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

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.

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

14. Implementation Plan

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

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

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

36. Transition
Management for
Private Schools

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

47. Ad Astra Per
Aspera
DepEd Tanauan City
K to 12 Hotlines
09208246069
email us at kto12tanauancity@gmail.com