Name of Curriculum (Content)
Country
Myanmar  Myanmar’s education reform began in 2011
when the country’s government system
changed from a military government to a
democracy.
For the secondary education sector, the
Myanmar Comprehensive Education Sector
Review (CESR) Phase 1 recommended that
curriculum reform should be conducted;
(i) to meet the needs of a technology-
based society facing rapid socio-
economic development
(ii) to improve quality, reduce overload,
remove overlap and gaps in content
coverage, and ensure continuity in
the current curriculum
(iii) to align with the planned
restructuring of school grades, and
(iv) to align the Myanmar curriculum to
the ASEAN regional standard
From (5-4-2) to KG+12(5-4-3):
 Kindergarten
 five-year-schooling for primary level
(1-5)
 four-year-schooling for lower
secondary level (6-9)
 three-year-schooling for upper
secondary level (10-12)
 Primary education is free and compulsory in
Myanmar.
 Entrance fees were eliminated for primary
schools from AY 2010-2011 and for middle
schools from AY 2013-2014.Eliminating
entrance fees for high schools starting from
AY 2015-2016.
Instruction
 Competency-based approach.
Teachers will be selective in their use of
a variety of teaching methods as
appropriate to each subject and lesson.
Teachers should be well prepared with
lesson plans that describe the intended
objectives and outcomes for each lesson.
Each lesson will provide continuity,
building on students’ prior learning.
 Child-centered approach to teaching
nationwide.
 In utilizing effective teaching learning
methods, including Child Centered
Approach, children will become
competent as long as the following
methods can be implemented:
(a) Create a supportive learning environment
(b) Encourage reflective thought and action
(c) Enhance the relevance of new learning
(d) Facilitate shared learning
(e) Make connections to prior learning and
experience
(f) Provide sufficient opportunities to learn
(g) Inquire into the teaching-learning
relationship
 Lack of teaching and learning materials,
insufficient teachers, overcrowded
classrooms, high teacher-student ratios,
overloaded curriculums, rote
memorization and exam systems are the
reasons for the failure of the Child-
Centered Approach (CCA), which has
been applied since AY 2004-2005 with
support from the Japan International
Cooperation Agency (JICA) and
UNICEF.
Assessment
 Formative assessment will
enable teachers and students
to monitor and improve their
learning achievement by
identifying areas of strength
and weakness.
 Summative assessment will
enable teachers and students
to evaluate their
achievement at the end of an
instructional period.
 Classroom-level
assessment. Formative
assessment is applied by a
written exam, giving
homework, or observing
activities at the end of each
lesson.
 School-level assessment.
First and second term-tests
and a year-end exam are
conducted for each grade as
the school-level assessment.
Depending on the results of
these three tests as well as
the classroom-level
assessment, students will be
promoted to the following
grade.
 Assessment at the
completion of each basic
education level. Conducted
yearly by using a written
exam at local level. The
exam at the completion of
middle school education,
  Subjects designed for every level from
primary to lower secondary are compulsory.
 As for upper secondary, Myanmar, English
and mathematics are compulsory, but
students then have a free choice of any three
elective subjects from physics, chemistry,
biology, geography, history, economics and
optional Myanmar.
 Primary curriculum (Kinder):should include
basic life skills such as literacy, numeracy,
hygiene, and thinking and reasoning
 Lower Primary Education (Grades 1-3): The
children in this level learn the subjects of
Myanmar and English languages,
Mathematics and Science. Additional
subjects include General Studies (natural
science, moral education and civics, and life
skills), Aesthetic Education (painting and
music), Physical Education and School
Activities.
 Upper Primary Education (Grades 4-5):
Additional co-curricular subjects includes
Social Studies (geography, history, moral
education and civics, and life skills), Basic
Science, Aesthetic Education (painting and
music), Physical Education and School
Activities
 Lessons on human rights education are
taught under Moral Education and Civics
from Grade 6 to Grade 10 and personal
hygiene/health education and environmental
education are imparted in all basic education
schools through various subjects.
