Kto12
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K to 12 refers to Kindergarten and 12 years of elementary and secondary education in the Philippines. The goals of K to 12 include providing universal kindergarten, making the curriculum more relevant through contextualization and enhancement, ensuring integrated and seamless learning through a spiral progression, and building proficiency in mother tongue-based multilingual education. It also aims to prepare students for their future through a strengthened senior high school and the development of holistically developed skills for college and livelihood.
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DepEd Features
The document summarizes key features of the Philippines' K to 12 education system implemented by DepEd. It discusses strengthening early childhood education through universal kindergarten. It emphasizes teaching children in their mother tongue in kindergarten through grade 3, and gradually developing proficiency in Filipino and English. The curriculum is made relevant through local context and ensures seamless learning through spiral progression. It also gears students for the future by ensuring college and livelihood readiness, and developing 21st century skills in all graduates.
The Global Childhood Collectives
The document discusses a research project investigating childhood literacy across six Asian geopolitical spaces, including Hong Kong. Key questions focus on how literacy is defined, taught, and practiced in schools and homes based on national policies. In Hong Kong, the education system provides nine years of compulsory primary and junior secondary education. Literacy is defined in terms of biliteracy in Chinese and English, and trilingualism in Cantonese, Putonghua and English. The research will observe literacy practices among children ages 5, 10, and 15 in kindergarten, primary, and secondary school classrooms as well as in their homes.
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The document discusses the K to 12 Basic Education Program in the Philippines. It aims to reform the basic education system from 10 to 12 years to address several issues: (1) Many students lack mastery of basic competencies based on national and international test results; (2) The curriculum is too congested to be delivered in 10 years; and (3) A 12-year education is needed for recognition of Philippine degrees and professionals abroad. The additional years will allow for senior high school, reduce dropout rates, and better prepare students for higher education or work. The reform is backed by past recommendations and seeks to improve education quality and relevance in the Philippines.
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The document summarizes key features of the Philippines' K to 12 education system implemented by DepEd. It discusses strengthening early childhood education through universal kindergarten. It emphasizes teaching children in their mother tongue in kindergarten through grade 3, and gradually developing proficiency in Filipino and English. The curriculum is made relevant through local context and ensures seamless learning through spiral progression. It also gears students for the future by ensuring college and livelihood readiness, and developing 21st century skills in all graduates.
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The document discusses a research project investigating childhood literacy across six Asian geopolitical spaces, including Hong Kong. Key questions focus on how literacy is defined, taught, and practiced in schools and homes based on national policies. In Hong Kong, the education system provides nine years of compulsory primary and junior secondary education. Literacy is defined in terms of biliteracy in Chinese and English, and trilingualism in Cantonese, Putonghua and English. The research will observe literacy practices among children ages 5, 10, and 15 in kindergarten, primary, and secondary school classrooms as well as in their homes.
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This document discusses factors to consider for effective teaching of English as a foreign language to young learners. It outlines that programs should have clear goals and objectives, learner-centered approaches, and materials appropriate for the age and context. Teachers require specialized training in teaching English as well as child development. Institutions must provide adequate resources and support that value learners' home cultures. Effective programs balance these factors of planning, teachers, and support within the local educational and cultural setting.
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The document discusses the K to 12 Basic Education Program in the Philippines. It aims to reform the basic education system from 10 to 12 years to address several issues: (1) Many students lack mastery of basic competencies based on national and international test results; (2) The curriculum is too congested to be delivered in 10 years; and (3) A 12-year education is needed for recognition of Philippine degrees and professionals abroad. The additional years will allow for senior high school, reduce dropout rates, and better prepare students for higher education or work. The reform is backed by past recommendations and seeks to improve education quality and relevance in the Philippines.
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The document provides an overview of the K-12 Basic Education Program implemented in the Philippines. The key points are:
1) The K-12 program expands basic education from 10 to 12 years by adding two years of senior high school. It aims to better prepare Filipino students for tertiary education, employment, and global competitiveness.
