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Senior hsp update as of oct 2013-2014
- 1. Department of Education SENIOR HIGH SCHOOL CURRICULUM WORKING DRAFT October 18, 2013
- 2. 39,136* Classroo ms 62.1M*** Textbooks 102,323** Teachers 1.3M*** Seats *Outputs from July 2010 to June 2013 **2010 to 2013 12,668*** Water & Sanitation Facilities ***As of December 2012
- 3. RA 10533 The Enhanced Basic Education Act of 2013
- 4. Curriculum Exits DEPARTMENT OF EDUCATION
- 5. Phased Introduction of Enhanced Curriculum in Public Schools
- 6. Basic Education Program Kinder to Grade 6 Elementary Junior High School Grades 7 to 8 (Exploratory TLE) Grades 9 to 10 (Specialized TLE) Tracks Common Subjects Senior High School Core Subjects Academic Track Tech-Voc Track Liberal Arts STEM BAM HESS (Humanities, Education, Social Sciences) o Home Economics o Agri-Fishery o Industrial Arts o ICT o o o o DEPARTMENT OF EDUCATION Sports Track Arts & Design Track
- 7. Curriculum Outcomes Outcomes / Standards Learning Areas / Grade Level PQF LEARNING RESOURCES Key Stage Outcomes G3 G6 G10 G12 Teacher’s Guides and Learner’s Materials LEARNING COMPETENCIES Content and Performance STANDARDS DEPARTMENT OF EDUCATION
- 8. CHED Standards CHED MEMORANDUM ORDER NO. 20 General Education Curriculum: Understandings, Intellectual and Civic Competencies
- 9. Effect of K to 12 on Higher Education Degree Programs Before K to 12 63 or 51 With K to 12 36 units of GE units of General Education Courses* Courses Reduction in GE units may lead to oneyear: (1) reduction or (2) enrichment of degree programs *CHED Memorandum Order No. 20, s.2012
- 10. Senior High School Curriculum DEPARTMENT OF EDUCATION
- 11. Proposed Core Subjects Core Subjects Oral Communication Reading & Writing Language Komunikasyon at Pananaliksik sa Wikang Filipino at Kulturang Pilipino Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik 21st Century Literature from the Philippines and the World Humanities Contemporary Music and Visual Arts Communication Media & Information Literacy General Mathematics Mathematics Statistics & Probability Earth and Life Sciences Lecture and Laboratory Science Physical Sciences Lecture and Laboratory Personal Development Social Science Understanding Society & Culture Philosophy Intro to Philosophy of the Human Person PE and Health Physical Education and Health 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 CORE Total Number of Hours 1,200 TRACK Total Number of Hours 1,280 Total Number of Hours (CORE + TRACK) 2,480 Total Hours (CORE + TRACK) divided by Number of School Days in SHS (400`) = hours/day 6.2 hours/day *hours per semester reflected here are indicative only DEPARTMENT OF EDUCATION
- 12. OLD CORE CURRICULUM LEARNING AREA CORE SUBJECT PROPOSED CORE CURRICULUM NO. OF HOURS LEARNING AREA CORE SUBJECT NO. OF HOURS Oral Communication 54 Reading & Writing 80 Talastasang Filipino sa Lipunang Pilipino 54 Komunikasyon at Pananaliksik sa Wikang Filipino at Kulturang Pilipino 80 54 Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik 80 21st Century Phil. Lit. from the Regions 54 21st Century Lit. from the Philippines and the World 80 21st Century Literatures of the World 54 *Contemporary Music and Arts 80 Media & Information Literacy 54 Media & Information Literacy 80 General Mathematics Communication 80 Pagbasa, Pagsulat, Pananaliksik sa Wika at Kulturang Filipino Literature Oral Communication Reading and Writing Language 54 54 General Mathematics 80 Statistics and Probability 80 Intro to Philosophy of the Human Person 80 Earth &Life Sciences : Lecture and Lab 80 Physical Sciences – Lecture and Lab 80 Personal Development 80 Understanding Society and Culture 80 Physical Education and Health 80 Humanities Mathematics Natural Science Social Science Communication Mathematics Statistics and Probability Philosophy Language 54 Intro to Philosophy of the Human Person 54 Life/Physical Sciences – Lecture 108 Life/ Physical Sciences – Laboratory 108 Personal Development 54 Understanding Society and Culture *Core Subjects added in accordance with the Revised CHED GE Core Courses 54 Philosophy Science Social Science *PE and Health
- 13. The Proposed Grades 11 and 12 will have 31 80-hour subjects, totalling 2,480 hours. 31 TOTAL SUBJECTS 16 15 Track Subjects Core Subjects 7 9 Common Subjects Specialization subjects Each subject will have 80 hours per semester P.E. and Health will have 20 hours per semester for 4 semesters DEPARTMENT OF EDUCATION
