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K TO 12
CURRICULUM FOR
BASIC EDUCATION
Ronald V. Ramilo
Division ICT Coordinator
Division K to 12 Coordinator
DepEd Tanauan City
National Curriculum Writer K to 12 BEC
RATIONALE
1. Enhancing the quality of basic
education in the Philippines is
urgent and critical
2. The poor quality of basic
education is reflected in the low
achievement scores of Filipino
students.
3. International tests results like 2003
TIMSS (Trends in International
Mathematics and Science Study) rank the
Philippines 34% out of 38 countries in HS
II math and 43% out of 46 countries in HS
II Science; for grade 4, the Philippines
ranked 23rd out 25 participating countries
in both Math and Science. In 2008, even
with only the science high schools
participating in the Advanced
mathematics category, the Philippines
was ranked lowest (Table 1).
Table 1 Philippine Average TIMSS Scores
Scores International
Average
Rank Participating
Countries
2003 Results
Grade IV
Science 332 489 23 25
Mathematics 358 495 23 25
HS II
Science 377 473 43 46
Mathematics 378 466 34 38
2008Results
Advanced
Mathematics
355 500 10 10
Source: TIMSS, 2003 and 2008
4. The congested curriculum partly explains
the present state of education
5. This quality of education is reflected in the
inadequate preparation of high school
graduates for the world of work or
entrepreneurship or higher education
6. Further, most graduates are too young to
enter the labor force.
7. The current system also reinforces the
misperception that basic education is just
a preparation for higher education.
8. Our graduates are not automatically
recognized as professionals abroad.
Table 3 Comparative Data on the Pre- University Education in Asia
Country Basic Education Cycle Total
Brunei 12
Cambodia 12
Indonesia 12
Lao PDR 12
Malaysia 12
Myanmar 11
Philippines 10
Singapore 11
Thailand 12
Timor-Leste 12
Vietnam 12
Mongolia recently added grades to make basic education 12 years.
We are the last country in Asia and one of only
three countries in the world with a 10-year pre-
university program.
Washington Accord (1989): minimum 12 years pre-university education for
recognition of engineering professionals Bologna Process (1999):
minimum 12 years pre-university education for university admission and
practice of profession in European countries ASEAN and APEC Mutual
Recognition Projects
Country Total Duration of Basic Total Duration of
Education Pre-University Program
Philippines 10 10
Singapore 10/11 12/14
Thailand 12 12
Timor-Leste 12 12
Vietnam 12 14/15
9
WHITE COLLAR VS. BLUE COLLAR JOBS
SKILLED
WORKERS
TECHNICIANS
MANAGERS
EXECS
COLLEGE
STUDENTS
TECH-VOC
STUDENTS
Job-Skills Mismatch
K to 12 Education Vision
Graduates of the K to 12 Basic Education Program are
holistically developed Filipinos who have the 21st
century skills.
• Acquire mastery of basic competencies.
• Be more emotionally mature.
• Be socially aware, pro-active, involved in public and
civic affairs.
• Be adequately prepared for the world of work or
entrepreneurship or higher education.
• Be legally employable with potential for better
earnings.
• Be globally competitive.
