Definition of Curriculum Development

Curriculum development is defined as planned, a purposeful, progressive, and systematic process

to create positive improvements in the educational system. Every time there are changes or

developments happening around the world, the school curricula are affected. There is a need to

update them to address the society’s needs.

During the ancient times, people taught their children knowledge and skills to survive by

catching fish or hunting animals for food. They had no formal education during that time, but

their children learned and acquired the knowledge and skills for survival. So, during that time,

they already had a curriculum that other educators call as, the saber-tooth curriculum. This type

of curriculum refers to a kind of curriculum that existed during the ancient times in which the

purpose of teaching was for survival.

However, when the effects of discoveries and inventions became inevitable, ancient people’s

way of life had changed for the better. As a result, education became formal, and curriculum

development evolved as systematic, planned, purposeful and progressive, even today.

Etymology

The word "curriculum" began as a Latin word which means "a race" or "the course of a race"

(which in turn derives from the verb currere meaning "to run/to proceed"). The first known use

in an educational context is in the Professio Regia, a work by University of Paris professor

Petrus Ramus published posthumously in 1576. The term subsequently appears in University of

Leiden records in 1582. The word's origins appear closely linked to the Calvinist desire to bring

greater order to education.

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By the seventeenth century, the University of Glasgow also referred to its "course" of study as a

"curriculum", producing the first known use of the term in English in 1633. By the nineteenth

century, European universities routinely referred to their curriculum to describe both the

complete course of study (as for a degree in surgery) and particular courses and their content.

Importance of Curriculum Development

Curriculum development has a broad scope because it is not only about the school, the learners,

and the teachers. It is also about the development of society in general.

In today’s knowledge economy, curriculum development plays a vital role in improving the

economy of a country. It also provides answers or solutions to the world’s pressing conditions

and problems, such as environment, politics, socio-economics, and other issues of poverty,

climate change, and sustainable development.

There must be a chain of developmental process to develop a society. First, the school

curriculum, particularly in higher education, must be developed to preserve the country’s

national identity and to ensure its economy’s growth and stability. Thus, the president of a

country must have a clear vision for his people and the country as well.

For instance, in the Philippines, if President Aquino would like the country to become the Asia-

Pacific’s tourism hub, then the school curriculum must be developed along that line. Curricular

programs for higher education can be crafted in such a way that it will boost the tourism

industry. For example, different models may arise such as edu-tourism, eco-tourism, cultural

tourism, medo-tourism, biz-tourism, techno-tourism, agri-tourism, archi-tourism, among others.

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If universities have curricular programs that are innovative and in demand in the local or global

markets, many students even from foreign countries will enroll. A higher number of enrollees

would mean income on the part of the universities. As a result, if the income is big, it can be

used for teachers’ promotion, scholarship, and remuneration. It can also be used in funding

research and development endeavors, and in putting up school facilities, libraries, and

laboratories.

I believe that the country’s economy can improve the people’s way of life through curriculum

development. And to develop it, curriculum experts or specialists should work hand in hand with

lawmakers such as senators and congressmen, the local government officials, governors, mayors,

among others. Likewise, business communities and industries, and other economically oriented

players in society may be engaged in setting and implementing rules and policies for educational

reforms.

Hence, curriculum development matters a lot in setting the direction of change in an

organization, not only at the micro but also at macro levels. As long as the goals and objectives

of curriculum development are clear in the planner’s mind, cutting-edge achievements in various

concerns can be realized.

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History of Curriculum in the Philippines

Development of Education in the Philippines from Pre-Spanish to Present times

 Before 1521 Education before the coming of Spaniards 1521-1896 Education during the

Spanish Regime 1896-1899 Education during the Philippine Revolution 1898-1935

Education during the American Occupation 1935-1941 Education during the Philippine

Commonwealth 1941-1944 Education during the Japanese Occupation

 Pre- Hispanic (Pre-Spanish Period) Education

- No formal schools

- Learning began at home

- Oral, practical, hands on

- Reading, ‘riting, ‘rithmetic (3r’s)

- The objective was basically to promote reverence for, and adoration of Bathala,

respect for laws, customs, and authorities represented by parents and elders.

 Education During the Spanish Regime -establishment of schools in the country

- Friars - established parochial schools linked with churches to teach catechism to

the natives. - goal is to spread Christianity.

- Religion (Christian Doctrine) – was a compulsory subject at all levels.

 Education was privileged only to Spanish students.

- 19th century – public education for the natives.

- Educational decree of 1863 – required the establishment of one primary school for girls

and one for boys in each major town of the country.

- Establishment of the normal school for the training of teachers.

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 - Spanish Language – medium of instruction in all schools.

 Problems faced during the period

- Absence of systematic government supervision of the schools.

- Over emphasis on religion.

- Limited and Irrelevant Curriculum

- Lack of trained teachers (150 teacher-missionaries to instruct over half a million

inhabitants)

- Obsolete Teaching Methods.

- Poor classroom facilities

- Inadequate instructional materials.

- Racial discrimination against Filipino students.

- Absence of academic freedom.

 Because of need, higher level schools were established much later by virtue of royal

decrees.

- Colegios

- Beaterios

 Subjects: Based on the Royal Decree of 1863

- Languages(Latin, Spanish grammar and literature, elementary Greek, French and

English)

- History( Universal, Spanish)

- Mathematics(Arithmetic, Algebra, Trigonometry, Geometry)

- Philosophy (Rhetoric, Logic, Ethics)

- Geography

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 - Psychology

 Philippine Revolution

- Ilustrados - spearheaded the Propaganda Movement.

- Curricular reforms 1. Secularization of education. 2. Instruction of Spanish. 3. Greater

attention to natural science. 4. The design of a relevant curriculum. 5. Improvement

of higher center of learning. 6. Improvement of educational system.

 Jose Rizal - criticized unequivocally the friars’ method of instruction in his two novels

Noli Me Tangere and El Filibusterismo.

