Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Curriculum models (Philippines' Curriculum Models)


Published on

Philippine Basic Education Curriculum

Published in: Education

Curriculum models (Philippines' Curriculum Models)

  1. 1. Public  School  Curriculum   Philippines’  Public  School  Curriculum  Model   Adora  A.  Barnachea   CE  217  –  Graduate  Program,  Miriam  College   Sept.  20,  2013   Ma.  Carmen  R.  Gaerlan,  Ed.D   Professor  
  2. 2. *  DepEd  _______________________________________   *  BEC    _________________________________________   *  NESC  ________________________________________   *  NSEC  ________________________________________   *  PELC  ________________________________________   *  PSLC  ________________________________________   *  DECS  ________________________________________   *  RBEC  ________________________________________   Pre-­‐assessment   (How  Familiar  Are  You?)   Department  of  Education   Basic  Education  Curriculum   New  Elementary  School  Curriculum   New  Secondary  Education  Curriculum   Philippine  Elementary  Learning  Competencies   Philippine  Secondary  Learning  Competencies   Dept.  of  Education,  Culture  &  Sports   Revised  Basic  Education  Curriculum  
  3. 3. *  National  Elementary  School  Curriculum  (1984  –  2002)   *  New  Secondary  Education  Curriculum  (1991  –  2002)   *  Revised  Basic  Education  Curriculum  2002  (RBEC  2002)   *  Secondary  Education  Curriculum  –  Understanding  by   Design  Model  (UBD)  2010   *  K-­‐12  Basic  Education  Curriculum  2012     The  Philippine  Basic  Education   Curriculum  (BEC)  
  4. 4. The  Philippine  Basic  Education   Curriculum  (BEC)  
  5. 5. Development  of  Philippine  Education   Pre-­‐Spanish  Times     •  informal,  unstructured,  and  devoid  of  methods.   •  Children  were  provided  more  vocational  training  and   less  academics  (3  Rs)  by  their  parents  and  in  the   houses  of  tribal  tutors.        
  6. 6. Development  of  Philippine  Education   Spanish  system     •  Education  was  religion-­‐oriented;  It  was  for  the  elite   class  only   •  Liberalized  through  the  enactment  of  the  Educational   Decree  of  1863  or  the  free  public  education  system  in   the  Philippines;  the  first  in  Asia   ü Provided  for  the  establishment  of  at  least  one   primary  school  for  boys  and  girls  in  each  town  under   the  responsibility  of  the  municipal  government;  and   the  establishment  of  a  normal  school  for  male   teachers  under  the  supervision  of  the  Jesuits.     ü Primary  instruction  was  free  and  available  to  every   Filipino  regardless  of  ethnicity  and  socio-­‐economic   status  
  7. 7. Development  of  Philippine  Education   •  Malolos  Constitution  -­‐  A  system  of  free  and   compulsory  elementary  education  was  established       •  Schurman  Commission  -­‐    An  adequate  secularized   and  improved  free  public  school  system     •  Taft  Commission  –  English  as  medium  of   instruction   •  1901  Philippine  Commission  –  installation  of   highly  centralized  public  school  system  and  more  than   600  American  teachers  were  brought  to  the   Philippines  (Thomasites)    
  8. 8. Development  of  Philippine  Education   •  Japanese  Education  -­‐  the  teaching  of  Tagalog,  Philippine   History,  and  Character  Education  was  reserved  for  Filipinos.     ü Love  for  work  and  dignity  of  labor  was  emphasized.   •  Education  during  pre-­‐Martial  Law  –  The  2-­‐2  plan  which   provided  common  curriculum  in  the  1st  and  2nd  years,   vocational  curricula  was  implemented.  
  9. 9. Development  of  Philippine  Education   •  Education  Under  the  New  Society  –  Pres.    Marcos   formulated  a  10  year  national  education  development  program.   ü In  1972,  Department  of  Education  became  Department  of   Education  and  Culture.   ü 1973  Constitution  –  Revised  Secondary  Education  Program   and  set  out  the  3  fundamental  aims  of  Philippine  Education:   1.  Foster  love  of  country;   2.  Teach  the  duties  of  citizenship;  and   3.  Develop  moral  character,  self-­‐discipline,  and  scientific,   technological  &  vocational  efficiency.  
  10. 10. Development  of  Philippine  Education   •  Education  Under  the  New  Society  –  Pres.    Marcos   formulated  a  10  year  national  education  development  program.     ü 1978  DECS  became  Ministry  of  Education  &  Culture   ü The  Education  Act  of  1982  or  BP  232     o   provided  for  an  integrated  system  of  education  covering   for  both  formal  and  non-­‐formal  education  at  all  levels;   o also  created  the  Ministry  of  Education,  Culture  &  Sports    
  11. 11. Development  of  Philippine  Education   *  The  researches,  surveys  and  experimental  studies  which   developed  the  National  Elementary  School  Curriculum  (NESC)   and  the  New  Secondary  Education  Curriculum  (NSEC)  .     Ø The  Presidential  Commission  to  Study  Philippine  Education  1970   (PCSPE)   Ø Survey  of  the  Outcomes  of  Elementary  Education  1975   (SOUTELE)   Ø Experimental  Elementary  Education  Program  1978  (EEEP)    
  12. 12. National  Elementary  School   Curriculum  (NESC)   *  The  first  research-­‐based  curriculum  in  the  country.     *  Fewer  learning  areas,  emphasis  on  mastery  learning,  more   time  allotment  for  the  basic  skills.     *  Development  of  the  learning  competencies  known  as  the   Minimum  Learning  Competencies  (MLC)   *  The  mastery  of  learning  was  emphasized  wherein  it  is   expected  that  the  students  will  acquire  the  75%  mastery  of   the  listed  competencies  or  7  out  of  10  questions  in  the   formative  test.  