2) The new curriculum includes universal kindergarten, enhanced content for elementary and junior high, and specialized tracks for senior high in academics, technical-vocational, and sports/arts.
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society as a language lab; library for English learning
1) Society plays a key role in shaping an individual's thoughts, dreams, and aspirations. Language is at the heart of culture and influences how we perceive and present ourselves.
2) A school's language and culture may differ from a student's home language and culture, presenting challenges. Using a student's home language in the curriculum can help them fully participate in learning.
3) Libraries provide resources to support English language learning both independently and through classroom visits and activities. They aim to enhance the curriculum and provide opportunities for intellectual growth.
Assignment neethu
This document discusses various resources and methods for improving English language education, including teaching and learning resources, formal and informal learning contexts, society as a language lab, language institutes, digital libraries, spoken English centers, and literary clubs. It emphasizes that these specialized resources and programs are used to enhance the effectiveness of English language classes and develop students' language skills.
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This document discusses 5 factors that affect language learning strategy use: motivation and exposure, socioeconomic status, experiences studying the language, age, and parents' academic background. It provides examples from various studies showing how each factor influences students' use and development of language learning strategies. For instance, motivation from personal or professional goals can improve language proficiency, while socioeconomic status impacts access to educational resources. Experience studying the language also shapes the types of strategies used over time.
Tackling the Challenges of Teaching English Language as Second Language (ESL)...
English Language teaching and learning is faced with myriads of challenges ranging from
overpopulation to inadequate human power, government inconsistent policies, lack of essential teaching
facilities, students’ laissez –faire attitude; mother tongue interference and many others. The highlighted
problems are not only common scenarios of the government owned schools but also exist in private institutions
although with little variance. Lack of adequate language specialistsas well as interlingua problem are some
common features of schools in Nigeria and most parts of Africa. To solve these and many other problems, the
paper opines that English learners must be extensive readers; teachers must reward efforts of learners so as to
motivate their struggle to acquire the language skills; government as a matter of priority should make available
necessary facilities that will empower teaching and learning of English and also school management should
arouse the interest of English learners by providing relevant equipment and facilities for effective English
teaching and learning.
ESL Presentation
This document outlines the purpose, requirements, and instructional guidelines for an English as a Second Language (ESL) program. The purpose of ESL instruction is to ensure English Language Learners acquire academic English while meeting grade-level standards. Students may be identified for ESL services through a home language survey upon enrollment or teacher referral. ESL teachers must understand language concepts and structure, the process of first and second language acquisition, and use formal assessments to plan instruction that supports ESL students' learning. The goal is to help ESL students reach their full academic potential as mandated by the No Child Left Behind Act.
Omnibus kindergarten
The document provides details on the Omnibus Policy on Kindergarten Education in the Philippines. Some key points:
- The policy aims to provide quality Kindergarten education to prepare 5-year old children for Grade 1 through developmentally appropriate practices.
- The Kindergarten curriculum follows an integrated thematic approach and is implemented through daily "Blocks of Time" that incorporate play-based learning activities to develop children across 7 domains.
- The policy establishes Mother Tongue as the primary medium of instruction in Kindergarten and provides guidance for contextualizing the curriculum for indigenous communities and children who missed Kindergarten.
Factor affect language learning strategy (lls) Najihah Bt Mohd Ismail Eh
The document discusses five main factors that can affect language learning strategies: gender, age, level of proficiency, motivation, and experience studying a language. Regarding gender, several studies found that female students tend to use compensation and affective strategies more than males. Younger learners rely more on cognitive and social strategies, while older adults use metacognitive self-management strategies more. Beginner language learners employ fewer strategies than intermediate learners. Motivation is a primary driver of language learning, influencing how long and hard students pursue the language. Experience studying abroad positively impacts thinking and language learning abilities.
Diversity and inclusive education
The presentation was created to introduce the concepts of diversity and inclusive education to teachers of a secondary school located in a far-flung area. The whole activity was part of the extension project of the college.
