Curriculum Development For Teachers Summary

CURRICULUM DEVELOPMENT FOR TEACHERS SUMMARY
The Education Levels in the Philippines

Basic Education includes the following:
1. Kindergarten
2. Grade 1 – Grade 6 (elementary)
3. Grade 7 – Grade 10 (Junior High School)
4. Grade 11- 12 (Senior High School)
Technical Vocational Education
1. Taken care by the Technical Education and Skills Development Authority
(TESDA)
2. For the TechVoc track in SHS, DepEd and TESDA work in close coordination
(Technology and Livelihood Education (TLE) and Technical-Vocational-Livelihood
(TVL) Track specializations may be taken between Grades 9 to 12. Exploratory
Subjects at 40 hours per quarter are taken during Grades 7 to 8.)
Higher Education
Colleges with some courses. The new basic education levels are provided in the K
to 12 Enhanced Curriculum of 2013
7 types of Curriculum According to Allan Glatthorn
1. Recommended Curriculum - The curriculum that is recommended by scholars
and professional organizations.
Basic Education - Recommended by DepEd
Higher Education - Recommended by CHED
Vocational Education - TESDA
2. Written Curriculum - Documents based on recommended curriculum
Example: syllabi, course of study, module, books or instructional guides, lesson
plan.
3. Taught Curriculum - The curriculum which teachers actually deliver day by day.
4. Supported Curriculum - Includes those resources that support the curriculum-
textbooks, software, and other media supporting materials that make learning and
teaching meaningful print materials like books, charts, posters, worksheets, or
non-print materials like Power Point presentations, movies, slides, models, mock
ups, realias facilities – playground, laboratory, AV rooms, zoo, museum, market or
plaza (places where direct experiences occur)
5. Learned Curriculum - The bottom-line curriculum it is the curriculum that
students actually learn.
6. Assessed Curriculum - The curriculum which appears as tests and performance
measures: state tests, standardized tests, district tests, and teacher-made tests.
7. Hidden/Implicit Curriculum - This is the unintended curriculum. It defines what
students learn from the physical environment, the policies, and the procedures of
the school. Not planned but has a great impact on students
Ways of Presenting the Curriculum
1.Topical Approach – Content is based on knowledge and experiences.
2. Concept Approach – Fewer topics in clusters around major and sub concepts.
3. Thematic – Combination of concepts.
4. Modular – Leads to complete units of instruction.
Criteria in the Selection of the Subject Matter
1. Self-Sufficiency – it is about helping the learners to attain the utmost
independence in learning yet in an inexpensive way. It is the most important
guiding principle in selecting the content according to Scheffler. This means, more
of the results and effective learning outcomes though a lesser amount of the
teacher’s effort and so with the learner’s effort.
2. Significance – It is significant if fundamental ideas, concepts, principles and
generalization are supplied in the subject matter to achieve the overall aim of the
curriculum.
3. Validity – The genuineness of a content selected is by its legality. The subject
matter to be selected has to be legal to avoid selecting the obsolete ones.; must
be verified at regular interval.
4. Interest – The learner’s interest is a major factor in selecting the content; one of
the driving forces of the learner to learn better.
5. Utility - Deciding on subject matter, its usefulness is considered to be essential.
6. Learnability – if there is a quotation to “live within our means” then there is also
the consideration of “teaching within the means of the learners.”
7. Feasibility – content selection takes into thought the possibility, the
practicability and the achievability of the subject matter in terms of the
availability of the resources, proficiency of the teachers, and the personality of
learners especially within the framework of the society and the government
Guides in Addressing Content in the Curriculum
1. Balance – Content should be fairly distributed in depth and breadth.
2. Articulation - As the content complexity progresses, vertically or horizontally,
smooth connections or bridging should be provided. This ensures that there is no
gaps or overlaps in the content.
3. Sequence – Logical arrangement
- Vertically – For deepening the content
- Horizontally – For broadening the content
4. Integration – Relatedness or connection to other contents. Provides a holistic or
unified view of curriculum instead of segmentation.
5. Continuity – Should be perennial, endures time. Constant repetition,
reinforcement and enhancement are elements of continuity.
Four Phases of Curriculum Development
1. Curriculum Planning – Considers the school vision, mission, and goals; includes
the philosophy or strong education belief of the school.
2. Curriculum Designing – The way curriculum is conceptualized to include the
selection and organization of content, the selection and organization of learning
experiences or activities and the selection of the assessment procedure and tools
to measure achieved learning outcomes. Also include the resources to be utilized
and the statement of the intended learning outcomes.
3. Curriculum Implementing – Putting into action the plan; it is where the action
takes place; involves the activities transpire in every teacher’s classroom where
learning becomes an active process.
4. Curriculum Evaluating – Determines the extent to which the desired outcomes
have been achieved. This is an ongoing procedure as in finding out the progress of
learning (formative) or the mastery of learning (summative)

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The Education Levels in the Philippines

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