The document discusses the key features of the Philippines' K to 12 curriculum reform and its implications for teacher education. It outlines nine important features, including mandatory kindergarten, mother tongue-based multilingual education, inclusion of arts, physical education, and health. It also discusses senior high school offerings, a focus on 21st century skills, and balanced assessment approaches. The reform aims to improve basic competencies, meet international education standards, and ensure graduates are work and college ready. Finally, it stresses that the reform has implications for how future teachers are trained to teach based on its features and demands.

2. 1. State and explain at least nine (9) important
features of the k to 12 curriculum;
2. Cite the implications of these features to
preservice teacher education and development;
and
3. Explain the reasons behind the introduction of
this curricular reform

3. Introduction:
All of us want to have a development in terms of
education, we are not just thinking “ ayaw ko na, mahal
mag-aral.” and asking this question “ bakit kasi kailangan
pang madagdagan ang level sa elementary at high school
ehh hindi na nga kaya mapag-aral ang isa dalawa pa kaya?”
but instead of thinking and asking that question, why not
says “ maganda to mas mapapalakaw ang kaalaman ng
mga bata dito.” think first for the
improvement/development and that’s the aim of k to 12
curriculum.

4. 1. Mandatory Kindergarten
2. MTB-MLE
3. MAPEH
4. Spiral progression approach
5. TLE
6. Senior high school offers
7. Focus on 21st century skills
8. Use of approaches
9. Balanced assessment system

5. 1. The course offerings especially in the specialization for math and the
natural sciences need to be thoroughly reviewed with spiral
progression in mind.
2. The specialization in TLE needs to be re-aligned the intensified
3. The bachelor in elementary education (BEEd) courses has also to be
aligned to the introduction of the mother tongue as a subject in grades
1-3 and as a medium of instruction from k to grade 3.
4. The offering of MAPEH must likewise be considered in the BEEd
course adjustments.
5. The education graduate must possess the 21st century skills
themselves so they can in turn develop them in their students.
6. He/she must be taught to teach using the constructivist, integrative,
inquiry-based, and reflective approach, the traditional and authentic
assessments and formative and summative assessments.

6. 1. To improve on the mastery of basic
competencies by decongesting the curriculum
2. To cope with the 12-year basic education
international standards for our graduates to be
recognized as professionals here and abroad
3. To ensure that every grade 12 graduate is work-ready
and is college-ready
4. To respond to a recommendation of
educational researches to expand the years of
basic education which is long overdue

7. 1. What does k to 12 curriculum have to do with you as a future
teacher?
2. How can you apply what you’ve learn? How can the
demands of k to 12 be reflected in your career path?

8. This presentation, present and uploaded for project only.
Present by:
Pado, Genalyn L,
Rances, April
Polangos, Robert L.
Reference:
Salient features of the k to 12 education curriculum
NCBTC: Domain 4: curriculum
By: Brenda B. Corpuz, Ph.D.
And
Presented by:
TOLENTINO G. AQUINO
Assistant Schools Division Superintendent
Officer In-Charge