Mc seminar k to 12

752 views

Published on

Published in: Career, Education
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
752
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
29
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

Mc seminar k to 12

  1. 1. Batang K-12, Handa sa Trabaho o Kolehiyo, Handa sa Mundo   K-12 Basic Education Program Presented by John Medina
  2. 2. The K to 12 Basic Education Program: Background, Rationale and Updates
  3. 3. Global Challenges and Philippine Education
  4. 4. Global Challenges and Philippine Education DEPARTMENT OF EDUCATION “A curriculum needs to be updated regularly, not only to incorporate new knowledge but also to adapt to changing environmental, social, technological and global contexts.” ~ Dr.Allan Bernardo
  5. 5. Global Challenges and Philippine Education Bologna Process and Washington Accord Standard Movements in U.S. and in other countries Education for All (EFA) by 2015 Millennium Development Goals (MDGs) by 2015 ASEAN 2015 Economic Integration Basic Education Sector Reform Agenda (BESRA) 2015 DEPARTMENT OF EDUCATION
  6. 6. The Bologna Process and Washington Accord DEPARTMENT OF EDUCATION Bologna Process (1999) – minimum 12 years pre-university education for university admission and practice of profession in European countries. Washington Accord (1989) – minimum 12 years pre-university education for recognition of engineering professionals.
  7. 7. Standard Movements in U.S. and in other countries DEPARTMENT OF EDUCATION National Goals of Education came out which started the development of national standards in education, national achievement tests and standards in content areas. The Industry Sector pushed the universities in US to produce graduates with high level professional skills and such skills should no be attained by countries that supply cheap labor.
  8. 8. Education for All (EFA) 2015 of UN DEPARTMENT OF EDUCATION
  9. 9. Millennium Development Goals by 2015 DEPARTMENT OF EDUCATION
  10. 10. ASEAN 2015 Economic Integration DEPARTMENT OF EDUCATION • ASEAN Economic Community • 10 countries, single regional economic market by 2015 One Community • Working together rather than competing with each other • Strong emerging market of 600M people • ASEAN MRA Regional Cooperation • Free flow of goods, services, investment capital and skilled labor • Recognition of Qualifications • Professional mobility FreeTrade ASEAN ECONOMIC COMMUNITY 2015
  11. 11. Basic Education Sector Reform Agenda (BESRA) 2015 DEPARTMENT OF EDUCATION K to 12 Basic Education ProgramK to 12 Basic Education Program Basic Education Sector Reform Agenda KRT1: School-Based Management KRT 2: Teacher Education & Development KRT 3: National Learning Strategies KRT 4: Quality Assurance & Accountability/ M&E KRT 5: Organizational Development Quality & Accessible Education For AllQuality & Accessible Education For All BESRA as a package of reform initiatives considers K to 12 as the flagship reform strategy. Institutional Reform Structure
  12. 12. Further Imperatives for K to 12
  13. 13. Further Imperatives for K to 12 DEPARTMENT OF EDUCATION Global Innovation Index Business World Chronic Underachievement of Our Students (NAT) Shortest Pre– University Program Trends in Math and Science Study (TIMSS)
  14. 14. The Philippines must catch up  with the rest of the world.  World Economic Forum Global Competitiveness Report Country and Overall Rank 2008 2009 2010 2011 Singapore 5 3 3 2 Malaysia 21 24 26 21 Brunei Darussalam 39 32 28 28 Thailand 34 36 38 39 Indonesia 55 54 44 46 Vietnam 70 75 59 65 Philippines 71 87 85 75 Cambodia 109 110 109 97 5th in Quality of Education Last (8th)* in Quality of Science & Math Education and Capacity for Innovation In ASEAN: *Laos, Myanmar, and Timor-Leste are not included in the survey.
  15. 15. Global Innovation Index Business World July 20, 2011 DEPARTMENT OF EDUCATION Philippines 2010 Rank 76 2011 Rank 91 – out of 125 countries Singapore – topped the East Asia and Pacific Region Top 3 Most Innovative Countries Switzerland Rank 1 Sweden Rank 2 Singapore Rank 3
  16. 16. Chronic Underachievement of Our Students (NAT) DEPARTMENT OF EDUCATION
  17. 17. Shortest Pre– University Program DEPARTMENT OF EDUCATION Country   Total Duration of Basic Education  Total Duration of Pre- University Education  Brunei   11/12  13/15  Cambodia   12   13  Indonesia  12   13  Lao PDR  12  14  Malaysia   11  14/15  Myanmar   11   12  Philippines   10   10  Singapore  10/11  12/14  Thailand  12  12  Timor-Leste  12  12  Vietnam  12  14/15  Source: SEAMEO Innotech, 2011 
  18. 18. Shortest Pre– University Program DEPARTMENT OF EDUCATION We are the last country in Asia and one of the only three countries in the world with a 10-year pre- university program. DJIBOUTI ANGOLA PHILIPPINES
  19. 19. Trends in Math and Science Study (TIMSS) DEPARTMENT OF EDUCATION Table 1 Philippine Average TIMSS Scores Scores International Average Rank Participating Countries 2003 Results Grade IV Science 332 489 23 25 Mathematics 358 495 23 25 HS II Science 377 473 43 46 Mathematics 378 466 34 38 2008 Results Advanced Mathematics 365 500 10 10 Source: TIMMS, 2003 and 2008
  20. 20. Research findings on basic education 1. Poor achievement 2. Mismatch between educational output and country needs 3. Language problem 4. Curriculum congestion
  21. 21. Further Imperatives for K to 12 DEPARTMENT OF EDUCATION • Decongest the curriculum to improve mastery of basic competencies. • Ensure seamlessness of primary, secondary, and post-secondary competencies • Improve teaching through the use of enhanced pedagogies (e.g. spiral progression in Science & Math) and medium of instruction ) • Expand job opportunities (by reducing jobs-skills mismatch) and provide better preparation for higher learning
  22. 22. CURRENT SITUATION: WHERE ARE WE NOW? DEPARTMENT OF EDUCATION Chronic underachievement of students as reflected in the NAT and TIMSS Insufficient mastery of basic competencies due to congested curriculum High school graduates (<16 year- old graduates lack basic competencies and maturity) Other countries view the 10–year education cycle as insufficient The Philippines is the only remaining country in Asia with a 10 – year basic education program
  23. 23. Some NCAE Data
  24. 24. Aptitude for College SY 2006-2007 High Aptitude for College, 9,066 , 0.72% Moderate Aptitude for College , 478,909 , 37.85% Low Aptitude for College , 777,236 , 61.43% General Scholastic Aptitude Source: NETRC 2006
  25. 25. High Aptitude for College 77,869 6% Moderate Aptitude for College , 418,931, 34% Low Aptitude for College , 726,665, 60% General Scholastic Aptitude Source: NETRC 2006 Aptitude for College SY 2007-2008
  26. 26. High Aptitude for Tech- Voc programs 711,526 54% Moderate Aptitude for Tech-Voc programs, 468,901, 36% Low Aptitude for Tech-Voc programs, 124,780, 10% Aptitude for Tech-Voc SY 2006-2007
  27. 27. Aptitude for Tech-Voc SY 2007-2008 High Aptitude for Tech- Voc programs 19% Moderate Aptitude for Tech- Voc programs 59% Low Aptitude for Tech- Voc programs 22%
  28. 28. High Aptitude for Entrep programs, 757,356, 58% Moderate Aptitude for Entrep programs, 544,006, 42% Low Aptitude for Entrep programs, 3,849, 0% Aptitude for Entrepreneurship SY 2006-2007
  29. 29. Aptitude for Entrepreneurship SY 2007-2008 High Aptitude for Entrep programs, 717,232, 58.62% Moderate Aptitude for Entrep programs 502,482 41% Low Aptitude for Entrep programs, 3,751, 0.31%
  30. 30. 972,458 Unemployed HS Grad650,000 ++ Available Skills Based Jobs Source: NSO, 2009 & 2010 Unemployed VS. Available Skilled Jobs
  31. 31. Historical Background of K to 12
  32. 32. K-12 BasicEducationProgram   The proposal to expand the basic    education dates back to 1925 Batang K-12, Handa sa Trabaho o Kolehiyo, Handa sa Mundo • • • • K-12 is not NEW. Has been studied since 1925 . no political will to do it. Need to be more competitive.
