curriculum changes and development

Topics: Education, Curriculum, College Pages: 8 (1938 words) Published: December 3, 2013
Curriculum Changes and Innovations
This chapter describes how the curriculum for Basic Education evolved from 1973 to 2010. It describes the changes and innovations implemented as necessitated by the changing factors in our country’s political, social, economic, cultural and technological environments. The discussions include an analysis of the processes and outcomes in accordance with the prevailing national development agenda.

It also presents some best practices and lessons learned.

Curriculum Changes and Innovations
“Curriculum is a potent tool for reform when it integrates and interrelates subjects and disciplines in a manner that makes learning experiences meaningful”
William Malloy, “Essential
Schools and Inclusion: A
Responsive Partnership” in
The Educational Forum(1996)

Anyone wanting to build must have a plan. Just as an architect always carries along him a blueprint of his house plan, so does a national leader every so often checks if the curriculum reflects the country’s national development aspirations. The curriculum and its implementation in every classroom could be the main reasons for poor education quality. A host of related problems can be said to explain these critical findings, but issues of competence and commitment of every teachers and school head in imparting the curriculum and in equally assuming the responsibility over the student’s outcomes become apparent.

This brings to the fore how crucial curriculum planning and development are as the vehicle for developing a national framework to achieve the objectives of attaining quality education as enshrined in the Philippines constitutions of 1973 and 1987. The goal of Education through the curriculum has always been to mold an ideal Filipino who is healthy, responsible, morally upright, capable of learning and relearning, economically productive, hard-working, adaptable to local and international environment, and steadfast in his faith. Translating these quality in operational term

1. Preschool Education Grade K)
Sense of God, self and other
Starting to imbibe what is good from what is bad
Basic etiquettes for dining, playing, hygiene and sharing
Distinguish shapes, colours, letters and numbers
Readiness for formal elementary education
2. Elementary Level (grades 1 to 6)
Sense of God, self, family and community
Identify good from bad
Understands the virtues of giving and sharing
Curious about things
Can think and communicates
Proud as a Filipino and takes pride in what they do
3. Secondary Level (Grades 7 to 12)
Has moral integrity and willingness to engage in hard work
Better appreciation of God and self as well as care and concern for others Can create and believe in own ability, including ways to inspire and motivate others Can participate in team effort and appreciates every team member’s contribution Appreciates music, culture and arts

Can protect and conserve the environment
Understands the need to develop further own capabilities and potentials and strive for excellence Understands the situation of the Philippines and commits to help for its betterment

DepEd has always endeavoured to produce a “Filipino learners who is empowered for lifelong learning, an active maker of meaning and can learn whatever he or she needs to know in any context. Such an empowered learner is competent in learning how to learn and has life skills so that he or she becomes a self- developed person who is makabayan (patriotic), makatao (Mindful of Humanities), maka-kalikasan (respectful of nature) and maka-Diyos (God-centered).

To attain this, curriculum design and implementation by DepEd should now consider the desired outcomes and ultimately develop responsible citizens, future leaders and professionals, most especially teachers.

Curriculum planners and developers understand their ultimate responsibility to plant the seeds of knowledge and information in the minds and hearts of...
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