THE K TO 12 PHILIPPINE BASIC EDUCATION CURRICULUM FRAMEWORK CONTEXT

“BEING AND BECOMING A WHOLE PERSON”

OVERALL GOAL

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.

The K to 12 graduate is equipped with the following 21st century skills: 1) information, media
and technology skills, 2) learning and innovation skills, 3) effective communication skills, 3)
effective communication skills and 4) life and career skills.
PHILOSOPHICAL& LEGAL BASES

1. RA Enhanced Basic Education Act of 2013

a. Sec 6 – 1 year Kindergarten, 6 years Elementary, 4 years Jr HS and 2 years SHS
b. Sec 10 – Curriculum Standards and Principles
i. The curriculum shall be learner-centered, inclusive and developmentally-
appropriate
ii. The curriculum shall be relevant, responsive and research-based
iii. The curriculum shall be gender and culture-sensitive
iv. The curriculum shall be contextualized and global
v. The curriculum shall use pedagogical approaches that are constructivist,
inquiry-based, reflective, collaborative and integrative
vi. Shall adhere to Mother-tongue based Multilingual Education
vii. Shall be spiral progression approach to ensure mastery
viii. Shall be flexible enough to enable and allow schools to localize,
indigenize and enhance the same based on their respective educational
and social contexts.

2. KINDERGARTEN ACT RA 10157

a. SEC 2: to provide equal opportunities for all children to avail accessible
mandatory and compulsory kindergarten education that effectively promotes
physical, social intellectual, emotional and skills stimulation and values formation
to sufficiently prepare them for formal elementary schooling.
b. It is the policy of the state to make education learner-oriented and responsive to
the needs, cognitive and cultural capacity, the circumstances and diversity of
learners, schools, and communities through the appropriate languages of
teaching and learning.
c. 1st stage of compulsory and mandatory formal education which consists of one
(1) year preparatory education for children at least 5 years old as a prerequisite
for Grade 1
3. THE 1987 PHIL. CONSTITUTION
a. Article XIV: Education, Science and Technology, Arts, Culture and Sports
i. Sec 1: The state shall protect and promote the right of all citizens to
quality education at all levels and shall stake appropriate steps to make
education accessible to all.
ii. Sec 2: Establish, maintain and support a complete, adequate, and
integrated system of education relevant to the needs of the people and
society
iii. Sec 4: The state shall recognize the complementary roles of public and
private institutions in the educational system and shall exercise
reasonable supervision and regulation of all educational institutions.
1. Control and administration of educational institutions shall be
vested in citizens of the Philippines.
iv. Sec 5: The state shall take into account regional and sectoral needs and
shall encourage local planning in the development of educational policies
and programs.
v. Sec 6: The national language of the Philippines is Filipino. As it evolves, it
shall be further developed and enriched on the basis of existing
Philippine and other languages.
vi. Sec 7: The purposes of communication and instruction, the official
languages of the Philippines are Filipino and, until otherwise provided by
law, English

4. BP 232, EDUCATION ACT OF 1982

a. Sec 3, The government shall ensure within the context of a free and democratic
system, maximum contribution of the educational system to the attainment of
the following national development goals
i. Achieve and maintain an accelerating rate of economic and social
progress
ii. Ensure the maximum participation of all people in the attainment and
enjoyment of the benefits of such growth;
iii. Achieve and strengthen national unity and consciousness and preserve,
develop and promote desirable cultural, moral and spiritual values in a
changing world.
b. The state shall promote the right of every individual to relevant quality
education which is accessible to all.
c. The educational system aim to:
 i. Provide for a broad general education that will assist each individual in
the peculiar ecology of his own society
1. To attain his potentials as a human being
2. Enhance the range and quality of individual and group
participation in the basic functions of society
3. Acquire the essential educational foundation of his development
into a productive and versatile citizen.
ii. Train the nation’s manpower in the middle-level skills for national
development
iii. Develop the profession that will provide leadership for the nation in the
advancement of knowledge for improving the quality of human life.
iv. Respond effectively to changing needs and conditions of the nation
through a system of educational planning and evaluation.