  13. 13. New  Secondary  Education   Curriculum  (NSEC)   *  To  improve  performance  in  science,  math  and  communication   ü Focus  on  process,  values  development,  productivity  and   technology   *  The  NSEC  included  the  following  learning  areas  to  be  taught  for   400  minutes  daily  from  First  Year  to  Fourth  Year:                    Values  Education                                Araling  Panlipunan                      Filipino                                                                  Science  and  Technology                      English                                                                  Physical  Education,  Health  and  Music                      Mathematics                                          Technology  and  Home  Economics  
  14. 14. New  Secondary  Education   Curriculum  (NSEC)   Studies/Researches   Findings/Recommendation   National  Elementary  Achievement  Test   (NEAT)     Grade  VI  students  were  able  to  answer   correctly  less  than  50%  of  questions   asked  in  Science,  Mathematics,  and   English   National  and  Secondary  Assessment   Test  (NSAT)     A  mean  percentage  score  of  only  50%   was  achieved.       Committee  on  Information  Technology,   Science,  Mathematics,  Education  &   other  Technology.         An’’  overcrowded  curriculum”   especially  in  Grade  I-­‐III  resulted  in  poor   performance  of  pupils  in  the   elementary  grades.  Students  needed   longer  time  in  science  and  mathematics       2002  Basic  Education  Curriculum–Bawat  Graduate  Bayani  at  Marangal  (DepED,  April  5,  2002).    
  15. 15. New  Secondary  Education   Curriculum  (NSEC)   Studies/Researches   Findings/Recommendation   Aurora  Roldan,  “  Present  Realities  in   Reading  Education”           Our  students  are  deficient  in  reading  ability.   They  have  not  developed  the  higher  order   thinking  skills  even  at  Grade  V.  There  is  the   danger  of  reverting  to  illiteracy  if  the   students  dropped  out  before  completing   Grade  VI.       Third  International  Mathematics  &   Science  Study  (TIMMS)     The  Philippines  ranked  39th  out  of  42   countries  which  participated  in  the   study,       Allan  B.  I.  Bernardo,  “The  Learning   Process:  The  Neglected  Phenomenon  in   Science  and  Mathematics  Education   Reform  in  the  Philippines”         In  comparison  with  other  countries,  the   Philippine  “science  syllabus  contained   more  topics”  suggesting  that  the   curriculum  is  still  congested.       2002  Basic  Education  Curriculum–Bawat  Graduate  Bayani  at  Marangal  (DepED,  April  5,  2002).    
  16. 16. *  According  to  then-­‐Sec.  of  Education  Raul  Roco,  the  2002  BEC  was   based  on  a  16-­‐year  study  (starting  in  1986).  Implementation  of  RBEC   was  based  on  Executive  Order  No.  46,  which  in  turn  was  based  on   recommendations  of  the  Philippine  Commission  on  Educational   Reforms  (PCER),  created  on  Dec.  7,  1998.   *  “The  restructuring  of  the  curriculum  is  part  of  an  ongoing  effort  to   improve  the  quality  of  learning.  We  are  focusing  on  the  basics  of   improving  literacy  and  numeracy  while  inculcating  values  across   learning  areas  to  make  it  dynamic.”  (Raul  Roco)     *  The  2002  BEC  is  a  restructuring  and  not  a  sweeping  change  of  the   elementary  and  secondary  curricula  (NESC  &  NSEC)     BEC  2002/RBEC  2002  
  17. 17. *  The  implementation  of  the  2002  Basic  Education  Curriculum  was   announced  in  DepEd  Order  No.  25,  s.  2002,  issued  on  June  17,   2002.     *  The  actual  implementing  guidelines  were  found  in  DepEd  Order   No.  43,  s.  2002,  dated  Aug.  29,  2002.   *  Less  than  a  year  later  (on  June  12,  2003),  a  new  curriculum   (the  Revised  BEC)  was  signed  into  law.         BEC  2002/RBEC  2002  
  18. 18. BEC  2002/RBEC  2002  
  19. 19. BEC  2002/RBEC  2002  
  20. 20. Rationale  of  2002  BEC/RBEC  2002   *  The  2002  Basic  Education  Curriculum  (DepEd,  Apr.  5,   2002),  cited  several  reasons  why  the  basic  education   curriculum  should  be  restructured.   *  Aside  from  results  of  the  evaluation  of  the  NESC  and   NSEC,  foremost  was  the  UNESCO  Report  on  the  Four   Pillars  of  Education  which  emphasize  using  the   knowledge  gained  to  improve  oneself  and  one’s   relationship  with  fellow  human  beings    along  with  the   development  of  functional  literacy  which  involves  the   development  of  the  essential  skills  such  as  “linguistic   fluency  and  scientific  –  numerical  competence.  
  21. 21. Rationale  of  2002  BEC/RBEC  2002   *  To  further  decongest  the  curriculum  and  to  provide   more  contact  time  for  the  tool  subjects,  the   restructured  curriculum  emphasizes  the  enhanced   teaching  of  the  four  (4)  core  subjects  Filipino,  English,   Mathematics  and  Science.  A  fifth  subject  called   Makabayan,  which  is  envisioned  to  be  a  “laboratory   of  life”  or  practice  environment,  integrated  the  other   non-­‐tool  subjects.    