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The document discusses factors related to including multilingual students in school. It covers collecting student background information, creating an inclusive culture and curriculum, providing resources in multiple languages, using differentiated instruction, supporting English acquisition, addressing racism and bullying, encouraging home language communities, and tracking student progress and interventions. Success is defined as students making academic progress, closing achievement gaps, having full curriculum access, and improving language acquisition, self-help, and social skills. Progress is also judged based on first language skills, non-verbal abilities, and skills shown in other contexts.
Challenges in Teaching
1. Teachers face many challenges in today's classrooms including teaching students from diverse cultural and linguistic backgrounds, students with special needs, and multigrade classrooms.
2. Effectively teaching in these environments requires the use of culturally responsive pedagogy, modifying curriculum for special needs, and innovative strategies for multigrade settings.
3. The document also discusses challenges like integrating multiple intelligences and implementing learner-centered constructivist approaches. Addressing these diverse challenges requires flexibility, creativity, and commitment from teachers.
Effects of Language of the Catchment Area in Learning Kiswahili
Kiswahili one of the compulsory subjects that is nationally examined but there has been complaints about poor performance in schools. This paper is a report of a study carried out in 2012 in Kapseret Division of Uasin Gishu County. The study assessed the effects of the language of the catchment area in learning Kiswahili. The study was guided by sociocultural theory (SCT) and was descriptive in nature. Simple random sampling was used to select 15 out of 50 schools in Kapseret Division, it was also used to select 20 %(750) of standard six pupils from each of the selected schools. Purposive sampling was used to select 30 upper primary Kiswahili teachers; one class six Kiswahili teacher and a Kiswahili panel head from the selected schools. Data was collected using questionnaires, observation checklists. It was analyzed using descriptive statistical techniques such as percentages and frequencies. The investigation found out Nandi was the language of the catchment area but Kiswahili was used in communication because of different ethnic communities. Kiswahili be used in schools, parents be sensitized to have a positive attitude towards Kiswahili hence changing the learners attitude.
Elementary education
Elementary education is the first stage of compulsory education, usually spanning ages 5-11. It focuses on developing basic literacy and numeracy skills. While structures vary globally, elementary education typically includes subjects like reading, writing, math, science, and social studies. It aims to establish a foundation for further education and often emphasizes character development to shape students into productive citizens. Control and funding of elementary schools differs between and within countries.
Bilingual education ppp
Bilingual education involves teaching students with limited English proficiency in both their native language and in English. Bilingualism is defined as the use of two languages by an individual, with proficiency fluctuating based on language use opportunities. A study found that students who received bilingual instruction were less likely to drop out of secondary school and had fewer retentions than students who did not receive bilingual elementary education, though GPA and absenteeism differences were small. Research has shown that bilingual children have faster inhibitory control and cognitive flexibility than monolinguals due to developing executive functions in two cultures and languages.
Educ115 Assignment
The document summarizes key features of the K to 12 Basic Education Program in the Philippines. It discusses how the curriculum builds proficiency through mother tongue-based education, ensures integrated and seamless learning across subjects and grade levels, and prepares students for their future through specialized tracks in senior high school. The K to 12 program aims to develop students holistically and equip them with skills like critical thinking, literacy, and workforce preparedness through its restructured basic education system.
Epp.tle kto12 cg 4 6 v1.0
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K 12
Senator Antonio Trillanes IV strongly criticized and opposed the implementation of the Department of Education's K to 12 basic education program during a Senate committee hearing. He argued that the program was being forced on students, parents, and teachers without proper legislation. While the DepEd claimed the program would improve education standards, Trillanes questioned this, noting that Filipino workers are in high demand overseas despite only having 10 years of basic education. He believed the existing problems in the education system, like lack of teachers and resources, should be addressed before implementing an experimental program like K to 12. The DepEd struggled to convince Trillanes of the benefits of K to 12 during the heated discussion.
