ELEMENTS of

CURRICULUM DESIGN
and CONSTRUCTION

KENNETH BONIFACIO

Primarily there are four elements to curriculum design and construction. These elements may deem
relevant when used in evaluating curricula.
SCOPE
Scope refers to the content of the curriculum. It pertains to the things the curriculum covers. It
may include the topics, the activities, and the learning experiences which may seem appropriate in
achieving the goals of the curriculum.
Let us analyze a sample curriculum. The Bachelor of Science in Statistics major in Actuarial
Science program of De La Salle University, Manila is inclined to the following objectives:
1.)

To prepare the student for graduate studies in either theoretical or applied statistics, or
in other related field

2.)

To prepare the student for a teaching career in statistics up to the junior

undergraduate level

3.)

To prepare the student for immediate work as professional statisticians at the

supervisory/managerial level in business, industry, government, engineering and
consulting firms, health care organizations, insurance companies, and research
institutions

As seen, the goal of the curriculum in general is to produce market competitive statisticians
and/or actuaries. Now, let us check a few subjects, activities, and special features the program offers:
Some statistics based subjects:
-

Introduction to Statistics 1 (INTSTA1) - A course covering descriptive statistics, basic

rules of probability, discrete probability distributions, normal distribution, sampling
distributions, confidence intervals and tests of hypotheses for means, difference of
means and variance, t and chi-square distribution and proportion.

Statistical Theory 1 (STATHE1) - A course in probability theory. Topics include, the

concept of sample space and events, conditional probability, probability density
function, cumulative distribution functions, mathematical expectations, joint and
marginal distribution and functions of several random variables. Special distributions
such as uniform, binomial, poission, geometric, gamma, beta, exponential, normal
distributions, etc., are covered.

Sampling Theory (SAMPTHE) - A course introducing the student to the basic

principles of sampling. This course includes the steps to be undertaken in conducting
sample surveys, theoretical discussions, on the different sampling designs (simple
random sampling, and multi-staged cluster sampling), estimation procedures using the
various designs, sample size estimation as well as variance reduction techniques.

Some Actuarial Science based subjects:

-

Life Contingencies 1 (LIFECO1) - A course that covers single life functions, the
measurement of mortality, life annuities, life insurance, net annual premiums, and net
level premium reserves.

Actuarial Topics (ACTOPIC) - A course that covers the estimation of tabular survival
models from complete and incomplete data samples study design using moment and
maximum likelihood procedures; estimation of parametric survival models, estimation of
survival models from general population theory and graduation of life tables.

Other subjects:
-

Computer for Math 1 (COMMAT1) - This course covers the fundamentals of logic
formulation and their implementation using the Turbo Pascal programming language.
Topics discussed in the course includes simple data types, arithmetic operators, built-in
functions, assignment operation, IO operation, _oolean expressions, conditional
statements, looping structures, compound statements, procedures and functions,
parameter passing, arrays and scoping.

Thesis Writing 1 (THSMTH1) - Introduction to research techniques and research

topics. The student is required to submit a thesis proposal.

Activities:
-

A summer practicum is required to give students the opportunity to apply the theories
and concepts learned inside the classroom to real-world problems. At the same time,
the students are exposed to the workplace environment to help them get employment
after graduation.

Special features of the course:

-

It takes only 10 terms (or 3 years and 1 term) to complete the program as compared to
the regular 4-year statistics programs of the other schools.

This program has a specialization in actuarial science which makes it in effect some
kind of a double-degree program in statistics and actuarial science. Hence, graduates
of this program could become statisticians and/or actuaries. Furthermore, with enough
students and resources in the future, other areas of specialization may be offered such
as statistical computing, biostatistics, epidemiology, market research, statistical process
control, statistical consulting, etc.

This statistics program is mathematics-based which gives the students a more solid
foundation in terms of the theories in mathematics and statistics. Graduates of this
program are expected to be well-prepared for and more capable of pursuing graduate
studies in statistics compared to the regular statistics graduates of other schools.