  22. 22. Features  of  2002  BEC/RBEC   1.  Greater  emphasis  on  helping  every  learner  become   a  successful  reader.   2.  Emphasis  on  interactive/collaborative  learning   approaches.   3.  Emphasis  on  the  use  of  integrative  learning   approaches.    
  23. 23. Features  of  2002  BEC/RBEC   4.  Teaching  of  values  in  all  learning  areas.   5.  Development  of  self-­‐reliant  and  patriotic  citizens.   6.  Development  of  creative  and  critical  thinking  skills.    
  24. 24. Curriculum  Structure     of  2002  BEC/RBEC   Ø The CORE SUBJECTS: Filipino; English; Math; Science (Science and Health for Elem.); Science and Technology for Secondary Ø The Experiential Area: Makabayan: Araling Panlipunan; MAPEH (Music, Arts, PE and health); TLE; Edukasyon sa Pagpapahalaga (the practice environment for holistic learning to develop a healthy personal and national self-identity”.
  25. 25. Curriculum  Structure     of  2002  BEC/RBEC   Ø Medium of Instruction: Pursuant to the DepEd Bilingual Policy (Dep.Ed Order No. 52, s,1987), the media of instruction shall be as follows: q For Elementary Education: §  Filipino shall be used in the following areas: Filipino; Makabayan §  English shall be used in the following learning areas: English; Science; Mathematics
  26. 26. Curriculum  Structure     of  2002  BEC/RBEC   q For Secondary Education: §  English: Mathematics, Science and Technology, English, Technology and Livelihood Education, Music, Arts, Physical Education and Health/CAT §  Filipino: Edukasyon sa Pagpapahalaga (Values Education), Araling Panlipunan, Filipino
  27. 27. Curriculum  Structure     of  2002  BEC/RBEC   English (Listening speaking, reading, writing) Access  varied  information  and  creatively  use   them  in  spoken  and  written  forms;   communicate  fluently  and   accurately  orally  and  in  writing,  for  a  variety  of   purposes  and  different  social  and  academic   contexts  at  their  level  while  carrying  out   activities  in  everyday  life   Science Filipino Nagagamit  ang  Filipino  sa  mabisang   pakikipagtalastasan  (pasalita  at  pasulat);   nagpapamalas  ng  kahusayan  sa   pagsasaayos  ng  iba’t  ibang  impormasyon  at   mensaheng  narinig  at  nabasa  para  sa   kapakinabangang  pansarili  atpangkapwa  at  sa   patuloy  na  pagkatuto  upang  makaangkop  sa   mabilis  na  pagbabagong  nagaganap  sa  daigdig  
  28. 28. Curriculum  Structure     of  2002  BEC/RBEC   Edukasyong Pangtahanan at Pangkabuhayan (EPP) Grade (4-6) • Nagagamit  ang  sariling  kaalaman  at   saloobin  sa  pagpapaunlad  ng  sarili  at   pamilya   • Nagagamit  ang  kaalaman,  kasanayan   at  saloobin  sa  pagpapaunlad  ng   pamayanan   Mathematics Demonstrate  understanding  and  skills   in  computing  with  considerable  speed   and  accuracy,  estimating,   communicating,  thinking  analytically   and  critically,  and  in  solving  problems   in  daily  life  using  appropriate   technology  
  29. 29. Curriculum  Structure     of  2002  BEC/RBEC   Makabayan • sapat  na  kaalaman  at  kamalayan  sa   mga  pambansang  pagkakakilanlan,   kapaligiran  at  pagpapaunlad  ng   kabuhayan,agham  at  teknolohiya;     •   mapanuri  at  malikhaing  pag-­‐  iisip   tungo  sa  mapanagutang  pagpapasya  sa   mga  isyu  o  usaping  kinakaharap;     •   pagpapahalaga  sa  sining,  musika,   laro,  sayaw  at  iba  pang  bahagi  ng   kultura  gayundin  sa  pagiging  Pilipino  at   sa  kanyangmga  karapatan  at   pananagutan  bilang  mamamayan;     •   positibong  saloobin  sa  paggawa   upang  makapamuhay  nang  produktibo   sa  isang  bansang  mapayapa;  at     •   kakayahang  makaagapay  sa  mabilis   na  pagbabagong  nagaganap  sa  mundo  
  30. 30. RBEC  Time  Allotment   Elementary  School  Curriculum   Learning  Areas   Daily  Time  Allotment  (in  minutes)   Gr.  1   Gr.  2   Gr.  3   Gr.  4   Gr.  5   Gr.  6   English   100   100   100   80   80   80   Filipino   80   80   80   60   60   60   Mathematic   80   80   80   60   60   60   Science  and  Health   Within  English   40   60   60   60   MAKABAYAN   60   60   60   100   120   120          *  Sibika  at  Kultura   60   60   60          *  HEKASI   40   40   40            *  EPP/HELE   Introduced  only  in    Gr.  4-­‐6   40   40   40            *  MSEP/MAPE   Integrated  in  Sibika   20   40   40   GMRC/  Values/EP   Within  every  learning  area   Total  No.  of  Minutes  Daily   320   320   360   360   380   380  
  31. 31. RBEC  Time  Allotment   Elementary  School  Curriculum   Learning  Areas   Daily  Time  Allotment  (in  minutes)   Gr.  1   Gr.  2   Gr.  3   Gr.  4   Gr.  5   Gr.  6   English   90   90   90   60   60   60   Filipino   70   70   70   60   60   60   Mathematics   70   70   70   60   60   60   Science  and  Health   Within  English   40   60   60   60   MAKABAYAN   60   60   60   100   120   120          *  Sibika  at  Kultura   60   60   60          *  HEKASI   40   40   40            *  EPP/HELE   Introduced  only  in    Gr.  4-­‐6   40   40   40            *  MSEP/MAPE   Integrated  in  Sibika   20   40   40   GMRC/  Values   30   30   30   20   20   20   Total  No.  of  Minutes  Daily   320   320   360   360   380   380  