5. RA 9155, Governance of Basic Education Act of 2001

a. Purpose and Objective
i. Provide framework for the governance of basic education for achieving
higher learning outcomes.
ii. Define the roles and responsibilities of, and provide resources to
implement educational programs, projects and services.
iii. To make schools and learning centers the most important vehicle for the
teaching and learning of national values and for developing in the Filipino
learners love of country and pride in its rich heritage.
iv. Ensure that schools and learning centers receive the kind of focused
attention they deserve and that educational programs, projects and
services take into account the interests of the members of the
community.
v. To enable schools and learning centers to reflect the values of the
community by allowing teachers and other staff to have flexibility to
serve the needs of the learners
vi. Encourage local initiatives for the improvement of schools and learning
centers and to provide the means by which these improvements may be
achieved and sustained.
vii. Establish schools and learning centers as facilities where school children
are able to learn a range of core competencies prescribed for elementary
and high school educational programs and alternative learning programs
for the out-of-school-youth
6. THE VISION, MISSION STATEMENTS OF DEPED
a. To protect and to promote the right of every Filipino to quality, equitable,
culture-based and complete basic education
i. Students – learn in a child-friendly, gender-sensitive , safe and motivating
environment
ii. Teachers – facilitate learning and constantly nurture every learner
iii. Administrators and Staff , as stewards of the institution, ensure an
enabling and supportive environment for effective learning to happen.
iv. Family, Community, and other stakeholders are actively engaged and
share responsibility for developing life-long learners

7. SOUTELE, 1976 (SURVEY OF OUTCOMES OF ELEMENTARY EDUCATION)

a. The study revealed the deficiencies of elementary education in terms of inputs
(resources), processes (curriculum and instruction), and outputs (students
achievement) which is affected by students’ socio-economic, school types, and
quality of teaching.

8. THE EDCOM REPORT OF 1991

a. To strengthen the system’s linkages with all sectors concerned in human
resource development
b. Assisting/defining strategies to achieve its sectoral goals and targets through
strategies that are consistent with the nation’s development goals.

9. BASIC EDUCATION SECTOR REFORM AGENDA (BESRA)

a. The policy aims to create a basic education sector that is capable of attaining the
country’s Education for All by year 2015
i. Objectives
1. Universal Adult Functional Literacy
a. All persons beyond school-age, regardless of their level fo
schooling should acquire the essential competence to be
considered functionally literate
2. Universal School Participation and Elimination of Drop-outs and
Repetition of First three grades
a. All children aged six should enter school ready to learn and
be prepared to achieve the required competencies from
Grade 1 -3 instruction.
3. Universal Completion of the full cycle of Basic Education Schooling
with Satisfactory Achievement Levels by All at Every Grade or Year
 a. All children aged six to eleven should be on track to
completing elementary schooling with satisfactory
achievement levels at every grade and the same with aged
12-15 for high school level
4. Total community commitment to attainment of Basic Education
Competencies for All
a. Every community should mobilize all its social, political,
cultural and economic resources and capabilities to
support the universal attainment of basic education
competencies in Filipino and English

10. THE FOUR PILLARS OF EDUCATION (UNESCO, 1996)

a. Learning to know
b. Learning to do
c. Learning to live together
d. Learning to be

EVALUATION STUDIES IN THE PHILIPPINES

1. 1925 MONROE SURVEY

a. The report included the deterioration of performance in reading, language and
arithmetic due to poor instructional methods, large class size, and inadequate
supervision.
2. 1959 SWANSON SURVEY
a. Deterioration of pupils’ performance due to poor instructional methods, large
class size and inadequate supervision.
b. Recommendation:
i. Improve the quality of educational services through expansion of
educational services, providing better financing for the schools and
restoration of Grade 7
3. 1989 PRESIDENTIAL COMMISSION TO SURVEY PHILIPPINE EDUCATION (PCSPE)
a. From the social viewpoint, investment in education of the unemployed earns no
return
4. 1989 SURVEY OF OUTCOMES OF ELEMENTARY EDUCATION (SOUTELE)
a. The study revealed the deficiencies of elementary education in terms of inputs
(resources), processes (curriculum and instruction), and outputs (students
achievement) which is affected by students’ socio-economic, school types, and
quality of teaching.
 b. The outcomes of elementary education in the Philippines are significantly
affected by factors that are outside of and beyond the control of the system.
5. 1982 HOUSEHOLD AND SCHOOL MATCHING SURVEY
a. The findings of the investigation showed that home-related and community-
related variables have greater influences on learning than school related factors
such as cost per pupil and numbers of textbooks per students.
6. 1991 CONGRESSIONAL COMMISSION ON EDUCATION STUDY (EDCOM)
a. The quality of Philippine education is declining continuously
e. Recommendation: To strengthen the systen’s linkages with all sectors concerned
in human resource development
f. Assisting/defining strategies to achieve its sectoral goals and targets through
strategies that are consistent with the nation’s development goals.
7. THE NATIONAL EVALUATION AND IMPACT STUDY OF PRODED
a. Teacher factor is crucial in the success of the teaching-learning process.
b. There is a need to improve the pre-service and in-service training of teachers
that should include the development of skills in classroom management,
teacher-pupil interaction, and the use of instructional aids, etc.
8. PRESIDENTIAL COMMISSION ON EDUCATIONAL REFORM
a. Proposed the establishment of National Education Evaluation that will assume
responsibility for the educational assessment of all levels, including technical
skills, and development.

