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REVISED BASIC
EDUCATION CURRICULUM
(RBEC)
Aicel A. Alcaide
Geraldine Reyes
The government has not revised the curriculum for public
elementary
schools in 13 years. Meanwhile, the curriculum for public
high schools has not been changed for almost two
decades, in sharp contrast to the general practice
worldwide, which calls for a revision every 10 years.
That is why the RBEC, which is responsive to the ever-
changing world, is badly needed, senior education
department officials argued.
To actualize a gracious life in our changing world, Filipino
learners need an education system that empowers them
for a lifelong learning, or (the system) that enables them
to be (more) competent in learning how to learn even
when they are left to themselves, said Dr. Fe
Hidalgo, education undersecretary for programs
FEATURES OF RBEC
Competence is learning how to learn throughout one’s life
in this changing world entails the secure attainment of
functional literacy, which includes essential abilities such
as linguistic fluency and scientific numerical competence.
In the Philippines basic education, mastery of this
essentials implies that Filipino, English, Science, and
Mathematics are indispensable learning areas in the
restructured curriculum. They are considered the basic
tool subjects. In general, the time allotment for these
subject will be increased not to burden the learners with
additional dispensable content but to increased the time
for task and activities to gain mastery of the basic
competencies and to help the learners reflect and
contextual zed content.
Among the tool subject, the integration of
English, Science and Mathematics will be emphasized
through innovative and interdisciplinary modes of
instructional delivery. As for the teaching of the Filipino, it
will be enriched through the integration of the
vocabulary, values and competencies form the social
sciences.Even with the integration of values and life skill in Filipino,
English, Science and Mathematics, however it is inevitable
that these learning areas will accentuate the development
of linguistic and logical mathematical intelligences. Thus
there is a need for one other learning area to provide
more opportunities for the learner to pursue other
meaningful interest and to develop interpersonal, spatial,
musical and bodily-kinesthetic intelligences.
The fifth learning are in the restructured curriculum will
be a “ laboratory of life” or a practice environment.
Among the learning areas, it will be the most
experiential, interactive, interdisciplinary and value-laden
(cultural, aesthetic, athletic, vocational, politico-economic
and moral values). It will be the learning area that will
provide the Filipino learner the quality time to
demonstrate practical knowledge and life skills that have
been gained especially the skills of empathy, vocational
efficiency and problem-solving in daily life.
Love of country serves as the unifying principle for the
diverse values in the fifth learning area, which is thus
called Pagkamakabayan or Makabayan for short. Love of
country, which Andres Bonifacio described as “Banal na
Pag-ibig,” serves as a high light that radiates the rainbow-
like diversity of values in the learning area. As a practice
environment. Makabayan will cultivate in the learner a
healthy personal and national self-concept.
The Revised Basic Education Curriculum (RBEC) is on
its 7th year of implementation this school year 2005-
2006 with slight modifications, with emphasis to
rubrics/student performance as basis of grading
system. Teachers are required to prepare their
syllabus based on the objectives of the revised Basic
Education Curriculum. Lesson plans were also
patterned and organized to meet the objectives of the
implemented curriculum. All test items; tables of
specifications were prepared and/or
updated. Demonstration teachings were conducted for
staff development during school level workshop.
Department heads make periodic observation of classes
to monitor the implementation of the
RBEC. Integration method, collaborative teaching, peer
teaching, team teaching, motor activities, visual as well
as oral activities in classes were noted and observed.
Mentoring is also being practiced.
POLICY GUIDELINES
Implementation of the Curriculum
1. BEC shall be continued for school year
2006-2007
2. School’s implementation of the BEC
shall focus on the promotion of life long
learning and service among stakeholders with
focus on shared thrusts towards peace and
developing/improving school performance in a
climate of integration and curriculum
intervention.
Delivery of the Curriculum
Policy on Bilingual Education was considered in the delivery of
the curriculum. Filipino will be the medium of instruction for
subjects like Math, Science, English and T.L.E. while Filipino will
be the medium of instruction for component areas of
MAKABAYAN (which nclude MAPEH, Values Education, Araling
Panlipunan) and Filipino.
Grading System
1. The implementing guidelines on the performance based
grading system will be used continually for S.Y. 2006-
2007
2. Test design of 60% basic items, 30% more advance items
and 10% difficult
items.
