This document provides information about the implementation of the K-12 basic education program in the Philippines. It includes:
1) An overview of the structure of the K-12 system which includes 6 years of primary education, 4 years of junior high school, and 2 years of senior high school.
2) Details about the senior high school tracks and strands, including the core, applied, and specialized subjects for each track.
3) Plans for partnerships between DepEd and other organizations like CHED, TESDA, local governments, and private institutions to support senior high school implementation.
4) A proposed senior high school voucher system to help fund student attendance at public or private schools.
In
The document provides information about the K-12 educational system in the Philippines. It discusses the structure of basic education which includes kindergarten, 6 years of primary education, 4 years of junior high school, and 2 years of senior high school. It also outlines the implementation of the K-12 program and its goals to produce globally competitive graduates. Various details are given about the senior high school curriculum including learning areas, tracks, and specialized subjects for different strands.
The document provides information on the different academic tracks and specializations offered in senior high school by Region III Division of Bataan. It lists the specialized subjects for each track, including Accountancy, Business and Management (ABM), Humanities and Social Sciences (HUMSS), Science, Technology, Engineering and Mathematics (STEM), General Academic, Sports, Arts and Design, Technology Vocational & Livelihood (Home Economics, Agri-Fishery Arts, Information and Communications Technology, Industrial Arts). It emphasizes choosing a track based on a student's strengths, interests, career goals, and research.
The document outlines proposed reforms to the senior high school curriculum in the Philippines, including:
- 16 core subjects covering areas like languages, humanities, mathematics, sciences, and social sciences.
- Common track subjects to allow flexibility to change tracks without penalty. Tracks include academic, technical-vocational, sports, and arts.
- Specializations within each track aligned with college programs or TESDA qualifications. For example, the technical-vocational track includes specializations in agriculture, industrial arts, and information technology.
- 2,480 total hours over grades 11-12, with 1,200 hours in core subjects and 1,280 hours in track subjects.
The reforms aim to
This document outlines the proposed senior high school curriculum in the Philippines. It provides statistics on key education outputs from 2010-2013, including the number of classrooms, textbooks, teachers, and school seats. It then discusses the Enhanced Basic Education Act of 2013 and plans to introduce an enhanced curriculum in public schools. The proposed senior high school curriculum includes 16 core subjects and additional subjects in various tracks, such as academic, technical-vocational, sports, and arts tracks. It also discusses common subjects across tracks, learning outcomes, resources, and the effects on higher education. Overall, the document presents the new K-12 senior high school curriculum framework in the Philippines.
SENIOR HIGH SCHOOL.pptx strands track and other basic i formationMaAizaSantos
The document provides information about senior high school in the Philippines. It explains that senior high school is grades 11 and 12 of specialized upper secondary education where students choose an academic, technical-vocational, sports, or arts track based on their interests and aptitudes. The document then provides details about the core and specialized subjects students will take depending on their chosen track.
This document provides information on the proposed senior high school curriculum in the Philippines. It includes:
1. An overview of the new K-12 curriculum structure, with senior high school comprising Grades 11-12 and offering academic, technical-vocational, sports, and arts tracks.
2. Details on the proposed core subjects for Grades 11-12, including sample subject offerings for each track.
3. Information on ensuring pathways from senior high school to technical-vocational education and training or higher education.
4. Notes on developing teachers' materials and finalizing the curriculum, as well as factors beyond the curriculum that are important for successful implementation of K-12, such as community relevance,
The document discusses curriculum standards for graduation from high school in North Carolina and El Paso. It outlines the core subject requirements for junior high and senior high school in the Philippines. It also discusses trends in curriculum development, including expanding areas of study and relating subjects to real-world experiences. Overall, the document presents information on curriculum guidelines and developments from multiple educational levels and locations.
The document provides information about the K-12 educational system in the Philippines. It discusses the structure of basic education which includes kindergarten, 6 years of primary education, 4 years of junior high school, and 2 years of senior high school. It also outlines the implementation of the K-12 program and its goals to produce globally competitive graduates. Various details are given about the senior high school curriculum including learning areas, tracks, and specialized subjects for different strands.
The document provides information on the different academic tracks and specializations offered in senior high school by Region III Division of Bataan. It lists the specialized subjects for each track, including Accountancy, Business and Management (ABM), Humanities and Social Sciences (HUMSS), Science, Technology, Engineering and Mathematics (STEM), General Academic, Sports, Arts and Design, Technology Vocational & Livelihood (Home Economics, Agri-Fishery Arts, Information and Communications Technology, Industrial Arts). It emphasizes choosing a track based on a student's strengths, interests, career goals, and research.
The document outlines proposed reforms to the senior high school curriculum in the Philippines, including:
- 16 core subjects covering areas like languages, humanities, mathematics, sciences, and social sciences.
- Common track subjects to allow flexibility to change tracks without penalty. Tracks include academic, technical-vocational, sports, and arts.
- Specializations within each track aligned with college programs or TESDA qualifications. For example, the technical-vocational track includes specializations in agriculture, industrial arts, and information technology.
- 2,480 total hours over grades 11-12, with 1,200 hours in core subjects and 1,280 hours in track subjects.
The reforms aim to
This document outlines the proposed senior high school curriculum in the Philippines. It provides statistics on key education outputs from 2010-2013, including the number of classrooms, textbooks, teachers, and school seats. It then discusses the Enhanced Basic Education Act of 2013 and plans to introduce an enhanced curriculum in public schools. The proposed senior high school curriculum includes 16 core subjects and additional subjects in various tracks, such as academic, technical-vocational, sports, and arts tracks. It also discusses common subjects across tracks, learning outcomes, resources, and the effects on higher education. Overall, the document presents the new K-12 senior high school curriculum framework in the Philippines.
SENIOR HIGH SCHOOL.pptx strands track and other basic i formationMaAizaSantos
The document provides information about senior high school in the Philippines. It explains that senior high school is grades 11 and 12 of specialized upper secondary education where students choose an academic, technical-vocational, sports, or arts track based on their interests and aptitudes. The document then provides details about the core and specialized subjects students will take depending on their chosen track.
This document provides information on the proposed senior high school curriculum in the Philippines. It includes:
1. An overview of the new K-12 curriculum structure, with senior high school comprising Grades 11-12 and offering academic, technical-vocational, sports, and arts tracks.
2. Details on the proposed core subjects for Grades 11-12, including sample subject offerings for each track.
3. Information on ensuring pathways from senior high school to technical-vocational education and training or higher education.
4. Notes on developing teachers' materials and finalizing the curriculum, as well as factors beyond the curriculum that are important for successful implementation of K-12, such as community relevance,
The document discusses curriculum standards for graduation from high school in North Carolina and El Paso. It outlines the core subject requirements for junior high and senior high school in the Philippines. It also discusses trends in curriculum development, including expanding areas of study and relating subjects to real-world experiences. Overall, the document presents information on curriculum guidelines and developments from multiple educational levels and locations.
The document outlines the key features and implementation of the K to 12 Program in the Philippines according to Republic Act 10533. The K to 12 Program adopts a ladderized education approach with kindergarten, 6 years of primary education, 4 years of secondary education, and 2 years of senior high school. It aims to enhance the basic education system and better prepare students for tertiary education or employment.
This document summarizes the K-12 education program in the Philippines. It discusses how the previous 10-year basic education program disadvantaged students by being too short. The K-12 program adds two years of senior high school to address this, bringing the Philippines in line with international standards of 12 years of basic education. It overviews the new curriculum, implementation timeline, and benefits to students, families, and society through better preparing youth for higher education and the job market.
Understanding the k 12 basic education program Ruben Pulga
The document outlines the key points of the Philippines' K-12 Basic Education Program which extends the pre-university education program from 10 to 12 years. The main goals are to better prepare students for higher education, the job market locally and abroad, and life in general. It discusses the new grade structure of K-6-4-2, curriculum changes, subject offerings, implementation timelines, and benefits for students, families, and society.
Understanding the k 12 basic education program Ruben Pulga
The document outlines the key points of the Philippines' K-12 Basic Education Program which extends the pre-university education program from 10 to 12 years. The main goals are to better prepare students for higher education, the job market locally and abroad, and life in general. It discusses the new grade structure of K-6-4-2, curriculum changes, subject offerings, implementation timelines, and benefits to students, families, and society such as higher incomes, recognition of qualifications abroad, and increased economic growth.