NATURE OFTHE LEARNER

Has a body and spirit, intellect, free will, emotions, multiple intelligence, learning styles,
Constructor of knowledge and active maker of meaning, not a passive recipient of information

NEEDS OF NATIONAL & GLOBAL COMMUNITY

1. Poverty reduction and human development

2. Strengthening the moral fiber of the Filipino people
3. Development of a strong sense of nationalism
4. Development of productive citizens who contribute to the building of a progressive, just,
and humane society
5. Ensuring environmental sustainability
6. Global partnership for development

NEEDS OF THE LEARNER

1. Life skills
2. Self-actualization
 3. Preparation for the world of the work, entrepreneurship, higher education

THE PEDAGOGICAL APPROACHES ARE INTEGRATIVE, CONSTRUCTIVIST, INQUIRY-BASED,

REFLECTIVE AND COLLABORATIVE.

CONSTRUCTIVIST.

 Teaching of all the subjects is anchored on the belief that the learner is not an empty
receptacle who is mere recipient of instruction.
 Rather, the learner is an active constructor of knowledge and a maker of meaning.
 The role of the teacher becomes one of a facilitator, a ―guide on the side rather than
a dispenser of information, the ―sage on stage.
 The student becomes the active ―meaning-maker and not the teacher imposing
meaning. This means that learners construct their own knowledge and understanding
of what is taught out of their experiences.

INQUIRY-BASED.

 The curriculum ensures that the learners have the opportunity to examine concepts,
issues and information in various ways and from various perspectives.
 It provides them opportunities to develop skills of creative and critical thinking,
informed decision-making, and hypothesis building and problem-solving.
 The learners are encouraged to become active investigators by identifying a range of
information, understanding the sources of information and evaluating the objectivity of
information.
 They are thus better able to draw meaningful conclusions which are supported by
evidence.
 Rather than examining an issue from any one perspective, the learners are challenged to
explore other possibilities by applying higher order thinking skills in their decision-
making endeavours.
 To develop the 21st century skills of critical and creative thinking, the use of the inquiry
approach in teaching is a must.
 With inquiry method, teaching departs from simply memorizing fact laden instructional
materials (Bruner, 1961).
 In Inquiry learning, progress is assessed by how well learners develop experimental and
analytical skills rather than how much knowledge they possess.
  The teacher’s role is to plan and facilitate the exploration of the ideas and skills
required in the curriculum.

REFLECTIVE.

 Reflective teaching means making the learners look at what they do in the classroom,
think about why they do it, and think about if it works.
 Reflective teaching encourages learners to engage in a process of self-observation and
self-evaluation.
 By collecting information about what goes on in their classroom, and by analyzing and
evaluating this information, they identify and explore their own practices and underlying
beliefs.
 This may then lead to changes and improvements in their learning.

COLLABORATIVE.

 Learning is a social activity and so must be collaborative.

 Learning is intimately associated with connection with other human beings- classmates,
teachers, peers, family as well as community.
 The teaching-learning process is a rich opportunity to teach what it means to ―live
together the fourth pillar of learning.
 The teaching-learning process should be interactive and must promote teamwork.

INTEGRATIVE.

 Subject matter is taught using interdisciplinary and multidisciplinary approaches.

 Science is taught in relation to Math 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.
 Co-curricular activities and community involvement complement teaching-learning in
the classroom.
 They are real life opportunities for contextualized and integrative learning.
 Learning is contextual. Learning cannot be divorced from their lives.
 Learners do not learn from isolated facts and theories separate from the rest of their
lives.