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Philippines' Public School Curriculum Model
Philippines' Public School Curriculum Model
School
Curriculum
Philippines’
Public
School
Curriculum
Model
Pre-‐Spanish
Times
• informal,
unstructured,
and
devoid
of
methods.
• Children
were
provided
more
vocational
training
and
less
academics
(3
Rs)
by
their
parents
and
in
the
houses
of
tribal
tutors.
Development
of
Philippine
Education
Spanish
system
• Education
was
religion-‐oriented;
It
was
for
the
elite
class
only
• Liberalized
through
the
enactment
of
the
Educational
Decree
of
1863
or
the
free
public
education
system
in
the
Philippines;
the
first
in
Asia
ü Provided
for
the
establishment
of
at
least
one
primary
school
for
boys
and
girls
in
each
town
under
the
responsibility
of
the
municipal
government;
and
the
establishment
of
a
normal
school
for
male
teachers
under
the
supervision
of
the
Jesuits.
ü Primary
instruction
was
free
and
available
to
every
Filipino
regardless
of
ethnicity
and
socio-‐economic
status
Development
of
Philippine
Education
• Malolos
Constitution
-‐
A
system
of
free
and
compulsory
elementary
education
was
established
• Schurman
Commission
-‐
An
adequate
secularized
and
improved
free
public
school
system
* The
NSEC
included
the
following
learning
areas
to
be
taught
for
400
minutes
daily
from
First
Year
to
Fourth
Year:
Values
Education
Araling
Panlipunan
Filipino
Science
and
Technology
English
Physical
Education,
Health
and
Music
Mathematics
Technology
and
Home
Economics
New
Secondary
Education
Curriculum
(NSEC)
Studies/Researches
Findings/Recommendation
National
and
Secondary
Assessment
A
mean
percentage
score
of
only
50%
Test
(NSAT)
was
achieved.
* “The
restructuring
of
the
curriculum
is
part
of
an
ongoing
effort
to
improve
the
quality
of
learning.
We
are
focusing
on
the
basics
of
improving
literacy
and
numeracy
while
inculcating
values
across
learning
areas
to
make
it
dynamic.”
(Raul
Roco)
* The
2002
BEC
is
a
restructuring
and
not
a
sweeping
change
of
the
elementary
and
secondary
curricula
(NESC
&
NSEC)
BEC
2002/RBEC
2002
* The
implementation
of
the
2002
Basic
Education
Curriculum
was
announced
in
DepEd
Order
No.
25,
s.
2002,
issued
on
June
17,
2002.
* The
actual
implementing
guidelines
were
found
in
DepEd
Order
No.
43,
s.
2002,
dated
Aug.
29,
2002.
* Less
than
a
year
later
(on
June
12,
2003),
a
new
curriculum
(the
Revised
BEC)
was
signed
into
law.
BEC
2002/RBEC
2002
BEC
2002/RBEC
2002
Rationale
of
2002
BEC/RBEC
2002
* The
2002
Basic
Education
Curriculum
(DepEd,
Apr.
5,
2002),
cited
several
reasons
why
the
basic
education
curriculum
should
be
restructured.
* Aside
from
results
of
the
evaluation
of
the
NESC
and
NSEC,
foremost
was
the
UNESCO
Report
on
the
Four
Pillars
of
Education
which
emphasize
using
the
knowledge
gained
to
improve
oneself
and
one’s
relationship
with
fellow
human
beings
along
with
the
development
of
functional
literacy
which
involves
the
development
of
the
essential
skills
such
as
“linguistic
fluency
and
scientific
–
numerical
competence.
Rationale
of
2002
BEC/RBEC
2002
* To
further
decongest
the
curriculum
and
to
provide
more
contact
time
for
the
tool
subjects,
the
restructured
curriculum
emphasizes
the
enhanced
teaching
of
the
four
(4)
core
subjects
Filipino,
English,
Mathematics
and
Science.
A
fifth
subject
called
Makabayan,
which
is
envisioned
to
be
a
“laboratory
of
life”
or
practice
environment,
integrated
the
other
non-‐tool
subjects.
Features
of
2002
BEC/RBEC
1. Greater
emphasis
on
helping
every
learner
become
a
successful
reader.
Science
Nagagamit
ang
Filipino
sa
mabisang
Filipino pakikipagtalastasan
(pasalita
at
pasulat);
nagpapamalas
ng
kahusayan
sa
pagsasaayos
ng
iba’t
ibang
impormasyon
at
mensaheng
narinig
at
nabasa
para
sa
kapakinabangang
pansarili
atpangkapwa
at
sa
patuloy
na
pagkatuto
upang
makaangkop
sa
mabilis
na
pagbabagong
nagaganap
sa
daigdig
Curriculum
Structure
of
2002
BEC/RBEC
• Nagagamit
ang
sariling
kaalaman
at
Edukasyong saloobin
sa
pagpapaunlad
ng
sarili
at
Pangtahanan at pamilya
Pangkabuhayan (EPP) • Nagagamit
ang
kaalaman,
kasanayan
at
saloobin
sa
pagpapaunlad
ng
Grade (4-6) pamayanan
Figure
shows
the
distribution
of
12
years
in
the
Enhanced
Basic
Education
Cycle
of
the
country.
Schooling
will
commence
at
Kindergarten
(K),
then
the
primary
education
(Grades
1-‐6),
then
the
junior
high
school
(Grades
7-‐10),
and
senior
high
school
(Grades
11
&
12).
