The K to 12 Program is the Philippine basic education program that adds two more years to the previous 10-year basic education cycle. It aims to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and better prepare students for employment, middle-level skills development, higher education, and entrepreneurship. Key features include universal kindergarten, a more relevant curriculum, the use of mother tongue-based instruction, integrated learning, and a specialized senior high school program with tracks for academics, technical-vocational, or sports and arts. Implementation began in 2012 with full nationwide rollout expected by 2022. [/SUMMARY]

4. http://www.ide.go.jp/English/Publish/Download/Dp/pdf/425.pdf (425 ang clue sa refrence)
The K to 12 Basic Education Program

5. What is K to 12? Features Implementation Achievements FAQs RA 10533
Resources
Naninindigan pa rin po tayo sa ipinangako nating pagbabago sa edukasyon: ang gawin itong sentral na
estratehiya sa pamumuhunan sa pinakamahalaga nating yaman: ang mamamayang Pilipino. Sa K to 12, tiwala
tayong mabibigyang-lakas si Juan dela Cruz upang mapaunlad—hindi lamang ang kanyang sarili at pamilya—
kundi maging ang buong bansa. – Pangulong Benigno S. Aquino III
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, middlelevel skills development, employment, and entrepreneurship.
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Salient Features

6. Strengthening Early Childhood 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.

7. Making the Curriculum Relevant to Learners (Contextualization and Enhancement)
Examples, activities, songs, poems, stories, and illustrations
are based on local culture, history, and reality. This makes the lessons relevant to the learners and easy to
understand.
Students acquire in-depth knowledge, skills, values, and attitudes through continuity and consistency across all
levels and subjects.
Discussions on issues such as Disaster Risk Reduction (DRR), Climate Change Adaptation, and Information &
Communication Technology (ICT) are included in the enhanced curriculum.
Building Proficiency through Language (Mother Tongue-Based Multilingual Education)

8. Students are able to learn best through their first
language, their Mother Tongue (MT). Twelve (12) MT languages have been introduced for SY 2012-2013:
Bahasa Sug, Bikol, Cebuano, Chabacano, Hiligaynon, Iloko, Kapampangan, Maguindanaoan, Meranao,
Pangasinense, Tagalog, and Waray. Other local languages will be added in succeeding school years.
Aside from the Mother Tongue, English and Filipino are taught as subjects starting Grade 1, with a focus on
oral fluency. From Grades 4 to 6, English and Filipino are gradually introduced as languages of instruction.
Both will become primary languages of instruction in Junior High School (JHS) and Senior High School (SHS).
After Grade 1, every student can read in his or her Mother Tongue. Learning in Mother Tongue also serves as
the foundation for students to learn Filipino and English easily.
Ensuring Integrated and Seamless Learning (Spiral Progression)
Subjects are taught from the simplest concepts to more complicated concepts through grade levels in spiral
progression. As early as elementary, students gain knowledge in areas such as Biology, Geometry, Earth
Science, Chemistry, and Algebra. This ensures a mastery of knowledge and skills after each level.

9. For example, currently in High School, Biology is taught in 2nd Year, Chemistry in 3rd Year, and Physics in
4th Year. In K to 12, these subjects are connected and integrated from Grades 7 to 10. This same method is used
in other Learning Areas like Math.
Gearing Up for the Future (Senior High School)
Senior High School is two years of specialized upper secondary education; students may choose a specialization
based on aptitude, interests, and school capacity. The choice of career track will define the content of the
subjects a student will take in Grades 11 and 12. SHS subjects fall under either the Core Curriculum or specific
Tracks.
Core Curriculum
There are seven Learning Areas under the Core Curriculum. These are Languages, Literature, Communication,
Mathematics, Philosophy, Natural Sciences, and Social Sciences. Current content from some General Education
subjects are embedded in the SHS curriculum.
Tracks
Each student in Senior High School can choose among three tracks: Academic; Technical-VocationalLivelihood; and Sports and Arts. The Academic track includes three strands: Business, Accountancy,
Management (BAM); Humanities, Education, Social Sciences (HESS); and Science, Technology, Engineering,
Mathematics (STEM).
Students undergo immersion, which may include earn-while-you-learn opportunities, to provide them relevant
exposure and actual experience in their chosen track.
TVET (Technical Vocational Education & Training) National Certificate
After finishing Grade 10, a student can obtain Certificates of Competency (COC) or a National Certificate
Level I (NC I). After finishing a Technical-Vocational-Livelihood track in Grade 12, a student may obtain a
National Certificate Level II (NC II), provided he/she passes the competency-based assessment of the Technical
Education and Skills Development Authority (TESDA).
NC I and NC II improves employability of graduates in fields like Agriculture, Electronics, and Trade.
Modeling Best Practices for Senior High School
In SY 2012-2013, there are 33 public high schools, public technical-vocational high schools, and higher
education institutions (HEIs) that have implemented Grade 11. This is a Research and Design (R&D) program
to simulate different aspects of Senior High School in preparation for full nationwide implementation in SY
2016-2017. Modeling programs offered by these schools are based on students’ interests, community needs, and
their respective capacities.
Nurturing the Holistically Developed Filipino (College and Livelihood Readiness, 21st Century Skills)