Students of this program are provided with adequate support in terms of faculty
capability; textbooks, journals and references; and computer facilities (hardware and
licensed software) at the Mathematics and Statistics Computing Laboratory (MSCL),
STRC 316.

The contents of the curriculum are properly chosen to meet the specified objectives. The subjects
establish the theories, concepts and skills needed. The activities provided are applications of such
theories.

SEQUENCE
Sequence is the arrangement or the distribution of the scope in the curriculum. Usually, it is given
in reference to a standpoint in time. The sequence is usually in an ordered progression of skills and
knowledge across grade levels. It depends on the program goals and the curriculum model.
Four different ways to approach the sequence of a curriculum may be as follows:
-

Simple to complex learning

Prerequisite learning
Whole to part
Chronological learning

Each way is not mutually exclusive, and each may be incorporated in the design.
Let us look at an outline of the scope and sequence of the 2002 Basic Education Curriculum for
secondary level mathematics.
Elementary algebra (first year)
1.) measurement
2.) real number system
3.) algebraic expressions
4.) first degree equations and inequalities in one variable
5.) linear equations in two variables
6.) special products and factors
Intermediate algebra (second year)
1.) system of linear equations and inequalities
2.) quadratic equations
3.) rational algebraic expressions
4.) variation
5.) integral exponents
6.) radical expressions
7.) searching for patterns in sequences: arithmetic, geometric, etc.
Geometry (third year)
1.) geometry of shape and size
2.) geometric relations
3.) triangle congruence
4.) properties of quadrilaterals
5.) similarity
6.) circles
7.) plane coordinate geometry
Advance algebra, trigonometry, and statistics (fourth year)
1.) functions
2.) linear functions
3.) quadratic functions
4.) polynomial functions
5.) exponential and logarithmic functions
6.) circular functions and trigonometry
7.) triangle trigonometry
8.) statistics

It can be seen that the approaches are incorporated in how the subjects are arranged.
Prerequisite learning and simple to complex learning are the evident approaches in the curriculum outline.
CONTINUITY
Continuity is the planned repetition of content at successive levels in which each level is more
complex than the previous one. This provides students the opportunities to revisit knowledge and skills in
more in depth as they go through the years. This also reinforces the possibly repeated skills.
Continuity can be in the subject matter, but can also be in other skills such as team working, and
problem solving.
Let us look at a part of the 2002 Basic Education curriculum for the elementary level science. One
of the continuing topics in the curriculum is the concept of Energy. However, each grade level focuses
on different aspects of energy, and each succeeding grade level appears to be more difficult than the
former level.

GRADE 3

GRADE 4

GRADE 3

GRADE 4

INTEGRATION
Integration is the blending, fusion or unification of disciplines. It integrates various subjects
together, and concepts in one subject may be applied in another. However, the integration is not solely
limited to the concepts in the curriculum; it also involves integrating academic concepts to real situations
and values.
Once again, let us look at a part of the 2002 BEC. It has been stated that Values Education has
been integrated in all subjects in the curriculum. Particular subjects also give specific focus to certain VE
subjects.

OTHER CURRICULUM DESIGN ELEMENTS INCLUDE:

-

CORRELATION: the relationship between two subjects, while maintaining the

distinctiveness of the two (e.g. geometry and trigonometry as separate subjects in the
Third Year level of Manresa School)

BALANCE: the equitable assignment of content, time, experiences and other elements
(e.g. cognitive, affective and psychomotor, which would be discussed further later)

SCALE: the relation of school size to the curriculum (e.g. limiting the number of
applicants in extra curricular organizations)

CAPACITY: the ability of the workers, in this case the teachers, to carry out the
necessities of the curriculum

SOURCES:
2002
Basic
Education
Curriculum.
Scribd.
Last
viewed
<http://www.scribd.com/doc/35943746/2002-Basic-Education-Curriculum >.