  33. 33. Historical Background of K to 12 BEP DEPARTMENT OF EDUCATION Monroe Survey (1925) Prosser Survey (1930) UNESCO Mission Survey (1949) Education Act of 1953 Swanson Survey (1960)
  34. 34. Historical Background of K to 12 BEP DEPARTMENT OF EDUCATION Presidential Commission to Survey Philippine Education (PCSPE) (1970) Congressional Commission on Education (EDCOM) Report (1991) Presidential Commission on Educational Reforms (2000) Philippine Education for All (EFA) 2015 National Action Plan Presidential Task Force on Education (2008)
  35. 35. Historical Background of K to 12 BEP DEPARTMENT OF EDUCATION 1. Monroe Survey (1925): Secondary education did not prepare for life and recommended training in agriculture, commerce, and industry.
  36. 36. Historical Background of K to 12 BEP DEPARTMENT OF EDUCATION 2. Prosser Survey (1930): Recommended to improve phases of vocational education such as 7th grade shop work, provincial school, practical arts training in the regular high schools, home economics, placement work, gardening, and agricultural education.
  37. 37. Historical Background of K to 12 BEP DEPARTMENT OF EDUCATION 3. UNESCO Mission Survey (1949): Recommended the restoration of Grade 7.
  38. 38. Historical Background of K to 12 BEP DEPARTMENT OF EDUCATION 4. Education Act of 1953: Under Section 3, mandates that primary course shall be from Grades I to IV and intermediate course is from Grade V to VII.
  39. 39. Historical Background of K to 12 BEP DEPARTMENT OF EDUCATION 5. Swanson Survey (1960): Recommended the restoration of Grade 7.
  40. 40. Historical Background of K to 12 BEP DEPARTMENT OF EDUCATION 6. Presidential Commission to Survey Philippine Education (PCSPE) (1970): Implementation of an 11-year cycle; 6 years elementary and 5 years secondary.
  41. 41. Historical Background of K to 12 BEP DEPARTMENT OF EDUCATION 7. Congressional Commission on Education (EDCOM) Report (1991): Recommended one of two alternatives: Seven years of elementary or Five years of secondary education.
  42. 42. Historical Background of K to 12 BEP DEPARTMENT OF EDUCATION 8. Presidential Commission on Educational Reforms (2000): Proposed one-year pre-baccalaureate system that would bring the Philippines at par with other countries.
  43. 43. Historical Background of K to 12 BEP DEPARTMENT OF EDUCATION 9. Philippine Education for All (EFA) 2015 National Action Plan: Adopt a longer cycle (i.e., 12- year) for formal basic education.
  44. 44. Historical Background of K to 12 BEP DEPARTMENT OF EDUCATION 10. Presidential Task Force on Education (2008): On a 12-year pre- university program, it is important “to specify the content of the 11th and 12th years and benchmark these with programs abroad.
  45. 45. Historical Background of the K to 12 Curriculum
  46. 46. 10–Point Basic Education Agenda of the Government
  47. 47. “We need to add two years to our basic education. Those who can afford pay up to fourteen years of schooling before university. Thus, their children are getting into the best universities and the best job after graduation. I want at least 12 years for our public school children to give them an even chance at succeeding.” President Benigno S. Aquino III K-12 Basic Education Program
  48. 48. 10–POINT BASIC EDUCATION AGENDA President Aquino’s
  49. 49. 1. 12 – Year basic education cycle 2. Universal pre-school for all 3. Madaris or Madrasah education
  50. 50. 4. Technical vocational education as an alternative stream in senior high school. 5. “Every child a reader” by Grade I 6. Science and Math proficiency
  51. 51. 7. Assistance to private schools as essential partners in basic education 8. Medium of instruction rationalized
  52. 52. 9. Quality textbooks 10. Covenant with the local governments to build more schools
  53. 53. K to 12 Curricular Frameworks
  54. 54. The K to 12 Philippine Basic Education Curriculum Framework DEPARTMENT OF EDUCATION CONTEXT PHILOSOPHICAL & LEGAL BASES  RA 10533 Enhanced Basic Education Act of 2013  The 1987 Phil. Constitution  BP 232, Education Act of 1982  RA 9155, Governance of Basic Education Act of 2001  The vision, mission statements of DepEd  SOUTELE, 1976  The EDCOM Report of 1991  Basic Education Sector Reform Agenda (BESRA)  The four pillars of education (UNESCO) NATURE OF THE LEARNER  Has a body and spirit, intellect, free will, emotions, multiple intelligence, 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 & 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
  55. 55. 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 The K to 12 Philippine Basic Education Curriculum Framework DEPARTMENT OF EDUCATION Monitoring and Evaluation System Curriculum Support System Being and Becoming a Whole Person Holistically Developed Filipino with 21st Century Skills
  56. 56. DEPARTMENT OF EDUCATION The K to 12 Philippine Basic Education Curriculum Framework
  57. 57.   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
  58. 58. MONITORING and EVALUATION SYSTEM
  59. 59. MONITORING and EVALUATION SYSTEM
  60. 60. DEPARTMENT OF EDUCATION The K to 12 Philippine Basic Education Curriculum Framework DEPARTMENT OF EDUCATION
  61. 61. Curriculum Exits DEPARTMENT OF EDUCATION
  62. 62. Structure of the K to 12 Curriculum
  63. 63. Kindergarten K-12BasicEducationProgram 6 years Elementary 4 years Junior HS 2 years Senior HS K+6+4+2
  64. 64. Kindergarten (5 years old) Kindergarten  6 years of  Elementary  Grade 1 (6 years old)  Grade 2 (7 years old)  Grade 3 (8 years old)  Grade 4 (9 years old)  Grade 5 (10 years old)  Grade 6 (11 years old)  Grade 7 (12 years old)  Grade 8 (13 years old)  Grade 9 (14 years old)  Grade 10 (15 years old)  Grade 11 (16 years old)  Grade 12 (17 years old)  4 years of Junior  High School  2 years of Senior  High School  K to 12 is Kindergarten and  12 years of Basic Education.  New HS Year 1  New HS Year 2  New HS Year 3  New HS Year 4  New HS Year 5  New HS Year 6  All schools must adhere to the following standards: 1. Age requirement 2. Duration 3. Curriculum
