2010 Secondary Education Curriculum in English

6955 Words Apr 18th, 2012 28 Pages
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

INTRODUCTION
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
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B. Products and Performances, which are the evidence of students’ learning and a demonstration of their conceptual understanding, and content and skill acquisition Stage 3 A. Learning Plan, which details the instructional activities that students will go through to attain the standards A.1. Instructional Activities, which are aligned with the standards and are designed to promote attainment of desired results. Questions to guide the review of Stages 1 to 3 are provided in Annex B. A series of consultations with critical stakeholders: students, teachers, school heads, parents, supervisors, industry, local government officials, the religious, and experts from the academe, among others, were made to validate and further refine the formulation of standards, the essential understandings, the essential questions, and the assessment criteria and the tools to measure students’ products

and performances. Workshops were conducted to draft the curriculum documents, write the instructional plan and develop lesson exemplars. Teachers were trained and school heads from the 23 identified pilot schools underwent capacity-building to prepare them for the management of the try-out of the curriculum. The schools were identified based on their location (i.e., Luzon, Visayas, Mindanao) and the type of program (i.e., regular high school, specialist high school) they offer. Meetings with school heads and classroom visits were made on a quarterly basis to
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