1. Disproportionate focus on religion.

2. Discourage the attempt of Filipino students to speak in Spanish.

3. Lack of pedagogical skills.

4. Irrelevant courses in the curriculum.

 Curriculum To improve the existing curriculum, Rizal considered the ff. Subjects as

required courses in secondary schools. Science, Math, History, Philosophy, Law,

Language , P.E , Religion , Music , Social Sciences

 Philippine Revolution

- Education – priority during the Malolos Republic.

- August 29, 1898 – schools were re-opened by the Secretary of the Interior.

Established: •Free and compulsory primary education

- Secondary Education – Burgos Institute in Malolos.

- Tertiary Education – Literary University in the Philippines. (October 1898).

 American Occupation

- The Americans used education as a vehicle for its program benevolent assimilation.

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 - Restore damaged school houses, build new ones and conduct classes.

- American teachers infused their students the spirit of democracy and progress as well

as fair play.

- January 1901 – Taft Commission Act. No. 74

- Act no. 74 – established the Philippine Public School System.

 1901 • 365 males and 165 females.

 Education

- 3 levels of Education during the American Period • Elementary • Secondary • College •

English language • Filipino Pensionados

 Most important Colleges during American rule Public School • Philippine Normal

School • University of the Philippines Private School • Siliman University • Centro

Escolar de Señoritas • Philippine Women’s University

 Americans discarded the religious bias.

- Educational Act of 1901- Separation of Church and State in education.

- Encourage Filipino in the field of teaching.

- Outstanding Filipino scholars were sent to US to train as teachers.

 Curriculum Primary Education •GMRC •Civics •Hygiene and Sanitation •Geography

Intermediate Curriculum •Grammar and composition •Reading, spelling •Science

courses •Physiology •Hygiene and sanitation •Intensive teaching of geography

 Government established NORMAL SCHOOL for future teachers. •Courses include

>Methods of teaching >science >Practice teaching >history and government

>Psychology > social sciences >Mathematics > P.E >Language

 Philippine Commonwealth

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 - All schools should develop moral character, personal discipline, civic conscience and

vocational efficiency.

- Promote effective participation of the citizens in the processes of a democratic society.

- 1935 Constitution

- National Council of Education (1936)

- Educational Act of 1940

 Japanese Regime

6 basic principles of Japanese Education

1. Realization of NEW ORDER and promote friendly relations between Japan and the

Philippines to the farthest extent

2. Foster a new Filipino culture based

3. Endeavor to elevate the morals of people, giving up over emphasis of materialism

4. Diffusion of the Japanese language in the philippines

5. Promotion of VOCATIONAL course

6. To inspire people with the spirit of love and labor

 Curriculum •School calendar became longer •No summer vacation for students •Class size

increased to 60 •Deleted anti-asian opinions, banned the singing of american songs, deleted

american symbols, poems and pictures •Nihongo as a means of introducing and cultivvating

love for Japanese culture •Social Studies

 Spanish- Reign for 300 years American- 50 years Japanese- about four years •It is thus not

surprising that despite the measure they had instituted, the Japanese failed to succeed in

transforming the values and attitudes of the people in line with their vision of the NEW

ORDER. •A contributory factor was widely reported brutalities that ushered in the Japanese

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 occupation that the filipinos did not experience with the same degree during the American

period

 After World War II In 1947, by the virtue of Executive Order No. 94, the Department of

Instruction was changed to "Department of Education." During this period, the regulation and

supervision of public and private schools belonged to the Bureau of Public and Private

Schools.

 Education after 1940 • The objective of the Philippine Education was to established

“integrated, nationalistic, and democracy- inspired educational system” included the ff.

1. Inculcate moral and spiritual values inspired by an abiding faith in God

2. To develop an enlighten, patriotic, useful and upright citizenry in a democratic society

3. Conservation of the national resources

4. Perpetuation of our desirable values

5. Promote the science, arts and letters

 Great experiments in the community school and the use of vernacular in the first two grades

of the primary schools as the medium of instruction were some of them. •An experiment

worth mentioning that led to a change in the Philippine Educational Philosophy was that of

school and community collaboration pioneered by Jose V. Aguilar. Schools are increasingly

using instructional materials that are Philippine-oriented. Memorandum No. 30, 1966 sets the

order of priority in the purchase of books for use in the schools were as follows: Books

which are contributions to Phil. Literature Books on character education and other library

materials Library equipment and permanent features

 Martial Law period

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 - The Department of Education became the Department of Education and Culture in

1972, the Ministry of Education and Culture in 1978, and with the Education Act of

1982, the Ministry of Education, Culture, and Sports.

- A bilingual education scheme was established in 1974, requiring Filipino and English

to be used in schools.

- Science and math subjects as well as English language and literature classes were

taught in English while the rest were taught in Filipino.

 From 1986 to the present • The bilingual policy in education was reiterated in the 1987

Constitution of the Philippines. • (EDCOM), Congress passed Republic Act 7722 and

Republic Act 7796 in 1994, creating theCommission on Higher Education (CHED) and the

Technical Education and Skills Development Authority (TESDA). The institute governing

basic education was thus renamed in 2001 as the Department of Education (DepEd).

 The quality of public school education is generally considered to have declined since the

post-war years, mainly due to insufficient funds. The Department of Education aims to

address the major problems affecting public education by 2010. • Private schools are able to

offer better facilities and education, but are also much more expensive. There is a wide

variety of private schools, including all-boys’ and all-girls’ schools, religious schools, non-

sectarian schools, Chinese schools, special schools, and international schools. Due to

economic difficulties, there has been a recent increase in the popularity of home schooling

and open universities in the Philippines.

 Enhance Basic Education Act of 2013 (K to 12) •PRO’S OF K to 12 •At par with

international 12 year basic education •Pursue protective employment, entrepreneurship and

higher educational studies •Graduates is expected to be equipped with 21st century skills.

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 Enhance Basic Education Act of 2013 (K to 12) •

- CON’S OF K to 12 •See’s as a burden for average filipino family.

- It does not address the basic problems of education(classrooms,chairs, books etc)

- Bases of K to 12 implementation •Mastery of basic competencies is insufficient due to

congested curriculum. •Philippines is the only remaining country in asia with a 10 year basic

education program.

