of the
society that the curriculum must respond to. Curriculum can address these needs
and demands in the macro level by adding subjects or contents, or in the local
school level by integrating specific competencies in the various syllabi for each
course.
5. Needs of the Students – including interests, are considered when the school
develops academic policies and, in the preparation, of courses syllabi. At the
least, the school, college or university should have an idea of the general profile
of students including their needs and interests when planning and implementing
the program.
6. Faculty Expertise – the faculty is considered as the most important assets of
each school, college or university. They also play an important role in the
implementation of the curriculum.
7. The Changing Nature of Knowledge – includes the theories and research
from different areas and professional organizations in the academe that are also
 CITY GOVERNMENT OF LIGAO
LIGAO COMMUNITY COLLEGE
Tomolin, Ligao City, 4504
Email – Address: [email protected]
Tel Nos.: 0926 – 772 - 1213 / (052) 431-4124

influential in the implementation of the curriculum. It could result to the

integration of important topics or subjects and additional facilities.

IV. CONCLUSION
Curriculum implementation is the dynamic process of translating the written
curriculum plan into tangible educational experiences within the classroom. It’s
about bringing life to the curriculum’s content, strategies, and objectives through
interactive teaching and learning practices.

V. REFERENCE
Module 5 Curriculum Implementation - MODULE 5: CURRICULUM
IMPLEMENTATION This chapter discusses the - Studocu