CHAPTER 3

IMPLEMENTING THE CURRICULUM

Module 4: The Teacher as Curriculum Implementor and Manager

Module Overview:
As a teacher, this is one of the major roles in the school. Many of the curricula you
use may have been recommended and written down. Your task is to implement such. Daily
your plan should be ready for implementation. The success of learning depends on your
implementation effort.

There is a miniscule curriculum like your lesson plan or a big one like the K to 12
curriculum. You will be both an implementor and a manager of these curricula. You will put
action on what has been planned and designed. You, a teacher, will add more meaning to
the various activities in the classroom. It is what we call teaching styles. You have to make
the learners' day interesting, engaging and unforgettable. No curriculum should stop at the
planning or designing phase. It has to be implemented.

Good luck, Teachers!

Lesson 1: Implementing the Designed Curriculum as a Change Process

Curriculum Implementation: Defined

Following Tyler, Taba, Saylor, and Alexander or Lewis's curriculum models are the
next steps to curriculum designing, which is curriculum implementation. It is the phase where
teachers' action takes place. It is one of the most crucial processes in curriculum
development. However, many education planners would say: "A good plan is working half
done." If this is so, then the other half of curriculum development's success rests in the
hands of the implement, who is the teacher.

Curriculum implementation means putting into practice the written curriculum that has
been designed in the syllabus course of study, curricular guides, and subjects. It is a process
wherein the learners acquire the planned or intended knowledge, skills, and attitudes aimed
at enabling the same learners to function effectively in society (SADC MoE Africa, 2000)

Ornstein and Hunkins in 1998 defined curriculum implementation as the interaction

between the curriculum that has been written and planned and the persons (teachers) who
are in charge of delivering it. To them, curriculum implementation implies the following:

 A shift from what is current to a new or enhanced curriculum.

 Change in knowledge, actions attitudes of the persons involved.
 Change in behavior using new strategies and resources.
 Change requires efforts; hence goals should be achievable.

Loucks and Lieberman (1983) define curriculum implementation as the trying out of a
new practice and what it looks like when used in a school system. It simply means that
implementation should bring the desired change and improvement.

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 In the classroom context, curriculum implementation means "teaching" what has
been written in the lesson plan. Implementing means using the plan as a guide to engaging
with the learners in the teacher-learning process with the end in view that learning has
occurred and learning outcomes have been achieved. It involves the different teaching
strategies with the support instructional materials to go with the strategy.

On a larger scale, curriculum implementation means putting the curriculum into

operation with the different implementing agents. Curriculum implementation occurs in a
class, a school, a district, a division, or the whole educational system. Alternatively,
curriculum implementation happens for the course, a degree program, the institution, or the
whole higher education system in higher education. It requires time, money, personal
interaction, personal contacts, and support.

Curriculum Implementation as a Change Process

Kurt Levin’s Force Field Theory and Curriculum Change

As the father of social psychology, Kurt Levin (1951) explains the process of
change. The model can be used to explain curriculum change and implementation.

In the education landscape, there are always two forces that oppose each other.
These are the driving force and the restraining force. When these two forces are equal,
the state is equilibrium or balanced. There will be a status quo; hence there will be no
change. The situation or condition will stay the same. However, when the driving force
overpowers the restraining force, then change will occur. If the opposite happens,
change is prevented when the restraining force is stronger than the driving force. It is
the idea of Kurt Levin in his Force Field Theory.

Categories of Curriculum Change

McNeil in 1990 categorized curriculum change as follows:

1. Substitution- The current curriculum will be replaced or substituted by a new one.
Sometimes, we call this a complete overhaul. For example, changing an old book to
an entirely new one, not merely a revision.

2. Alteration- There is a minor change to the current existing curriculum in alteration.

For example, instead of using a graphing paper for mathematics teaching, this can
be altered by using a graphing calculator.

3. Restructuring- Building a new structure would mean major change or modification

in the school system, degree program, or educational system. Using an integrated
curriculum for the whole school for K to 12 requires the primary and secondary
levels to work as a team. Another example is that a curriculum will be restructured
when parents are involved instead of leaving everything to the teacher. Using the
"In-school Off-school" or a blended curriculum are examples of restructuring.

