Explain the concept of backward design in curriculum planning.

Start with the end goals and outcomes, then plan assessments and instructional strategies to achieve those goals.

Design assessments first and then align goals and outcomes

Randomly select content without considering learning objectives

Begin with instructional strategies and then determine the end goals

Discuss the impact of socio-cultural factors on curriculum development.

Socio-cultural factors impact curriculum development by influencing content selection, teaching methods, and educational goals.

Curriculum development is solely based on individual preferences

Educational goals are not influenced by socio-cultural factors

Socio-cultural factors have no impact on curriculum development

What are the current trends in curriculum design and development?

Personalized learning, competency-based education, interdisciplinary approaches, and technology integration.

Traditional lecture-based instruction

What is the Department’s first long term plan that provides a strategic roadmap geared towards improving the delivery and quality of basic education by addressing the immediate impacts of the pandemic on learning and participation, closing the remaining access gaps, confront the issue on education quality, and anticipate the future of education and introduce innovations in fostering resiliency and embedding the rights of children and the youth in education?

c. Basic Education Development Plan 2030

Which is not TRUE about Basic Education Development Plan 2030?

c. It is a plan for deep economic and social transformation to reinvigorate job creation and accelerate poverty reduction by steering the economy back on a high- growth path that is inclusive, building an environment, and providing equal opportunities to all Filipinos.

a. BEDP 2030 is the Philippines’ first long-term plan for basic education, covering formal education for kindergarten to Grade 12 and non-formal education for youth and adults.

b. It covers Kindergarten (K), Elementary, Junior High School (JHS), Senior High School (SHS), and the Alternative Learning System (ALS), with articulation of linkages with the other education agencies – ECCD, CHED, and TESDA.

d. Designed to address the immediate impacts of a pandemic on learning, participation, and education delivery; address the remaining access gaps; improve education quality; and build resilience.

e. Developed through a highly consultative process involving DepEd Management, Teachers, School Heads, LEARNERS, and various education stakeholders, including development partners.

Which of the following is NOT included in the BEDPs four priority development areas?

e. Developing and protecting the capabilities of individuals and families.

a. Pivoting to quality, ensuring that all learners attain learning standards in every key stage in the K to 12 programs.

b. Expanding access to education for groups in situations of disadvantage to ensure inclusive and equitable quality service delivery.

c. Empowering learners to be resilient and acquire life skills.

d. Strengthening the promotion of the overall well-being of learners in a positive learning environment where learners exercise their rights and experience joy, while being aware of their responsibilities as individuals and as members of society.

21st Century Skills are the knowledge, skills, attitudes, and competencies that learners need to develop so that they can prepare for and succeed in work and life in the 21st century (DepEd Order No. 21, s. 2019). Which of the following is NOT included in the 21st century skills?

d. Life skills and responsiveness

a. Learning and innovation skills

b. Information, media & technology skills

In order to achieve the Sector outcome, the BEDP includes four pillars of Access, Equity, Quality, and Resilience. Which of the following is NOT included in the intermediate outcomes for these pillars?

b. Modern, efficient, nimble, and resilient governance and management processes.

a. All school-age children, out-of-school youth, and adults accessed relevant basic learning opportunities.

c. Disadvantaged school-age children and youth, and adults benefited from appropriate equity initiatives

d. Learners complete K to 12 basic education, having successfully attained all learning standards that equip them with the necessary skills and attributes to pursue their chosen paths.

e. Learners are resilient, know their rights, and have the life skills to protect themselves and claim their education-related rights from DepEd and other duty bearers to promote learners’ well-being, while being aware of their responsibilities as individuals and as members of society.

Which of the following strategies in BEDP 2030 is NOT included in the Access pillar?

a. Provide learners with access to learning continuity interventions in the aftermath of a disaster or emergency.

b. Improve learners’ access to a quality and learner-friendly environment.

c. Improve capacity to retain learners in schools.

d. Improve strategies to ensure learners’ continuity to the next stage.

e. Strengthen mechanisms for providing access to relevant basic opportunities for OSC, OSY, and OSA.

Which of the following is NOT the goal of MATATAG Agenda?

d. Give support to school leaders and teachers to manage the resources well.

a. Make the curriculum relevant to produce job-ready, active, and responsible citizens.

b. Take steps to accelerate the delivery of basic education services and the provision of facilities.

c. Take good care of learners by promoting well-being, inclusive education, and a positive learning environment.

