CURRICULUM ORGANIZATION IN
THE PHILIPPINES
2002 BEC and K to 12 BEP
Mr. Marco D. Meduranda
OBJECTIVES
• Revisit the notion of curriculum organization
• Compare and contrast the 2002 BEC and the K
to 12 BEP in term...
CURRICULUM ORGANIZATION
ANALOGY
What is the relation of table setting to
curriculum organization?
CURRICULUM ORGANIZATION
• the systematic arrangement of content and
educational learning experiences
• structure and form ...
Prof. Abdelmoneim Ahmad Hassan 5
Curriculum Organization
Curriculum
Organization
Horizontal
Organization
Scope Integration...
2002 BEC
CURRICULUM SUPPORT SYSTEM
FAMILY SUPPORT
INTERNAL AND EXTERNAL
STAKEHOLDERS’ SUPPORT
SOCIETAL SUPPORT
Public-Private Partn...
Comparison of Learning Areas
2002 BEC K TO 12 BEP
Comparison of Learning Areas
2002 BEC K TO 12 BEP
Comparison of Learning Areas
2002 BEC K TO 12 BEP
VIEWING
Watch the video on the K to 12
curriculum produced by DepEd.
Be guided by the following
questions as you view the ...
KINDERGARTEN
There are no formal subjects in
kindergarten. Instead, there are six
developmental domains,
namely:
1) charac...
K to 12 Learning Areas
The learning areas of the K to 12 curriculum cut
across the grade levels from Grade 1 to Grade 12.
...
Pilosopiya ng Personalismo
2002 BEC LEARNING AREAS
2002 BEC: FILIPINO
• Filipino develops these macro skills:
listening, speaking, reading, writing, and
thinking in our nati...
2002 BEC: ENGLISH
• English is one of the learning
areas that develop the learners
confidence and ability in using
languag...
2002 BEC: SCIENCE
Science aims to help every
Filipino learner to gain a
functional understanding of
scientific concepts an...
MATHEMATICS
Mathematics in Grades 1-3 entails
learning the four fundamental
operations, fractions, measurement,
use of mon...
2002 BEC: MATHEMATICS
Curriculum organization in the philippines
Curriculum organization in the philippines
Curriculum organization in the philippines
Curriculum organization in the philippines
Curriculum organization in the philippines
Curriculum organization in the philippines
Curriculum organization in the philippines
Curriculum organization in the philippines
Curriculum organization in the philippines
Curriculum organization in the philippines
Curriculum organization in the philippines
Curriculum organization in the philippines
Curriculum organization in the philippines
Curriculum organization in the philippines
Curriculum organization in the philippines
Curriculum organization in the philippines
Curriculum organization in the philippines
Curriculum organization in the philippines
Curriculum organization in the philippines
Curriculum organization in the philippines
Curriculum organization in the philippines
Curriculum organization in the philippines
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Curriculum organization in the philippines

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2002 BEC and K to 12 basic education program

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  • Horizontal organization is concerned with side by side relationships or
    integration, that is, how one area of the curriculum relates to another; for
    example, how topics in mathematics relate to topics in science. Scope – it is the total breadth of the activity in a subject field. This determines the extent or limits of activity or coverage.