Understanding the k 12 basic education program updated 042312 00iya09
The document outlines the key points of the Philippines' K-12 Basic Education Program which extends the pre-university education program from 10 to 12 years. The main goals are to better prepare students for higher education, the job market locally and abroad, and life in general. It discusses the new grade structure of K-6-4-2, curriculum changes, subject offerings, implementation timelines, and benefits to students, families, and society such as higher incomes, global competitiveness, and economic growth.
This document provides the course requirements for a Bachelor of Secondary Education (Major in English) program. It includes a list of all required courses across four years of study. The first year covers general education courses in subjects like English, Filipino, mathematics, psychology, science and physical education. Starting in the second year, more specialized education and English-focused courses are included, along with teaching practicums in the fourth year. The total number of units required to complete the program is 174.
Senior high school curriculum palawan pafte 18 oct 2013ooneenoo
This document outlines proposed reforms to the Philippines' senior high school curriculum under the K-12 educational system. Key points include:
- The curriculum would be revised from the current core subjects to 31 proposed 80-hour subjects across core, common track, and specialization subjects for Grades 11-12.
- Common track subjects are designed to allow students time to decide on career options and switch tracks without penalties.
- Proposed academic, technical-vocational, and specialization subject options are provided for different tracks and strands.
- The goals are to prepare students for college and make the curriculum more aligned with CHED and TESDA standards and requirements.
This document outlines the core, applied, and specialized subject offerings for each strand - Accountancy, Business and Management; Humanities and Social Sciences; Science, Engineering, Technology and Mathematics; and Technology, Vocational and Livelihood - ICT for grades 11 and 12 for the school year 2022-2023. The core subjects are the same across all strands and include subjects like Oral Communication, Introduction to Philosophy of the Human Person, General Mathematics, and Physical Education. The applied subjects provide foundation skills while the specialized subjects differ for each strand, focusing on subjects relevant to the specific strand, such as Business Math, Creative Writing, General Physics, and ICT-CSS subjects for the ICT strand.
This document contains the unified schedule for senior high school students in Grade 11 for the 2021-2022 school year in Pampanga, Philippines. It provides the course schedules for students in various academic strands, including Humanities and Social Sciences, Accountancy and Business Management, STEM, General Academic, and Technical-Vocational strands like Home Economics, Agri-Fishery, ICT, Industrial Arts, and Maritime. The schedules outline the core, applied and specialized subjects to be taken each semester, as well as prerequisite subjects for certain courses.
Report in assessment of learning senior high school (k-12)Jewell Ann Manabat
The document discusses the implementation of the K-12 program in the Philippines, which will involve adding two years to basic education, resulting in 12 years of schooling before university. This is being done to better prepare students and make their qualifications more recognized internationally. The new program includes a senior high school component with specialized tracks for students' final two years, including academic, technical-vocational, and sports/arts tracks. The senior high school aims to provide career guidance and opportunities for immersion experiences in students' chosen fields.
K-12 Basic Education Program (Current Issues and Trends in Education)Jhanet Elfa Seastres
This document provides information about the K-12 Basic Education Program in the Philippines, including its objectives, timeline, features, and Senior High School tracks. The K-12 program aims to provide students with sufficient time to master concepts and skills, develop lifelong learning abilities, and prepare graduates for higher education, employment, or entrepreneurship. It includes Kindergarten plus elementary, junior high, and a new two-year Senior High School period. The Senior High School has academic, technical-vocational-livelihood, and sports tracks to match students' interests and skills. It also describes the Senior High School voucher program to support students attending private schools.
This study surveyed 16 Grade 11 students at Mandaue City School for the Arts to rate the difficulty of their first semester subjects in the Arts and Design track. Physical Education and Health received the highest score as easiest, while General Mathematics was rated the most difficult. The researchers concluded Physical Education and Health is easiest and General Mathematics is hardest. They recommended the study can help understand subject difficulty and for teachers of challenging subjects to improve student understanding.
This document provides a table of specification for the Grade 10 MAPEH (Music, Arts, Physical Education, and Health) third quarter curriculum at Taysan National High School. It outlines 5 objectives each for Music, Arts, and Physical Education, and 3 objectives for Health. It specifies the number of days and percentage of time allocated to each objective, as well as the number and knowledge, application, or analysis focus of assessment items. Overall, it details the content coverage, time allocation, and assessment breakdown for the MAPEH curriculum in the third quarter of the school year.
The document outlines the course structure and requirements for Tribhuvan University's four-year Bachelor of Education (B.Ed.) program with an annual examination system. The program is designed to prepare competent teachers to teach two subjects at the secondary level. It includes 22 compulsory and elective courses across five groups covering communication skills, professional core areas, a specialization major subject, a specialization minor subject, and teaching practice. Students must pass all courses, selecting their major from 11 subject areas and minor from 14 areas, with entry requirements varying by subject. Course titles and schedules are provided for the four years of study.
The document summarizes the education system in Andalusia, Spain. It describes the structure of the education system from pre-school through university level. It also discusses compulsory education requirements, secondary education subjects, vocational training options after compulsory education, and adult education programs. The system places an emphasis on developing basic competencies and skills in students based on European Union guidelines.
Understanding the k 12 basic education program updated 042312Hans Mallen
This document provides an overview of the K-12 Basic Education Program in the Philippines. It discusses President Aquino's 10-point education agenda including extending basic education to 12 years. The new K-12 system includes kindergarten, 6 years of elementary, 4 years of junior high school, and 2 years of senior high school. It aims to better prepare students for the job market or higher education through an enhanced curriculum with areas of specialization. The additional schooling years are expected to benefit individuals, families, and society through higher incomes, better economic growth, and a more educated population.
Datu lipus makapandong nhs shs advocacy for parentsdorothyjoyjalalon
The document summarizes the K to 12 Program in the Philippines which includes 13 years of basic education consisting of Kindergarten to Grade 10 and an additional 2 years of senior high school. It outlines the different tracks offered in senior high school such as academic, technical-vocational, sports, and arts and design. It also provides examples of pilot senior high school graduates who were able to find employment or continue their education after completing the program.
JSS1
1) Do a research on computer threat I.e Human threat, Natural threat etc.
2) Do a research about the following terms
Hacking
Phishing
Pharming
Computer virus
Plagiarism
JSS2
Learn the art of using CorelDraw and design a simple flyer celebrating your father. Inserting his favourite picture
The title should be HAPPY FATHER'S DAY
****Include A word of encouragement
The document summarizes the key aspects of the K-12 curriculum implemented in the Philippines according to the Enhanced Basic Education Act of 2013. It includes 1 year of kindergarten, 6 years of elementary education, and 6 years of secondary education divided into 4 years of junior high school and 2 years of senior high school. The goals are to equip students with 21st century skills and mastery of basic competencies, as the previous 10-year program was insufficient. It also aims to improve performance in international exams and prepare students for employment, higher education or technical-vocational livelihood. The core subjects taught at each level are described.
The Portuguese educational system is structured into four main levels: pre-school, basic education, secondary education, and higher education. Basic education is compulsory and consists of three cycles from ages 6-15. Secondary education lasts 3 years for ages 15-17 and offers both academic and vocational paths. Higher education includes university and polytechnic programs after secondary school. The school year runs from September to June and includes several breaks and holidays.
The document outlines the key features and implementation of the K to 12 Program in the Philippines according to Republic Act 10533. The K to 12 Program adopts a ladderized education approach with kindergarten, 6 years of primary education, 4 years of secondary education, and 2 years of senior high school. It aims to enhance the basic education system and better prepare students for tertiary education or employment.
This document summarizes the K-12 education program in the Philippines. It discusses how the previous 10-year basic education program disadvantaged students by being too short. The K-12 program adds two years of senior high school to address this, bringing the Philippines in line with international standards of 12 years of basic education. It overviews the new curriculum, implementation timeline, and benefits to students, families, and society through better preparing youth for higher education and the job market.
Understanding the k 12 basic education program Ruben Pulga
The document outlines the key points of the Philippines' K-12 Basic Education Program which extends the pre-university education program from 10 to 12 years. The main goals are to better prepare students for higher education, the job market locally and abroad, and life in general. It discusses the new grade structure of K-6-4-2, curriculum changes, subject offerings, implementation timelines, and benefits for students, families, and society.
