1. VIRGEN MILAGROSA UNIVERSITY FOUNDATION
MARTIN POSADAS AVENUE, SAN CARLOS CITY
PANGASINAN
AA Report
in
Curriculum Development
Implementing the
Curriculum
Presented by: REA R. TIANGSON
Presented to : DR. EDITHA R. PRIDAS

2. The Role of Stakeholders in Curriculum
Implementation
Stakeholders are individuals or
institutions that are interested in
school curriculum.
These stakeholders shape the
school curriculum implementation.

3. 1. LEARNERS AT THE CENTER OF THE
CURRICULUM
For a particular curriculum design mentioned earlier,
the learner is placed at the center. The learners are
the very reason a curriculum is developed. They are
the ones who are directly influenced by it. Learners in
all levels make or unmake the curriculum by their
active and direct involvement.

4. THE ROLE OF STUDENTS AS STAKEHOLDERS FROM A
STUDENT’S POINT OF VIEW:
I consider the learner as the center of the
educational process. Everything in the
curriculum should revolve around his/her
interests, needs, abilities, and capacities. The
nature of the learner must be made the science
of learning. The experiences of the learners must
be the starting point in accomplishing the goals
of education, to let them grow in knowledge,
skills, abilities and attitudes-Josefa

5. Take Note: The universal and individual
characteristics of the learners should be
considered. Age, gender, physical, mental,
emotional development, cultural
background, interests, aspirations and
personal goals are some of the factors that
should be considered in the
implementation of any curriculum.

6. 2. TEACHERS AS CURRICULUM
DEVELOPERS AND IMPLEMENTERS
Planning and writing the curriculum are the primary
roles of the teacher.
A teacher is a curriculum maker. He/she writes a
curriculum daily through a lesson plan , a unit plan or
a yearly plan. The teacher addresses the goals,
needs, interests of the learners by creating
experiences from where the students can learn. The
teacher designs, enriches and modifies the
curriculum to suit the learner’s characteristics.

7. As a curriculum developer, teachers are
part of textbooks committees, faculty
selection boards, school evaluation
committee or textbook writers themselves.

8. Teachers are empowered to
develop their own school curricula
taking into consideration their own
expertise, the context of the school
and the abilities of the learners.

9. From a designer or technician to a
decision maker.
At this point, teachers’ role shift from a developer
to an implementer. Which of the plans should be
put in to action and how should it be done are
decisions which the teachers should make.
Curriculum implementation is now giving life to
the written material. To do this, there is the need
of another actor, the learners. No curriculum will
succeed without the learners

10. SOME OF THE CONSIDERATIONS TEACHERS SHOULD
HAVE IN CURRICULAR IMPLEMENTATION
Choice of the activities
Methods to be utilized
Materials to be used

11. A STUDENT’S VIEW ABOUT THE TEACHER AS A
CURRICULUM MAKER AND IMPLEMENTER
Teachers shape the school curriculum by
sharing the experiences that they have
and the resources they are capable of
giving or imparting to the learners. But as
the old saying goes , ”What can you give
if you have nothing to give? Applies to
this demand of teaches in curriculum
implementation”- Marianna

12. 3. CURRICULUM MANAGERS AND
ADMINISTRATORS
In a school organization, there is always a
curriculum manager or school administrator. In
fact, for school principals, one of their functions is
being a curriculum manager. They supervise
curriculum implementation, select and recruit
new teachers, admit students, procure equipment
and materials needed for effective learning. They
also plan for the improvement of school facilities
and physical plants.

13. Why are school administrators and curriculum
managers important to curriculum
implementation?
“ The school administrators play an important
role in shaping the school curriculum because
they are the people who are responsible in
the formulation of the schools’ vision,
philosophy, mission and objectives. They
provide necessary leadership in evaluating
teaching personnel and school program.
Keeping records of curriculum and reporting
learning outcomes are also the manger’s
responsibilities.- Ceres

14. School
administrators
Command
responsibility
Institutional
leadership
Final decision
making in
terms of the
school’s
purpose
Role of the
Administrators

15. 4. PARENTS AS SUPPORTERS TO THE
CURRICULUM
My child and my money goes to this
school, reads a car sticker.
What is the implication of this statement to
the school curriculum?
It simply means that the parents are the best
supporters of the school, especially because
they are the ones paying
for their child’s education.

16. How do parents shape the curriculum and why
are they considered stakeholders? Here are
some observations:
1. Effective parental involvement in school affairs
may be linked to parent educational programs
which is central to high quality educational
experiences of the children .
2. The parents involvement extends from the
confine of the school to the homes. The
parents become part of the environment of
learning at home.
3. In most schools the Parent Association is
organized. This organization is provided by
law.

17. The success in the implementation of the
curriculum requires resources. However, most
often teachers complain that resources are very
scarce. There are no books, materials nor facilities
available. These are the usual complaints of the
teachers. The community members and materials
in the local community can very well substitute for
what are needed to implement.
5. COMMUNITY MEMBERS AS
CURRICULUM RESOURCES

18. There are other important stakeholders in
curriculum implementation. Professional
organizations have shown great influence in school
curriculum. They are being asked by curriculum
specialists to contribute in curriculum review because
they have a voice in licensure examinations,
curriculum enhancement and many more.
6. OTHER STAKEHOLDERS IN
CURRICULUM IMPLEMENTATION

19. All schools in the country are under
the regulation of the national
government as provided for in the
Philippine Constitution, then the
government has a great stake in the
curriculum. The government is
represented by the Department of
Education (DepEd) for basic education
curricula and the Commission on
Higher Education (CHED) for the
tertiary and graduate education
curricula.