It is one of the information systems that is used to establish new schools and update the profile of existing schools. It is also used to gather the annual school survey, which collects data on enrollment demographics, personnel, utilities, budget utilization, equipment, school site information, disaster incidence, health and nutrition data, school sports data, travel details, and school location.

a. DepEd Enterprise Resource Planning System (DERPS)

b. Geographic Information System (GIS).

c. Basic Education Information System (BEIS)

d. Learner Information System (LIS)

e. Learning Management System (LMS)

What is TRUE about the School Improvement Plan?

b. It defines strategies and interventions that a school, with the help of the community and other stakeholders, undertakes over a period of six consecutive years.s.

a. It is a six-year plan that contains strategies on how assistance to schools and learning centers will be implemented.

c. It aims to ensure inclusive, equitable, and quality education and promote lifelong learning.

d. It is a long-term plan aligned with SDG 2030, designed to address the immediate impacts of COVID-19.

e. It is a six-year plan that contains strategies on how priority directions, policies, programs, quality assurance measures, and equity-driven systems will be implemented.

What are the major tasks of the Planning Team? i. lead the planning process by convening the members of the Team and Secretariat ii. identify data requirements and initiate data collection iii. conduct situational analysis iv. draft the strategic plan v. subject the draft Plan to stakeholder consultations for review vi. revise the Plan based on the comments and inputs from the consultations vii. finalize and communicate the Plan viii. review past programs and education research and studies conducted by DepEd and non-DepEd units and entities suited to the respective contexts ix. Review past programs and initiatives implemented related to access, equity, quality, and resiliency, as well as governance, and determine which contributed to high and low performance determine the reasons or factors for the performance with a focus on curriculum support systems such as teachers, learning environments, assessment, leadership, instructional supervision, technical assistance, school-based management, and managing stakeholders and partners. package the report ready for the conduct of the strategic planning

e. i, ii, iii, iv, v, vi, vii, viii, ix

After completing the situational analysis, the Planning Team shall convene and identify key and immediate challenges confronting the basic education sector arising from the situational analysis. What is the expected output in this stage of the planning process?

e. Summary of identified gaps and challenges according to thematic areas

In support to institutionalize a DepEd’s results-based management system, as a way to strengthen its internal systems and processes to improve the access to, and quality of, basic education in the country, the Basic Education Monitoring and Evaluation Framework (BEMEF) was issued through a DepEd Order 29, s. 2022 titled Adoption of the Basic Education Monitoring and Evaluation Framework (BEMEF). Which of the following statements is/are NOT the aim of this framework?

c. This framework shall also guide DepEd bureaus, services, regional and schools division offices, schools, and learning centers in developing their respective policy implementation plan.

a. The Department establishes the BEMEF to ensure that the agency’s plans, policies, systems and processes are geared towards the achievement of organizational outcomes.

b. This Framework sets the performance measures for the agency where all operating units are expected to contribute.

d. It shall define the roles and responsibilities of DepEd operating units in the M&E system and processes.

Monitoring and evaluation should contribute to improved governance. How can this be achieved?

a. Through increased transparency and accountability among education leaders and implementers, increased participation and inclusion of various interests of all types of education stakeholders, and overall institutionalization of evidence-based decision-making in the education sector.

b. If there is sensitive and responsible implementation of M&E processes with respect towards privacy, values, and culture of involved stakeholders and reporting should be fair and provide balanced account of findings.

c. If it is embedded in implementation plans, allocated with sufficient resources, and has a defined scope and clear purpose.

d. If it follows an established set of standards guided by a common set of organizational indicators

The guiding principles by which the department will implement its M & E system and processes are governed by the following except ____.

d. M&E should be an individual responsibility

a. M&E should be undertaken ethically and with integrity

b. M&E should be methodologically-sound and appropriate

c. M&E should be operationally-effective

How can we ensure that no child and youth is left behind in the education system and reach their full potential as active members of their communities and the Philippine society?

b. School-age children and youth, and adults in situations of disadvantaged benefited from appropriate equity initiatives

a. All school-age children, out-of-school youth, and adults accessed relevant basic learning opportunities

c. Learners complete K-12 basic education having attained all learning standards that equip them with the necessary skills and attributes to pursue their chosen paths

d. Learners are resilient and know their rights and have the life skills to protect themselves and claim their education rights from DepEd and other duty-bearers to promote learners’ well- being

Enabling mechanisms define the necessary governance structures in terms of leadership, people, investments, management systems, partnerships, and external relations that will ensure the efficient delivery of basic education services. As an education leader and manager, how can we enhance people’s capacity, functional and leadership competencies, internal systems and processes to efficiently and effectively deliver basic education services?