    Vertical Organization ensures sequence and continuity within a given subject
    area, not only for a particular grade but also between grades. One example of
    vertical organization is placing ‘the family’ in the grade 1 social studies
    curriculum and ‘the community’ in Grade 2. Another form of vertical
    organization is where subject curricula are organized so that the same topics
    are treated in different grades but increasingly more difficult levels. This
    corresponds to Bruner’s idea of the spiral curriculum.
  • The framework is composed of two parts. The rectangular fi gures show the teaching-learning theoretical bases, beginning with the comprehensive
    Developmentally Appropriate Practices (DAP), then moving up to the principles and leading to the approaches. The circle consists of three main
    components, (1) Developmental Domains, (2) Learning Areas, and the (3) Curricular Themes. At the center is the Filipino child who is envisioned to be
    functionally literate and holistically developed.
  • FILIPINO
    Filipino develops these macro skills: listening, speaking, reading, writing, and thinking in
    our national language. In Grades 1-6, these specifi c skills shall be developed in communication
    situations using varied materials to the point of mastery. Children are introduced to materials
    such as thymes, poems, jingles, stones, and dialogues suited to their grade. Likewise, some
    contents from Social Studies are used to develop the language skills.
    In contrast to the previous curriculum, time allotment for Filipino in Grades 1-3 and First
    to Fourth Year has been increased to enable adequate understanding of every lesson and to
    include a variety of literary and non-literary texts in the reading and comprehension activities.
    After Grade 3, every leaner should be able to read and understand at least simple paragraphs
    of varied texts’ in Filipino.
    In First to Fourth Year, this tool subject becomes Filipino sa Iskolarting Pakikipagtalastasan.
    It integrates interdisciplinary vocabulary and topics as content in the development of academic
    language profi ciency through the use of journalistic, literary, politico-economic referential and
    procedural texts in Filipino.
    ENGLISH
    English is one of the learning areas that develop the learners confi dence and ability in
    using language for effective communication and critical thinking in the real world. This basic
    tool subject develops these macro skills: listening, speaking, reading, writing, and thinking in
    English.
    Listening skills include auditory discrimination and comprehension. Speaking skills
    cover pronunciation and use of expressions and grammatical structures. Reading skills include
    vocabulary development, word recognition, comprehension and study skills. Writing skills cover
    handwriting (in Grades 1-6) and composition.
    In contrast to the previous curriculum, time allotment in Grades 1-3 and First to Fourth
    Year has been increased to enable adequate understanding of every lesson and to include not
    only literary but also scientifi c and technical texts in the reading and comprehension activities.
    26 2002 Basic Education Curriculum for El e men ta ry

    Scientifi c vocabulary will be used in the English lessons through approaches such as ContentBased Instruction (CBI), which can help make diffi cult academic terms easier to understand.
    Collaborative teaching and learning is encouraged with Science and Mathematics, which are
    taught in English. After Grade 3, every learner should be able to read and understand at least
    simple paragraphs, both literary and non literary.
    SCIENCE
    Science aims to help every Filipino learner to gain a functional understanding of scientifi c
    concepts and principles linked with real-life situations, and acquire scientifi c skills, attitudes,
    and values necessary to analyze and solve day-to-day problems.
    In Grades 1 and 2, simple scientifi c concepts and skills are taken up in English and
    Makabayan (Sibika at Kultura). These concepts and skills reinforce the sensory-perceptual
    activities introduced in the eight-week curriculum during the fi rst two months of Grade 1.
    Science begins as the children are taught to observe, monitor, and describe their interaction
    with their immediate environment.
    In Grade 3, the teaching of Science as a separate learning area begins. Science from Grades
    3-6 includes basic health concepts, and thus the nomenclature Science and Health.
    In First Year, Integrated Science builds on elementary Science, and presents basic concepts
    in earth science, biology, chemistry, and physics.
    In Second Year, the learners focus on Biology, which deals with the living world of human
    and non-human species, human interactions and relationships with the environment, and the
    problems we face relative to health, reproduction and heredity, food production, resource
    management and conservation.
    In Third Year, learners focus on Chemistry, which deals with the properties and chemical
    behavior of matter, atomic structure, chemical changes, and technology affecting the environment
    and society.
    In Fourth Year, the graduating students have the option to take up either Physics or Advanced
    Chemistry. This scheme shall take effect during school year 2003-2004.
    The learners need more time to do pre-laboratory work and to conduct simple investigatory
    projects outside of the structured laboratory settings. Thus, the one-hour allotment shall be the
    teacher-student contact time for structured learning in the classroom and the laboratory.
    MATHEMATICS
    In contrast to the previous curriculum, there is an increase in time allotment in Mathematics
    so as to ensure that all the lessons are fi nished and there will be more activities that involve
    practical investigation and problem-solving. Students learn more when they engage in handson activities, explore, discover on their own, generalize, and apply their learning to their own
    lives.
    Mathematics in Grades 1-3 entails learning the four fundamental operations, fractions,
    measurement, use of money, and their application to practical problems based on real-life
    activities, in Grades 4 to 6, learners are introduced to simple algebraic concepts in preparation
    for Elementary Algebra in First Year. Mathematics in the Secondary level returns to the linear
    sequential approach.
    Elementary Algebra in First Year deals with life situations and problems involving
    measurement, the real number system, algebraic expressions, fi rst-degree equations, inequalities
    in one variable, linear equations in two variables, special products, and factoring.
    In Second Year, learners take up Intermediate Algebra which deals with systems of
    linear equations and inequalities, quadratic equations, variation, integral exponents, radical
    expressions, and searching for patterns in sequences (arithmetic, geometric, etc), as applied to
    real-life situations.
    In Third Year, learners take up Geometry, which deals with the practical application of a
    systematic understanding of shape and size, geometric relations, triangle congruence, properties
    of quadrilaterals, similarity circles, and plane co ordinate geometry.
    In Fourth Year, the graduating students have the option to take up either Business
    Mathematics and Statistics or Trigonometry and Advanced Algebra. This scheme shall be
    implemented in school year 2003-2004.
  • Transcript of "Curriculum organization in the philippines"