December

5,

2010

BEC Science. .docstoc: Documents for Small business and Professionals. Last Viewed December 5,
2010 <http://www.docstoc.com/docs/56715738/BEC-Science >.
Compilation
in
Curriculum.
Scribd.
Last
viewed
<http://www.scribd.com/doc/18353723/Compilation-in-Curriculum >.

December

5,

2010

Department of Education. Operational Handbook on Mathematics. Last viewed December 5, 2010

<http://docs.google.com/viewer?
a=v&q=cache:imLgIJ2P8gAJ:202.91.162.20/barobonhs/mathematics.pdf+basis+scope+and+sequence+o
f+curriculum&hl=en&gl=ph&pid=bl&srcid=ADGEESgxIUY9X8joRrfL2CxTTvxcDcN1FbXc_2VJP_uYiVm6I
vUpcTbhccDbsaavDIZSqpN3YcNhpGUcG6Pz2Au0JtXZph0orhXcNFJ0B5DtadztUZ6OD41sHibFJb_d8bgrkwVso8g&sig=AHIEtbS4meZdy8lC0rs2Yaw9JmFvvXTCPg>.
Hewitt, Thomas. Understanding and Shaping the Curriculum: What We Teach and Why?. California: Sage
Publishing Inc., 2006.
Olivia, Peter. Developing the Curriculum. 5th ed. New York: Longman, 2001.
ONeill, Geraldine. Program Design: Coherence, Sequence, and Integration in a Program. 2010. UCD
Teaching and Learning / Resources. UCD Dublin. Last viewed December 5, 2010
<http://docs.google.com/viewer?
a=v&q=cache:gNArt3vHtZAJ:www.ucd.ie/t4cms/ucdtlp0065.pdf+curriculum+scope+articulation+continuity
+powerpoint&hl=en&gl=ph&pid=bl&srcid=ADGEEShj1lVcEdrlZIwGLZewo9iXjYJZ7ogyqIjJwCYJ3Qw9jT_QM5gnfBXri7wUC16aPVcchrenb8DcyowvIOrKzDyGoO6Sd7EQsYssiHXbLdtXvcNR7xc
wUWPlyGDcAFWHn_jTvJF&sig=AHIEtbTES44QA4ch9IztAktcuspqDoYZDA>.
http://www.dlsu.edu.ph/academics/programs/undergraduate/cos/mth-stats.asp

Selection of Objectives
Deriving Objectives from philosophy
Philosophy

Purposes/Aims

Goals

Objectives

Aims, Goals, and Objectives of Different Educational

Philosophy
Aim
Goal
Perrenialism
Cultivate the
Transmit
intellect
unchanging
knowledge
Essentialism
Educate the
Master essential
competent
skills and
person
knowledge
Humanism/Progressivis Develop the
Promote selfm
human potential
actualization
Reconceptualism
Reconstructionism

Develop the
personality
Improve society

Promote selfknowledge
Develop skills
and knowledge
needed for
change

Philosophies
Objective
Demonstrate
knowledge
gained
Demonstrate
knowledge and
skills gained
Apply problemsolving in daily
life
Allow selfexpression
Apply knowledge
and skills to
change society

Philosophy of Education in the Philippine Setting

3 important complementary time-bound approaches or Hermeneutics in
contextualizing a philosophy of education in the Philippine setting:
1. Hermeneutics of the retrieval that pertains to the past
-based on the past, as defined by Gonzalez, focuses on the ideas, beliefs, value
system, norms, and the behavior of the Filipinos before the coming of the Spaniards
and the Americans.
2. Hermeneutics of the actual that focuses on the present
-because Philippines are colonized by many other countries, it resulted to the
Filipinos mixed world-view and a belief system with conflicting ideologies that lack
integration.
3. Hermeneutics of the potential which concerns the future
-it is necessary to align the purposes of education towards liberation of the masses
from poverty and powerlessness.
Taxonomy of Objectives
Cognitive: the most-used of the domains, refers to knowledge structures. It
can be viewed as a sequence of progressive contextualization of the material.
(Based on Bloom, 1956)

Knowledge: Recall data or information.

