Curriculum Innovations: Local Trends Salient Features of 2002 Basic Education Curriculum Integrative Teaching as a Mode of Instructional Delivery Reference: Curriculum Development by Purita P. Bilbao Ed.D., et.al.

3. Christine Anne G. Lazaro
BBTEITE 3-2N

4. Basic Education Curriculum
 It was developed through a dynamic process. It started with the
review of the existing basic education curriculum in 1997 which took
consideration worldwide trends and Philippines realities.
 The Department of Education, envisions every learner to be
functionally literate, equipped with life skills, appreciative of arts and
sports and imbued with the desirable values of a person who is
makabayan, makatao, makakalikasan, at maka-Diyos.

5. Parameters of the Basic Education
Curriculum
 Objectives
 Content
 Materials
 Teaching-Learning Process
 Evaluation

6. Salient Features of the Curriculum
 Aim : To raise the quality of education of Filipino learners
and graduates.
 Five Learning Areas:
▪ English
▪ Science
▪ Filipino
▪ Mathematics
▪ Makabayan

7. Salient Features of the Curriculum
Tool subjects
• Filipino
• English
• Science
Subjects that develop internationalism
• English
• Mathematics
• Science
Subjects that will enhance nationalism
• Makabayan
• Filipino
Makabayan – “laboratory of life”

8. Salient Features of the Curriculum
▪ In the elementary, Makabayan includes Social Studies.
Grades/Year Level Subject
Grade 1-3 Sibika at Kultura
MSEP is integrated with Sibika at Kultura
Grade 4-6 Kasaysayan at Sibika (HKS)
Edukasyong Pantahanan at Pangkabuhayan
(EPP)
Musika, Sining, at Edukasyong
Pangkatawan (MSEP)

9. Salient Features of the Curriculum
For high school, the components of Makabayan are Araling Panlipunan (AP) or Social Studies.
Grades/Year Level Subject
1st year
Philippine history and
Governance
2nd year Asian history
3rd year World history
4th year Economics

10. Integrative Teaching as Mode of
Instructional Delivery
Integrative teaching works best in the BEC. It is so because, the curriculum
is treated in a holistic manner. The process is interactive, collaborative, and
innovative.
▪ Four Examples:
➢Thematic teaching
➢Content-based Instruction
➢Focusing Inquiry
➢Generic Competency model

11. Thematic Teaching
Teaching themes organize learning around ideas.
Provides a broad framework for linking content and process from a
variety of disciplines.
May involve the whole school, a department, group of teachers.
Encourages collaboration and cooperation among all stakeholders.

12. Theme
Gives focus to the
activities.
Helps learners see
meaningful connections.
Links ideas to actions
and learning to life.
Provides coherence.

13. Simple steps in Using Thematic Based
1. Decide on a unit theme that will allow all subject areas to join.
2. Identify the major concepts to serve as a “common thread” for all the subject areas.
3. Brainstorm and list generalizations that will be derived from the study of the theme.
4. Write questions that would facilitate the understanding and mastery of the generalization.
5. For each subject area, write instructional objectives to be accomplished.
6. Identify instructional activities which will accomplish the objectives.
7. Based on the objectives, perform the activities.
8. Conduct culminating activity where all subject areas learning will be applied.
9. Design a scoring guide or rubric to assess the performance of the task in the culminating activity.

14. Content-Based Instruction
(CBI)
Integration of content learning with language
teaching
Concurrent study of language & subject matter:
– the form & sequence of language presentation
dictated by content material CBI
Language curriculum is centered on the academic
needs & interests of the learners
Aim of CBI: Developing the learners academic
language skills

15. Focusing Inquiry
An interdisciplinary approach that uses questions to organize learning
Learners become creators of knowledge rather than recipients
Contents and concepts are given less importance than the process of conducting an
investigation and communicating what was learned to others
 Instructional process is built around inquiry
Teachers guide the students to discover answers to questions
Using what learners already know as a starting point, they generate questions about
things they do not know yet
They design a method of investigation and gather information on their own

16. Focusing Inquiry Cycle
1. Frame focusing questions.
2. Present field of facts.
3. Help learners connect or relate facts.
4. Help learners generate explanatory
ideas.
5. Help learners find answers.

17. Generic Competency Model
Learners are enrolled in three to four linked or related
courses or subject areas
The links between the courses rest essentially on “generic
competencies”

18. Steps in Generic Competency
1. Decide on the generic competency (social, personal, productivity)
that will allow related competencies from the many subjects to enter
the integration process.
2. Identify the “culminating performance.”
3. Brainstorm the specific skills derived from the project that would
lead to the culminating performance.
4. Design the scoring guide criteria and standard to assess the
performance tasks preferably performance tests and portfolio.