  65. 65. 2011‐ 2012  2012‐ 2013  2013‐ 2014  2014‐ 2015  2015‐ 2016  2016‐ 2017  2017‐ 2018  2018‐ 2019  2019‐ 2020  2020‐ 2021  2021‐ 2022  2022‐ 2023  2023‐ 2024  Grade 1  Kinder  Grade 12  Grade 11  Grade 10  Grade 9  Grade 8  Grade 7  Grade 6  Grade 5  Grade 4  Grade 3  Grade 2  K to 12 schematic implementation plan  for public schools  Implementation of  Grade 7 (HS Year 1) in  K to 12 curriculum  Implementation of Grade 1  in K to 12 curriculum  Grade 11 (HS Year 5)  implementation  First batch of First batch of  senior high  school  graduates  First batch  of K to 12  graduates 
  66. 66. Phased Implementation of K to 12 Curriculum Starting SY 2012-2013
  67. 67. Business and Entrepreneurship Technical-Vocational Humanities and Social Sciences • Core (Languages, Literature, Math, Philosophy, Science, Social Sciences) + Career Pathways (including OJT) Grades 11-12 (New HS Years 5-6) • Core Learning Areas plus elective Technology & Livelihood Education Grades 9-10 (New HS Years 3-4) • Core Learning Areas and exploratory Technology & Livelihood Education Grades 7-8 (New HS Years 1-2) • Core Learning Areas (AP, English, EPP/TLE, EsP, Filipino, Math, MAPEH, MT, Science); MTB-MLE from Grades 1-3 Grades 1-6 • Learning DomainsKindergarten K to 12 Curriculum Model Science, Technology, and Engineering K to 12 graduates proceeding to college take 1yr revised General Education Curriculum (GEC) followed by 2+ yrs of Major Courses Sports
  68. 68. Academic Track Technical Vocational Livelihood Track Sports Track Arts & Design Track Basic Education Program DEPARTMENT OF EDUCATION Kinder to Grade 6Elementary Grades 7 to 8 (Exploratory TLE) Junior High School Grades 9 to 10 (Specialized TLE) Core Subjects Senior High School Contextualized Track Subjects oGeneral Academic Strand oSTEM oABM oHUMSS o Home Economics o Agri- Fishery o Industrial Arts o ICT Tracks As of 02/17/14 Special ManCom Meeting on SHS Preparations. For DEPED USE ONLY
  69. 69. Grade 9 Specialization 1. Automotive Servicing 2. Carpentry 3. Drafting 4. Electrical Installation and Maintenance 5. Electrical Servicing 6. Handicraft 7. Masonry 8. Plumbing 9. Refrigeration and air condittioning 10. Shielded Metal And Welding
  70. 70. Grade 9 Specialization 11.Tile Setting 12.Caregiving 13.Dressmaking/Tailoring 14.Household Services 15.Bread and Pastry Production 16.Beauty Care 17.Commercial Cooking 18.Animal Production 19.Crop Production 20.Food Processing 21.Horticulture 22.Fish Capture 23.Fish Culture 24.Fish Processing
  71. 71. What will each graduate get? K-12 BasicEducationProgram Grade VI Junior HS Senior HS Batang K-12, HandasaTrabaho o Kolehiyo, HandasaMundo
  72. 72. Salient Features of the K to 12 Curriculum
  73. 73. DEPARTMENT OF EDUCATION Features of the K to 12 Curriculum DEPARTMENT OF EDUCATION learner-centered, inclusive and research- based culture-responsive and culture-sensitive, integrative and contextualized, relevant and responsive standard and competence based, seamless, decongested flexible, ICT-based, and global
  74. 74. Learner‐  Centered  Decongested    Seamless  Responsive  Enriched  The K to 12 Basic Education curriculum will be enhanced  Integrative,  Inquiry‐based,  Constructivist  Technology ‐ enhanced  Focuses on the  development of  the Filipino  Allows for  mastery of  competencies Flexible to  local needs  Continuum following an expanding spiral  progression model 
  75. 75. •topics discussed were lessened to focus on the “essentials” and the “must teach”; allows mastery of competencies Decongested •horizontal articulation – smooth transition between quarters •vertical articulation – smooth transition between grade levels Seamless •integration of and interconnection between and among subject areas •inquiry, constructivist, blended approaches in teaching and learning Enriched •sensitive to age level of the students; different levels of complexity Developmentally- or age-appropriate Salient Features of the K to 12 Curriculum 
  76. 76. Inquiry‐ based  Learner‐ centered  Decongested  Seamless  Relevant &  Responsive  Constructivist  Enriched  Integrative  Value‐laden  Outcome‐ standard and  competency‐ based  Salient Features of the K to 12 Curriculum 
  77. 77. Salient Features of the K to 12 Curriculum  It focuses on the holistic development of the learner. It is outcome-based as it prepares learners for: • Higher education • Middle level skills • Employment and • Entrepreneurship It is outcome-based as it prepares learners for: • Inclusive education (Gifted, Special, Madrasah) • Learners’ growth and development • Teaching and learning and Assessment
  78. 78. DEPARTMENT OF EDUCATION Basic concepts/general concepts are first learned. Spiralling of Content DEPARTMENT OF EDUCATION This also allows learners to learn topics and skills appropriate to their developmental and cognitive stages. More complex and sophisticated versions of the basic/general concepts are then rediscovered in the succeeding grades. This strengthens retention and enhances mastery of topics and skills as they are revisited and consolidated time and again.
  79. 79. • By spiraling CS and PS, learners are being trained to be gradually released in terms of levels of independent thinking.
  80. 80. Grade s 7- 10 Grade s 4-6 Grades 1-3   K – Algebra, Geometry  , Statistic s and Probabilit y
  81. 81. Discipline-based Approach Trigonometry  , Fundament als of Statistics Geome try Intermed iate Algebra Elem Algeb ra
  82. 82. DEPARTMENT OF EDUCATION Help non-majors teach with confidence because topics are revisited to deepen their content mastery. Challenge of Spiral Curriculum for Teachers DEPARTMENT OF EDUCATION Allows flexibility in sequencing of content in every quarter. Encourages team teaching and other support mechanism.
  83. 83. Interdisciplinary    content and skills are  connected across  topics within the  discipline and across  disciplines, whenever  appropriate. 