 Life skills education is taught as part of the
national curriculum for the purpose of
encouraging the students to be able to live
harmoniously with the environment –
healthily, physically and mentally.
 Some still just focus on teacher-fronted
‘chalk and talk’ and the old exam-based
system.
 Believed in reflective, student centered
teaching.
 Instructors and teachers work
collaboratively at all levels to
continuously evaluate and improve
student learning.
 Primary use digital platforms for on-line
learning with hundreds of resources and
educational components to assist learners.
 National level assessment.
 There are two sample
 Assortment of variables
which assesses how much
students achieved objectives
of the middle school
education, is conducted at
regional/state levels. The
graduates are awarded the
middle school completion
certificate which allows
them to progress to high
school education. Students
who failed the exam should
take remedial courses for
their failed subject at the
respective schools and re-sit
for that subject in the next
supplementary examination
cycle.
In the end of Grade 7 at the
middle school level of basic
education, students’
achievement over the main
learning areas is assessed
regularly every year or every
other year as the national
level assessment in order to
identify the sample status of
students’ achievement.
assessment tasks, one to
probe students'
understanding of the natural
world and another to probe
their ability to inquire.
using diverse data-collection
methods, rather than the
more traditional sampling of
 Moreover, students’ personal skills, one variable by a single
interpersonal skills and communication method.
skills are motivated through the life skills  All aspects of science
curriculum, through the use of child- achievement—ability to
centered activities and through a inquire, scientific
participatory and interactive approach. understanding of the natural
 21st century skills are taught either in world, understanding of the
relevant subjects or through teaching several nature and utility of
units across the subjects. science—are measured
 Local Curriculum. (Middle School) A using multiple methods such
period that individual states/divisions, as performances and
townships or schools can decide in portfolios, as well as
consideration of their local educational conventional paper-and-
needs. The main contents dealt in local pencil tests.
curriculum are ethnic languages, their
histories and traditional cultures, local
economic condition, agricultural businesses,
basic information and communication
technology, and basic computer skills. The
contents most suitable for the local needs are
to be chosen.
 Primary science curriculum. The aim of
the Myanmar primary science curriculum is
to provide students with practical
experiences based on exploration of the
environment so that they become familiar
with and develop affection for it and also to
develop their scientific inquiry skills to gain
scientific knowledge and positive attitudes
towards science.
 Strands (Areas) in Primary Science
In primary level, there are two phases;
 G1 and G2 (Introduction with
Environment):
 Part (1) Living things &
Environment
 Part (2) Earth & Space
 G 3, G 4 and G 5 (Basic Science):
  Part (1) Living Things
 Part (2) Matter
 Part (3) Energy
 Part (4) Earth & Space
 Part (5) Environment

Philippines  President Benigno Simeon Aquino III
signed into law on May 15, 2013 The
Enhanced Basic Education Act of 2013 or
the K-to-12.
 addressing the deficiency of the Philippine
educational system particularly in the basic
education, the elementary and high school,
in order to meet the standards of the
international education criteria and for the
students to be at par with the students in
neighboring countries.
 From 6-4 to k12 (KG-6-4-2)
o Kindergarten (1yr)
o Elementary (G1-6)
o JHS (G7-10)
o SHS (G11-12)
 Each focuses on:
o Kindergarten (1yr) – learning domains
o Elementary (G1-6) – Core learning
areas; Mother tongue until G3, Science
starts on G3, EPP starts on G4
o JHS (G7-10) – Core Learning areas,
elective TLE, Exploratory TLE
o SHS (G11-12) – Core Curriculum and
Specialized Track
 CORE CURRICULUM:
Language, Mathematics, Science,
Communication, Philosophy,
Humanities, Social Science, PE and
Health
 SPECIALIZED TRACK:
 Uses the following approaches:  Learners may be assessed
multi/interdisciplinary approach, individually or
science-technology-society approach, collaboratively:
contextual learning, problem/issue-based o Individual Formative -
learning, and inquiry-based approach. Quizzes, written
 In Kindergarten, students learn the exercise, performance,
alphabet, numbers, shapes, and colors models, and electronic
through games, songs, and dances, in presentation
their Mother Tongue. o Collaborative Formative
 Discussions on issues such as Disaster – Discussion, Role
Risk Reduction (DRR), Climate Change playing, games, other
Adaptation, and Information & group activities
Communication Technology (ICT) are o Individual Summative –
included in the enhanced curriculum. Unit test, quarterly
 Activities, songs, poems, stories, and assessment.
