I. Game Instruction: Form 4 groups of 7 people and try to piece together the puzzle in 1 minute.

After making the puzzle decide the puzzles main idea and together, go to the front of the classroom and show the puzzle and tell the whole class of the puzzles main idea in two words. The first group who will accomplish this, wins. Concepts behind the activity: 1. 2. Pictures are some of the areas of concern of curriculum development Action of the group, individually and as a whole helped in the formation of the puzzle and the main idea. Curriculum development is a collective effort. It is a planned effort where different ideas meet which will eventually help in the construction of an orderly and coherent curriculum.

II. REPORT 1. Curriculum Learning content-What is human formation? Learning experience-How of human formation? Could be curricular (classroom related); co-curricular (activities that are directly related to class lessons such as debates and science and math contests); extracurricular (activities that are not related to class lessons but give educative value such as athletics, leadership training). Peculiar mandate as a distinct institution of learning and human development-refers to selected learning content and experiences for which the school is willing to accept responsibility----school accountability--defines clearly the scope and parameters of programs and operations of the institution qua special place of learning and formation. 2. Development Purposeful- change that is intentional and directional with clearly specified targets or objectives. Planned-1) Series of systematic and sequential steps leading to a target, 2) executed over a period of timeRequires an orderly progression of scheduled activities and tasks. Allows no shortcuts and demands a disciplined execution. Progressive-change brings improvement. 3. Difference between Evaluation as a Phase of Curriculum Devt and as an Element of Curriculum Design Evaluation (Element) -refers to the assessment of what learning is taking place based on the identified objectives of the curriculum and undertaken to determine the effect of instruction.

Evaluation (Phases) - refers to the assessment of effectiveness, efficiency, and impact of the curriculum in consideration of other mediating variables that may include physical and human resources, schedule, and monitoring strategy, among others.

a) Effectiveness- refers to the extent to which the objectives of the curriculum are realized. b) Efficiency- measures in consideration are in consideration of the input variables of resources, costs and time c) Impact of the curriculum- value added to the curriculum system.

Areas of concern: SAMPLES 1. CULTURAL VALUES Shared philosophy (political)-monarchy, democracy Norms and rules of society- rural areasrural child---rural area based examples Policies and plans-agriculturalindustrializationvocational educationIT education--knowledge based  According to Andrew Gonzalez, the Philippines is split in its ideological stance. This is because even though we are practicing a Westernized education, language and rhetoric, the real value systems and beliefs of the people are still those of the Malays inspired by animisim, with traditional Christianity mixed with local culture. This brings into surface that while political and social life is aiming for development, actual behaviour and practices are geared towards maintaining the status quo. 2. KNOWLEDGE OF THE LEARNERS  Ideally, instruction should be based on the needs and interests of the learners rather than on subject matter. However, curricular reform efforts such as the Program for Decentralized Educational Development (PRODED) and the Secondary Education Development Program (SEDP) intended to improve the quality of elementary and secondary education focusing on content. 3. SOCIO-ECONOMIC CONDITIONSPoverty Data: Drop-out rate: Cohort Rate:

EDPITAF- Educational Development Project Implementing Task Force