FACTORS AFFECTING TRANSLATION OF INTENDED CURRICULUM INTO INSTRUCTIONAL PLAN IN A JUNIOR HIGH SCHOOL

Maria Teresa C. Radovan

Attributable to globalization, changing demographics and technological advancements are necessary developments and innovations in the educational system, particularly in the curriculum. Implementing curriculum reforms always entail translation: a process of unpacking standards or narrowing what is required from the National Curriculum to instructional plan. Misinterpretation or wrong unpacking practices like either ignoring or modifying important elements in traditional terms may cause a learning gap. It could also lead to the decrease in students’ academic performance. If there is failure to unpack, it can have real consequences for both teachers and learners when it comes to accurate reporting of achievement. Since unpacking standards serves a real purpose in the instructional paradigm, this study is conducted. It intends to determine factors that affect the translation of intended curriculum into instructional plan through a descriptive-analytical design in data collection and analysis. Determining these factors will help establish benchmarks in revisiting or evaluating instruction as presented in an instructional plan. It will establish criteria for alignment and coherence in content, competencies, teaching strategies and assessment between the instructional plan and the National Curriculum; identify strengths and possible flaws in designing the instructional plan during the translation process; devise appropriate sequence or procedure if no written document is available; identify best practices of school curriculum designers and instructional planners that define quality teaching and enhanced student learning; and affect necessary instructional decisions for monitoring, application and modification of instructional plan to ensure implementation of National Curriculum for a relevant Junior High School program.