Kto12
The document outlines an assessment philosophy and system for a school that focuses on using assessment as a quality assurance tool to track student progress towards standards, promotes self-reflection, and provides performance data. It describes different levels of assessment including knowledge, process, understanding, and product/performance. The document also discusses how results should be used to provide feedback to students, levels of proficiency, and policies around promotion and retention.
MS K-12 Grading System
1) MS follows the DepEd prescribed K-12 grading system with levels of assessment and levels of proficiency ranging from Beginning to Advanced.
2) MS also retains the CLPGE (Christian Living Personality Growth Evaluation) which evaluates students' character and is rated by students, parents, and teachers.
3) Assessment tools, measures, and rubrics will be designed for each subject area to provide evidence of learning and will be monitored by coordinators and administration.
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The document provides an overview of the K-12 Basic Education Program implemented in the Philippines. The key points are:
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2) The new curriculum includes universal kindergarten, enhanced content for elementary and junior high, and specialized tracks for senior high in academics, technical-vocational, and sports/arts.
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society as a language lab; library for English learning
1) Society plays a key role in shaping an individual's thoughts, dreams, and aspirations. Language is at the heart of culture and influences how we perceive and present ourselves.
2) A school's language and culture may differ from a student's home language and culture, presenting challenges. Using a student's home language in the curriculum can help them fully participate in learning.
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This document discusses various resources and methods for improving English language education, including teaching and learning resources, formal and informal learning contexts, society as a language lab, language institutes, digital libraries, spoken English centers, and literary clubs. It emphasizes that these specialized resources and programs are used to enhance the effectiveness of English language classes and develop students' language skills.
Language learning strategies
This document discusses 5 factors that affect language learning strategy use: motivation and exposure, socioeconomic status, experiences studying the language, age, and parents' academic background. It provides examples from various studies showing how each factor influences students' use and development of language learning strategies. For instance, motivation from personal or professional goals can improve language proficiency, while socioeconomic status impacts access to educational resources. Experience studying the language also shapes the types of strategies used over time.
Tackling the Challenges of Teaching English Language as Second Language (ESL)...
English Language teaching and learning is faced with myriads of challenges ranging from
overpopulation to inadequate human power, government inconsistent policies, lack of essential teaching
facilities, students’ laissez –faire attitude; mother tongue interference and many others. The highlighted
problems are not only common scenarios of the government owned schools but also exist in private institutions
although with little variance. Lack of adequate language specialistsas well as interlingua problem are some
common features of schools in Nigeria and most parts of Africa. To solve these and many other problems, the
paper opines that English learners must be extensive readers; teachers must reward efforts of learners so as to
motivate their struggle to acquire the language skills; government as a matter of priority should make available
necessary facilities that will empower teaching and learning of English and also school management should
arouse the interest of English learners by providing relevant equipment and facilities for effective English
teaching and learning.
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This document outlines the purpose, requirements, and instructional guidelines for an English as a Second Language (ESL) program. The purpose of ESL instruction is to ensure English Language Learners acquire academic English while meeting grade-level standards. Students may be identified for ESL services through a home language survey upon enrollment or teacher referral. ESL teachers must understand language concepts and structure, the process of first and second language acquisition, and use formal assessments to plan instruction that supports ESL students' learning. The goal is to help ESL students reach their full academic potential as mandated by the No Child Left Behind Act.
Omnibus kindergarten
The document provides details on the Omnibus Policy on Kindergarten Education in the Philippines. Some key points:
- The policy aims to provide quality Kindergarten education to prepare 5-year old children for Grade 1 through developmentally appropriate practices.
- The Kindergarten curriculum follows an integrated thematic approach and is implemented through daily "Blocks of Time" that incorporate play-based learning activities to develop children across 7 domains.
- The policy establishes Mother Tongue as the primary medium of instruction in Kindergarten and provides guidance for contextualizing the curriculum for indigenous communities and children who missed Kindergarten.