- The K to 12 Curriculum •Learn-centered, inclusive and developmentally appropriate

•Relevant responsive and Reseach based. •Culture sensitive •Contextualized and global •Use

of pedagogical approaches that are constructivist, inquiry based, reflective collaborative and

integrative. •Adhere the principle of MOTHER TOUGUE- BASED MULTILINGUAL

EDUCATION(MTB-MLE)

- MOTHER TOUGUE-BASED MULTILINGUAL EDUCATION(MTB-MLE) It starts from

where the learners are and from what they already knew proceeding from the known to the

unknown; instructional materials and capable teachers to implement the MTB-MLE

curriculum shall be available

- Use of spiral progression approach to ensure mastery of knowledge and skills in every level

•Flexible enough to enable and allow schools to localize, indigenize, and enhance the same

based on their respective educational and social context.

- CURRICULUM TRACKS The students after ongoing Senior High School can choose

among four tracks: •Academic •Technical-Vocational-Livelyhood •Sports track •Arts and

Design track

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- ACADEMIC TRACK Academic track includes the following strands:

•Business,Accountancy,Management (BAM) •Humanities and Social Sciences(HUMSS)

•Science, technology, engineering,mathematics (STEM) •General Academic Strand (GAS)

Types of Curriculums operating in schools

1. Recommended Curriculum

Perhaps you have asked these questions: Why should I take all these subjects and follow

the course flow religiously? Why is there a need to implement the K to 12?The answer is

simple! The Ministry of Education, the Commission on Higher Education, or any

professional organization can recommend and implement a curriculum.

In the Philippines, for example, what is being implemented by the Department of

Education (DepEd) or the Commission on Higher Education (CHEd), is an example of a

recommended curriculum.

In some cases, a law making body like the congress and the senate, or a university or a

school can recommend a subject, a course, or any academic program which is deemed

necessary for national identity and security, for environmental protection and sustainable

development, among others.

2. Written Curriculum

This refers to a lesson plan or syllabus written by teachers. Another example is the one

written by curriculum experts with the help of subject teachers. This kind of written

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 curriculum needs to be pilot tested or tried out in sample schools to determine its

effectiveness. Ex: Basic Education Curriculum (BEC), written lesson plan

3. Taught Curriculum

This is about the implementation of the written curriculum. Whatever is being taught or

an activity being done in the classroom is a taught curriculum. So, when teachers give a

lecture, initiate group work, or ask students to do a laboratory experiment with the their

guidance, the taught curriculum is demonstrated. This curriculum contains different

teaching styles and learning styles to address the students’ needs and interests.

4. Supported Curriculum

Instructional materials, such as textbooks, audio visual materials, blogs, wikis, and others

are examples of support curriculum. Other examples are playgrounds, zoos, gardens,

museums, and real life objects. It is called supported curriculum because it helps teachers

implement a written curriculum thus enables the students to become life-long learners.

3. Assessed Curriculum

When students take a quiz or the mid-term and final exams, these series of evaluations

are the so-called assessed curriculum. Teachers may use the pencil and paper tests, and

authentic assessments like portfolio and performance based assessments in order to know

if the students are progressing or not. Ex. Pencil-and paper test, state test, district tests

6. Learned Curriculum

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 This type of curriculum indicates what the students have actually learned. This can be

measured through learning outcomes. A learning outcome can be manifested by what

students can perform or do either in their cognitive, affective or psychomotor domains.

The learning outcome can be determined by the results of the tests, and it can be achieved

by the students through the use of learning objectives.

7. Hidden Curriculum

This refers to the unplanned or unintended curriculum but plays an important role in

learning.

Now, let’s discuss some classroom implications of the different types of curriculum by taking the

following situation as example.

Let’s assume that you are a college student taking up Bachelor of Secondary Education, major in

English. Your course or degree program is a recommended curriculum prescribed by CHED. The

syllabi given to you by your teachers are the written curriculum. When your teachers start to

teach, that is a taught curriculum. And when they ask you to use the internet and search

information about a given topic, this is a supported curriculum.

Furthermore, teachers need to evaluate your performance. So, when you are given a test or exam

that is the assessed curriculum. The results of the assessed curriculum will determine what you

have actually learned – and that is the so-called learned curriculum. However, the hidden

curriculum can affect what will be taught and assessed by your teachers, and eventually may

affect what you will learn.

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To sum it up, curriculum is not only about a course or a simple listing of subjects but it is the

total learning experience of students as indicated by the seven types of curriculum.

K T0 12 CURRICULUM

The K to 12 Program covers Kindergarten and 12 years of basic education (six years of

primary education, four years of Junior High School, and two years of Senior High School

[SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners,

and prepare graduates for tertiary education, middle-level skills development, employment, and

entrepreneurship.

SALIENT FEATURES

Strengthening Early Childhood Education (Universal Kindergarten)

Every Filipino child now has access to early childhood education through Universal

Kindergarten. At 5 years old, children start schooling and are given the means to slowly adjust to

formal education.

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Research shows that children who underwent Kindergarten have better completion rates than

those who did not. Children who complete a standards-based Kindergarten program are better

prepared, for primary education.

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 60-70 percent of adult size..[Ref: K to 12 Toolkit]

In Kindergarten, students learn the alphabet, numbers, shapes, and colors through games, songs,

and dances, in their Mother Tongue.

Making the Curriculum Relevant to Learners (Contextualization and

Enhancement)

Examples, activities, songs, poems, stories, and illustrations are based on local culture, history,

and reality. This makes the lessons relevant to the learners and easy to understand.

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.

Building Proficiency through Language (Mother Tongue-Based Multilingual

Education)

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Students are able to learn best through their first language, their Mother Tongue (MT). Twelve

(12) MT languages have been introduced for SY 2012-2013: Bahasa Sug, Bikol, Cebuano,

Chabacano, Hiligaynon, Iloko, Kapampangan, Maguindanaoan, Meranao, Pangasinense,

Tagalog, and Waray. Other local languages will be added in succeeding school years.

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. Both will become primary languages of instruction in Junior High

School (JHS) and Senior High School (SHS).

After Grade 1, every student can read in his or her Mother Tongue. Learning in Mother Tongue

also serves as the foundation for students to learn Filipino and English easily.