Comprehension: Understand the meaning, translation, interpolation, and
interpretation of instructions and problems. State a problem in one's own words.
Application: Use a concept in a new situation or unprompted use of an abstraction.
Applies what was learned in the classroom into novel situations in the work place.
Analysis: Separates material or concepts into component parts so that its
organizational structure may be understood. Distinguishes between facts and
inferences.
Synthesis: Builds a structure or pattern from diverse elements. Put parts together
to form a whole, with emphasis on creating a new meaning or structure.
Evaluation: Make judgments about the value of ideas or materials.
Affective: the Affective domain has received less attention, and is less
intuitive than the Cognitive. It is concerned with values, or more precisely
perhaps with perception of value issues, and ranges from mere awareness
(Receiving), through to being able to distinguish implicit values through
analysis. (Kratwohl, Bloom and Masia (1964)
Affective Domain

Receiving: Awareness, willingness to hear, selected attention.

Responding: Active participation on the part of the learners. Attends and reacts to
a particular phenomenon. Learning outcomes may emphasize compliance in
responding, willingness to respond, or satisfaction in responding (motivation).
Valuing: The worth or value a person attaches to a particular object, phenomenon,
or behavior. This ranges from simple acceptance to the more complex state of
commitment. Valuing is based on the internalization of a set of specified values,
while clues to these values are expressed in the learner's overt behavior and are
often identifiable.

Organization and Conceptualizing: Organizes values into priorities by

contrasting different values, resolving conflicts between them, and creating a
unique value system. The emphasis is on comparing, relating, and synthesizing
values.
Characterizing by Value or Value Concept: Has a value system that controls
their behavior. The behavior is pervasive, consistent, predictable, and most
importantly, characteristic of the learner. Instructional objectives are concerned with
the student's general patterns of adjustment (personal, social, emotional).
Psychomotor: the psychomotor domain pertains to physical movement
which may involve reflex, basic, or skilled movements as well as perceptual
abilities and non-discussive (non-verbal) communication.
Harrow (1972) developed taxonomy of objectives for the psychomotor domain with
the following categories:
1. Reflex movements include segmental reflexes (involving one spinal
movement) and intersegmental reflexes (involving more than one spinal
segment).
2. Fundamental movements refer to walking, running, jumping, pushing, pulling
and manipulating.
3. Perceptual abilities involving kinesthetic, visual, auditory,, tactile and
coordination abilities.
4. Physical abilities include endurance, strength, flexibility, agility, reactionresponse and dexterity.
5. Skilled movements are concerned with game, sports, dances and the arts.
6. Non-discussive communication relates to expressive movement through
posture, gestures, facial expressions and creative movements.
Selection of Content
-Depending on the level of the curriculum, context can have different meanings. *It
can mean a list of subjects for program or year level as the content of the
secondary curriculum and the elementary curriculum.
*It can also refer to a discipline, such as Science and Mathematics.
*And it can also denote a specific subject such as Biology, Algebra and History.
The Present Curriculum
The New Secondary Education Curriculum (NSEC) contains subject areas intended to
provide general education:
1.
2.
3.
4.
5.
6.
7.

Communication Arts
Social Studies
Science and Technology
Mathematics
Values Education
Technology and Home Economics (THE)
Physical Education, Health and Music (in 4 th year HS it also includes
Citizenship Advancement Training or CAT program)

Other Criteria for the Selection of Content

Relevance- If the content is to be useful; it must be relevant and significant.