10. After going through Kindergarten, the enhanced Elementary and Junior High curriculum, and a specialized
Senior High program, every K to 12 graduate will be ready to go into different paths – may it be further
education, employment, or entrepreneurship.
Every graduate will be equipped with:
1.
2.
3.
4.
Information, media and technology skills,
Learning and innovation skills,
Effective communication skills, and
Life and career skills.
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Implementation and Transition Management
Implementation
Program implementation in public schools is being done in phases starting SY 2012–2013. Grade 1 entrants in
SY 2012–2013 are the first batch to fully undergo the program, and current 1st year Junior High School
students (or Grade 7) are the first to undergo the enhanced secondary education program. To facilitate the
transition from the existing 10-year basic education to 12 years, DepEd is also implementing the SHS and SHS
Modeling.
Transition for Private Schools

11. Private schools craft their transition plans based on: (1) current/previous entry ages for Grade 1 and final year of
Kinder, (2) duration of program , and most importantly, (3) content of curriculum offered.
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Achievements and Plans

12. Back to top
Frequently Asked Questions
K to 12 Concerns
[learn_more caption="When will the K to 12 Program be implemented?"]




Universal Kindergarten began in SY 2011–2012.
The enhanced curriculum for Grade 1 and Grade 7 (1st Year Junior High School) was rolled out this SY
2012–2013, and will be progressively introduced in the other grade levels in succeeding school years.
Grade 11 will be introduced in SY 2016–2017 and Grade 12 in SY 2017–2018.
The first batch of high school students to go through K to 12 will graduate in March 2018.

13. [/learn_more]
[learn_more caption="Where will the additional two years be added?"]
The two years will be added after the four-year high school program. This will be called Senior High School.
[/learn_more]
[learn_more caption="Why are we implementing 12 years of basic education and not 11 years?"]



A 12-year program is found to be the adequate period for learning under basic education. It is also a
standard for recognition of students and/or professionals abroad (i.e., the Bologna Process for the
European Union and the Washington Accord for the United States).
Other countries like Singapore have 11 years of compulsory education, but have 12 to 14 years of preuniversity education, depending on the track.
The Philippines is the last country in Asia and one of only three countries worldwide (the other two
being Angola and Djibouti) with a 10-year pre-university cycle.
[/learn_more]
[learn_more caption="How will K to 12 help in ensuring employment for our graduates?"]



The K to 12 Basic Education Curriculum will be sufficient to prepare students for work.
The curriculum will enable students to acquire Certificates of Competency (COCs) and National
Certifications (NCs). This will be in accordance with TESDA Training Regulations. This will allow
graduates to have middle-level skills and will offer them better opportunities to be gainfully employed
or become entrepreneurs.
There will be a school–industry partnership for technical–vocational courses to allow students to gain
work experience while studying and offer the opportunity to be absorbed by the companies.
[/learn_more]
[learn_more caption="What would be the assurance that K to 12 graduates will be employed?"]



DepEd has entered into an agreement with business organizations, local and foreign chambers of
commerce, and industries to ensure that graduates of K to 12 will be considered for employment.
There will be a matching of competency requirements and standards so that 12-year basic education
graduates will have the necessary skills needed to join the workforce and to match the College
Readiness Standards for further education and future employment.
Entrepreneurship will also be fostered in the enhanced curriculum, ensuring graduates can venture into
other opportunities beyond employment.
[/learn_more]
[learn_more caption="How will the K to 12 Program help working students (college level)?"]


DepEd is in collaboration with the Commission on Higher Education (CHED) to provide more
opportunities for working students to attend classes.
DepEd is working with the Department of Labor and Employment (DOLE) to ensure that jobs will be
available to K to 12 graduates and that consideration will be given to working students.

14. [/learn_more]
[learn_more caption="How will the K to 12 Program help students intending to pursue higher education?"]
The K to 12 Basic Education Curriculum is in accordance with the College Readiness Standards of CHED,
which sets the skills and competencies required of K to 12 graduates who intend to pursue higher education.
[/learn_more]
Transition Management and Further Education
[learn_more caption="What will happen to colleges and universities during the initial nationwide
implementation of Senior High School in SY 2016–2017 and SY 2017–2018?"]
To manage the initial implementation of the K to 12 Program and mitigate the expected multi-year low
enrolment turnout for colleges, universities, and Technical-Vocational Institutions (TVI) starting SY 20162017, DepEd shall engage in partnerships with them to use their existing facilities and teaching staff. This
ensures that during the transition period, the reduction in enrollment in these colleges and universities may be
offset.
[/learn_more]
[learn_more caption="Where will Senior High School be implemented?"]
Existing public schools may implement Senior High School. DepEd will be in partnerships with CHED,
TESDA, and private schools to use their facilities, especially for the transition years. In addition, new
standalone Senior High Schools will be built.
[/learn_more]
[learn_more caption="How will DepEd recruit enough teachers for SY 2016-2017 onwards?"]


With the continuous increase of the DepEd budget, more teachers are being hired to fill all necessary
gaps in schools.
To aid transition, hiring of (1) graduates of Science, Mathematics, Statistics, Engineering, and other
specialists in subjects with a shortage of qualified Licensure Examination for Teachers (LET) applicants,
(2) graduates of Technical-Vocational courses, (3) Higher Education Institution faculty, and (4)
Practitioners will be allowed.
[/learn_more]
[learn_more caption="What are the guidelines for graduates of Science, Mathematics, Statistics, Engineering,
and other specialists in subjects with a shortage of qualified Licensure Examination for Teachers (LET)
applicants?"]


These graduates will be permitted to teach in their specialized subjects in elementary and secondary
education. They must pass the LET within five years after their date of hiring to remain employed fulltime.
They will no longer be required to pass the LET if these graduates are willing to teach on a part-time
basis.