Understanding the k 12 basic education program Ruben Pulga
The document outlines the key points of the Philippines' K-12 Basic Education Program which extends the pre-university education program from 10 to 12 years. The main goals are to better prepare students for higher education, the job market locally and abroad, and life in general. It discusses the new grade structure of K-6-4-2, curriculum changes, subject offerings, implementation timelines, and benefits to students, families, and society such as higher incomes, recognition of qualifications abroad, and increased economic growth.
Understanding the k 12 basic education program updated 042312 00iya09
The document outlines the key points of the Philippines' K-12 Basic Education Program which extends the pre-university education program from 10 to 12 years. The main goals are to better prepare students for higher education, the job market locally and abroad, and life in general. It discusses the new grade structure of K-6-4-2, curriculum changes, subject offerings, implementation timelines, and benefits to students, families, and society such as higher incomes, global competitiveness, and economic growth.
This document provides the course requirements for a Bachelor of Secondary Education (Major in English) program. It includes a list of all required courses across four years of study. The first year covers general education courses in subjects like English, Filipino, mathematics, psychology, science and physical education. Starting in the second year, more specialized education and English-focused courses are included, along with teaching practicums in the fourth year. The total number of units required to complete the program is 174.
Senior high school curriculum palawan pafte 18 oct 2013ooneenoo
This document outlines proposed reforms to the Philippines' senior high school curriculum under the K-12 educational system. Key points include:
- The curriculum would be revised from the current core subjects to 31 proposed 80-hour subjects across core, common track, and specialization subjects for Grades 11-12.
- Common track subjects are designed to allow students time to decide on career options and switch tracks without penalties.
- Proposed academic, technical-vocational, and specialization subject options are provided for different tracks and strands.
- The goals are to prepare students for college and make the curriculum more aligned with CHED and TESDA standards and requirements.
This document outlines the core, applied, and specialized subject offerings for each strand - Accountancy, Business and Management; Humanities and Social Sciences; Science, Engineering, Technology and Mathematics; and Technology, Vocational and Livelihood - ICT for grades 11 and 12 for the school year 2022-2023. The core subjects are the same across all strands and include subjects like Oral Communication, Introduction to Philosophy of the Human Person, General Mathematics, and Physical Education. The applied subjects provide foundation skills while the specialized subjects differ for each strand, focusing on subjects relevant to the specific strand, such as Business Math, Creative Writing, General Physics, and ICT-CSS subjects for the ICT strand.
This document contains the unified schedule for senior high school students in Grade 11 for the 2021-2022 school year in Pampanga, Philippines. It provides the course schedules for students in various academic strands, including Humanities and Social Sciences, Accountancy and Business Management, STEM, General Academic, and Technical-Vocational strands like Home Economics, Agri-Fishery, ICT, Industrial Arts, and Maritime. The schedules outline the core, applied and specialized subjects to be taken each semester, as well as prerequisite subjects for certain courses.
Report in assessment of learning senior high school (k-12)Jewell Ann Manabat
The document discusses the implementation of the K-12 program in the Philippines, which will involve adding two years to basic education, resulting in 12 years of schooling before university. This is being done to better prepare students and make their qualifications more recognized internationally. The new program includes a senior high school component with specialized tracks for students' final two years, including academic, technical-vocational, and sports/arts tracks. The senior high school aims to provide career guidance and opportunities for immersion experiences in students' chosen fields.
K-12 Basic Education Program (Current Issues and Trends in Education)Jhanet Elfa Seastres
This document provides information about the K-12 Basic Education Program in the Philippines, including its objectives, timeline, features, and Senior High School tracks. The K-12 program aims to provide students with sufficient time to master concepts and skills, develop lifelong learning abilities, and prepare graduates for higher education, employment, or entrepreneurship. It includes Kindergarten plus elementary, junior high, and a new two-year Senior High School period. The Senior High School has academic, technical-vocational-livelihood, and sports tracks to match students' interests and skills. It also describes the Senior High School voucher program to support students attending private schools.
This study surveyed 16 Grade 11 students at Mandaue City School for the Arts to rate the difficulty of their first semester subjects in the Arts and Design track. Physical Education and Health received the highest score as easiest, while General Mathematics was rated the most difficult. The researchers concluded Physical Education and Health is easiest and General Mathematics is hardest. They recommended the study can help understand subject difficulty and for teachers of challenging subjects to improve student understanding.
This document provides a table of specification for the Grade 10 MAPEH (Music, Arts, Physical Education, and Health) third quarter curriculum at Taysan National High School. It outlines 5 objectives each for Music, Arts, and Physical Education, and 3 objectives for Health. It specifies the number of days and percentage of time allocated to each objective, as well as the number and knowledge, application, or analysis focus of assessment items. Overall, it details the content coverage, time allocation, and assessment breakdown for the MAPEH curriculum in the third quarter of the school year.
The document outlines the course structure and requirements for Tribhuvan University's four-year Bachelor of Education (B.Ed.) program with an annual examination system. The program is designed to prepare competent teachers to teach two subjects at the secondary level. It includes 22 compulsory and elective courses across five groups covering communication skills, professional core areas, a specialization major subject, a specialization minor subject, and teaching practice. Students must pass all courses, selecting their major from 11 subject areas and minor from 14 areas, with entry requirements varying by subject. Course titles and schedules are provided for the four years of study.
The document summarizes the education system in Andalusia, Spain. It describes the structure of the education system from pre-school through university level. It also discusses compulsory education requirements, secondary education subjects, vocational training options after compulsory education, and adult education programs. The system places an emphasis on developing basic competencies and skills in students based on European Union guidelines.
Understanding the k 12 basic education program updated 042312Hans Mallen
This document provides an overview of the K-12 Basic Education Program in the Philippines. It discusses President Aquino's 10-point education agenda including extending basic education to 12 years. The new K-12 system includes kindergarten, 6 years of elementary, 4 years of junior high school, and 2 years of senior high school. It aims to better prepare students for the job market or higher education through an enhanced curriculum with areas of specialization. The additional schooling years are expected to benefit individuals, families, and society through higher incomes, better economic growth, and a more educated population.
Datu lipus makapandong nhs shs advocacy for parentsdorothyjoyjalalon
The document summarizes the K to 12 Program in the Philippines which includes 13 years of basic education consisting of Kindergarten to Grade 10 and an additional 2 years of senior high school. It outlines the different tracks offered in senior high school such as academic, technical-vocational, sports, and arts and design. It also provides examples of pilot senior high school graduates who were able to find employment or continue their education after completing the program.
JSS1
1) Do a research on computer threat I.e Human threat, Natural threat etc.
2) Do a research about the following terms
Hacking
Phishing
Pharming
Computer virus
Plagiarism
JSS2
Learn the art of using CorelDraw and design a simple flyer celebrating your father. Inserting his favourite picture
The title should be HAPPY FATHER'S DAY
****Include A word of encouragement
The document summarizes the key aspects of the K-12 curriculum implemented in the Philippines according to the Enhanced Basic Education Act of 2013. It includes 1 year of kindergarten, 6 years of elementary education, and 6 years of secondary education divided into 4 years of junior high school and 2 years of senior high school. The goals are to equip students with 21st century skills and mastery of basic competencies, as the previous 10-year program was insufficient. It also aims to improve performance in international exams and prepare students for employment, higher education or technical-vocational livelihood. The core subjects taught at each level are described.
The Portuguese educational system is structured into four main levels: pre-school, basic education, secondary education, and higher education. Basic education is compulsory and consists of three cycles from ages 6-15. Secondary education lasts 3 years for ages 15-17 and offers both academic and vocational paths. Higher education includes university and polytechnic programs after secondary school. The school year runs from September to June and includes several breaks and holidays.