20. Lesson 2: The Role of Technology in
Delivering the Curriculum

21. Lesson 2: The Role of Technology in
Delivering the Curriculum
The role of technology finds its place at
the onset of curriculum implementation,
namely at the stage of instructional planning.
In a teaching-learning situation there is the
critical need to provide the learners
information that forms a coherent whole.
In the choice of instructional media,
technology comes into play.

22. Analyze
learners
Identify
instructional
goals Identif
y
Objecti
ves
Plan
instructio
nal
activities
Choose
an
instructio
nal
media
Identify and
assess
instructional
technology
Impleme
nt
instructio
n
Assess
instruction
Revise
instruction
A Systematic Planning
Process

23. What is instructional media?
Instructional media may also be referred
to as media technology or learning
technology, or simply technology. Technology
plays a crucial role in delivering instruction to
learners.
Technology offers various tools of
learning and these range from non-projected
and non projected media from which the
teacher can choose depending on what he
sees fit with the intended instructional setting.

24. Types of Instructional Media or
Technology
 Real objects
 Models
 Field trips
 Kits
 Printed materials
(books, worksheets)
 Visuals (drawings,
photographs)
 Overhead
transparencies
 Opaque projection
 Slides
 Filmstrips
 Films
 Video, VCD, DVD
 Computer/ multimedia
presentations
Non- projected Media Projected Media

25. Factors for Technology Selection
In deciding on which technology to use from a
wide range of media available, the factors on which
to base selection are:
Practi
cality
Appro
priate
ness
Activit
y/Suit
ability
Objective
-
Matching

26. The Role of Technology in Curriculum
Delivery
1. Upgrading the quality of teaching-and-learning in
schools
2. Increasing the capability of the teacher to effectively
inculcate learning, and for students to gain mastery of
lessons and courses
3. Broadening the delivery of education outside schools
through non-traditional approaches to formal and
informal learning such as Open Universities and lifelong
learning to adult learners
4. Revolutionizing the use of technology to boost
educational paradigm shifts that give importance to
student-centered and holistic learning

27. Lesson 3: Pilot Testing, Monitoring
and Evaluating the Implementation of
the Curriculum
Pilot Testing or Field Try-Out
Whenever a curriculum is written as in
books, course manuals, modules or the whole
curricular program, there is a need to have a
try-out or field testing. This process will gather
empirical data to support whether the material
or curriculum is useful, relevant, reliable and
valid.

28. Example: Basic Education Curriculum or BEC
The DepEd implemented the BEC, the
original name of the curriculum to the whole
nationwide system in 2002. That year was
labeled as the pilot year of implementation.
During the year, all basic education schools
simultaneously implemented the new curriculum.
After a year of implementation of the BEC,
several changes were made. The BEC was
renamed Revitalized Basic Education
Curriculum(RBEC) and each subject area are
modifications, revisions, and enhancement from
the original form were made.

29. Take note that:
 Pilot test or try out
is a developmental
process that gives
the signal as to
whether the
particular curriculum
can already be
implemented with
confidence.
 Modification and
revision are
inherent
characteristics of
curriculum

30. Processes of Monitoring the Implemented
Curriculum
Curriculum
Monitoring:
• How are we doing?
• Is the curriculum
accomplishing its
intended purpose?
Curriculum
Evaluation
• School-Based
Evaluation
• Accreditation

31. What is monitoring?
Monitoring is a periodic assessment and
adjustment during the try out period. It is like
formative evaluation . It determines how the
curriculum is working such that the monitoring
report becomes the basis of a decision on
what aspects have to be retained, improved or
modified.
it is usually done by module writers,
curriculum experts or outside agencies.

32. What is curriculum evaluation?
Curriculum evaluation refers to a
systematic process of judging the value,
effectiveness and adequacy of a curriculum:
its process, product and setting which will lead
to informed decision.

33. Two Ways of Curriculum
Evaluation
 It is an approach to
curriculum evaluation
which places the
content, design,
operation, and
maintenance of
evaluation procedure
in the hands of school
personnel.
 This is a voluntary
process of submitting
a curricular program
to an external
accrediting body for
review in any level of
education: basic,
tertiary or graduate
school to assure
standard
School-Based
Evaluation
Accreditation

34. Accreditation studies the
statement of the educational
intentions of the school and
affirms a standard of excellence

35. Areas for Accreditation under
Curriculum and Instruction
Classroo
m
Managem
ent
Curriculu
m and
Program
of Studies
Instructional
Processes or
Methodologie
s
Graduation
Requirements
Evaluation of
Academic
Performance
of Students
Administrative
Support for
Effective
Instruction

36. Whoever and whatever we are
in the past, present and in the
future boils down to every
decision and the choices we
made, have made and will
make. -RRT
God bless ! 1-6-13