15. [/learn_more]
[learn_more caption="What are the guidelines for hired technical-vocational course graduates, faculty of Higher
Education Institutions, and practitioners?"]




Graduates of technical-vocational courses must have necessary certification issued by TESDA and
undergo training to be administered by DepEd or a Higher Education Institutions (HEI).
Faculty of colleges and universities must be full-time professors and be holders of a relevant Bachelor’s
degree.
Faculty of TVIs and HEIs will be given priority in hiring for the transition period.
DepEd and Private Education Institutions may also hire practitioners with expertise in the specialized
learning areas offered by the K to 12 Program as part-time teachers.
[/learn_more]
[learn_more caption="How will K to 12 affect the college curriculum?"]
The college General Education Curriculum is being revised. It will have fewer units with the removal of
unnecessary remediation as K to 12 graduates adhere to the College Readiness Standards. With K to 12, the
college curriculum will comprise of a year’s worth of General Education subjects and at least two years of
major subjects.
[/learn_more]
[learn_more caption="Will K to 12 change TESDA Technical Vocational Education and Training (TVET)
programs?"]
No. TESDA will continue to offer TVET programs. Students may also be eligible for NC I and NC II through
Junior High School and Senior High School, respectively.
[/learn_more]
[learn_more caption="What is my role in supporting this program?"]


Be informed. Education shapes our future as Filipinos, it is our duty to be aware of reforms in basic
education that will move our country forward.
Spread awareness. Tell your family, friends, and networks about the K to12 Program and help them stay
informed.
[/learn_more]
Curriculum
[learn_more caption="What will happen to the curriculum? What subjects will be added and removed?"]



There is a continuum from Kindergarten to Grade 12, and to technical-vocational and higher education.
The current curriculum has been enhanced and has been given more focus to allow mastery of learning.
In Grades 11 and 12, core subjects like Math, Science, and Languages will be strengthened.
Specializations in students’ areas of interest will also be offered.
[/learn_more]

16. [learn_more caption="Will students choose specializations or will this be determined by assessment?"]


Students will undergo several assessments to determine their interests and strengths. These will include
an aptitude test, a career assessment exam, and an occupational interest inventory for high schools, and
should help students decide on their specialization.
To help guide students in choosing career tracks they intend to pursue, career advocacy activities will be
regularly conducted, which will be supported by career and employment guidance counselors.
[/learn_more]
[learn_more caption="For Senior High School, what will happen if majority of our students want to specialize
in Agriculture and only one is interested to take Mathematics or Business? How will this be accommodated?"]


This is an extreme situation.
The areas of specialization will be offered according to the resources available in a locality and the
needs of students.
[/learn_more]
[learn_more caption="What will happen to special schools such as science high schools, high schools for the
arts, trade schools, etc.?"]
These schools will remain special schools with an enriched curriculum for Grades 7 to 12.
[/learn_more]
[learn_more caption="What will happen to multi-grade teaching?"]
Multi-grade teaching will continue, and will use the K to 12 curriculum.
[/learn_more]
[learn_more caption="The Alternative Learning System (ALS) age requirement is only 16 years old for the high
school equivalency test. Will this change to 18? Students might want to turn to ALS if they can save two years
of formal school education costs."]
The ALS is based on the existing 10-year basic education curriculum. When the new 12-year curriculum will be
in place, ALS will likewise be revised.
[/learn_more]
[learn_more caption="Will K to 12 enhance programs targeted to indigenous people, Muslim learners, and
people with special needs?"]
Yes, the K to 12 curriculum was designed to address diverse learner needs, and may be adapted to fit specific
learner groups.
[/learn_more]
Kindergarten

17. [learn_more caption="Is Kindergarten a pre-requisite for entering Grade 1?"]
Yes. Republic Act No. 10157, or the Kindergarten Education Act, institutionalizes Kindergarten as part of the
basic education system and is a pre-requisite for admission to Grade 1. Public schools will continue to admit
children who have not taken Kindergarten into Grade 1 until SY 2013-2014.
[/learn_more]
[learn_more caption="Is there an overlap between the daycare program of the LGUs and DepEd
Kindergarten?"]
There is no overlap. Daycare centers of the LGUs take care of children aged 4 and below, whereas the DepEd
Kindergarten program is for five-year-old children.
[/learn_more]
[learn_more caption="Should schools now prepare permanent records for Kindergarten students?"]
Yes. Although the assessment of readiness skills of students in Kindergarten is not academically driven, a good
measure of the child’s ability to cope with formal schooling is needed for future learning interventions.
[/learn_more]
[learn_more caption="Who is in charge of Kindergarten teacher compensation? The LGU or DepEd?"]


DepEd is the main agency that employs and pays Kindergarten teachers.
There are LGUs that assist the Kindergarten program and provide honoraria for Kindergarten teachers.
[/learn_more]
[learn_more caption="Will MTB-MLE include other languages in the future?"]
For SY 2012-2013, 12 Mother Tongue languages are being used for MTB-MLE. More languages, such as
Ivatan, will be added in succeeding years.
[/learn_more]
[learn_more caption="Which mother tongue will be used in multi-cultural areas?"]


The common language in the area, or lingua franca, shall be used as the medium of instruction.
The principle of MTB-MLE is to use the language that learners are most comfortable and familiar with.
[/learn_more]
Teachers and DepEd nonteaching staff
[learn_more caption="Will teachers be burdened by additional teaching load due to the K to 12 Program?"]
There will be no additional workload due to the K to 12 Program. The Magna Carta for Public School Teachers
provides that teachers should only teach up to six hours a day.