Accomplishments
 Consultations with experts and practitioners
from public and private schools
 Results of curriculum comparison studies by
the Univ. of Melbourne and SEAMEO
Innotech inform the processes
Curriculum development done in close
coordination with education institutions,
TESDA, CHED; curriculum standards also
submitted to CHED and TESDA
The Model: 6 – 4 - 2
Implementation Plan
Salient Features of the K to 12 BEC
Framework
a. Holistic development : communication &
literacies, critical thinking & problem solving,
creativity & innovation, ethical, moral & spiritual
values, self and sense of community, life & career
opportunities, national & global orientedness
b. Outcomes-based: Employment,
Enterpreneurship, Middle Level Skills
Development, Higher Education
c. Principles: inclusive education, child to youth
development, teaching & learning, assessment
d. Ensures learner-centered pedagogical
approaches: teacher development, administrative
support, learning resources and parent and
The Imperative for K to 12
 Decongest the curriculum to improve
mastery of basic competencies
 Ensure seamlessness of primary,
secondary, and post-secondary
competencies
 Improve teaching through the use of
enhanced pedagogies (e.g. spiral
progression in Science & Math) and medium
of instruction
 Expand job opportunities (by reducing
jobs-skills mismatch) and provide better
preparation for higher learning
PHILOSOPHICAL and
LEGAL BASES
. The 1987 Phil. Constitution
. B.P. 232, Education Act of 1982
. R.A. 9155, Governance of Basic Education
Act of 2001
. The 4 pillars of education ( UNESCO )
. The vision- mission statements of DepEd
. The EDCOM Report of 1991
. Basic Education Sector Reform Agenda
(BESRA)
NATURE OF THE LEARNER
. Has a body and spirit, intellect, free will,
emotions, multiple intelligences, learning
styles
. Constructor of knowledge and active
maker of meaning not a passive recipient
of information
NEEDS OF THE LEARNER
. Life skills
. Self-actualization
. Preparation for the world of the work,
entrepreneurship, higher education
NEEDS OF NATIONAL
and GLOBAL COMMUNITY
. Poverty reduction and human development
. Strengthening the moral fiber of the Filipino
people
. Development of a strong sense of nationalism
. Development of productive citizens who contribute
to the building of a progressive, just and humane
society
. Ensuring environmental sustainability
. Global partnership for development
CURRICULUM SUPPORT SYSTEM
FAMILY SUPPORT
INTERNAL AND EXTERNAL
STAKEHOLDERS’ SUPPORT
SOCIETAL SUPPORT
Public-Private Partnership
Media,GO,NGO
INSTRUCTIONAL SUPPORT
Teachers’ CPD , Textbooks
and other IMs
ADMINISTRATIVE SUPPORT
CO, RO, DO School
CURRICULUM SUPPORT SYSTEM
FAMILY SUPPORT
INTERNAL AND EXTERNAL
STAKEHOLDERS’ SUPPORT
SOCIETAL SUPPORT
Public-Private Partnership
Media,GO,NGO
INSTRUCTIONAL SUPPORT
Teachers’ CPD , Textbooks
and other IMs
ADMINISTRATIVE SUPPORT
CO, RO, DO School
CURRICULUM SUPPORT
SYSTEM
FAMILY SUPPORT
INTERNAL AND
EXTERNAL
STAKESHOLDERS’
SUPPORT
INSTRUCTIONAL
SUPPORT
Teachers’ CPD
Textbooks and
other I M s
SOCIETY SUPPORT
Public-Private
Partnership Media
GO, NGOs
ADMINISTRATIVE
SUPPORT
CO, RO, DO, School
MONITORING and EVALUATION SYSTEM
FUNCTIONALLY
LITERATE and
HOLISTICALLY
DEVELOPED
FILIPINO
CURRICULUM
SUPPORT SYSTEM
FAMILY SUPPORT
INTERNAL AND
EXTERNAL
STAKESHOLDERS’
SUPPORT
INSTRUCTIONAL
SUPPORT
Teachers’ CPD
Textbooks and
other I M s
SOCIETY SUPPORT
Public-Private
Partnership Media
GO, NGOs
ADMINISTRATIVE
SUPPORT
CO, RO, DO, School
MONITORING and EVALUATION SYSTEM
FUNCTIONALLY
LITERATE and
HOLISTICALLY
DEVELOPED
FILIPINO
New Features of the K to 12
Basic Education Curriculum
 Vertical continuum and horizontal
articulation of competencies
 •Mother Tongue as a learning area and
medium of instruction
 •Spiral progression in Science and Math
 •MAPEH (Music, Arts, Physical Education,
and Health) begins in Grade 1
Features of K to 12
These, then, are the main
features of the K to 12
curriculum: research-based,
decongested, enhanced,
viewing-related, informational,
employment-ready, community-
related, elective-rich,
multilingual, and spiralled.
