The Sennior High School Program of the K-12 Curriculum of the Philippines

1. SENIOR HIGH
SCHOOL
K to 12 Program

2. “A curriculum needs to be updated regularly,
not only to incorporate new knowledge but also
to adapt to changing environmental, social,
technological and global contexts.”
-- Dr. Allan Bernardo

3. The Philippines is the only remaining country in Asia
with a 10-year pre-university program.
Our graduates are being disadvantaged by their youth and
inadequate preparation. . .
Only 23% who would proceed to tertiary education,
usually have to undergo remedial and high school level
classes in colleges and universities. Those who graduate
(17%) may not be recognized as professionals abroad.

4. 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 pre-
university 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.

5. Washington Accord
• prescribes 12 years of basic education as an
entry to recognition of engineering
professionals
Bologna Accord
• requires 12 years of education for university
admission and practice of profession in
European countries
• starting 2010, undergraduate degrees in the
Philippines are no longer recognized in most
European countries

6. “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.”
-Pres. Benigno Simeon C. Aquino III

7. K-6-4-2 System
2
years
4
years
6
years
1
year
• Senior High School
• Junior High School
• Elementary
• Kindergarten

8. • Enhancement of the basic education curriculum
• Areas of specialization (electives)
o Science and Technology
o Arts
o Sports
o Journalism
o Tech-Voc
o Foreign Language
o Entrepreneurship
o subjects for advanced placement

9. 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.

11. CORE CURRICULUM
a set of common academic subjects required of all
senior high school students regardless of track
o Languages
o Literature
o Communication
o Mathematics
o Philosophy
o Natural Sciences
o Social Sciences
Current content from some General Education subjects are embedded
in the SHS curriculum.

12. CATEGORY SUBJECT NOMENCLATURE
Language
 Oral Communication
 Reading and Writing
 Komunikasyon at Pananaliksik sa Wika at Kulturang Filipino
 Pagbasa at Pagsuring Iba’t-Ibang Teksto Tungo sa
Pananaliksik
Humanities
 21st Century Literature from the Philippines and the World
 Contemporary Philippine Arts from the Regions
Communication  Media and Information Literacy
Mathematics
 General Mathematics
 Statistics and Probability
Science
 Earth and Life Science
 Physical Science
 Earth Science (STEM Strand)
 Disaster Readiness and Risk Reduction (STEM Strand)
Social Science
 Personal Development/ Pansariling Kaunlaran
 Understanding Culture, Society, and Politics
Philosophy
 Introduction to Philosophy of the Human Person
/ Pambungad sa Pilosopiya ng Tao
 Physical Education and Health

13. CONTEXTUALIZED SUBJECTS
1. English for Academic and Professional Purposes
2. Research in Daily Life 1
3. Research in Daily Life 2
4. Pagsulat sa Filipino sa Piling Larangan
• Akademik
• Isports
• Sining
• Tech-Voc
5. Empowerment Technologies (E-Tech): ICT for Professional
Tracks
6. Entrepreneurship
7. Research Project/Culminating Activity

14. TRACK
a pathway that leads to a possible career which
a senior high school student chooses.
• Academic
Strand: a specialization within a track
o Business, Accountancy, Management (BAM)
o Humanities, Education, Social Sciences (HESS)
o Science, Technology, Engineering, Mathematics (STEM)
• Technical-Vocational-Livelihood
• Sports and Arts
Students undergo immersion, which may include earn-while-you-learn opportunities, to provide
them relevant exposure and actual experience in their chosen track.

15. Instruction that employs experiential learning to bridge
the gap between theory and practice. It includes
fieldwork and project-based or problem-based
learning that simulates fieldwork.
IMMERSION

16. TECHNICAL-VOCATIONAL-LIVELIHOOD
A track that prepares a Senior High School student to
become a job-ready, skilled, middle-level worker
leading to an appropriate National Certificate from
TESDA.
SPORTS AND ARTS
A track that prepares a Senior High School student to
participate in national or international athletic
tournaments before and after graduation. A track that
prepares a Senior High School student to participate
creatively at a high artistic level in art activities such as,
but not limited to, literature, dance, music, architecture,
painting, sculpture, theater, television, film, and
multimedia art.

17. ACADEMIC
A track that prepares a Senior High School student to
continue immediately after graduation to higher
education.
Humanities, Education, and Social Sciences
(HESS)
A strand within the Academic Track that prepares a
Senior High School student to pursue college degrees
focusing on human individuals and societies, such as
Bachelor of Arts and Bachelor of Science in Education.

