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K to 12 CURRICULUM FOR BASIC EDUCATION
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K to 12 CURRICULUM FOR BASIC EDUCATION

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  • Greetings!
  • Every graduate of the Enhanced K+12 Basic Education Program is an empowered individual who has learned, through a program that is rooted on sound educational principles and geared towards excellence, the foundations for learning throughout life, the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local and global communities, the capability to engage in autonomous critical thinking, and the capacity to transform others and one’s self.
  • The K to 12 basic education curriculum framework has the following salient features:
    1 . It focuses on the holistic development of the learner that is build up through core competencies in the areas of communication and literacies; critical thinking and problem solving; creativity and innovation; ethical, moral and spiritual values of self and the sense of community; life and career competencies; and national and global orientedness,
    2. It is outcome-based that prepares learners for higher education, middle level skills, employment and entrepreneurship,
    3. It is anchored on four principles: inclusive education, child to youth development, teaching and learning and assessment.
    It ensures that learning domains are carried out through learner-centered pedagogical approaches with support system in terms teacher development, administrative support, learning resources and parent and community involvement.

    .
  • Thomas and Collier, 1997 believe that learners should begin their education in the language they understand best, their Mother Tongue and develop a strong foundation in their Mother Tongue before learning other languages. Children whose early education is in the language of their home tend to do better in the later years of education.

    Mother tongue is taught as a learning area and is used as language of instruction from Kindergarten to Grade 3. Oral fluency in Filipino starts in the first semester of Grade 1 and will expand the development of listening, speaking, reading, writing and viewing skills until grade 6.

    Oral fluency in English is introduced in the second semester and will continue until grade 2. The other skills of listening, speaking, reading, writing and viewing will be developed from grades 3 to 6.

    In grades 4 to 6, the media of instruction will be in Filipino and English in designated subjects.
  • Transcript

    • 1. K TO 12 CURRICULUM FOR BASIC EDUCATION Ronald V. Ramilo Division ICT Coordinator Division K to 12 Coordinator DepEd Tanauan City National Curriculum Writer K to 12 BEC
    • 2. RATIONALE 1. Enhancing the quality of basic education in the Philippines is urgent and critical 2. The poor quality of basic education is reflected in the low achievement scores of Filipino students.
    • 3. 3. International tests results like 2003 TIMSS (Trends in International Mathematics and Science Study) rank the Philippines 34% out of 38 countries in HS II math and 43% out of 46 countries in HS II Science; for grade 4, the Philippines ranked 23rd out 25 participating countries in both Math and Science. In 2008, even with only the science high schools participating in the Advanced mathematics category, the Philippines was ranked lowest (Table 1).
    • 4. Table 1 Philippine Average TIMSS Scores Scores International Average Rank Participating Countries 2003 Results Grade IV Science 332 489 23 25 Mathematics 358 495 23 25 HS II Science 377 473 43 46 Mathematics 378 466 34 38 2008Results Advanced Mathematics 355 500 10 10 Source: TIMSS, 2003 and 2008
    • 5. 4. The congested curriculum partly explains the present state of education 5. This quality of education is reflected in the inadequate preparation of high school graduates for the world of work or entrepreneurship or higher education 6. Further, most graduates are too young to enter the labor force. 7. The current system also reinforces the misperception that basic education is just a preparation for higher education.
    • 6. 8. Our graduates are not automatically recognized as professionals abroad. Table 3 Comparative Data on the Pre- University Education in Asia Country Basic Education Cycle Total Brunei 12 Cambodia 12 Indonesia 12 Lao PDR 12 Malaysia 12 Myanmar 11 Philippines 10 Singapore 11 Thailand 12 Timor-Leste 12 Vietnam 12 Mongolia recently added grades to make basic education 12 years.