SPIRAL APPROACH
The approach is best
illustrated in Mathematics. In
the current approach,
addition, subtraction,
multiplication, and division are
taught separately and in
sequence.
Using the Spiral Approach, a
typical lesson could go this way:
Take a group of five children.
How many pencils do we need to
have if each child would have
one each? That is addition.
If another group of five children
joins us, how many more pencils
do we need? That is
multiplication.
Comparison of the BEC and the K to 12
Mathematics Curriculum
 Most of the topics in the BEC are also in
the K to 12. But there are additional topics
in the K to12 such as in geometry,
patterns and algebra, statistics, and
probability.
 In the K to 12, there is still spiraling.
There is more emphasis on integration of
topics within Mathematics and across
other learning areas.
K to 12 will strengthen Science
and Math Education
 The use of spiral progression:
 –Avoids disjunctions between stages of
schooling
 –Allows learners to learn topics & skills
appropriate to their developmental/cognitive
stages
 –Strengthens retention & mastery of topics &
skills as they are revisited & consolidated
 •Science concepts & skills are integrated in
Health, Languages, Math, and other subjects in
Grades 1-2
 •Focus on literacy & numeracy for K to Grade 2
provides stronger foundation to acquire more
sophisticated competencies in latter grade
K to 12 will enhance literacy
through multilingualism
 Mother Tongue, Filipino, English and additional
languages education for upper year levels
 •Mother Tongue as starting point for literacy
development
 •Simultaneous development of language skills
in listening & speaking for both Filipino &
English
 •Competencies spiraled across grade levels,
with greater emphasis on reading
comprehension of various writing, study &
thinking strategies in HS for critical thinking
development
 •Includes age-, context-, and culture-
appropriate print & electronic texts
Kindergarten
 Thematic in approach
 Domains:
Values Education
Physical Health and Motor Development
Social and Emotional Development
Cognitive Development
Creative Arts
Language, Literacy and Communication that includes
Language and Readiness for Reading and Writing.
 Themes:
Myself My Family
My School My Community
More Things Around Us
Conceptual Framework K TO 12 Curriculum
Learning Areas Goals
Mother – Tongue
English Communicative Competence and Critical Literacy
Filipino
Science Scientific and Technology Literacy
Math Critical Thinking & Problem Solving
Sibika at Kultura /
Heograpiya ay Kasaysayan
Makahubog ng Mamamayang Mapanuri, Mapagnilay,
Mapanagutan, Produktibo, Makakalikasan, Makabansa
at Makatao na may Pambansa at Pandaigdigang
Pananaw at Pagpapahalaga sa mga Usapin sa Lipunan
sa Nakaraan, Kasalukuyan at Hinaharap
Music and Arts Artistic Expression and Cultural Literacy
Physical Education and Health
Achieve, Sustain and Promote Lifelong Fitness and
Wellness
Edukasyon sa Pagpapakatao
Nagpapasya at Kumikilos nang Mapanagutan tungo sa
Kabutihan ng Lahat
Technology & Livelihood Education
Work & Business Ethics, Career & Competitiveness,
Local and Global Orientedness
Core Learning Areas Grade Level (Elementary)
Mother Tongue 1, 2, 3
Filipino 1-6
English 1 (2nd sem)-6
Math 1-6
Science 3-6
Araling Panlipunan (AP) 1-6
Edukasyong Pantahanan at
Pangkabuhayan (EPP)/ Technical
and Livelihood Education (TLE)
4-6
Music, Art, Physical Education and
Health (MAPEH)
1-6
Edukasyon sa Pagpapakatao (EP) 1-6
Summary:
Gr. 1-2 =7 learning areas
Gr 3-6= 8 LA
Mother Tongue-Based
Multilingual Education
 Mother tongue is taught as a learning area and is
used as language of instruction from Kindergarten to
Grade 3
 Oral fluency in Filipino starts in the first semester of
Grade 1
 Oral fluency in English is introduced in the second
