The Teacher and the School Curriculum Flashcards

Vocabulary flashcards covering key terms, legal bases, models, and concepts in teacher roles and curriculum development.

Philippine Professional Standards for Teachers (PPST)

Established under DO No. 42, s. 2017, it serves as the basis for all teacher learning and development programs, as well as performance appraisals, to ensure effective implementation of the K to 12 Program.

Republic Act No. 9155

Also known as the Governance of Basic Education Act of 2001, this law recognizes the crucial role of teachers and emphasizes a learner-centered approach in basic education.

Republic Act No. 10533

Also known as the Enhanced Basic Education Act of 2013, this law expanded the basic education curriculum in the Philippines from ten to twelve years.

Matatag Curriculum

The core framework within the K to 12 program focusing on foundational skills, values education, peace competencies, and core competencies such as communication, collaboration, critical thinking, and creativity.

Republic Act No. 11476

The GMRC and Values Education Act of 2020, which intensifies character development and values formation among Filipino learners.

Spiral Progression

An approach in curriculum design where concepts and skills are revisited and deepened across grade levels to enable continuous learning and mastery over time.

Formal Curriculum

The official programs of study and planned educational experiences provided by educational institutions.

Informal Curriculum

Unplanned learning experiences and insights gained from daily activities and social interactions.

Hidden Curriculum

Unwritten, unofficial, and often unintended lessons, values, and perspectives that students learn while in school.

Basic Education Curriculum (BEC)

The Philippine basic education curriculum implemented from 1983 to 2001 under DECS Order No. 6, s. 1983.

Revised Basic Education Curriculum (RBEC)

The basic education curriculum implemented in the Philippines from 2002 to 2010 pursuant to DepEd Order No. 25, s. 2002.

Understanding by Design (UbD)

A curriculum design framework created by Jay McTighe and Grant Wiggins that follows three steps: identify defined results, determine acceptable evidence, and plan learning experiences and instruction.

Subject-Centered Design

A curriculum design model that focuses primarily on specific academic subjects or traditional disciplines such as Mathematics, Science, and English.

Learner-Centered Design

A curriculum design approach tailored around the individual needs, interests, abilities, and background of the learners.

Problem-Centered Design

A curriculum design that integrates real-world issues and problems into learning to increase context relevance and problem-solving skills.

Logical Sequencing

Organizing curriculum content based on natural or conceptual relationships, typically progressing from simple to complex.

Tyler's Model

A curriculum development model centered on defining clear educational objectives, selecting learning experiences, organizing content, and evaluating outcomes.

Taba's Model

A grassroots, participatory curriculum development model formulated by Hilda Taba that directly involves teachers, students, and community stakeholders.

Formative Evaluation

Curriculum evaluation conducted during the development process to collect ongoing feedback and make necessary adjustments.

Summative Evaluation

Curriculum evaluation conducted after implementation to assess total effectiveness and final impact on student learning.

Individual Performance Commitment and Review Form (IPCRF)

A performance evaluation tool aligned with the PPST used to assess a teacher's accomplishments, targets, and ongoing professional development.

Curriculum Change

Revisions or modifications made to refine an existing curriculum, such as updating content, teaching methods, or assessment practices.

Curriculum Innovation

The creation and introduction of entirely new curricula, pedagogical models, or structural reforms that transform the educational approach.

KIWIPIE

An acronym representing the key leadership roles of a teacher in curriculum processes: Knower, Initiator, Writer, Innovator, Planner, Implementer, and Evaluator.

Learning Action Cell (LAC)

As defined by DepEd Order No. 35, s. 2016, a teacher group session designed for collaborative learning and problem-solving within schools.

Republic Act No. 4670

The Magna Carta for Public School Teachers, enacted on June 18, 1966, providing professional rights, safeguards, and limiting actual classroom teaching to six hours per day.

House Bill No. 8384

A bill introduced by Representative Virgilio S. Lacson aimed at amending RA 4670 to establish the Expanded Magna Carta for Public School Teachers.

Curriculum Scope

An element of curriculum organization that defines the overall breadth, depth, and coverage of content and learning experiences.

Curriculum Articulation

An element of curriculum design that ensures smooth transition and vertical/horizontal interconnectedness between subject content across levels.

In-Service Training (INSET)

Professional development programs organized by DepEd and partner institutions focusing on specialized teaching methods, educational updates, and curriculum strategies.

The Sabre-Tooth Curriculum

A 1939 satirical book by Harold Benjamin characterizing traditional curriculum as a fixed body of organized 19th-century knowledge.

Special Needs Education

A customized set of educational services provided to exceptional learners experiencing distinct learning difficulties or extraordinary intellectual abilities.

Inclusive Education

An educational arrangement placing learners with disabilities into standard general education classrooms alongside non-disabled peers under general education instruction.