2. Region III
DIVISION OF BATAAN
K G1 G2 G3 G4 G5 G6 G7 G8 G9 G10 G11 G12
KINDERGARTEN
Primary Education
(6 years)
Junior High School
(4 years)
Senior
High School
(2 years)
3. Region III
DIVISION OF BATAAN
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
*Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
* The first batch of
learners who went
through the full Kto12
system will graduate
on
SY 2012-2013
SY 2013-2014
SY 2014-2015
SY 2015-2016
SY 2016-2017
SY 2017-2018
First Batch to
start Kto12
system
First Cohort of
Kto12 Grade 6
and Grade 12
graduates of 2018
4. Region III
DIVISION OF BATAAN
Legal Basis
Republic Act 10157
Kindergarten Education Act
Approved January 20, 2012
Kindergarten is now mandatory and compulsory
for all five-year-old learners
Republic Act 10533
Enhanced Basic Education Act of 2013
Approved May 15, 2013
encompasses at least one (1) year of kindergarten
education, six (6) years of elementary education,
and six (6) years of secondary education
5. Region III
DIVISION OF BATAAN
SHS Tracks & Strands
SHS Core, Applied & Specialized Subjects
Proposed SHS Voucher System
Partnerships (Private/CHED/TESDA)
TESDA Assessment of TLE Grade 9 Teachers
Teachers and DepED Non-Teaching Staff
School Head & Teacher Qualifications
Transition Management
Learner-Teacher Ratio
SHS Division Implementation Team
DepED SHS Preparation Timeline
Conditions in Determining DepED SHSs
U
P
D
A
T
E
S
7. Region III
DIVISION OF BATAAN
Tracks & Strands
ACADEMIC
TECHNICAL-
VOCATIONAL
LIVELIHOOD
SPORTS
ARTS & DESIGN
8. Region III
DIVISION OF BATAAN
Accountancy,
Business and
Management
Strand
(ABM)
Humanities
and Social
Sciences
Strand
(HUMSS)
Science,
Technology,
Engineering
and
Mathematics
Strand
(STEM)
General
Academic
Strand
(GAS)
Academic Strands
9. Region III
DIVISION OF BATAAN
Tech-Voc Strands
Home
Economics
(HE)
Information
&
Communications
Technology
(ICT)
Industrial
Arts
(IA)
Agri –
Fishery
Arts
(AFA)
10. Region III
DIVISION OF BATAAN
15
Core Subjects
16
Track Subjects
7
Applied Track
Subjects
9
Specialized
subjects
Each subject will have 80 hours per semester
P.E. and Health will have 20 hours per semester
for 4 semesters
31 Subjects
11. Region III
DIVISION OF BATAAN
Core Subjects
Applied
Track Subjects
Specialized
Tracks Subjects
same
competencies
same
competencies
different
competencies
same
content
different
content
different
content
31 Subjects
13. Region III
DIVISION OF BATAAN
Oral Communication
Reading & Writing
Komunikasyon at Pananaliksik sa Wika at
Kulturang Pilipino
Pagbasa at Pagsusuri ng Iba’t Ibang Teksto
Tungo sa Pananaliksik
Introduction to the Philosophy of the
Human Person / Pambungad sa
Pilosopiya ng Tao
Core Subjects
same
competencies
same
content
14. Region III
DIVISION OF BATAAN
21st Century Literature from the Philippines
and the World
Contemporary Philippine Arts from the
Regions
Media & Information Literacy
Physical Education and Health
Core Subjects
same
competencies
same
content
15. Region III
DIVISION OF BATAAN
Earth and Life Science
Physical Science
Personal Development /
Pansariling Kaunlaran
Understanding Culture, Society and Politics
General Mathematics
Statistics & Probability
Core Subjects
same
competencies
same
content
16. Region III
DIVISION OF BATAAN
Applied
Track Subjects
same
competencies
different
content
English for Academic and Professional Purposes
Practical Research 1
Practical Research 2
Filipino sa Piling Larangan
Empowerment Technologies
Entrepreneurship
Inquiries, Investigations and Immersion
17. Region III
DIVISION OF BATAAN
Accountancy, Business and Management (ABM) Strand
ABM Strand 1 Applied Economics
ABM Strand 2 Business Ethics and Social Responsibility
ABM Strand 3 Fundamentals of Accountancy, Business and Management 1
ABM Strand 4 Fundamentals of Accountancy, Business and Management 2
ABM Strand 5 Business Math
ABM Strand 6 Business Finance
ABM Strand 7 Organization and Management
ABM Strand 8 Principles of Marketing
ABM Strand 9
Work Immersion/Research/Career Advocacy/Culminating Activity
i.e. Business Enterprise Simulation
Specialized
Tracks Subjects
different
competencies
different
content
18. Region III
DIVISION OF BATAAN
Science, Technology, Engineering and
Mathematics (STEM) Strand
STEM Strand 1 Pre-Calculus
STEM Strand 2 Basic Calculus
STEM Strand 3 General Biology 1
STEM Strand 4 General Biology 2
STEM Strand 5 General Physics 1
STEM Strand 6 General Physics 2
STEM Strand 7 General Chemistry 1
STEM Strand 8 General Chemistry 2
STEM Strand 9 Work Immersion/Research/Career Advocacy/Culminating Activity
Specialized
Tracks Subjects
different
competencies
different
content
19. Region III
DIVISION OF BATAAN
Humanities and Social Sciences (HUMSS) Strand
HUMSS Strand 1 Creative Writing / Malikhaing Pagsulat
HUMSS Strand 2 Creative Nonfiction
HUMSS Strand 3 Introduction to World Religions and Belief Systems
HUMSS Strand 4 Trends, Networks and Critical Thinking in the 21st Century
HUMSS Strand 5 Philippine Politics and Governance
HUMSS Strand 6 Community Engagement, Solidarity, and Citizenship
HUMSS Strand 7 Disciplines and Ideas in the Social Sciences
HUMSS Strand 8 Disciplines and Ideas in the Applied Social Sciences
HUMSS Strand 9 Work Immersion/Research/Career Advocacy/Culminating Activity
DEPARTMENT OF EDUCATION
Specialized
Tracks Subjects
different
competencies
different
content
20. Region III
DIVISION OF BATAAN
General Academic (GAS) Strand
Strand 1 Humanities 1
Strand 2 Humanities 2
Strand 3 Social Science 1
Strand 4 Applied Economics
Strand 5 Organization and Management
Strand 6 Disaster Readiness and Risk Reduction
Strand 7 Elective 1 (from any Track/Strand)
Strand 8 Elective 2 (from any Track/Strand)
Strand 9
Work Immersion/Research/Career
Advocacy/Culminating Activity
Specialized
Tracks Subjects
different
competencies
different
content
21. Region III
DIVISION OF BATAAN
Sports Track
Sports Track 1 Safety and First Aid
Sports Track 2 Human Movement
Sports Track 3 Fundamentals of Coaching
Sports Track 4 Sports Officiating and Activity Management
Sports Track 5 Fitness, Sports and Recreation Leadership
Sports Track 6 Psychosocial Aspects of Sports and Exercise
Sports Track 7 Fitness Testing and Exercise Programming
Sports Track 8 Practicum (in-campus)
Sports Track 9
Work Immersion/Research/Career Advocacy/Culminating Activity
i.e. Apprenticeship (off-campus)
Specialized
Tracks Subjects
different
competencies
different
content
22. Region III
DIVISION OF BATAAN
Arts and Design Track
Arts Track 1 Creative Industries I: Arts and Design Appreciation and Production
Arts Track 2 Creative Industries II: Performing Arts
Arts Track 3 Physical and Personal Development in the Arts
Arts Track 4 Developing Filipino Identity in the Arts
Arts Track 5 Integrating the Elements and Principles of Organization in the Arts
Arts Track 6 Leadership and Management in Different Arts Fields
Arts Track 7
Arts Track 8
Apprenticeship and Exploration of Different Arts Fields
Media Arts and Visual Arts . Literary Arts, Dance, Music, Theater
Arts Track 9
Work Immersion/Research/Career Advocacy/Culminating Activity
Exhibit for Arts Production, Performing Arts Production
Media Arts and Visual Arts . Literary Arts, Dance, Music, Theater
Specialized
Tracks Subjects
different
competencies
different
content
23. Region III
DIVISION OF BATAAN
*Aligned with Technology and Livelihood
Education (TLE) in Grades 7 to 10.