18. [/learn_more]
[learn_more caption="Will teacher salary increase as a result of the K to 12 Program?"]


The K to 12 Program will not result in a teacher salary increase because there will be no additional
teaching load or additional teaching hours.
Salary increases for other reasons, such as the Salary Standardization Law, inflation, promotion, and
Performance-Based Bonuses (PBB), may apply.
[/learn_more]
[learn_more caption="How will teachers be prepared for the K to 12 Program?"]


Teachers will be given sufficient in-service training on content and pedagogy to implement this
program. Current DepEd teachers shall be retrained to meet the content and performance standards of
the enhanced K to 12 curriculum. The pre-service education training for aspiring teachers will also be
modified to conform to the requirements of the program. DepEd, in coordination with CHED, shall
ensure that the Teacher Education curriculum offered in Teacher Education Institutions will meet the
necessary quality standards for new teachers.
Training of teachers will follow the phased-in introduction of the enhanced curriculum.
[/learn_more]
[learn_more caption="How will DepEd prepare its non-teaching staff and officials for smooth transition and
implementation of the K to 12 Program?"]


With the broader reform agenda, DepEd is ensuring the preparedness of the organization by introducing
organizational development interventions to continuously improve its service delivery to the Filipino
people.
School Leadership and DepEd officials shall undergo workshops and training to enhance skills on their
role as academic, administrative, and community leaders.
[/learn_more]
Budget
[learn_more caption="DepEd lacks resources to address its current input shortages. With K to 12 and its added
resource needs, how will this be addressed?"]



All input shortages will be wiped out before the end of 2013. A 1:1 ratio for student-to-textbook and
student-to-seat will be achieved within SY 2012-2013. Shortages in classrooms, teachers, and toilets will
be fully addressed next year.
The DepEd budget received a 23% increase in 2013 and budgetary requirements for K to 12 will be
included in succeeding appropriations for full implementation.
We also have the support of local government units and private partners to build the needed
infrastructure.
[/learn_more]
[learn_more caption="How can different sectors and individual citizens collectively collaborate to improve the
basic education sector?"]

19. 




Private partners can donate through our Adopt-A-School program, which provides them a 150 percent
tax rebate for their contribution.
Individuals and institutions can take part in the TEN Moves! Campaign to build 10,000 classrooms by
donating P10 per day for ten months.
LGUs can follow the front-loading scheme using their Special Education Fund as collateral and the
allocation as amortization.
For teacher items, LGUs also help by hiring qualified teachers for our public schools and paying
honoraria for them.
We have enough time to provide the additional classrooms, teachers, and instructional materials since
they will be needed beginning SY 2016–2017.
[/learn_more]
Ensuring Sustainability of the Program
[learn_more caption="I like this program but I’m worried about additional cost to families. How will
government respond to this difficulty?"]






Kindergarten and 12 years of basic education is offered for free in public schools.
There are additional indirect costs, but government agencies are collaborating to provide programs that
will enable everyone access to quality education, especially to those with lesser means.
Proposals such as the expansion of the Education Service Contracting (ESC) scheme under the
Government Assistance to Students and Teachers in Private Education (GASTPE) and other costsharing arrangements are being developed by DepEd.
K to 12 graduates should have higher earning potential as they will be more competent and skilled.
As a result of the K to 12 Program, particularly the more specialized education in Senior High School,
CHED is exploring the possibility of decreasing the number of years of certain degree programs in
college.
K to 12 graduates can obtain national certification from TESDA, which will enable them to have more
employment opportunities.
[/learn_more]
[learn_more caption="What about the dropout problem? Will this be addressed by the K to 12 curriculum?"]




DepEd prefers the term “school leavers” rather than “dropout,” recognizing that most students who
discontinue schooling were pushed out of the system due to factors beyond their and their parents’
control.
Keeping students in school is a responsibility of the entire community. To respond to this, DepEd and
other government agencies are collaborating to make sure that all children stay in school through
programs like the Pantawid Pamilyang Pilipino Program (4Ps) of the Department of Social Welfare and
Development (DSWD).
The curriculum will be learner-centered, enriched, and responsive to local needs. It will also allow
students to choose electives and specializations that suit their interest. This should partly address those
who stop attending school because of the perceived lack of relevance of the curriculum.
DepEd will also continue to offer programs such as home schooling for elementary students and the
school leavers reduction program for high schools. These programs address the learning needs of
marginalized students and learners at risk of leaving the school system.
[/learn_more]

20. [learn_more caption="How will the government ensure the effectiveness of the K to 12 Program?"]


A Joint Oversight Committee from the Senate and the House of Representatives shall be formed to
oversee, monitor, and evaluate implementation.
By the end of SY 2014-2015, DepEd will conduct a review of the implementation of the K to 12
Program and submit a midterm report to Congress.
[/learn_more]
[learn_more caption="Won’t this be another avenue for corruption? How can you ensure that funds will be
released and used properly?"]



