Republic of the Philippines Department of Education Bureau of Secondary Education Curriculum Development Division Pasig City
March 26, 2010
TABLE OF CONTENTS ii I. II. III. IV. V. Introduction Conceptual Framework in English Concept Matrix Performance Matrix Program and General Standards Three-Stage Curriculum Framework
Annexes A. B. The Monitoring and Evaluation of the Implementation of the 2002 Secondary Education Curriculum: Findings and Recommendations Guide Questions for the Review of the Curriculum
The Context As a matter of practice, the curriculum in the Philippines is revised every ten years, but the rapid rate of change in education and the fast obsolescence of knowledge necessitate a continual revisiting and updating of the curriculum to make it responsive to emerging changes in the needs of the learner and the society. Thus, the refinement of the curriculum remains to be a work in progress. Aside from the issue of relevance, the refinement of the secondary education curriculum was guided by the need, as articulated in the Education for All Plan 2015, to streamline its content in order to improve student mastery and contribute to the attainment of functional literacy. This became a primary consideration in the design of the curriculum and the formulation of standards and the essential understandings from which the content of the curriculum was derived. The results of national and international assessments were reviewed and analyzed for their implications for teaching and learning. The findings were used to further tighten the standards and improve the delivery of the curriculum and the teaching-learning process. The results of the evaluation of the implementation of the 2002 Basic Education Curriculum were likewise considered in the review of the curriculum. The findings and recommendations (see Annex A) guided the training of teachers and the capacity-building of school heads in managing the pilot test of the curriculum in 23 secondary schools nationwide.
The Process The refinement of the curriculum followed the Understanding by Design (UbD) model developed by Jay McTighe and Grant Wiggins.
Essential Content/ Objectives Performance (knowledge/skills) Understandings Standards Results/Outcomes Products/ Performances Assessment
Assessment Criteria/ Tools
The curriculum design has the following elements: Stage 1 A. Results/Desired Outcomes, which define what students should be able to know and do at the end of the program, course, or unit of study; generally expressed in terms of overall goals, and specifically defined in terms of content and performance standards A.1. Content standards, which specify the essential knowledge (includes the most important and enduring ideas, issues, principles and concepts from the disciplines), skills and habits of mind that should be taught and learned. They answer the question, “What should students know and be able to do?”
A.2. Performance standards, which express the degree or quality of proficiency that students are expected to demonstrate in relation to the content standards. They answer the question, “How well must students do their work?” or “At what level of performance would the student be appropriately qualified or certified?” B. Essential Understandings, which are the big and enduring ideas at the heart of the discipline and which we want the children to remember even long after they leave school C. Essential Questions, which are open-ended, provocative questions that spark thinking and further inquiry into the essential meanings and understandings D. Curriculum Objectives, which are expressed in terms of knowledge and skills that teachers can use as guide in formulating their own classroom objectives Stage 2 A. Assessment, which defines acceptable evidence of student’s attainment of desired results; determines authentic performance tasks...
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