- 14. Give them time to decide The Core Curriculum leads to COLLEGE READINESS. The Common Track Subjects give students time to decide on their CAREER OPTIONS. But if they change their minds and move from one track to another or one strand to another, having commong track subjects that are similar across tracks and strands allows the students to go on without being penalized by having to take new courses. DEPARTMENT OF EDUCATION
- 15. Proposed Common Track Subjects Academic Track Technical-Vocational-Livelihood, Sports, Arts & Design Tracks Common Subjects Common Subjects English for Academic and Professional Purposes Introduction to Research Methods – 2 Quantitative Introduction to Research Methods – 3 Qualitative 1 4 Filipino course 5 ICT for Learners 1 English for the Professions 2 3 Research Skills 1 and 2 4 Mga Diskurso sa Trabaho 5 ICT Applications 6 Entrepreneurship 6 Entrepreneurship 7 Research Project 7 Research Project / Culminating Activity Common Subjects will be offered to all Tracks Each subject will have 80 hours per semester DEPARTMENT OF EDUCATION
- 16. Proposed Academic Track Academic Strands Liberal Arts HESS BAM STEM 8 Literature 1 Literature 1: Fiction and Drama Applied Economics 1 Pre-Calculus 9 Humanities 1 Literature 2 Applied Economics 2 Basic Calculus 10 Social Science 1 Humanities 1: Popular Art as Text Accounting 1 General Chemistry 1 11 Economics 1 Humanities 2 Accounting 2 General Chemistry 2 12 Organization and Management Education 1 / Foreign Language 1 Business Math General Physics 1 13 Foreign Language 1 Education 2 / Foreign Language 2 Business Finance General Physics 2 14 Applied Science Social Science 1 Organization and Management General Biology 1 15 Pre-Calculus Social Science 2 Principles of Marketing General Biology 2 16 Work Immersion / Career Advocacy / Research / Culminating Activity Each subject will have 80 hours per semester *For finalization DEPARTMENT OF EDUCATION
- 17. Revised Technical-Vocational-Livelihood Track* (Table 1) and TESDA Training Regulations-Based Specializations** (Table 2) Revised Tech-Voc Track TVL Track Subjects TESDA Training Regulations-Based Specializations HE Subjects Example 8 Tech-Voc Track 1 Beauty Care / 9 Tech-Voc Track 2 Nail Care 10 Tech-Voc Track 3 11 Tech-Voc Track 4 12 Tech-Voc Track 5 13 Tech-Voc Track 6 Hairdressing 14 Tech-Voc Track 7 1 Hairdressing 15 Tech-Voc Track 8 ICT Cable TV Installation Visual Graphic Design 5 Travel Services 16 Tech-Voc Track 9 Each subject will have 80 hours per semester. 2 Bread and Pastry Production 3 Tailoring Animation Agri-Fishery Arts Rice Machinery Operation Landscape Installation and Maintenance Organic Agriculture Production Medical/Judicial 4 Tour Guiding Services Rubber Production Transcription 6 Caregiving Food and Beverage 7 Services 8 Housekeeping Attractions and Theme 9 Parks Tourism Handicraft: Fashion 10 Accessories 11 Handicraft: Paper Craft 12 Handicraft: Woodcraft Handicraft: 13 Leathercraft Horticulture Animal Production Aquaculture Food Processing Industrial Arts Automotive Servicing Refrigeration and Air conditioning Carpentry Consumer Electronics Servicing Electrical Installation and Maintenance Plumbing Shielded MetalArc Welding Masonry Crop Production **Aligned with Technology and Livelihood Education (TLE) in Grades 7 to 10. *For finalization DEPARTMENT OF EDUCATION
- 18. Revised Sports Track* Sports Track Subjects 8 9 10 11 12 13 14 15 16 Sports Track 1 Sports Track 2 Sports Track 3 Sports Track 4 Sports Track 5 Sports Track 6 Sports Track 7 Sports Track 8 Sports Track 9 Safety and First Aid Understanding Human Movement General Coaching Course Sports Officiating Fitness Leadership Sports/Recreation/Fitness Management Student-Athlete Enhancement and Formation Fitness Testing and Exercise Prescription Recreation Leadership Specializations: Particular Sports or Fitness Each subject will have 80 hours per semester *For finalization DEPARTMENT OF EDUCATION
- 19. Revised Arts and Design Track* Arts and Design Strands Art Assessment and Guidance 8 Arts Track 1 Introduction to Applied Arts and Design Production 9 10 11 12 13 14 15 Arts Track 2 Arts Track 3 Arts Track 4 Arts Track 5 Arts Track 6 Arts Track 7 Arts Track 8 16 Arts Track 9 Introduction to Performing Arts Understanding Elements and Principles of the Different Arts Work Environment in Various Arts Fields Developing Filipino Identity in the Arts Leadership and Management in Different Arts Fields Apprenticeship and Exploration of Different Arts Fields (Production and Performing: Music, Dance and Theater) Apprenticeship and Exploration of Different Arts Design Production (Media Arts, Visual Arts and Literary Arts) Each subject will have 80 hours per semester *For finalization DEPARTMENT OF EDUCATION