Factor affect language learning strategy (lls) Najihah Bt Mohd Ismail Eh
The document discusses five main factors that can affect language learning strategies: gender, age, level of proficiency, motivation, and experience studying a language. Regarding gender, several studies found that female students tend to use compensation and affective strategies more than males. Younger learners rely more on cognitive and social strategies, while older adults use metacognitive self-management strategies more. Beginner language learners employ fewer strategies than intermediate learners. Motivation is a primary driver of language learning, influencing how long and hard students pursue the language. Experience studying abroad positively impacts thinking and language learning abilities.
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The presentation was created to introduce the concepts of diversity and inclusive education to teachers of a secondary school located in a far-flung area. The whole activity was part of the extension project of the college.
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The document discusses factors related to including multilingual students in school. It covers collecting student background information, creating an inclusive culture and curriculum, providing resources in multiple languages, using differentiated instruction, supporting English acquisition, addressing racism and bullying, encouraging home language communities, and tracking student progress and interventions. Success is defined as students making academic progress, closing achievement gaps, having full curriculum access, and improving language acquisition, self-help, and social skills. Progress is also judged based on first language skills, non-verbal abilities, and skills shown in other contexts.
Challenges in Teaching
1. Teachers face many challenges in today's classrooms including teaching students from diverse cultural and linguistic backgrounds, students with special needs, and multigrade classrooms.
2. Effectively teaching in these environments requires the use of culturally responsive pedagogy, modifying curriculum for special needs, and innovative strategies for multigrade settings.
3. The document also discusses challenges like integrating multiple intelligences and implementing learner-centered constructivist approaches. Addressing these diverse challenges requires flexibility, creativity, and commitment from teachers.
Effects of Language of the Catchment Area in Learning Kiswahili
Kiswahili one of the compulsory subjects that is nationally examined but there has been complaints about poor performance in schools. This paper is a report of a study carried out in 2012 in Kapseret Division of Uasin Gishu County. The study assessed the effects of the language of the catchment area in learning Kiswahili. The study was guided by sociocultural theory (SCT) and was descriptive in nature. Simple random sampling was used to select 15 out of 50 schools in Kapseret Division, it was also used to select 20 %(750) of standard six pupils from each of the selected schools. Purposive sampling was used to select 30 upper primary Kiswahili teachers; one class six Kiswahili teacher and a Kiswahili panel head from the selected schools. Data was collected using questionnaires, observation checklists. It was analyzed using descriptive statistical techniques such as percentages and frequencies. The investigation found out Nandi was the language of the catchment area but Kiswahili was used in communication because of different ethnic communities. Kiswahili be used in schools, parents be sensitized to have a positive attitude towards Kiswahili hence changing the learners attitude.
Elementary education
Elementary education is the first stage of compulsory education, usually spanning ages 5-11. It focuses on developing basic literacy and numeracy skills. While structures vary globally, elementary education typically includes subjects like reading, writing, math, science, and social studies. It aims to establish a foundation for further education and often emphasizes character development to shape students into productive citizens. Control and funding of elementary schools differs between and within countries.
Bilingual education ppp
Bilingual education involves teaching students with limited English proficiency in both their native language and in English. Bilingualism is defined as the use of two languages by an individual, with proficiency fluctuating based on language use opportunities. A study found that students who received bilingual instruction were less likely to drop out of secondary school and had fewer retentions than students who did not receive bilingual elementary education, though GPA and absenteeism differences were small. Research has shown that bilingual children have faster inhibitory control and cognitive flexibility than monolinguals due to developing executive functions in two cultures and languages.
Educ115 Assignment
The document summarizes key features of the K to 12 Basic Education Program in the Philippines. It discusses how the curriculum builds proficiency through mother tongue-based education, ensures integrated and seamless learning across subjects and grade levels, and prepares students for their future through specialized tracks in senior high school. The K to 12 program aims to develop students holistically and equip them with skills like critical thinking, literacy, and workforce preparedness through its restructured basic education system.