illustrations are based on local culture, o Collaborative
history, and reality. This makes the Summative – group
lessons relevant to the learners and easy activities
to understand.  Summative assessment are
 Building Proficiency through Language classified into 3
(Mother Tongue-Based Multilingual components: Written Works,
Education) - Aside from the Mother Performance Task, and
Tongue, English and Filipino are taught Quarter Assessments
as subjects starting Grade 1, with a focus  Learners from G1-12 are
on oral fluency. From Grades 4 to 6, graded based on the given
English and Filipino are gradually components every quarter.
introduced as languages of instruction.  Core Values are also
Both will become primary languages of reflected in the grading
instruction in Junior High School (JHS) system by translating it into
and Senior High School (SHS). behavioral statements:
 Time allotted for Science is 50mins per Maka-Diyos, Makatao,
day (G3-6) and 4 hours weekly (G7-10) Makakalikasan, Makabansa
 Academic Track (ABM, STEM,
HUMSS, GAS)
TLV Track (HE, ICT, AFA, IA)
Sports Track
Arts and Design
 Curriculum is designed around the three
domains of learning science:
o understanding and applying
scientific knowledge in local
setting as well as global context
whenever possible;
o performing scientific processes
and skills, and developing; and
o demonstrating scientific
attitudes and values.
 Concepts and skills in Life Sciences,
Physics, Chemistry, and Earth Sciences are
presented with increasing levels of
complexity from one grade level to another
in spiral progression,
 Strengthening Early Childhood Education
(Universal Kindergarten)
 Making the Curriculum Relevant to
Learners (Contextualization and
Enhancement)
 Ensuring Integrated and Seamless Learning
(Spiral Progression)
 Gearing Up for the Future (Senior High
School)
 Nurturing the Holistically Developed
Filipino (College and Livelihood Readiness,
let Century Skills)
Hong Kong The Science Education Key Learning Area Learning and teaching are interactive For the learning and teaching of
(KLA) is an integral part of the school processes, which involve complex dynamic science, different modes of
curriculum that provides a wide range of relationships among students, teachers, assessment (e.g. pen and paper
learning experiences for students to: learning contexts and learning test, written assignment, oral
 develop scientific literacy with a firm environments. A good understanding of the questioning, observation, e-
foundation in science, realise the important aims and the learning targets and objectives assessment, practical
 relationship among science, technology, of the Science Education curriculum as well assessment, project work and
engineering and mathematics, and master as how students learn enables teachers to portfolio) can be adopted by
integration and application of relevant provide interesting and effective learning Science teachers to build up a
knowledge and skills across KLAs; and experiences for their students. This chapter comprehensive picture of
 develop positive values and attitudes for discusses different pedagogical approaches students’ achievements and to
personal development and for contributing to and highlights the importance of adopting provide timely and quality
a scientific and technological world in the appropriate learning and teaching strategies feedback for their ongoing
21st century and setting meaningful homework to support learning and development.
and enhance the learning and teaching of
Entitlement of Students science and to embrace learner diversity. a) Pen and Paper Test
 All students from Primary 1 to Secondary 3 There are also suggestions on the use of the Pen and paper tests have been
are entitled to science education. At the updated Four Key Tasks, STEM-related widely employed as the major
primary level, the science learning elements activities and life-wide learning activities to mode of assessment in schools.
