CURRICULUM

PLANNING
SOURCES AND
INFLUENCES
 CURRICULUM PLANNING
■ a complex process where faculty define intended learning
outcomes, assessments, content and pedagogic requirements
necessary for student success across an entire curriculum.
■ creation of a curriculum.
■ the process of structuring academic experiences, using
expertise knowledge of the teacher. It is the activity which
teachers get involved in before the actual implementation.
 SOURCES
■ the recent history of curriculum movements has swung back and forth from
priorities on sources as disciplinary vs. individual and or society. There have
been challenges to this model of sources for curriculum objectives, but no
major proposals for changing it have, as yet, been forthcoming. Recent
proposals have suggested ways of organizing programs that tend to
compromise the use of these sources, though these recommendations tend to
be distorted bv advocates of extreme positions.The humanities provide a
vehicle for incorporating many concerns for curriculum relevance. Yet
national monies for reaching uninterested students have not been made
available and local staffs are not well geared to develop and maintain such
programs.
 Standards in an Evidence-based Framework
■ A basic framework of a quality educational system is one that
succeeds in meeting its own goals; relevant to the needs of
students, communities and society; and fosters the ability of
students to acquire knowledge and critical learning skills.
■ Quality is not the only factor keeping students out of school but it
is when effective learning is not taking place, that parents are
more likely to withdraw their children from school early or not
send them at all. Improving the school’s quality is therefore
essential to achieving the goal of universal access to and
completion of basic education.
 School (Re-) Certification lnstrument
■ designed to basically assess the extent of compliance with the DepEd
Minimum Quality Standards as well as to evaluate the school's characteristics,
its qualitative indicators of excellence, and its level of performance vis-à-vis
the K to12 program. These standards contain specific criteria which ensure
that the school is functional and engaged in self-assessment for continuous
school improvement.
■ This is a quality assurance tool aimed at building effective and high
performing Junior High Schools through continuous focused improvement
efforts that are aligned with Kto12 standards. Being so, evidence of
compliance with standards and demonstration of quality needs to be gathered
and examined throughout the certification process.
PHILOSOPHY, VISION, MISSION, GOALS
AND OBJECTIVES
■ The school philosophy vision, mission, goals and objectives present
the overall direction of the school’s educational work. The
statements clearly describe the school’s fundamental educational
purposes, and the essence of what it is seeking to achieve as a
community of learners. These serve as the basis for daily
operational and instructional decision making as well as long-range
planning.
■ The school philosophy, vision, mission, goals and objectives are evident in
the school in various ways. The statements are used to determine the extent
to which policies, practices, resources, and curricular and other program
components work together conceptually, structurally, and operationally to
achieve stated expectations for teaching and learning. There is a regular
system of communicating and disseminating the contents of the school
philosophy, vision, mission, goals, and objectives to the different sectors and
stakeholders of the school community. Through this system, all the members
and stakeholders of the school community are able to articulate a common
understanding of and commitment to institutional goals, curriculum
priorities, learning approaches, assessment procedures, and accountability as
well as accept responsibility for the students' attainment of the curriculum
standards. This PVMGO is also aligned with the community it serves, and is
reviewed periodically by stakeholder representatives.
 CURRICULUM, ASSESSMENT AND
INSTRUCTION
■ The quality of instruction in a school is the most important factor affecting the
quality of student learning, the achievement of expectations for student
learning, the delivery of the curriculum, and the assessment of student
progress. The school's instructional program is grounded in the school's
mission and expectations for student learning, supported by researches on best
practices, and refined and improved based on identified student needs.
■ With the passage of the Enhanced Basic Education Act of 2013, the
Department of Education mandates thatschools work towards the holistic
development of the Filipino child with 21st century skills to enable him or her
to be locally and globally competitive; and schools implement and teach the
Kto12 standards-based curriculum.
■ The implementation of the Kto12 standards-based curriculum is evident in the
school when various instructional and assessment practices are aligned with the
standards and competencies found in the various subject curriculum guides. The
unpacking and use of these standards as well as their alignments with instruction
and assessment is consistently done across grade levels and various subjects, and
presented in different documents such as the school's curriculum map and learning
plans. Students’ learning progression from one grade level to the next is also
clearly articulated in terms of observable skills, and is related to the performance
of 21st century skills.
■ Qualitative and quantitative evidences of student attainment of the standards are
actively gathered, analyzed and used to evaluate and improve student learning,
curriculum effectiveness, instructional practices, professional development, and
support services. Progress, as well as achievements in student learning and their
development and performance of 21st century skills, is undertaken in both
formative and summative assessments.
■ Results of such assessments are accurately, clearly, and
systematically reported to the school community and actively
utilized. Appropriate interventions are identified and undertaken in
response to student's learning difficulties.
■ Instruction is well-designed using the standards. Instructional time is
spent in enabling students to achieve the learning goals of the
standards, and show evidence of mastering the competencies.
Various research-based and learner-centered teaching strategies are
utilized to ensure student success and performance of 21st century
skills.