4. Perturbations are disruptive changes, but teachers have to adjust to them fairly
quickly. For example, the principal changes the schedule because there is a need to
catch up with the national testing time, or the dean, shortens the schedule to
accommodate unplanned extracurricular activities.

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 5. Value orientation. To McNeil, this is a type of curriculum change. Perhaps this
classification will respond to a shift in the teacher's emphasis, which is not within the
mission or vision of the school or vice versa. For example, new teachers in religious
schools emphasize academics and forget that forming values or faith requires a
curriculum value orientation. Likewise, all teachers in public schools undergo an
induction program, a special curriculum for newly hired teachers.

Regardless of the kind of change in curriculum and implementation, the change

process may contain three important elements. As a process, curriculum implementation
should be developmental, participatory, and supportive.

It should be developmental because it should develop multiple perspectives,

increase integration and make learning autonomous, create a climate of openness
and trust and appreciate and affirm the teacher's strengths. There should be teacher
support in trying new tasks reflection on the new experiences and challenges.

There are simple stages in the developmental change process for the
teachers. The first is orientation and preparation. The initial use is very routinely.
However, refinement follows as the skills are honed, and mastery of the routine is
established. It means adjustments are made to meet the needs of the learners
better and achieve the learning outcomes. There will be continuous reflection,
feedback, and refinement in this step.

Participatory. It should be participatory for curriculum implementation to

succeed, especially because other stakeholders like peers, school leaders, parents,
and curriculum specialists are necessary. Characteristics of teacher styles,
commitment, willingness to change, skills, and readiness are critical to
implementation. It should be coupled with organizational structure, principal style,
student population characteristics, and other factors. Trust among key players
should also be sought as this is a positive starting point. Involvement and
participation encourage a sense of ownership and accountability. Participation
builds a learning community is, which is very necessary for curriculum
implementation.

Supportive curriculum implementation is required in the process of change.

Material support like supplies, equipment, conducive learning environments like
classrooms and laboratories should be made available. Likewise, human support is
very much needed. The school leader or head should provide full school or
institutional support in implementing the new curriculum. They, too, have to train to
understand how to address curriculum change as part of their instructional and
management functions.

DepEd Order No. 70 s. 2012

Teachers of all public elementary and secondary schools will not be required to prepare detailed lesson
plans. They may adopt daily lesson logs which contain the needed information and guidance from the
Teacher Guide (TG) and Teacher Manual (TM) reference material with page number, interventions given to
the students, and remarks to indicate how many students have mastered the lesson or are needing
remediation.

However, teachers with less than two years of teaching experience shall be required to prepare Daily
Plans, which shall include the following:

I. Objectives
II. Subject Matter
III. Procedure
IV. Assessment
V. Assignment

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Lesson 2: Implementing A Curriculum Daily in the Classrooms

 Starting the Class Right: Laying Down the Curriculum Plan

Before the class begins every day, a teacher must have written a lesson plan.
The main parts of a lesson plan are (1) Objectives or Intended learning outcomes
(ILO), (2) Subject Matter (SM), (3) Procedure or Strategies of Teaching, (4)
Assessment of learning outcomes (ALO), and (5) Assignment of Agreement.

I. Intended Learning Outcomes (ILO) are the desired learning that will
focus on the lesson. Learning outcomes are based on the Taxonomy of
Objectives presented as cognitive, affective, and psychomotor. Bloom's
Taxonomy has revisited by his student Lorin Anderson and David
Krathwohl. Let us study both in the comparison below.

Blooms Taxonomy (1956) Revised Bloom’s by Anderson (2001)

EVALUATION CREATING
SYNTHESIS EVALUATING
ANALYSIS ANALYZING
APPLICATION APPLYING
COMPREHENSION UNDERSTANDING
KNOWLEDGE REMEMBERING

Somehow the two are similar. However, the highest level of cognition in the
revised version is creating. Note that the original version is stated as nouns. In
contrast, the revised version is stated as verbs, which implies a more active thinking
form.

Revised Bloom’s Taxonomy: A Quick Look

There are three major changes in the revised taxonomy. These are:
a. Changing the names in the six categories from nouns to verbs.
b. Rearranging these categories
c. Establishing the levels of the knowledge level in the original version.

Let us study the cognitive categories with the example keywords (verbs) in the new
version of Bloom's Taxonomy.