18. Science, Technology, Engineering, and
Mathematics (STEM)
A strand in the Academic Track that prepares a Senior
High School student to pursue college degrees that
focus on the natural world, such as Bachelor of
Science. Included in this strand, in addition to the areas
enumerated in the title, are the Health Sciences,
Agricultural Sciences, and Information Technology.
Business, Accountancy, and Management
(BAM)
A strand in the Academic Track that prepares the
Senior High School student to pursue college degrees
that focus on business and industry, such as Bachelor
of Science in Business Administration and Bachelor of
Science in Accountancy.

19. STRAND SUBJECTS
Accountancy,
Business and
Management
(ABM/BAM)
 Applied Economics
 Business Ethics and Social Responsibility
 Fundamentals of Accountancy, Business and Management 1
 Fundamentals of Accountancy, Business and Management 2
 Business Math
 Organization and Management
 Principles of Marketing
Science,
Technology,
Engineering and
Mathematics
(STEM)
 Pre-Calculus
 Basic Calculus
 General Biology 1
 General Biology 2
 General Physics 1
 General Physics 2
 General Chemistry 1
 General Chemistry 2
Humanities and
Social Science
(HUMSS)
 Under deliberation
General Academic  Under deliberation
 Work Immersion/ Research/ Career Advocacy/ Culminating Activity

20. TRACK SUBJECTS
Sports
 Safety and First Aid
 Human Movement
 Fundamentals of Coaching
 Sports Officiating and Activity Management
 Fitness, Sports, and Recreation Leadership
 Psychosocial Aspects of Sports and Exercise
 Fitness Testing and Exercise Programming
 Practicum (in campus)
Arts and
Design
 Creative Industries I: Arts and Design Appreciation and Production
 Creative Industries II: Performing Arts
 Physical and Personal Development in the Arts
 Integrating the Elements and Principles of Organization in the Arts
 Leadership and Management in Different Arts Fields
 Apprenticeship and Exploration of Different Arts Fields
 Work Immersion/ Research/ Career Advocacy/ Culminating Activity

21. STRAND SPECIALIZATIONS
Home Economics
 Hairdressing
 Tailoring
 Caregiving
 Food and Beverage Services
 Bread and Pastry Production
 Housekeeping
 Tour Guiding Services
 Travel Services
 Attractions and Theme Parks Tourism
 Handicraft
 Fashion Accessories
 Paper Craft
 Woodcraft
 Leathercraft
Information and
Communication Technology
 Computer Programming
 Medical Transcription
 Animation
Industrial Arts
 Automotive Servicing
 Refrigeration and Air Conditioning
 Consumer Electronics Servicing
 Electrical Installation and Maintenance
 Shielded Metal Arc Welding
 Carpentry
 Plumbing
 Masonry
 Tile Setting

22. STRAND SPECIALIZATIONS
Agri-Fishery Arts
 Agricrop Production
Horticulture
Landscape Installation and Maintenance
Organic Agriculture Production
Pest Management
Rice Machinery Operation
 Animal Production
Artificial Insemination
Raising Large Ruminants
Raising Swine
Slaughtering
 Fish Production
Fish Nursery Operation
Fish or Shrimp Grow Out Operation
Fishport/ Wharf Operation

23. TVET (TECHNICAL VOCATIONAL
EDUCATION & TRAINING) NATIONAL
CERTIFICATE
Grade 10
• Certificates of Competency (COC)
• National Certificate Level I (NC I)
Grade 12
• National Certificate Level II (NC II)
o 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.

24. PROMOTION AND RETENTION
Promotion and retention shall be by subject. Students
whose proficiency level is Beginning (B) at the end of
the quarter or grading period shall be required to
undergo remediation after class hours so that they can
immediately catch up as they move to the next grading
period. If by the end of the year, the students are still at
the beginning (B) level, then they shall be required to
take summer classes.

25. GRADING SYSTEM
Levels of Proficiency:
• Beginning (B) – 74% & below
• Developing (D) -75-79%
• Approaching Proficiency (AP) - 80-84%
• Proficient (P) - 85-89%
• Advanced (A)- 90% & above

26. LEVELS OF ASSESSMENT
30%
30%
25%
15%
Products/Performance
Understanding
Process/Skills
knowledge

27. KNOWLEDGE
• Content of curriculum, facts and information that
students acquire
• What do we want students to know?
o ex. paper & pencil tests, multiple choice, true or false

28. PROCESS
• Skills or cognitive operations that the students
perform on facts & information for the purpose of
constructing meanings
• What do we want students to do with what they
know? How do we want them to provide evidence of
what they can do with what they know?
o asking learners to outline, organize, analyze, interpret or
translate, convert, or express the information in another forum
or format, draw analogies, construct graphs, models , flowcharts
o focus of assessment is on how logically, analytically or
critically students make sense of or process the information or
use it

29. UNDERSTANDING
• Enduring big ideas, principles & generalizations
inherent to the discipline
• What do we want students to understand?
• How do we want them to provide evidence of this
understanding?