■ Instructional materials and the use of technology are available and support the
goals of instruction. The criteria for the selection, acquisition or preparation
of these materials or resources is aligned with the requirements and
attainment of the curriculum standards.
 INSTRUCTIONAL LEADERSHIP
■ As the designated leader of the school, the principal works to ensure that the
learning goals of the Kto12 standards-based curriculum are achieved. .The
principal is therefore primarily an instructional leader who continuously seeks
ways to improve the school's teaching-learning processes and environments
and improve student performance.
■ The principal effectively functions as an instructional leader in a number of
significant activities.
■ The principal communicates to all sectors and stakeholders the directions of
the school’s Vision and Mission and the desired learning outcomes of the
Kto12 standards-based curriculum program.
■ The principal designs and implements a system for aligning the different
school operations and departments with the school Vision and Mission and the
learning outcomes of the Kto12 standards-based curriculum program.
■ The principal initiates changes in instructional and assessment practices to
make learning more relevant, meaningful and evident for all students.
■ The principal actively monitors and provides feedback to different sectors on
their implementation of and contributions to the accomplishment of the
Kto12 curriculum goals.
■ The principal supports the professional growth of the faculty and staff and
encourages them to adopt a growth mindset and become lifelong learners in
the understanding and practice of relevant 21st century pedagogies.
■ The principal provides time for teachers to collaborate on analyzing data on
student performance and planning interventions for higher student
achievement.
■ The principal also manages the school’s resources and funds to provide the
needed instructional facilities and materials for successful teaching.
 FACULTY
■ The school recruits, hires and maintains faculty who are licensed, qualified,
competent, and sufficient in number to effectively enable the school and the
specific educational programs offered to accomplish their purposes. Faculty
assignments are such that faculty members are able to carry out their duties
effectively. Faculty members have adequate time to prepare and provide
effective instruction, advice and evaluate students, continue professional
growth, and participate in service activities expected by the school. The
student-faculty ratio is consistent with the size, scope, goals, and the specific
purposes and requirements of the programs offered. All faculty members are
able to guide student learning and to communicate personal knowledge and
experience effectively.
■ Feedback on the faculty’s performance is given in different ways. The school
regularly conducts annual faculty performance appraisals and clinical
supervision to help faculty assess themselves and improve on their
performance. The school also offers varied professional development
opportunities to upgrade the faculty’s competence and deepen their
understanding of their particular functions. The design of the professional
development program is guided by the school’s philosophy/mission and
aligned with the 2017 Philippine Professional Standards for Teachers.
 ACADEMIC SUPPORT AND STUDENT
DEVELOPMENT SERVICES
■ Academic Support Services and Student Development services work together
to accomplish the school's curriculum goals and assist in its evaluation and
enhancement. These service units are measures of quality facilitate the effective
delivery of classroom instruction: Registrar's Office, Library-IMC and
Laboratories. The admission policy should be consistent with the PVMGO of
the school and its effectiveness is in its predictive ability of the learner's
academic potentials.Recording of student admission, progress and achievement
and preparations of transcripts of records, certificates and diplomas and
organization of students’ academic data are done in the Registrar's Office.
Adequacy, accessibility and confidentiality of these data are measures of
quality.
■ The Library- Instructional Media Center is the principal educational-print,
non-print and digital-materials repository of the school. The Library-IMC is
designed to facilitate active and inquiry-based learning, individual study and
research and leisurely reading. It serves as an integral part of every learners’
educational experience. Accessibility and adequacy in scope, quantity,
timeliness and relevance are measures of quality.
■ The Laboratories include the Sciences Laboratories: (Biology, Chemistry
and Physics), Computer Laboratories and the Technology and Livelihood
Education Laboratories. They are venues that promote inquiry, discovery and
research, and application of theories and principles covered in the different
courses of study.The laboratory provisions are adequate to meet DepEd
requirements defined by the enrolment and programs offered by the school:
space, number, appropriate and recent. The Laboratories are functional, well-
kept and safe. There are evidences of systematic operations management and
continuing improvement.
■ Student Development Services assist in the growth and development of the
school community. The Guidance and Counseling, Student Activity, Health and
Nutrition Programs promote the social welfare and the total development of the
learner. The Guidance and Counseling Program assists the learners in their
personal and interpersonal relations through the admission services, guidance:
orientation, individual inventory, testing and research, counseling, career
guidance development and placement and follow-up services.
■ Guidance and Counseling includes orientation for students to usher them to the
school and its various programs and offerings, individual student inventory of
personal and pertinent psychological information necessary for self-knowledge
and self-development, testing and research efficient towards assessment and
analyses of individual and institutional growth needs,
 individual and group counseling in the learners’ effective understanding of the
themselves, developmental career guidance so learners may be assisted in
making career choices, and placement and follow-up procedures to ensure
instructional differentiation and learner assistance.
■ The Health and Nutrition Services provide for primary medical and dental
procedures and proper nutrition essential for the well-being of the learners
while they are in school.