Categories Example Key Words

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Remembering- refers to recalling or Defines, describes, identifies, labels, lists, outlines,
retrieving previously learned selects, states
information.
Understanding- refers to Comprehends, explains, distinguishes, estimates,
comprehending meaning, translation, gives, examples, interprets, predicts, rewrites,
state problem in own words, making summarizes.
meaning.
Applying- refers to using the concept Applies, changes, computer, operates, constructs,
in a new situation applies what has modifies, uses, manipulates, prepares, shows,
been learned in a new situation. solves
Analyzing- refers to separating Breaks down compare, contrasts, diagrams,
materials or concepts into parts so that differentiates, discriminates, identifies, infers,
the organization is clear. Distinguishes outlines, relates, selects, separates.
between facts and inferences
Evaluating- refers to making Appraises, compares, criticizes, defends,
judgments about the value of ideas or describes, discriminates, evaluates, interprets,
materials. justifies, summarizes.
Creating- refers to building a structure Composes, compiles, designs, generates,
or pattern from various elements. Put modifies, organizes, rearranges, reorganizes,
parts together to create a whole, to revises, rewrites, summarizes, creates.
make new meaning and structure.

In writing objectives or intended learning outcomes, it is always recommended that

more of the Higher Order Thinking Skills (HOTS) be developed and less of the Low Order
Thinking Skills (LOTS) for learners. The low-level categories will develop LOTS, and thinking
skills progress as the categories move higher.

Higher Order Thinking Skills

HOTS

doing

Active
Receiving and
Participating

Visual Receiving

Passive

Verbal Receiving

LOTS

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 Another revision is expanding the concept of Knowledge, which was not emphasized
nor discussed thoroughly before.

Levels of Knowledge
1. Factual knowledge- ideas, specific data, or information.
2. Conceptual knowledge- words or ideas known by common name, common
features, multiple specific examples that may be concrete or abstract. Concepts
are facts that interrelate with each other to function together.
3. Procedural knowledge- how things work, step-by-step actions, methods of
inquiry.
4. Metacognitive knowledge - general knowledge of cognition, awareness of
one's cognition., thinking about thinking.

Intended Learning Outcomes (ILO) should be written in a SMART way Specific,

Measurable, Attainable, Result Oriented (Outcomes), and Time-bound.

II. Subject Matter or Content- (SM) comes from a body of knowledge (facts, concepts,
procedure, and metacognition) that will be learned through the teacher's guidance. The
subject matter is the WHAT in teaching. In a plan, this is followed by the references.

III. Procedure or Methods and Strategies is the crux of curriculum implementation. How
a teacher will put life to the intended outcomes and the subject matter to be used depends
on this component.

 There are many ways of teaching for the different kinds of learners
(Corpuz&Salandanan, 2013) enumerated the following approaches and methods,
which may be useful for the different kinds of learners. Some are time-tested
methods, while others are non-conventional constructive methods.

1. Direct Demonstration Methods: Guided Exploratory/Discovery Approach, Inquiry

Method, Problem-based Learning (PBL), Project method.
2. Cooperative Learning Approaches: Peer Tutoring, Learning Action cells, Thin-
Pair Share
3. Deductive or Inductive Approaches: Project Method, Inquiry-based Learning.
4. Other Approaches: Blended learning, Reflective Teaching, Integrated Learning,
Outcomes-based approach.

 Students have different learning styles. There are many classifications of learning
styles, according to the different authors. The multiple Intelligence Theory of Howard
Gardner implied several Learning Styles. However, we will focus on the three
learning styles for our lesson: visual, auditory, and Kinesthetic. These three preferred
styles can help teachers choose the method and the materials they will use.

Common Characteristics Tips of Teachers about Learners

Visual- Uses graphs, charts, pictures. Tends to Turn notes into pictures, diagrams, maps.

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remember things that are written in the form. Learn the big picture first than details. Make
mind maps and concept maps.
Auditory- Recalls information through hearing and Record lectures and listen to these. Repeat
speaking. Prefers to be told how to do things orally. materials out loud "parrots." Read aloud.
Learns aloud.
Kinesthetic- Prefers hands-on approach. Demonstrates Learn something while doing another thing
how to do, rather than explain. Likes group work with (eats while studying). Work while standing.
hands-on-minds on. Likes fieldwork. Does many things at one time.

