1. CURRICULUM IMPLEMENTATION
The next step after curriculum planning and designing is to implement it. As teachers, this is one of the major roles that we do in school. We have the recommended curriculum guide that can be download in the internet/through website and our task is to implement it. So, the success of the learning depends on the implementation effort.
Wilma B. Victoria
Reporter

2. Curriculum implementation
refers to how the planned or officially designed course of study is translated by the teacher into syllabi, schemes of work and lessons to be delivered to students.
Curriculum implementation means putting into practice the written curriculum that has been design into syllabi, course of study, curricular guides and subject. It is the process where the learners acquire the intended knowledge , skills and attitudes for them to function effectively in the society.

3. Ornstein and Hunkins in 1998 defined curriculum implementation as the interaction between the curriculum that has been written and planned and the persons who are in charge to deliver it.
The effort and success of the implementation would lie on the hands of the teachers.

4. To them , curriculum implementation implies the following;
Shift from what is current to a new or enhanced curriculum
Change in knowledge, actions, attitudes of the person involved
. A complete transition or shift from the previous to a new curriculum.
. Today we are dealing with millenians,21st century learners where in they are very literate when it comes to computers. Definitely, as teachers we have to upgrade ourselves with the latest knowledge and information.
;Attitude-Being very strict to students is not applicable ..before and after…that’s why Deped is encouraging us to use positive discipline.

5. Change in behavior using new strategies and resources
Change which requires efforts hence goals should be achievable
. Use different styles that will fit to the needs of the child.
To address individual differences we have the multiple intelligences, we also have the blended learning,…ICT integeration, etc.

6. Loucks and Lieberman (1983) define curriculum implementation as the trying out of a new practice and what it looks like when actually used in school system.
In the classroom context, curriculum implementation means teaching what has been written in the lesson plan. It means using the plan as a guide to engage with the learners in the teaching-learning process with the end in view that learning has occurred and learning outcome has been achieved.
In writing lp, we formulate objectives with the end in the mind of what the students are expected to do, perform or learned after the lesson.
Again, we are after with the result of the learning.

7. Curriculum Stakeholders

8. 1.Learners are at the core of the curriculum.
Learners have more dynamic participation from the planning, designing, implementing and evaluating.
Whatever curriculum we plan, learners are not just mere recipients of the curriculum. They are actually involved in the implementation. After all, learners together with the teachers put action to the curriculum.
In planning the lesson, activities and strategies that we will use, we still consider the learners.
Lets say you are handling the pilot and lowest section……………..we plan based on the level of students.
W/0 the learners curriculum is useless.
So they can make or break curriculum by their active 0r non-involvement.

9. 2. Teachers are curricularists.
Teachers are stakeholders who plan, design, teach, implement and evaluate the curriculum.
Teachers’ influence upon learners cannot be measured. Better teachers foster better learning .As curriculum developers, teachers are part of textbook committees, teacher-selection, school evaluation committee
or textbook and module writers themselves.

10. 3. School leaders are curriculum managers.
Principal and school heads too, have important roles in curriculum implementation process in schools. They should understand fully the need for change and the implementation process. They should be ready to assist teachers and students in the implementation. Communication line should be open to all concerned should the school leaders lead in curriculum teamwork.

11. 4. Parents
Parents are significant school partners. Besides the students, teachers and school administrators, play an important role in curriculum implementation. Parents may not directly be involved in the curriculum implementation, but they are formidable partners for the success of any curriculum development endeavor.
School encourages parents to engage in cooperation like Brigada Eskwela. Through this, parents will know the situation in the school.They can be tapped in various activites like scouting, etc.

12. 5. Community as the Curriculum Resources and a Learning Environment

13. 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.

14. The school is the extended school ground, a learning environment.
All the barangay leaders, the elders, other citizens and resident of the community have a stake in the curriculum. It is the bigger school community that becomes the venue of learning.
It is a mutual reflection. The community is a reflection of the school influence and the school is a reflection of the community support.

15. 6. Other stakeholders in Curriculum Implementation and Development
Government Agencies
Some stakeholders may not have direct influence on the school curriculum. These are agencies and organizations that are involved in the planning, design, implementation and evaluation of the school curriculum.
-Trifocalized agencies that have regulatory and mandatory authorities over the implementation of the curricula.