Specialized
Tracks Subjects
different
competencies
different
content
Grades
9 to 10
(Specialized
TLE)
Grades
7 to 8
(Exploratory
TLE)
Junior
High
School
24. Region III
DIVISION OF BATAAN
Agri-Fishery Arts Curriculum Map
DEPARTMENT OF EDUCATION
Grade 7/8
(Exploratory)
Grade 9 Grade 10 Grade 11 Grade 12
EXPLORATO
RY
COVERING
COMMON
COMPETEN
CIES
Crop Production (NC I)
*Landscape Installation and Maintenance
(NC II)
*Pest Management (NC II)
*Rice Machinery Operation (NC II)
*Organic Agriculture (NC II)
Animal Production (NC II)
*Artificial Insemination:
Swine (NC II)
*Artificial Insemination:
Ruminants (NC II)
*Slaughtering Operation
(NC II)
Horticulture (NC II)
Food (Fish) Processing (NC II)
Aquaculture
(NC II)
*Fish Nursery Operation
(NC II)
*Fish or Shrimps Grow Out
Operation (Non NC)
*Fish Wharf Operation
(NC I)
25. Region III
DIVISION OF BATAAN
Home Economics Curriculum Map
DEPARTMENT OF EDUCATION
Grade 7/8 Grade 9 Grade 10 Grade 11 Grade 12
*Beauty/Nail Care (NC II)
Wellness Massage
(NC II)
Hairdressing (NC II)
*Caregiving *Caregiving (COC) Caregiving
**Caregiving
(COC or NCII)
*Dressmaking (NC II) Tailoring (NC II)
*Front Office Services
(NC II
Travel Services
(NC II)
Tour Guiding
Services
(NC II)
Tourism
Production
(NC II)
*Cookery (NC II)
Bread and
Pastry
Production
(NC II)
Food and
Beverage
Services (NC II)
*Household Services (NC II) Housekeeping
(NC II)
Attractions and
Theme Parks
(NC II)
Handicraft
(Non-NC)
Needlecraft: embroidery,
quilting, knitting, crochet
Handicraft
(Non-NC)
Fashion
Accessories
Paper Craft
Handicraft
(Non-NC)
Basketry
Macrame
Handicraft
(Non-NC)
Woodcraft
Leather craft
26. Region III
DIVISION OF BATAAN
Information and Communications
Technology (ICT) Curriculum Map
Grade 7/8 Grade 9
Grade
10
Grade 11 Grade 12
EXPLORATORY
COVERING
COMMON
COMPETENCIES
Computer Hardware
Servicing
(NC II)
Illustration
(NC II)
Technical Drafting
(NC II)
Contact Center Services
(NC II)
Animation
(NC II)
Medical Transcription
(NC II)
Computer Programming
(NC IV)
28. Region III
DIVISION OF BATAAN
Voucher System
ACADEMIC
TECHNICAL-
VOCATIONAL
LIVELIHOOD
SPORTS
ARTS & DESIGN
29. Region III
DIVISION OF BATAAN
Proposed SHS Voucher System
DEPARTMENT OF EDUCATION
Eligible voucher recipients:
All Grade 10 graduates from public schools
All Grade 10 ESC graduates from private schools
Some Grade 10 graduates from private schools,
subject to application
Vouchers must be used in the school
year immediately following graduation.
Voucher recipients will receive subsidy
until they graduate from Grade 12,
regardless of transfer of school.
30. Region III
DIVISION OF BATAAN
DEPARTMENT OF EDUCATION
Voucher amount approximates public cost of
provision
based on regional clusters (3-4 groupings)
by type of beneficiary
public Grade 10 graduate: full voucher value
ESC/private Grade 10 graduate: approx. 80%
of full value
Voucher amount is determined by the location of the
school where an SHS student is enrolled in.
Proposed SHS Voucher System
31. Region III
DIVISION OF BATAAN
DEPARTMENT OF EDUCATION
Cluster 1
• Full value:
P15,000
• Approx
80%
value:
P12,000
Cluster 2
• Full value:
P17,500
• Approx
80%
value:
P14,000
Cluster 3
• Full value:
P20,000
• Approx.
80%
value:
P16,000
Cluster 4
• Full value:
P22,500
• Approx
80%
value:
P18,000
Proposed SHS Voucher System
32. Region III
DIVISION OF BATAAN
Partnerships with the
External Stakeholders,
CHED & TESDA
ACADEMIC
TECHNICAL-
VOCATIONAL
LIVELIHOOD
SPORTS ARTS&DESIGN
34. Region III
DIVISION OF BATAAN
Putting it all together
Partner DepED Inputs DepED Gains Outcome
Private HS Vouchers
Teacher training
More SHS providers Less pressure on
gov’t resources
Private
HEIs, SUCs,
LUCs, TVTIs
Vouchers
Sharing ownership
of K to 12 reform
More SHS providers
Expertise/ technical
assistance
Less pressure on
gov’t resources
Private
sector/
companies
Sharing ownership
of K to 12 reform
Exposure
Tax incentives
Inputs into the curriculum
Internship opportunities
Teacher exposure to
workplace
CSR funds for facilities
improvement,
scholarships
More relevant
curriculum
Enhanced learning
facilities
Better student access
LGUs Sharing ownership
of K to 12 reform
Exposure
Info on development
plans
More resources
LGU clout
More relevant
curriculum
More resources
NGOs Sharing ownership
of K to 12 reform
Benefits of NGO programs
supportive of SHS
More resources
Better student access
36. Region III
DIVISION OF BATAAN
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
37. Region III
DIVISION OF BATAAN
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
Strengthening TVET Integration in
Secondary Education
DEPARTMENT OF EDUCATION
38. Region III
DIVISION OF BATAAN
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
39. Region III
DIVISION OF BATAAN
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 Proecdures
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
TLE and Technical-Vocational-Livelihood
(TVL) Common Competencies
DEPARTMENT OF EDUCATION
40. Region III
DIVISION OF BATAAN
TESDA Assessment for
TLE Grade 9 Teachers
TECHNICAL-VOCATIONAL
LIVELIHOOD
41. Region III
DIVISION OF BATAAN
TESDA Assessment of DepED TLE Grade 9
Public Secondary School Teachers
TESDA Joint Circular No. 1, s.2014
September 9, 2014
TESDA Circular No. 09, s. 2014
Implementing Guidelines on the Conduct of the
2014 National Competency Assessment and
Certification (NATCAC)
PURPOSE:
To provide TLE Teachers with an additional
credential that will certify their competencies to teach a
technical-vocational course and be assessed by end of
the year 2014.
42. Region III
DIVISION OF BATAAN
TESDA Assessment of DepED TLE Grade 9
Public Secondary School Teachers
GUIDELINES:
1. By the end of December 2014, TESDA and DepED
ROs shall ensure that all Grade 9 TLE Teachers
must have been assessed and certified
2. DepED ROs shall coordinate with the TESDA ROs
for the Schedule of Assessment
3. TESDA ROs and POs shall coordinate the Schedule
of Assessment in TESDA-accredited Assessment
Centers until November 30, 2014
43. Region III
DIVISION OF BATAAN
TESDA Assessment of DepED TLE Grade 9
Public Secondary School Teachers
GUIDELINES:
4. DepED CO shall subsidize the Assessment Cost of
P550.00 and a Meal Allowance of P450.00 per
teacher regardless of qualification.
• Includes P50.00 NC or COC Fee
• To be downloaded by DepED CO to DepED ROs
• For qualifications with an Assessment Cost of
more than P550.00, the balance will be
shouldered by TESDA chargeable against
NATCAC Budget
5. In case a teacher failed in all or some of the units of
Competencies, the said teacher will shoulder the
cost for re-assessment.
44. Region III
DIVISION OF BATAAN
The Teachers &
Non-Teaching Staff
ACADEMIC
TECHNICAL-
VOCATIONAL
LIVELIHOOD
SPORTS ARTS&DESIGN
45. Region III
DIVISION OF BATAAN
Will teachers be burdened by additional teaching
load due to the K to 12 program?
There will be no additional workload due to the K to 12 Program.
The Magna Carta for Public School Teachers provides that
teachers should only teach up to six hours a day.
Will teacher salary increase as a result of the K to 12
program?
The K to 12 program will not result in teacher salary increase
because there will be no additional teaching load or additional
teaching hours.
Salary increases or additional benefits for other reasons, such as
the Salary Standardization Law, inflation, promotion, and
Performance-Based Bonus (PBB), may apply.