 Teaching and Learning must be supported by instructional materials (IMs)

Considering the teaching methodologies and the learning styles, the different support
materials should be varied. It will ensure that individual differences will be
considered.

Instructional materials should complement Visual, Auditory, and Tactile or a

Combination of the three; however, following Dale's Cone of Learning is a visual
device that can help teachers decide what resources and materials will maximize
learning.

Cone of Learning

After 2 weeks Nature Involvement

We tend

10% of what we READ Reading Verbal Receiving

20% of what we HEAR Hearing Words

30% of what we SEE Looking at Pictures Passive

Watching a movie
Looking at an Exhibit Visual Receiving
50% what we HEAR & Watching a Demonstration
SEE Seeing it Done on Location

70% of what we SAY Participating in a discussion Receiving

Giving a Talk Participating
Active
Doing a Dramatic Presentation
90% of what we Simulating the Real Experience Doing
SAY & DO Doing the Real Thing

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 So what instructional support materials will the teachers use, according to the
learning styles and the outcomes to be achieved? Here are some guidelines.

1. Direct, purposeful learning experience retains almost all of the learning outcomes
through learning. Ninety percent of learning is retained. Examples are field trips, field
study, community immersion, practice teaching.
2. Participation in-class activities, discussion, reporting, and similar activities where
learners have the opportunity to say and write. Seventy percent of learning is
remembered. Examples are small group discussion, buzz session, individual
reporting, role play, panel.
3. Passive participation as in watching a movie, viewing the exhibit, watching
demonstration will retain around 50% of what has been communicated.
4. Looking at still pictures, paintings, illustrations, and drawings will retain around 30%
of the material content.
5. By hearing as in lectures, sermons, monologues, only 20% is remembered.
6. Reading will assure 10% remembering of the material.

Regardless of the amount of remembering from the concrete to the abstract, each
layer contributes to learning and requires instruction support materials.

Visual: Concrete (flat, three dimensional, realias, models) or abstract

(verbal symbols, words)

Audio: recordings of sounds, natural or artificial

Audio-Visual: Combination of what can be seen and heard

Kinesthetic: Manipulative materials like modeling clay, rings, dumbbells,

equipment, others

Experiential: utilize all modalities

 Using Methods and Materials to Implement the Plan: Taking Action

Example No.1 Lesson Using Basic Steps and Parts as Prescribed by Deped Order 70s
s, 2012 for Teachers Two years and less in Service.

This lesson plan will show the basic component of any plan. It can be applied to any
subject that follows a generic format.

Lesson Plan in Science

I. Objectives/Intended Learning Outcomes

1. Tell that force is applied to move objects.
2. Describe that pushing or pulling with force moves objects.
3. State that if force moves the object away from the person, it is a push.
4. State that if the force moves the object towards the person, it is a pull.

II. Subject Matter

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 A. Topic: Pushing or pulling Moves Objects
B. Reference: Bilbao, P. (2020) Exploring Science with Fun
C. Science Concepts:
1. Objects move when force is applied to them.
2. A push is a force that moves objects away.
3. A pull is a force that moves the object near.
D. Science Processes: Observing, Inferring, Making Operational Definition
E. Materials: Real objects like chairs, tables, books, stones, big boxes, and pictures

III. Procedure
A. Preparatory Activity
1. Review of Prior Learning/ Past Lesson
B. Lesson Proper
1. Motivation
1.1 Brings children to observe outside the classroom to identify moving things or objects.
1.2 Ask the children to report their observations in the class.

2. Pre-laboratory Activities
2.1 Let the learners recall the standards during a laboratory activity.
2.2 Present all the materials needed.
2.3 Distribute activity sheet to each group.

3. Laboratory Activity
3.1 Using the activity as a guide, each group work cooperatively.
3.2 Activity 1: Force: Can it Push or Pull?
3.3 Each group records observation for exhibits and reporting.

4. Post-Laboratory Activity
4.1 After the report, display the work in front of the classroom.
4.2 Analyze with the whole class each group result.
4.3 Make agreements on the results that lead to conceptualization.

5. Conceptualization
5.1 Throw the following questions of the class to elicit their formed concepts.
a. What is needed to move the object from one place to another? (Force is needed to
move the object.)
b. How will you move with force if you want the object to go far from you? (Push the
object away?
c. How will you move with force, If you want the object to move near you? (Pull the
object near.)