16. The agency that certifies and issues teacher licenses to qualify one to teach and affirms and confirms the appointment of teachers in the public school.

17. Local Government Units (LGU) include the municipal government officials and barangay officials.

18. Non-Government Agencies
Gawad Kalinga (GK)
Synergia –an organization/ foundation that supports basic education to elevate education through Reading, Science, Mathematics and English.
Metrobank Foundation-supports continuing teacher development programs
Non-government agencies are organizations and foundations that have the main function to support education.

19. Levels of Curriculum Implementation

20. 1. Models for Piloting
Piloting is a broad term which can be used in the context of both curriculum evaluation, although it occurs a relatively early stage of the curriculum change process, and curriculum development.
Before the implementation of the curriculum in the whole institution, they choose model schools for piloting where in planned curriculum guides/scheme of work is applied.

21. Feasibility studies
It may be informal or highly structured evaluation exercises which analyze the proposals in great detail and seek the views of stakeholders in and beyond the education system.
When a new curriculum is proposed it is important to consider two questions – whether it will offer significant benefits and whether it can be implemented successfully. In answering these questions, educational authorities should consider the critical factor of how different it is from the existing curriculum with which teachers are familiar. In many cases of unsuccessful curriculum change, the key factor is the level of difficulty they present to teachers.

22. Feasibility studies are particularly important in determining the cost of effective curriculum design and implementation
In some contexts, education systems suffer from “initiative overload”; teachers may be weary as a result of constant change and morale may be low. Under these circumstances, a feasibility study can effectively and efficiently establish the value of curriculum change and identify potential problems in implementation.

23. 2. Piloting and evaluation
In recent decades there has been a growing demand for empirical data to justify new curriculum prior to wide scale implementation. The demand has arisen, in part, from the high financial cost of curriculum development and implementation.
It is important that empirical evidence is gathered to demonstrate the quality of a curriculum and to test its practicality and utility in a “real world” setting. Piloting in this sense is a dimension of curriculum evaluation.

24. Lewey6 has identified three phases of curriculum “tryout”
Lewey6 has identified three phases of curriculum “tryout”. Each phase will adopt successively more formal evaluation methods in order to provide more reliable findings

25. Laboratory tryout
The first phase may begin as formative evaluation very early in the curriculum development process in what is sometimes described as “laboratory tryouts”.
Here elements of the curriculum may be tested with individuals or small groups. Responses of learners are observed and modifications to the curriculum materials may be suggested.

26. Pilot tryout
A “pilot tryout” may begin in a school setting as soon as a complete, albeit, a preliminary version of a course is available. Curriculum development team members may take the role of the teacher.
The purpose of this phase is to identify if it is possible to implement the curriculum, if changes are needed, what conditions are required to ensure success.

27. Field tryout:
When a revised version is completed based on the findings of the pilot tryout, “field tryouts” may be conducted by teachers in their classrooms without the direct involvement of the development team.
This exercise attempts to establish whether the program may be used without the ongoing support of the team and to demonstrate the merits of the program to potential users.

28. Not all of these phases will be used formally or used at all in every pilot or evaluation. For example it is not uncommon for the third phase, field tryouts, to be used independently. Field tryouts are also often known as micro-testing

29. 3.Collaborative / “Bottom Up” Piloting

30. When understood as a collaborative or “bottom up” process, piloting as a strategy for promoting curriculum innovation offers significant potential benefits at a number of levels.  Ideally, the collaborative model of piloting will involve the participation of pupils, teachers, school principals, curriculum and subject specialists and officials from local and central government.
Each group will bring a unique perspective on the complex task of curriculum change. Teachers offer their classroom and subject expertise grounded in daily contact with young people and the pressures of working in a school context. Principals or school managers are concerned with scheduling, financial and personnel issues. Curriculum developers provide technical expertise and insights into current educational research and broad curriculum goals. Policy makers are focused on broad policy goals, finance and the management of curriculum change and implementation. Each group will be required to work in new ways, in unfamiliar partnerships, and each will need to be supported by others at different phases of the pilot.