Ensuring Integrated and Seamless Learning (Spiral Progression)

Subjects are taught from the simplest concepts to more complicated concepts through grade

levels in spiral progression. As early as elementary, students gain knowledge in areas such as

Biology, Geometry, Earth Science, Chemistry, and Algebra. This ensures a mastery of

knowledge and skills after each level.

For example, currently in High School, Biology is taught in 2nd Year, Chemistry in 3rd Year,

and Physics in 4th Year. In K to 12, these subjects are connected and integrated from Grades 7 to

10. This same method is used in other Learning Areas like Math.

Gearing Up for the Future (Senior High School)

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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.

CORE CURRICULUM

There are seven Learning Areas under the Core Curriculum. These are Languages, Literature,

Communication, Mathematics, Philosophy, Natural Sciences, and Social Sciences. Current

content from some General Education subjects are embedded in the SHS curriculum.

TRACKS

Each student in Senior High School can choose among three tracks: Academic; Technical-

Vocational-Livelihood; and Sports and Arts. The Academic track includes three strands:

Business, Accountancy, Management (BAM); Humanities, Education, Social Sciences (HESS);

and Science, Technology, Engineering, Mathematics (STEM).

Students undergo immersion, which may include earn-while-you-learn opportunities, to provide

them relevant exposure and actual experience in their chosen track.

TVET (TECHNICAL VOCATIONAL EDUCATION & TRAINING) NATIONAL

CERTIFICATE

After finishing Grade 10, a student can obtain Certificates of Competency (COC) or a National

Certificate Level I (NC I). After finishing a Technical-Vocational-Livelihood track in Grade 12,

a student may obtain a National Certificate Level II (NC II), provided he/she passes the

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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.

MODELING BEST PRACTICES FOR SENIOR HIGH SCHOOL

In 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.

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.

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CURRICULUM GUIDE

ELEMENTARY

Kindergarten

The Kindergarten Curriculum Framework (KCF) draws from the goals of the K to 12 Philippine

Basic Education Curriculum Framework and adopts the general principles of the National Early

Learning Framework (NELF). Kindergarten learners need to have a smooth transition to the

content-based curriculum of Grades 1 to 12.

GRADES 1-10

Students in Grades 1 to 10 will experience an enhanced, context-based, and spiral progression

learning curriculum with the following subjects:

Subjects

 Mother Tongue

 Filipino

 English

 Mathematics

 Science

 Araling Panlipunan

 Edukasyon sa Pagpapakatao (EsP)

 Music

 Arts

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  Physical Education

 Health

 Edukasyong Pantahanan at Pangkabuhayan (EPP)

 Technology and Livelihood Education (TLE)

SENIOR HIGH (Grades 11-12)

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. Each student in Senior

High School can choose among three tracks: Academic; Technical-Vocational-Livelihood; and

Sports and Arts. The Academic track includes three strands: Business, Accountancy,

Management (BAM); Humanities, Education, Social Sciences (HESS); and Science,

Technology, Engineering, Mathematics (STEM).

Core curriculum subjects

There are seven Learning Areas under the Core Curriculum: Languages, Literature,

Communication, Mathematics, Philosophy, Natural Sciences, and Social Sciences.

 Oral comunication

 Reading and writing

 Komunikasyon at pananaliksik sa wika at kulturang Filipino

 21st century literature from the Philippines and the world

 Contemporary Philippine arts from the regions

 Media and information literacy

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  General mathematics

 Statistics and probability

 Earth and life science

 Physical science

 Introduction to philosophy of the human person/Pambungad sa pilosopiya ng tao

 Physical education and health

 Personal development/pansariling kaunlaran

 Earth science (instead of Earth and life science for those in the STEM strand)

 Disaster readiness and risk reduction (taken instead of Physical science for those in the

STEM strand)

Applied track subjects

 English for academic and professional purposes

 Practical research 1

 Practical research 2

 Filipino sa piling larangan

o Akademik

o Isports

o Sining

o Tech-voc

 Empowerment technologies (for the strand)

 Entrepreneurship

 Inquiries, investigatories, and immersion

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Specialized subjects

 Accountancy, business, and and management strand

 Humanities and social sciences strand

 Science, technology, engineering, and mathematics strand

 General academic strand

IMPLEMENTATION AND TRANSITION MANAGEMENT

IMPLEMENTATION

Program implementation in public schools is being done in phases starting SY 2012–2013. Grade

1 entrants in SY 2012–2013 are the first batch to fully undergo the program, and current 1st year

Junior High School students (or Grade 7) are the first to undergo the enhanced secondary

education program. To facilitate the transition from the existing 10-year basic education to 12

years, DepEd is also implementing the SHS and SHS Modeling.

TRANSITION FOR PRIVATE SCHOOLS

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Private schools craft their transition plans based on: (1) current/previous entry ages for Grade 1

and final year of Kinder, (2) duration of program , and most importantly, (3) content of

curriculum offered.

ACHIEVEMENTS AND PLANS

RESOURCE 2010 2010 TO 2014 PLANS FOR 2015

SHORTAGE ACCOMPLISHMENT

Classrooms 66,800 86,478 constructed classrooms 41,728 classrooms for

as of February 2015 Kinder to Grade 12

30,000 of which are for

Senior High School

(Grades 11 and 12)

Teacher Items 145,827 128,105 teachers hired as of 39,066 additional teacher

December 31, 2014 items

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Water and 135,847 80,197 completed 13,586 programmed for

Sanitation 23,414 ongoing construction 2015

43,536 ongoing procurement as

of May 2014

Textbooks 61.7M 1:1 student-textbook ratio since 69.5 million additional

December 2012 learning materials

Seats 2,573,212 1:1 student-school seat ratio 1,547,531 additional new

since December 2012 seats

FREQUENTLY ASKED QUESTIONS

What is the K to 12 Program?

The K to 12 Program covers 13 years of basic education with the following key stages:

 Kindergarten to Grade 3

 Grades 4 to 6

 Grades 7 to 10 (Junior High School)

 Grades 11 and 12 (Senior High School)

Why are we now implementing 13 years of basic education?

