WESLEYAN UNIVERSITY-PHILIPPNES

Mabini Extension Cabanatuan City

A
CURRICULUM
AUDIT

MACKEN ROY A. DALIT Dr. GLADYS MANGIDUYOS

FS Student FS3 Professor
 A Curriculum Audit in Talugtug West Central School

Vision
We dream of Filipinos who passionately love their country and whose values and competencies
enable them to realize their full potential and contribute meaningfully to building the nation.
As a learner–centered public institution, the Department of Education continuously improves
itself to better serve its stakeholders.

Mission
To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic
education where:
Students learn in a child-friendly, gender-sensitive, safe and motivating environment
Teachers facilitate learning and constantly nurture every learner
Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment
for effective learning to happen
Family, community and other stakeholders are actively engaged and share responsibility for developing
lifelong learners
 OBJECTIVES

To provide basic education knowledge and develop the foundation skills, attitudes and values
essential to the child’s personal development and necessary for living in and contributing to a
developing and challenging social milieu.
 To provide learning experiences which increase the child’s awareness and responsiveness to the
changes in and just demands of society, and to prepare him for constructive and effective
involvement.
 To promote and intensify the child’s knowledge of, identification with, and love for the nation
and people to which he belongs.
 To promote work experiences which develop and enhance the child’s orientation to the world of
work and creativity to prepare him to engage in honest and gainful work.

GOALS
To increase the percentage of positive student behaviors
MILIEU

School’s yard is proportional to the number of students at that school . When students are queuing in the
morning ceremony standing together occupy about two-third of the school yard space.

Classrooms is often lightened through the window, and when there is not enough light, yellow or
fluorescent lamps are used. The classrooms has a well ventilation, it creates favorable conditions for
human comfort that comes from the change of air properties.
Class dimensions is proportional to the number of students, there is a 106 meters of class area for every
22 people.
The sporting ground of the school was always thought to be the physical space of school yard where
students played and sometimes there were volleyball and basketball line sand nets . When the time came to
exercise all the students were taken there to play and frolic. So the school yard was an exercise space in the minds of
everyone.
MEN
SUMMARY REPORT ON ENROLLMENT
S.Y. 2017-2018

CURRICULUM MALE FEMALE TOTAL

LEVEL
KINDER 1 14 12 26
KINDER 2 15 11 26
GRADE 1 19 20 39
GRADE 2 18 22 40
GRADE 3 17 20 37
GRADE 4 21 18 39
GRADE 5 17 18 35
GRADE 6 21 19 40
TOTAL 142 140 282

In school’s previous school year, they got a total of approximately 282 students. A total of 142 male
students and 140 females are enrolled in pre-elementary and elementary curriculum level.
Materials
FURNITURES:

 Blackboards
 Chairs
 Storage
 Carpets
PHYSICAL EDUCATION:

 Balls
ARTS SUPPLIES:

 Craft Supplies
 Glue
 Color
 Paint

Money

Their financial resources is came from private donations, barangay officials donations.
STANDARD 1: A school system is able to demonstrate its control of resources, programs and personnel.
Does the school have a clear set of policies with regard to management and curriculum and has clearly
defined and measurable goals?

- Both the physical and psychological school environments must be safe for all students. Broken
plumbing and falling ceilings, for example, must be fixed in a timely manner. Such problems
don't only pose a physical danger; when gone untended, they send a powerful message to
students that their well-being is not important. Policies and practices must show respect for
students, who should feel safe at school and feel that it is theirs. Consistency and predictability
are a part of safety; rules and procedures must be fairly and consistently applied, so that they
are not regarded as capricious.

STANDARD 2: A school system has established clear and valid objectives for students. Does the school
have clear, valid and measurable student standards for learning that are set into a workable framework for
their attainment?
- School use a range of techniques for the evaluation and assessment of students, teachers, schools
and education systems. Many countries test samples and/or all students at key points, and
sometimes follow students over time.

STANDARD 3: A school system demonstrates enough resources for program development and
implementation. Does it have a systematic identification of its deficiencies in terms of resources
- The effective design of professional learning will enable educators to move to the comprehension
and implementation level of a new strategy, idea or practice. When designing professional
learning opportunities.

STANDARD 4: The school has system-designed or adopted assessments to adjust, improve, or terminate
ineffective practices or programs. Does the school have a way to review and improve programs?
- The school expands on the contrast between classroom and largescale assessments described
above. A starting point is the desire for statewide accountability tests to be more helpful to
teachers or the question of why assessment designers cannot incorporate in the tests items that are
closely tied to the instructional activities in which students are engaged (i.e., assessment tasks
such as those effective teachers use in their classrooms). To understand why this has not been
done, one must look at the distinct purposes served by standardized achievement tests and
classroom quizzes: who the users are, what they already know, and what they want to learn.

STANDARD 5: A school system has improved productivity. Does the school have indicators pertaining
to productivity like curriculum-driven budgeting and facilities?

- The school’s productivity is often taken to mean using the inputs and processes of schooling in
ways that increase desired outcomes. The most common measures of outcomes have been
students' academic achievement while they are in school (often measured by scores on
standardized tests) and student performance upon entering the labor market (generally
measured by wages)