  84. 84.      Physical     Science  * Laws of  Conservation of  Matter and Energy           Energy cannot   be created nor   destroyed but is   changed from   one form to   another               Science, Technology, Society   * Natural resources * Environmental quality * Technological designs Life Science   * Energy organizations in the living system                        Food chain is a    process of eating    and being eaten                Earth &  Space Science    * geochemical  cycles  * energy in the  earth systems   ENERGY                     Energy     follows a     one-way     path             Pollution is the result of the abuse and misuse of energy resources I N T E G R A T I V E
  85. 85. DEPARTMENT OF EDUCATION Curriculum Exits DEPARTMENT OF EDUCATION 1. Visual and information literacies 2. Media literacy 3. Basic, scientific, economic and technological literacies and multicultural literacy 4. Global awareness 1. Creativity and curiosity 2. Critical thinking problem solving skills 3. Risk taking Collaboration and interpersonal skills 1. Flexibility and adaptability 2. Initiative and self- direction 3. Social and cross- cultural skills 4. Productivity and accountability 5. Leadership and responsibility 6. Ethical, moral and spiritual values
  86. 86. DEPARTMENT OF EDUCATION Learning and Innovation Skills English (Philippine Literature) The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library resources; extracting information and noting details from texts to write a précis, summary, or paraphrase; distinguishing between and using literal and figurative language and verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully and appropriately. Filipino (Ibong Adarna) Naisasagawa ng mag-aaral ang malikhaing pagtatanghal ng ilang saknong ng koridong naglalarawan ng mga pagpapahalagang Pilipino. Math Numbers and Number Sense The learner is able to formulate challenging situations involving sets and real numbers and solve these in a variety of strategies. Statistics and Probability The learner is able to collect and organize data systematically and compute accurately measures of central tendency and variability and apply these appropriately in data analysis and interpretation in different fields. Science The learner investigates the properties of mixtures of varying concentrations using available materials in the community for specific purposes. AP (Sinaunang Kabihasnan sa Asya) Ang mag-aaral ay kritikal na nakapagsusuri sa mga kaisipang Asyano pilosopiya at relihiyon na nagbigay-daan sa paghubog ng sinaunang kabihasnan sa Asya at sa pagbuo ng pagkakilanlang Asyano. PE (Training Guidelines, FITT Principles) The learner designs an individualized exercise program to achieve personal fitness. Health (Injury, Prevention, Safety and First Aid) The learner consistently demonstrates resilience, vigilance and proactive behaviors to prevent intentional injuries. TLE Personal Entrepreneurial Competencies (PECS) across AF, IA, HE and ICT Grade 7 EsP Naisasagawa ng mag-aaral ang paglalapat ng wastong paraan upang itama ang mga maling pasya o kilos bilang kabataan batay sa tamang konsensya. DEPARTMENT OF EDUCATION Music (Music of Cordillera, Mindoro, Palawan, and the Visayas) The learner improvises simple rhythmic/melodic accompaniments to selected music from the Cordillera, Mindoro, Palawan and of the Visayas. Arts (Festivals and Theatrical Forms) The learner creates appropriate festival attire with accessories based on authentic festival costumes.
  87. 87. DEPARTMENT OF EDUCATION In K-3, the child’s dominant language is used as the language of learning. Mother Tongue-Based Multilingual Education (MTB-MLE) DEPARTMENT OF EDUCATION The learners retain their ethnic identity, culture, heritage and values. Children learn better and are more active in class and learn a second language even faster when they are first taught in a language they understand. Filipino and English language proficiency is developed from K- 3 but very gradually. Mother Tongue is used in instruction and learning materials of other learning areas.
  88. 88. DEPARTMENT OF EDUCATION MTB-MLE Bridging Framework DEPARTMENT OF EDUCATION
  89. 89. DEPARTMENT OF EDUCATION Contextualization and Localization “The curriculum shall be contextualized and global;” “The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the [curriculum] based on their respective educational and social contexts.” ~ Sec. 10.2 (d) and (h), RA 10533 Implementing Rules and Regulations
  90. 90. DEPARTMENT OF EDUCATION Technology and Livelihood Education and the Technical Vocational Track DEPARTMENT OF EDUCATION Exploratory at Grades 7 and 8 Given the opportunity to explore from a maximum of 4 TLE mini courses for each level Taught five basic competencies common to all TLE courses Learners may earn the Certificate of Competency (COC) in Grade 9 and the National Certificate I/II (NC I/II) in Grades 9 and 10 The learner may opt to take the Technical Vocational Livelihood Track in Grades 11 and 12 to continue the TLE specialization taken in Grades 9 and 10. This enables him to get an NC II. TLE in Junior High School
  91. 91. K to 12 Curriculum Outcomes and Standards
  92. 92. DEPARTMENT OF EDUCATION Philippine Qualifications Framework DEPARTMENT OF EDUCATION   BACCALAUREATE   
  93. 93. DEPARTMENT OF EDUCATIONDEPARTMENT OF EDUCATION PQF Articulation for Grades 10 & 12 Level Knowledge, Skills and Values Application Degree of Independence I (G10) • Possess foundational knowledge across a range of learning areas with core competencies in communication; scientific, critical and creative thinking; and the use of technologies. • Have an understanding of right and wrong; one’s history and cultural heritage; and deep respect for self, others and their culture, and the environment. Apply foundational knowledge, skills, and values in academic and real-life situations through sound reasoning, informed decision-making, and the judicious use of resources. Apply skills in limited situations with close supervision. II (G12) • Possess functional knowledge across a range of learning areas and technical skills in chosen career tracks with advanced competencies in communication; scientific, critical and creative thinking; and the use of technologies. • Have an understanding of right and wrong; one’s history and cultural heritage; and deep respect for self, others and their culture, and the environment. Apply functional knowledge, technical skills and values in academic and real-life situations through sound reasoning, informed decision- making, and the judicious use of resources. Apply skills in varied situations with minimal supervision.
  94. 94. Curriculum Outcomes PQF DEPARTMENT OF EDUCATION Key Stage Outcomes G3 G6 G10 G12 Content and Performance STANDARDS LEARNING COMPETENCIES LEARNING RESOURCES Teacher’s Guides and Learner’s Materials Learning Areas / Grade LevelOutcomes / Standards As of 02/17/14 Special ManCom Meeting on SHS Preparations. For DEPED USE ONLY
  95. 95. Learning Standards DEPARTMENT OF EDUCATION • Learning Standards refer to how well the student must perform, at what kind of tasks, based on what content, to be considered proficient or effective. • They define what learning should be achieved in what grades or over certain grade spans.
  96. 96. Learning Standards DEPARTMENT OF EDUCATION 1. Key Stage Standards 2. Content Standards 3. Performance Standards 4. Learning Competency
  97. 97. Sample Key Stage Standard DEPARTMENT OF EDUCATION Mother Tongue (Kinder to Grade 3): “By the end of grade Ill, students will enjoy communicating in their first language on familiar topics for a variety of purposes and audiences using basic vocabulary, and phrases; read L1 texts with understanding, and create their own stories and texts in their L 1.”
  98. 98. Sample Content and Performance Standards and Learning Competency DEPARTMENT OF EDUCATION Content Standards: The learner demonstrate an understanding of how the different structures of the circulatory and respiratory systems work together to transport oxygen-rich blood and nutrients to the different parts of the body.
  99. 99. Sample Content and Performance Standards and Learning Competency DEPARTMENT OF EDUCATION Performance Standards: The learner should be able to: conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory systems based on data gathered from the school or local health workers.
  100. 100. Sample Content and Performance Standards and Learning Competency DEPARTMENT OF EDUCATION Learning Competency: The learners explain how the respiratory and circular systems work together to transport nutrients, gases, and other molecules to and from the different parts of the body.