 The Philippines is the last country in Asia and one of only three countries worldwide with

a 10-year pre-university cycle (Angola and Djibouti are the other two).

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  A 13-year program is found to be the best period for learning under basic education. It is

also the recognized standard for students and professionals globally.

What has been done to get ready for K to 12? Are we really ready for K to 12?

 SY 2011-2012: Universal Kindergarten implementation begins

 SY 2012-2013: Enhanced curriculum for Grades 1-7 implemented

 2013: K to 12 enacted into Law

 2014: Curriculum for Grades 11-12 finished

This 2015, we are getting ready for the implementation of Senior High School (SHS) in SY

2016-2017

We are on the fifth year of the implementation of the K to 12 Program. Our last mile is the

Senior High School. All 221 divisions of the Department of Education (DepEd) have finished

planning and have figures on enrolment a year in advance. These plans were reviewed by a

separate team and finalized upon consultation with other stakeholders.

 Classrooms: DepEd has built 66,813 classrooms from 2010 to 2013. There are 33,608

classrooms completed and undergoing construction in 2014. As of DepEd is planning to

establish 5,899 Senior High Schools nationwide. As of June 22, 2015, DepEd has issued

provisional permits to 2,847 private schools set to offer Senior High School in 2016.

 Teachers: From 2010-2014, DepEd has filled 128,105 new teacher items. DepEd is

targeting two kinds of teachers: those who will teach the core subjects, and those who

will teach the specialized subjects per track. DepEd will hire 37,000 teachers for Senior

High School for 2016 alone.

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  Textbooks: Learning materials are being produced for elementary to junior high while

textbooks for Senior High School (which has specialized subjects) are being bid out.

 Curriculum: The K to 12 curriculum is standards- and competence-based. It is inclusive

and built around the needs of the learners and the community. The curriculum is done and

is available on the DepEd website. It is the first time in history that the entire curriculum

is digitized and made accessible to the public.

Private SHS: There are 2,847 private schools cleared to offer Senior High School as of June 22,

2015.

How will the current curriculum be affected by K to 12? What subjects will be added and

removed?

 The current curriculum has been enhanced for K to 12 and now gives more focus to allow

mastery of learning.

 For the new Senior High School grades (Grades 11 and 12), core subjects such as

Mathematics, Science and Language will be strengthened. Specializations or tracks in

students’ areas of interest will also be offered.

 Changes to specific subjects are detailed in the K to 12 Curriculum Guides, viewable and

downloadable at bit.ly/kto12curriculum.

How will schools implementing special curricular programs such as science high schools,

high schools for the arts, and technical vocational schools be affected by K to 12?

Schools with special curricular programs will implement enriched curriculums specific to their

program (e.g. science, arts) following the K to 12 standards.

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How will multi-grade teaching be affected by K to 12?

Multi-grade teaching will continue and will use the K to 12 Curriculum.

How will specific learning groups such as indigenous people, Muslim learners, and people

with special needs be affected by K to 12?

The K to 12 Curriculum was designed to address diverse learner needs, and may be adapted to fit

specific learner groups.

Under K to 12, will Kindergarten be a pre-requisite for entering Grade 1?

Yes. Republic Act No. 10157, or the Kindergarten Education Act, institutionalizes Kindergarten

as part of the basic education system and is a pre-requisite for admission to Grade 1.

With K to 12, will there be an overlap between the Day Care program of Local

Government Units (LGUs) and DepEd Kindergarten?

No. Day Care Centers of LGUs take care of children aged 4 or below, while the DepEd

Kindergarten program is intended for children who are at least 5 years old by October 31st of the

present school year.

With K to 12, should schools prepare permanent records for Kindergarten students?

Yes. While the assessment on readiness skills of students in Kindergarten is not academically

driven, a good measure of the child’s ability to cope with formal schooling is needed for future

learning interventions.

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Who is in charge of Kindergarten teacher compensation?

DepEd is the main agency that employs and pays Kindergarten teachers in public schools.

However, there are LGUs that help in the Kindergarten program and provide honoraria for

additional Kindergarten teachers in public schools.

Which Mother Tongue will be used as the language of instruction in multi-cultural areas?

The principle of MTB-MLE is to use the language that learners are most comfortable and

familiar with; therefore, the common language in the area or lingua franca shall be used as the

language of instruction

Will Mother Tongue Based Multi-Lingual Education (MTB-MLE) include other languages

in the future?

Languages other than the 19 current mother tongues (Bahasa Sug, Bikol, Cebuano, Chabacano,

Hiligaynon, Iloko, Kapampangan, Maguindanaoan, Meranao, Pangasinense, Tagalog, Waray,

Ybanag, Ivatan, Sambal, Akianon, Kinaray-a, Yakan, and Surigaonon.)

What is Senior High School?

Senior High School (SHS) covers the last two years of the K to 12 program and includes Grades

11 and 12. In SHS, students will go through a core curriculum and subjects under a track of their

choice.

Will SHS mean two more years of High School?

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Yes. These two additional years will equip learners with skills that will better prepare them for

the future, whether it be:

 Employment

 Entrepreneurship

 Skills Development (Further Tech-Voc training)

 Higher Education (College)

How will students choose their Senior High School specializations?

Students will undergo assessments to determine their strengths and interests. These will include

an aptitude test, a career assessment exam, and an occupational interest inventory for high

schools. Career advocacy activities will also be conducted to help guide students in choosing

their specialization or track.

How will student specializations/tracks be distributed across Senior High Schools?

Specializations or tracks to be offered will be distributed according to the resources available in

the area, the needs and interests of most students, and the opportunities and demands of the

community.

Will SHS ensure employment for me?

SHS creates the following opportunities:

 Standard requirements will be applied to make sure graduates know enough to be hirable.

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  You will now be able to apply for TESDA Certificates of Competency (COCs) and

National Certificates (NCs) to provide you with better work opportunities.

 Partnerships with different companies will be offered for technical and vocational

courses.

 You can now get work experience while studying; and companies can even hire you after

you graduate.

Entrepreneurship courses will now be included. Instead of being employed, you can choose to

start your own business after graduating, or choose to further your education by going to college.