K
–
12
Vision
Filipino
graduates
are
envisioned:
* Possess
sufficient
mastery
of
basic
competencies
(e.g.,
literacy,
numeracy,
problem
solving,
etc)
to
develop
themselves
to
the
fullest;
* Be
emotionally
developed
and
competent
to
live
a
meaningful
life;
* Be
socially
aware,
pro-‐active,
and
involved
in
public
and
civic
affairs
and
contribute
to
the
development
of
a
progressive,
just
and
humane
society;
* Be
adequately
prepared
for
the
world
of
work
or
entrepreneurship
or
higher
education;
* Be
legally
employable;
and
* Be
globally
competitive.
K
–
12
Vision
In
addition,
they
are
characterized
graduates
who:
* Possess
healthy
mind
and
body;
* There
will
be
the
same
six
years
of
elementary
education,
but
students
entering
secondary
level
will
begin
their
junior
high
school
as
Grade
7.
Junior
High
School
is
for
four
years
(Grades
7
to
10)
and
Senior
High
School
(SHS)
is
for
two
years
(Grades
11
to
12).
* The
additional
two
years
of
SHS
would
mean
that
the
high
school
graduates
are
better
prepared
for
whatever
path
they
will
choose,
and
they
are
of
legal
age
(18
years
old)
to
be
lawfully
employed.
K
–
12
Implementation
Schedule
* The
implementation
of
the
K
to
12
program
will
be
phased.
Universal
kindergarten
was
offered
starting
SY
2011-‐2012.
By
SY
2012-‐2013,
the
new
curriculum
will
be
offered
to
incoming
Grade
1
as
well
as
to
incoming
junior
high
school
students
(Grade
7).
The
target
of
DepEd
is
to
put
in
place
the
necessary
infrastructure
and
other
necessary
arrangements
needed
to
provide
Senior
High
School
(SHS)
education
by
SY
2016-‐2017.
K
–
12
Key
Changes
in
the
Elementary
Curriculum
Medium
of
instruction:
From
the
use
of
bilingual
education
(English
and
Filipino),
the
K
to
12
will
be
institutionalizing
the
Mother
Tongue-‐Based
Multilingual
Education
from
Grades
1
to
3.
The
Mother
Tongue
will
be
the
medium
of
instruction
from
Grades
1
to
3.
Learning
areas:
Mother
Tongue
will
be
an
additional
learning
area
under
K
to
12
from
Grades
1
to
3.
Music,
Arts,
Physical
Education
and
Health
(MAPEH)
is
taught
starting
Grade
1.
Assessment:
Grade
6
NAT
will
be
replaced
by
an
End-‐of-‐
Grade
6
Assessment
and
will
serve
both
as
an
exit
examination
for
Grade
6
and
entrance
examination
for
Grade
7.
K
–
12
Key
Changes
in
the
Elementary
Curriculum
The
mother
tongue
or
the
child’s
first
language
will
be
used
as
the
primary
medium
of
instruction
from
preschool
until
at
least
Grade
3.
The
mother
tongue
will
be
the
main
vehicle
to
teach
understanding
and
mastery
of
all
subjects
such
as
mathematics,
science,
Araling
Panlipunan,
Edukasyon
sa
Pagpapakatao,
Music,
Arts,
Physical
Education
and
Health
(MAPEH),
Filipino
and
English.
Mother
tongue
as
a
subject
and
as
a
language
of
teaching
will
be
introduced
in
Grade
1
for
conceptual
understanding.
Other
languages
are
introduced
as
separate
subjects
starting
Grade
2.
Oral
and
written
Filipino
are
introduced
in
the
first
semester
and
oral
English
in
the
second
semester.
K
–
12
Mother
Tongue
Twelve
major
languages
shall
be
offered
as
a
learning
area
and
utilized
as
language
of
instruction
starting
school
year
2012-‐2013.
They
are
as
follows:
•
Tagalog
•
Kapampangan
•
Pangasinense
•
Iloko
•
Bikol
•
Cebuano
•
Hiligaynon
•
Waray
•
Bahasa-‐sug
•
Maguindanaoan
•
Meranao
•
Chabacano
K
–
12
Mother
Tongue
Medium
of
Instruction
per
Grade
Level
Learning
Areas
G1
G2
G3
G4
G5
G6
Language
Arts
-‐
Filipino
Filipino
-‐
English
English
-‐
Mother
Tongue
Mother
Tongue
Science
MT
English
Mathematics
Mother
Tongue
English
Araling
Panlipunan
(AP)
Mother
Tongue
Filipino
Edukasyong
Pantahanan
at
Filipino
Eng.
Pangkabuhayan
(EPP)
MAPEH
Mother
Tongue
Filipino
Edukasyon
sa
Pagpapakatao
Mother
Tongue
Filipino
Comparison
of
the
2010
SEC
and
the
K
to
12
Secondary
Education
K-‐12
Key
Changes
in
the
Secondary
Education
Curriculum:
* In
the
SEC
2010,
Science
and
Mathematics
are
taught
using
the
discipline-‐based
approach.
All
subjects
are
taught
following
the
three
stages
of
Understanding
by
Design
(UbD)
identifying
desired
results,
determining
acceptable
evidence,
and
planning
instruction.
* On
the
other
hand,
the
K
to
12
curriculum
follows
the
spiral
approach
wherein
learning
is
a
process
of
building
upon
previously
learned
knowledge.
Through
this,
students
are
able
to
master
the
desired
competencies
by
revisiting
the
subject
several
times
and
relating
new
knowledge
or
skills
with
the
previous
one.
Moreover,
students
progress
in
their
learning
as
it
entails
going
from
simple
to
more
complex
knowledge
or
skills.
* In
the
K
to
12
Education
Program,
the
spiral
progression
approach
will
be
used
in
teaching
Science,
Mathematics,
Araling
Panlipunan,
MAPEH
and
Edukasyon
sa
Pagpapakatao.
K-‐12
Key
Changes
in
the
Secondary
Education
Assessment: