Unit 1 Overview of the Curriculum PDF

AN OVERVIEW OF THE CURRICULUM PRESENTED BY: DR. REYNALDO A. CABUAL LEARNING OBJECTIVES 1. Define curriculum from different perspectives; 2. Describe the nature and scope of curriculum 3. Identify the different types of curriculum; 4. Describe the different types of curriculum implemented in scho...

AN OVERVIEW OF THE CURRICULUM PRESENTED BY: DR. REYNALDO A. CABUAL LEARNING OBJECTIVES 1. Define curriculum from different perspectives; 2. Describe the nature and scope of curriculum 3. Identify the different types of curriculum; 4. Describe the different types of curriculum implemented in schools; 5. Reflect on how each type of curriculum affects the other types 6. Compare and contrast the philosophical beliefs of perennialism, essentialism, progressivism and reconstructionism; LEARNING OBJECTIVES 7.Discuss the influence of the four educational philosophies on curriculum; 8.Identify the application of behaviorist, cognitivist, constructivist and humanist principles in the classroom; 9.State the values and beliefs about the nature of learning; 10.Trace how history and society influenced curriculum; and 11.Determine the characteristics of a good quality curriculum.  1. Do you know that everything has a beginning and an end? 2. Do you know the origin of LET’S SET THINGS the term, curriculum? 3. What do you think could UP be the possible reasons how a curriculum has been crafted? 4. Why do you think that you need to study about the curriculum?  5. Does the philosophy, goals, and objectives have something to do with the vision-mission of an educational institution? LET’S SET THINGS 6. From what philosophies are curriculum founded? UP 7. Which do you think is more important, the learner or the subject-contents? 8. How would you describe the characteristics of a good curriculum? THE NATURE AND SCOPE OF CURRICULUM DEVELOPMENT PHILIPPINE CONTEXT CONCEPTS, NATURE AND PURPOSES OF CURRICULUM  The word curriculum is derived from the Latin curere meaning ‘to run’. This implies that one of the functions of a curriculum is to provide a template or design which enables your learning to take place.  It can be defined simply as a listing of subjects to be taught in school or in a broader sense, as the total learning experiences of an individual not only in school but in society as well. CONCEPTS, NATURE AND PURPOSES OF CURRICULUM The following are some of the definitions of the curriculum that you need to reflect: Curriculum is the sequence of potential experiences set up in school for the purpose of disciplining children and youth in group ways of thinking and acting. Curriculum is a structured set of learning outcomes or task that educators usually call goals and objectives. CONCEPTS, NATURE AND PURPOSES OF CURRICULUM Curriculum is the “what” of teaching. Curriculum is a document which describes a structured series of learning objectives and outcomes for a given subject matter area. Curriculum includes a specification of what should be learned, how it should be taught, and the plan for implementing/assessing the learning CONCEPTS, NATURE AND PURPOSES OF CURRICULUM  The numerous definitions of a curriculum are influenced by modes of thoughts, pedagogies, political, and cultural experiences.  There are two different points of view of the curriculum. These are the traditional perspective (Essentialist School) and the progressive point of view (Progressive School). CHARACTERISTICS OF THE CURRICULUM Essentialist School Progressive School It considers the curriculum as It conceives of the curriculum something rigid, consisting of as something flexible based on discipline subjects. areas of interest. CHARACTERISTICS OF THE CURRICULUM Essentialist School Progressive School It considers all learners as It is learner-centered, having much as the same and it aims in to fit the learner into the mind that no two persons are existing social order and thereby maintain the status alike. quo. CHARACTERISTICS OF THE CURRICULUM Essentialist School Progressive School Its major motivation is Its factor of motivation is discipline and considers individual achievement freedom as an outcome and believing that persons are not a means of education. naturally good. CHARACTERISTICS OF THE CURRICULUM Essentialist School Progressive School Its approach is authoritative. Uses facilitative approach. It is book-centered and Uses life-experience approach methods recommended are and methods emphasize memory work, mastery of facts individual spontaneity, problem and skills, and development of solving, and development of abstract intelligence. creative responsibility. CHARACTERISTICS OF THE CURRICULUM Essentialist School Progressive School Its measurement of outcomes Its measurement of outcome is standard tests based on and achievements are now subject matter mastery. devices taking into consideration subject matter and personality tests.  CURRICULUM DEFINITIONS Traditional Points of View Progressive Points of of View of Curriculum Curriculum Body of subjects or subject Listing of subjects, syllabi, matter prepared by the teachers course of study and list of for the students to learn. courses or specific discipline can only be called curriculum if these written materials are actualized by the learner.  CURRICULUM DEFINITIONS Traditional Points of View Progressive Points of of View of Curriculum Curriculum Synonymous to “course Total learning experiences of study”. the individual.  CURRICULUM DEFINITIONS Traditional Points of View Progressive Points of of View of Curriculum Curriculum “Permanent studies” where All experiences children have the rule of grammar, reading, under the guidance of rhetoric, logic and teachers. mathematics for basic education emphasized.  CURRICULUM DEFINITIONS Traditional Points of View Progressive Points of of View of Curriculum Curriculum Curriculum should focus on Experiences in the classroom the fundamental intellectual which are planned and enacted disciplines of grammar, by the teacher, and also literature and writing. It should learned by the students. also include mathematics, science, history and foreign language.  CURRICULUM DEFINITIONS Traditional Points of View Progressive Points of of View of Curriculum Curriculum Discipline is the sole source of Curriculum is a sequence of curriculum. potential experiences set up in schools for the purpose of disciplining children and youth in group ways of thinking and acting.  CURRICULUM DEFINITIONS Traditional Points of View Progressive Points of of View of Curriculum Curriculum Curriculum should consist Experiences in the classroom entirely of knowledge which which are planned and enacted comes from various disciplines. by teacher, and also learned by the students. CONCEPTS, NATURE AND PURPOSES OF CURRICULUM  In short, the traditionalists view it as simply a document which describes a structured series of learning objectives and outcomes for a given subject matter area and includes a specification of what should be learned, how it should be taught, and the plan for implementing/assessing the learning. CONCEPTS, NATURE AND PURPOSES OF CURRICULUM  On the other hand, the progressivists view curriculum as the total effort of the school to bring about desired outcomes in school and out-of-school situations. For you to understand better, you have to learn the following terms: Curriculum planning is the process whereby the arrangement of curriculum plans or learning opportunities are created. Curriculum plan is the advance arrangement of learning opportunities for a particular population of learners. Curriculum guide is a written curriculum plan. Curriculum laboratory is the place or workshop where curriculum materials are gathered or used by teachers or learners of a curriculum. Resource unit is the collection or suggested learning activities and materials organized around a specific topic or area which a teacher might use in planning, developing, and evaluating a learning unit. Curriculum development is the process of selecting, organizing, executing, and evaluating learning experiences on the basis of the needs, abilities, and interests of learners and the nature of society or community. It must be purposeful, planned and progressive. TYPES OF CURRICULUM  There are seven (7) types of curriculum operating in schools. But for purposes of identifying some of the types which may not be operating in schools, 10 are presented in the table  Types of Curriculum Type Description 1. Recommended Proposed by scholars and Curriculum professional organizations. The curriculum may come from a national agency or any professional organization who has stake in education.  Types of Curriculum Type Description 2. Written Curriculum Includes documents, course of study or syllabi for implementation. Made by curriculum experts with participation of teachers.  Types of Curriculum Type Description 3. Taught Curriculum The different planned activities teachers implement or deliver in the classrooms and schools, which are put into action compose the taught curriculum.  Types of Curriculum Type Description 4. Supported Curriculum Includes material resources such as textbooks, computers, audio-visual materials, laboratory equipment, playgrounds, zoos and other facilities, which support and help in the implementation of the curriculum.  Types of Curriculum Type Description 5. Assessed Curriculum This refers to a tested or evaluated curriculum. Series of evaluations are being done by the teachers at the duration and end of the teaching episodes to determine the extent of teaching or to tell if the students are progressing.  Types of Curriculum Type Description 6. Learned Curriculum Learning outcomes are indicated by the results of the tests and changes in behavior which can be either cognitive, affective or psychomotor. In other words, what students actually learn is what measured.  Types of Curriculum Type Description 7. Hidden Curriculum This is the unintended curriculum which is not deliberately planned but may modify behavior or influence learning outcomes.  Types of Curriculum Type Description 8. Concomitant Curriculum This type of curriculum may be received at church, in the context of religious expression, lessons on values, ethics or morals, molded behaviors, or social experiences based on a family's preferences.  Types of Curriculum Type Description 9. Phantom Curriculum Messages prevalent in and through exposure to any type of media plays a major part in your enculturation into the predominant meta- culture or into narrower or generational subcultures.  Types of Curriculum Type Description 10. Null Curriculum Various contents that must (Excluded Curriculum) not be taught to you. Sometimes your teacher ignores some content or skill, unknowingly. S/He may consider some idea unimportant and ignore it. HISTORICAL BASIS FOR THE CRAFTING OF THE PHILIPPINE CURRICULUM  The educational system of the Philippines has a long and complicated history.  The first comprehensive research conducted dealing with the supposed medium language of teaching was accomplished by Andrew Gonzalez (1992, 1998), who also discussed the educational system of the Philippines and its historical aspects, together with the interlocking conflicts and resulting problems of higher education in the Philippines. HISTORICAL BASIS FOR THE CRAFTING OF THE PHILIPPINE CURRICULUM  It was stated that Pilipino language is the medium of instruction in the country’s educational system, as well as a proposed alternative, ideological model of literacy which develops the critical thinking skills of Filipino students, builds cognitive and affective domains, and values their local language experience and culture. HISTORICAL BASIS FOR THE CRAFTING OF THE PHILIPPINE CURRICULUM  Curriculum policies, such as the 1987 Constitution of the Republic of the Philippines Article XIV, are usually set forth by the Department of Education, with different bulletins, circulars, memoranda, orders and plans. HISTORICAL BASIS FOR THE CRAFTING OF THE PHILIPPINE CURRICULUM  Few of the laws passed by the national legislation regarding the school curriculum: Section 3(10), Article XIV of the Constitution mandates the study of the Philippine Constitution; Section 6, Article XIV, implements Filipino as the main language of instruction; Section 19(2), Article XIV, declares that: “All the educational institutions throughout the country shall undertake regular sports activities in cooperation with athletic clubs and other sectors”. HISTORICAL BASIS FOR THE CRAFTING OF THE PHILIPPINE CURRICULUM  The Republic Act No. 4723 ordered the teaching of music in schools. The newly curriculum-specific laws designate: a)Lengthening of the school calendar from 185 to not less than 200 school day per school year; and b)Integration of concepts on human rights, the environment, dangerous drugs and computer education. THE HIGHER EDUCATION Colleges and universities were first established in the seventeenth and eighteenth centuries by Catholic orders and later by Protestant missionaries, both competing for students. The Commission on Higher Education (CHED) is a government organization which covers both public and private higher education institutions as well as degree-granting programs in all post-secondary educational institutions in the country. THE HIGHER EDUCATION Colleges are classified as tertiary institutions that traditionally offer a handful of specialized courses. State universities and colleges (SUCs), CHED- supervised higher education institutions (CHEIs), private higher education institutions (PHEIs) and community college (CCs) to be categorized as genuine must operate at least eight different degree programs. THE HIGHER EDUCATION They must present at least six undergraduate courses including a four-year course in the fields of Basic Science Mathematics, Liberal Arts, Social Sciences. A minimum of three other active and recognized professional courses resulting in government licensures. Lastly, at least two graduate-level courses leading to doctoral degrees in addition to another seven areas of requirements as ordered by CHED itself. THE HIGHER EDUCATION Compared with private universities, local government universities and colleges (LCUs) have less strict requirements. They are only expected to operate at least five undergraduate programs and two graduate-level programs. PUBLIC TERTIARY EDUCATION All public universities are non-sectarian entities and are further categorized as Local College and University (LCU) or State University and College (SUC). The national government is fully accountable for SUCs determined by the Philippine Congress. While, LCUs are governed by local government units.  The first and largest among LCUs is the Pamantasan ng Lungsod ng Maynila (University of Manila). PUBLIC TERTIARY EDUCATION The Accrediting Association of Chartered Colleges and Universities of the Philippines (AACCUP), and the Association of Local Colleges and Universities Commission on Accreditation (ALCUCOA) are the accrediting agencies for government-supported institutions. Combined, they formed the National Network of Quality Assurance Agencies (NNQAA) bestowed as the confirming agency for government-funded institutions. PUBLIC TERTIARY EDUCATION Together with the Securities Exchange Commission, the Technical Vocational Education Accrediting Agency of the Philippines (TVEAAP) was established and registered. Both AACCUP and PAASCU are involved members of the International Network of Quality Assurance Agencies for Higher Education (INQAAHE) and the Asia Pacific Quality Network (APQN).  PRIVATE TERTIARY EDUCATION Unlike with the case of public higher education, private colleges and universities may either be religion-based, sectarian or non-sectarian entities. Private educational institutions may be non-profit or profit-making. The majority of private schools are not-for-profit Catholic – to name some of them: Adamson University, Ateneo de Manila University, University of Santo Tomas.  PRIVATE TERTIARY EDUCATION Non-Catholic not-for-profit sectarian institutions also exist such as the Adventist University of the Philippines, Philippine Christian University, and Trinity University of Asia. Non-sectarian private schools, conversely, are firm registered by the Securities and Exchange Commission.  PRIVATE TERTIARY EDUCATION The Philippine Accrediting Association of Schools, College and Universities (PAASCU) and the Association of Christian Schools, Colleges and Universities Accrediting Association Inc. (ACSCU-AAI) make up a few of the voluntary accrediting agencies in the private sector and all function under the umbrella of the Federation of Accrediting Agencies of the Philippines (FAAP), a certified authorizing agency by CHED.  PRIVATE TERTIARY EDUCATION Only private institutions can be accredited by these three agencies and then certified by FAAP. Based on CHED’s Revised Policies and Guidelines on Voluntary Accreditation in Aid of Quality and Excellence and Higher Education, four levels of program accreditation exist, with Level IV being the highest.  PRIVATE TERTIARY EDUCATION At present Ateneo de Manila University and Silliman University top the university ladder on acquiring both Level IV status and institutional accreditation. CHED has also recommended guidelines, the institution’s “commitment to excellence”, “long tradition of integrity and untarnished reputation”, and “sustainability and viability of operations” are the general criteria examined by CHED.  PRIVATE TERTIARY EDUCATION Designing their own curricula, offering new programs and setting up branches or satellite campuses without having to secure permits and carry out operations without much interference from CHED are some of the privileges that come along with autonomous status. CHED regularly updates its list and is very keen on autonomous institutions.  PRIVATE TERTIARY EDUCATION On the other hand, Higher Education Institutions (HEIs) with deregulated status benefit from the same privileges as autonomous HEIs, but permits are required for new programs and campuses. FOUNDATIONS OF CURRICULUM DEVELOPMENT IN THE PHILIPPINES Historical Foundation Psychological Foundation Philosophical Foundation Social Foundation  HISTORICAL FOUNDATION  Curriculum Development in the Philippines touched on the religion, economic, political, and social influences and events that took place in the country.  Colonial rules in the Philippines tailored the curriculum to serve colonial goals and objectives.  HISTORICAL FOUNDATION  Curriculum Development in the Philippines touched on the religion, economic, political, and social influences and events that took place in the country.  Colonial rules in the Philippines tailored the curriculum to serve colonial goals and objectives. NATURE AND SYSTEM OF THE CURRICULUM IN THE PHILIPPINES ◦Pre-Spanish Period ◦The Curriculum during ◦The Spanish Period the Liberation Period ◦American Period ◦The Curriculum during the Philippine Republic ◦The Curriculum during the Commonwealth ◦The Curriculum during the New Society ◦The Japanese-devised Curriculum ◦Present (1986- present) PRE-SPANISH PERIOD Pre-Spanish Curriculum Informal education through interaction with other people. No direct teaching, no formal method of instruction Unplanned and unsystematic learning. Education is for survival, conformity, and enculturation. THE SPANISH PERIOD Spanish-devised Curriculum Consisted of the 3Rs: Reading, Writing, Religion Goals: Acceptance of Catholicism, Acceptance of Spanish Rule Schools: Parochial or Convent Schools, ungraded Reading Materials: cartilla, canon, catecismo THE SPANISH PERIOD Spanish-devised Curriculum Method of Instruction: dictation and individual memorization Curricular aims: To teach young boys and girls to serve and love God; discover what is good and proper for one’s self; enable an individual to get along well with society AMERICAN PERIOD American-devised curriculum Creation of public school system to train filipinos after the american way of life or to teach democracy as a way of life Based on the ideals and traditions of america and her hierarchy of values AMERICAN PERIOD American-devised curriculum Reading materials were about american history, development, discoveries, and people. Medium of instruction: English Primary curriculum consisted of three grades which provided body training and mental training. AMERICAN PERIOD American-devised curriculum Intermediate curriculum consisted of subjects such as arithmetic, geography, science, and english. Collegiate level included a teacher’s training curriculum appropriate for elementary mentors to replace the thomasites. Curriculum organization: separate-subject THE CURRICULUM DURING THE COMMONWEALTH Period of expansion and reform in the philippine curriculum. Courses in farming, trade, business, domestic science. The curriculum for the training of elementary