Professional Documents
Culture Documents
TABLE OF CONTENTS
PAGE
I.
II.
Elementary
22
Secondary
23
24
1
1
Goal
13
13
Core Content
14
15
21
Kindergarten
22
III.
Glossary of Terms
29
IV.
References
33
V.
Committees on K to 12 Curriculum
34
List of Figures
FIGURE
List of Tables
PAGE
TABLE
Table
Table
Table
Table
Table
26
Figure
Figure
Figure
Figure
PAGE
Figure
Figure
The K to 12 Graduate
10
Figure
12
Table
27
Figure
13
Table
28
Figure
21
Figure
10
24
Figure
11
25
iii
I.
Introduction
The K to 12 Basic Education Program is the flagship program of the
Department of Education in its desire to offer a curriculum which is
attuned to the 21st century. This is in pursuance of the reform
thrusts of the Basic Education Sector Reform Agenda, a package of
policy reforms that seeks to systematically improve critical
regulatory, institutional, structural, financial, cultural, physical and
informational conditions affecting basic education provision, access
and delivery on the ground. The Department seeks to create a
basic education sector that is capable of attaining the countrys
Education for All objectives and the Millennium Development Goals
by the year 2015 and President Benigno Aquino IIIs ten-point basic
education agenda by 2016. These policy reforms are expected to
introduce critical changes necessary to further accelerate, broaden,
deepen and sustain the Departments effort in improving the quality
of basic education.
National Center for Education Statistics. Highlights from the Trends in International
Mathematics and Science Study 2003.December 2004
I.V.S. Mullis, M.O. Martin, D.F. Robitaille, & P. Foy, (2009). Chestnut Hill, MA. Trends in
International Mathematics and Science Advanced 2008.
The Philippines is the last country in Asia and one of only three
countries in the world (the other two being Djibouti and Angola of
Africa) with a 10-year pre-university program. (Refer to Table 1)
Country
Total Basic
Education Cycle
Total Duration of
Pre- University
Education
Brunei
Cambodia
Indonesia
Lao PDR
Malaysia
Myanmar
Philippines
Singapore
Thailand
Timor-Leste
Vietnam
11/12
12
12
12
12
11
10
11
12
12
12
13/15
13
13
14
14/15
12
10
12/14
12
12
14/15
Year
Source
1949
1953
Education Act
1960
Swanson Survey
1970
PCSPE
1991
EDCOM Report
1998
Philippines
Education Sector
Study (World Bank
and ADB)
2000
PCER
2006
2008
Presidential Task
Force on Education
Recommendation
UNESCO Mission
Survey
Compul
ory
Table 2. Historical Bases of the Additional
Years of Education,
Learning
SEAMEO INNOTECH,
2011
Areas
sted in enrolling in higher education degree programs
The poor
2006quality of basic education as reflected in the inadequate
preparation of high school graduates for the world of work
contributes
toEFA
the20 relatively high unemployment rate among the
Philippine
career paths/ choices
young and
the
educated.
See Table 3.
Exploratory Courses
Life Sciences/
Physical Sciences
Literature
Contemporary Issues
(local and global)
Career Pathways
- Entrepreneurship
-Tech Voc
- Academic
II.
Goal
As Figure 6 shows, the K to 12 Basic Education Curriculum is
geared towards the development of a holistically developed
Filipino with 21st century skills who is ready for employment,
entrepreneurship, middle level skills development and higher
education upon graduation from Grade 12.
st
13
11
13
Mother Tongue
Filipino
English
Mathematics
Science
Araling Panlipunan
Edukasyon sa
Pagpapakatao
MAPEH
NONE
NONE
English
Filipino
Mathematics
Science
Araling Panlipunan
MAPEH
Edukasyon sa Pagpapakatao
EPP
Subjects
LEARNING DOMAIN
Values Education
Physical Health &
Motor
Development
Social &
EmotionalDevelop
ment
Cognitive
Development
Creative Arts
Language
LiteracyCommunic
ation
English
Filipino
Mathematics
Science
Music, Arts, PE & Health
(MAPEH )
Araling Panlipunan
Edukasyon sa Pagpapakatao
Technology & Livelihood
Education
Specialization
in TLE
NONE
In Grade 1, oral Filipino is taught in 1st Semester and oral English in the Second Semester
Consolidation of complex
knowledge and skills,
development of attitudes, values,
aptitudes and interest.
14
Languages
o -English
o -Filipino
Literature
Mathematics
Science
Contemporary
Issues
Academic
Specialization
o Mathematics
o Science
o Languages
o Journalism
o Sports and Arts
Technical- Vocational
Others
Consolidation of complex
knowledge and skills,
development of attitudes,
values as a result of a
strong liberal education;
adequate preparation for the
world of work
entrepreneurship, middle
level skills development and
higher education.
14
15
16
15
UNESCOs Report of the International Commission on Education for the 21st century.
17
frameworks for elementary and high school for all the learning
areas.
The K to 12 curriculum builds on the previous curricular reforms.
The 1957 2-2 Plan for secondary education and 1958 revised
elementary education curriculum provided for the preparation of
students in the world of the academe or the world of work.
However, it limited the students to only two choices college or
vocational education. The K to 12curriculum affords the student
more choices after graduation, at least four (4) employment,
entrepreneurship, middle level skills development, or higher
education.
