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.

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.

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.

Lesson 2: Implementing A Curriculum Daily in the Classrooms

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

• 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

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

Lower Order Thinking Skills

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

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

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

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, Video, VCD, DVD
charts, posters) Computer / multimedia presentations
Visual boards (chalkboard, whiteboard, flannel
board)
Audio materials
Table 1. Types of instructional media/technology
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.

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;

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 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 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.