semester and will continue until grade 2
Grades 1 to 6 Grades 7 to 10
Learning Areas Grade Levels
Mother Tongue 1-3
English 1 (2nd Sem) - 6
Filipino 1-6
Mathematics 1-6
Araling Panlipunan 1-6
Edukasyon sa Pagpapakatao 1-6
Science 3-6
Music, Arts, Physical Education & Health (MAPEH) 1-6
Edukasyong Pantahanan at Pangkabuhayan (EPP) 4-5
Technology and Livelihood Education 6
Learning Areas for Grades 1 to 10
Grade 1 Classroom Program
Transition
Management for
Private Schools
TWG on Transition Management
TERMS OF REFERENCE
 Organization and administrative
structures and arrangements
 HR requirement and development
Private schools’ concerns
 Physical facilities
In the transition to K to 12, we must
partner with other education stakeholders
in introducing senior high school
HEIs / Private High Schools /techvoc schools will
fully implement/manage Grades 11-12
DepEd will lease HEIs/private high schools
and techvoc schools’ facilities
Combination of 1 and 2
Two Programs for Transition
Management
SHS System
Readiness Assessment
To (1) determine current
absorptive capacity per
region of all educational
institutions (i.e. ‘supply’), (2)
ascertain current industry &
employment demand and
anticipate future opportunities
(i.e. ‘demand’), (3) and
ensure the SHS system will
be instrumental in
adequately addressing
both.
K to 12 Modeling
To develop K to 12
model schools per
region and
specialization tracks by
introducing senior
high school in select
schools, ahead of the
planned nationwide
implementation on SY
2016-2017.
SHS System Readiness
Assessment
EXPECTED OUTPUTS/OUTCOMES:
 List of schools ready to offer SHS on or before
2016-2017
 •Mapping of local education absorptive capacity to
current & future industry & employment
opportunities
 •Type of support/interventions to be provided to the
schools needing additional resources
 •Financial schemes and partnership arrangements
with the different types of private schools and HEIs.
SHS System Readiness
Assessment will gather the
following data:
 Level of Education Offered
 B.Student Data
 C.Physical Facilities Data
 D.Faculty and Personnel
 E.Support Services
 F.School Information
 G.Nearby Operating Industries
 H.Existing Memorandum of Agreements
with Relevant Entities and its Terms of
Agreement
K to 12 Modeling
EXPECTED OUTPUTS/OUTCOMES:
 Establish/strengthen partnership with major
industries in providing opportunities for
employment, on-the-job training, dual training
system, etc.
 •Ascertain best possible models replicable by
schools implementing Senior High School
 •Test different implementation schemes according
to school’s curricular offering/preference
 Strengthen model schools through appropriate
interventions (e.g. training for teachers, provision
of instruction materials)
 •Prepare and carry out the communication plan to
generate support from media, civil society,
academe, LGUs, private sectors, etc.
K to 12 Transition for Private
Schools
Schools must adhere to the following
1.Age requirement – Grade 1 at age 6
after at least 1 year in Kinder/pre-school
2.Duration – minimum 1 year of
Kinder/pre-school followed by 12 years of
basic education
3.Curriculum – must follow (at the
minimum) the K to 12 basic education
curriculum
Ad Astra Per
Aspera
DepEd Tanauan City
K to 12 Hotlines
09208246069
email us at kto12tanauancity@gmail.com

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K to 12 CURRICULUM FOR BASIC EDUCATION

  • 1. K TO 12 CURRICULUM FOR BASIC EDUCATION Ronald V. Ramilo Division ICT Coordinator Division K to 12 Coordinator DepEd Tanauan City National Curriculum Writer K to 12 BEC
  • 2.
  • 3. RATIONALE 1. Enhancing the quality of basic education in the Philippines is urgent and critical 2. The poor quality of basic education is reflected in the low achievement scores of Filipino students.
  • 4. 3. International tests results like 2003 TIMSS (Trends in International Mathematics and Science Study) rank the Philippines 34% out of 38 countries in HS II math and 43% out of 46 countries in HS II Science; for grade 4, the Philippines ranked 23rd out 25 participating countries in both Math and Science. In 2008, even with only the science high schools participating in the Advanced mathematics category, the Philippines was ranked lowest (Table 1).
  • 5. Table 1 Philippine Average TIMSS Scores Scores International Average Rank Participating Countries 2003 Results Grade IV Science 332 489 23 25 Mathematics 358 495 23 25 HS II Science 377 473 43 46 Mathematics 378 466 34 38 2008Results Advanced Mathematics 355 500 10 10 Source: TIMSS, 2003 and 2008
  • 6. 4. The congested curriculum partly explains the present state of education 5. This quality of education is reflected in the inadequate preparation of high school graduates for the world of work or entrepreneurship or higher education 6. Further, most graduates are too young to enter the labor force. 7. The current system also reinforces the misperception that basic education is just a preparation for higher education.
  • 7. 8. Our graduates are not automatically recognized as professionals abroad. Table 3 Comparative Data on the Pre- University Education in Asia Country Basic Education Cycle Total Brunei 12 Cambodia 12 Indonesia 12 Lao PDR 12 Malaysia 12 Myanmar 11 Philippines 10 Singapore 11 Thailand 12 Timor-Leste 12 Vietnam 12 Mongolia recently added grades to make basic education 12 years.
  • 8. We are the last country in Asia and one of only three countries in the world with a 10-year pre- university program. Washington Accord (1989): minimum 12 years pre-university education for recognition of engineering professionals Bologna Process (1999): minimum 12 years pre-university education for university admission and practice of profession in European countries ASEAN and APEC Mutual Recognition Projects Country Total Duration of Basic Total Duration of Education Pre-University Program Philippines 10 10 Singapore 10/11 12/14 Thailand 12 12 Timor-Leste 12 12 Vietnam 12 14/15
  • 9. 9 WHITE COLLAR VS. BLUE COLLAR JOBS SKILLED WORKERS TECHNICIANS MANAGERS EXECS COLLEGE STUDENTS TECH-VOC STUDENTS Job-Skills Mismatch
  • 10. K to 12 Education Vision Graduates of the K to 12 Basic Education Program are holistically developed Filipinos who have the 21st century skills. • Acquire mastery of basic competencies. • Be more emotionally mature. • Be socially aware, pro-active, involved in public and civic affairs. • Be adequately prepared for the world of work or entrepreneurship or higher education. • Be legally employable with potential for better earnings. • Be globally competitive.
  • 11.
  • 12. Accomplishments  Consultations with experts and practitioners from public and private schools  Results of curriculum comparison studies by the Univ. of Melbourne and SEAMEO Innotech inform the processes Curriculum development done in close coordination with education institutions, TESDA, CHED; curriculum standards also submitted to CHED and TESDA
  • 13. The Model: 6 – 4 - 2
  • 15. Salient Features of the K to 12 BEC Framework a. Holistic development : communication & literacies, critical thinking & problem solving, creativity & innovation, ethical, moral & spiritual values, self and sense of community, life & career opportunities, national & global orientedness b. Outcomes-based: Employment, Enterpreneurship, Middle Level Skills Development, Higher Education c. Principles: inclusive education, child to youth development, teaching & learning, assessment d. Ensures learner-centered pedagogical approaches: teacher development, administrative support, learning resources and parent and
