INTRODUCTION The Context As a matter of practice, the curriculum in the Philippines is revised every ten years, but the

rapid rate of change in education and the fast obsolescence of knowledge necessitate a continual revisiting and updating of the curriculum to make it responsive to emerging changes in the needs of the learner and the society. Thus, the refinement of the curriculum remains to be a work in progress. Aside from the issue of relevance, the refinement of the secondary education curriculum was guided by the need, as articulated in the Education for All Plan 2015, to streamline its content in order to improve student mastery and contribute to the attainment of functional literacy. This became a primary consideration in the design of the curriculum and the formulation of standards and the essential understandings from which the content of the curriculum was derived. The results of national and international assessments were reviewed and analyzed for their implications for teaching and learning. The findings were used to further tighten the standards and improve the delivery of the curriculum and the teaching-learning process. The results of the evaluation of the implementation of the 2002 Basic Education Curriculum were likewise considered in the review of the curriculum. The Process The refinement of the curriculum followed the Understanding by Design (UbD) model developed by Jay McTighe and Grant Wiggins. Results/OutcomesAssessmentLearning PlanContent/ PerformanceStandardsProducts/ PerformancesEssentialUnderstandingsEssentialQuestionsLearningActivitiesAssessmentCriteria/ ToolsResources/ MaterialsObjectives(knowledge/skills) The curriculum design has the following elements: Stage 1 A. Results/Desired Outcomes, which define what students should be able to know and do at the end of the program, course, or unitof study; generally expressed in terms of overall goals, and specifically defined in terms of content and performance standardsA.1. Content standards, which specify the essential knowledge (includes the most important and enduring ideas, issues,principles and concepts from the disciplines), skills and habits of mind that should be taught and learned. They answer thequestion, What should students know and be able to do? A.2. Performance standards, which express the degree or quality of proficiency that students are expected to demonstrate inrelation to the content standards. They answer the question, How well must students do their work? or At what level of performance would the student be appropriately qualified or certified?B. Essential Understandings, which are the big and enduring ideas at the heart of the discipline and which we want the children toremember even long after they leave schoolC. Essential Questions, which are open-ended, provocative questions that spark thinking and further inquiry into the essentialmeanings and understandingsD. Curriculum Objectives, which are expressed in terms of knowledge and skills that teachers can use as guide in formulating theirown classroom objectives Stage 2 A. Assessment, which defines acceptable evidence of students attainment of desired results; determines authentic performancetasks that the student is expected to do to demonstrate the desired understandings; and defines the criteria against which thestudents performances or products shall be judged.B. Products and Performances, which are the evidence of students learning and a demonstration of their conceptualunderstanding, and content and skill acquisition Stage 3 A. Learning Plan, which details the instructional activities that students will go through to attain the standardsA.1. Instructional Activities, which are aligned with the standards and are designed to promote attainment of desired results.Questions to guide the review of Stages 1 to 3 are provided in Annex B.A series of consultations with critical stakeholders: students, teachers, school heads, parents, supervisors, industry, local governmentofficials, the religious, and experts from the academe, among others, were made to validate and further refine the formulation of standards, the essential understandings, the essential questions, and the assessment criteria and the tools to measure students products and performances. Workshops were conducted to draft the curriculum documents, write the instructional plan and develop lessonexemplars.Teachers were trained and school heads from the 23 identified pilot schools underwent capacitybuilding to prepare them for themanagement of the try-out of the curriculum. The schools were identified based on their