- 21. K to 12 and Further Education THE PHL QUALIFICATIONS FRAMEWORK L8 HIGHER EDUCATION DOCTORAL AND POST DOCTORAL L7 POST BACCALAUREATE L6 BACCALAUREATE BASIC EDUCATION TVET L5 DIPLOMA L4 NC IV L3 NC III L2 L1 GRADE 12 GRADE 10 NC II NC I
- 22. Level 1 = NC1 = Grade 10 • KSV – Knowledge and skills that are manual or concrete or practical and/or operational in focus • Application – Applied in activities that are set in a limited range of highly familiar and predictable contexts; involve straightforward, routine issues which are addressed by following set rules, guidelines or procedures. • Degree of Independence – In conditions where there is very close support, guidance or supervision; minimum judgement or discretion is needed. 22 22
- 23. Level 2 = NC2 = Grade 12 • KSV – Knowledge and skills that are manual, practical and/or operational in focus with a variety of options • Application – Applied in activities that are set in a limited range of highly familiar and predictable contexts; involve straightforward, routine issues which are addressed by selecting from and following set rules, guidelines or procedures. • Degree of Independence – In conditions where there is substantial support, guidance or supervision; limited judgement or discretion is needed. 23 23
- 24. The Curriculum Guide Process STEPS OUTPUT Technical Panel/Technical Committee/Drafting Committee Draft 1 Review of CGs Comments Return to crafters of Draft 1 Draft 2 DepEd reads comments in a Curriculum Finalization Workshop Final Curriculum Guide DEPARTMENT OF EDUCATION
- 25. Harvesting and Matching 2. Collected instructional materials produced over many years of education interventions such as BEAM, TEEP, STRIVE, SEDP, PRODED, eSkwela, Open High School, MISOSA, IMPACT, etc
- 26. LM and TG Preparation 2. We collated the matched competencies and IMs from the harvesting process. 3. We checked what needed re-development, some editing or replacement. 4. The learner modules will NOT look like a textbook. They will look like compiled learning sheets/worksheets/activity sheets.
- 27. But not everything is about curriculum….. There are many other factors that will enable K12 to succeed.
- 28. Community Relevance • Collaboration and dialogue with local government, industry, and other stakeholders are key to strengthening the relevance and applicability of our program offering for Grade 11-12 • Space • Faculty • Equipment and Facilities 28
- 29. Schedule and Partnerships • SHS will be first implemented nationwide in SY 2016-2017 • Absorptive capacity study – just how much the various education sectors can currently bear, • how much additional capacity we need to build (for the public sector) • or unlock (for the private sector) to ensure adequate spaces for SHS in the public and private school systems • Public-Private Partnership (PPP) scheme for SHS • Models derived from various experiences in pilot programs 29
- 30. Work and Contribution to Society K12 Curriculum Teachers Materials, Facilities and Equipment School Leadership and Management CommunityIndustry relevance and partnerships Assessme nt
- 31. How do we know we have succeeded? 31 • when our graduates get employed • when our graduates employ themselves or others • when our families and citizens are a step or two farther from poverty • when we build our own industries and collaborate with other players • when we recognize the techvoc-higher educ bridges for equivalence 31
- 32. On Paving the Way for Lifelong Learning and Education For All (EFA) • Douglas North said “Institutional change is overwhelmingly incremental.” • First -- increase access. • Second -- keep children in school. • Third -- make learning relevant. CONNECT SCHOOL WITH LIFE. • Fourth -- Create options for all learners and graduates. 32
Editor's Notes
- [Adequate Resources]DepEd has made significant progress in wiping out all of its input gaps. From 2010 to this year, more than 39 thousand classrooms were built, more than102 thousand new teachers items were allocated, and millions of textbooks and seats were procured and delivered to our schools.By the end of this year, the government is committed to its targets of zero deficits in seats, textbooks,classrooms, water and sanitation facilities, and teacher items – a first for our country since after World War II.