teachers was expanded and elevated by the Bureau of Education from the secondary normal schools to the collegiate level. THE CURRICULUM DURING THE COMMONWEALTH Commonwealth Act 586, also known as Educational Act of 1940, recognized the elementary school system. The collegiate normal schools (1939) two years training beyond high school. Eliminated Grade VII and providing for the double single-session. THE JAPANESE CURRICULUM Japanese-devised Curriculum Included nippongo in the curriculum Abolished english as medium of instruction and as a subject All textbooks were censored and revised THE JAPANESE CURRICULUM Japanese-devised Curriculum Training was done formally though schools with emphasis on vocational, technical, agriculture Curricular content centered on values rooted for the love of labor Teaching physical education and singing japanese songs  THE CURRICULUM DURING THE LIBERATION PERIOD Great experiments in the community school idea and the use of vernacular in the first two grades of the primary schools as the medium of instruction. Schools are increasingly using instructional materials that are Philippine-oriented. The aim of education is for national development Made education relevant to the needs of the changing world or the new society (Educational Development Decree of 1972 by President Marcos) THE CURRICULUM DURING THE NEW SOCIETY Curricular changes in the Elementary Education Focused on the 3Rs Integration of values in all learning areas Emphasis on mastery learning THE CURRICULUM DURING THE NEW SOCIETY Curricular changes in the Secondary Education Increased in time allotment YDT and CAT introduced as new courses Elective offerings as part of the curriculum THE CURRICULUM DURING THE NEW SOCIETY Curricular emphases are: Moral values Proper methods of teaching Retraining of teachers Vocational and technical education Bilingualism THE CURRICULUM DURING THE NEW SOCIETY Curricular emphases are: National consciousness Cultural values PRESENT CURRICULUM 1986-Present The teaching of values was strengthen under the Program for Decentralized Educational Development (PRODED) and Secondary Education Development Program (SEDP). Education aims to promotes national development and values education. PRESENT CURRICULUM 1986-Present Implementation of NESC-addressed to civic, intellectual, and character development of the child. Implementation of RBEC. Implementation of K-12 Curriculum.  PHILOSOPHICAL FOUNDATION  Educational philosophy lays the strong foundation of any curriculum. A curriculum planner or specialist, implementer or the teacher, school heads, evaluator anchors his/her decision-making process on a sound philosophy. AIM OF EDUCATIONAL PHILOSOPHY Educational Philosophy Aim of Education Perennialism To educate the rational person; and to cultivate the intellect. Essentialism To promote the intellectual growth of the individual and educate a competent person. AIM OF EDUCATIONAL PHILOSOPHY Educational Philosophy Aim of Education Progressivism To promote democratic and social living. Reconstructionism To improve and reconstruct society; and Education for a change. ROLE OF EDUCATIONAL PHILOSOPHY Educational Philosophy Role of Education Perennialism Teachers help students think with reason. Based on the Socratic methods of oral exposition or recitation. Essentialism The teacher is the sole authority in his or her subject area or field of specialization. ROLE OF EDUCATIONAL PHILOSOPHY Educational Philosophy Role of Education Progressivism Knowledge leads to growth and development of lifelong learners who actively learn by doing. Reconstructionism Teachers act as agents of change and reform in various educational projects including research. FOCUS OF EDUCATIONAL PHILOSOPHY Educational Philosophy Focus in the Curriculum Perennialism Classical subjects, literary analysis. Essentialism Essential skill of the 3Rs and essential subjects of English, Science, History, Mathematics, and Foreign Language. FOCUS OF EDUCATIONAL PHILOSOPHY Educational Philosophy Focus in the Curriculum Progressivism Subjects are interdisciplinary, integrative, and interactive. Curriculum is focused on student’s interest, human problems, and affairs. Reconstructionism Focuses on present and future trends and issues of national and international interests. TRENDS OF EDUCATIONAL PHILOSOPHY Educational Philosophy Curriculum Trends Perennialism Use of great books and return to liberal arts. Essentialism Excellence in education, back to basics, and cultural literacy. TRENDS OF EDUCATIONAL PHILOSOPHY Educational Philosophy Curriculum Trends Progressivism School reforms, relevant and contextualized curriculum, humanistic education. Reconstructionism Equality of educational opportunities in education, access to global education.  PSYCHOLOGICAL FOUNDATION  Psychology provides a basis for the teaching and learning process. One of the reasons is, learners are not machines, and your mind is not a computer.  