  32. 32. RBEC  Time  Allotment   Secondary  School  Curriculum   Subjects   Allotted   Time/ Week   Unit   Credit   English   300  min   1.5   Filipino   240  min   1.2   Mathematics   300  min   1.5   Science   400  min   1.8   MAKABAYAN            *  Social  Studies   240  min   1.2            *  TLE  (Technology  &  Livelihood  Education)   240  min   1.2            *  MAPEH   240  min   1.2            *  Values  Education   120  min   0.6   CAT   35  hrs/yr   0.3  
  33. 33. RBEC  Secondary  School  Curriculum   Subjects   1st  Year   2nd  Year   3rd  Year   4th  Year   English   Grammar  &   Phil.  Lit   Grammar  &   Afro-­‐Asian  Lit   Grammar  &   American  Lit   Grammar  &   World  Lit   Filipino   Pang-­‐unawa   Gramatika   Panitikang   Pilipino   Panitikang   Asyano   Mathematics   Elem.  Algebra   Int.  Algebra   Geometry   Adv.  Algebra   Science   Gen.  Science   Biology   Chemistry   Physics   Social  Studies   (AP)   Phil.  History  &   Government   Asian  History   World  History   Economics   MAPEH   MAPEH  I   MAPEH  II   MAPEH  III   MAPEH  IV  &   CAT  I   TLE   Agri,  Cul.  Arts,   Electronics  &   Dressmaking   Agri,  Cul.  Arts,   Electronics  &   Dressmaking   Agri,  Cul.  Arts,   Electronics  &   Dressmaking     Basic  Comp   Literacy,   Agri,  Cul.  Arts,   Electro  &   Dressmaking   Values  (EPP)   VE  (Sarili)   VE  (Kapwa)   VE  (Lipunan)   VE  (Diyos)  
  34. 34. As  a  matter  of  practice,  the  curriculum  in  the  Philippines   is  revised  every  ten  years,  but  the  rapid  rate  of  change   in  education  and  the  fast  obsolescence  of  knowledge   necessitate  a  continual  revisiting  and  updating  of  the   curriculum  to  make  it  responsive  to  emerging  changes   in  the  needs  of  the  learner  and  the  society.   Rationale  of  UbD  Model  2010  
  35. 35. Rationale  of  UbD  Model  2010   Aside  from  the  issue  of  relevance,  the  refinement  of  the   secondary  education  curriculum  was  guided  by  the   need,  as  articulated  in  the  Education  Plan  2015,  to   streamline  its  content  in  order  to  improve  student   mastery  and  contribute  to  the  attainment  of  functional   literacy.  This  became  the  primary  consideration  in  the   design  of  the  curriculum  and  the  formulation  of   standards  and  the  essential  understandings  from  which   the  content  of  the  curriculum  was  derived.  
  36. 36. Rationale  of  UbD  Model  2010   *  The  refinement  of  the  curriculum  followed  the   Understanding  by  Design  (UbD)  model  developed  by   Jay  Mctighe  and  Grant  Wiggins.   *  DepEd    considered  this  as  a  new  hope  for  our   educational  system  because  it  attains  mastery  of  the   subject  area  in  the  secondary  education  
  37. 37. What  is  Understanding  by  Design   (UbD)  Model?   *  Understanding  by  Design  (UbD)  is  a  curriculum   framework,  i.e.,  it  is  a  way  of  looking  at  a  curriculum.   It  offers  a  three-­‐stage,  backward  process  to   curriculum  design,  hence,  it  is  also  known  as  the   “Backward  Design  Curriculum.”   *  Some  educators  contest  that  “it  is  not  a  curriculum  by   itself,  so  technically,  to  say  'UbD  curriculum'  is  wrong;   instead  we  can  say  'UbD-­‐ized  curriculum'  (that  is,  a   curriculum  which  is  designed  using  the  UbD   process).”  
  38. 38. What  is  Understanding  by  Design   (UbD)  Model?   *  This  implored  us  to  think  about  the  outcomes,  goals,   and  objectives  we  had  for  student  learning  first  and   then  plan  instruction  and  develop  curriculum  to  close   the  gap  between  what  the  students  already  know  and   what  they  need  to  know.   *  The  main  tenet  of  the  curriculum  is  understanding   versus  facts,  in  which  students  must  understand  not   just  to  memorize  facts.      
  39. 39. 3  Stages  of  UbD  Model   Identify   Desired   Results   Determine   Acceptable   Evidence   Plan  Learning   Experiences  &   Instructions   Graphic  representation  of  the  stages  in  the  backward   curriculum  design  process.   Stage  1   Stage  2   Stage  3  
  40. 40. 3  Stages  of  UbD  Model   Identify   Desired   Results   Stage  1   It  is  the   identification  of   achievable  goals   for  students   Determine   Acceptable   Evidence/ Assessment   Stage  2   It  provides  a  personalized   approach  to  develop   diverse  learners  to  its   maximum.  It  recognizes  and   nurture  all  varied  human   intelligences  that  students   could  make  sense  on  any   subject  area.   Stage  3   Plan  Learning   Experiences  &   Instructions    It  is  achieved  by   following  this   sequence:  EXPLORE-­‐ FIRM-­‐UP-­‐DEEPEN-­‐ TRANSFER.  