6. Application
6.1 Do you have enough force to push the wall? Try it.
6.2 Do you have enough force to pull a box? Try it.
6.3 Do you have enough force to push a chair? Try it

IV. Assessment of Learning Outcomes

Circle the letter of the correct answer from the items below.
1. If you throw a ball to a classmate, what force will you apply
a. Push b. Pull c. Slide
2. What will you do if you want the chair to be nearer you so your best friend can sit?
a. Pull the chair b. Push the chair c. Carry the chair
3. A table is blocking the way. You wanted to remove it farther to provide a passage. What will you do?
a. Break the table b. Push the table to the side c. Pull the table
4. What do you need to move an object away or near you?
a. Force b. Food c. Water
5. Can your force move everything?
a. Yes b. No c. Not sure

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V. Assignment at home, list four objects that you can push or pull. What did you use to pull or push the objects?

 Finding out what has been achieved: Assessing achieved outcomes.

At the end of the activities, the teacher will determine if the intended learning
outcomes (ILO) have been converted into achieved learning outcomes (ALO).

Tests and other tools are utilized at the end of the lesson to identify this. What the
learners demonstrate knowledge, Process Understanding, and Performance
(KPUP)? The rule of thumb is that what has been taught should be measured to
determine if the intended outcomes set at the beginning have been achieved. More
detailed discussion will be found in the Module on Evaluation of the curriculum.

Lesson 3: The Role of Technology in Delivering the Curriculum

After learning fundamental concepts about the curriculum- its nature and
development-comes, the practical phase of curriculum implementation, appropriately, the
significance of technology in curriculum development deserves discussion.

The role of technology in the curriculum springs from the very vision of the e-
Philippine plan (e stands for electronic). Thus is stated: “an electronically enabled society
where all citizens live in an environment that provides quality education, efficient government
services, greater sources of livelihood and ultimately a better way of life through enhanced
access to appropriate technologies.” (International workshop on emerging technologies,
Thailand, December 14-16, 2005). It points to the need for an e-curriculum or a curriculum
that delivers learning consonant with the Information Technology and Communications
Technology (ICT) revolution. This framework presupposes the curriculum delivery adopts
ICT as an important tool in education while users implement teaching-learning strategies that
conform to the digital environment.

Instructional media may also be referred to as media technology, learning

technology, or simply technology. Technology plays a crucial role in delivering instruction to
learners.

In the process, what ensues is the objective-matching, where the teacher decides on
what media or technology to use to help achieve the set learning objectives.

Non-projected media Projected media

Real objects Overhead transparencies
Models Opaque projection
Field trips Slides
Kits Filmstrips
Printed materials (books, worksheets) Films
Visuals (drawings, photographs, graphs, charts, Video, VCD, DVD
posters) Computer / multimedia presentations
Visual boards (chalkboard, whiteboard, flannel
board)
Audio materials
Table 1. Types of instructional media/technology

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 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:

1. Practicality – Is the equipment (hardware) or already prepared lesson material

(software) available? If not, what would be the cost of acquiring the equipment or
producing the lesson in audial or visual form?

2. Appropriateness concerning the learners – Is the medium suitable to the learners'

ability to comprehend? Will the medium be a source of plain amusement or
entertainment but not learning?

3. Activity/suitability – Will the chosen media fit the set instructional event, resulting
in either information, motivation, or psychomotor display?

4. Objective-matching – Overall, does the medium help achieve the learning

objective(s)?

The Role of Technology in Curriculum Delivery

It can easily be observed that technological innovation in the multifarious fields of

commerce, science, and education, is fast developing. It is difficult to foresee the
technological revolution in the millennium, inclusive of educational changes. For certain,
however, technological changes in education will impact the delivery of more effective,
efficient, and humanizing teaching and learning.

For now, the primary roles of the educational technology in delivering the school
curriculum’s instructional program have been identified:

 Upgrading the quality of teaching-and-learning in schools

 Increasing the capability of the teacher to inculcate learning effectively and for
students to gain mastery of lessons and courses.
 Broadcasting 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
 Revolutionizing the use of technology to boost educational paradigm shifts that give
importance to student-centered and holistic learning.

