the k+12 curriculum

1. Enhanced
K to 12
BasicEducationProgram

2. “Education is the key to the long-
term problems of the country. If
we fix basic education, we fix the
long-term problems of the
country. And if we fix the
country’s problems, we will build a
truly strong society we can
proudly call the Philippines.”
“We need to add two years to our basic
education… I want at least 12 years for our
public school children to give them an even
chance at succeeding.”
President Benigno Simeon C. . Aquino III

3. The 1987 Philippine Constitution
States that:
“The State shall establish, maintain, and support a complete, adequate, and
integrated system of education relevant to the needs of the people and the
society.”

4. K-12BasicEducation
Program
Historical Background
• K+12 is not NEW…
• studies have been made since 1925
• need to be more competitive
• lack of political will

5. What is the
proposed
K-12
curriculum

6. 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

7. 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

8. C
O
N
T
E
X
T
PHILOSOPHICAL
and LEGAL BASIS
•The 1987 Phil. Constitution
• B.P. 232, Education Act of 1982
• R.A. 9155, Philippine Governance
Act
• The 4 pillars of education
(UNESCO)
• The vision-mission statement of
DepED
• The EDCOM Report of 1991
• BESRA

9. NATURE OF THE LEARNER
•Has a body and spirit, intellect, free will,
emotions, multiple intelligences, learning
styles, culture.
•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 work,
entrepreneurship, higher education
C
O
N
T
E
X
T

10. 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 citizen who
contributes to the building of a
progressive, just and humane society
•Ensuring environment sustainability
• Global partnership for development
C
O
N
T
E
X
T

11. 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

12. 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

13. 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. CORE CONTENT
1.COMMUNICATION AND
LITERACIES
2. CRITICAL THINKING AND
PROBLEM SOLVING
3. CREATIVITY AND INNOVATION
4. ETHICAL, MORAL and
SPIRITUAL VALUES

19. CORE CONTENT
5. LIFE and CAREER
COMPETENCIES
6. DEVELOPMENT OF SELF AND
SENSE OF COMMUNITY
7. NATIONAL and GLOBAL
ORIENTEDNESS

21. 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

22. DEPARTMENT OF EDUCATION
SKILLS
Information, Media, and Technology Skills
Learning and Innovation Skills
Communication Skills
Life and Career Skills
LEARNING AREAS
Language
Technology and Livelihood Education (TLE)
Mathematics and Science
Arts and Humanities
Materials,
Facilities, and
Equipment
ICT
Environment
Assessment
School
Leadership
and
Management
Schools
Divisions
Technical
Assistance
Community-
Industry
Relevance and
Partnerships
Teachers
Monitoring and Evaluation System
Curriculum Support System
Being and Becoming a Whole Person
Holistically Developed Filipino with 21st Century Skills
The K to 12 Philippine Basic
Education Curriculum Framework

23. Features of the K to 12 Curriculum
1. Inclusion of Kindergarten education as part of basic education
2. The use of the learner’s dominant language as the Foundation
language of education;
3. The assurance of child-friendly schools and classrooms that protect
learners as they develop into well-rounded, happy, and smart
individuals
4. Schools serve as the provider of programs that will
include all learners (inclusion programs:ALS,Madrasah,ADMs)
5. The provision of locally-relevant curriculum concentration areas and
student guidance programs that will foster good career decision making
and planning among the students

24. 6. Provision and utilization of Information and Communications
Technology (ICT) as a strategy to improve the access to and quality of
education
7. The coherence of the learner outcomes with the prevailing
Philippine Qualifications Framework (PQF) and the ASEAN
Qualifications Reference Framework (AQRF);
8. The inclusion of Senior High School in the basic education program
9. The consistency of the curriculum with international benchmarks for
outcomes, content, and pedagogies
10. The assurance of college readiness for all secondary school
graduates
Features of the K to 12 Curriculum

