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CURRICULUM & INSTRUCTION

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Transcript of CURRICULUM & INSTRUCTION

CURRICULUM AND INSTRUCTION
Contents
A. CURRICULUM

B. CLASSROOM INSTRUCTION

C. STUDENT LEARNING

D. EVALUATION OF ACADEMIC ACHIEVEMENT

E. CO CURRICULAR ACTIVITIES

F. ADMINISTRATIVE CONCERN FOR EFFECTIVE INSTRUCTION

A. CURRICULUM
ANALYSIS
B. CLASSROOM INSTRUCTION
ANALYSIS
D. EVALUATION OF ACADEMIC ACHIEVEMENT
ANALYSIS
C. STUDENT LEARNING
ANALYSIS
(

E
) 1. The curriculum complies with the learning competencies of the Basic Education Curriculum
(DepEd).

2. The curriculum has the following features over and above the requirements of the Basic Education
Curriculum (DepEd):


a. Inclusion of Reading Program
b. Inclusion of Christian Living Classes

(
E
) 3. The curriculum supports the school’s philosophy, vision, mission and objectives.

(
E
) 4. The curriculum promotes good citizenship, love of country, nation-building, respect for multi-
cultural diversity and for people of other faith, and appreciation for indigenous culture.

(
E
) 5. The scope and sequence of each subject area indicates the logical flow and development of
subject matter, skills, and values across year levels.

(
E
) 6. The coverage in each subject area takes into account the cognitive, social, physical, and
emotional readiness of the learner.


(
E
) 7. The following are contained in the syllabus of each subject area:

a. instructional objectives

b. learning content

c. values

d. learning activities

e. evaluation

f. time frame/time budget

g. references/bibliography

h. instructional materials



(
E
) 8. There is a system of articulation among teachers of the different subject areas within
the year level to identify points of integration.

(
E
) 9. There is a system of articulation among teachers handling the same subject area
across the different year levels.

(
S
) 10. Curriculum review/evaluation is done regularly to reflect current educational
practices and pedagogy.




11. There are programs for the students with special needs:

(
E
) a. enrichment

(
E
) b. remedial





EVALUATION
(
4
) a. How well does the curriculum comply with the learning competencies of the
Basic Education Curriculum?

(
5
) b. How well does the curriculum reflect the school’s philosophy, vision, mission
and objectives?

(
5
) c. How well does the syllabus of each subject area provide direction for the
implementation of each program?


d. How well is the system of articulation implemented?

(
4
) 1) to identify points of integration among the different subject areas


(
4
) 2) to ensure continuity and connectedness within each subject area

(
4
) e. How well do the special programs meet the needs of the students?



COMMENTS:

The school is adopting the K-12 Curriculum for the Grade 7 and Grade 8 and the Revised Basic Education Curriculum (RBEC) for the Third Year and Fourth Year level with an inclusion of Christian Living classes in every year level to support the school's philosophy, vision, mission and objectives.

DepEd's Standard Learning Competencies of each subject area in parallel with the K-12 Curriculum is considered in the making of the syllabi for the Grade 7 and Grade 8. While the Third year and Fourth year teachers considered the Learning Competencies based from the students' standardized test results.

Articulation guide is provided to ensure system of syllabus articulation of subject areas within the year level and subject area across the different year levels in correlation with the K-12 curriculum. Added in the syllabus are Essential Understanding, Essential Question, and the Level of Difficulty to ensure maximum learning skills.

There is a more intensified remedial classes and reading classes to address students with special needs. However, time constraints affect the conduct of enrichment classes.

With documents
: Syllabus, Enrichment Program, Remedial Program, Reading Program


APPENDICES

Attach a copy of the following:

a. Curriculum offered

b. Enrichment, remedial and other special programs

(
E
) 1. There is evidence of remote and immediate preparation and thorough planning of instructional
activities.

(
E
) 2. Instructional activities show systematic organization, implementation and evaluation.

(
E
) 3. Learning activities are relevant to the maturity, interest, needs and daily lives of the students.

(
E
) 4. Learning experiences are provided which call for the development of basic academic skills and
concepts, and of positive values and attitudes.

(
E
) 5. Opportunities are provided for the application of skills/concepts learned.




(
E
) 6. Methods and techniques used in instruction are varied, current, relevant and creative.

7. Methods and techniques of teaching are adapted to:

(
E
) a. the subject matter

(
E
) b. the needs and capabilities of the students

(
E
) 8. Library and media resources are utilized for enriching the lessons.

(
S
) 9. Human and community resources are utilized in instructional activities.



(
E
) 10. Instruction is geared to maximize student participation.

(
E
) 11. Provisions are made to recognize individual differences and diverse learning styles.

(
E
) 12. Activities are provided to develop leadership and followership abilities.

(
S
) 13. A learning atmosphere is maintained in all classes through sound classroom management.

(
S
) 14. There is proficient use of the medium of instruction.

(
E
) 15. Lessons are correlated with the broader aspects of the subject and with related experiences.


EVALUATION
(
4
) a. To what extent are the learning activities relevant in terms of the maturity, interests, needs and daily
lives of students?