Teachers and Non-Teaching Staff
46. Region III
DIVISION OF BATAAN
Teachers and Non-Teaching Staff
How will teachers be prepared for the Kto12
program?
Teachers will be given in-service training to implement this
program.
The pre-service training for aspiring teachers will also be
modified to conform to the requirements of the Kto12
Curriculum.
DepEd in coordination with CHED shall ensure that the
Teacher Education curriculum offered in Teacher Education
Institutions will meet the necessary quality standards for
new teachers.
Training of teachers will follow the phased-in introduction of
the Kto12 Curriculum.
47. Region III
DIVISION OF BATAAN
Teachers and Non-Teaching Staff
How will DepEd prepare its non-teaching
staff and officials for smooth transition
and implementation of the Kto12
Program?
School Leadership and DepEd officials shall
undergo workshops and training to enhance skills
on their role as academic, administrative, and
community leaders.
48. Region III
DIVISION OF BATAAN
School Head and
Teacher’s Qualifications
ACADEMIC
TECHNICAL-
VOCATIONAL
LIVELIHOOD
SPORTS ARTS&DESIGN
49. Region III
DIVISION OF BATAAN
• Bachelor's Degree in Secondary Education; or
• Bachelor's Degree with 18 professional education units with
appropriate field of specialization
• 15 units of Management courses
EDUCATIONAL QUALIFICATIONS
• SHS Curriculum and Implementation Training
• School-Based Management Training
• School Leadership Training
REQUIRED SPECIAL TRAINING ATTENDED (40 hours)
• At least 2 years as Principal
PROFESSIONAL EXPERIENCE
• Professionalism
• Communication
• Interpersonal Sensitivity
• Fairness, Honesty & Integrity
ATTITUDES AND SCHOOL LEADERSHIP QUALITIES
SHS School Head
50. Region III
DIVISION OF BATAAN
• Bachelor’s Degree holder with at least 15 units of specialization in
subjects either of the GAS, ABM, STEM or HUMSS Strand
TEACHER PREPARATION
• Trainings relevant to the courses either of the GAS, ABM, STEM or
HUMSS Strand
REQUIRED SPECIAL TRAINING ATTENDED (40 hours)
• LET passer (to be given permanent items), but if not, should pass the
LET within five years of teaching in the Senior High School.
ELIGIBILITY
• Preferably with 2 years of teaching experience
TEACHING EXPERIENCE
• Preferably with 2 years of workplace experience (This may be gained
“INDUSTRY”/ WORK PLACE EXPERIENCE
SHS Academic Track Teacher
51. Region III
DIVISION OF BATAAN
• Bachelor’s Degree holder with at least 15 units of specialization in
subjects of the Arts & Design Track
TEACHER PREPARATION
• Trainings relevant to the courses of the Arts & Design Track
REQUIRED SPECIAL TRAINING ATTENDED (40 hours)
• LET passer (to be given permanent items), but if not, should pass the
LET within five years of teaching in the Senior High School.
ELIGIBILITY
• Preferably with 2 years of teaching experience
TEACHING EXPERIENCE
• Preferably with 2 years of workplace experience (This may be gained
during the first five years of teaching in Senior High School.)
“INDUSTRY”/ WORK PLACE EXPERIENCE
SHS Arts & Design Teacher
52. Region III
DIVISION OF BATAAN
• Bachelor’s Degree holder with at least 15 units of specialization in
subjects of the Sports Track
TEACHER PREPARATION
• Trainings relevant to the courses of the Sports Track, or
• Trainings from any respectable and highly regarded local and
international PE, Health, Fitness, Sports, Recreation and Dance
associations or organizations
REQUIRED SPECIAL TRAINING ATTENDED (40 hours)
• LET passer (to be given permanent items), but if not, should pass the
LET within five years of teaching in the Senior High School.
• Certified by the Red Cross in Standard First Aid and Basic Life Support-
Cardiopulmonary Resuscitation (BLS-CPR)
• Certified instructor in group or individual training (yoga, suspension
training) by a reputable organization
ELIGIBILITY
• Preferably with 2 years of teaching experience
TEACHING EXPERIENCE
• Preferably with 2 years of workplace experience (This may be gained
during the first five years of teaching in Senior High School.)
“INDUSTRY”/ WORK PLACE EXPERIENCE
SHS Sports Track Teacher
53. Region III
DIVISION OF BATAAN
• Must have at least National TVET Trainer Certificate (NTTC) Level I
• National Certificate at least one level higher than course to be taught
• Trainers Methodology Certificate (TMC) I or II
• Bachelor’s Degree holder with at least 15 units of specialization in
subjects either of the Industrial Arts, Home Economics, ICT or Agri-
Fishery Strand
TEACHER PREPARATION
• Attended training relevant to the courses either of the Industrial Arts,
Home Economics, ICT or Agri-Fishery Strand
REQUIRED SPECIAL TRAINING ATTENDED (40 hours)
• LET passer (to be given permanent items), but if not, should pass the
LET within five years of teaching in the Senior High School.
ELIGIBILITY
• Preferably with 2 years of teaching experience
TEACHING EXPERIENCE
• Preferably with 2 years of workplace experience (This may be gained
“INDUSTRY”/ WORK PLACE EXPERIENCE
SHS Tech-Voc Teacher
54. Region III
DIVISION OF BATAAN
Transition Management
ACADEMIC
TECHNICAL-
VOCATIONAL
LIVELIHOOD
SPORTS ARTS&DESIGN
55. Region III
DIVISION OF BATAAN
Transition Management
Will students choose specializations or will
this be determined by assessment?
Students will undergo the ff. assessments to determine
their interests and strengths and should help students
decide on their specialization:
aptitude test,
career assessment exam,
occupational interest inventory
To help guide high school students in choosing their
tracks, career advocacy activities will also be
conducted regularly.
56. Region III
DIVISION OF BATAAN
Transition Management
What will happen to schools implementing
special curricular programs such as
science high schools, high schools for the
arts, and technical vocational schools?
These schools will remain as it is
An enriched curriculum for Junior and/or Senior
High School for the specific program will be
developed following the K to 12 standards as
minimum standards.
57. Region III
DIVISION OF BATAAN
Transition Management
Alternative Learning System (ALS) age
requirement is only 16 years old for the
high school equivalency test. Will this
change to 18? Students might want to turn
to ALS if they can save 2 years of formal
school education costs.
The current ALS is based on the previous 10-year
basic education curriculum.
ALS will be revised to adhere to the standards of the
K to 12 Curriculum.
58. Region III
DIVISION OF BATAAN
Transition Management
What will happen to colleges and universities
during the initial nationwide implementation
of Senior High School beginning in SY 2016-
2017?
To manage the initial nationwide implementation of Senior High
School and mitigate the possible multi-year low enrolment for
colleges, universities, and Technical- Vocational Institutions (TVIs)
starting SY 2016-2017 ---
DepEd shall offer a financing scheme with them to utilize
existing facilities along with teaching and non-teaching staff.
This ensures that during the transition period, the reduction in
enrollment in these colleges, universities, and TVIs may be
offset.
59. Region III
DIVISION OF BATAAN
Transition Management
Where will Senior HS be implemented?
Existing public and private schools
Higher Education and/or technical-vocational education, may offer
Senior High School.
New standalone Senior High Schools may be built by interested
corporations or individuals.
60. Region III
DIVISION OF BATAAN
Transition Management
How will DepEd recruit enough teachers for SY
2016-2017 onwards?
With the continuous increase of the DepEd budget, more teachers
are being hired to fill all necessary gaps in schools.
Republic Act No. 10533 or the Enhanced Basic Education Act of
2013 allows for the hiring of non-licensed teachers to teach in
high schools. These include the following:
1. Graduates of science, mathematics, statistics, engineering,
music and other degree courses with shortages of qualified
licensed teacher applicants,
2. Graduates of technical-vocational courses,
3. Higher Education Institution (HEI) faculty, and
4. Practitioners teaching on a part-time basis.
61. Region III
DIVISION OF BATAAN
Transition Management
What are the guidelines for graduates of science,
mathematics, statistics, engineering, music and
other degree courses with shortages of qualified
licensed teacher applicants?
These graduates will be permitted to teach in their specialized
subjects in elementary and secondary education. They must
pass the Licensure Examination for Teachers (LET) within five
years after their date of hiring to remain employed full-time.