How will SHS affect my college education?

 SHS, as part of the K to 12 Basic Curriculum, was developed in line with the curriculum

of the Commission of Higher Education (CHED) – the governing body for college and

university education in the Philippines.

 This ensures that by the time you graduate from Senior High School, you will have the

standard knowledge, skills, and competencies needed to go to college.

Is SHS really necessary? Must I go to SHS?

Yes, according to the law. Beginning SY 2016-2017, you must go through Grades 11 and 12 to

graduate from High School.

If I choose not to go to SHS, what happens to me?

You will be a grade 10 completer, but not a high school graduate. Elementary graduates are those

who finish grade 6; high school graduates must have finished grade 12.

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What will I learn in SHS that the current high school curriculum doesn’t include?

Senior High School covers eight learning areas as part of its core curriculum, and adds specific

tracks (similar to college courses) based on four disciplines:

 Academic (which includes Business, Science & Engineering, Humanities & Social

Science, and a General Academic strand)

 Technical-Vocational-Livelihood (with highly specialized subjects with TESDA

qualifications)

 Sports

 Arts & Design

SHS Students may pick a track based on how he or she will want to proceed after high school

graduation. You can learn more about the tracks and strands (as well as their curriculum) on

deped.gov.ph.

Where will Senior High School be implemented? Will my school offer SHS?

 Existing public and private schools, including colleges, universities and technical

institutions may offer Senior High School.

 There may also be stand-alone Senior High Schools established by DepEd or private

organizations.

Can a private school offer Senior High School before SY 2016-2017?

Private schools may offer Grade 11 as early as SY 2015-2016 to interested students. However,

Senior High School before SY 2016-2017 is voluntary for both private schools and students, and

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there will be no funding assistance from the government to private Senior High School before

SY 2016-2017.

Will SHS modelling schools that implemented the SHS program in SY 2012-13 be allowed

to implement the SHS Program?

SHS modelling schools listed in DepEd Order No. 71, s. 2013 may implement the SHS program,

but they must go through the process of applying a provisional SHS permit, and must meet the

standards and requirements for the SHS Program.

Which private institutions are allowed to offer Senior High School?

 All schools and organizations must first apply for a permit from DepEd. Different

institutions may also partner with each other and apply for SHS as a group.

 Temporary permits will be issued by DepEd for those who meet the requirements for the

Senior High School Program.

 There are 334 private schools with SHS permits beginning in SY 2014 or 2015. Last

March 31, 2015, provisional permits have been issued to 1,122 private schools that will

offer Senior High School in 2016.

What other information should applicants remember in applying for a SHS permit?

 All applications must only be submitted via email to kto12@deped.gov.ph.

 Applications must contain the requirements detailed in DepEd Memo No. 4, series of

2014, Only applications with complete documentary requirements will be processed by

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 the SHS-NTF on a first come-first served basis. Submission of letters of intent only will

not be processed.

 The proposed SHS Curriculum consistent with the final SHS Curriculum issued by

DepEd must be submitted upon application.

Who receives, evaluates and approves the applications for provisional SHS permits? Who

issues the permits?

 The SHS-National Task Force (SHS-NTF) will receive applications from interested

parties, establish the process and criteria in evaluating selected applicants, and evaluate

the SHS applications of non-DepEd schools.

 Regional Offices will be deputized to conduct on-site validation for all applicants. The

on-site validation will focus on the provision of SHS requirements for the proposed

track/strand, and will certify that a school exhibits the necessary SHS requirements to

implement the program.

 The DepEd Secretary approves applications for the SHS Program and issues provisional

permits to applicants upon the recommendation of the Undersecretary for Programs and

Projects.

 The Regional Office releases the provisional permit to the applicant.

Will the additional two years of High School mean additional expenses?

Not necessarily.

 Senior High School “completes” basic education by making sure that the high school

graduate is equipped for work, entrepreneurship, or higher education. This is a step up

34
 from the 10-year cycle where high school graduates still need further education (and

expenses) to be ready for the world.

 SHS will be offered free in public schools and there will be a voucher program in place

for public junior high school completers as well as ESC beneficiaries of private high

schools should they choose to take SHS in private institutions.

 This means that the burden of expenses for the additional two years need not be

completely shouldered by parents.

Where can I find out more about SHS?

You can find out more at www.deped.gov.ph/k-to-12. You can also ask your school

administration (public or private) to contact the DepEd division office to help organize an

orientation seminar.

What are the advantages of the Voucher Program?

 For Students

The voucher program can provide high-quality education for all types of students. Even

those who normally do not have the financial means will be able to choose from different

schools. They will not be limited to the schools that are provided by the DepEd.

 For Private Schools

Private schools with SHS will be able to tap into an expanded market — students from

public junior high schools

But are we really sure that it will work in the Philippine education system?

35
In SY 2012-2013, DepEd tested the SHS program to over 10,000 students in a total of 56 schools

around the Philippines. The results of this modelling program, including best practices and

learning experiences of students, have influenced the creation of the current SHS curriculum.

How can I help improve basic education?

 Private partners can donate through the Adopt-A-School program. A 150% tax incentive

will be provided for every contribution.

 Help spread awareness and information on the K to 12 Program.

How will SHS Affect me? Will I lose my Job?

 No high school teachers will be displaced

 The Department of Education (DepEd) is in constant coordination with CHED and

DOLE on the actual number of affected faculty from private higher education institutions

(HEIs). The worst-case scenario is that 39,000 HEI faculty will lose their jobs over 5

years. This will only happen if none of the HEIs will put up their own Senior High

Schools, which is since we are currently processing over 1,000 SHS applications from

private institutions.

 DepEd is also hiring more than 30,000 new teachers in 2016 alone. The Department will

prioritize affected faculty who will apply as teachers or administrators in our SHS.

I am a graduate of a science/math/engineering/course. Can I apply as an SHS teacher?

 If you are willing to teach on a part-time basis, you will not be required to take and pass

the Licensure Examination for Teachers (LET).

36
  If you want a permanent position, you will need to take and pass the LET within five

years after your date of hiring to remain employed full-time.