  101. 101. Desired Outcomes POSSESSES A HEALTHY MIND AND BODY   HAS SOLID MORAL AND SPIRITUAL GROUNDING   HAS ESSENTIAL KNOWLEDGE , SKILLS TO CONTINUOUSLY DEVELOP HIMSELF/HER SELF TO THE FULLEST   ENGAGES IN CRITICAL THINKING AND CREATIVE PROBLEM SOLVING  CONTRIBUTES TO THE DEVELOPMENT OF A PROGRESSIVE, JUST AND HUMANE SOCIETY   IS PROUD TO BE A FILIPINO  APPRECIATES THE BEAUTY OF THE WORLD AROUND HIM/HER AND CARES FOR THE ENVIRONMENT FOR A SUSTAINABLE FUTURE  
  102. 102. Learning Areas in the K to 12 Curriculum
  103. 103. Learning Areas in the K to 12 Basic Education Curriculum  ELEMENTARY    SECONDARY LEARNING AREAS  GRADE LEVELS  Mother Tongue  1 – 3  English  English  1 (2nd sem) – 6  Filipino  Filipino  1 – 6  Mathematics  Mathematics  1 – 6  Science  Araling Panlipunan  1 – 6  Araling Panlipunan  Edukasyon sa  Pagpapakatao  1 – 6  Edukasyon sa Pagpapakatao  Science  3 – 6  Music, Arts, Physical Education  and Health (MAPEH)(Elem. &  Sec.)  Edukasyong Pantahanan  at Pangkabuhayan (EPP)  4 – 5  Technology and  Livelihood Education  6 
  104. 104. Learning Domains  •Knowledge & Understanding  • Essential Skills  •Attitudes and Values  Learning Areas  • Languages  • Arts and  Humanities  •Math and  Science  • Araling  Panlipunan  • Technology  and Livelihood  Education  • Co‐Curricular  Activities and  Community  Involvement 
  105. 105. Core Content Communication and literacies Critical thinking and problem solving Creativity and innovation Ethical, moral and spiritual values Life and career competencies Development of self & sense of community National and global orientedness 1  2  3  4  5  6  7 
  106. 106. Core Content Communication and Literacies Critical Thinking and Problem Solving Creativity and Innovation Learning Areas Languages: Mother Tongue, Filipino, English Science and Mathematics Languages, Science, Mathematics, MAPEH
  107. 107. Core Content Ethical, Moral and Spiritual Values Life and Career Competencies Development of Self and Sense of Community National and Global Competencies Learning Areas Edukasyon sa Pagpapakatao (EsP) Technology and Livelihood Education (TLE) Araling Panlipunan, EsP Languages, MAPEH, TLE, Math, Science
  108. 108. LEARNING AREA FRAMEWORK, GOAL AND DOMAINS 10 
  109. 109. K to 12 Curriculum Development Process
  110. 110. BasicEducation Program KINDERGARTEN EDUCATION ACT  R.A. 10157 “Kindergarten Education Act” approved January 2012 with Implementing Rules and Regulations (DepED Order No. 32, s. 2012) Sec. 2 : …All children can avail of mandatory, compulsory kindergarten education that effectively promotes physical, social, intellectual, emotional and skill stimulation and values formation to sufficiently prepare them for formal elementary schooling.
  111. 111. BasicEducation Program KINDERGARTEN EDUCATION ACT Sec. 3 c: Kindergarten education means one   (1) year preparatory education for children at   least 5 years old as prerequisite for Grade 1. Sec. 4: Institutionalization of    Kinder Educ. starting SY 2012    -2013 …and thereafter be    made compulsory for all    Grade 1 pupils.
  112. 112. DEPARTMENT OF EDUCATION Curriculum Guide Writing Workshops were held which were attended by the following: – Bureau Focal Person – Field Person – External Reviewer – Internal Reviewer – Encoder Who helped make the Curriculum Guide? Who helped make the Curriculum Guide Bureau Focal Person Field Person Internal and External Reviewer CHED Technical Panel Member / TESDA Crafters Encoder DEPARTMENT OF EDUCATION As of 02/17/14 Special ManCom Meeting  on SHS Preparations. For DEPED USE ONLY 
  113. 113. DEPARTMENT OF EDUCATION Who helped make the Curriculum Guide? 1. Ateneo de Manila High School 2. Ateneo de Manila University 3. Ballet Philippines 4. Cavite State University 5. Central Bicol State University 6. Centro Escolar University 7. CHED 8. Cultural Center of the Philippines 9. Davao Wisdom Academy 10. De La Salle University - Dasmariñas 11. De La Salle-College of St. Benilde 12. De La Salle University – Taft 13. Don Bosco School 14. Foundation for Information Technology Education and Development 15. International Training for Pig Husbandry 16. Jose Rizal University 17. La Consolacion College Manila 18. Let’s GO Foundation 19. Lyceum of the Philippines 20. Mariano Marcos State University 21. Miriam College 22. National Commission for Culture and the Arts 23. National Historical Commission 24. Palawan State University 25. Philippine Center for Post- Harvest Development and Mechanization 26. Philippine Educational Theater Association 27. Philippine High School for the Arts 28. Philippine National Historical Society 29. Philippine Normal University 30. Philippine Science High School 31. Philippine Society for Music Education 32. Queen of Heart Academy Cavite 33. Raya School 34. San Beda College 35. St. Mary’s University – Nueva Vizcaya 36. St. Paul University Manila 37. Technological University of the Philippines 38. TESDA 39. University of Asia and the Pacific 40. University of Santo Tomas 41. UP Diliman 42. UP Integrated School 43. UP Los Baños 44. UP Manila 45. UP NISMED 46. UP Open University 47. USAID 48. Xavier School DEPARTMENT OF EDUCATION
  114. 114. DEPARTMENT OF EDUCATION The Curriculum Guide Process DEPARTMENT OF EDUCATION 1. Content and Skills Review Draft 1 Comments Draft 2 Final Curriculum Guide Technical Panel/Technical Committee/Drafting Committee Review of CGs Return to crafters of Draft 1 DepEd reads comments in a Curriculum Finalization Workshop STEPS OUTPUT
  115. 115. DEPARTMENT OF EDUCATION 2. Language Review The Curriculum Guide Process 3. Copy and Proofreading Select language editors Send Curriculum Guides to selected language editors Encoders key in revisions DEPARTMENT OF EDUCATION
  116. 116. DEPARTMENT OF EDUCATION Coding System Coding of Learning Competencies of the Curriculum Guide per Learning Area.11  Ensure continuity of curriculum across stages  See the interlacing connections and integration across grade levels and learning areas  Decongest the curriculum  Identify the competencies without learning materials and create materials for them
  117. 117. DEPARTMENT OF EDUCATION Coding Legend
  118. 118. DEPARTMENT OF EDUCATION Sample Curriculum Guide DEPARTMENT OF EDUCATION Grade: 11/12 Semester: 1st Semester Core Subject Title: Oral Communication in Context No. of Hours/ Semester: 80 hours/ semester Core Subject Description: The development of listening and speaking skills and strategies for effective communication in various situations. CONTENT CONTENT STANDARD PERFORMANC E STANDARD LEARNING COMPETENCIES CODE OC11.1 Nature and Elements of Communication 1. Definition 2. The Process of Communication 3. Communication Models 4. Five Elements of Communication o Verbal and Non- Verbal Communication 5. Effective Communication Skills 6. Intercultural Communication 6 hours (1 week, 2 days) The learner... understands the nature and elements of oral communication in context. The learner… designs and performs effective controlled and uncontrolled oral communication activities based on context. The learner… 1. Defines communication. EN11/12OC-Ia-1 2. Explains the nature and process of communication. EN11/12OC-Ia-2 3. Differentiates the various models of communication. EN11/12OC-Ia-3 4. Distinguishes the unique feature(s) of one communication process from the other. EN11/12OC-Ia-4 5. Explains why there is a breakdown of communication. EN11/12OC-Ia-5 6. Uses various strategies in order to avoid communication breakdown. EN11/12OC-Ia-6