They will no longer be required to take and pass the LET if
these graduates are willing to teach on a part-time basis.
62. Region III
DIVISION OF BATAAN
Transition Management
What are the guidelines for hired technical-
vocational course graduates, faculty of Higher
Education Institutions, and practitioners?
Graduates of technical-vocational courses must have the
necessary certification issued by TESDA and undergo training
to be administered by DepEd or HEIs.
Faculty of colleges and universities must be full-time
professors and be holders of a relevant Bachelor’s degree.
Faculty of TVIs and HEIs will be given priority in hiring for the
transition period (i.e. from September 2013 until SY 2021-
2022).
DepEd and private schools may also hire practitioners with
expertise in the specialized learning areas offered by the K to
12 Program as part-time teachers.
63. Region III
DIVISION OF BATAAN
Transition Management
How will Kto12 affect the college curriculum?
The college GE Curriculum will be revised. It will have fewer
units with the removal of unnecessary remediation. Details of
the new GE Curriculum may be found in CHED Memorandum
Order No. 20, series of 2013.
Will Kto12 change TESDA Technical Vocational
Education and Training (TVET) programs?
No. TESDA will continue to offer TVET programs. Students may
also be eligible for NC I and NC II through Junior High School
and Senior High School, respectively.
65. Region III
DIVISION OF BATAAN
Learner-Teacher Ratio
ACADEMIC
TECHNICAL-
VOCATIONAL
LIVELIHOOD
SPORTS ARTS&DESIGN
66. Region III
DIVISION OF BATAAN
66
Preferred number of learners
in a classroom is 40.
There should be at least 6
sections to fully load 9 teachers.
Learner – Teacher Ratio
67. Region III
DIVISION OF BATAAN
Schools Division Office
Implementation Team
ACADEMIC
TECHNICAL-
VOCATIONAL
LIVELIHOOD
SPORTS ARTS&DESIGN
68. Region III
DIVISION OF BATAAN
SDO SHS Implementation Team
68
Schools Division Superintendent
Senior High School Focal Person
Internal Stakeholder
Div
P O
HS
School
Head
EPS/
PSDS
Private
School
EPS
External Stakeholder
Prov
P O
Industry
SP
Educ
Chair
Non-
DepED
School
69. Region III
DIVISION OF BATAAN
DepED Timeline
ACADEMIC
TECHNICAL-
VOCATIONAL
LIVELIHOOD
SPORTS ARTS&DESIGN
70. Region III
DIVISION OF BATAAN
SHS Implementation Indicative Timeline
70
JUN
MAY
SEP FEB AUG SEP OCT NOV
SY 2016: at
least 1 DepEd
SHS per city/
municipality
Ready for SHS:
• Classrooms & Facilities
• Teachers
• Instructional Materials &
Equipment
2014 2015 2016
OCT JAN
Submission of
Proposed 2016
DepED Budget
2016 Budget
Deliberations in Congress
FEB
Start of Hiring Process for
DepEd SHS Teachers
SHS Early
Registration
Start of Execution of Final SDO
SHS Implementation Plan
Approval of
2016 Budget
Start of SHS
Implementation
Plan Refinement
and Validation
Finalization of
SDO SHS
Implementation
Plans and Budget
71. Region III
DIVISION OF BATAAN
Conditions in
Determining DepED SHSs
ACADEMIC
TECHNICAL-
VOCATIONAL
LIVELIHOOD
SPORTS ARTS&DESIGN
72. Region III
DIVISION OF BATAAN
Municipalities with
NO Junior High Schools
1. Set up the elementary schools into
integrated schools until junior high school
(JHS)
2. Establish ALS programs for JHS
3. Study where the children can go for SHS
after JHS
Condition 1
Action to take
73. Region III
DIVISION OF BATAAN
Lone Public Junior High
School in a Municipality
Social investigation on the preferences of the
community on options for setting up SHS.
Options may include:
1. Set up SHS in the locality
2. Find a HEI in the community and see if
they can offer SHS
3. Studying in another locality
Condition 2
Action to take
74. Region III
DIVISION OF BATAAN
DepED JHSs which have
buildable space and/or
at least 6 excess classrooms
and enrollment of <5,000
1. Check location of the JHS
2. Check non-DepED provision of SHS
3. Identify catchment areas
4. Identify the tracks to be offered
5. Identify the subsequent resource requirements
6. Identify the population which the school can cover
versus the total SHS population required of the SDO
Condition 3
Action to take
75. Region III
DIVISION OF BATAAN
DepED JHSs which have
buildable space and/or
at least 6 excess classrooms
and enrollment of <5,000
1. Establish SHS in elementary schools which have
space for building new classrooms and/or excess
classrooms
2. Separate principal for (stand-alone) SHS from
JHS or ES?
Condition 3
Considerations
76. Region III
DIVISION OF BATAAN
SHS Campuses that will
have to be opened to
cover the remaining gap
1. Explore the private provision of SHS
2. Make sure the programs in DepED schools do not
overlap with non-DepED provision
3. Open DepED SHS in underserved catchment
areas
4. List their resource requirements
5. Identify sources of resources
6. Plot the timetable for SHS provision
Condition 4
Action to take
77. Region III
DIVISION OF BATAAN
The Number of
Provinces in a Region
The Regional Director may recommend and
lead the planning for just one SHS in a
Province within the Region specializing in:
Sports
STEM
Arts and Design
Condition 5
Action to take
78. Municipality of PILAR
Dr. Victoria B. Roman MHS
Pablo Roman MHS
Bataan Christian School, Inc
Northridge Montessori School (Subic
Montessori-Pilar)
Division of BATAAN
Geographical Locations of Public & Private Secondary Schools
Municipality of ABUCAY
Bonifacio Camacho NHS
Mabatang NHS
Colegio de San Juan de Letran
Kalayaan College Bataan
Municipality of SAMAL
Samal NHS – Main
Samal NHS – Annex
St. Catherine of Siena Academy
Municipality of ORANI
Orani NHS – Main
Orani NHS – Pagasa
Orani NHS - Parang Parang
Academy of Queen Mary School, Inc.
BLC Integrated School
Holy Rosary Parochial Institute
Jose Rizal Institute - Orani
Municipality of HERMOSA
Hermosa NHS
Balsik NHS
Hermosa NHS – Annex
College of the Most Holy Trinity
Jesus Saves Integrated School
Sienna College of Hermosa, Bataan
St. Peter of Verona Academy
Municipality of ORION
Bataan School of Fisheries
Justice Emilio A. Gancayco MHS
Jose Rizal Institute – Orion
School of the Madelaine, Inc.
St. Michael the Archangel Academy
Municipality of LIMAY
Lamao NHS
Limay NHS
St. Francis NHS
The Peninsula School
Municipality of MARIVELES
Mariveles NHS-Malaya
Mariveles NHS-Cabcaben
Mariveles NHS-Poblacion
Mariveles NHS-Cab.-Annex (Batangas II)
Mariveles NHS-Cab.-Annex (New Alion)
Mariveles NHS-Pob Annex- Sisiman
Biaan Aeta Integrated School
BEPZ Multinational School
Blessed Regina Protman Catholic School
Llamas Memorial Institute
Mountain View Village School
St. Nicholas Catholic School
Sunny Hillside School
Municipality of BAGAC
Emilio C. Bernabe NHS
Bagac NHS – Parang
Saysain NHS
Jaime Hilario Integrated School
(La Salle)
Municipality of MORONG
Nagbalayong NHS
Morong NHS
Morong NHS - Mabayo Annex
Kanawan Integrated School
St. James Catholic School of Morong
Municipality of DINALUPIHAN
Jose C. Payumo Mem. HS
Magsaysay NHS
Luakan NHS
Luakan NHS – Annex
PagalanggangNHS
Sta. Lucia NHS
Roosevelt NHS
Mother Margherita De Brincat
Catholic School
St. Jerome Emiliani School
St. John Academy
College of Subic Montessori
University of Nueva Caceres
80. Region III
DIVISION OF BATAAN
http://lrmds.deped.gov.ph/
http://www.depedbataan.com/resources/
http://www.deped.gov.ph/index.php/resources/curriculum-guides
Where to find Kto12 Learning Resources
81. Region III
DIVISION OF BATAAN
References
DepED Kto12 Toolkit
• Usec Dina Ocampo, Programs & Projects
• Usec Francisco Varela, Finance
• Usec Mario Deriquito, Partnerships & External Linkages
• Mr. Elvin Uy, DepED Kto12 Consultant
• Dir. Joyce Andaya, DepED Bureau of Secondary Education
• Dir. Patrick Salamat, DepED Communications Unit
Senior High School Training Presentations
TESDA Circulars
DepED Website, Memo & Orders
DOLE, DepED, CHED and TESDA Joint Guidelines
31 subjects with 80 hours per subject totalling 2,480 hours for all 31
15 Core subjects
16 Track subjects have two categories: 7 Contextualized and 9 specialization subjects.
Core and Contextualized subjects are connected with the new GE Curriculum of CHED
Core Subjects = same content and competencies for all
Applied Track Subjects = different content, same competencies
Specialized Subjects = different content different competencies based on tracks
8 Learning Areas in the Core Curriculum
4 Tracks
Localization of Core subjects can be done in the regions by the regions.