■ The Student Activity Program includes co-curricular and extra - curricular
activities that promote the holisticdevelopment of the learners, complement the
academic program and pursue the PVMGO of the school. These activities must
collectively develop student initiative, responsibility and leadership as well as
desirable social relationships.Student Discipline covers matters on student
decorum, behavior formation and disciplinary measures when called for. It is
implemented by a Discipline Officer.
PHYSICAL PLANT AND INSTRUCTIONAL
SUPPORT FACILITIES
■ The physical plant comprises the educational environment covering land,
building and building fixtures, learning and other ancillary spaces, providing
for a conducive atmosphere. It is appropriate and adequate to attain the school
vision-mission and program goals and objectives.
■ The physical environment supports robust teaching and promotes optimal
student learning and growth. The physical plant facilities and buildings must
conform with DepEd requirements and National Building Code requisites. It
clearly provides for the needs of the size and scope of the school community
while upholding their well-being such as health and nutrition, safety and
security, sanitation and hygiene. The campus facilities are adequate for
curricular and co-curricular activities. School buildings and classrooms are
appropriate for educational purposes. Inspections to ensure health and safety
code requirements are regularly conducted.
 ADMINISTRATION AND GOVERNANCE
■ Leadership and governance commits to the attainment of the school’s
philosophy vision, mission, goals, objectives and core values through its
various programs and services. Its administrative organization (1) establishes
policies, structures and processes to ensure effectiveness and efficiency of day-
to-day operations and long-range planning, (2) implements resource
management systems to strengthen operational stability and program
sustainability, (3) fosters productive learning climate towards professional and
student development, and (4)cultivates collegial, collaborative and reflective
relationships with its stakeholders and the wider community conducive for
quality student learning.
■ The school's Junior High School Program must be duly recognized by the
Department of Education. Its administrative organization is responsible
for compliance with DepEd and other legislated requirements. Its
governing policies and system mechanisms are defined in a published
and well-disseminated Manual of Operations or Administrative Manual.
Administrative leadership is manifest in the areas of operations
management, human resource development, resource management and
program sustainability. The school climate is characterized by positive
culture and harmonious relationships among the members of the school
community. There are collaborative structures which allow stakeholder
participation in school management and decision-making.
 SCHOOL BUDGET AND FINANCES
■ Financial management involves budgeting, procurement, disbursement,
accounting and auditing processes and procedures which follow prescribed
principles and legislated requirements. The business practices of the school
seek to manage its fiscal and material resources to attain its philosophy, vision,
mission, goals and objectives, scope and size.
■ The school operates on a school budget. Budget allocations for personnel,
space, equipment and operations are appropriate and sufficient to sustain its
programs and continued improvement plans. Budget control mechanisms are
evidently established.School finances are adequate to sustain effective and
efficient delivery of programs and services. Income from tuition, fees and
resource mobilization is appropriately spent for their intended purposes. There
is evidence of financial stability to ensure the continued operations of the
school and its programs in accordance with DepEd standards. The school
maintains accurate records of financial transactions according to legal and
ethical standards of accounting practice.
INSTITUTIONAL PLANNING AND DEVELOPMENT
■ The school purposively lays down specific interventions for improvement of
access, quality and governance with the help of the community and other
stakeholders, through a systematic and continuous cycle of assessment,
planning and implementation defined in a strategic three-year Standards –
based School Improvement Plan(SSIP) and Annual Operational Plan. It
assesses and communicates progress towards achieving the objectives for the
continuing improvement of its educational programs and services which
informs administrative decision-making.
■ The school is successful in meeting this standard when it implements a
collaborative and on-going process for improvement that aligns the school’s
philosophy, vision-mission, goals and objectives and curriculum goals with its
size, function and community expectations for student performance.
 INFLUENCES
■ Many factors affect curriculum planning, some of these include politics,
computer technology, the economy and religion and culture.
 POLITICS
■ Changes in government or political strategies and policies affect the
planning of appropriate curriculum. Curriculum in schools and colleges
needs to be approved and meet the standards of the state. In addition,
educational institutes require funding from the government in order to
have the right supplies and appropriate learning materials.
 COMPUTER TECHNOLOGY
■ Due to the huge impact that technology has over society, it is also a factor
that can affect the school curriculum as a lot more lessons are being
taught using computer programs. A lot of learning centers use computer
technology to help children interact and learn new skills. This is one of
the major, and most changing, factors that can affect curriculum in
educational institutes.
 ECONOMY
■ The state of the economy will affect the curriculum and schools as a
whole because if there is a dip in the economy, cuts may be made by the
government with regards to schools. The recent recession is a major
reason why school facilities and parts of the curriculum could be cut as
there is not enough money to keep up with all a particular school's needs.
 RELIGION AND CULTURE
■ It is very important to consider the range of students that will be
attending the school or college when planning the curriculum. Due to the
diverse cultures and religions that attend educational institutions, it is
important to consider whether the curriculum could offend their views or
ways of living.