25. 11. The inclusion of technical-vocational-livelihood skills development
in view of job/industry preparation
12. The recognition of student interest and talent as well as
community culture in the Sports / Arts and Design tracks of Senior
High School
13. Learners must have access to all Senior High School tracks with
sufficient and diverse human, institutional, and instructional resources
14. DepEd, CHED, TESDA, private schools, industry, and other relevant
stakeholders collaborate in planning and implementing K to 12,
especially Senior High School
15. Clearly articulated and well-executed assessment system for all the
levels of education, which should include DepEd and TESDA
assessments
Features of the K to 12 Curriculum

26. 16. 80% hiring or business launching rate within 3 months of
graduation for learners under the Technical-Vocational-Livelihood track
17. Continued efforts to improve education outcomes for all Filipinos
Features of the K to 12 Curriculum

27. GuidingPrinciplesand
Featuresof K-12
Curriculum

28. K-12
CURRICULUM
Outcomes
Standards
Competency
based Culture-responsive and
Culture-sensitive
Learner-centered
Seamless
Developmentally
appropriate
ICT-based.
Relevant And
Responsive

29. K-12
CURRICULUM
Research-based
Flexible
Global
Inclusive
Integrative and
Contextualized
Decongested
and enriched
Value-laden
Broad-based
Enhanced

30. Sec.5(e)RA10533
Thecurriculumshallusepedagogicalapproaches
suchasconstructivism,inquiry-based,reflective,
collaborative,andintegrative.

31. • CONSTRUCTIVIST
• INQUIRY-BASED
• INTEGRATIVE
• COLLABORATIVE
• REFLECTIVE
PEDAGOGICALAPPROACHES

32. PROPOSEDROADMAPFORTHE
K-12PHILIPPINEBASIC
EDUCATIONPROGRAM

33. Grade
Level
K 1 2 3 4 5 6 7 8 9 10 11 12
Curr.
Program
General Academic Program

34. Grade
Level
K 1 2 3
Core
LearningArea
Learning Domains
• Values Education
• Physical health &
motor dev’t
• Social & emotional
dev’t
• Cognitive dev’t
• Creative Arts
• Language &
Readiness for
Reading & Writing
• Language,
Literacy &
Communication
•MT
•Englis
h
•Filipino
•Math
•Science
& Health
•Sibika at Kultura
•MAPEH

35. Grade
Level
4 5 6
Core
LearningArea
•MT
•English
•Filipino
•Mathematics
•Science & Health
•Heograpiya, Kasaysayan at Sibika
•MAPEH
•EPP (TLE)
•EdukasyongPagpapakatao

36. Grade
Level
7 8
Core
LearningArea
•MT
•English
•Science
•Mathematics
•Filipino
•MAPEH
•Social Studies
•Values Education
•TLE

37. Grade
Level
7 8 9 10
Core
LearningArea •English
•Science
•Mathematics
•Filipino
•MAPEH
•Social Studies
•Values Education
•TLE

38. Grade
Level
11 12
Core
LearningArea •English
•Science
•Mathematics
•Filipino
•Contemporary Issues (includes work
ethic, business ethics, etc.)

39. Grade
Level
7 8 9 10 11 12
Specialization Exploratory
stage of career
paths/
choices
Special Program in:
- Arts
- Sports
- Journalism
- Engineering Science Education
Program (ESEP)
- Mother Tongue & foreign Languages
- Technical-Vocational education
- Agriculture/Fisheries
- Arts & Trades

40. Grade
Level
K 1 2 3
KeyStage
Outcomes
Development of knowledge,
skills, attitudes and values;
mastery & application of basic
skill

41. Grade
Level
4 5 6
KeyStage
Outcomes
Development & mastery of
complex knowledge &
skills; dev’t of attitude &
values

42. Grade
Level
7 8 9 10
KeyStage
Outcomes
Consolidation of knowledge,
strategies, and skills;
development of attitudes,
values, aptitudes & interests

43. Grade
Level
11 12
KeyStage
Outcomes
Consolidation of complex
knowledge & skills; dev’t of
attitude & values as a result of a
strong liberal education.
Adequate preparation for the
world of work, entrepreneurship,
middle level skills dev’t & higher
education

