Policy guidelines on the k to 12 implementation

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Policy guidelines on the k to 12 implementation

  1. 1. DepEd Order No. 31, s. 2012POLICY GUIDELINES ON THE IMPLEMENTATIONOF GRADES 1 TO 10 OF THE K TO 12BASIC EDUCATION CURRICULUMEFFECTIVE SY 2012-2013
  2. 2. OUTLINE OF PRESENTATION Features of the K to 12 Curriculum Learning Standards Desired Outcomes Learning Areas General Description of the Science Course in Junior High School Time Allotment and Medium of Instruction Independent/Cooperative Learning Class Programming Learning Resources Culminating Activity/Performance Reporting
  3. 3. FEATURES OF THE K TO 12 CURRICULUM Follows the Spiral Progression Approach Promotes enduring understanding of the different topics and concepts across SPA disciplines and across subject areas Is defined in terms of standards – SPS SPJ expressed in terms of what students should know and the quality and Core Curriculum proficiency of the skill that they are expected to demonstrate as evidence Tech-Voc of learning S&T SPED
  4. 4. LEARNING STANDARDS  They express what students should know and be able to do to demonstrate their learning.  They set clear performance expectations for students, helping them understand what they need to do to meet the expectations.  They guide teachers in designing instruction and assessment around what is important to learn.
  5. 5. Content What students should Standards know, understand and be able to do Learning StandardsEU What students should create/add value to/ transfer What is the relationship between the two (EU and learning Standards)?
  6. 6. LEARNING STANDARDS MAY BECLASSIFIED INTO Content standards, which specify the essential knowledge (includes the most important and enduring ideas, issues, principles and concepts from the disciplines), skills and habits of mind that should be taught and learned. They answer the question, “What should students know and be able to do?”
  7. 7. LEARNING STANDARDS MAY BECLASSIFIED INTO Performance standards, which express the degree or quality of proficiency that students are expected to demonstrate in relation to the content standards. They answer the question, “How well must students do their work?” or “At what level of performance would the student be appropriately qualified or certified?”
  8. 8. COMMUNICATION SKILLS Ability to clearly express one’s ideas and feelings orally and non-verbally Ability to listen Ability to read, comprehend and respond to ideas presented Ability to write clearly one’s ideas and feelings Ability to access, process and utilize available basic and multimedia information
  9. 9. CRITICAL PROBLEM SOLVING Numeracy skills Ability to make critical and informed decisions Innovativeness and creativity Scientific thinking Future orientation
  10. 10. Sustainable Use ofResources/Productivity Abilityto earn a living Sustainable use of resources (including time) and appropriate technology Entrepreneurship Productivity Financial literacy
  11. 11. Development of Self and a Sense of Community Self-development: self awareness; self- discipline; sense of responsibility; self- worth; self-realization Sense of personal and national identity Knowledge of one’s history, pride in one’s culture and respect for that of others Recognition and practice of civil and political rights
  12. 12. Expanding one’s world vision Knowledge, acceptance, respect, and appreciation of diversity Peace Non-violent resolution of conflicts Global awareness, interdependence and solidarity
  13. 13. LEARNING AREAS AND DESCRIPTION Eight (8) learning areas of the core curriculum namely Filipino, English, Science, Mathematics, Araling Panlipunan (AP), Technology and Livelihood Education, Music, Art, Physical Education and Health (MAPEH) and Edukasyon sa Pagpapakatao (EsP)
  14. 14. SCIENCE – GRADES 7 TO 10 The course deals with the basic concepts in Biology, Chemistry, Physics and Earth & Space Science. Every quarter presents a different science discipline across grade levels in increasing level of complexity and sophistication. The course is focused on the development of awareness and understanding of practical everyday problems that affect the learners’ lives and those around them.
  15. 15. TIME ALLOTMENT/MEDIUM OF INSTRUCTION Subject Medium Hours Per Week Filipino Filipino 4 hours English English 4 hours Science English 4 hours Mathematics English 4 hours Araling Panlipunan Filipino 3 hours Technology & Livelihood Education English 4 hours Music, Art, Physical Education, Health English 4 hours Edukasyon sa Pagpapakatao Filipino 2 hours Hours Per Day: 5.8
  16. 16. TIME ALLOTMENT Minimum period for interaction Can be extended to include off-school experiences at home or in the community for transfer of learning to real-life situations Outputs are in the form of products and performances that should be monitored and credited accordingly
  17. 17. INDEPENDENT/COOPERATIVE LEARNING A separate period ranging from two to four hours weekly may be provided as open time for learning in order to give the students the option to learn on their own and/or with others those topics, content, or processes that they can handle by themselves.
  18. 18. INDEPENDENT/COOPERATIVE LEARNING The provision of a seperate period foer independent and coorperative learning (on top of their adoption by teachers as a teaching strategie or instructional activity) is an option that schools might wish to consider for classes that can benefit the most from such class programming.
  19. 19. LEARNING RESOURCES  Modules as basic learning resource  Web-based resources and video materials to enrich and deepen understanding  Textbooks and other instructional materials where appropriate  Teaching guides, exemplars and workbooks as teaching resources
  20. 20. CULMINATING ACTIVITY/PERFORMANCES At the end of each quarter, schools may put up exhibits for student products across subjects areas as culminating activity and as evidence of their learning or attainment of content and performance standards
  21. 21. HOW SHOULD TEACHERS PREPARE FORTHE K TO 12? Clarify outcomes Plan for assessment Identify tools for assessment Plan for differentiated instruction

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