DepEd fully supports the Aquino administration’s drive against corruption.
We will regularly package and disseminate information on agency budgets, bidding and procurement
documents, and SALNs (Statements of Assets, Liabilities, and Net Worth) of senior government
officials, to ensure transparency and accountability.
It is also in our best interest to ensure that funds and resources are not lost to corruption.
[/learn_more]
All information came from the Department of Education
Back to top
The Enhanced Basic Education Act of 2013, or Republic Act No.
10533, was signed on May 15, 2013
Read the Enhanced Basic Education Act of 2013
Download PDF
Implementing rules and Regulations of the Enhanced Basic Education Act of 2013
Download PDF
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Discussion
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21. Updated Friday, November 30, 2012 7:29 PM by the Presidential Communications Development & Strategic
Planning Office
http://www.gov.ph/k-12/
http://newsinfo.inquirer.net/420671/k-to-12-offers-fresh-view-of-life-after-high-school
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22. Home > Newsinfo > Headlines > Nation > K to 12 offers fresh view of life after high school
K to 12 offers fresh view of life after high school
By Rima Jessamine Granali
Philippine Daily Inquirer
2:25 am | Wednesday, June 5th, 2013
28 893 137
(Third of a series)
Beyond changing labels, K to 12 is transforming teaching methods and providing fresh perspectives on life after
high school.
From answering seatwork to doing scientific experiments with indigenous materials, from solving mathematical
equations to drawing a butterfly on a Cartesian plane, from theories to job skills, these were among the
innovations in the new curriculum observed by teachers interviewed by the Inquirer.
The K to 12 program calling for kindergarten, six years of elementary school, four years of junior high school
and two years of senior high school was officially adopted last month when President Aquino signed the
Enhanced Basic Education Act.
The law embraced the 12-year basic education program that is now the international norm and eschewed the 10year cycle enforced in the country since the Commonwealth era. It was launched last year beginning with Grade
1 and Grade 7, the first year of junior high.
Already, the eye is on the two-year senior high school, or grades 11 and 12. Its completion could lead to a
college or university degree or gainful employment in any of the vocational skills offered during the final two
years of basic education.
Graduates of the program could acquire certificates of competencies to land them jobs as electricians, tailors or
cooks or whatever it is that schools in a particular province require to help in its economic development efforts.
Surfing, for example, in a surfers’ paradise like Siargao.
Subjects in both the junior and senior high schools are in the exploratory stages, at least in Gen. Pio del Pilar
National High School in Makati City.
Allan Abrogar, a teacher in the public high school, said the facility offered courses in electricity, computer and
drafting services. Female students have makeup, cooking and sewing, said Abrogar, who handles technology
and livelihood education.
Starting Grade 9, students could choose a field of specialization and at Grade 11, a “career pathway,” which
would allow them to get competency certificates from the Technical Skills and Development Authority. Other
agencies, like the National Commission for the Culture and the Arts, and the Philippine Sports Commission
could also issue certifications.
Shortages hobble the implementation of K to 12, as they had even in the old system.

23. Although education gets the biggest chunk of the national budget, Education Secretary Armin Luistro laments
the perennial backlog in almost every department—from classrooms, to teachers, to desks and toilets—
accounting for setbacks in attempts to raise the level of literacy of Filipinos.
The New York Times in 2009 cited a World Bank report that said the Philippines spent $138 per student per
year. Thailand, it said, spent $853 per student, Singapore $1,800 and Japan $5,000. The figures remain relevant
today.
Abrogar said lack of equipment was a challenge, but the school was pushing ahead.
“For learning to take place, teachers have to act and be resourceful,” he said.
In the drafting class at Gen. Pio del Pilar, students used long tables. Because there were not enough of them,
boys and girls were divided and the scheduled one-hour session had to be extended to four hours per week to
accommodate all students.
Abrogar said he had 28 to 32 students in each class.
In another public facility, Krus na Ligas High School in Quezon City, there was a mismatch in the delivery of
materials, said its principal, Janet Dionio.
The school received modules on fisheries, but not only did these arrive late, the campus also does not have a
fishpond, Dionio said.
Lilybeth Sagmaquen, the principal at Gen. Pio del Pilar, said the livelihood training offered to students should
be based on the skills of the teachers, the locality and the needs of the industry.
‘Learning by doing’
In the enhanced program, teaching is more “student centered.”
“You don’t spoon-feed the students. The answers must come from them,” said Tomasa Maggay, a science
teacher in the Makati City school.
The old curriculum was more focused on defining terms, identifying important scientists and memorizing the
periodic table while K to 12 required teachers to facilitate activities for students to create their own learning,
said Maggay.
“It’s learning by doing. Seeing is believing,” she said.
Indigenous materials like eggplants for the acids and bases topic were used in class as substitute for chemicals
and scientific apparatus as suggested in the Teacher’s Guide that were handed to them during a seminar, she
added.
But due to limited resources, the “one-is-to-one” rule has not been followed. She handled 50 to 55 students per
section. They were grouped into five or more depending on the availability of resources, Maggay said.
Spiral progression
The discipline-based approach was used in teaching Science (General Science for first year, Biology for second
year, Chemistry for third year, Physics for fourth year) and Math (Algebra I for first year high school, Algebra