location (i.e., Luzon, Visayas, Mindanao) andthe type of program (i.e., regular high school, specialist high school) they offer.Meetings with school heads and classroom visits were made on a quarterly basis to monitor the try-out of the curriculum. Teachersfeedback on the lesson guides became the basis for further refinement of the standards and the other elements of the curriculum.Education supervisors were later trained on providing instructional support to teachers. A follow-through training was subsequentlyconducted to further equip them with the tools of supervision given the requirements of the program.ResultsInitial feedback from the teachers has been useful in further improving the design of the curriculum. What has evolved from the try-out is a core curriculum that builds on and retains the principles of the 2002 BEC (i.e., constructivism, integrative teaching) andintegrates the richness of the special curricular programs (Arts, Sports, Engineering and Science Education Program, Journalism,Technical-Vocational Program, and Foreign Language). The latter shall be offered in schools as special interest areas which childrencan pursue among many other career options in livelihood education. The curriculum has the following features: Features of theCurriculum L e a n - f o c u s e s o n e s s e n t i a l understandings S e t s h i g h e x p e c t a t i o n s (standards-based) expressed interms of what students shouldknow and the quality andproficiency of the skill that theyare expected to demonstrate asevidence of learning R i c h a n d c h a l l e n g i n g - p r o v i d e s for a personalized approach todeveloping the students multipleintelligences D e v e l o p s r e a d i n e s s a n d p a s s i o n for work and lifelong learning What is being envisaged is that the core curriculum shall be implemented with special curricular programs: special program in the arts(SPA), special program in sports (SPS), special program in journalism (SPJ), special program in foreign language, specialscience/math (S&T), technical-vocational program (tech-voc) being offered on the side, to develop the students multipleintelligences. Conceptual Framework in English CCBBII CCAALLLLAA TThheeoorryyooffLLaanngguuaaggee LLiinngguuiissttiiccss PPhhiilloossoopphhyy PPssyycchhoollooggyy TThheeoorryyooffLLeeaarrnniinngg CCoonnssttrruuccttiivviissmm LLeeaarrnniinnggbbyyddooiinngg((DD)) RReefflleeccttiivveelleeaarrnniinngg((PP)) SSoocciiaalllleeaarrnniinngg LLeeaarrnniinnggssttrraatteeggiieess TTrraannssffoorrmmaattiivveeLLeeaarrnniinngg TThheeoorryyooffLLaanngguuaaggee LLeeaarrnniinngg PPrroocceessss--OOrriieenntteedd CCoonnddiittiioonn--OOrriieenntteedd PPTTCCBBLL Functional Literac for All

CCoommmmuunnii-- ccaattiivvee CCoommppeetteennccee LLiitteerraarryy CCoommppeetteennccee// AApppprreecciiaattiioonn Valuing CCoonntteexxtt BBaasseedd TTeexxtt BBaasseedd GGeennrree BBaasseedd 2010 Secondary Education CurriculumEnglish CONCEPT MATRIX Year Level FIRST YEAR SECOND YEAR THIRD YEAR FOURTH YEARConceptQuarter Philippine Literature Afro-Asian Literature(including PhilippineLiterature)British-American andPhilippine LiteratureWorld Literature(including PhilippineLiterature) 1 Narrative Narrative Narrative Narrative2 Drama Drama Drama Drama3 Poetry Poetry Poetry Poetry4 Essay Essay Essay Essay 2010 Secondary Education CurriculumEnglish Program Standard: The learner demonstrates literary and communicative competence through his/herunderstanding of the different genres of literature and other text types for a deeperappreciation of Philippine culture and those of other countries. General StandardFirst YearGeneral StandardSecond YearGeneral StandardThird YearGeneral StandardFourth Year The learner demonstratesliterary and communicativecompetence through his/herunderstanding of the differentgenres of Philippine Literature and other text typesfor a deeper appreciation ofPhilippine culture.The learner demonstratesliterary and communicativecompetence through his/herunderstanding of the differentgenres of Afro-Asian Literature (including Philippine Literature) and other text typesfor a deeper appreciation ofPhilippine culture and those ofother countries.The learner demonstratesliterary and communicativecompetence through his/herunderstanding of the differentgenres of British-American and Philippine Literature and othertext types for a deeperappreciation of Philippine cultureand those of other countries.The learner demonstratesliterary and communicativecompetence through his/herunderstanding of the differentgenres of World Literature (including Philippine Literature) and other text typesfor a deeper appreciation ofPhilippine culture and those ofother countries. 2010 Secondary Education CurriculumEnglish I General Standard : The learner demonstrates literary and communicative competence through his/her understanding of the different genres of Philippine Literature and other text types for a deeper appreciation of Philippine culture. Quarter 1 - NARRATIVEStage 1: Results/Outcomes Stage 2 : Assessment Standard Essential At the level ofContent Performance Understanding QuestionProduct/PerformanceUnderstanding Performance The learnerdemonstratesunderstanding of the distinctive features,aesthetic elementsand underlyingobjectives of variedtypes of Philippinenarratives using themost appropriatelanguage forms andfunctions. Language Focus: Simple past tense