Lesson 4: Stakeholders in Curriculum Implementation

Who are involved in curriculum and curriculum development? These are the persons
whom we call the stakeholders. Stakeholders are individuals or institutions that are interested in
the curriculum. They get involved in many different ways. You must be one of them. The
teachers, school managers, parents, and even the whole community are interested in the
curriculum. We will all meet them in this lesson.

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 Curriculum Stakeholders

1. Learners are at the core of the curriculum.

To what extent are the students involved in curriculum development? The old view that
students are mere recipients of the curriculum is now changing. Learners have more dynamic
participation from the planning, designing, implementing, and evaluating. However, the degree of
their involvement is dependent on their maturity. The older they are in high school or college, the
more they participate. From another angle, whether learners are at the elementary or college
level, they can make or break curriculum implementation by their active or non-involvement. After
all, learners and the teachers place action on the curriculum.

When some college students were asked about their role in curriculum development, here
are their answers.

Student 1: I never realize that as a student. I have participated in curriculum

development. As students, our learning is the basis of the
success or failure of the curriculum. For example, if we pass the
board examination, it will mean that the teacher education curriculum
is a success.

Student 2: In high school, our teachers would always look into what we were learning
We have varied activities inside the class and our
co-curricular activities the whole year-round. I think, we as students, are considered in
writing
the curriculum.

Student 3: Our lessons were very simple when we were at the elementary level.
However, now that we are in college, learning content has become complicated.
I learned that actually, our curriculum is spiral. And that the difficulty of the
the subject matter is also adjusted to our maturity level.

Why do curricularists place much premium on the students? It is because the learners
make the curriculum alive.

2. Teacher are curricularists

Teachers are stakeholders who plan, design, teachers, implement and evaluate the
curriculum. No doubt, the most important person in curriculum implementation is the teacher.
Teachers' influence on learners cannot be measured. Better teachers foster better learning.
However, teachers need to continue with their professional development to contribute to the
success of curriculum implementation. Teachers should have full knowledge of the program
philosophy, content and components of curriculum, and ways of teaching.

A teacher's designs enrich and modify the curriculum to suit the learner's characteristics.
As curriculum developers, teachers are part of textbook committees, teacher selection, school
evaluation committees, textbooks, and module writers.

Some of the roles that the teachers do in curriculum implementation are:

1. guiding, facilitating, and directing the activities of the learners;

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 2. choosing the activities and the methods to be utilized;
3. choosing the materials that are necessary for the activity;
4. evaluating the whole implementation process and
5. deciding whether to continue, modify or terminate the curriculum.

All of these roles are very crucial to achieving success in the implementation.
An unsuccessful implementation may even lead to educational failure.

Let us read how the teachers are viewed as a curriculum implementer

Student 1: I believe my teachers know our curriculum very well. She knows what to teach
and how to teach it well. I do not miss my class every day because she guides
us in our lesson activities. Without our teacher, I am not sure if we could learn
more than now.

Teacher: As a classroom teacher, I am responsible for making my students learn. I have to give
action to the written curriculum. I have to see that my students are provided experiences
to learn from. I keep in my mind how I can sustain my students' interest by using
effective teaching strategies. At the end of the day. I am very happy that my
students have achieved the intended learning outcomes. I do this because, as a teacher, I am
a curriculum implementer.

Truly the teacher has a great stake in the curriculum. Curriculum planning, designing,
and implementing are in the hands of a good teacher. The teacher has a significant role in
curriculum development in the educational setting.

3. School leaders are curriculum managers.

Principals and school heads, too, have important roles in the curriculum
implementation process in schools. They should understand the need for change and the
implementation process fully. They should be ready to assist the teachers and the students in
the implementation. Communication lines should be open to all concerned should be the
school leaders a lead in curriculum teamwork. Convincing the parents on the merits of the
new curriculum is the job of the school heads. They should be committed to change and
should employ strategies to meet the needs of the teachers and learners like buildings, books,
libraries, and other needed resources.

Let us listen to the two heads on how they understand their stakes in the
curriculum.

Principal: I am a principal of a big central elementary school. It is part of my function to

lead my school in any curriculum innovation. First of all, I make sure that my teachers
understand the forthcoming restructuring or alteration of our school curriculum. I also call on
the parents to participate in the change by keeping them informed. I have to make sure that
the materials needed are available for the teachers and students. I always keep in mind my
role as an instructional leader.

