Curriculum Review

ACTRC is conducting a review of the Philippine K-12 Basic Education Curriculum. The review is addressing alignment both within and across the curriculum. The review examines the intended curriculum, the curriculum as it is implemented in classrooms, the curriculum as tested by national assessments and the curriculum attained and retained by students as they complete various curriculum stages. An overview of the review is listed below.  

Overview of the curriculum review

The curriculum review commenced following the completion of the roll out of the K-12 Basic Education Curriculum. Phase 1 of the review commenced in February 2019 and set the foundations for analysis of the Intended Curriculum. Phase 2 involves review of the intended, implemented, tested and attained curriculum. Phase 2 commenced in May 2019 and will conclude in January 2021.

The purpose of the curriculum review is to provide evidence-based research findings on which to make curriculum and policy decisions. The review is conducted in collaboration with the Philippines Department of Education (DepEd) in order to build curriculum review capacity and ensure the research addresses factors of interest to DepEd to support the application of the findings to curriculum development and policy decisions. This comprehensive review of the curriculum is expected to provide a basis for future curriculum adjustments. It is being conducted in collaboration with the following DepEd Bureau’s: Bureau of Curriculum Development, Bureau of Learning Delivery, Bureau of Educational Assessment and the DepEd School Effectiveness Division. Other stakeholders that are involved in related activities include UP Integrated School teachers, UP faculty members from the Colleges of Education, Music and Human Kinetics, and representatives from other universities and employers of K to 12 graduates.  

The K-3 curriculum reviews have brought together local and international experts and have focused on Literacy and Mathematics competencies. The Literacy team has brought together the learning competencies for Mother Tongue, Filipino and English and is underpinned with the key principle that all languages are interrelated and interdependent. Facility in the first language (L1) strengthens and supports the learning of other languages (L2). The Mathematics team has developed the frameworks for building solid foundations in algebraic reasoning, geometric reasoning, measurement concepts and statistical literacy.

Project team

Dr Marie Therese A.P. Bustos, Project Director, ACTRC, University of the Philippines

Professor Field Rickards, Project Director, ACTRC, University of Melbourne

Pam Robertson, Project Lead, ACTRC, University of Melbourne

Dr Marlene Ferido, Project Lead, ACTRC, University of the Philippines

Lalaine B. Bagui, ACTRC, University of the Philippines

Louie A. Cagasan Jr., ACTRC, University of the Philippines

Julie dela Cruz, ACTRC, University of the Philippines

Dr Thida Kheang, ACTRC, University of Melbourne

Joesal Jan A. Marabe, ACTRC, University of the Philippines

Junice Nepomuceno, ACTRC, University of the Philippines

Advisor

Professor Peter Hill, University of Melbourne

K-3 Review sub-team

Dr Marie Therese A.P. Bustos, Project Director, ACTRC, University of the Philippines

Professor Field Rickards, Project Director, ACTRC, University of Melbourne

Kathryn Moyle, K-3 Coordinator, University of Melbourne

K-3 Review literacy, numeracy and curriculum specialists

Assistant Professor Eva Haydee Alipustain, University of the Philippines

Dr Leonor E. Diaz, University of the Philippines

Professor Tricia Eadie, University of Melbourne

Dr Romylyn A. Metila, University of the Philippines

Dr Catherine Pearn, University of Melbourne

Dr Carmel Sandiford, University of Melbourne

Professor Tan Oon Seng, National Institute of Education, Singapore

Dr Alan Williams, University of Melbourne