are included in different strands of the foster students’ whole-person development However, the prolonged
General Studies curriculum. Students and promote the MRE of the ongoing reliance on this mode has a
develop their interest in science and basic renewal of the school curriculum. narrowing effect on both
scientific knowledge and science process learning and teaching.
skills to facilitate their progression to Schools may refer to Chapter 4 of the Basic b) Written Assignment
learning in secondary schools. Education Curriculum Guide (Primary 1 - 6) Written assignments provide
 At the junior secondary level, the Science (2014) and Booklet 3 of the Secondary information about students’
(S1-3) curriculum enables students to further Education Curriculum Guide (Secondary 1 - progress, efforts, achievements,
develop their scientific knowledge and skills 6) (2017) for more ideas on learning and strengths and weaknesses.
and provide a firm foundation for them to teaching approaches and strategies. Teachers are encouraged to use
pursue their studies at the senior secondary it as a tool for formative
level. Direct Instruction assessment. The scores or
 At the senior secondary level, students canThis approach concerns explicit teaching of grades for written assignments
extend their learning by studying one or the knowledge and skills of the Science can be part of the record of
more Science elective subjects including subjects. Teachers introduce new concepts students’ progress in learning
Biology, Chemistry, Physics, Science (Mode and demonstrate new skills. Modelling and science.
I: Integrated Science; Mode II: Combined thinking-aloud are the crucial elements in c) Oral Questioning
Science) and/or by engaging in science- the learning and teaching process. Teachers Through oral questioning,
related learning activities. pose questions, check for understanding, and teachers gain specific
draw connections between key concepts information on how students
An open and flexible curriculum framework is while making the thinking process visible to think in certain situations.
adopted for the Science Education KLA. The students, so that students can learn to apply Students’ responses often
main components of the curriculum are: the same thinking strategy to other topics provide clues to their strengths,
and problems of similar nature. weaknesses, level of
understanding,
Inquiry Learning
- scientific knowledge and science process Inquiry learning emphasises the misunderstandings, interests,
skills, which are expressed in the form of development of thinking skills through attitudes and abilities.
learning targets and learning objectives. posing challenging questions for students, d) Observation
and engaging them in investigation, While students are working in
The major learning elements of the Science discussion, reflection and making groups or individually, teachers
Education curriculum are arranged into six connections in learning. can observe and note different
strands: aspects of their learning.
- Scientific Investigation Co-construction e) e-Assessment
- Life and Living Co-construction empowers students to e-Assessment provides
- The Material World generate knowledge, meaning and immediate feedback to students
- Energy and Change understanding as they work collaboratively and can be used for both
- The Earth and Beyond with teachers, their peers and the wider formative and summative
- Science, Technology, Society and community in the form of learning assessments.
Environment (STSE) partnerships. To enhance the learning of f) Practical Assessment
science and to make science interesting, To have a comprehensive
Elements of Science, Technology, Engineering relevant and important to students, learning assessment of students’
and Mathematics (STEM) education are and teaching strategies such as practical attitudes and practical skills,
embedded in the Science Education curriculum work, investigation, discussion, role-play, Science teachers should carry
framework to emphasise the increasing debate, context-based learning, problem- out practical assessments over a
importance of integrating and applying based learning and project learning could be period of time and based on
knowledge and skills within the Science adopted. students’ performance in
Education KLA and across KLAs. Other Major practical work during class
Renewed Emphases (MRE) of the ongoing time, scientific investigations as
renewal of the school curriculum including When selecting a pedagogical strategy, well as in practical tests.