Time markers WH Questions S-V Agreement Direct Discourse Reported SpeechThe learnertells a storycreatively andproficiently.Narratives are theinteresting accounts ofpeoples ideas,feelings, and valuespertinent to thedevelopment of theirculture and society.Why do westudynarratives?Creative andproficientstorytelling Explanation Explain the development ofevents and progress of ideas in astory. Criteria: Accurate Coherent Use of appropriatelanguage forms andfunctions: Simple pastTense ime markers H Questions -V Agreement irect DiscoursePerformanceassessment of storytelling based onthe following criteria: Focus/Theme Audience Contact Sequence/ Development ofaction Dialogue Language Delivery Voice

eported SpeechExpress actions that happened ata definite past timeProve that the interestingaccounts of peoples ideas,feelings and values in Philippinefolk narratives are pertinent to thedevelopment of their culture andsociety Interpretation Share a story showing onesunderstanding and appreciationof an effective and meaningfulliterary piece Criteria: Significant Insightful IlluminatingGather, analyze and present folknarratives with ease Criteria: Significant Insightful meaningful Application Use appropriate sources ofinformation, multimedia andtechnology to create a story Criteria: Adaptive Diverse EffectiveUse simple past tense, timemarkers and WH questions toeffectively narrate eventsMake verbs agree with theirsubjectsExhibit clear reporting of ideas,thoughts and actions using directand reported speech to avoidambiguitiesUse reported and direct speech togive accurate accounts ofimportant details Perspective Analyze interdependence of plotcharacters, theme and othernarrative elements Criteria: Critical in an analyticalsense Insightful

Revealing Empathy Relate ideas taken from thenarrative to real life experiences Criteria: Insightful Open Self- knowledge Self asses ones strengths andweaknesses in telling a storyeffectively Criteria:

 Meta-cognitive Reflective Self-adjusting English I Quarter 2 - DRAMAStage 1: Results/Outcomes Stage 2 : Assessment Standard Essential At the level ofContent Performance Understanding QuestionProduct/PerformanceUnderstanding Performance The learnerdemonstratesunderstanding of features, elementsand conventions ofvaried Philippine drama usingappropriate languageforms and functions. Language Focus : Types ofsentenceaccording tofunction Coordinators RejoindersThe learnerinterpretativelyand proficientlyperforms in anexcerpt of aplay or drama. Drama clearlyportrays the realworld by presentingmans significantexperiences ingrand, moving andcolorful ways.Philippine dramadeepens onesunderstanding of theunique beauty ofFilipino culture.How does drama mirrorreal life?Why should youstudy Philippinedrama?Interpretativeand proficientDramapresentation(excerpt) Explanation Explain the features, elementsand conventions of thedifferent types of drama Criteria: accurate justified credible use of appropriatelanguage forms andfunctions Types of sentenceaccording to functionExpress agreement anddisagreement courteouslyDemonstrate a smooth flow ofthought from one sentence tothe next by usingcoordinators and rejoinderscorrectlyMake clear and interestingexplanation about people,things and events by usingdifferent types of sentencesPerformance assessmentof a drama presentationbased on the followingcriteria: Voice Acting skills

 Facial expression Stage presence Stage production Conventions 2010 Secondary Education CurriculumEnglish I Connect drama to peoplessignificant experiences in thereal world Interpretation Illustrate the series ofconnected events in a drama(plot) Criteria: Meaningful Illustrative Significant Application Role play the dialogsbetween characters Criteria: Effective Fluent Realistic Innovative Perspective Compare and contrast drama(literary) from news story (reallife drama). Criteria: credible revealing Insightful unusual Empathy Assume a role in a drama that runs counter to yourpersonal experience. Criteria: open insightful

 perspective receptive Self-knowledge Self assess ones strengthsand weaknesses inpresenting significantexperiences in a drama Criteria: self-aware self-adjusting reflective mature wise I Quarter 3 - POETRYStage 1: Results/Outcomes Stage 2 : Assessment Standard Essential At the level ofContent Performance Understanding Question Product/ Performance Understanding Performance The learnerdemonstratesunderstanding of the distinct features ofnarrative, lyric anddramatic poetry,their elements andthe poetic devicesusing the appropriatelanguage forms andfunctions. Language Focus: Basal Adjectives Phrase Modifiers S-V AgreementThe learnerinterpretatively and proficiently performsin a choral reading.Understanding thespecial qualities ofeach form of poetryprovides succinctideas about therichness andbeauty of poetry.How do formsof poetryprovidesuccinct ideasabout therichness andbeauty ofpoetry?Interpretative andproficient ChoralReading Explanation Describe the distinctfeatures and thedevelopment of ancientFilipino poetry Criteria: Accurate Credible Insightful Use of appropriatelanguage forms andfunctions