  • 16. The Imperative for K to 12  Decongest the curriculum to improve mastery of basic competencies  Ensure seamlessness of primary, secondary, and post-secondary competencies  Improve teaching through the use of enhanced pedagogies (e.g. spiral progression in Science & Math) and medium of instruction  Expand job opportunities (by reducing jobs-skills mismatch) and provide better preparation for higher learning
  • 17. PHILOSOPHICAL and LEGAL BASES . The 1987 Phil. Constitution . B.P. 232, Education Act of 1982 . R.A. 9155, Governance of Basic Education Act of 2001 . The 4 pillars of education ( UNESCO ) . The vision- mission statements of DepEd . The EDCOM Report of 1991 . Basic Education Sector Reform Agenda (BESRA) NATURE OF THE LEARNER . Has a body and spirit, intellect, free will, emotions, multiple intelligences, learning styles . Constructor of knowledge and active maker of meaning not a passive recipient of information NEEDS OF THE LEARNER . Life skills . Self-actualization . Preparation for the world of the work, entrepreneurship, higher education NEEDS OF NATIONAL and GLOBAL COMMUNITY . Poverty reduction and human development . Strengthening the moral fiber of the Filipino people . Development of a strong sense of nationalism . Development of productive citizens who contribute to the building of a progressive, just and humane society . Ensuring environmental sustainability . Global partnership for development CURRICULUM SUPPORT SYSTEM FAMILY SUPPORT INTERNAL AND EXTERNAL STAKEHOLDERS’ SUPPORT SOCIETAL SUPPORT Public-Private Partnership Media,GO,NGO INSTRUCTIONAL SUPPORT Teachers’ CPD , Textbooks and other IMs ADMINISTRATIVE SUPPORT CO, RO, DO School
  • 18. CURRICULUM SUPPORT SYSTEM FAMILY SUPPORT INTERNAL AND EXTERNAL STAKEHOLDERS’ SUPPORT SOCIETAL SUPPORT Public-Private Partnership Media,GO,NGO INSTRUCTIONAL SUPPORT Teachers’ CPD , Textbooks and other IMs ADMINISTRATIVE SUPPORT CO, RO, DO School
  • 19. CURRICULUM SUPPORT SYSTEM FAMILY SUPPORT INTERNAL AND EXTERNAL STAKESHOLDERS’ SUPPORT INSTRUCTIONAL SUPPORT Teachers’ CPD Textbooks and other I M s SOCIETY SUPPORT Public-Private Partnership Media GO, NGOs ADMINISTRATIVE SUPPORT CO, RO, DO, School MONITORING and EVALUATION SYSTEM FUNCTIONALLY LITERATE and HOLISTICALLY DEVELOPED FILIPINO
  • 20.
  • 21. CURRICULUM SUPPORT SYSTEM FAMILY SUPPORT INTERNAL AND EXTERNAL STAKESHOLDERS’ SUPPORT INSTRUCTIONAL SUPPORT Teachers’ CPD Textbooks and other I M s SOCIETY SUPPORT Public-Private Partnership Media GO, NGOs ADMINISTRATIVE SUPPORT CO, RO, DO, School MONITORING and EVALUATION SYSTEM FUNCTIONALLY LITERATE and HOLISTICALLY DEVELOPED FILIPINO
  • 22.
  • 23. New Features of the K to 12 Basic Education Curriculum  Vertical continuum and horizontal articulation of competencies  •Mother Tongue as a learning area and medium of instruction  •Spiral progression in Science and Math  •MAPEH (Music, Arts, Physical Education, and Health) begins in Grade 1
  • 24. Features of K to 12 These, then, are the main features of the K to 12 curriculum: research-based, decongested, enhanced, viewing-related, informational, employment-ready, community- related, elective-rich, multilingual, and spiralled.
  • 25. SPIRAL APPROACH The approach is best illustrated in Mathematics. In the current approach, addition, subtraction, multiplication, and division are taught separately and in sequence.
  • 26. Using the Spiral Approach, a typical lesson could go this way: Take a group of five children. How many pencils do we need to have if each child would have one each? That is addition. If another group of five children joins us, how many more pencils do we need? That is multiplication.
  • 27. Comparison of the BEC and the K to 12 Mathematics Curriculum  Most of the topics in the BEC are also in the K to 12. But there are additional topics in the K to12 such as in geometry, patterns and algebra, statistics, and probability.  In the K to 12, there is still spiraling. There is more emphasis on integration of topics within Mathematics and across other learning areas.