Balance- the two major polar goals of education deals with what is constant at one
end of the pole and what is changing at the other end.
Validity- this refers to accuracy or inaccuracy of the content which is a
straightforward criterion. However, validity should also be cross referenced against
the selected goals and objectives.
Learnability- content should be selected in consideration with the level of
development of the learners.
Feasibility- this criterion considers resources (i.e. human, physical and financial),
tome allotment school calendar, enabling legislation, and public support as
important aspects in Curriculum Planning.

Prepared By:
Neslita C. Villanueva
II-31 BSE- Physics

Steps in Designing: Selection of Learning Experiences

A learning experience is defined as the interaction between a student and external
conditions found in an environment. It should evoke the desired responses (behavioral change) in
the student or exemplify some cultural or psychological value. Learning experiences are valid if
they create the intended outcomes knowledge, understanding, normative social behaviors, selfreliance, attitudes, values and physical skills. Your choice of learning experiences should be also
influenced by your desire to satisfy your students needs.
Criteria for selection of learning experiences
1. Purposes Served
The learning experience should foster total student development in the cognitive,
affective, and psychomotor domains. You will find it useful to classify learning
experiences according to these three when designing your curriculum.
2. Capability and Interest
Learning experiences should be directed toward behaviors that are within the
students range of capability. Without some indication that the student has the
background necessary for successful completion of the activity, failure and
unfulfilled objectives result. Knowledge of the students previous and present
abilities helps determine whether the intended learning is feasible. Learning
experiences that match students developmental readiness enhance curiosity and
interest in learning.
3. Potential for Success
You should always attempt to select learning experiences in which students can be
successful. Students who do not experience success may try to avoid the targeted
behavior or lose their motivation to learn.
4. Match with Objectives
Learning experiences should match the content referred to in the objective and
offer activities at the level of behavior called by the objective.
5. Student Needs
As in the selection of content, curriculum developers agree that there are criteria for the selection
of learning experiences that should guide the curriculum developers such as a) appropriateness,
b) feasibility, c) variety, and d) optimal value. (Ornstein and Hunkins, 1988; Wiles and Bondi,
1984; Zias, 1976; Taba, 1962; Tyler,1949)
Appropriateness
The learning experiences should be appropriate and suitable to the content, objectives,
domain, and the level of development of the learners.
These learning experiences should provide opportunities for learning the content,
developing thinking and psychomotor skills, understanding concepts, and
reflecting on desirable values and attitudes.

They should facilitate and promote learning in the different domains (cognitive,
affective, and psychomotor) and motivate students to learn the content.
They should be within the level of the developmental stage of the learners to
perform and understand the activities, and should consider students needs and
interests.

Feasibility
The selection of the learning experiences should be feasible in terms of time,
qualification and experience of the staff, available resources (within and outside the school),
safety, and legal considerations. The planning on what methods to use for instruction and the
activities to include in the lesson should consider all these important factors t avoid frustration as
well as legal problems.
Variety
Different disciplines and domains require different activities and methods. Sometimes,
when the same methods and activities are employed for the different learning areas, the interest
and enthusiasm of the learners decrease. On the other hand, there are empirical pieces of
evidence to support the effectiveness of innovations, creative strategies and new experiences in
generating interest and motivating students to learn even difficult materials.
Optimal Value
Learning experiences should encourage the learners to continue learning on their own,
broaden their interests and perspectives, and apply the knowledge and skills they develop in outof-school situations.
Other Criteria for Selection of Learning Experiences
1. Can the experience bring optimum benefit to the learners?
2. Does the experience help meet the evident needs of the learner?
3. Are the learners likely to be interested in the experience?
4. Does the experience encourage the learners to inquire further?
5. Does the experience stimulate the learners to engage in higher levels of thinking and
reasoning?
6. Does the experience involve the use of different senses and sense perceptions?
7. Does the experience approximate real life situations?
8. Is the experience in accord with the real life patterns of the learners?
9. How contemporary is the experience? Is it timely and relevant?
10. Do the experiences provide for the attainment of a range of instructional objectives?