I am a hired TVI course graduate/HEI faculty/practitioner. Can I apply as an SHS

teacher?

 Graduates of technical-vocational courses must have the necessary certification issued by

TESDA and undergo training to be administered by DepEd or HEIs.

 Faculty of colleges and universities must be full-time professors and be holders of a

relevant Bachelor’s degree.

 DepEd and private schools may also hire practitioners with expertise in the specialized

learning areas offered by the K to 12 Program as part-time teachers.

*Faculty of TVIs and HEIs will be given priority in hiring for the transition period from

September 2013 until SY 2021-2022.

I am a practitioner. Can I apply as an SHS teacher?

 You may teach as part-time teacher in Senior High School under the track subjects. We

encourage you to consider this to share your valuable knowledge and experience to our

SHS learners.

How will K to 12 affect the college curriculum?

 The College General Education curriculum will have fewer units. Subjects that have been

taken up in Basic Education will be removed from the College General Education

curriculum.

37
  Details of the new GE Curriculum may be found in CHED Memorandum Order No. 20,

series of 2013.

Problems rose during the implementation of K-12 Program

The Philippines is the last country in Asia to implement the 12-year basic education program.

Before the K to 12 Program, it was one of three countries in the world with a 10-year pre-

university cycle (Angola and Djibouti are the other two).

For Filipino graduates to be able to compete globally and to adopt education standards that are

recognized worldwide, the K to 12 Program was implemented through the Enhanced Basic

Education Act of 2013.

However, less than two months before the start of the implementation of the Senior High School

(SHS) this June, the last phase of the K to 12 Program, teachers are calling for the suspension of

the program.

"Half-baked" curriculum, lack of classrooms, books, teachers

"Solve education problems first"

Teachers' Dignity Coalition (TDC), a group of Filipino educators with a membership of 30,000

teachers from across the country, agrees that the Philippine educational system should be the

same in quality or at least be comparable to the educational system of neighboring Asian

countries.

The organization, which seeks to uphold the rights and welfare of teachers in various fields, also

recognizes the need for reform and the additional year for the basic education program.

38
But Anabelle dela Cerna, TDC vice chairman for the Visayas, said the group is calling for the

suspension of the implementation of the K to 12 Program because the Philippine government is

not yet ready to implement it.

The Alliance of Concerned Teachers (ACT) in Central Visayas also shares the same sentiment

and wants the program implementation suspended. ACT is an alliance of public school teachers

in the country. ACT-7 has 7,000 members, 1,600 of whom are from Metro Cebu.

"We are calling for the suspension of K to 12! We need to solve all the problems of the

educational system then rigorously plan the new curriculum," TDC's Dela Cerna told The

FREEMAN.

Lack teachers, classrooms, chairs and reading materials

Dela Cerna said majority of the schools in the country still lack teachers, classrooms, chairs and

reading materials, but the government continues to push for the implementation of the

program. She said books and learning materials for junior high school are not even completed,

how much more the learning materials for SHS.

"Our system has not solved problems like lack of classrooms, shortage of teachers,lack of books

and chairs, no comfort rooms in schools, no water system etcetera Our educational system should

solve first all these problems before it will implement such curriculum," she said, adding that the

K to 12 curriculum is "half-baked" and that many higher education institution teachers will be

displaced since there will be no graduates for two years.

39
"If we cannot solve issues and old problems in the educational system, we cannot implement a

new curriculum," she said.

ACT-7 president Antonia Lim, meanwhile, said buildings intended for K to 12 are still being

constructed or have just started construction like in the Abellana National High School (ANHS)

where she is currently teaching.

Lim claims that DepEd has been instructing school principals to reduce this year's enrollment for

Grade 7 to accommodate SHS.

Learning materials that are being produced for elementary to junior high and textbooks for

Senior High School, which has specialized subjects, are still being bid out, she said, adding that

there are still no books available for SHS, as well Grades 1, 7 and 10.

"The government should accept that we are not yet ready for K to 12. Everything is lacking, from

books, buildings to teachers," she said.

"[The country] does not need [the K-to-12 program] to achieve quality education. It can't be

defined only through the number of years [in school] because issues, such as the lack of learning

materials, classrooms and health and sanitation facilities, should first be addressed," Lim added.

"Voucher Program will benefit private schools"

TDC and ACT also raised problemsabout the SHS tracks and strands.

Dela Cerna explained that because SHS schools will be offering different strands or majors,

students would have to look for a school that offers the strand they want to take up.

40
A student who wants to take up the culinary strand, she cited, will be looking for a school that

offers it. She expressed concern that students from poor families cannot even go to schools that

are near where they live because of financial problems, how much more if students have to look

for schools that are far from where they are living."Basically, students will stop going to school

because of lack of opportunities to get the desired strands," she said.

Lim uses the situation at the ANHS to illustrate the SHS problem. The school had at least 1,400

junior high graduates last March, but it can only accommodate around 600 SHS students this

June. The school is also offering only the Tech-Voc and Sports tracks.

Graduates who are not tech-voc and sports-inclined students, Lim said, willhave to go to other

schools, mostly private, where General Academic and Science, Technology, Engineering and

Mathematics (STEM) tracks are offered. She added that because of this situation, private schools

are the ones benefitting from the Voucher Program.

The Voucher Program covers public Junior High School completers who wish to pursue SHS in

non-DepEd schools such as private high schools, colleges and universities; local universities and

colleges (LUCs); State Universities and Colleges (SUCs); and Technical and Vocational schools.

The voucher enables students to claim a "discount" from the cost of tuition and other fees

charged by a non-DepED SHS where he or she will enroll. The voucher subsidy is disbursed by

DepEd directly to the non-DepEd SHS where the student enrolls.

The value of the discount, which ranges from P10,000 to P22,500 depends on the location of

SHS institution that the students plans to enroll in.

"Teachers not ready, too"

41
Saying that the curriculum for the K to 12 Program is "imprecise" and "vague," ACT's Lim said

the teachers are not ready for their SHS responsibilities, too.

There are certain subjects under the old college curriculum that have been transferred or added to

the K to 12's SHS curriculum resulting to fewer units under the College General Education

curriculum.