    • 7. We are the last country in Asia and one of only three countries in the world with a 10-year pre- university program. Washington Accord (1989): minimum 12 years pre-university education for recognition of engineering professionals Bologna Process (1999): minimum 12 years pre-university education for university admission and practice of profession in European countries ASEAN and APEC Mutual Recognition Projects Country Total Duration of Basic Total Duration of Education Pre-University Program Philippines 10 10 Singapore 10/11 12/14 Thailand 12 12 Timor-Leste 12 12 Vietnam 12 14/15
    • 8. 9 WHITE COLLAR VS. BLUE COLLAR JOBS SKILLED WORKERS TECHNICIANS MANAGERS EXECS COLLEGE STUDENTS TECH-VOC STUDENTS Job-Skills Mismatch
    • 9. K to 12 Education Vision Graduates of the K to 12 Basic Education Program are holistically developed Filipinos who have the 21st century skills. • Acquire mastery of basic competencies. • Be more emotionally mature. • Be socially aware, pro-active, involved in public and civic affairs. • Be adequately prepared for the world of work or entrepreneurship or higher education. • Be legally employable with potential for better earnings. • Be globally competitive.
    • 10. Accomplishments  Consultations with experts and practitioners from public and private schools  Results of curriculum comparison studies by the Univ. of Melbourne and SEAMEO Innotech inform the processes Curriculum development done in close coordination with education institutions, TESDA, CHED; curriculum standards also submitted to CHED and TESDA
    • 11. The Model: 6 – 4 - 2
    • 12. Implementation Plan
    • 13. Salient Features of the K to 12 BEC Framework a. Holistic development : communication & literacies, critical thinking & problem solving, creativity & innovation, ethical, moral & spiritual values, self and sense of community, life & career opportunities, national & global orientedness b. Outcomes-based: Employment, Enterpreneurship, Middle Level Skills Development, Higher Education c. Principles: inclusive education, child to youth development, teaching & learning, assessment d. Ensures learner-centered pedagogical approaches: teacher development, administrative support, learning resources and parent and
    • 14. The Imperative for K to 12  Decongest the curriculum to improve mastery of basic competencies  Ensure seamlessness of primary, secondary, and post-secondary competencies  Improve teaching through the use of enhanced pedagogies (e.g. spiral progression in Science & Math) and medium of instruction  Expand job opportunities (by reducing jobs-skills mismatch) and provide better preparation for higher learning
    • 15. PHILOSOPHICAL and LEGAL BASES . The 1987 Phil. Constitution . B.P. 232, Education Act of 1982 . R.A. 9155, Governance of Basic Education Act of 2001 . The 4 pillars of education ( UNESCO ) . The vision- mission statements of DepEd . The EDCOM Report of 1991 . Basic Education Sector Reform Agenda (BESRA) NATURE OF THE LEARNER . Has a body and spirit, intellect, free will, emotions, multiple intelligences, learning styles . Constructor of knowledge and active maker of meaning not a passive recipient of information NEEDS OF THE LEARNER . Life skills . Self-actualization . Preparation for the world of the work, entrepreneurship, higher education NEEDS OF NATIONAL and GLOBAL COMMUNITY . Poverty reduction and human development . Strengthening the moral fiber of the Filipino people . Development of a strong sense of nationalism . Development of productive citizens who contribute to the building of a progressive, just and humane society . Ensuring environmental sustainability . Global partnership for development CURRICULUM SUPPORT SYSTEM FAMILY SUPPORT INTERNAL AND EXTERNAL STAKEHOLDERS’ SUPPORT SOCIETAL SUPPORT Public-Private Partnership Media,GO,NGO INSTRUCTIONAL SUPPORT Teachers’ CPD , Textbooks and other IMs ADMINISTRATIVE SUPPORT CO, RO, DO School
    • 16. CURRICULUM SUPPORT SYSTEM FAMILY SUPPORT INTERNAL AND EXTERNAL STAKEHOLDERS’ SUPPORT SOCIETAL SUPPORT Public-Private Partnership Media,GO,NGO INSTRUCTIONAL SUPPORT Teachers’ CPD , Textbooks and other IMs ADMINISTRATIVE SUPPORT CO, RO, DO School
    • 17. CURRICULUM SUPPORT SYSTEM FAMILY SUPPORT INTERNAL AND EXTERNAL STAKESHOLDERS’ SUPPORT INSTRUCTIONAL SUPPORT Teachers’ CPD Textbooks and other I M s SOCIETY SUPPORT Public-Private Partnership Media GO, NGOs ADMINISTRATIVE SUPPORT CO, RO, DO, School MONITORING and EVALUATION SYSTEM FUNCTIONALLY LITERATE and HOLISTICALLY DEVELOPED FILIPINO
    • 18. CURRICULUM SUPPORT SYSTEM FAMILY SUPPORT INTERNAL AND EXTERNAL STAKESHOLDERS’ SUPPORT INSTRUCTIONAL SUPPORT Teachers’ CPD Textbooks and other I M s SOCIETY SUPPORT Public-Private Partnership Media GO, NGOs ADMINISTRATIVE SUPPORT CO, RO, DO, School MONITORING and EVALUATION SYSTEM FUNCTIONALLY LITERATE and HOLISTICALLY DEVELOPED FILIPINO
    • 19. New Features of the K to 12 Basic Education Curriculum  Vertical continuum and horizontal articulation of competencies  •Mother Tongue as a learning area and medium of instruction  •Spiral progression in Science and Math  •MAPEH (Music, Arts, Physical Education, and Health) begins in Grade 1
    • 20. Features of K to 12 These, then, are the main features of the K to 12 curriculum: research-based, decongested, enhanced, viewing-related, informational, employment-ready, community- related, elective-rich, multilingual, and spiralled.
    • 21. SPIRAL APPROACH The approach is best illustrated in Mathematics. In the current approach, addition, subtraction, multiplication, and division are taught separately and in sequence.
    • 22. Using the Spiral Approach, a typical lesson could go this way: Take a group of five children. How many pencils do we need to have if each child would have one each? That is addition. If another group of five children joins us, how many more pencils do we need? That is multiplication.
    • 23. Comparison of the BEC and the K to 12 Mathematics Curriculum  Most of the topics in the BEC are also in the K to 12. But there are additional topics in the K to12 such as in geometry, patterns and algebra, statistics, and probability.  In the K to 12, there is still spiraling. There is more emphasis on integration of topics within Mathematics and across other learning areas.
    • 24. K to 12 will strengthen Science and Math Education  The use of spiral progression:  –Avoids disjunctions between stages of schooling  –Allows learners to learn topics & skills appropriate to their developmental/cognitive stages  –Strengthens retention & mastery of topics & skills as they are revisited & consolidated  •Science concepts & skills are integrated in Health, Languages, Math, and other subjects in Grades 1-2  •Focus on literacy & numeracy for K to Grade 2 provides stronger foundation to acquire more sophisticated competencies in latter grade
    • 25. K to 12 will enhance literacy through multilingualism  Mother Tongue, Filipino, English and additional languages education for upper year levels  •Mother Tongue as starting point for literacy development  •Simultaneous development of language skills in listening & speaking for both Filipino & English  •Competencies spiraled across grade levels, with greater emphasis on reading comprehension of various writing, study & thinking strategies in HS for critical thinking development  •Includes age-, context-, and culture- appropriate print & electronic texts
    • 26. Kindergarten  Thematic in approach  Domains: Values Education Physical Health and Motor Development Social and Emotional Development Cognitive Development Creative Arts Language, Literacy and Communication that includes Language and Readiness for Reading and Writing.  Themes: Myself My Family My School My Community More Things Around Us
    • 27. Conceptual Framework K TO 12 Curriculum Learning Areas Goals Mother – Tongue English Communicative Competence and Critical Literacy Filipino Science Scientific and Technology Literacy Math Critical Thinking & Problem Solving Sibika at Kultura / Heograpiya ay Kasaysayan Makahubog ng Mamamayang Mapanuri, Mapagnilay, Mapanagutan, Produktibo, Makakalikasan, Makabansa at Makatao na may Pambansa at Pandaigdigang Pananaw at Pagpapahalaga sa mga Usapin sa Lipunan sa Nakaraan, Kasalukuyan at Hinaharap Music and Arts Artistic Expression and Cultural Literacy Physical Education and Health Achieve, Sustain and Promote Lifelong Fitness and Wellness Edukasyon sa Pagpapakatao Nagpapasya at Kumikilos nang Mapanagutan tungo sa Kabutihan ng Lahat Technology & Livelihood Education Work & Business Ethics, Career & Competitiveness, Local and Global Orientedness
    • 28. Core Learning Areas Grade Level (Elementary) Mother Tongue 1, 2, 3 Filipino 1-6 English 1 (2nd sem)-6 Math 1-6 Science 3-6 Araling Panlipunan (AP) 1-6 Edukasyong Pantahanan at Pangkabuhayan (EPP)/ Technical and Livelihood Education (TLE) 4-6 Music, Art, Physical Education and Health (MAPEH) 1-6 Edukasyon sa Pagpapakatao (EP) 1-6 Summary: Gr. 1-2 =7 learning areas Gr 3-6= 8 LA