a. Improve and modernize internal systems and processes for a responsive and efficient financial resource management

b. Human resources in all governance levels are sufficient, resilient, competent, and continuously improving

c. Public and private education operate under a dynamic and responsive complementary framework

d. Practice participative and inclusive management processes

What are the categories of key performance indicators? Tier 1: those that are readily available in our current information systems and administrative data Tier 2: those currently under development and/or with ongoing policy initiatives

c. Both statements 1 and 2 are not sufficient to answer the question

a. Statement 1 alone is sufficient, but statement 2 is not sufficient to answer the question

b. Statement 2 alone is sufficient, but statement 1 is not sufficient to answer the question

d. Both statements 1 and 2 are sufficient to answer the question

What are tWhat are the types of monitoring and evaluation? These are monitoring, process evaluation and monitoring and evaluation. These are the processes that both refer to the measurement of the performance of an organization, a program, a project, or an individual.he types of monitoring and evaluation?

a. Statement 1 alone is sufficient, but statement 2 is not sufficient to b. answer the question

b. Statement 2 alone is sufficient, but statement 1 is not sufficient to answer the question

c. Both statements 1 and 2 are not sufficient to answer the question

d. Both statements 1 and 2 are sufficient to answer the question

In operationalizing the conduct of M&E, all operating units are required to develop M&E Plans for their respective education plans, programs, and policies. Why is M & E Plan important? This will provide guidance on the purpose and process of conducting monitoring and evaluation of any programs, policies, projects, office mandates, and activities. To ensure that the team can answer the who, what, when, how, and why of a project before moving into the execution phase

a. Statement 1 alone is sufficient, but statement 2 is not sufficient to answer the question

b. Statement 2 alone is sufficient, but statement 1 is not sufficient to answer the question

c. Both statements 1 and 2 are not sufficient to answer the question

d. Each statement alone is sufficient to answer the question

What are the M & E processes that are critical in conducting the Monitoring and Evaluation? Establishment of scope and purpose Data collection and management

c. Both statements 1 and 2 are not sufficient to answer the question

a. Statement 1 alone is sufficient, but statement 2 is not sufficient to answer the question

b. Statement 2 alone is sufficient, but statement 1 is not sufficient to answer the question

d. Each statement alone is sufficient to answer the question

Which is NOT true about vertical integration of the M & System across governance levels?

c. It shall align the development and implementation processes of basic education plans, policies, programs, projects, major activities, and M&E processes among operating units in a particular governance level.

a. It is the systematic alignment of development and implementation of basic education plans, policies, programs, projects, major activities, and M&E processes from national to region, region to school division, and school division to school level and vice versa.

b. It allows the national, regional, schools division, and school levels to make adjustments in the quality of their strategic basic education plans including technical, human resource, and administrative services.

The following are the objectives of the School M & E System except:

c. Track operational bottlenecks and issues to update, calibrate, and differentiate response every school year and regularly examine and customize teaching strategies;

a. Monitor the effective and efficient implementation of education policies and programs;

b. Ensure the periodic conduct of M&E in all school operations and processes in accordance with existing standards

d. Maintain records of M&E results and integrate such in the preparation of SIP, OPCRF, and other school projects and programs

Which of the following shall be the responsibility of the school personnel and other stakeholders in the School M & E system?

c. Provide feedback, insights, lessons, and other issues gathered from their respective M&E activities to relevant school operating units, community members, and other key stakeholders through dissemination of SRC, conduct of LAC sessions, and preparation of Transparency Board

a. Lead the institutionalization of the school M&E system

b. Engage different stakeholders in the conduct of school M&E activities such as the members of the School Planning Team (SPT), School Governance Council (SGC), among others

d. Conduct quarterly Program Implementation Review (PIR) in the school to track physical and financial accomplishments and assess the progress of implementation of plans, programs, projects, and major activities

Who is the responsible process owner in the School M & E system that will lead in the development and implementation of plans, programs, projects, and major activities to make the school more effective and inclusive?

b. Schools Division Superintendent

d. Monitoring and Evaluation Specialist in the Division

What policy content section describes actions or instructions, techniques and systems for implementing the policy, including actors and their roles and responsibilities?

c. standards/frameworks/procedures

What is the Department’s first long term plan that provides a strategic roadmap geared towards improving the delivery and quality of basic education by addressing the immediate impacts of the pandemic on learning and participation, closing the remaining access gaps, confront the issue on education quality, and anticipate the future of education and introduce innovations in fostering resiliency and embedding the rights of children and the youth in education?

c. Basic Education Development Plan 2030

Which is not TRUE about Basic Education Development Plan 2030?

