Curriculum Development Activities

PADRE PIO CHILD DEVELOPMENT SCHOOL, INC.
Sabang, Danao City
CURRICULUM EVALUATION AND RECOMMENDATION

WHAT IS A CURRICULUM EVALUATION?
Curriculum Evaluations report on the quality of teaching and learning in specific subjects of Padre Pio Child
Development School. They affirm good practice and make recommendations, where appropriate, to aid the
further development of the subject in the school.
Curriculum Evaluation
Date of inspection October 25, 2019
Inspection activities undertaken

Observation of teaching and learning
 Examination of learners’ work

 Discussion with principal and teachers
 Interaction with learners
 Review of relevant documents
 Feedback to principal and teachers
 Learners focus-group interview
SUMMARY OF MAIN FINDINGS AND RECOMMENDATIONS:
FINDINGS
 The overall quality of learners’ learning in Language and Communication is very good.
 The quality of learner experiences provided is outstanding. Learners have opportunities to generalize their
language and communication skills in real-life contexts, through a range of carefully constructed community-
based learning experiences.
 The overall quality of teaching is excellent. Teachers demonstrate a very good awareness of the diverse
range of complex learning needs and they differentiate lessons very effectively.
 The quality of school planning is exemplary. A whole-school approach to planning and assessment is adopted
consistently throughout the school.
 All learners have comprehensive individual education plans (IEPs). There is scope to reduce the number of
targets selected for prioritization.
 The school has engaged very successfully in the school self-evaluation (SSE) process. Areas for development
in Language and Communication have been identified and progressed.
RECOMMENDATIONS
To further develop the school’s current good practice, fewer targets should be selected for prioritization
. DETAILED FINDINGS AND RECOMMENDATIONS
1. THE QUALITY OF LEARNERS’ LEARNING
The overall quality of learners’ learning in Language and Communication is very good. The learners’ present as
enthusiastic and motivated. There is a consistent emphasis on functional and spontaneous communication.
Learners develop beneficial skills to communicate their needs and to interact with peers and staff.
Skills are developed using a variety of communication resources and appropriate interventions. Picture
Exchange Communication System (PECS), assistive technology, information and communications technology
(ICT) are used very effectively to support meaningful communication.
The promotion of life-skills and independence is a core feature of the work of the school. Well -
structured language activities are employed to support this area of learners’ development.
Reading and writing skills are fostered at the appropriate levels and are based on the needs and interests of
the learners. The school is currently involved with a reading initiative, whereby parents and their children read
big books together.
2. SUPPORTING LEARNERS’ LEARNING: LEARNER EXPERIENCES AND TEACHERS’ PRACTICE
The quality of learner experiences is outstanding. Many positive and beneficial interactions among learners
and staff were observed and they were very respectful in their interactions with each other. The corridor
displays are of an exceptionally high standard. Classroom environments are print rich and learners’
achievements are celebrated through very high quality displays of their work. The organization of the
classroom settings supports learners learning on an individualized basis, with very effective provision made
also for pair and group activities. Daily school assemblies provide opportunities to acknowledge the
accomplishments of learners and to promote language skills and positive attitudes.
Learners are enabled to acquire appropriate behaviors and this facilitates their participation in a broad range
of learning and curricular activities. They have opportunities to generalize their language and communication
skills in real-life contexts, through a range of carefully constructed community-based learning experiences.
These include work experience for senior high learners. Opportunities for learners to experience inclusive
learning opportunities are developed through reverse integration. During the evaluation, they were observed
to be enjoying and participating beneficially in a collaborative team-teaching lesson. This practice is highly
praiseworthy.
The overall quality of teaching is excellent. It is evident that the staff is highly committed and capable.
Teachers demonstrate a very good awareness of the diverse range of learning needs. They differentiate
lessons very effectively for individual learners in relation to the learning process, content and tasks. They
develop language skills through individual station work and group work. Objects of reference, visual
timetables and schedules indicate clearly the sequence of activities for individual learners. Wait-time is
effectively used by teachers to allow learners every opportunity to participate. Circle-time, story, poetry,
music activities and cross-curricular projects are employed beneficially to support learning. Opportunities are
provided to use and apply language skills in practical and purposeful activities, such as cooking and gardening.
ICT is used very skillfully to enhance the language skills of learners.
Planning and preparation is of a very high standard in all classrooms. A whole-school approach to planning and
assessment is adopted consistently throughout the school. The program of learning provided in each
classroom is informed by extensive assessment: including classroom observations, standardized material and
recorded data. Learners’ learning needs are identified, addressed and monitored. This good practice should be
further developed by selecting fewer targets for prioritization.
3. THE EFFECTIVENESS OF SCHOOL PLANNING, IN PROGRESSING LEARNERS’ LEARNING
The quality of school planning is exemplary. The school plan in Language and Communication informs teaching
and learning. The school has engaged in areas for development in Language and Communication have been
identified and progressed. A thematic approach for vocabulary enrichment has been adopted very effectively
throughout the school.
School improvement plans have been constructed and implemented. Useful development planning has been
undertaken by the school over many years.
The culture of Padre Pio Child Development School is one of improvement, collaboration,
innovation, reflection and creativity in teaching and learning.
4. CHILD PROTECTION
The following aspects of the Child Protection Procedures for Primary, Secondary and Senior High
Schools were checked during the evaluation:
1. Teachers’ access to a copy of the school’s Child Protection policy
2. The prominent display of the name of Designated Liaison Person near the main entrance
The school was fully compliant with both aspects.

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What is a curriculum evaluation?

What are the main findings and recommendations of the curriculum evaluation?

PADRE PIO CHILD DEVELOPMENT SCHOOL, INC.

Sabang, Danao City

CURRICULUM EVALUATION AND RECOMMENDATION

Date of inspection October 25, 2019

Inspection activities undertaken

 Examination of learners’ work

SUMMARY OF MAIN FINDINGS AND RECOMMENDATIONS:

1. THE QUALITY OF LEARNERS’ LEARNING

2. SUPPORTING LEARNERS’ LEARNING: LEARNER EXPERIENCES AND TEACHERS’ PRACTICE

3. THE EFFECTIVENESS OF SCHOOL PLANNING, IN PROGRESSING LEARNERS’ LEARNING

The school was fully compliant with both aspects.

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