- [Curriculum Reform and Teacher Development]President Noynoy Aquino, when he was running for the presidency in 2010, laid out his ten-point basic education reform agenda. Foremost in this list was the shift to a K to 12 system. At that time, the Philippines was the last remaining country in Asia and one of only three countries worldwide (Angola and Djibouti are the other two) with less than 12 years of pre-university education.Republic Act No. 10533, the Enhanced Basic Education Act of 2013 or “The K to 12 Law”, changes this. With this Act, our basic education system now consists of one year of free and compulsory Kindergarten followed by 12 years of free and compulsory basic education. The fact that even secondary education is now both free and compulsory – it used to be merely free – is a significant change. This signals that our government – the Filipino people as a single polity – must invest in the development of its human capital.This is the essence of the K to 12 Program, and what basic education must be for every Filipino – the means to a better life.
- Overall, the K to 12 program is a necessity given the need to:Enhance the curriculum to improve mastery of basic competencies,Ensure seamlessness of primary, secondary, and post-secondary education,Improve teaching and learning outcomes through the use of enhanced pedagogies – such as spiral progression in Science and Math – and the rationalization of the medium of instruction in our schools, especially for Kindergarten and the early primary levels, andExpand job opportunities for both graduates and school leavers alike by reducing the mismatch between acquired skills and available jobs, and provide a stronger foundation for post-secondary education and the world of work.We want to produce holistically developed graduates with 21st century skills. We want to nurture lifelong learners who are better prepared for the rigours of post-secondary education and the world of work.
- It will take the Department and the entire country six school years to fully implement the K to 12 Curriculum.DepEd introduced the enhanced curriculum for public schools beginning with Grades 1 and 7 in SY 2012-2013, Grades 2 and 8 this school year, Grades 3 and 9 next school year, and so on and so forth. Under this plan, Grade 11 will be first introduced nationwide in SY 2016-2017 followed by Grade 12 in SY 2017-2018.
- Given the changes in basic education, higher education will similarly change through the revision of the General Education Curriculum (GEC) in particular. From 63 (for non-science/engineering) or 51 (for science/engineering courses) units of GE today, the GEC will be reduced to 36 units beginning SY 2018-2019, in time for the first cohort of Grade 12 graduates.The current GEC takes 3-4 semesters to complete (at 18 units per semester) while the revised GEC will only take 2 semesters. Degree programs will be revised to either be a year shorter or have a year more of specialization and elective courses. These options are being considered by the various CHED Technical Panels, and recommendations will be made within the 2013-2014 timeframe.
- The Philippine Qualifications Framework was approved by the President on October 2012 through Executive Order No. 83, s. 2012.The PQF is a national policy that describes the levels of educational qualifications and sets the standards for qualification outcomes. Our PQF features eight levels of qualifications descriptors based on the following three dimensions: (1) knowledge, skills, and values (from manual/operational/practical to highly specialized/complex/multi-disciplinary); (2) application (from highly familiar/predictable/routinary to application for leadership/innovation/research); and (3) degree of independence (from high supervision/guidance to high independence/leadership).Of the eight levels in the PQF, our graduates are expected to attain Level 1 qualification at the end of Grade 10 and Level 2 at the end of Grade 12. Today, these qualifications are equivalent to the National Certificate Levels I and II, respectively, of TESDA.DepEd, CHED, and TESDA are beginning the work of ensuring that our respective programs and curricula fulfill and realize the intent of the PQF. For DepEd, the PQF will be part of the considerations for the review of the Grades 1 to 10 standards and competencies, and the finalization of the Grades 11 to 12 curriculum.Beyond fulfilling national development goals, the PQF also ensures that our graduates and professionals are able to compete with their counterparts in the region and the rest of the world. In 2015, the ASEAN Economic Community (AEC) puts pressure on all ten member countries to strengthen the mobility of their respective workforce. To do this, member countries have began discussing the ASEAN Qualifications Reference Framework (AQRF) early this year and aim to complete the framework within the year. The AQRF will allow member countries to determine the equivalency of qualifications across the region, and pave the way for mutual recognition of these qualifications.The good news: the Philippines along with Brunei and Malaysia are ahead of our counterparts in the region. The Philippines chairs the AQRF Task Force and will host its discussion meetings to finalize the framework later in the year. ASEAN is also looking to adopt an eight-level qualifications framework, similar to what we have in the PQF.Aligning Senior HS with the PQF allows us to fulfil one of the promises of K to 12: that of providing stronger work prospects for our students and graduates domestically and elsewhere.