Outcome based education focuses on measuring student progress based on learning outcomes rather than comparative success to peers. Grading is based on mastery of predefined criteria rather than test or assignment scores. This approach individualizes learning by allowing weaker students to achieve success based on their skills while challenging highly capable students. Lessons are designed to teach material based on a student's grasp of concepts. The benefits include a more student-centered approach and focus on direct correlations between skills and understanding of topics.

1. Outcomes Based Education
The utilization of outcome based education is largely designed to show student progress based on the
'outcome' of learning skills. In a traditional education approach, student skill levels are determined by
completing textbooks but the approach of outcome based education would rely solely on the individual
contributions of a student and not on their comparative success to other students. The idea is to teach
students material based on their grasp, where weaker students achieve success based on their skills while
highly capable students are provided enrichment.
In an outcome based education setting, the curriculum is designed only with the learning outcomes
defined for an educator but no further input is made on how these outcomes should be approached. The
teacher is largely responsible for the overall lesson plans, engagement of the students and for providing
the study skills necessary to correlate ideas.
Grading Systems When Utilizing Outcome Based Education
In traditional education grading with a normal distribution curve, only a few students will do well, some
will always fail and the rest will lie in between. The system automatically designates that half the students
did not do better than average. These assumptions have no regard for what the student might have actually
known or understood of the course material. A student could have comprehended and applied 80% of the
concepts and still failed based on a normal distribution curve.
With outcome based education, grading is based on the ability of the student to meet the designated
criteria set at the beginning of the course. For example, instead of passing a class based on having a
cumulative grade above the 70% mark, a student would have a more direct set of criterion to achieve such
as demonstrating the ability to complete multiplication tables from one through twelve. The idea isn't that
a person did well on a set of worksheets or a single exam, but that they adequately met the criteria.
The Benefits of Outcome Based Education
Outcome based education is a method that is graded on very direct curriculum criteria. Teacher resources
are limited to what their school districts provide, but the overall make up of the class design allows an
educator to gauge their lesson plans based on the student skills presently in the class. Teacher worksheets
to help guide the daily activities can help coursework to remain on task and focused towards the pre-
defined curriculum. Overall, outcome based education is student focused and largely based on direct
correlations between skills and demonstrated understanding of the topic.
http://www.teach-nology.com/edleadership/assessment/outcomes_based_ed/

2. A.) O.B.E SAMPLE LESSON PLAN
SAMPLE LESSON PLAN FORMAT #1
Date:
Unit: Who are the French
Grade Level: 7th
Lesson
Goals/Aims/Objectives Standards
Body of Lesson:
Opening
Activities
Closing

3. How will the learning be assessed?
State specifically the evidence found in your assessment of student work that documents
successful progress toward your goals and the standards.
Resources/Materials

4. SAMPLE LESSON PLAN FORMAT #2
Date: Subject: Grade:
Goals/Objectives/Standards:
Time Opening/Framing the Lesson/Introduction/Early
Assessment
Monitor/Feedback
The Lesson Structure: Activities
Closing/Assessment
Homework

5. Self Evaluation of the Lesson
Resources/Materials
http://doe.state.in.us/istep/2005/Data/47030Web_07eTSG_f05IN.pdf
B.) K to 12 SALIENT POINT
WHAT IS THE K TO 12 PROGRAM?
The K to 12 Program covers Kindergarten and 12 years of basic education (six
years of primary education, four years of Junior High School, and two years of
Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills,
develop lifelong learners, and prepare graduates for tertiary education, middle-level
skills development, employment, and entrepreneurship.