The teachers tasked to handle SHS, Lim said are "not prepared and competent" enough to teach

the SHS subjects after undergoing only five days of training. Social Science, for instance, she

said is broad to teach since it encompasses different sub-topics.

Dela Cerna, meanwhile, also said they are saddened after learning that DepEd is hiring teachers

for the SHS but the teachers will only be trained for less than a month."A course that is basically

very new to them but they need to learn for short time because they will already be teaching this

coming June," she said.

TDC also raised issues regarding the "contractualization" of teachers under K to 12 Program,

saying some teachers are hired based on contracts and as part timers, especially those teachers

who are not board passers.

DEPED defends K to 12

Despite criticisms from teachers who are part of the department, DepEd defends the K to 12

Program and insists that all its 221 divisions have finished planning and have figures on

enrolment a year in advance. These plans were reviewed by a separate team and finalized upon

consultation with other stakeholders.

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Curriculum is "standards and competence-based"

The DepED said the K to 12 Curriculum is standards and competence-based, is inclusive and is

built around the needs of the learners and the community.The crafting of the curriculum for

Grades 11 and 12 — or SHS levels — was completed in 2014.

The SHS curriculum covers a total of 31 subjects, at least 15 of which comprise the core subjects

that stemmed from eight learning areas: Language, Humanities, Communication, Mathematics,

Philosophy, Science, Social Sciences, and P.E. and Health.

The remaining 16 subjects consist of the track subjects. The Academic Track prepares students

should they plan to pursue college education while the Tech-Voc, Sports, and Arts and Design

tracks will equip students with the skills needed to secure jobs in the field they want.

Isaiash Wagas, the program coordinator for SHS of DepEd-Cebu Province Division, said the

plotting of courses for the core subjects, the applied track subjects and the specialized subjects

will be upon the discretion of the school's principal.

Each subject must be taken up for 80 hours per semester, except P.E. and Health, which only

requires 20 hours per semester.

"As a matter of general rule, all subjects must be taken up everyday," he said but added that there

could be some exemptions wherein subjects may not be taught on a daily basis but may be

discussed on alternate days for more hours.

One of the important aspects considered for mapping out the subjects is the availability of

teachers, said Wagas.

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"If the handling teacher is not available, you will have to device it another way," he said,

stressing that there is already an electronic program designed to be user-friendly for school heads

to plot out the subjects.

"More teachers hired, new classrooms constructed"

To address the issue on the number of teachers, DepEd has filled 128,105 new teacher items

nationwide from 2010 to 2014. The department has been hiring two kinds of teachers: those who

will teach the core subjects, and those who will teach the specialized subjects per track. DepEd

will hire 37,000 teachers nationwide for SHS for 2016 alone.

In the Visayas, at least 7,162 teachers (3,011 for Eastern Visayas; 2,400 for Cebu Province; and

1,751 for Western Visayas)are needed this school year as school officials gear for the full

implementation of the K to 12 Program this school year, according to DepEd officials.

DepEd started accepting applications from teachers last January until February. Screenings for

the applicants are still ongoing this month wherein applicants are interview by respective

division heads.

SHS coordinator for DepEd Central Visayas Tomas Pastor said there are at least 2,186 teacher

items in the region for the different applied tracks.

He added that instructional materials or textbooks for SHS are now available at the DepEd

Central Office but have not yet been distributed.

Pastor said the preparations for SHS in the region is already at the 70 percent level and is

targeted to reach 100 percent on the last week of May.

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In matters concerning the lack of classrooms, the DepEd reported that it has constructed a total

of 86,478 classrooms nationwide as of February 2015.

In the DepEd Cebu Province Division, a consolidated report shows that as of March 28 this year,

some 932 classrooms are still under construction while 72 classrooms have been completed.

At least 16 classrooms have not yet started construction while another eight is still under the

procurement process.

The future of k to 12 in the region

To further strengthen the implementation of the K to 12 Program, more funding is expected to be

allocated for DepEd.

In Central Visayas, the DepEd-7is proposing a P21.9-billion budget for 2017 to fund the

agency's education programs, activities and projects.

The bulk of the proposed budget or P14.136 billion is for the regular operations for K to 12.

Around P5.136 billion has been proposed for the senior high school operations, while the

remaining P2.58 billion is for the bottom-up budgeting.

The biggest portion of the K to 12 budget will go to the provision and maintenance of basic

education facilities amounting to P10.121 billion. Some P1.6 billion will also be allocated for

new teaching positions.

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For SHS, P2.69 billion has been set aside for the provision and maintenance of basic education

facilities. Of the amount, P1.41 billion is for Cebu and P383.2 million of which is for the sixth

district (Mandaue City and towns of Consolacion and Cordova).

At least P637.33 million is proposed for the creation of new teachers I position items for SHS in

the region. About half of the amount or P337.21 is allocated for Cebu Province.

The 2017 budget that DepEd -7 proposed for SHS also include P1.01 billion for workshops;

P169.62 million for textbooks and learning materials; P587 million for the Voucher Program.

DepEd has the biggest budget allocation among national government agencies. In 2014, DepEd

had a budget of P290 billion and this increased to P370 billion in 2015.

DepEd got a record-high P436.46 billion this year for the roll out of the SHS program this June

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Reference

- Bilbao, P. P., Lucido, P. I., Iringan, T. C., and R. B. Javier (2008). Curriculum

development. Philippines: Lorimar Publishing, Inc.

- https://en.wikipedia.org/wiki/Curriculum#Etymology

- https://wreigh.wordpress.com/2011/05/14/history-of-curriculum-in-the-philippines/

- https://www.slideshare.net/johnarvin18/historical-foundations-of-curriculum-in-the-philippines

- Glatthorn, Allan A. The Principal as Curriculum Leader: Shaping What Is Taught and

Tested. 2nd ed. Thousand Oaks, Calif.: Corwin Press 2000. Purita P. Bilbao, et al.

Curriculum Development. Quezon City: Lorimar Pub., c2008

- http://www.officialgazette.gov.ph/k-12/

- http://www.philstar.com/cebu-news/2016/04/26/1577040/k-12-are-we-ready-senior-high-

conclusion

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