  41. 41. 1.  Lean.  It  focuses  on  essential  understandings.   2.  Sets  High  Expectations  (standard-­‐based).  Expressed   in  terms  of  what  students  should  know  and  the   quality  of  the  skills  that  they  are  expected  to   demonstrate  as  evidence  of  learning.   3.  Rich  and  Challenging.  It  provides  a  personalized   approach  to  developing  the  students’  multiple   intelligences     4.  Develops  readiness  and  passion  for  work  and   lifelong  learning   Strengths  of  SEC  2010  
  42. 42.  Naninindigan  pa  rin  po  tayo  sa  ipinangako  nating   pagbabago  sa  edukasyon:  ang  gawin  itong  sentral   na  estratehiya  sa  pamumuhunan  sa   pinakamahalaga  nating  yaman:  ang  mamamayang   Pilipino.  Sa  K  to  12,  tiwala  tayong  mabibigyang-­‐lakas   si  Juan  dela  Cruz  upang  mapaunlad—hindi  lamang   ang  kanyang  sarili  at  pamilya—kundi  maging  ang   buong  bansa.      –  Pangulong  Benigno  S.  Aquino  III      
  43. 43. We  are  embarking  on  what  is  arguably  the  most   comprehensive  basic  education  reform  initiative  ever  done  in   the  country  since  the  establishment  of  the  public  education   system  more  than  a  century  ago.  The  challenges  are  great   and  the  task  is  daunting,  but  I  am  confident  that  through  all   of  you,  the  brave  and  selfless  men  and  women  who  have   taken  up  the  noble  vocation  of  teaching,  there  is  nothing  we   cannot  accomplish  together…  The  impetus  for  meaningful   education  reform  is  clear:  the  realities  of  our  modern  world   require  a  different  kind  of  Filipino.  The  Filipino  must  be  a   lifelong  learner.  The  Filipino  must  be  holistically  developed.   The  Filipino  must  be  globally-­‐oriented  and  locally-­‐grounded.   Ang  Bagong  Pilipino  –  higit  sa  pagiging  maka-­‐tao,  maka-­‐ Diyos,  maka-­‐bayan,  at  maka-­‐kalikasan—ay  kailangan   magtaglay  ng  kasanayan  at  pananaw  na  angkop  sa  21st   Century.  Ito  po  ang  layunin  ng  K  to  12  Program,  na  mabigyan   ng  sapat  at  pantay  na  pagkakataon  tungo  sa  isang  disente  at   marangal  na  buhay  ang  bawat  Pilipino.   -­‐-­‐-­‐  Bro.  Armin  A.  Luistro,  DepEd  Secretary-­‐-­‐-­‐    
  44. 44. The  Philippines  is  committed  to  achieving  its  Education   for  All  (EFA)  goals  not  only  for  the  development  of  each   Filipino,  but  also  for  the  overall  social  and  economic   progress  of  the  country.  Part  of  the  Philippine  Education   For  All  Plan  of  Action  2015,  is  Critical  Task  No.  5,  “the   expansion  of  basic  education,  targeting  that  by  2015,   the  Philippines  has  lengthened  its  cycle  of  basic   education  schooling  to  make  it  twelve  years.”     K  –  12  Basic  Education  Curriculum  
  45. 45. The  Philippines  is  committed  to  achieving  its  Education   for  All  (EFA)  goals  not  only  for  the  development  of  each   Filipino,  but  also  for  the  overall  social  and  economic   progress  of  the  country.  Part  of  the  Philippine  Education   For  All  Plan  of  Action  2015,  is  Critical  Task  No.  5,  “the   expansion  of  basic  education,  targeting  that  by  2015,   the  Philippines  has  lengthened  its  cycle  of  basic   education  schooling  to  make  it  twelve  years.”     K  –  12  Basic  Education  Curriculum  
  46. 46. K  –  12     Meaning     K  to  12  means  Kindergarten  and  the  12  years  of   elementary  and  secondary  education.  Kindergarten   refers  to  the  five-­‐year  old  cohort  that  takes  a   standardized  kindergarten  curriculum.  Elementary   education  refers  to  primary  schooling  that  involves  six   years  of  education  (Grades  1  to  6).  Secondary  education   refers  to  four  years  of  junior  high  school  (Grades  7  to  10)   and  two  years  of  senior  high  school  (Grades  11  to  12).    
  47. 47. K  –  12  Basic  Education  Curriculum   Figure  shows  the  distribution  of  12  years  in  the  Enhanced  Basic  Education  Cycle  of   the  country.  Schooling  will  commence  at  Kindergarten  (K),  then  the  primary   education  (Grades  1-­‐6),  then  the  junior  high  school  (Grades  7-­‐10),  and  senior  high   school  (Grades  11  &  12).    
  48. 48. K  –  12     Vision   Filipino  graduates  are  envisioned:   *  Possess  sufficient  mastery  of  basic  competencies   (e.g.,  literacy,  numeracy,  problem  solving,  etc)  to   develop  themselves  to  the  fullest;     *  Be  emotionally  developed  and  competent  to  live  a   meaningful  life;     *  Be  socially  aware,  pro-­‐active,  and  involved  in  public   and  civic  affairs  and  contribute  to  the  development  of   a  progressive,  just  and  humane  society;     *  Be  adequately  prepared  for  the  world  of  work  or   entrepreneurship  or  higher  education;     *  Be  legally  employable;  and     *  Be  globally  competitive.    