6. SALIENT FEATURES
Strengthening Early Ch ildhood Education (Universal Kindergarten)
Every Filipino child now has access to early childhood education through Universal
Kindergarten. At 5 years old, children start schooling and are given the means to slowly
adjust to formal education.
Research shows that children who underwent Kindergarten have better completion
rates than those who did not. Children who complete a standards-based Kindergarten
program are better prepared, for primary education.
Education for children in the early years lays the foundation for lifelong learning and for
the total development of a child. The early years of a human being, from 0 to 6 years,
are the most critical period when the brain grows to at least 60-70 percent of adult
size..
[Ref: K to 12 Toolkit]
In Kindergarten, students learn the alphabet, numbers, shapes, and colors through
games, songs, and dances, in their Mother Tongue.
http://www.gov.ph/k-12/#Features
C.) Compare and contrast the RBEC and K-12 curriculum?
THE PHILIPPINE education system is improving by developing its curricula. From (NSEC) New
Secondary Curriculum to (BEC) Basic Education Curriculum to (RBEC) Revised Basic Education

7. Curriculum to (SEC 2010:UbD) Secondary Education Curriculum 2010: Understanding by Design to K to
12 Basic Education Curriculum.
K to 12 Curriculum implemented this year for Grade 1 and Grade 7 (High School Year 1), with its first
batch of graduates by March 2018. What is its difference from the previous curricula? Why do we
consider it “The Future of the Present Generation”?
Previous curricula concentrated and changed only the content and teaching strategies, whereas theorists
of K to 12 gave emphases on Psychologies of learning, students’ multi-intelligences, and learners’
diversity which are necessary to ensure quality education. They considered Jean Piaget’s Cognitive
Stages of Learning. These learners are allowed to learn topics and skills appropriate to their
developmental scheme that made the school adhere to age requirement. The K to 12 is the first
curriculum that changes the number of years of learners’ stay in school.
Natural negative reactions are observable in any change. Complaints and questions can be heard from
parents whose children are affected by the additional two years of stay in school. As an analysis, it is only
added by one year. Five years old is kinder, age 6 is grade one, elementary graduate by age 11, age 12
will enter in grade 7, and then the child will graduate in grade 12 by the age of 17. A common graduate of
high school of previous curricula is 16 years old.
The many advantages the K to 12 will bring to the learners outweigh the additional one year stay in
school. The graduates of the K to 12 are well-equipped with skills, and have mastered the competencies
they deserved. This curriculum is sufficient to prepare students for work. It will enable students to acquire
Certificates of competency or National Certification in accordance to TESDA training regulations
equivalent to two-year college degree. The holder of which is recognized globally with higher employment
opportunities and higher earning potential, that will surely improve the economic status of every family,
which is the foundation for a long-term socio-economic development of our country.
The K to 12 is a learner-centered and a research-based curriculum. It is a decongested curriculum which allows
mastery of competencies and enables students to better cope with the lessons. It envisions holistically developed
learners with 21st century skills, leading to better career pathways. It is a CURRICULUM that CHALLENGES the
government, education sector, school heads, especially the teachers that surely could make a great CHANGE for our
future.
http://thedailyguardian.net/index.php/iloilo-opinion/15645-k-to-12-the-future-of-the-present-
generation
Comparison of the Curriculum of the Old education and
K to 12 Education

8. Basic Education Curriculum (BEC) 2002
BEC is restructuring of the NESC (1983) and the NSEC (1989) in
order to raise the quality of the Filipino learners and graduates
and empower them for lifelong learning.
2010 Secondary Education Curriculum
The 2010 Secondary Education Curriculum (SEC) is the revised
2002 BEC incorporating Understanding by Design (UbD) which
seeks to contribute to functional literacy for all and the
development of 21st Century core skills needed for global
competitiveness.
K to 12 Curriculum 2012
The K to 12 Basic Education Curriculum is geared towards the
development of holistically developed Filipino with 21st century
skills who is ready for employment, entrepreneurship, middle level
skills development and higher education upon graduation.
http://www.cfo-pso.org.ph/pdf/11thconferencepresentation/day2/dir_jocelyn_dr_andaya-
K_to_12_basic_education_program.pdf
D.) SUBJECTS TAUGHT IN K to12
More subjects, less time in school for 1st graders
Incoming grade 1 students and high school freshmen will be under DepEd's K to 12
curriculum

