2010

Secondary
Education
Curriculum

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 updating
of the curriculum to make it
responsive to emerging changes
in the needs of the learner and
the society.

Thus, the refinement of the curriculum remains to

be a work in progress, the refinement of the
secondary education curriculum was guided by the
needs, as articulated in the Education for All plan in
2015 to streamline its content in order to improve
student mastery and contribute to the attainment of
functional literacy. This became a primary
consideration in the design of the curriculum and the
formulation of standards and the essential
understanding from which the content of the
curriculum was delivered.
The result of the international assessments was
reviewed and analyzed for their implication for
teaching and learning the result of the evaluation of
the 2002 Basic Education Curriculum were
likewise considered in the review of the curriculum.
The findings and recommendation guided the training
of teachers and the capacity-building of school heads
in managing the pilot test of the curriculum in 23

2010 Secondary Education

Curriculum
Focuses on teaching and learning
using the Understanding by Design
framework, which covers three stages:
Stage 1 Results/Desire outcomes, Stage 2
Assessment, Stage 3 Learning/Instructional
plan. The following are the critical

features of the curriculum. It is lean and

focuses on understanding. It set high
expectation (standards-base),it is
expressed in terms of what student
should know, do , understand, and
transfer in life as evidence of learning.
It provides rich and challenging
activities that the student can pursue
on top of core curriculum. It also

Three Stages
Of 2010 Secondary Education
Curriculum

Stag
e1
Result/Desire Outcomes

Which define what students should be able to know, do at

the end of the program, course, or unit of study; generally
express in terms of overall goals, and specifically defined in
terms of content and performance standard
Which expressed the degree or
quality of proficiency that students
are expected to demonstrate in
relation to the content standard .
They answer the question how well
must students do their work? or
at what level of performance would
the student should be
appropriately qualified or certified.

Which specify the

essential knowledge
,skills and habit of
mind that should be
taught and learn, they
answer the question ,
what should students
know and be able to
do?

b. Essential
Understandi
ngthe
Which are
big and
enduring ideas
at the heart of
the discipline
and which we
want the
children to
remember even
long after they
leave school

c.
Essential
Question

d.
Curriculum
Objectives

Which are openended,

provocative
question that
spark thinking and
further inquiry
into the essential
meaning and
understanding

Which are expressed in

terms of knowledge and
skills that teachers can use
as guide in formulating their
own classroom objectives

Stage
2

A. Assessment
Which defines
acceptable evidence
of students
attainment of desired
results; determines
authentic performance
tasks that student is
expected to do to
demonstrate the
desire understanding;
and defines the
criteria against which
the students
performance or
product shall be
judge.

B. Products and
Performances

Which are evidence of

students learning and a
demonstration of their
conceptual
understanding, and
content and skill.

Stage 3
Learning plan
Which details
the
instructional
activities that
students will go
through to
attain the
standards.

Instructional activities

Which are aligned with the

standard are design to
promote attainment of
desire results.

Guide question for the

review of the curriculum

Content
Standard

Stage
1

1.Do the content standards

reflect the desired results?
2. Are the standards attainable,
considering the capabilities of the
target learners?

Essential Understanding

1. Are they the big and enduring ideas

drawn from the disciplines
2. Do they reflect the major
problems, issues and themes that
are deemed most important for
students to learn?

Essential Question

1.Do they center around the major

understanding, problem, issues or
theme?
2. Do they unpack the essential
understanding?
3. Are they relevant to
students lives? To society?

4. Do they provide enough challenges or

rigor?
5. Are they manageable: not too
demanding time or resource?
6. Are they suitable to the target students
ages, interest, and abilities?

Stage 2
Assessment
Are they
directly linked to
standards
through clearly
stated criteria?
Do they
provide for
multiple
resource of
evidence to
document
student

Products and performance

Do they provide enough
evidence of learning or
attainment to the
standard(s)?
Do they accommodate a
range of multiple
intelligences and learning
style? Do they permit
choices?
do they demonstrate
conceptual
understanding, and
content and skill
acquisition?
do they emerge
naturally from the
instructional activities?

Stage 3
Instructional
Activities

Do they address one or more

specific standards?
Do they involve significant
content and process from the
standards?
Do they lead to products and
performances that can be uses
to assess student learning?
Do they promote active
learning?

 Do the introductory activities

engaged and motivate students?
Do the enabling activities ensure
student progress toward the
attainment of the standards?
Do the culminating activities
encompass the identified standard?
Do they require students to
demonstrate their learning in relation
to the standards?

English

8 Subject
areas

Scienc
e

Mathemati
cs

Araling
Panlipuna
n

MAPE
H
Filipin
o

Edukasyong
Pagpapahalag
a

CP-TLE
Time allotment and corresponding unit
still follow the existing provisions of the
2002 BEC.

Career Pathways Technology and

Livelihood Education (CP-TLE) Has been
expanded to include the six (6) Special
Curricular Programs. The aim is to
provide the students with opportunities
to pursue their special interest in this
fields outside class hours. Likewise,
learning is extended to the community as
it is the schools laboratory of authentic
learning. In addition, CP-TLE is design to
prepare the students for their future
career. Thus, schools should provide a
variety of career path for their, students
taking into account their marketability
and responsiveness to the needs of the

Six (6) special program

featured in 2010 SEC
SPA
Special Program in
the Arts

SPS

ESEP

Special Program in
Sports
Engineering and Science
Education Program

SPJ

Special Program in
Journalism

Tech-Voc

SPFL

Technical Vocational
Education
Special Program in Foreign
Language

As part of the expansion of the Career

Pathways in Technology and Livelihood
Education for secondary students.

THANK
YOU!!!