  49. 49. K  –  12     Vision   *  Possess  healthy  mind  and  body;     *  Have  a  solid  moral  and  spiritual  grounding;   *  Appreciate  and  care  for  humanity,  the  world,  and   environment;  and     *  Are  proud  to  be  a  Filipino   In  addition,  they  are  characterized  graduates  who:  
  50. 50. K  –  12     Significant  Changes   2002  BEC   2010  SEC  (UbD  Model)   K-­‐12     Aim  for  functional  literacy   Aims  for  holistic   development  and   acquisition  of  21st   Century  skills  
  51. 51. K  –  12     Significant  Changes   2002  BEC   2010  SEC  (UbD  Model)   K-­‐12     Focuses  on  the   development  of   reading  skills  and   values  of  self-­‐reliance   and  patriotism;     Focuses  on  setting  of   learning  standards  and   teaching  for   understanding.  It   provides  a  personalized   approach  using  special   curricular  programs.    
  52. 52. K  –  12     Significant  Changes   2002  BEC   2010  SEC  (UbD  Model)   K-­‐12     Also  puts  emphasis  on   interactive  learning   approaches  and   integrative  teaching   approaches  which   integrate  competencies   and  values  within  and   across  the  learning   areas.     •  Provides  a   personalized   approach  using   special  curricular   programs.     •  Likewise  develops   readiness  and   passion  for  work   and  lifelong   learning.     •  Moreover,  it  takes   into  consideration   the  various  contexts   and  support  systems   surrounding  the   Filipino  learners.     Considers  every  aspect   of  development  of  the   learners  so  that   graduates  will  be   holistically  developed,   equipped  with  21st   century  skills  and   prepared  for   employment,   entrepreneurship,   middle  level  skills  or   higher  education.    
  53. 53. K  –  12     Significant  Changes   2002  BEC   2010  SEC  (UbD  Model)   K-­‐12     •  Considers  the  nature   and  the  needs  of  the   learners.   •   Moreover,  it   responds  to  the   local  and  global   needs.    
  54. 54. K-­‐12   Comparison  to   Old  Curriculum  
  55. 55. K  –  12     Salient  Features   *  It  focuses  on  the  holistic  development  of  the  learner  .       *  It  is  outcome-­‐based  as  it  prepares  learners  for:      1)  higher  education,      2)  middle  level  skills,      3)  employment,  and      4)  entrepreneurship       *  It  is  anchored  on  the  principles  of:      1)  inclusive  education,      2)  learners’  growth  and  development,      3)  teaching  and  learning,  and      4)  assessment.  
  56. 56. K  –  12     Desired  Outcomes   *  Content  standards  are  what  the  students  should  know   (facts  and  information),  what  they  do  (process  or  skills),   and  what  understanding  they  construct  as  they  process   the  information.  The  students  are  expected  not  only  to   understand  but  also  to  demonstrate  what  they  learn,  thus   providing  evidence  of  learning.       *  Performance  standards  are  what  students  do  or  how  they   use  their  learning  and  understanding.  The  students  are   expected  to  produce  products  and/or  performances  to   prove  that  they  can  apply  what  they  learn  in  real-­‐life   situations.    
  57. 57. K  –  12    Significant  Changes  in  the   Education  Structure   *  Previously,  preschool  was  not  compulsory,  that  is,  pupils  could  enrol  in   Grade  1  with  or  without  having  gone  through  preschool.  Under  K  to  12  and   with  the  Kindergarten  Act,  preschool  education  for  five-­‐year-­‐old  children   becomes  mandatory  before  entering  elementary  school.     *  There  will  be  the  same  six  years  of  elementary  education,  but  students   entering  secondary  level  will  begin  their  junior  high  school  as  Grade  7.  Junior   High  School  is  for  four  years  (Grades  7  to  10)  and  Senior  High  School  (SHS)  is   for  two  years  (Grades  11  to  12).     *  The  additional  two  years  of  SHS  would  mean  that  the  high  school  graduates   are  better  prepared  for  whatever  path  they  will  choose,  and  they  are  of   legal  age  (18  years  old)  to  be  lawfully  employed.    
  58. 58. K  –  12    Implementation  Schedule   *  The  implementation  of  the  K  to  12  program  will  be   phased.  Universal  kindergarten  was  offered  starting   SY  2011-­‐2012.  By  SY  2012-­‐2013,  the  new  curriculum  will   be  offered  to  incoming  Grade  1  as  well  as  to  incoming   junior  high  school  students  (Grade  7).  The  target  of   DepEd  is  to  put  in  place  the  necessary  infrastructure   and  other  necessary  arrangements  needed  to  provide   Senior  High  School  (SHS)  education  by  SY  2016-­‐2017.    
  59. 59. K  –  12    Key  Changes  in  the   Elementary  Curriculum   Medium  of  instruction:  From  the  use  of  bilingual   education  (English  and  Filipino),  the  K  to  12  will  be   institutionalizing  the  Mother  Tongue-­‐Based  Multilingual   Education  from  Grades  1  to  3.  The  Mother  Tongue  will   be  the  medium  of  instruction  from  Grades  1  to  3.     Learning  areas:  Mother  Tongue  will  be  an  additional   learning  area  under  K  to  12  from  Grades  1  to  3.  Music,   Arts,  Physical  Education  and  Health  (MAPEH)  is  taught   starting  Grade  1.     Assessment:  Grade  6  NAT  will  be  replaced  by  an  End-­‐of-­‐ Grade  6  Assessment  and  will  serve  both  as  an  exit   examination  for  Grade  6  and  entrance  examination  for   Grade  7.    