Information Technology in Education (ITE) teacher should note the importance of the g) Project Work
and Language across the Curriculum (LaC) are alignment between the curriculum, Project work allows students
also included in the curriculum framework to pedagogy and assessment, and attention not only to exercise their
highlight their relevancy and importance in needs to be given to the following: practical skills and apply what
science education. how to build on students’ prior knowledge they have learned in science and
and experiences; other disciplines including
The three interconnected components of the whether the lesson or series of lessons mathematics and technology,
curriculum framework: covers adequately in terms of breadth and but also to employ various skills
 Knowledge in Key Learning Areas depth, what is worth learning as set out in the and thinking processes such as
 Generic Skills curriculum; and identifying problems,
 Values and Attitudes what specific learning, teaching and formulating hypotheses,
assessment strategies should be used to designing and implementing
facilitate, monitor, inform and improve strategies, and evaluation.
Subjects of the Science Education KLA learning.
h) Portfolios

Primary Level
- General Studies (Primary 1 - 6)
Junior Secondary Level
- Science (Secondary 1 - 3)
Senior Secondary Level
- Biology (Secondary 4 - 6)
- Chemistry (Secondary 4 - 6)
- Physics (Secondary 4 - 6)
Roles of Science Teachers
In order to create a dynamic and engaging
learning environment for the 21st century
learners, Science teachers need to perform
multiple roles in motivating, facilitating and
enabling learning in varied learning contexts
to cater for students’ diverse learning needs
and to achieve the specific targets set for
different key stages of learning.
A portfolio is a purposeful
collection of a student’s work
that demonstrates his/her
knowledge and understanding,
process skills, value and
attitudes in a given area of
study.

Science Roles of Students

Mode I: In a rapidly changing world and an
Integrated Science (Secondary 4 - 6) information-intensive environment, students
Mode II: need to build up self-directed and lifelong
Combined Science (Secondary 4 - 6) learning capabilities that enable them to
have an ever-increasing capacity to learn,
The Curriculum Framework make sense of new information, construct
An open and flexible curriculum framework is knowledge, work with others and realise
adopted for the Science Education KLA. For their own potential. Self-directed learners
the purpose of curriculum planning and can optimise and maximise their learning
organisation, the major learning elements of the through the development of learning
Science Education curriculum are arranged into partnerships that engage them in purposeful
six strands, namely collaboration and exploration with their
Scientific Investigation peers and teachers, which also contributes to
Life and Living deep and meaningful learning.
The Material World
Energy and Change
The Earth and Beyond
Science, Technology, Society and
Environment
Philippine Science Curriculum Summary

Grades 3-4
RESOURCES:
(2018). 2018 Review and Updates on the K-12 Curriculum in the Philippines. Retrieved from https://www.ciit.edu.ph/k-12-curriculum-in-the-
philippines/
Calderon, M. T. (2014). A critique of k-12 Philippine education system. International Journal of Education and Research. Retrieved from
http://www.ijern.com/journal/2014/October-2014/42.pdf
Department of Education. (2012). DO 31, S. 2012 – policy guidelines on the implementation of grades 1 to 10 of the k to 12 basic education
curriculum (bec) effective school year 2012-2013. Retrieved from http://www.deped.gov.ph/wp-content/uploads/2012/04/DO_s2012_31.pdf
Department of Education. (2015). DO 8, S. 2015 – policy guidelines on classroom assessment for the k to 12 basic education program. Retrieved
from http://www.deped.gov.ph/wp-content/uploads/2015/04/DO_s2015_08.pdf
Myanmar National Curriculum Framework (5th version) . (2018, September 27).
Official Gazette. (n.d.). WHAT IS K TO 12 PROGRAM? Retrieved from https://www.officialgazette.gov.ph/k-12/
Soe, M. Z., Soe, M., Aye , N., & Mon, N. (2017). Reform of the Education System: Case Study of Myanmar. Parliamentary Institute of Cambodia.
The Curriculum Development Council. (2017). Science Education Key Learning Area Curriculum Guide Retrieved from:
SE_KLACG_eng_draft_2017_05.pdf