The document discusses the key aspects of the K-12 curriculum that was implemented in the Philippines in 2012. It includes adding two more years of education for a total of 12 years, making kindergarten mandatory, teaching students multiple languages, offering exploratory technical-vocational courses in junior high, and focusing on 21st century skills. The goal is to improve basic education outcomes and ensure students are work-ready or college-ready upon graduating. Teachers will need additional training to teach subjects like science and math using a spiral progression approach starting in Grade 1.

1. Prepared by:
Robelyn G. Padilla
and
Janna Mae de Guia

2. Beginning school year 2011-2012, a new
curriculum called K to 12 curriculum was
implemented for Grade 1 and Grade 7. This K to
12 Basic Education Curriculum comes after the
implementation of the 2002 BEC.
WHY THE NAME K TO 12 CURRICULUM?
 Obviously , because the curriculum has
Kindergarten and 12 Grade levels in contrast to
the 10 Grade levels without compulsory
Kindergarten that are currently in place with the
2002 BEC.

3. In the K to 12 Curriculum, in addition to
the already existing 6 years elementary
and 4 years secondary or high school, 2
more years are added, hence basic
education is 12 years. The 4 year high
school (Grades 7-10) is called junior
high school; the 2 years (Grades 11-12)
is called senior high school. No more
terms like First Year, Second Year, etc.

5. 1. Mandatory Kindergarten
Nobody goes to Grade 1 w/o passing
through kindergarten starting school
year 2012-2013. This implies a
demand for Kindergarten teachers.

6. A student learns more than 2
languages – the student’s Mother
Tongue, Filipino, and English in that
order.
The introduction of MTB-MLE points
out the need for teachers to learn to
speak different Mother Tongues.

7.  According to the K to 12
Curriculum Framework,
Mother Tongue is taught as
a subject from K to 3 and all
subjects from K to 3 must be
taught in the Mother
Tongue.

8.  These subjects will be offered
starting Grade 1. Each is given a
separate time allotment across
the Grades. This indicates that
the teacher must be prepared to
handle these subjects as early as
Grade 1.

9.  In the K to 12 curriculum, Science
and Math will be taught using the
Spiral Progression Approach
which means a combination of
different disciplines are taught in
each Grade Level.

10.  By way of the spiral progression
approach, a student will have
knowledge of biology, chemistry,
earth science and physics as
early as Grade 1. This means
that a student does not have zero
knowledge of physics even
he/she cannot reach 4th year,

11.  In the 2002 BEC, TLE courses
begin w/ a specialization
immediately in the 1st year. In the
K to 12, TLE courses in Grade 7
and 8 are exploratory. The
students are introduced to at least
4 exploratory courses in Grade 7
and another 4 in Grade 8.

12. They are taught what TESDA calls
COMMON COMPETENCIES such
as:
 use and maintenance of tools
 interpreting drawing/plan
 mensuration and calculation
 occupational safety and health

13.  Beginning Grade 9, the student may
now choose a focus area from the
exploratory courses which the school is
capable of offering to respond to a
community need or to ensure
employment. The learning of this focus
area continues up to Grade 10. This
enables them to obtain a National
Certificate Level 1 (NC 1).
 This NC 1 is important because this is
the minimum requirement for
employment in industry.

14.  This implies that if a student stop
going to school at Grade 10, he has
a skill that makes him work-ready.
But it is even better if the student
continues up to Grade 12 to obtain
an NC II (1 level higher than NC 1)
and he is more skilled and is more
assured of a job.
 To teach the specialization courses ,
the TLE teachers must have at least
an NC II.

15. A Grade 12 graduate is work-ready and
college-ready.
 Work-ready because as early as Grade 10,
he/she can get an NC I, a minimum
requirement for employment.
College-ready because he/she goes through
a core of academic curriculum in addition to
subjects in a chosen career path.

16.  The K to 12 Curriculum is
focused on the 21st century
skills which may be more
encompassing than functional
literacy.

17. 21st
Century
Skills
Effective
Communica
tion Skills
Learning and
Innovation
Skills
Media,
Information
and
Technology
Skills
Life and
Career
Skills

18. The K to 12 Curriculum makes use of
these approaches, so would-be
teachers should be trained to use
methods of teaching that make
students think, analyze, make
connections of and reflect on what they
are taught.

19.  A balance of paper-and-pencil tests
and non-paper-and-pencil tests will be
more adequate, valid and reliable tools
to assess learning.
 Balanced assessment system makes
use of Formative Assessment,
Summative Assessment and Self-
Assessment.

20.  The end goal is to further improve the
quality of basic education in the country
by enabling students to master the basic
competencies.
 Many students who finish basic
education do not possess sufficient
mastery of basic competencies.
 Poor academic performance because of
congested curriculum.

21.  Reducing drop out rates.
 Schools should equip children w/ work skills
to reduce the army of unemployed.
 There is need to introduce a 12-year basic
education system for graduates to be globally
competitive.
 The Philippines is the last country in Asia
with a ten-year pre-university program.
 The commonwealth government did not feel
that 10 years provided adequate preparation
for tertiary education or the work place.
 There is need to make the basic education
curriculum responsive to the 21st century.

22. 1. The course offerings need to be
thoroughly reviewed w/ spiral
progression in mind.
2. The specialization in TLE needs to be
re-aligned and intensified.
3. BEED Course has also to be aligned to
the introduction of Mother Tongue as a
subject and as a medium of instruction.

23. 4. The offering of MAPEH must
likewise be considered in the BEED
course adjustments.
5. The Education graduate must
possess the 21st century skills.
6. They must be taught to teach using
the constructivist, inquiry- based,
integrative, and reflective
approaches and the traditional and
authentic assessments

24. 1. To improve on the mastery of basic
competencies by decongesting the
curriculum.
2. To cope w/ the 12-year basic education.
3. To ensure that every Grade 12 graduate is
work-ready and college-ready.
4. To respond to a recommendation of
educational researches.