Grade Placement

Heres the sample of policy of grade placement from Brent International School in Subic:
The School reserves the option of placing a student into an appropriate grade
and class section. Students are assigned to an instructional level according to five categories:
previous school records, performance on achievement tests, physical and emotional maturation,
and any relevant data requested by the Registrar to help determine grade eligibility.
The next example is the age requirements for grade placement from Nagoya International
School in Japan.

Age Requirements (for the 2010-2011 school year)*

*The 2010-2011 school year is tentatively scheduled to start on August 23, 2010
ELC (Early Learning Center)

ELC Preschool 3: Born between September 1, 2006- August 31, 2007

ELC Preschool 4: Born between September 1, 2005 - August 31, 2006
ELC Kindergarten: Born between September 1, 2004 - August 31, 2005

Elementary School

Grade 1: Born between September 1, 2003 - August 31, 2004

Grade 2: Born between September 1, 2002 - August 31, 2003
Grade 3: Born between September 1, 2001 - August 31, 2002
Grade 4: Born between September 1, 2000 - August 31, 2001
Grade 5: Born between September 1, 1999 - August 31, 2000

Middle School

Grade 6: Born between September 1, 1998 - August 31, 1999

Grade 7: Born between September 1, 1997 - August 31, 1998
Grade 8: Born between September 1, 1996 - August 31, 1997

High School

Grade 9: Born between September 1, 1995 - August 31, 1996

Grade 10: Born between September 1, 1994 - August 31, 1995
Grade 11: Born between September 1, 1993 - August 31, 1994
Grade 12: Born between September 1, 1992 - August 31, 1993

* A birth certificate, passport, or affidavit is required to verify the date of birth.

* The school reserves the right to request an appropriate evaluation supporting early or late
admission for students not meeting the age requirements.

Time Allotment
Heres is the sample of time allotment in the curriculum of high school in St.
Scholasticas College.
Curriculum/Course Offerings

High School

Curriculum/Course Offerings and Time Allotment

Subject
CLE (Christian
Living
Education)

First Year

Second Year

Third Year

Fourth Year

Old Testament
1 unit/3 hrs.

New Testament
1 unit/3 hrs.

Church and Sacraments

1 unit/3 hrs.

Religion Extension
Program:
Christian Morality
1.3 units/4 hrs.

"Alive and Life-giving "Free and Responsible "Community Building

in the Father"
with Christ"
and Loving in the Spirit"

English
Communication Arts
English 1
1.7 units/5 hrs.

Communication Arts
English II
1.7 units/5 hrs.

Communication Arts
English III
1.7 units/5 hrs.

Communication Arts
English IV
1.7 units/5 hrs.

Literature: Philippine
Literature and
Developmental
Reading
0.68 unit/2 hrs.

Literature:
Afro-Asian Literature
and Developmental
Reading
0.68 unit /2 hrs.

Literature: World
Literature and
Functional Reading
0.68 unit/2 hrs.

Literature:
Emergent Literature
and Gender Reading
0.68 unit/2 hrs.

Prelude to Oral
Effective Oral
Strategic Competence
Presentations,
and Sentence Writing Paragraph Writing and
1.02 units/3 hrs.
Basic News Writing
1.02 units/3 hrs.

Public Speaking,
Logical Thinking
and Guided
Composition
Writing
1.02 units/3 hrs.

Debate and
Research Paper
Writing
1 unit/2 hrs.
Oral Defense
1.02 unit/3 hrs.

Filipino
Communication Arts
Filipino I
1 unit/3 hrs.

Communication Arts
Filipino II
1 unit/3 hrs.

Communication Arts
Filipino III
1 unit/3 hrs.

Communication Arts
Filipino IV
1 unit/3 hrs.