It is important to consider psychology in learning and developing the curriculum to ensure that you can achieve a more advanced, more comprehensive, and complete human learning. MAJOR GROUPS OF LEARNING THEORIES Behaviorist Psychology/Behaviorism Cognitive Psychology Humanistic Psychology Behaviorist All behaviors are acquired through conditioning Psychology/Behaviorism that occurs through interaction with the environment. Learning is organized in order to experience success in the process of mastering the subject matter. Method of teaching is introduced in a step by step manner with proper sequencing of task. Cognitive Psychology Focuses attention on how an individual process information, monitor and manage thinking. Learning constitutes a logical method for organizing and interpreting your learning. Practices like reflective thinking, creative thinking, intuitive thinking, discovery learning, etc., are exemplified. Humanistic Psychology Concerned with how an individual can develop human potential Learning can be explained in terms of the wholeness of the problem, where the environment is changing, and continuously reorganize one’s perceptions. Concerned with the process not the products, personal needs not subject matter, psychological meaning and environment situations, where you are exposed to experience. SOCIAL FOUNDATION  Schools exist within the social context and societal culture affects and shapes schools and their curricula.  The relationship of curriculum and society is mutual, the curricula should reflect and preserve the culture of society and its aspirations. At the same time, society should also imbibe the changes brought about by the formal institutions called schools. SOCIAL FOUNDATION  Education systems are closely tied to the institutional network of society. Thus, to understand what is taught, how it is taught and why it is taught, you need to look at the social forces that shape the curriculum.  When designing curriculum, the following questions must be addressed: SOCIAL FOUNDATION  To what extent should curriculum consider the world outside of school?  How do changes affect curriculum? SOCIAL FOUNDATION  Social foundations of the curriculum is crucial in making decisions about what should be included in the curriculum and eventually what happens in the classroom.  A curriculum should be able to prepare you for the present and the future. In other words, a curriculum should address your wants and needs by responding to social conditions locally, nationally and globally. SOCIAL FOUNDATION A content is useful; If it relates to the general body of knowledge needed by an average human beings for conducting daily life. If it is related to the specific present or future situation of the students. If it develops skill that increases the student’s success in other subject areas or in general life- decisions. SOCIAL FOUNDATION A content is useful; If it fulfills unavoidable requirements imposed by society as entry qualifications to certain vocational and professional programs. CHARACTERISTICS OF A GOOD CURRICULUM The Curriculum is continuously evolving.  It evolves from one period to another, to present.  Must have a continuous monitoring and evaluation.  Adapt educational activities and services to meet the needs of a modern and dynamic community. CHARACTERISTICS OF A GOOD CURRICULUM The Curriculum is democratically conceived.  Developed through the efforts of a group of individuals from a different sectors in the society who are knowledgeable about the interest, needs, and resources of the learner and the society as a whole.  It is the product of many minds and energies. CHARACTERISTICS OF A GOOD CURRICULUM The Curriculum is the result of a long-term effort.  A good curriculum is a product of long and tedious process.  It takes a long period of time in planning, management, evaluation and development. CHARACTERISTICS OF A GOOD CURRICULUM The Curriculum is a complex of details.  Provides the proper instructional equipment and meeting places that are often most conductive to learning.  Includes the student-teacher relationship, guidance and counseling program, health services, school and community projects, library and laboratories, and other school-related works. CHARACTERISTICS OF A GOOD CURRICULUM The Curriculum provides for the logical sequence of subject matter.  Learning is developmental.  Classes and activities should be planned.  Provides continuity of experiences. CHARACTERISTICS OF A GOOD CURRICULUM The Curriculum complements and cooperates with other programs of the community.  Responsive to the needs of the community.  Offers its assistance in the improvement and realization of on ongoing community programs.  Cooperative effort between the school and the community towards greater productivity. CHARACTERISTICS OF A GOOD CURRICULUM The Curriculum has educational quality.  Quality education comes through the situation of individuals intellectual and creative capacities for social welfare and development.  Helps the learner to become the best that he can possibly be. CHARACTERISTICS OF A GOOD CURRICULUM The Curriculum has educational quality.  Its support system is secured to augment existing sources for its efficient and effective implementation. CHARACTERISTICS OF A GOOD CURRICULUM The Curriculum has administrative flexibility.  Must be ready to incorporate changes whenever necessary.  Open to revision and development to meet the demands of globalization and digital age. THANK YOU!