  119. 119. DEPARTMENT OF EDUCATION Sample Curriculum Map QUARTER  Grade  First Quarter  Second Quarter  Third Quarter  Fourth Quarter  Kinder  Kalusugang Pisikal at Pagpapaunlad ng Kakayahang Motor (Pangangalaga sa Sariling Kalusugan at Kaligtasan)  1  NUTRITION  1. Healthful and less healthful food  2. Consequences of eating less healthful food  3. Good eating habits  PERSONAL HEALTH  Health habits and hygiene  FAMILY HEALTH  1. Characteristics of a healthful home environment  2. Keeping a healthful home environment  INJURY PREVENTION, SAFETY AND FIRST AID  1. Personal Information and ways to ask for help  2. Preventing childhood injuries  3. Ways by which people are intentionally helpful or harmful  2  NUTRITION  1. Healthy food and the body 2. Guide in eating a balanced diet PERSONAL HEALTH  Health habits and hygiene  a. Care of the eyes, ears, nose  b. Care for the mouth/teeth  Development of self-management skills  FAMILY HEALTH  1. Healthy family habits and practices  2. Positive expressions of feelings  Safety rights and responsibilities  1. Home safety  a. Hazards at home  b. Safety rules  2. School safety  3  NUTRITION  1. Good nutrition and health  2. Nutritional guidelines for Filipinos  PREVENTION AND CONTROL OF DISEASES AND DISORDERS  1. Concept of health and wellness  2. Common childhood diseases  3. Preventive measures for common childhood diseases  CONSUMER HEALTH  1. Introduction to consumer education and its components (health information, products and services)  2. Factors that influence the choice of goods and services  3. Skills of a wise consumer  4. Consumer rights  5. Consumer responsibility  6. Sources of reliable health information  INJURY PREVENTION, SAFETY AND FIRST AID  1. Road safety  2. Community safety  DEPARTMENT OF EDUCATION As of 02/17/14 Special ManCom Meeting  on SHS Preparations. For DEPED USE ONLY 
  120. 120. DEPARTMENT OF EDUCATION K to 12 Curriculum Guides DEPARTMENT OF EDUCATION Download them at: http://bit.ly/kto12curriculum As of 02/17/14 Special ManCom Meeting  on SHS Preparations. For DEPED USE ONLY 
  121. 121. Ensuring Higher Education and Tech-Voc Readiness
  122. 122. Effect of K to 12 on Higher Education  Degree Programs  Reduction in GE units may lead to one‐ year: (1) reduction or (2) enrichment of  degree programs  63 or 51 units of General Education Courses 36 units of GE Courses* Before K to 12 With K to 12 *CHED Memorandum Order No. 20, s.2012
  123. 123. DEPARTMENT OF EDUCATION K to 12 and CHED GE Course Comparison DEPARTMENT OF EDUCATION K to 12 Basic Education Curriculum New General Education Curriculum (CHED)Grades 7-10 SHS Core Subjects SHS Contextualized Subjects  Edukasyon sa Pagpapakatao  Health Personal Development Understanding the Self / Pag-uunawa sa Sarili  Araling Panlipunan  Filipino Readings in Philippine History / Mga Babasahin hinggil sa Kasaysayan ng Pilipinas  English / Filipino  Araling Panlipunan 21st Century Literature from the Philippines and the World The Contemporary World / Ang Kasalukuyang Daigdig  Math  General Math  Statistics and Probability Mathematics in the World / Matematika sa Makabagong Daigdig  English  Filipino  Oral Communication  Reading and Writing  Komunikasyon at Pananaliksik sa Wika at Kulturang Filipino  Pagbasa at Pagsusuri ng Iba't- Ibang Teksto Tungo sa Pananaliksik  Media and Information Literacy  English for Academic and Professional Purposes  Pagsulat sa Filipino sa Piling Larangan (Akademik, Arts, Isports at Tech-Voc) Purposive Communication / Malayuning Komunikasyon
  124. 124. DEPARTMENT OF EDUCATION K to 12 and CHED GE Course Comparison K to 12 Basic Education Curriculum New General Education Curriculum (CHED)Grades 7-10 SHS Core Subjects SHS Contextualized Subjects  Music and Arts  Physical Education Contemporary Philippine Arts from the Regions Art Appreciation / Pagpapahalaga sa Sining  Physical Education  Health Physical Education and Health  Science  Araling Panlipunan  English  Filipino  Health  Understanding Culture, Politics and Society  Physical Science  Earth and Life Science Empowerment Technologies: ICT for Professional Tracks Science, Technology and Society / Agham, Teknolohiya, at Lipunan  Edukasyon sa Pagpapakatao  Araling Panlipunan Introduction to Philosophy of the Human Person Ethics / Etika  Edukasyong Pantahanan at Pangkabuhayan  Technology Livelihood Education Entrepreneurship  English  Filipino  Araling Panlipunan  Science  Math Research in Daily Life 1 and 2 All learning areas Research Project/Career Advocacy/ Work Immersion/ Culminating ActivityDEPARTMENT OF EDUCATION
  125. 125. CHED   Standards          CHED MEMORANDUM ORDER  NO. 20  General Education Curriculum:  Understandings,  Intellectual and Civic  Competencies         
  126. 126. DEPARTMENT OF EDUCATION Working with CHED to: 1. Ensure alignment of Core and Contextualized Subjects to the College Readiness Standards (CRS)* and new General Education (GE)** Curriculum 2. Develop appropriate Specialization Subjects for the Academic, Sports, and Arts and Design Tracks Process: CHED Technical Panel/Committee members take part in content and skills review for the development, refinement, and finalization of the SHS Curriculum Guides Ensuring College Readiness DEPARTMENT OF EDUCATION *CEB Resolution No. 298-2011 **CHED Memorandum Order No. 20, s. 2013
  127. 127. DEPARTMENT OF EDUCATION Working with TESDA to: 1. Integrate TVET skills, competencies, and qualifications in TLE in JHS and Technical-Vocational-Livelihood (TVL) track in SHS 2. Ensure that any Grade 10 finisher and all Grade 12 TVL graduates are eligible for TESDA competency/qualifications assessments (i.e. COC, NC I, or NC II) 3. Prepare learning resources that are consistent with promulgated Training Regulations 4. Develop appropriate INSET and certification programs for TLE teachers Process: 1. TESDA representatives take part in Curriculum Guides development, refinement, and finalization for TLE and the TVL track 2. TESDA representatives assist in crafting of TLE learning resouces 3. TESDA representatives assist in development of summer ToT and mass training program for TLE teachers Strengthening TVET Integration in Secondary Education DEPARTMENT OF EDUCATION
  128. 128. DEPARTMENT OF EDUCATION TLE and TVL Common Competencies DepEd and TESDA agreed on common competencies to be embedded in the TLE and Technical-Vocational Livelihood Curriculum for Grades 7 to 12. 1. Use of Tools 2. Perform Mensuration and Calculation 3. Practice Occupational Health and Safety Procedures 4. Use and Maintain Hand Tools, Equipment and Paraphernalia 5. Read and Interpret Manuals/Specifications Other common competencies: 1. Personal Entrepreneurial Competencies 2. Environment and Market
  129. 129. DEPARTMENT OF EDUCATION Ensuring Higher Education and Tech-Voc Readiness Every K to 12 graduate is ready to go to college. Outcomes: College Readiness Standards Source: of Standards: Commission on Higher Education (CHED) Every K to 12 graduate is ready to work, either as an entrepreneur or as an employee. Outcomes: Work/Employment Readiness Standards Source: of Standards: INDUSTRY / SECTOR (ARTS: NCCA; SCIENCE: NRCP; SPORTS: PSC; ENTREPRENEURSHIP: PBEd; TECH-VOC: TESDA)
  130. 130. The Senior High School Curriculum
  131. 131. K-12BasicEducationProgram What is Senior High School? Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
  132. 132. K-12BasicEducationProgram  2 years of in-depth specialization for students depending on the occupation / career track they wish to pursue Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
  133. 133. K-12BasicEducationProgram  Skills and competencies relevant to the job market Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
  134. 134. DEPARTMENT OF EDUCATION Senior High School Curriculum DEPARTMENT OF EDUCATION *The Academic track includes four (4) strands: Accountancy, Business and Management (ABM); General Academic; Humanities and Social Science (HUMSS); and Science, Technology, Engineering and Mathematics (STEM).
  135. 135. DEPARTMENT OF EDUCATION The Proposed Grades 11 and 12 will have 31 80-hour subjects, totalling 2,480 hours. 15 Core Subjects 16 Track Subjects 7 Contextualized Subjects 9 Specialization subjects 31 TOTAL SUBJECTS Each subject will have 80 hours per semester P.E. and Health will have 20 hours per semester for 4 semesters DEPARTMENT OF EDUCATION
  136. 136. DEPARTMENT OF EDUCATION Core Subjects Contextualized Subjects in the Tracks Specialization Subjects in the Tracks DEPARTMENT OF EDUCATION same competencies same competencies different competencies same content different content different content Senior High School Subjects
  137. 137. Give them time to decide DEPARTMENT OF EDUCATION But if they change their minds and move from one track to another or one strand to another, having commong track subjects that are similar across tracks and strands allows the students to go on without being penalized by having to take new courses. The Core Curriculum leads to COLLEGE READINESS.  The Common Track Subjects give students time to  decide on their CAREER OPTIONS. 
  138. 138. Senior High School Core Subjects for the STEM Strand DEPARTMENT OF EDUCATION Core Learning Areas and Subjects hours per semester Language Oral Communication 80 Reading & Writing 80 Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino 80 Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik 80 Humanities 21st Century Literature from the Philippines and the World 80 Contemporary Philippine Arts from the Regions 80 Communication Media & Information Literacy 80 Mathematics General Mathematics 80 Statistics & Probability 80 Science Earth Science 80 Disaster Readiness and Risk Reduction 80 Social Science Personal Development / Pansariling Kaunlaran 80 Understanding Culture, Society and Politics 80 Philosophy Introduction to Philosophy of the Human Person / Pambungad sa Pilosopiya ng Tao 80 PE and Health Physical Education and Health 80 CORE Total Number of Hours 1,200 TRACK Total Number of Hours 1,280 Total Number of Hours (CORE + TRACK) 2,480 Total Hours (CORE + TRACK) divided by Number of School Days in SHS (400) = average hours/day 6.2 hours/dayDEPARTMENT OF EDUCATION
  139. 139. Academic Track Specialized Subjects Science, Technology, Engineering and Mathematics Strand 8 STEM Strand 1 Pre-Calculus 9 STEM Strand 2 Basic Calculus 10 STEM Strand 3 General Biology 1 11 STEM Strand 4 General Biology 2 12 STEM Strand 5 General Physics 1 13 STEM Strand 6 General Physics 2 14 STEM Strand 7 General Chemistry 1 15 STEM Strand 8 General Chemistry 2 16 STEM Strand 9 Work Immersion/Research/Career Advocacy/Culminating Activity Each subject will have 80 hours per semester DEPARTMENT OF EDUCATION
  140. 140. G3 G4 G5 G6 G7 G8 G9 G10 1stQuarter Matter Matter *Applied Chemistry Force, Motion & Energy Living Things and Their Environment *Biotechnology *Environmental Science Earth & Space 2ndQuarter Living Things and Their Environment Earth & Space Matter * Applied Chemistry Force, Motion, & Energy * Electronics 3rdQuarter Force, Motion & Energy Force, Motion & Energy * Electronics Matter * Applied Chemistry Earth & Space Living Things and Their Environment *Biotechnology *Environmental Science 4thQuarter Earth & Space Living Things and Their Environment *Environmental Science Force, Motion & Energy * Electronics Matter * Applied Chemistry * Additional Domains/Strands for SCP-STE Domains/Strands: Science DEPARTMENT OF EDUCATION
  141. 141. G7 G8 G9 G10 Numbers and Number Sense Patterns and Algebra Patterns and Algebra Patterns and Algebra Measurement Geometry Geometry Geometry Patterns and Algebra Statistic and Probability Statistic and Probability Geometry Statistic and Probability Domains/Strands: Math DEPARTMENT OF EDUCATION
  142. 142. Academic Track Specialized Subjects Humanities and Social Sciences Strand* 8 HUMSS Strand 1 Creative Writing 9 HUMSS Strand 2 Creative Nonfiction: The Literary Essay 10 HUMSS Strand 3 World Religions and Belief Systems 11 HUMSS Strand 4 Trends, Networks and Critical Thinking in the 21st Century 12 HUMSS Strand 5 Philippine Politics and Governance 13 HUMSS Strand 6 Community Engagement, Social Participation and Citizenship 14 HUMSS Strand 7 Disciplines and Ideas in the Social Sciences 15 HUMSS Strand 8 Disciplines and Ideas in the Applied Social Sciences 16 HUMSS Strand 9 Work Immersion/Research/Career Advocacy/Culminating Activity Each subject will have 80 hours per semester *For Finalization DEPARTMENT OF EDUCATION
  143. 143. Academic Track Specialized Subjects Proposed General Academic Strand* 8 Strand 1 Humanities 1 9 Strand 2 Humanities 2 10 Strand 3 Social Science 1 11 Strand 4 Applied Economics 12 Strand 5 Organization and Management 13 Strand 6 Disaster Readiness and Risk Reduction 14 Strand 7 Elective 1 (from any Track/Strand) 15 Strand 8 Elective 2 (from any Track/Strand) 16 Strand 9 Work Immersion/Research/Career Advocacy/Culminating Activity Each subject will have 80 hours per semester *For Finalization DEPARTMENT OF EDUCATION
  144. 144. Sports Track Specialized Subjects Each subject will have 80 hours per semester DEPARTMENT OF EDUCATION Sports Track 8 Sports Track 1 Safety and First Aid 9 Sports Track 2 Human Movement 10 Sports Track 3 Fundamentals of Coaching 11 Sports Track 4 Sports Officiating and Activity Management 12 Sports Track 5 Fitness, Sports and Recreation Leadership 13 Sports Track 6 Psychosocial Aspects of Sports and Exercise 14 Sports Track 7 Fitness Testing and Exercise Programming 15 Sports Track 8 Practicum (in-campus) 16 Sports Track 9 Work Immersion/Research/Career Advocacy/Culminating Activity i.e. Apprenticeship (off-campus)
  145. 145. Arts and Design Track Specialized Subjects Each subject will have 80 hours per semester except Apprenticeship and Exploration of Different Arts Fields which will have 160 hours DEPARTMENT OF EDUCATION Arts and Design Track 8 Arts Track 1 Creative Industries I: Arts and Design Appreciation and Production 9 Arts Track 2 Creative Industries II: Performing Arts 10 Arts Track 3 Physical and Personal Development in the Arts 11 Arts Track 4 Developing Filipino Identity in the Arts 12 Arts Track 5 Integrating the Elements and Principles of Organization in the Arts 13 Arts Track 6 Leadership and Management in Different Arts Fields 14 Arts Track 7 Apprenticeship and Exploration of Different Arts Fields 15 Arts Track 8 16 Arts Track 9 Work Immersion/Research/Career Advocacy/Culminating Activity Exhibit for Arts Production/ Performing Arts Production