    • 29. Mother Tongue-Based Multilingual Education  Mother tongue is taught as a learning area and is used as language of instruction from Kindergarten to Grade 3  Oral fluency in Filipino starts in the first semester of Grade 1  Oral fluency in English is introduced in the second semester and will continue until grade 2
    • 30. Grades 1 to 6 Grades 7 to 10 Learning Areas Grade Levels Mother Tongue 1-3 English 1 (2nd Sem) - 6 Filipino 1-6 Mathematics 1-6 Araling Panlipunan 1-6 Edukasyon sa Pagpapakatao 1-6 Science 3-6 Music, Arts, Physical Education & Health (MAPEH) 1-6 Edukasyong Pantahanan at Pangkabuhayan (EPP) 4-5 Technology and Livelihood Education 6 Learning Areas for Grades 1 to 10
    • 31. Grade 1 Classroom Program
    • 32. Transition Management for Private Schools
    • 33. TWG on Transition Management TERMS OF REFERENCE  Organization and administrative structures and arrangements  HR requirement and development Private schools’ concerns  Physical facilities
    • 34. In the transition to K to 12, we must partner with other education stakeholders in introducing senior high school HEIs / Private High Schools /techvoc schools will fully implement/manage Grades 11-12 DepEd will lease HEIs/private high schools and techvoc schools’ facilities Combination of 1 and 2
    • 35. Two Programs for Transition Management SHS System Readiness Assessment To (1) determine current absorptive capacity per region of all educational institutions (i.e. ‘supply’), (2) ascertain current industry & employment demand and anticipate future opportunities (i.e. ‘demand’), (3) and ensure the SHS system will be instrumental in adequately addressing both. K to 12 Modeling To develop K to 12 model schools per region and specialization tracks by introducing senior high school in select schools, ahead of the planned nationwide implementation on SY 2016-2017.
    • 36. SHS System Readiness Assessment EXPECTED OUTPUTS/OUTCOMES:  List of schools ready to offer SHS on or before 2016-2017  •Mapping of local education absorptive capacity to current & future industry & employment opportunities  •Type of support/interventions to be provided to the schools needing additional resources  •Financial schemes and partnership arrangements with the different types of private schools and HEIs.
    • 37. SHS System Readiness Assessment will gather the following data:  Level of Education Offered  B.Student Data  C.Physical Facilities Data  D.Faculty and Personnel  E.Support Services  F.School Information  G.Nearby Operating Industries  H.Existing Memorandum of Agreements with Relevant Entities and its Terms of Agreement
    • 38. K to 12 Modeling EXPECTED OUTPUTS/OUTCOMES:  Establish/strengthen partnership with major industries in providing opportunities for employment, on-the-job training, dual training system, etc.  •Ascertain best possible models replicable by schools implementing Senior High School  •Test different implementation schemes according to school’s curricular offering/preference  Strengthen model schools through appropriate interventions (e.g. training for teachers, provision of instruction materials)  •Prepare and carry out the communication plan to generate support from media, civil society, academe, LGUs, private sectors, etc.
    • 39. K to 12 Transition for Private Schools Schools must adhere to the following 1.Age requirement – Grade 1 at age 6 after at least 1 year in Kinder/pre-school 2.Duration – minimum 1 year of Kinder/pre-school followed by 12 years of basic education 3.Curriculum – must follow (at the minimum) the K to 12 basic education curriculum
    • 40. Ad Astra Per Aspera DepEd Tanauan City K to 12 Hotlines 09208246069 email us at kto12tanauancity@gmail.com