Wika at Panitikan Wika at Panitikan Wika at Panitikan Wika at Panitikan

(Ibong Adarna) (Florante at Laura) (Noli Me Tangere at

El Filibusterismo)

Mathematics

1 unit/3 hrs.

1 unit/3 hrs.

Elementary

Intermediate
Algebra
1.7 units/5 hrs.

Algebra
1.7 units/5 hrs.
Science and
Technology

Science and
Technology I
1.7 units/5 hrs.

PEHM (Physical
Education,
Health and
Music)

Advanced Algebra and

Statistics
1.7 units/5 hrs.

Chemistry

Physics

Philippine History,
Government and
Constitution
1 unit/3 hrs.

World History I
Asian Perspective
1 unit/3 hrs.

World History II Global

Perspective
1 unit/3 hrs.

Consumer Economics
1 unit/4 hrs.

PEHM I
1 unit/3 hrs.

PEHM II
1 unit/3 hrs.

PEHM III
1 unit/3 hrs.

PEHM IV
1 unit/3 hrs.

P.E.: Gymnastics/
Emergency
Preparedness and
Outdoor Education

P.E.: Social Dances

and Sports
Management

P.E.: Philippine
P.E.: Team Sports
Folk Dance and and Foreign Folk
Basic Swimming/
Dances
Individual Sports
Health: Alternative
Health Care and SelfHealing
Music: Basic Rudiments
of Music in the
Philippine Context

THE
(Technology
and Home
Economics)

Geometry and
Trigonometry
1.7 units/5 hrs.

Science and Technology Science and Technology Science and Technology

II
III
IV
1.7 units/5 hrs.
1.7 units/5 hrs.
1 unit/3 hrs.

General Science: Biology: Study of

Basic Physical and Living Organisms
Earth Sciences
Social Studies

(Ibong Mandaragit)

Health: Adolescent
Sexuality
Music: Afro-Asian
Latin American
Music

Health: Marriage
and Family Life
Education
Music: History of
Western Music

Health: Maternal
and Child Care,
Caring for the
Elderly
Music: Rudiments
of Song Writing

Technology and
Technology and
Technology and
Technology and
Livelihood Education I Livelihood Education II Livelihood Education III Livelihood Education IV
(TLE)
(TLE)
(TLE)
(TLE)
1 unit/3 hrs.
1 unit/3 hrs.
1 unit/3 hrs.
0.67 unit/2 hrs.

Home
Management and
ArtsComputer

Creative Arts:
Computer
Education:
Computer

Culinary Arts
Computer
Education: Web
Development

Entrepreneurship
Computer Education:
Computer Programming

Education: Internet
Essentials

Animation

Elective
Introduction to
Business and
Accountancy
Introduction to
Hotel and
Restaurant Mgt.
Introduction to
Psychology
Mandarin as a
Language
Environmental
Education
Introduction to
Visual Arts
Introduction to
Media Education
Total Units

10.1 units/
30 hours

10.1 units/
30 hours

10.1 units/
30 hours

10.74 units/
33 hours

Sources:
http://www.ssc.edu.ph/sscweb/HS%20-%20Current%20Stud/Curriculum%20Offerings.html
http://depedteacher.blogspot.com/2009/05/10-suggested-criteria-for-selection-of.html
http://www.brentsubic.edu.ph/Admissions05.html
http://www.nagoyais.jp/nis/admissions/admissionsinfo/placement
http://books.google.com.ph/books?
id=O30q1APs_tkC&printsec=frontcover&dq=developing+the+physical+education+curriculum&
source=bl&ots=oTXJxunPUR&sig=tOdhuCWXYmQiAAAuCu4zO__bJXI&hl=en&ei=Z3IJTZ
OGApHMrQe7_v3UDg&sa=X&oi=book_result&ct=result&resnum=4&ved=0CCQQ6AEwAw
#v=onepage&q&f=false

Prepared by:
Jason Mark S. Garcia
II-31 BSE Physics