  146. 146. Technical-Vocational-Livelihood Track (Table 1) and TESDA Training Regulations-Based Specializations* (Table 2) HE ICT Agri-Fishery Arts Industrial Arts 1. Hairdressing 2. Tailoring 3. Caregiving 4. Food and Beverage Services 5. Bread and Pastry Production 6. Housekeeping 7. Tour Guiding Services 8. Travel Services 9. Attractions and Theme Parks Tourism 10.Handicraft a. Fashion Accessories b. Paper Craft c. Woodcraft d. Leathercraft 1. Computer Programming 2. Medical Transcription 3. Animation AGRICROP PRODUCTION 1. Horticulture 2. Landscape Installation and Maintenance 3. Organic Agriculture Production 4. Pest Management 5. Rice Machinery Operation 1. Automotive Servicing 2. Refrigeration and Air- Conditioning 3. Consumer Electronics Servicing 4. Electrical Installation and Maintenance 5. Shielded Metal-Arc Welding 6. Carpentry 7. Plumbing 8. Masonry 9. Tile Setting ANIMAL PRODUCTION 1. Artifical Insemmination 2. Raising Large Ruminants (Dairy Cattle and Buffaloes) 3. Raising Swine 4. Slaughtering FISH PRODUCTION 1. Fish Nursery Operation 2. Fish or Shrimp Grow Out Operation 3. Fishport/Wharf Operation Tech-Voc Track TESDA Training Regulations-Based Specializations TVL Track Subjects Subjects Example 8 Tech-Voc Track 1 Beauty Care / Nail Care9 Tech-Voc Track 2 10 Tech-Voc Track 3 Hairdressing 11 Tech-Voc Track 4 12 Tech-Voc Track 5 13 Tech-Voc Track 6 14 Tech-Voc Track 7 15 Tech-Voc Track 8 16 Tech-Voc Track 9 DEPARTMENT OF EDUCATION Each subject will have 80 hours per semester. *Aligned with Technology and Livelihood Education (TLE) in Grades 7 to 10.
  147. 147. The STVEP is a special Tech-Voc program which was conceptualized in 2007 to provide learning options or career pathways to graduating students. Strengthened Technical-Vocational Education Program (STVEP) DEPARTMENT OF EDUCATION It follows a progressive type of curriculum where mastery of skills in all the qualifications within an industry sector is facilitated. Its goal is to provide high school graduates with opportunities to acquire certifiable vocational and technical skills. The schools are using a competency-based curriculum reflecting competencies required by the industry through the TESDA Training Regulations. Type of STVEP School Number of Schools Arts and Trades 155 Agriculture 80 Fishery 45 TOTAL 280
  148. 148. Course Title 7/8 9 10 11 12 1. Beauty Care/Nail Care Services 2. Wellness Massage 3. Hairdressing NC II Beauty Care/ Nail Care Beauty Care/ Nail Care Wellness Massage Hairdressing Hairdressing Caregiving NC II Caregiving Caregiving Caregiving Caregiving Caregiving 1. Dressmaking 2. Tailoring NC II Dressmaking Dressmaking Dressmaking Tailoring Tailoring 1. Front Office Services 2. Travel Services 3. Tour Guiding Services 4. Tourism Promotion Services NC II Front Office Services Front Office Services Travel Services Tour Guiding Services Tourism Promotion Services 1. Cookery 2. Bread and Pastry Production 3. Food and Beverage Services NC II Cookery Cookery Cookery Bread and Pastry Production Food and Beverage Services 1. Household Services 2. Housekeeping 3. Attractions and Theme Parks NC II Household Services Household Services Household Services Housekeeping Attraction and Theme Parks Tourism Handicraft No NC Handicraft Handicraft Needlecraft: embroidery, quilting, knitting, crochet Handicraft Fashion accessories, Paper craft Handicraft Basketry, Weaving (loom, macramé, spool, inkle, card) Handicraft Woodcraft, Leathercraft, Soap making, Candle making Home Economics Curriculum Content DEPARTMENT OF EDUCATION As of 02/17/14 Special ManCom Meeting on SHS Preparations. For DEPED USE
  149. 149. Grade 7 1 quarter Grade 8 1 quarter Grade 9 Grade 10 Grade 11 Grade 12 Computer Hardware Servicing (40 hours) Computer Hardware Servicing (160 hours) Computer Hardware Servicing (160 hours) Computer Programming Computer Programming Technical Drafting Technical Drafting Technical Drafting Illustration Illustration (160 hours) Illustration (160 hours) Animation (160 hours) Animation (160 hours) Contact Center Services Contact Center Services (160 hours) Contact Center Services (160 hours) Medical Transcription (160 hours) Medical Transcription (160 hours) ICT Curriculum Content DEPARTMENT OF EDUCATION As of 02/17/14 Special ManCom Meeting on SHS Preparations. For DEPED USE ONLY
  150. 150. 7/8 9 10 11 12 Exploratory Courses covering Common Competencies Automotive Servicing NC I Automotive Servicing NC I Carpentry NC II Carpentry NC II Consumer Electronics Servicing NC II Consumer Electronics Servicing NC II Electrical Installation and Maintenance NC II Electrical Installation and Maintenance NC II Plumbing NC I Plumbing NC II Refrigeration and Airconditioning NC II Refrigeration and Airconditioning NC II Shielded Metal Arc Welding NC I Shielded Metal Arc Welding NC II Masonry NC II Tile Setting NC II Industrial Arts Curriculum Content DEPARTMENT OF EDUCATION As of 02/17/14 Special ManCom Meeting on SHS Preparations. For DEPED USE ONLY
  151. 151. Grade 7 / 8 (Exploratory) Grade 9 Grade 10 Grade 11 Grade 12 Crop Production Crop Production (Specialization) Land Scape Installation and Mainbtenance Pest Management Rice Machinery Operation Organic Agriculture Animal Production Animal Production (Specialization) Artificial Insemination (Swine) Artificial Insemination (Ruminants) Slaughtering Operation Horticulture Horticulture (Specialization) Food (Fish) Processing Food (Fish) Processing (Specialization) Aquaculture Aquaculture Fish or Shrimp Grow Out Operation Fishwharf Operation Agri-Fishery Arts Curriculum Content DEPARTMENT OF EDUCATION As of 02/17/14 Special ManCom Meeting on SHS Preparations. For DEPED USE ONLY
  152. 152. Teachers in Senior High School
  153. 153. Who can teach in Senior High School? DEPARTMENT OF EDUCATION Non-Teacher Ed. Graduates Tech-Voc Institute Graduates HEI Faculty Practitioner Expert Teachers for Grade 11 and 12
  154. 154. Thank You Very Much!
  155. 155. MABUHAY! 

×