  60. 60. K  –  12    Key  Changes  in  the   Elementary  Curriculum   The  mother  tongue  or  the  child’s  first  language  will  be   used  as  the  primary  medium  of  instruction  from   preschool  until  at  least  Grade  3.  The  mother  tongue  will   be  the  main  vehicle  to  teach  understanding  and  mastery   of  all  subjects  such  as  mathematics,  science,  Araling   Panlipunan,  Edukasyon  sa  Pagpapakatao,  Music,  Arts,   Physical  Education  and  Health  (MAPEH),  Filipino  and   English.  Mother  tongue  as  a  subject  and  as  a  language   of  teaching  will  be  introduced  in  Grade  1  for  conceptual   understanding.  Other  languages  are  introduced  as   separate  subjects  starting  Grade  2.  Oral  and  written   Filipino  are  introduced  in  the  first  semester  and  oral   English  in  the  second  semester.    
  61. 61.  Twelve  major  languages  shall  be  offered  as  a  learning  area   and  utilized  as  language  of  instruction  starting  school  year   2012-­‐2013.  They  are  as  follows:     •  Tagalog     •  Kapampangan     •  Pangasinense     •  Iloko     •  Bikol     •  Cebuano     •  Hiligaynon     •  Waray     •  Bahasa-­‐sug     •  Maguindanaoan     •  Meranao     •  Chabacano   K  –  12    Mother  Tongue  
  62. 62. K  –  12    Mother  Tongue   Learning  Areas   Medium  of  Instruction  per  Grade  Level   G1   G2   G3   G4   G5   G6   Language  Arts            -­‐  Filipino   Filipino            -­‐  English   English            -­‐  Mother  Tongue   Mother  Tongue   Science   MT   English   Mathematics   Mother  Tongue   English   Araling  Panlipunan  (AP)   Mother  Tongue   Filipino   Edukasyong  Pantahanan  at   Pangkabuhayan  (EPP)   Filipino   Eng.   MAPEH   Mother  Tongue   Filipino   Edukasyon  sa  Pagpapakatao   Mother  Tongue   Filipino   Medium  of  Instruction  at  the  Elementary  Level    
  63. 63. K  –  12       Time  Allotment  Per  Learning  Area   *  Aside  from  scope  and  content  of  the  curriculum,  time   alloted  to  the  study  of  each  learning  area  was  also   adjusted  under  the  K  to  12  education  program.  Time   allotment  per  subject  is  the  minimum  period  for  class   interaction.       *  At  the  elementary  level,  the  daily  time  allotment  for   English  and  Filipino  subjects  has  been  reduced  while   additional  time  is  given  to  the  new  learning  area  under   language,  which  is  Mother  Tongue.  The  time  allocation  for   Mathematics  and  Araling  Panlipunan  was  also  decreased.   On  the  other  hand,  more  time  was  added  to  Edukasyong   Pantahanan  at  Pangkabuhayan.  This  reduction  does  not   mean  less  time  for  study  as  K  to  12  allows  for  learning  time   to  be  extended  to  off-­‐school  learning  experiences  at  home   or  in  the  community.  The  pupils  are  expected  to  produce   an  output  or  perform  tasks  that  will  be  credited  to  them.  
  64. 64. Learning  Areas   2002  BEC   (minutes  per  day)   K-­‐12  Curriculum   (minutes  per  day)   English   60  -­‐  90   Languages   30  –  50   Filipino   60  -­‐  70   30  -­‐  50   MT  (G1  –  G3)   None   50   Mathematics   60  -­‐  70   50   Science  (G3  –  G6)   40  -­‐  60   50   Araling  Panlipunan   40  -­‐  60   40   Edukasyon  sa   Pagpapakatao   MAKABAYAN   20  -­‐  30   30   Music,  Arts,  PE  &  Health   40   40   Edukasyong  Pangtahanan   at  Pangkabuhayan  (G4  –   G6)   40   50   K-­‐12     Time  Allotment  per  Learning  Area  
  65. 65. K-­‐12    Key  Changes  in  the     Secondary  Education   *  Secondary  education  is  undergoing  significant   changes  under  the  K  to  12  Education  Program.  These   changes  are  in  structure,  curriculum,  and  assessment.       *  Structure:  With  the  K  to  12  curriculum,  secondary   education  consists  of  four  years  of  junior  high  school,   Grades  7  to  10,  and  two  years  of  senior  high  school,   Grades  11  to  12.    
  66. 66. K-­‐12    Key  Changes  in  the     Secondary  Education   K  to  12  Secondary  Education  Structure    
  67. 67. K-­‐12    Key  Changes  in  the     Secondary  Education   Comparison  of  the  2010  SEC  and  the  K  to  12  Secondary  Education    
  68. 68. *  In  the  SEC  2010,  Science  and  Mathematics  are  taught  using  the   discipline-­‐based  approach.  All  subjects  are  taught  following  the   three  stages  of  Understanding  by  Design  (UbD)  identifying   desired  results,  determining  acceptable  evidence,  and  planning   instruction.     *  On  the  other  hand,  the  K  to  12  curriculum  follows  the  spiral   approach  wherein  learning  is  a  process  of  building  upon   previously  learned  knowledge.  Through  this,  students  are  able  to   master  the  desired  competencies  by  revisiting  the  subject   several  times  and  relating  new  knowledge  or  skills  with  the   previous  one.  Moreover,  students  progress  in  their  learning  as  it   entails  going  from  simple  to  more  complex  knowledge  or  skills.     *  In  the  K  to  12  Education  Program,  the  spiral  progression   approach  will  be  used  in  teaching  Science,  Mathematics,  Araling   Panlipunan,  MAPEH  and  Edukasyon  sa  Pagpapakatao.   K-­‐12    Key  Changes  in  the     Secondary  Education   Curriculum:  
  69. 69. K-­‐12    Key  Changes  in  the     Secondary  Education   Assessment:   The  National  Achievement  Test  (NAT)  taken  by  second   year  students  will  be  replaced  by  an  end-­‐of-­‐Grade  10   Examination.  It  is  envisioned  that  the  end-­‐of-­‐Grade  12   Examination  is  the  exit  examination  of  the  secondary   level  and  at  the  same  time  the  entrance  examination  for   college.    