  • 28. K to 12 will strengthen Science and Math Education  The use of spiral progression:  –Avoids disjunctions between stages of schooling  –Allows learners to learn topics & skills appropriate to their developmental/cognitive stages  –Strengthens retention & mastery of topics & skills as they are revisited & consolidated  •Science concepts & skills are integrated in Health, Languages, Math, and other subjects in Grades 1-2  •Focus on literacy & numeracy for K to Grade 2 provides stronger foundation to acquire more sophisticated competencies in latter grade
  • 29. K to 12 will enhance literacy through multilingualism  Mother Tongue, Filipino, English and additional languages education for upper year levels  •Mother Tongue as starting point for literacy development  •Simultaneous development of language skills in listening & speaking for both Filipino & English  •Competencies spiraled across grade levels, with greater emphasis on reading comprehension of various writing, study & thinking strategies in HS for critical thinking development  •Includes age-, context-, and culture- appropriate print & electronic texts
  • 30. Kindergarten  Thematic in approach  Domains: Values Education Physical Health and Motor Development Social and Emotional Development Cognitive Development Creative Arts Language, Literacy and Communication that includes Language and Readiness for Reading and Writing.  Themes: Myself My Family My School My Community More Things Around Us
  • 31. Conceptual Framework K TO 12 Curriculum Learning Areas Goals Mother – Tongue English Communicative Competence and Critical Literacy Filipino Science Scientific and Technology Literacy Math Critical Thinking & Problem Solving Sibika at Kultura / Heograpiya ay Kasaysayan Makahubog ng Mamamayang Mapanuri, Mapagnilay, Mapanagutan, Produktibo, Makakalikasan, Makabansa at Makatao na may Pambansa at Pandaigdigang Pananaw at Pagpapahalaga sa mga Usapin sa Lipunan sa Nakaraan, Kasalukuyan at Hinaharap Music and Arts Artistic Expression and Cultural Literacy Physical Education and Health Achieve, Sustain and Promote Lifelong Fitness and Wellness Edukasyon sa Pagpapakatao Nagpapasya at Kumikilos nang Mapanagutan tungo sa Kabutihan ng Lahat Technology & Livelihood Education Work & Business Ethics, Career & Competitiveness, Local and Global Orientedness
  • 32. Core Learning Areas Grade Level (Elementary) Mother Tongue 1, 2, 3 Filipino 1-6 English 1 (2nd sem)-6 Math 1-6 Science 3-6 Araling Panlipunan (AP) 1-6 Edukasyong Pantahanan at Pangkabuhayan (EPP)/ Technical and Livelihood Education (TLE) 4-6 Music, Art, Physical Education and Health (MAPEH) 1-6 Edukasyon sa Pagpapakatao (EP) 1-6 Summary: Gr. 1-2 =7 learning areas Gr 3-6= 8 LA
  • 33. Mother Tongue-Based Multilingual Education  Mother tongue is taught as a learning area and is used as language of instruction from Kindergarten to Grade 3  Oral fluency in Filipino starts in the first semester of Grade 1  Oral fluency in English is introduced in the second semester and will continue until grade 2
  • 34. Grades 1 to 6 Grades 7 to 10 Learning Areas Grade Levels Mother Tongue 1-3 English 1 (2nd Sem) - 6 Filipino 1-6 Mathematics 1-6 Araling Panlipunan 1-6 Edukasyon sa Pagpapakatao 1-6 Science 3-6 Music, Arts, Physical Education & Health (MAPEH) 1-6 Edukasyong Pantahanan at Pangkabuhayan (EPP) 4-5 Technology and Livelihood Education 6 Learning Areas for Grades 1 to 10
  • 35. Grade 1 Classroom Program
  • 37. TWG on Transition Management TERMS OF REFERENCE  Organization and administrative structures and arrangements  HR requirement and development Private schools’ concerns  Physical facilities
  • 38. In the transition to K to 12, we must partner with other education stakeholders in introducing senior high school HEIs / Private High Schools /techvoc schools will fully implement/manage Grades 11-12 DepEd will lease HEIs/private high schools and techvoc schools’ facilities Combination of 1 and 2
  • 39. Two Programs for Transition Management SHS System Readiness Assessment To (1) determine current absorptive capacity per region of all educational institutions (i.e. ‘supply’), (2) ascertain current industry & employment demand and anticipate future opportunities (i.e. ‘demand’), (3) and ensure the SHS system will be instrumental in adequately addressing both. K to 12 Modeling To develop K to 12 model schools per region and specialization tracks by introducing senior high school in select schools, ahead of the planned nationwide implementation on SY 2016-2017.