Head Teacher: Leading a small school in a far-flung barrio has pros and cons. First,
there are few teachers to supervise and fewer students to support. As a proactive school
head, I always see that we keep pace with the changes in the school curriculum. While
preparing for K to 12, I realize that the change process is inevitable. My teachers have to be
retained. Their attitudes should change. I am responsible for ensuring that the curriculum is

13
 implemented as it should be. At the end of the year, our school can show that learning has
taken place as designed by the K to 12 recommended curriculum.

4. Parents

Parents are significant school partners. Besides the students, teachers and school
administrators play an important role in curriculum implementation. When children bring home
homework from school, some parents cannot help. Schools need to listen to parents' concerns
about the school curriculum like textbooks, school activities, grading systems, and others.
Schools have one way of engaging parents to know the situation in the school. Most often,
parents volunteer to help.

Here are the two examples of how parents think of their stake in curriculum development.

Parent: I am proud that my child goes to this school. The teachers are hardworking, and the
School head is very supportive. On my part, I always cooperate in the school's concern that will
make my child learn. I volunteer for work where I am needed. Our parents support Brigada
Eskwela and other school activities. If they call on us parents, we always answer their request.
We also make suggestions on how the parents at home can assist in the children's learning.

Guardian: I am a guardian. I stand as a second parent of my nieces and nephew. I know that as a
parent,I should not leave entirely to the school the responsibility of educating the child. Although I
do not know much about the new curriculum, I welcome the school's changes. I am always ready to
give support to school concerns of my words.

How do parents shape the curriculum in schools? Here are some observations.

 The school composed of parents who are positively involved in school activities have better
achievement than schools with uninvolved parents. Disciplinary problems are minimal, and
students are highly motivated. When parents are interested in their child's learning, they
become closer to the school.
 The home is the extended school environment. In lifelong learning, the achieved learning in
schools is transferred at home. Thus, the home becomes the laboratory of learning. Parents
see that what children learn in school is practiced at home. They follow up lessons, make
available learning materials, and permit their children's participation.
 In most schools, parent associations are organized. It is being encouraged School-Based
Management. In some cases, this organization also includes teachers to expand the school
learning community. This organization supports many school projects and activities. It is
considered the best practice in most performing schools.

5. Community as the Curriculum Resources and a Learning Environment

“It takes the whole village to educate the child," goes the statement of former
First lady Hillary Clinton. What do you think of this statement?
Yes, the school is in the community; hence the community is the extended school
ground, a learning environment. All the barangay leaders, the elders, other citizens, and
community residents have a stake in the curriculum. It is the bigger school community that
becomes the venue of learning. The rich natural and human resources of the country can

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 assist in educating the children. The community reflects the school's influence, and the
school reflects community support.

6. Other Stakeholders in Curriculum Implementation and Development

6.1 Government Agencies

- DepEd, TESDA, CHED – Trifocalized agencies that have regulatory and mandatory
authorities over the implementation of the curricula.

- Professional Regulation Commission (PRC) and Civil Service Commission (CSC)- the first
agency certifies and issues teacher licenses to qualify one to teach. The second affirms and
confirms the appointment of teachers in public schools.

- Local Government Units (LGU) include the municipal government officials and the barangay
officials. Some of the teachers are paid through the budget of the LGUs. They also construct
school buildings, provide equipment, support the professional development teachers provide
school supplies and books. They are big supporters in the implementation of a school
curriculum.

6.2 Non-Government Agencies

Non-government agencies are organizations and foundations that have the main function of
supporting education. To name a few, this will include the following:

- Gawad Kalinga (GK) – to build communities means to include education. The full support of
GK in early childhood education is very significant. A school for pre-school children and out-
of-school youth has been established in each village.

- Synergies- an organization/foundation that supports basic education to elevate education

through Reading, Science, Mathematics, and English.

- Metrobank Foundation- supports continuing teacher development programs.

- Professional Organizations like Philippine Association For Teacher Education (PAFTE).

State Universities and Colleges Teacher Educators Association (SUCTEA), National
Organization of Science Teachers and Educators (NOSTE), Mathematics Teachers
Association of the Philippines (MTAP), and many more.
Whether big or small, a school curriculum is influenced by many stakeholders. Each
one has a contribution and influence in replacing, modifying, and substituting the current
curriculum. Each one has a significant mark in specific development and change process of
curriculum development.

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