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Epp.tle kto12 cg 4 6 v1.0
This document provides the curriculum guide for Edukasyong Pantahanan at Pangkabuhayan (EPP) and Technology and Livelihood Education (TLE) for grades 4 through 6 in the Philippines. It outlines the content standards, performance standards, learning competencies, time allotment and learning materials for EPP/TLE. The guide covers four main content areas: ICT and Entrepreneurship, Agriculture, Home Economics, and Industrial Arts. It describes the key concepts and skills students should learn in each area through hands-on activities and project-based learning. The overall goal is to develop students' technological skills and entrepreneurial mindset to improve their lives, families and communities.
K 12
Senator Antonio Trillanes IV strongly criticized and opposed the implementation of the Department of Education's K to 12 basic education program during a Senate committee hearing. He argued that the program was being forced on students, parents, and teachers without proper legislation. While the DepEd claimed the program would improve education standards, Trillanes questioned this, noting that Filipino workers are in high demand overseas despite only having 10 years of basic education. He believed the existing problems in the education system, like lack of teachers and resources, should be addressed before implementing an experimental program like K to 12. The DepEd struggled to convince Trillanes of the benefits of K to 12 during the heated discussion.
Kto12
The document outlines an assessment philosophy and system for a school that focuses on using assessment as a quality assurance tool to track student progress towards standards, promotes self-reflection, and provides performance data. It describes different levels of assessment including knowledge, process, understanding, and product/performance. The document also discusses how results should be used to provide feedback to students, levels of proficiency, and policies around promotion and retention.
MS K-12 Grading System
1) MS follows the DepEd prescribed K-12 grading system with levels of assessment and levels of proficiency ranging from Beginning to Advanced.
2) MS also retains the CLPGE (Christian Living Personality Growth Evaluation) which evaluates students' character and is rated by students, parents, and teachers.
3) Assessment tools, measures, and rubrics will be designed for each subject area to provide evidence of learning and will be monitored by coordinators and administration.
Kto12 BEP
The document summarizes the key aspects of the Enhanced K to 12 Basic Education Program in the Philippines. It discusses how the program aims to add two additional years to basic education, bringing it up to 12 years total, in order to better prepare students for higher education and careers. It overviews the congested nature of the previous curriculum and how K to 12 will implement strategies like decongestion, mother-tongue based learning, and focusing more on skills than memorization. The document also outlines the phased implementation of the program and expected benefits like increased earnings, better skilled graduates, and long-term socioeconomic development.
K to 12 Curriculum Guide for Edukasyong Pantahanan at Pangkabuhayan
K to 12 Curriculum Guide for Edukasyong Pantahanan at Pangkabuhayan
Assessment: Grading & Student Evaluation
1. The document discusses factors to consider when establishing a grading scheme for a course, including what criteria to include and their relative weights. It suggests basing grades primarily on measurable achievements and considering effort, improvement, and other subjective factors less heavily.
2. Guidelines are presented for selecting grading criteria, such as stating the full grading scheme in writing for students and using observable measures for subjective factors.
3. An anecdote is included emphasizing that teachers can best support student learning through establishing optimal conditions rather than dictating outcomes.
Elem Old Parents Orientation - MS Curriculum
This document provides information from an orientation for parents of elementary students at Manresa School, a Catholic institution. It summarizes the aims of elementary education according to the 1982 Education Act, including developing skills, values, and awareness of societal changes. It then outlines Manresa School's curriculum, which is focused on integral Christian formation and producing Christ-centered graduates. Student achievement is measured against national standards through tests and competitions. Teachers play a key role as curriculum developers and agents of change through ongoing professional development opportunities. The orientation emphasizes that education, evangelization, and strong family support are all important for students' Christian development.
Norm or criterion referenced grading
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New parents' orientation ms curriculum
This document provides an overview of Manresa School's orientation for parents on June 10, 2015. It discusses the school's alignment with Catholic identity and mission standards, including embracing Gospel values and Church teachings. It outlines the school's curriculum, vision, mission and goals which focus on faith formation, academic excellence, and developing the whole person. The document also discusses how the school measures student achievement through national and internal assessments, and how teachers are agents of change through spiritual formation opportunities and professional development.