  70. 70. K  –  12       Time  Allotment  in  Secondary  Level     *  Comparing  the  time  allotment  per  subject  in  the  previous   secondary  education  curriculum  and  the  K  to  12  curriculum,   one  sees  a  reduction  of  time  particularly  in  English,   Mathematics  and  Science.  However,  when  the  time   allotment  allotted  to  these  subjects  in  Junior  High  School  is   combined  with  those  provided  in  the  SHS,  it  will  be  seen   that  there  is  actually  an  increase  in  time  allocation.  As  part   of  the  process  of  decongesting  the  curriculum,  the  K  to  12   reform  spreads  out  the  learning  time  over  the  six  years  of   secondary  education.     *  For  Grades  7  to  10,  there  is  a  provision  of  time  for   independent  and  cooperative  learning  for  two  to  four   hours  a  week.  This  time  will  be  spent  for  self-­‐directed   learning,  teamwork,  goal-­‐orientation  and  developing  sense   of  responsibility  and  accountability.    
  71. 71. K  –  12       Time  Allotment  in  Secondary  Level     Learning  Areas   2002  BEC   (hours  per  week)   K  –  12   (hours  per  week)   English   5   4   Filipino   4   4   Mathematics   5   4   Science   6   4   Araling  Panlipunan   MAKABAYAN   4   3   Edukasyon  sa  Pagpapakatao   2  –  3   2   MAPEH   4   4   TLE   4   4   Comparison  of  the  Learning  Areas  and  Time  Allotment  of  the  Secondary   BEC  2002  and  K  to  12  Curriculum    
  72. 72. K  –  12       The  Learning  Areas     The  learning  areas  of  the  K  to  12  curriculum  cut  across   the  grade  levels  from  Grade  1  to  Grade  12.       •  Languages:  Mother  Tongue,  Filipino,  and  English     •  Arts  and  Humanities:  Music,  Arts,  Physical  Education   and  Health  (MAPEH),  Edukasyon  sa  Pagpapahalaga,   Araling  Panlipunan     •  Science  and  Mathematics     •  Technology  and  Livelihood  Education    
  73. 73. K  –  12       The  Learning  Areas     There  are  changes  in  the  nomenclature  of  some  subjects.     *  Edukasyong  Pagpapahalaga  for  the  secondary  and   Edukasyong  Pagkakatao  for  the  elementary  are  now   renamed  Edukasyon  sa  Pagpapakatao.       *  Science  and  Health  is  now  called  Science.   *   Health  is  included  in  the  MAPEH.       *  Moreover,  subjects  that  are  integrated  under   MAKABAYAN  (Araling  Panlipunan,  Values  Education,   MAPEH  and  TLE)  are  now  separate  subjects.    
  74. 74. K  –  12       The  Learning  Areas     Co-­‐curricular  programs  and  community  involvement   programs  are  an  extension  of  the  core  subject  areas  and   the  teaching  and  learning  process.  They  are  an  integral   part  of  the  school  curriculum  that  enhances  the  holistic   development  of  the  learner.  The  co-­‐curricular  programs   in  a  large  sense  also  serve  as  a  laboratory  of  life  where   what  is  learned  in  the  classroom  context  can  be  applied   in  practical  terms  yet  can  be  used  as  a  further  teaching   opportunity.    
  75. 75. References   Basic  Education  Curriculum    (PPT)   By:  Lilibeth  A.  Roldan  &  Mary-­‐Ann  M.  Villasenor­‐education-­‐curriculum     The  Philippine  Basic  Education  Curriculum  (Module  2)   Lidinila  M.  Luis-­‐Santos,  Ed.D   Teacher  Education  Council,  Department  of  Education­‐philippine-­‐bec     Philippine  Education  (PPT)   By  Carlo  Magno,  Ph.D­‐education-­‐presentation     K  to  12  Enhanced  Basic  Education  Curriculum    By:  Ma.  Lyn  Igliane-­‐Villenes­‐to-­‐12-­‐enhanced-­‐basic-­‐ed-­‐by-­‐mi-­‐villenes-­‐proj-­‐in-­‐ed-­‐m514              
  76. 76. References   2010  SEC  adapting  UbD:  A  new  hope   By  Jeane  C.  Democrito,  MT  II  -­‐ICNHS       “Future  Curriculum  and  Design”   Mr.  Joel  Paraiso  Deuda   Oct.  26,  2010­‐by-­‐design-­‐5747702­‐is-­‐ubd.html?pid=9244#pid9244       “Curriculum  Design  and  Instructional  Design”        By  Mr.  Mark  Anthony  R.  Peralta­‐and-­‐instruction-­‐14630886       K  to  12  Tool  Kit    (2012)   (Resource  Guide  for  Teacher  Educators,  School  Administrators  and  Teachers)     By:  Marco  Med    For:  Southeast  Asian  Ministers  of  Education  Organization  (SEAMEO)   Regional  Center  for  Educational  Innovation  and  Technology          (INNOTECH)­‐k-­‐to-­‐12-­‐resource-­‐guide-­‐for-­‐teacher-­‐educators-­‐school-­‐ administrators-­‐and-­‐teachers