In the STEM strand, their Science is different from the other tracks and strands.
PE and Health = only subject spread across 4 semesters
Localization of Core subjects can be done in the regions by the regions.
In the STEM strand, their Science is different from the other tracks and strands.
PE and Health = only subject spread across 4 semesters
Localization of Core subjects can be done in the regions by the regions.
In the STEM strand, their Science is different from the other tracks and strands.
PE and Health = only subject spread across 4 semesters
Practical Research 1: Qualitative
Practical Research 2: Quantitative
Research: Must be aligned to the track/ strand, for contextualization
Example for Empowerment Technologies: Drafting through Autocad, Excel for business
Entrepreneurship is for the graduates’ practical use
Give students enough time to decide what they really want to do
ABM is formerly called BAM, changed to ABM so as not to sound like “bum” or “drop-out”
9th specialized subject is always Work Immersion, Research, Career Advocacy, or Culminating Activity for all track or strand
Engineering requires calculus-based physics
For students who wish to pursue technically-related field in math and science, engineering, computer science, etc.
4 humanities subjects + 4 social science subjects
RA 10533 provides a window of 5 years so that one can get graduates of specialized courses to teach in Basic Education
Most useful for those who are still exploring possibilities for the future
Good incubation for both the school and the student
The electives may be electives for TVL or for Academic ABM or HUMMS, etc.
All these strands come from existing strands
Focus more on sports science rather than the sport because the span of an athlete’s career isn’t too long
Leadership and management are included
Human movement = biomechanics
Track 7 is marketable in the spa and wellness industries
“Grow up” programs
Focus more on the arts and design related career opportunities rather than just the artist
Understanding of arts industry vital for those in the arts field. This will teach them how to market themselves and earn using their talents/skills.
The track has to be in a form where the instrument and the skill is taught
Work with living artists in communities
Exit to NC II qualifications of TESDA
Aligned with Training Regulations
How TVL can lead to decent jobs in different fields
Curriculum map for Agri-Fishery Arts
Curriculum map for Home Economics
Curriculum Map for ICT
Add more specializations
Curriculum map for Industrial Arts
The SHS voucher program will have a larger base of recipients compared to the current ESC program. All public Grade 10 graduates (which number about 1.1 million in 2015) and all ESC grantees (which number about 200,000) are eligible to receive a voucher. This means the DepEd will be distributing around 1.3 million vouchers in 2015. This can be in be in paper or electronic form. The database for the voucher management system will be generated from the list of students in the DepEd Learner Information System and the FAPE ESC system. Under both information systems, each student is assigned a unique ID, which will enable us to identify each individual that is eligible to receive a voucher in the voucher management system.
Other private Grade 10 graduates may apply for voucher eligibility. A process for this will be developed. Possible criteria for this may be students who are enrolled in non-DepEd schools under a scholarship program, apart from the ESC. This process will be announced early 2015 as the DepEd is targeting to notify voucher-eligible students by the third quarter of 2015 or in August 2015. DepEd will conduct an early enrollment program in the first quarter of 2016 to enable schools to have a better estimate of expected enrollments and prepare for the same.
The letter will state that the student is eligible to receive a voucher, subject to his completing junior high school or Grade 10 education.
Although we are distributing vouchers to all public Grade 10 graduates, we are expecting a take up of about 400,000 or so students since the voucher value may not fully cover the tuition in all non DepEd SHS. Thus, at the senior high school level, we are looking at a program that would deal with approximately 1.2 million beneficiaries each year in private schools.
A critical feature of the SHS voucher is that its value approximates the cost of public provision. What this implies is that government considers this program not as a means to reduce costs of provision (although there are some cash savings in the initial years) but as a parallel form of education service delivery since the same investment is spent by government on those studying in public and non-DepEd schools.
To ensure that the voucher is equitable and that more students will be able to participate in the program, the SHS voucher value will not be a flat rate. Based on our initial estimates, it is likely that we will have 3 to 4 regional tiers with different amounts for the regional groups. Within a region, we will classify our public school students into at most 2 groups. Public school students would receive full voucher value, while The private school beneficiaries, comprising mostly of ESC grantees, would from the second tier of grantees, receiving approximately 80% of the voucher value. DepEd recognizes that private school students have some capablity to share part of the cost of tuition, thus there is a difference in voucher values. Nevertheless, these amounts are much higher than the current subsidies that ESC students enjoy today which is either PhP6,500 or PhP10,000 a year.
On average, the voucher amount ranges from PhP15,000-PhP16,0090. This excludes the rider amount, which we estimate now to be about PhP5,000. We are continuously refining these estimates based on the latest available data.
What is also important to remember is that the voucher amount being paid to a school is determined by the school/SHS provider’s location and not where a student graduated from. It is possible therefore that a student who graduated from a school in Region 3, who holds a full value voucher, can enroll in a school in NCR and redeem the full value amount for NCR. This supports our objective of expanding student choice.
A critical feature of the SHS voucher is that its value approximates the cost of public provision. What this implies is that government considers this program not as a means to reduce costs of provision (although there are some cash savings in the initial years) but as a parallel form of education service delivery since the same investment is spent by government on those studying in public and non-DepEd schools.
To ensure that the voucher is equitable and that more students will be able to participate in the program, the SHS voucher value will not be a flat rate. Based on our initial estimates, it is likely that we will have 3 to 4 regional tiers with different amounts for the regional groups. Within a region, we will classify our public school students into at most 2 groups. Public school students would receive full voucher value, while The private school beneficiaries, comprising mostly of ESC grantees, would from the second tier of grantees, receiving approximately 80% of the voucher value. DepEd recognizes that private school students have some capablity to share part of the cost of tuition, thus there is a difference in voucher values. Nevertheless, these amounts are much higher than the current subsidies that ESC students enjoy today which is either PhP6,500 or PhP10,000 a year.
On average, the voucher amount ranges from PhP15,000-PhP16,0090. This excludes the rider amount, which we estimate now to be about PhP5,000. We are continuously refining these estimates based on the latest available data.
What is also important to remember is that the voucher amount being paid to a school is determined by the school/SHS provider’s location and not where a student graduated from. It is possible therefore that a student who graduated from a school in Region 3, who holds a full value voucher, can enroll in a school in NCR and redeem the full value amount for NCR. This supports our objective of expanding student choice.
This slide shows the potential partners identified based on the needs.
Additional non-DepEd SHS providers – private HS, private HEIs, LUCs, SUCs, TVTIs
Inputs to curriculum – private sector/ industry, LGU
Internships/OJT opportunities – companies/private sector
Teacher exposure – companies, private sector
Facilties – LGUs, private sector, NGOs
Scholarships – LGUs, NGOs, private sector
Now putting it all together….
CHED has been a partner in the development of the SHS curriculum
TESDA has always been included in all writing activities
TESDA has always been included in all writing activities
Common TVET competencies in Grades 7-10 and 11-12
Now that we have understood the context, development process, and features of the K to 12 Curriculum, we should be better equipped in making informed decisions and improving learning outcomes.
The best curricula is contextualized by those implementing it.
What has been presented is the INTENDED curriculum. It is now up to us to ensure that this enhanced curriculum truly transforms our schools and communities.
With the best of our abilities, let’s do all that we can for the Filipino learner.
Maraming salamat po!