Basal Adjectives Phrase Modifiers S-V AgreementJustify that the specialqualities of poetry providesuccinct ideas aboutrichness and beauty ofpoetryExplain the relationshipexisting between subjectThe learner interprets apoem through choralreading based on thefollowing criteria:Rubric Facial Expression Phrasing/ blending/ pausing/ timing Rate Enunciation Accuracy Voice quality 2010 Secondary Education CurriculumE n l i s h I

and verb in a givensentenceProve a close connectionamong the elements of apoemCriteria:

Accurate

Justified

Insightful

Interpretation Judge the importance ofpoetic devices tocommunicate meaningCriteria:

Significant

Meaningful

Insightful Perspective Analyze qualities of eachform/type of poetry Criteria:

Critical in an analyticalsense

Insightful Application Use effective strategies inchoral reading of a poem

Criteria:

Adaptive

Effective

Innovative

Diverse

Use word and phrasemodifiers in giving specificdetails about people, placesand things Empathy Reach a commonunderstanding on how topresent a choral readingeffectively Criteria: Open Perceptive Insightful Self-knowledge Reflect on the effectivestrategies to be utilized inmaking meaning throughchoral reading Criteria: Reflective Meta cognitive

 Self-adjusting

Quarter 4 - EssayStage 1: Results/Outcomes Stage 2 : Assessment Standard Essential At the level ofContent Performance Understanding QuestionProduct/PerformanceUnderstanding Performance The learnerdemonstratesunderstanding of the basic features,parts, structure, andpattern ofdevelopment thatmake tone and styleof Philippine essayseffective. . Language Focus: Modals Relative Clauses TransitionmarkersThe learnerwrites apersonal/ reflectiveessay vividly.Philippine essayshave distinctivefeatures used bythe authors topresent lessonslearned fromexperiences andpersonalobservations.What makesPhilippineessays distinctfrom foreignessays?Writing vividpersonal/ reflective essay Explanation Explain the basic parts,structure, elements andfeatures of Philippine essays. Criteria: Accurate Credible

 Coherent Insightful Use of theappropriate formsand functions: Modals Relative Clauses Transition markersShow smooth flow of ideas byusing transition markersShow that essays havedistinct features that authorsused to express lessonslearned Interpretation Illustrate the different patternsof paragraph development ofThe learner writes vividly apersonal /reflective essaythat expresses meaningfulviews and insights basedon content , rhetoric andform using the followingcriteria: unity coherence clarity plausibility mature usage Style 2010 Secondary Education CurriculumE n l i s h I

an essay Criteria Accurate Thorough Illuminating Application Use personal reflections,experiences and observationsin writing a personal essay. Criteria: Effective Adaptive

RealisticUse modals to expresspossibility, permission, abilityand probabilityUse relative clauses to showrelationship of ideasUse modals, relative clausesand transition markers inwriting a personal essay. Criteria: Effective Fluent Perspective Argue that writingreflective journalsand personal essays serve assignificant learningexperiences. Criteria:

Insightful Plausible Empathy Consider other writersintention, style, views inabstracting a reflective journaland a personal essay. Criteria:

 Open Perceptive Insightful Self Knowledge Use self-monitoringstrategy / correctionto improve oneswork. Criteria: Reflective Meta cognitive Self-adjusting

ANNEX A The Monitoring and Evaluation of the Implementation of the 2002 Secondary Education Curriculum: Findings andRecommendations The Bureau of Secondary Education was tasked by the Department of Education to monitor and evaluate the implementationof the new curriculum in secondary schools of the country.Accordingly, the Bureau conducted case studies of twenty secondary schools, grouped as follows: General high schools funded fully by the national government

Newly established high schools funded jointly by the national, provincial, and municipal government Science high schools Private high schools Technical-vocational high schoolsThe purpose of the multiple case studies is not to produce an objective body of knowledge that can be generalized to allschools in the country, but to build collaboratively constructed descriptions and interpretations of practices, that enable supervisors,school heads, department heads, supervisors and teachers, to formulate acceptable ways of implementing the BEC, and to solveimplementation problems that emerge.The case studies recognize that the school is a learning community where people continuously plan, observe, review andreflect on what they do in order to achieve shared goals and aspirations.The first monitoring and evaluation of the BEC implementation was conducted in September 2002, the second in October2003, and the latest in September 2004.