    1. 1. CURRICULUM ORGANIZATION IN THE PHILIPPINES 2002 BEC and K to 12 BEP Mr. Marco D. Meduranda
    2. 2. OBJECTIVES • Revisit the notion of curriculum organization • Compare and contrast the 2002 BEC and the K to 12 BEP in terms of learning areas, time allotment and other curriculum elements • Explore the curriculum framework of the different learning areas under the K to 12 basic education program
    3. 3. CURRICULUM ORGANIZATION ANALOGY What is the relation of table setting to curriculum organization?
    4. 4. CURRICULUM ORGANIZATION • the systematic arrangement of content and educational learning experiences • structure and form of curriculum
    5. 5. Prof. Abdelmoneim Ahmad Hassan 5 Curriculum Organization Curriculum Organization Horizontal Organization Scope Integration Vertical Organization Continuity Sequence
    6. 6. 2002 BEC
    7. 7. 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 K TO 12 BASIC EDUCATION PROGRAM
    8. 8. Comparison of Learning Areas 2002 BEC K TO 12 BEP
    9. 9. Comparison of Learning Areas 2002 BEC K TO 12 BEP
    10. 10. Comparison of Learning Areas 2002 BEC K TO 12 BEP
    11. 11. VIEWING Watch the video on the K to 12 curriculum produced by DepEd. Be guided by the following questions as you view the clip. 1. What changes in the learning areas are present in the K to 12 curriculum as compared to the 2002 BEC? 2. How are these learning areas organized? 3. What are the main aims, goals and outcomes of each learning areas?
    12. 12. KINDERGARTEN There are no formal subjects in kindergarten. Instead, there are six developmental domains, namely: 1) character/values development, 2) physical health and motor development, 3) social and emotional development, 4) cognitive/intellectual development, 5) creative/aesthetic development, and 6) language literacy and communication.
    13. 13. K to 12 Learning Areas The learning areas of the K to 12 curriculum cut across the grade levels from Grade 1 to Grade 12. The learning areas are: • Languages: Mother Tongue, Filipino, and English • Arts and Humanities: Music, Arts, Physical Education and Health (MAPEH), Edukasyon sa Pagpapakatao, Araling Panlipunan • Science and Mathematics • Technology and Livelihood Education
    14. 14. Pilosopiya ng Personalismo
    15. 15. 2002 BEC LEARNING AREAS
    16. 16. 2002 BEC: FILIPINO • Filipino develops these macro skills: listening, speaking, reading, writing, and thinking in our national language. In Grades 1-6, these specific skills shall be developed in communication situations using varied materials to the point of mastery. • In First to Fourth Year, this tool subject becomes Filipino sa Iskolarting Pakikipagtalastasan. It integrates interdisciplinary vocabulary and topics as content in the development of academic language profi ciency through the use of journalistic, literary, politico-economic referential and procedural texts in Filipino.
    17. 17. 2002 BEC: ENGLISH • English is one of the learning areas that develop the learners confidence and ability in using language for effective communication and critical thinking in the real world. This basic tool subject develops these macro skills: listening, speaking, reading, writing, and thinking in English.
    18. 18. 2002 BEC: SCIENCE Science aims to help every Filipino learner to gain a functional understanding of scientific concepts and principles linked with real- life situations, and acquire scientific skills, attitudes, and values necessary to analyze and solve day-to- day problems.
    19. 19. MATHEMATICS Mathematics in Grades 1-3 entails learning the four fundamental operations, fractions, measurement, use of money, and their application to practical problems based on real-life activities. In Grades 4 to 6, learners are introduced to simple algebraic concepts in preparation for Elementary Algebra in First Year. Mathematics in the Secondary level returns to the linear sequential approach.
    20. 20. 2002 BEC: MATHEMATICS

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