(
4
) b. How adequate are the learning experiences which allow the development of positive values and
attitudes?

(
4
) c. How adequate are the situations provided which allow the application of skills/concepts learned?

(
4
) d. How adequate is teacher planning and preparation for instruction?

(
4
) e. How adequate are the teaching methods in carrying out the objectives of the program?


(
5
) f. To what extent are the library and media resources utilized?

(
3
) g. To what extent do the teachers and students use human and community resources?

(
4
) h. To what extent is instruction geared to maximize student participation?

(
4
) i. How well-adapted to the subject matter and to the grade/year level are the methods and techniques used?

(
4
) j. How adequately are instructional activities organized, implemented and evaluated?



(
4
) k. How adequately do the provisions meet individual differences and diverse learning styles?

(
4
) l. To what extent are leadership and followership abilities developed?

(
4
) m. To what extent does classroom management contribute to an effective learning atmosphere?

(
4
) n. How is the medium of instruction satisfactorily used by the teachers?



COMMENTS:

The Principal and the subject Area Coordinators help the teachers through regular classroom observation to ensure effective instruction. Pre and post conferences are done for teachers' improvement. Teachers are sent to seminars and trainings to update their teaching methods and strategies.

(
S
) 1. Students participate actively in class.

(
E
) 2. Students are given opportunities for individual as well as group work activities.

(
S
) 3. Students accomplish assigned tasks and homework.

(
S
) 4. Students come to class prepared for their lessons.

(
S
) 5. Students show spontaneity in expressing their ideas and in asking questions.

(
S
) 6. Students show capacity to think critically and creatively.

(
S
) 7. Students show positive values and attitudes in and out of the classroom.

8. Students express themselves clearly and correctly in:
(
S
) a. English

(
S
) b. Filipino

(
S
) 9. Student responses give evidence of learning.

(
S
) 10. Students show ability to apply the skills and knowledge they have learned in
the classroom.

(
S
) 11. Students make use of the resources in the library, Instructional Media Center
and laboratories.


EVALUATION
(
4
) a. How satisfactory are the results of individual and group work activities?

(
4
) b. How satisfactory is the completion of assignments?

(
4
) c. To what extent are the students prepared for their classes?

(
4
) d. How spontaneous are the students in expressing their ideas and asking
questions?

(
4
) e. To what extent do students show critical and creative thinking?





(
4
) f. To what extent do students show positive values and desirable attitudes?

(
4
) g. How satisfactorily do the students express themselves clearly and correctly?

(
4
) h. To what extent do the students show evidence of learning and application of skills and
knowledge?

(
4
) i. To what extent do the students use the resources of the library, Instructional Media Center and
laboratories?


COMMENTS:

Individual and group output, i.e., library book report, home reading activities, book review, investigatory project, portfolio are submitted by students as evidence of their learning.

Please see attached list of students' project in different subject areas.
(
E
) 1. The evaluation of student performance is based on clear aims and
objectives.

(
E
) 2. A variety of tests (e.g., standardized tests, teacher made tests,
guidance tests) and other forms of evaluation are utilized to evaluate student progress and learning outcomes.

(
E
) 3. Examinations are checked and returned to the students on time.

(
E
) 4. Participation of students in the evaluation of their own progress and
that of the group is encouraged as a learning activity.

(
E
) 5. An effective procedure of reporting student progress to parents is
implemented.

(
E
) 6. Re-teaching and future learning activities are based on learning
outcomes.

(
E
) 7. The grading system is well-defined and reflects the students’
performance.

(
E
) 8. There is coordination among teachers, administrators and guidance
counselors in monitoring academic progress.

(
E
) 9. Records of the evaluation results are systematically kept.

(
E
) 10. Improvement in test construction and other forms of evaluation is a
continuing concern.

(
E
) 11. The policies on promotion and retention are well defined and
understood by parents and pupils.


EVALUATION
(
5
) a. How adequate is the evaluation of student progress and learning outcomes?

(
5
) b. To what extent does the grading system reflect student performance?

(
4
) c. To what extent do evaluation procedures identify the abilities and individual needs of
all students?

(
4
) d. How adequately are evaluation results interpreted, analyzed, and utilized for the
improvement of teaching techniques and methods?

(
5
) e. To what extent are the guidance test results used for instructional purposes?

(
5
) f. How satisfactory is the reporting of student progress to parents?


APPENDIX:

Attach a copy of the grading system.


E. CO-CURRICULAR ACTIVITIES
ANALYSIS
(
E
) 1. There is a variety of co curricular activities that support, complement and enrich classroom instruction.

(
E
) 2. The co-curricular activities support the school’s philosophy, vision, mission and objectives.

(
E
) 3. The co-curricular activities promote positive values and attitudes.

(
E
) 4. Students are encouraged to participate in co curricular activities.

(
E
) 5. Provision is made for the use of community resources to support co curricular activities.

(
E
) 6. There is a connection and balance between the curricular program and co-curricular activities.


(
E
) 6. Re-teaching and future learning activities are based on learning
outcomes.