24. II for second year, Geometry for third year, Algebra and Trigonometry for fourth year) in Secondary Education
Curriculum 2010, the former educational program.
K to 12 follows the spiral progression approach or from simple to complex, with previous knowledge as the
starting point.
Rodora Domingo, a Math teacher at Krus Na Ligas, said the teachers struggled at first because they lacked
materials and most of them had specializations, like Geometry or Algebra. Because of the new deal, teachers
had to review and familiarize themselves with the other branches of mathematics.
The good thing is, students become well-rounded, she said, adding that K to 12 required activities involving
arts, music and social studies.
Students’ verbal reasoning, analytical thinking and creativity were developed. They came up with drawings
such as a butterfly when they discussed plotting points on a Cartesian plane.
In the old curriculum, the students would usually solve mathematical problems or do other seatwork, Domingo
said.
Bernadette Eramiz-Dingal, a Grade 7 Filipino teacher, said the new curriculum was more fun and lighter for
students. It focuses on developing students’ writing and reading with comprehension skills, narrowing to two
the four competencies required by the old curriculum—listening, reading, writing and observing, Dingal said.
Aside from Ibong Adarna and other forms of Philippine literature, works of author Bob Ong and rapper Gloc-9
were also discussed in class. Because most of the materials used were current, the children enjoyed the subject
and were encouraged to read, she added.
Old and new forms
English teacher Maria Teresa Valdez, on the other hand, incorporated lessons from the old curriculum and other
books in the new program.
Valdez said she referred to the textbook, “The New Dimensions for Learning English” published by Rex
Bookstore, because the organization of lessons there was more suited to her students than the sequence of topics
in the K-to-12 guide.
“It starts with speech so the children get to enjoy it because it’s more on storytelling. After speech, reading and
then grammar,” she added.
K to 12 immediately begins with subject-verb agreement. It was difficult for students who could not even
differentiate nouns from verbs, she said.
Instead of following the DepEd’s Teacher’s Guide, Valdez started with the parts of speech, just like the old
curriculum.
The trainers told the teachers they could complement the new curriculum and adjust according to the level of
the student’s knowledge, she said.
Valdez also replaced some of the stories in the K-to-12 reading list like Manuel Arguilla’s “How My Brother
Leon Brought Home a Wife” with “The Happiest Boy in the World” by Nick Joaquin.

25. Arguilla’s story was too long and complicated for Grade 7 students, she said. “They cannot relate to it.”
Joaquin’s story, on the other hand, “was more parallel to the experiences of the students,” she added.
“Always consider your students first, let them be your guide,” Valdez said. “Do what you think will be best for
the students. Don’t force yourself to follow what’s in the Teacher’s Guide.”
K to 12 presents “more advantages than disadvantages,” said Dionio. “The program itself is good but the
problem is resources.”
She said that teachers had to surmount challenges to implement the new curriculum last year. Public high school
teachers said they were given a five-day mass training seminar, with around 100 participants, on how to go
about the new curriculum before the opening of classes.
Not enough classrooms
They were provided with a Teacher’s Guide and Learner’s Guide, which served as their reference because the
modules for the different subjects came late.
Melvin Canlas, the property custodian at Gen. Pio del Pilar, said some of the instructional materials for the first
and second grading periods were delivered in November and December while those for the third and fourth
grading were handed over in February.
“The name of the game for the pilot implementation was resourcefulness,” said Dionio, the principal at Krus Na
Ligas.
Dionio expressed fears that some public schools may not have enough room for students once Grade 11 is
implemented.
By 2016, the population would increase by 25 percent because of the incoming Grade 11 students and would
grow by 50 percent the following year, she projected.
Since 2001, Krus Na Ligas has been requesting the construction of additional classrooms.
“To make the problem worse, since we do not have enough space, classrooms were divided into two. Instead of
having 45 to 50 in a standard classroom, we now have 90 to 100 students,” she said.
Last year, they had 2,092 students crammed in 19 classrooms.
The Department of Education received a budget increase for the implementation of K to 12. But Dionio said
the problem was “not funds but space.”
Despite this, the principal remained optimistic that their “hiling (request) powers” would work and they would
have enough rooms in 2016, among many other things.
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Read more: http://newsinfo.inquirer.net/420671/k-to-12-offers-fresh-view-of-life-after-highschool#ixzz2lWMcubfm
Follow us: @inquirerdotnet on Twitter | inquirerdotnet on Facebook
http://www.ide.go.jp/English/Publish/Download/Dp/pdf/425.pdf (refrence sa 425-1)
http://www.smartparenting.com.ph/kids/preschooler/k-12-101-a-primer-on-the-new-philippine-educationcurriculum/page/1
Kids 0 - 6 Years
Preschooler
A Primer on the New K-12 Philippine Education Curriculum
By Patricia Tanya Franco-Velasco | 06 March 2012
33 Comments
Have a better understanding of our new education system which will be introduced this schoolyear.

36. A major change in our country’s educational landscape is about to take place: the Department of Education
(DepEd) is launching the K-12 curriculum this coming June.
According to President Benigno S. Aquino, “We need to add two years to our basic education. Those who can
afford pay up to fourteen years of schooling before university. Thus, their children are getting into the best
universities and the best jobs after graduation. I want at least 12 years for our public school children to give
them an even chance at succeeding.” In line with this, the 1987 Philippine Constitution states that, “The State
shall establish, maintain, and support a complete, adequate, and integrated system of education relevant to the
needs of the people and the society.“ Such mandate gives justice to the basic rights of every Filipino child: the
right to quality education and the right to a quality life.
What is K-12?
According to the K to 12 Deped Primer (2011), “K-12 means “Kindergarten and the 12 years of elementary and
secondary education.” Kindergarten points to the 5-year old child who undertakes the standardized curriculum
for preschoolers. Elementary education refers to 6 years of primary school (Grades 1-6) while secondary
education means four years of junior high school (Grades 7-10 or HS Year 1-4). In addition to this, two years
are now allotted for senior high school (Grades 11-12 or HS Year 5-6).
Prof. Lorina Calingasan of the College of Education in UP Diliman explains that “K-12 means extending
basic education by two years, so instead of having a high school graduate at 16 (years old), we will have high
schoolers graduating at 18.”
The DepEd discussion paper (2010) on the enhanced K-12 basic education program explains that this new setup
“seeks to provide a quality 12-year basic education program that each Filipino is entitled to” (p.5). Furthermore,
the purpose is not simply to add 2 more years of education “but more importantly to enhance the basic
education curriculum” (p.5).
What is the rationale for this program?
There is an urgent need to enhance the quality of basic education in our country as seen in the education
outcomes of Filipino students and the comparative disadvantage of the Philippines with regard to other
countries. The following data would support this explanation:

37. At present, the Philippines is the only country in Asia and among the three remaining countries in the world that
uses a 10-year basic education cycle. According to a presentation made by the South East Asian Ministers of
Education Organization (SEAMEO-INNOTECH) on Additional Years in Philippine Basic Education (2010),
the comparative data on duration of Basic and Pre-University Education in Asia shows that the Philippines
allots 10 years not just for the basic education cycle but also for the pre-university education while all the other
countries have either 11 or 12 years in their basic education cycle.
Achievement scores highlight our students’ poor performance in national examinations. The National
Achievement Test (NAT) results for grade 6 in SY 2009-2010 showed only a 69.21% passing rate while the
NAT results for high school is at a low 46.38%. Moreover, international tests results in 2003 Trends in
International Mathematics and Science study (TIMSS) show that the Philippines ranked 34th out of 38 countries
in HS Math and 43rd out of 46 countries in HS II Science. Moreover, the Philippines ranked the lowest in 2008
even with only the science high schools joining the Advanced Mathematics category.
Kids 0 - 6 Years
Preschooler
A Primer on the New K-12 Philippine Education Curriculum
By Patricia Tanya Franco-Velasco | 06 March 2012
33 Comments
Have a better understanding of our new education system which will be introduced this schoolyear.
The present curriculum is described as congested. This means that students do not get enough time to perform
tasks because the curriculum is designed to be taught in a span of 12 years and not 10 years. The more obvious
result of this is the fact that most high school students graduate without the readiness to take upon higher
education or employment. These students are not equipped with the basic skills or competencies needed at
work. Furthermore, the short duration of our basic education program puts Filipinos who are interested to either
work or study abroad at a disadvantage. This is because other countries see our 10-year program as incomplete,
which then, causes Filipino graduates to not be considered as professionals abroad.
Given all these supporting facts, there is indeed a need to improve the quality of basic education by enhancing it
and by expanding the basic education cycle.
What is the vision of this program?
Records will show that as early as 1925, there were already efforts to improve the basic education curriculum
and recommendations have been put forward since then. Thus, this idea of adding years to the present
curriculum is not new.
The K-12 Curriculum envisions “holistically developed learners with 21st century skills” (Deped Primer, 2011).
At the core of this basic education program is “the complete human development of every graduate” (DepEd
discussion paper, p.6). This further means that every student would have an understanding of the world around
him and a passion for life-long learning while addressing every student’s basic learning needs: “learning to
learn, the acquisition of numeracy, literacy, and scientific and technological knowledge as applied to daily life”
(p.6). In addition to this, every graduate is envisioned to have respect for human rights and would aim to
become “Maka-Diyos, Maka-tao, Makabansa, Maka-kalikasan” (p.6)

38. The K-12 vision aims to have relevance in the socio-economic realm, as well. This means that the students
would understand their role as productive members of the country. Such vision can only be possible through an
enhanced curriculum.
What is the K-12 curriculum all about?
According to the DepEd discussion paper (2010), the K-12 curriculum aims to enable every child “to achieve
mastery of core competencies and skills” (p.6) and develop tracks based on the student’s interests and
competencies. The focus of K-12 is twofold: curriculum enhancement and transition management.
Curriculum enhancement – With the K-6-4-2 model, the 2 years for senior high school is aimed at giving the
students time to strengthen competencies and academic skills. The curriculum will also provide specializations
in the following: science and technology, music and arts, agriculture and fisheries, sports, business and
entrepreneurship, etc, depending on the occupation or career that they intend to pursue. These two years will
build on skills that are essential to their chosen field.
Transition management - The DepEd mentions in their discussion paper (2010) that they are “preparing a
carefully sequenced implementation plan to ensure smooth transition with the least disruption” in the current
program.
Kids 0 - 6 Years
Preschooler
A Primer on the New K-12 Philippine Education Curriculum
By Patricia Tanya Franco-Velasco | 06 March 2012
33 Comments
Have a better understanding of our new education system which will be introduced this schoolyear.
According to Education Secretary Br. Armin A. Luistro, the new curriculum is focused more on the learners
and not on the teacher. Luistro said, “We are making it a real learning experience for the students, meaning, it
will be less on memorization and more encouraging of critical thinking”. In addition to this, a mother tonguebased multi-lingual education (MTB-MLE) will be used for instruction in Kinder to Grade 3 classes after
studies showed that students learn more when their language at home is used in discussing the lessons in school.
Also, there will be less contact time as Grade 1 pupils will only attend school for half a day instead of 6 hours.
Luistro explains, “It is important that our learners develop that natural love for learning and not feel that it is
something imposed on them…we will reduce it to four hours to make education less stressful and more
enjoyable.”
For the first year high school curriculum, Luistro mentions that the lessons will be more interactive and
meaningful to everyday life. This means that Science will be reflected in terms of its practical use. He further
explains, “as students go up the ladder, we want them to learn skills that are being demanded by employers
while at the same time giving them the chance to appreciate and enjoy the lessons”. For instance, Luistro
stresses that Science is to be integrated in all learning areas since it is a complex subject. He further expounds,
“the focus of early education (Kinder to Grade 2) should be the fundamental skills and literacy of the pupils to
develop better comprehension for more complicated subjects such as science”.