  • 40. SHS System Readiness Assessment EXPECTED OUTPUTS/OUTCOMES:  List of schools ready to offer SHS on or before 2016-2017  •Mapping of local education absorptive capacity to current & future industry & employment opportunities  •Type of support/interventions to be provided to the schools needing additional resources  •Financial schemes and partnership arrangements with the different types of private schools and HEIs.
  • 41. SHS System Readiness Assessment will gather the following data:  Level of Education Offered  B.Student Data  C.Physical Facilities Data  D.Faculty and Personnel  E.Support Services  F.School Information  G.Nearby Operating Industries  H.Existing Memorandum of Agreements with Relevant Entities and its Terms of Agreement
  • 42. K to 12 Modeling EXPECTED OUTPUTS/OUTCOMES:  Establish/strengthen partnership with major industries in providing opportunities for employment, on-the-job training, dual training system, etc.  •Ascertain best possible models replicable by schools implementing Senior High School  •Test different implementation schemes according to school’s curricular offering/preference  Strengthen model schools through appropriate interventions (e.g. training for teachers, provision of instruction materials)  •Prepare and carry out the communication plan to generate support from media, civil society, academe, LGUs, private sectors, etc.
  • 43. K to 12 Transition for Private Schools Schools must adhere to the following 1.Age requirement – Grade 1 at age 6 after at least 1 year in Kinder/pre-school 2.Duration – minimum 1 year of Kinder/pre-school followed by 12 years of basic education 3.Curriculum – must follow (at the minimum) the K to 12 basic education curriculum
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  • 47. Ad Astra Per Aspera DepEd Tanauan City K to 12 Hotlines 09208246069 email us at kto12tanauancity@gmail.com

Editor's Notes

  1. Greetings!
  2. Every graduate of the Enhanced K+12 Basic Education Program is an empowered individual who has learned, through a program that is rooted on sound educational principles and geared towards excellence, the foundations for learning throughout life, the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local and global communities, the capability to engage in autonomous critical thinking, and the capacity to transform others and one’s self.
  3. The K to 12 basic education curriculum framework has the following salient features: 1 . It focuses on the holistic development of the learner that is build up through core competencies in the areas of communication and literacies; critical thinking and problem solving; creativity and innovation; ethical, moral and spiritual values of self and the sense of community; life and career competencies; and national and global orientedness, 2. It is outcome-based that prepares learners for higher education, middle level skills, employment and entrepreneurship, 3. It is anchored on four principles: inclusive education, child to youth development, teaching and learning and assessment. It ensures that learning domains are carried out through learner-centered pedagogical approaches with support system in terms teacher development, administrative support, learning resources and parent and community involvement. .
  4. Thomas and Collier, 1997 believe that learners should begin their education in the language they understand best, their Mother Tongue and develop a strong foundation in their Mother Tongue before learning other languages. Children whose early education is in the language of their home tend to do better in the later years of education. Mother tongue is taught as a learning area and is used as language of instruction from Kindergarten to Grade 3. Oral fluency in Filipino starts in the first semester of Grade 1 and will expand the development of listening, speaking, reading, writing and viewing skills until grade 6. Oral fluency in English is introduced in the second semester and will continue until grade 2. The other skills of listening, speaking, reading, writing and viewing will be developed from grades 3 to 6. In grades 4 to 6, the media of instruction will be in Filipino and English in designated subjects.