9. Reynaldo Santos Jr
Published 2:13 PM, Apr 05, 2012
Updated 2:42 PM, Jun 05, 2012
MANILA, Philippines - Incoming grade 1 public school students will have more subjects
but fewer school hours when classes begin in June 2012.
They will be the first to test the new curriculum that the Department of Education
(DepEd) has developed for its K to 12 program.
The program will run on a K-6-4-2 education model, wherein a student has to study in
grade school for 6 years, in junior high school for 4 years (grades 7 to 10), and in senior
high school for two years (grades 11 to 12).
The incoming grade 1 students of school year 2012-2011 are the so-called "guinea
pigs" of the program. DepEd started implementing its revised curriculum last school
year, when these students were in kindergarten.
Starting with this batch, no public school student in the Philippines will be admitted to
Grade 1 without taking up kindergarten.
Private schools are also covered by the program, but officials have yet to discuss its
implementation.

10. Based on the curriculum guide provided by DepEd, the incoming grade 1 students will
be taking up 6 subjects for an entire school year. Each subject will be taught for a
maximum of 40 minutes per day:
 Reading and Writing in the Mother Tongue - 40 minutes
 Oral Fluency in Filipino - 40 minutes
 Edukasyon sa Pagpapakatao (EsP) - 30 minutes
 Mathematics or Arithmetic - 30 minutes
 Araling Panlipunan (AP) - 30 minutes
 Music, Arts, Physical Education, Health (MAPEH) - 30 minutes
When the second half of the school year comes, a 7th subject, Oral Fluency in English,
will be introduced. This subject will be taught for 40 minutes.
Despite the increase in the number of subjects, the total hours to be spent by a first
grader in school would still be less.
Before this, the grade 1 level used to have only 4 subjects, each lasting an hour or more
daily:
 English - 100 minutes per day
 Filipino - 80 minutes per day
 Mathmatics - 80 minutes per day
 Sibika at Kultura - 60 minutes per day
This set of subjects, along with the schedule, was introduced when DepEd overhauled
its curriculum in 2002. Among the features of this revised curriculum is the inclusion of
the subject Makabayan.
Makabayan was not offered to students in grades 1 to 3, but some concepts of the
subject were integrated in Sibika at Kultura.
Education Secretary Armin Luistro explained that the shortened time will "make
education less stressful and more enjoyable for our young learners."

11. DepEd has already prepared revised curriculums for grades 2 to 6, but these will not yet
be implemented until the incoming grade 1 students reach these levels.
Incoming grade 2 to 6 students in June 2012 will not be covered anymore by the new
program -- at least for the duration of their stay in grade school.
Still no Science
Just like in the old curriculum, Science will still not be offered as a separate subject to
grade 1 students.
In the 2002 revised curriculum, Science and Health concepts were integrated in English.
But in the new program, Science will be integrated into more subjects: Mother Tongue,
English, Health, and Math.
In a forum with businessmen on March 28, Luistro explained that DepEd wants to promote
the idea that "science is a study of everyday life."
"These concepts and skills are integrated rather than discipline-based, stressing the
connections across science topics and other disciplines as well as applications of
concepts and thinking skills to real life," he said.
Just like in the old curriculum, the K to 12 program will offer Science as a separate
subject starting grade 3.

12. High school freshmen included
The revised curriculum will also be introduced to incoming high school freshmen, or the
grade 7 students.
They will have 2 years added in their high school period. The additional years will offer
students subjects or electives that will offer specialization depending on the occupation
or career track that students wish to pursue.
Incoming 2nd to 4th year high school students will not encounter these additional years
in high school anymore.
Based on the curriculum guide by DepEd, grade 7 will have the same subjects as in
grade 1, minus the Mother Tongue subject, since this will be offered from grades 1 to 3 only.
But the high school freshmen will have the Technology and Livelihood Education (TLE)
subject, which will offer various skill-enhancing topics for the entire high school level.
Though incoming students in grades 2 to 6 in June 2012 will not be covered by the new
program in the grade school level, they will be affected once they reach high school
http://www.rappler.com/nation/3449-more-subjects,-less-time-in-school-for-1st-graders