44. SPORTS
TECHNICAL
VOCATINAL-
LIVELIHOODACADEMIC
ARTS AND
DESIGN
SHS Tracks
Strands:
ABM
STEM
HumSS
GAS
Strands:
HOMEECONOMICS
ICT
AGRI-FISHERYARTS
INDUSTRIALARTS

46. DEPARTMENT OF EDUCATION
Curriculum Exits

47. CurrentCurricular
InnovationsinK+12

48. 1.ThematicApproachinKindergarten
Domains:ValuesEducation,PhysicalHealthandMotor
Development,SocialandEmotionalDevelopment,
CognitiveDevelopment,CreativeArts,Languageand
ReadinessforReadingandWriting&Language,
LiteracyandCommunication
Themes:Myself,MyFamily,MySchool,My
Community&MorethingsAroundUs

49. 2.Mothertongue-BasedMultilingualEducation
Mothertonguetaughtaslearningareaandused
aslanguageofinstructionfromKindergartento
Grade3
BridgingortransitiontoFilipinoandEnglishas
languageofinstructionintroducedinGrade3

50. 3.MadrasahCurriculum:ALIVE
CurriculumforMuslimlearners
ALIVE-ArabiclanguageandIslamic
valueseducationassubjectstobetaught
intheelementaryandsecondarylevels

51. 4.StrengthenedTechnical-VocationalEducation
Competency-basedcurriculum
Specializationoftechnicalskillsin
Grades11&12
Certificationofcompetencylevelwillbe
giventostudentsincoordinationwith
TESDA

52. NC-I performs a routine and predictable tasks; has little
judgment; and, works under supervision;
NC-II performs prescribe range of functions involving known routines and procedures; has
limited choice and complexity
of functions, and has little accountability;
NC-III performs a wide range of skills; works with some complexity and choice; contributes
to problem solving and work processes; and, shows responsibility for self and others; and
NC-IV performs a wide range of applications; have responsibilities that are complex and
non-routine; provides some leadership and guidance of others; and, performs evaluation
and analysis of work practices and the development of new criteria and procedures.
TESDA Circular No.23, s. 2008 – Implementing Guidelines on PTQCS)
NationalCertificateLevel

53. Assessment

55. ASSESSMENT as LEARNING
ASSESSMENT of LEARNING
ASSESSMENT for LEARNING
BALANCE OF TRADITIONAL and
AUTHENTIC ASSESSMENT
ASSESSMENT

56. Kto12Teachers(AGlobalTeacher)

57. K-12Teacher
Lifelong
learner
Multi-specialist
Multi-skilled
Self-directed
Multi-literate

58. Flexible
Creative problem
solver
Has passion for
excellent teaching Critical thinker
High Emotional
Quotient (EQ)
K-12Teacher

59. What are the benefits of this
program?

60. Benefits to individuals and families,
1. A decongested academic
workload, giving students more
time to master competencies and for
co-curricular activities and
community involvement, thus,
allowing for a more holistic
development;

61. 2. Graduates will possess competencies
and skills relevant to the job market
and they will be prepared for higher
education;

62. 3. K to 12 is affordable;

63. 4. The potential annual earnings of a K
to 12 graduate will be higher compared
to the earnings of a 10-year high school
graduate;

64. 5. Graduates will be recognized abroad.

65. Benefits of K to 12 for the society and the
economy
1. It will contribute to economic growth.
Studies show that improvements in the quality
of education increases GDP growth.
According to the DepEd (2010), studies in the
country have reflected that an additional year of school
increases the earnings by 7.5% and that improvements
in the quality of education will enable the GDP grow by
2 – 2.2%.

66. 2. It will facilitate
the recognition of
Filipino graduates and
professionals in other
countries.
3. A better
educated society
provides a sound
foundation for
long-term socio-
economic
development.

67. We are for difference,
We value and celebrate
difference
Until that difference
No longer make a
difference!
-DepEd SCS-

68. If education could be
the only best option
to secure the future
of our youth, all of us
are here to support
this option.
70