31. This model is often associated with a democratic style of working and is particularly suited to problematic, sensitive or controversial curriculum areas and issues. It requires also a high quality leadership to ensure focus and to allow decision-making in a commitment frame.
The collaborative approach offers an enhanced possibility of a coherent and sustainable curriculum change process, effective at all levels of the education system

32. 4.Piloting and innovation
Piloting may be used as tool for promoting innovation and curriculum change by directly utilizing the expertise of teachers and other practitioners and stakeholders.
In many contexts there has been a tendency for curricula to be developed by curriculum or subject specialists and given to teachers to be delivered as a product. In these circumstances, the teacher may feel “de-professionalized” and disempowered, becoming little more than a curriculum delivery technician. This trend is well exemplified by attempts in some contexts to develop “teacher proof” resources.
-This model of piloting may subsume the functions described above under Feasibility Studies and Piloting as Evaluation. Additionally, a curriculum development team might create mechanisms to allow teachers to become directly involved in the curriculum design process through action research and school based curriculum development strategies. This approach offers possibilities of influencing policy by creating effective working curriculum models and of initiating quality improvement on the basis of proven effective practice

33. ACTION RESEARCH
Action Research is a self-reflective form of research carried out by practitioners with the intention of developing more effective practice
The role of the pilot team is to provide the necessary leadership and infrastructure frameworks within which work takes place. They support the pilot group by offering curriculum design expertise, needs-based training and effective links between schools, policy makers and other stakeholders. Experimentation, creativity and innovation are fostered and teachers test elements of their work in the real-world context of the classroom.

34. The involvement of officials from national or local education authorities is an important component of this model of piloting. It offers opportunities to develop:

35. Ongoing and effective systems for feedback from stakeholders (including pupils, teachers and parents) on curriculum content and methods;
Confidence in and ownership of change processes at all levels;
Multi-level partnerships involving pupils, teachers, academics, school administrators and officials;

36. The capacity of individuals and organizations within the education system;
An operating model of effective and implemented practice;

38. Program implementation in public schools is being done in phases starting SY 2012–2013. Grade 1 entrants in SY 2012–2013 are the first batch to fully undergo the program, and current 1st year Junior High School students (or Grade 7) are the first to undergo the enhanced secondary education program. To facilitate the transition from the existing 10-year basic education to 12 years, DepEd is also implementing the SHS and SHS Modeling.

39. MODELING BEST PRACTICES FOR SENIOR HIGH SCHOOL
In SY , there are 33 public high schools, public technical-vocational high schools, and higher education institutions (HEIs) that have implemented Grade 11. This is a Research and Design (R&D) program to simulate different aspects of Senior High School in preparation for full nationwide implementation in SY
Modeling programs offered by these schools are based on students’ interests, community needs, and their respective capacities.

40. Why are we now implementing 13 years of basic education?
The Philippines is the last country in Asia and one of only three countries worldwide with a 10-year pre-university cycle (Angola and Djibouti are the other two).
A 13-year program is found to be the best period for learning under basic education. It is also the recognized standard for students and professionals globally.
We are left behind by other countries when it comes to education

41. What has been done to get ready for K to 12
What has been done to get ready for K to 12? Are we really ready for K to 12?
SY : Universal Kindergarten implementation begins
SY : Enhanced curriculum for Grades 1-7 implemented
2013: K to 12 enacted into Law
2014: Curriculum for Grades finished

42. Things to Consider in Implementing the Curriculum

43. Classrooms: DepEd has built 66,813 classrooms from 2010 to 2013
Classrooms: DepEd has built 66,813 classrooms from 2010 to There are 33,608 classrooms completed and undergoing construction in As of DepEd is planning to establish 5,899 Senior High Schools nationwide. As of June 22, 2015, DepEd has issued provisional permits to 2,847 private schools set to offer Senior High School in 2016.

44. Teachers: From 2010-2014, DepEd has filled 128,105 new teacher items
Teachers: From , DepEd has filled 128,105 new teacher items. DepEd is targeting two kinds of teachers: those who will teach the core subjects, and those who will teach the specialized subjects per track.
. DepEd will hire 37,000 teachers for Senior High School for 2016 alone.

45. Textbooks: Learning materials are being produced for elementary to junior high.

46. Curriculum: The K to 12 curriculum is standards- and competence-based
Curriculum: The K to 12 curriculum is standards- and competence-based. It is inclusive and built around the needs of the learners and the community. The curriculum is done and is available on the DepEd website.
It is the first time in history that the entire curriculum is digitized and made accessible to the public.

47. THANK YOU!!!!