(
E
) 7. The grading system is well-defined and reflects the students’
performance.

(
E
) 8. There is coordination among teachers, administrators and guidance
counselors in monitoring academic progress.

(
E
) 9. Records of the evaluation results are systematically kept.

(
E
) 10. Improvement in test construction and other forms of evaluation is a
continuing concern.

(
E
) 11. The policies on promotion and retention are well defined and
understood by parents and pupils.


EVALUATION
(
4
) a. How adequate is the number of students participating in co curricular activities?

(
4
) b. To what extent do the co curricular activities help achieve the school's philosophy,
vision, mission and objectives?

(
4
) c. To what extent do the co curricular activities promote positive values and attitudes?

(
4
) d. How adequate is the variety of co curricular activities for the students?

(
4
) e. To what extent has the school availed of community resources in the co curricular
activities?

(
4
) f. To what extent do these co curricular activities aid learning?


APPENDIX:

Attach a list of the co curricular activities.


F. ADMINISTRATIVE CONCERN FOR EFFECTIVE INSTRUCTION
ANALYSIS
EVALUATION
1. Administrative officers employ practical measures to ensure effective instruction by:

(
E
) a. requiring a syllabus for each subject to be approved by the assigned
administrative officer

(
E
) b. continuous review and updating of the curriculum, syllabi and instructional
materials

(
E
) c. a review of examination questions by the assigned administrative officer

(
E
) d. the study of learning outcomes through different forms of evaluation

(
S
) e. the analysis of students' performance through formal studies



1. Administrative officers employ practical measures to ensure effective instruction by:

(
E
) f. regular supervisory visits to classes and post-observation conferences

(
E
) g. the study of the correlation between entrance examination results and scholastic achievements

(
S
) h. a follow up on the success or failure of graduates in their college work



(
E
) 2. The administration has information concerning the present academic standing
of its students.

(
E
) 3. The records and files containing these information are in order and are up to
date.

(
E
) 4. The administration has information on the percentage of failures and honors for
each class.

(
E
) 5. Recognition and encouragement are given for academic achievement and
character formation.

6. The administration requires the use of instructional materials, devices and
equipment. Thus:

(
E
) a. required textbooks and instructional materials are available to all students.

(
E
) b. audio visual materials and equipment are relevant and appropriately used.




7. The administration manifests its interest in educational improvement by:

(
E
) a. involving the faculty in exploring curricular developments

(
E
) b. introducing innovations in the curriculum program, classroom instruction and/
or pedagogical practices

( ) c. _____________________________

8. The administration ensures preparation by the faculty for their classes by:

(
E
) a. requiring daily lesson planning

(
E )
b. requiring a minimum number of written examinations and other forms of evaluation

(E
) c. providing a faculty room/area to facilitate preparation

(
E
) 9. Measures are taken to ensure the punctuality and regular attendance of faculty members at their scheduled classes.

(
E
) 10. Records of the daily attendance of students are maintained.

(
E
) 11. The administration employs concrete means to ensure that rules concerning students’ class attendance and punctuality are followed.




(
5
) a. To what extent does the administration employ practical
measures to ensure effective instruction?

(
5
) b. To what extent does the administration employ practical
measures to improve the quality of instruction?

(
5
) c. To what extent are textbooks and teaching materials
updated?

(
5
) d. To what extent does the school make judicious use of
instructional materials, devices and equipment?



(
5
) e. How regularly are classes held?

(
5
) f. How well-attended are the classes?

(
5
) g. How satisfactory are the class schedules?

(
5
) h. To what extent is the administration aware of the abilities and achievement
of its students?

(
5
) i. How satisfactory are the criteria used for the system of recognition for
academic achievement and character formation?

COMMENTS:

The Administration provides all the opportunities for faculty members and students to assure a functional instruction. Furthermore, the Principal, the Subject coordinators, and the teachers are collaborators for a quality instruction.

BEST FEATURES:
1. The intensive classroom observation and supervision which ensures continuing improvement of classroom instruction
2. The full support of the administration in improving classroom instruction
3. A well-defined remedial program and reading program to assist students' need
4. Technology resources are more improved for better classroom instruction

RECOMMENDATIONS
1. the utilization of human and community resources to enrich classroom instruction
2. the enhancement of enrichment program for the gifted students
3. an intensified conduct of action researches which geared towards the improvement of classroom instruction

APPENDIX:


Provide a copy of the system of recognition for academic achievement and character formation.
COMMENTS:

A well-defined grading system is published in Students'-Parent Handbook for proper implementation. Varied tests like standardized, teacher-made with table of specification (TOS) and guidance tests are given so that results will be utilized to improve instruction and learning.


The Principal with the subject area coordinators checked the teacher-made test and some other forms of evaluation to ensure balance of the skills to be measured.
COMMENTS:

Provision has been made to promote positive values and attitudes among students. The use of community resources and the extending of camaraderie to nearby communities support the co-curricular activities.

Please see documents: Science Fairs' Reports & Club Logbooks
D. EVALUATION OF ACADEMIC ACHIEVEMENT
Full transcript