30. PRODUCTS/PERFORMANCE
• real-life application of understanding as evidenced by
the students’ performance of authentic tasks
• What products or performance do we want students
to produce as evidence of their learning or
understanding?
• reflective of what students are able to do with their
learning

31. TWO PROGRAMS FOR TRANSITION
MANAGEMENT
Senior HS System Readiness Assessment
(1) To determine current absorptive capacity per region of all
educational institutions (i.e. ‘supply’),
(2) To ascertain current industry & employment demand and
anticipate future opportunities (i.e. ‘demand’)
(3) and to ensure the SHS system will be instrumental in
adequately addressing both.

32. Modeling Best Practices For Senior High School
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.

33. NURTURING THE HOLISTICALLY
DEVELOPED FILIPINO (COLLEGE AND
LIVELIHOOD READINESS, 21ST CENTURY
SKILLS)
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.Information, media and technology skills,
2.Learning and innovation skills,
3.Effective communication skills, and
4.Life and career skills.

34. BENEFITS OF K TO 12 TO INDIVIDUALS
AND FAMILIES
• enhanced curriculum will decongest academic workload, give
students more time to master competencies and time for extra-
curricular activities, thus, allowing for their more holistic development.
• competencies and skills relevant to the job market.
• better prepared for higher education.
• higher wages and/or better prepared to start their own business.
Studies in the Philippines have shown that an additional year of
schooling increases earnings by 7.5%.
• Filipino graduates could be recognized abroad.
• K to 12 will contribute to economic growth. Improvements in the
quality of education will increase GDP growth by as much as 2%.
• A better educated society provides a sound foundation for long-term
socio-economic development.

35. SENIOR HIGH SCHOOL BENEFITS
DIFFERENT STUDENTS IN DIFFERENT
WAYS.
Students who
finish high
school then
work
• Better income
opportunities;
higher income
streams
• Cost due to
delayed
employment
offset by higher
income streams
Students who
complete 2
years of college
or post-
secondary
• Reduction in cost
of schooling with
additional 2 years of
“free” education
Students who
complete
college
• Reduction in
college years
offsets additional
years of
schooling
• Higher
productivity
(about 9%
income premium)
• Higher college
completion rates

36. A full 12 years of basic education will be
required for entry into tertiary level education by
SY 2018-2019.

37. FAQs about Senior High School

38. Who will cover the cost of the additional two
years in high school?
• Free for those in public schools
• Subsidized by the Government for those in the ESC
program

39. 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 2016-
2017, 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.

40. 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.

41. 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
(4) Practitioners will be allowed.

42. What are the guidelines for graduates of
Science, Mathematics, Statistics, Engineerin
g, 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 full-time.
• They will no longer be required to pass the LET if
these graduates are willing to teach on a part-time
basis.

43. 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.

44. 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.

45. 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.

46. 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 counsellors

47. I like this program but I’m worried about
additional cost to families. How will
government respond to this difficulty?
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.

48. THIS IS NOT A PERFECT
CURRICULUM. THERE IS MUCH FOR
US TO WORK ON. THERE WILL BE
LEARNING CURVES THAT WE WILL
NEED TO MEET AND CHALLENGES TO
BE RESOLVED. BUT WITH
EVERYONE’S HELP, WE WILL BE ABLE
TO ROLL OUT THE PROGRAM THAT
WE CAN KEEP IMPROVING OVER THE
NEXT COUPLE OF YEARS.
-- BRO. ARMIN LUISTRO, FSC

49. Sources:
 Andaya, Jocelyn D.R. The K-12 Enhanced Basic Education
Program
 Corpuz, Brenda B. Ph.D. The K-12 Curriculum
 Quijano, Yolanda S. Ed.D. Updates on the K to 12 BEP
Implementation. October 2012.
 Understanding the K-12 Basic Education Program. April 2012.
Internet References:
 http://www.deped.gov.ph/index.php/resources/curriculum-guides/shs-
contextualized-subjects
 http://www.deped.gov.ph/index.php/resources/curriculum-guides/shs-
core-subjects
 http://www.deped.gov.ph/index.php/resources/curriculum-guides/shs-
specialized-subjects
 http://www.gov.ph/k-12/

50. THANK YOU
presented by:
jewell ann p. manabat