3. Use of rubrics as scoring guide shall continue in order to
assess performance.

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Revised basic education curriculum (rbec)

  • 2. The government has not revised the curriculum for public elementary schools in 13 years. Meanwhile, the curriculum for public high schools has not been changed for almost two decades, in sharp contrast to the general practice worldwide, which calls for a revision every 10 years. That is why the RBEC, which is responsive to the ever- changing world, is badly needed, senior education department officials argued. To actualize a gracious life in our changing world, Filipino learners need an education system that empowers them for a lifelong learning, or (the system) that enables them to be (more) competent in learning how to learn even when they are left to themselves, said Dr. Fe Hidalgo, education undersecretary for programs
  • 3. FEATURES OF RBEC Competence is learning how to learn throughout one’s life in this changing world entails the secure attainment of functional literacy, which includes essential abilities such as linguistic fluency and scientific numerical competence. In the Philippines basic education, mastery of this essentials implies that Filipino, English, Science, and Mathematics are indispensable learning areas in the restructured curriculum. They are considered the basic tool subjects. In general, the time allotment for these subject will be increased not to burden the learners with additional dispensable content but to increased the time for task and activities to gain mastery of the basic competencies and to help the learners reflect and contextual zed content.
  • 4. Among the tool subject, the integration of English, Science and Mathematics will be emphasized through innovative and interdisciplinary modes of instructional delivery. As for the teaching of the Filipino, it will be enriched through the integration of the vocabulary, values and competencies form the social sciences.Even with the integration of values and life skill in Filipino, English, Science and Mathematics, however it is inevitable that these learning areas will accentuate the development of linguistic and logical mathematical intelligences. Thus there is a need for one other learning area to provide more opportunities for the learner to pursue other meaningful interest and to develop interpersonal, spatial, musical and bodily-kinesthetic intelligences.
  • 5. The fifth learning are in the restructured curriculum will be a “ laboratory of life” or a practice environment. Among the learning areas, it will be the most experiential, interactive, interdisciplinary and value-laden (cultural, aesthetic, athletic, vocational, politico-economic and moral values). It will be the learning area that will provide the Filipino learner the quality time to demonstrate practical knowledge and life skills that have been gained especially the skills of empathy, vocational efficiency and problem-solving in daily life. Love of country serves as the unifying principle for the diverse values in the fifth learning area, which is thus called Pagkamakabayan or Makabayan for short. Love of country, which Andres Bonifacio described as “Banal na Pag-ibig,” serves as a high light that radiates the rainbow- like diversity of values in the learning area. As a practice environment. Makabayan will cultivate in the learner a healthy personal and national self-concept.
  • 6. The Revised Basic Education Curriculum (RBEC) is on its 7th year of implementation this school year 2005- 2006 with slight modifications, with emphasis to rubrics/student performance as basis of grading system. Teachers are required to prepare their syllabus based on the objectives of the revised Basic Education Curriculum. Lesson plans were also patterned and organized to meet the objectives of the implemented curriculum. All test items; tables of specifications were prepared and/or updated. Demonstration teachings were conducted for staff development during school level workshop. Department heads make periodic observation of classes to monitor the implementation of the RBEC. Integration method, collaborative teaching, peer teaching, team teaching, motor activities, visual as well as oral activities in classes were noted and observed. Mentoring is also being practiced.
  • 7. POLICY GUIDELINES Implementation of the Curriculum 1. BEC shall be continued for school year 2006-2007 2. School’s implementation of the BEC shall focus on the promotion of life long learning and service among stakeholders with focus on shared thrusts towards peace and developing/improving school performance in a climate of integration and curriculum intervention.
  • 8. Delivery of the Curriculum Policy on Bilingual Education was considered in the delivery of the curriculum. Filipino will be the medium of instruction for subjects like Math, Science, English and T.L.E. while Filipino will be the medium of instruction for component areas of MAKABAYAN (which nclude MAPEH, Values Education, Araling Panlipunan) and Filipino. Grading System 1. The implementing guidelines on the performance based grading system will be used continually for S.Y. 2006- 2007 2. Test design of 60% basic items, 30% more advance items and 10% difficult items. 3. Use of rubrics as scoring guide shall continue in order to assess performance.