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The document discusses grading in education systems. It provides details on:
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2) How grades are calculated today, including using letter grades, percentages, and grade point averages (GPA). GPA is used to assess students' performance over time.
3) International standards for grading and examples of grading systems from countries like the Philippines. The Philippines bases its system on models from Spain and the U.S. but has since developed its own system.
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The document discusses various grading and reporting systems used in education including letter grades, pass/fail systems, criterion-referenced grading, and portfolios. It also covers conducting parent-teacher conferences to discuss student performance and components that make up a student's overall grade such as tests, quizzes, projects, participation, and behavior. Effective grading requires thoughtful professional judgment and should not be used as a weapon against students.
Professional Education Reviewer
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This document outlines the assessment and rating system for learning outcomes under the K to 12 Basic Education Curriculum. It discusses the philosophy, nature, levels, tools, and frequency of assessment. Assessment will be standards-based and focus on knowledge, skills, understanding, and performance. Student proficiency will be rated on a scale and determine promotion. Rubrics will provide clear guidelines for evaluating student work. Formative and summative assessments will track progress and measure proficiency. The system aims to support quality learning through self-reflection and accountability.
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The document summarizes the key aspects of the K-12 education system overhaul in the Philippines including the introduction of a new senior high school program. It outlines the new senior high school tracks, subjects, facilities, schedules, teachers, grading system and components. The grading system introduces ratings of Did Not Meet Expectations to Outstanding based on performance and uses weighted averages of written work, performance tasks and final exams to determine overall grades.
Grading system
This document discusses different aspects of grading systems, including:
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The document summarizes the new K-12 grading system implemented in the Philippines. It discusses that assessment is now integrated into daily classroom activities and includes both formative and summative evaluations. Grades are based on weighted scores from written work, performance tasks, and quarterly assessments. Students need a final grade of at least 75 in all subjects to promote to the next grade level, or they may need to take remedial classes. The goal is for assessment to enhance the teaching and learning process.
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The document discusses the K to 12 program in the Philippines which aims to improve the quality of basic education. It extends basic education from 10 to 12 years by adding two additional years to secondary education. Some key points:
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The k to 12 program expands basic education in the Philippines from 10 to 12 years. This additional schooling will help address the deteriorating quality of education and better prepare students for employment, higher education, or entrepreneurship. The new curriculum strengthens early childhood education, makes lessons more relevant, and ensures integrated learning from elementary through senior high school. The goal is for all graduates to be holistically developed and equipped with the necessary skills for the future. However, some oppose k to 12 due to increased costs and the challenges of implementation.
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The document is the K to 12 English Curriculum Guide published by the Department of Education of the Philippines in May 2016. It outlines the philosophy, guiding principles, and context for the English curriculum. The philosophy states that language is central to intellectual, social, and emotional development. The principles indicate that language acquisition is an active lifelong process and learners benefit from engaging with a variety of texts. It also notes that today's students, known as Generation Z, have grown up with ubiquitous technology and short attention spans due to extensive technology use.
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Kto12
- 2. -K to 12 means Kindergarten and the 12 years of elementary and secondary education.
- 3. • Universal Kindergarten Education • Making the Curriculum Relevant to Learners (Contextualization and Enhancement) • Ensuring Integrated and Seamless Learning (Spiral Progression) • Building Proficiency through Language (Mother Tongue-Based Multilingual Education) • Gearing Up for the Future (Senior High School) • Nurturing the Holistically Developed Filipino (College and Livelihood Readiness, 21st Century Skills)
- 4. 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 6070% of adult size.
- 5. 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.
- 6. 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.
- 7. As early as elementary, students gain knowledge in areas such as Biology, Geometry, Earth Science, Chemistry, and Algebra. This ensures mastery of knowledge and skills after each level. 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.
- 8. Literature, Communication, Mathematics, Philosophy, Natural Science, and Social Sciences. Current content from some General Education subjects are embedded in the SHS curriculum.