c. It is a plan for deep economic and social transformation to reinvigorate job creation and accelerate poverty reduction by steering the economy back on a high- growth path that is inclusive, building an environment, and providing equal opportunities to all Filipinos.

a. BEDP 2030 is the Philippines’ first long-term plan for basic education, covering formal education for kindergarten to Grade 12 and non-formal education for youth and adults.

b. It covers Kindergarten (K), Elementary, Junior High School (JHS), Senior High School (SHS), and the Alternative Learning System (ALS), with articulation of linkages with the other education agencies – ECCD, CHED, and TESDA.

d. Designed to address the immediate impacts of a pandemic on learning, participation, and education delivery; address the remaining access gaps; improve education quality; and build resilience.

e. Developed through a highly consultative process involving DepEd Management, Teachers, School Heads, LEARNERS, and various education stakeholders, including development partners.

Which of the following is NOT included in the BEDPs four priority development areas?

e. Developing and protecting the capabilities of individuals and families.

a. Pivoting to quality, ensuring that all learners attain learning standards in every key stage in the K to 12 programs.

b. Expanding access to education for groups in situations of disadvantage to ensure inclusive and equitable quality service delivery.

c. Empowering learners to be resilient and acquire life skills.

d. Strengthening the promotion of the overall well-being of learners in a positive learning environment where learners exercise their rights and experience joy, while being aware of their responsibilities as individuals and as members of society.

The knowledge, skills, attitudes, and competencies that learners must develop in order to prepare for and thrive in both work and life in the twenty-first century (DepEd Order No. 21, s. 2019) are referred to as 21st Century Skills. Which of the following does NOT fall under the category of 21st century skills?

d. Life skills and responsiveness

a. Learning and innovation skills

b. Information, media & technology skills

The BEDP has four pillars to reach the Sector outcome: Access, Equity, Quality, and Resilience. Which of the following is NOT covered in these pillars' intermediate outcomes?

b. Modern, efficient, nimble, and resilient governance and management processes.

a. All school-age children, out-of-school youth, and adults accessed relevant basic learning opportunities.

c. Disadvantaged school-age children and youth, and adults benefited from appropriate equity initiatives

d. Learners complete K to 12 basic education, having successfully attained all learning standards that equip them with the necessary skills and attributes to pursue their chosen paths.

e. Learners are resilient, know their rights, and have the life skills to protect themselves and claim their education-related rights from DepEd and other duty bearers to promote learners’ well-being, while being aware of their responsibilities as individuals and as members of society.

# 3 NQESH 2024 matatag curriculum

Authored by Dionel Archivido

Education

12th Grade

Used 3+ times

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60 questions

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MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What is the importance of curriculum development in education?

Curriculum development is crucial for achieving educational objectives, enhancing student learning, guiding teachers, and responding to evolving educational requirements.

Curriculum development is only important for administrative purposes

Curriculum development is a one-time process and does not need to be revisited

Curriculum development has no impact on student learning

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Explain the difference between curriculum design and curriculum development.

Curriculum design is only for primary education, while curriculum development is for higher education.

Curriculum design focuses on planning the structure and content, while curriculum development involves creating and implementing the curriculum.

Curriculum design involves creating the curriculum, while curriculum development focuses on planning.

Curriculum design and development are the same thing.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What are the key components of curriculum design?

Learner Characteristics, Instructional Design, Technology Integration, Differentiation, Reflection

Materials, Resources, Scope, Sequence, Duration

Goals, Objectives, Outcomes, Standards, Alignment

Objectives, Content, Teaching Strategies, Assessment Methods, Evaluation Criteria

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

How can curriculum development be tailored to meet the needs of diverse learners?

By using the same teaching methods for all students

By ignoring individual learning preferences

By providing limited resources and materials

By incorporating various teaching strategies, materials, and assessments that cater to different learning styles, abilities, and backgrounds.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Discuss the role of technology in modern curriculum design.

Technology has no impact on curriculum design

Technology enhances curriculum design through interactive tools, personalized learning, access to resources, and digital literacy preparation.

Curriculum design is better without technology

Technology in curriculum design leads to decreased student engagement

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What are the challenges faced by educators in curriculum development?

Aligning with standards, meeting diverse student needs, integrating technology, staying current with research, balancing time constraints

Ignoring student needs, outdated research, lack of time management

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

How can assessment be integrated into curriculum design effectively?

Delay feedback until the end of the course

Use the same assessment method for all students regardless of their learning styles

Align assessment methods with learning objectives, incorporate formative and summative assessments, provide timely feedback, and use a variety of assessment tools.

Ignore learning objectives and focus solely on assessment tools

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