16
18
Pedagogical Approaches
19
and vice versa. The content in Science, Health, Art, and Physical
Education may become a reading material in English or the content
in Araling Panlipunan and Edukasyon sa Pagpapakatao serves as
reading material in Filipino. What is taught in Science is reinforced
by the lessons in Health. With the thematic approach, within each
subject itself, the connectedness of topics taught is shown. Cocurricular activities and community involvement complement
teaching-learning in the classroom. They are real life opportunities
for contextualized and integrative learning.
Assessment
The K to 12 curriculum has a balanced assessment program.
Assessment in the K to 12 curriculum is, in the words of Cronbach,
comprehensive and involves multifaceted analysis of performance
that uses a variety of techniques which has primary reliance on
observations of performance and integration of diverse information.
It makes appropriate use of both traditional and authentic
assessment tools. It practices self-assessment (assessment as
learning), formative assessment (assessment for learning) and
summative assessment (assessment of learning.)
20
21
Kindergarten
Elementary Education
22
Secondary Education
23
For ALS to be truly parallel with the formal system and for ALS
graduates not to be marginalized, it focuses on the teaching of the
same standards and competencies of the formal system. (See
Working Document| Not yet for citation or circulation
DRAFT COPY| As of 12 March 2012
24
in the Grade 7 and 8 TLE Exploratory Courses and Specialization in Grade 11 and 12
26
GLOSSARYOF TERMS
8.
2.
3.
4.
5.
6.
7.
9.
29
21. Life and career skills These refer to the following abilities:
1) flexibility and adaptability, 2) initiative and self- direction, 3)
30
and
22. Media Literacy It is the ability to sift through and analyze the
messages that inform, entertain and sell to learners every day.
It is the ability to question what lies behind media productions
the motives, the money, the values and the ownership and to
be aware of how these factors influence message content.
and
the
19
31
32
VI. REFERENCES
Batomalaque, Antonio. Basic Science Development Program of the
Philippines for International Cooperation. University of San Carlos.;
Marinas, Bella and Ditapat, Maria. Philippines: Curriculum and
Development. UNESCO International Bureau of Education
Board of National Education, General Policies on Education, 19671972, 1951-1961 & 1958-1960
Care, Esther Care and Ethel Valenzuela, Analysis of Basic
Education of thePhilippines:Implications for the K to 12 Education
Program, Jan. 2012.
de Jesus, Edilberto. Philippine Daily Inquirer, January 8, 2010.
Education Act of 1982
Mullis, I.V., M.O. Martin, D.F. Robitaille, & P. Foy, (2009). Chestnut
Hill, MA. Trends in International Mathematics and Science
Advanced 2008.
National Center for Education Statistics. Highlights from the Trends
in International Mathematics and Science Study 2003.December
2004
UNESCOs Report of the International Commission on Education
for the 21st century.
1987 Philippine Constitution
http://www.deped.gov.ph
33
Chairperson
Co-Chairs
Members
Name
Br. Armin A. Luistro FSC
Dr. Patricia Licuanan
Sec. Joel Villanueva
Ms. Tiffany Uy
Institution
Department of Education
Commission on Higher
Education
Technical Skills and
Development Authority
Senate
Advisers
House of Representatives
Technical
Working Group
Chairpersons
National Economic
Development Authority
ACT
34
on instructional materials
Curriculum Sub-TWG on K to
10
DepED, Curriculum sub-TWG
on Assessment
DepED, Curriculum sub-TWG
on teacher education
DepED, Transition
Management sub-TWG on
SHS modeling
Chairperson
Members
Chairperson
Members
K to 12
Secretariat
Name
USec. Francis Varela
Mr. Napoleon Imperial
Dir. Erlinda M. Capones
(represented by Ms. Rhona
Caoli-Rodriguez)
Dr. Vincent Fabella
Mr. Jess Mateo
Dr. Rosario Manasan
Dr. Aniceto Orbeta
Magdalena Mendoza
Institution
DepED
CHED
NEDA
Name
ASec. Tonisito Umali
Mr. Napoleon Imperial
Dr. Imelda Taganas
Dr. Reynaldo Vea
Dr. Vincent Fabella
Dr. Amelou Reyes
Dr. Carol Porio
Dr. Arnie Azcarraga
Engr. Alex Escano
USec.Francis Varela
USec. Rizalino Rivera
ASec. Jess Mateo
Dr. Brenda Corpuz
Dir. Lolit Andrada
Dir. Milagros Valles
JRU
DepED, Planning Office
Consultant
Consultant
DAP
K to 12
Secretariat
35
Magdalena Mendoza
Institution
DepED
CHED
TESDA
COCOPEA?
JRU
PWU/ FAPE
FAPE
DLSU
MFI
DepED, TWG on Research
DepED, TWG on
Communications
DepED, Planning Office
Curriculum Consultant
DepED, sub-TWG on SHS
system readiness assessment
DepED, sub-TWG on SHS
Modeling
DAP
Chairperson
Members
K to 12
Secretariat
36
Name
USec. Rizalino Rivera
Dir. Tina Ganzon
Mr. Napoleon Imperial
ASec. Jess Mateo
Mr. Kenneth Tirado
Mr. Raul Limbo
Mr. Wadel Cabrera
Ms. Dorris Ferrer
ASec. Tonisito Umali
Magdalena Mendoza
Institution
DepED
DepED
CHED
DepED, Planning Office
DepED Communications
Philippine Business for Education
CEAP
TWG on Transition Management
DAP