Curriculum Types in the Philippines

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Questions and Answers

In the landscape of Philippine education governance, imagine a scenario where a novel pedagogical approach, contrary to established DepEd guidelines, gains traction within a private institution. Under what specific condition(s) might CHED assert its regulatory authority over this institution's curriculum, despite the curriculum primarily concerning basic education?

If the innovative pedagogical approach receives endorsement from international research bodies but leads to a demonstrably significant decline in national standardized test scores attributable to the institution's graduates.
If the private institution's pedagogical approach necessitates the integration of vocational training modules that fall under TESDA's jurisdiction, thereby creating a tripartite regulatory framework.
If the private institution seeks to offer cross-level programs that bridge basic and higher education, thereby necessitating CHED's oversight to ensure alignment with national standards regarding degree-granting authority. (correct)
If the said private institution voluntarily submits its curriculum to CHED for accreditation, seeking a mark of distinction that would enhance its appeal to prospective tertiary-level students.

Consider a scenario where a consortium of private schools develops a 'written curriculum' incorporating indigenous knowledge systems and practices (IKSP). This curriculum deviates significantly from the DepEd's K-12 framework. Under what circumstances would DepEd be compelled to formally assess and potentially integrate elements of this privately developed IKSP-based curriculum into the national curriculum framework?

If the consortium secures substantial funding from international organizations, earmarked specifically for scaling up the IKSP-based curriculum across multiple regions, thereby creating a de facto alternative educational pathway.
If the curriculum demonstrates statistically significant improvements in student socio-emotional learning outcomes and cultural preservation, as evidenced by longitudinal studies published in peer-reviewed academic journals.
If the privately developed curriculum is validated through a rigorous process involving community consultations, expert reviews, and pilot implementations, demonstrating its effectiveness and alignment with national educational goals.
If a mandate arises from the National Commission on Indigenous Peoples (NCIP), asserting the right of indigenous communities to have their cultural heritage and knowledge integrated into the national educational curriculum. (correct)

In the context of 'taught curriculum', imagine a teacher employing a highly constructivist approach that diverges substantially from the prescribed 'written curriculum'. The teacher emphasizes student-led inquiry and project-based learning, adapting the curriculum dynamically based on student interests and real-time feedback. What critical challenge must this teacher address to ensure alignment with the 'assessed curriculum' and maintain accountability within the educational system?

The teacher must meticulously document the iterative adaptations made to the curriculum, justifying each deviation with reference to established pedagogical theories and empirical evidence of improved student engagement and comprehension; and present it to the school board for approval.
The teacher must meticulously map the connections between student-led inquiries and the intended learning outcomes of the written curriculum, designing formative assessment tasks that provide continuous feedback on student progress towards those outcomes. (correct)
The teacher must negotiate a formal agreement with the school administration and relevant educational authorities, granting autonomy in curriculum delivery contingent upon maintaining or exceeding established benchmarks for student performance on standardized assessments.
The teacher must develop alternative assessment instruments that authentically measure the learning outcomes achieved through constructivist methods, demonstrating their equivalence to the outcomes assessed by standardized tests linked to the written curriculum.

Consider a school that has augmented its 'supported curriculum' with advanced virtual reality (VR) simulations, affording students immersive experiences that transcend the limitations of traditional learning environments. However, access to these VR resources is disproportionately available to students from higher socioeconomic backgrounds. What ethical imperative should the school prioritize to ensure equitable access to this enhanced learning environment?

<p>The school should establish a needs-based allocation system, providing subsidized access to VR resources for students from lower socioeconomic backgrounds, coupled with targeted support programs to bridge any digital literacy gaps. (B)</p> Signup and view all the answers

Imagine a scenario where a school district, grappling with limited resources, implements a standardized 'assessed curriculum' that relies heavily on high-stakes standardized tests to measure student learning outcomes. Critics argue that this approach disproportionately disadvantages students from marginalized communities. Construct a sophisticated argument that articulates how this assessment paradigm might inadvertently undermine the very goals of equitable and effective education.

<p>By creating a high-pressure testing environment, the standardized assessment exacerbates test anxiety and stereotype threat among marginalized students, leading to an underestimation of their true abilities and potential; and that triggers a self fulfilling educational prophecy. (D)</p> Signup and view all the answers

Flashcards

Recommended Curriculum

Curriculum recommended by DepEd, CHED, or TESDA, often in memoranda or guidelines.

Written Curriculum

Curriculum documents, such as syllabi, books, or lesson plans.

Taught Curriculum

Curriculum that is implemented or taught by the teacher.

Supported Curriculum

Materials and facilities that support teaching, like books, charts, labs, and playgrounds.

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Assessed Curriculum

Evaluating the taught curriculum to see if learning happened, either for progress or mastery.

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Study Notes

School curricula are mostly recommended.
In the Philippines, the Department of Education (DepEd) recommends curricula for basic education.
The Commission on Higher Education (CHED) recommends curricula for higher education.
The Technical Education and Skills Development Authority (TESDA) recommends curricula for vocational education.
These agencies oversee and regulate education in the Philippines
Recommendations are in the form of memoranda, policies, standards, and guidelines.
Professional organizations like UNESCO also recommend curricula.

Written Curriculum

These are documents based on the recommended curriculum.
Examples include course of study, syllabi, modules, books, and instructional guides.
A teacher’s lesson plan is essentially a packet of the written curriculum.
The K to 12 program is the most recent written curriculum for Philippine Basic Education.

Taught Curriculum

It involves the implementation of the written or planned curriculum.
Teachers and learners bring the written curriculum to life, with the teacher facilitating learning.
The teacher's ability to facilitate learning, along with instructional materials and facilities, is crucial.
The taught curriculum depends on the teaching style and the learning styles of students.

Supported Curriculum

Support materials are needed to make teaching and learning meaningful.
These include print materials like books, charts, posters, and worksheets.
Also includes non-print materials like PowerPoint presentations, movies, slides, models, realia, mock-ups, and other electronic illustrations are included.
Supported curriculum includes learning facilities both inside and outside the classroom.
Examples of facilities include playgrounds, science laboratories, audio-visual rooms, zoos, museums, markets, or plazas.
These places facilitate authentic learning through direct experiences.

Assessed Curriculum

Taught and supported curricula are evaluated to determine the success of learning facilitation.
Assessments are made during teaching and at the end of lessons to evaluate progress.
Assessment can be for learning (to find progress) or of learning (to find out how much has been mastered).
Both types fall under the assessed curriculum.

Learned Curriculum

Student learning is evident through a change in behavior.
Behavioral changes can be measured by tools in assessment.
Positive teaching outcomes are indicators of learning.
Learned curriculum demonstrates cognitive, affective, and psychomotor outcomes.
It also demonstrates higher order and critical thinking, as well as lifelong skills.

Hidden/Implicit Curriculum

This is not deliberately planned, but significantly impacts learner behavior.
Peer influence, school environment, media, parental pressures, societal changes, cultural practices, and natural calamities contribute.
Teachers should be aware of the hidden curriculum.
Teachers should include these in the written curriculum to bring what is hidden to the surface.

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Description

Exploration of curriculum types in the Philippines, focusing on recommended, written, and taught curricula. Government agencies like DepEd, CHED and TESDA make recommendations. The K to 12 program exemplifies a written curriculum for basic education.