39. A study done by SEAMEO points out that the current curriculum allots about 1,100 minutes per week in
elementary education to Science, which will change with the introduction of K-12. Luistro says, “this, coupled
with teaching more competencies, imply congestion in our current elementary Science curriculum.” To address
this, Science will now be integrated into the teaching of the Language, Mathematics and Health under MAPEH
subjects beginning at Kindergarten.
Prof. Calingasan further explains that the K-12 curriculum for Social Studies will instead center on historical
thinking skills rather than memory work (of dates, names, regions, capitals, etc) and accumulation of facts. She
mentions examples of thinking skills such as “weighing the evidence of any information, using primary source
evidence, analyzing and interpreting information, manifesting ethical standards (e.g., respect for differences,
recognition of sources of evidence/idea). The K-12 Social Studies curriculum will also teach students about
local history.”
Kids 0 - 6 Years
Preschooler
A Primer on the New K-12 Philippine Education Curriculum
By Patricia Tanya Franco-Velasco | 06 March 2012
33 Comments
Have a better understanding of our new education system which will be introduced this schoolyear.
Who will be affected by this program?
Prof. Calingasan explains that incoming Grade 1 and Grade 7 students by school year 2012-2013 are the ones
who will be directly affected by the K-12 program.
According to a DepEd briefer on K-12, the Department will begin implementing the curriculum in school year
2012-2013. As mentioned in the article, “the enhanced 12-year curriculum will be implemented starting with
incoming Grade 1 students. Incoming freshmen of SY 2012-2013 will be the first beneficiaries of a free Senior
High School education that will be made available by DepEd in public schools beginning in SY 2016-2017.”
What are the benefits of this program?
Prof. Calingasan explains that “while parents may look at this as extended expense i.e., paying tuition for
another 2 years in high school, this would offset itself since the competencies one would learn from the
additional years are the same ones which the first two years of general education in college teach.”
The DepEd primer (2011) specifies the benefits to individuals and families:
1. A decongested academic workload, giving students more time to master competencies and for co-curricular
activities and community involvement, thus, allowing for a more holistic development;
2. Graduates will possess competencies and skills relevant to the job market and they will be prepared for
higher education;
3. K-12 is affordable;
4. The potential annual earnings of a K-12 graduate will be higher compared to the earnings of a 10-year high
school graduate;
5. Graduates will be recognized abroad.
The benefits of K-12 curriculum for the society and the economy are:
1. It will contribute to economic growth. Studies show that improvements in the quality of education increases
GDP growth. According to the DepEd (2010), studies in the country have reflected that an additional year of

40. school increases the earnings by 7.5% and that improvements in the quality of education will enable the GDP
grow by 2-2.2%.
2. It will facilitate the recognition of Filipino graduates and professionals in other countries
3. A better educated society provides a sound foundation for long-term socio-economic development.
Kids 0 - 6 Years
Preschooler
A Primer on the New K-12 Philippine Education Curriculum
By Patricia Tanya Franco-Velasco | 06 March 2012
33 Comments
Have a better understanding of our new education system which will be introduced this schoolyear.
What will this mean for students and their future?
”Definitely this will mean that they will graduate late (by present reference point), but on another perspective,
will mean that they will be more mature when they enter college, or that they will be ready for work,” explains
Prof. Calingasan.
The DepEd, in its 2010 discussion paper, explains further that every graduate of the K-12 program will have
“the courage, the drive, and the relevant skills to engage in work and have a productive life” (p.6). This means
that every graduate is ready to take upon the world as he is prepared holistically to meet those challenges.
The goal of the K-12 curriculum is to create a purposeful basic education system that will “produce productive,
responsible citizens equipped with the essential competencies and skills for both life-long learning and
employment” (p.7).
To summarize, the K-12 curriculum speaks about hope and change for the country. As our culture puts great
value on education, it is about time that our national government supports this fully. The K-12 honors every
Filipino child’s right to better future as it is designed to “develop a learner who possesses a healthy mind and
body; has a solid moral and spiritual grounding; has essential knowledge and skills for lifelong learning and
self-actualization; engages in critical thinking and creative problem solving; contributes to the development of a
progressive, just, and humane society; is proud to be a Filipino and appreciates the beauty around him/her and
cares for the environment for a sustainable future.”
Indeed, K-12 is every Filipino child’s future.
References:
Department of Education. (2010). Discussion Paper on the Enhanced K +12 Basic Education Program.
Department of Education (2011). K to 12 Basic Education Program Primer
Quismundo, T. (2011, October 7) DepEd readies K +12 curricula for next year. Philippine Daily Inquirer.
Retrieved from http://multilingualphilippines.com/?p=5350
DepEd Updates. Retrieved from http://www.deped.gov.ph/
Department of Education. (2010). Briefer on the enhanced k12 basic education program. Retrieved from
http://www.gov.ph/2010/11/02/briefer-on-the-enhanced-k12-basic-education-program/