I will be discussing with you the key

features and details of the k-12

curriculum or the enhanced Basic

Education Program hopefully this will

give you a better understanding of the

program itself and hopefully we can

collectively make basic education more

attainable and accessible to all

Filipino learners first of all the

curriculum framework is founded on

several things first we already have the

legal basis which draws from which draws

from the philosophical basis of

Education for example we have had 100

years of reform but we've had project

with a probe we had deep

TEP we had sea beep we had as a deeply

we had we also had a lot of small

reforms in different places like for

example dimming and then presently we

have been armed so we are drawing from

the learnings of various reform efforts

and this is also important because we

are also drawing from learnings that

have been crystallized from

interventions with indigenous people

that's why it's very important that we

are able to integrate inclusion into the

basic education curriculum that

philosophy of inclusion is key in our

curriculum so and that is embodied in

our law our law is called RA 10 5 3 3

the Basic Education Act of 2013 we also

have the kindergarten education Act

which is 10 5 1 5 7 and that's a very

these two in tandem are very important I

think that we need to be able to

understand that these two laws together

justify the the implementation of K to

12 already we also consider for example

the needs of the learner child's

intellect the development of the learner

and what we are trying to do in this

curriculum is to give the learner

different avenues so we are moving for

a curriculum that is singular that is

the same for everybody - a curriculum

that is more diverse and hopefully that

will allow us to teach diverse learners

so the diversity the shift from singular

to diverse is a difficult shift and

that's what we need to be able to

understand in our curriculum we are also

considering how we are how the

Philippines is compared to the global

community for example it would be better

if we had 12 years of education because

this makes us consistent with most of

the world there was a time when we were

only one of three countries that had ten

years of basic education at least now we

are at par with the world

however it's not sufficient to add two

years about what we need to be able to

do is to improve all of it so that we

have 12 years plus kindergarten of good

Basic Education we also need to consider

that we have to make sure that while

schools improve communities improve

so if communities are improving that

means we are working with communities in

delivering good education I think that

if we do this right haunting : if we do

this right we can actually leapfrog the

educational system

this is now the slide that shows us a

synopsis of what the education program

is first our objective now is to develop

the Filipino with 21st century skills

now we have defined 21st century skills

in DepEd as those skills that contain

information media technology skills

learning innovation skills communication

skills and life and career skills these

are the integrative skills okay the

integrative skills are not subjects the

subjects are the same language

technology like good education math and

science arts and humanities and what

we're trying to do is to make these two

things interact so in other words while

we teach them math we are teaching them

life and career skills while we teach

them TLE we are teaching them

information media technology skills in

other words we don't just teach because

of the subject matter

I'm gusto not a nandlala Bosna bata

sadef ed at said occasion non basic

education and lullabies Nevada Jan Mayen

Janet on a pad in the 21st century

skills categories to do that we need a

curriculum support system we need to

know what kind of teachers we need we

need to understand the materials

facilities and equipment that will allow

this to happen

what sort of ICT environment what kind

of assessment must be put in place so

that we can make sure that these skills

and sets of knowledge are learned the

school leadership and management is also

very important you know senior high

school is a new thing a BA and a lot of

our high school principals will have to

learn the skill of connecting with the

industries in their community working

with partners and so we need to specify

what sort of school leadership and

management is required we also need to

be able to specify what technical

assistance a division a school's

division must be able to provide

so if a high school has for example STEM

science technology engineering and math

if they have that then who must be the

supervisors in a division so this is a

very important item and then finally the

community industry relevance and

partnerships for example if we're going

to set up an ugly fisheries school we

would like to set it up in a place that

has land and is close to the sea it

would be very difficult to have Agri

fisheries in Metro Manila for example

because we don't have enough space or

arable land so we need this strong

curriculum support system and finally

and we are in the process of

articulating this is we need a

monitoring and evaluation system for the

entire K to 12 perform and that

monitoring evaluation system will have

to consider not only the nap

they we're so used to that we only think

of the map it should not be just the nap

it should look at our input into schools

what do we give schools therefore what

can we expect back from schools we also

need to look at how have we trained our

teachers we know also need to look at

how have we chosen our school leaders

and of course we need to look at the

whole SBM or school-based management

framework this is the this is very very

familiar to everybody now this is how we

encapsulate that the curriculum is

drawing from the previous curriculum we

didn't reinvent the wheel but but we did

have to do some spreading of content and

of course we had to add content because

of senior high school so basically

kinder to grade 10 it's a spiral

curriculum senior high school becomes

more discipline al and then what we're

trying to say also in this framework is

that we need support systems for the

curriculum to succeed and when the

curriculums to succeeds hopefully the

child in the middle or the learner also

succeeds Union llamo kahiko segunda Edna

Holly Mouton now you will happen

ah honking iguana 10 para dunes a

learner but the learner should be the

one to benefit the most from this reform

initiative Padma here upon the Padma -

Luna not in China

hey there are four exits there are two

ways to look at the exit the first one

is the 21st century skills exits and

then the second one is the destination

where the children go after after basic

education they go they can go to higher

ed they can go directly to employment

they can go to entrepreneurship and then

they also can go to middle skills

development so further middle skews

development and to be able to do that we

will need we will need very strong

career advocacy or career advising so

this is another feature of high school

that we really need to think about and I

think this is one that we haven't really

planned out any interventions for no

that's strong enough and we have a good

now a good two years to do this we need

to be able to help children understand

what they want to be when they grow up

and we need to be able to explain to

them that what they want to be now can

change and if it changes it's okay

they can change their mind so if they

decide to go let's say into tech walk

after a few years they want to go to

college that should be possible okay the

other thing that is important for all of

us to remember is that that it is not

moving alone we are connected to the

rest of the education system and we are

connected using the Philippine

qualifications framework the pqf has a

progression from basic ed to tech ba or

testa and then higher ed in that ed we

have to deliver two levels level one at

the end of grade 10 and level 2 at the

end of grade 12 this is level 1

so if the child is achieving lead level

1 through grade 10 then the child should

possess foundational knowledge across a

range of learning areas or competencies

and then this child should be able to

apply this and then the child needs

supervision very close supervision at

the end of grade 12 the knowledge should

become functional and technical and what

this means is that you can apply

scientific critical creative thinking

and use technologies in more specific

areas of interest and then you need

minimal supervision we are now proposing

this one proposal palanca we are

proposing this one to the national

competency council we feel that it is

important for the pair to articulate

this clearly the reason for that is we

we are if it translates to our key

stages we have four key stages grade 3

grade 6 grade 10 and grade 12 in the

formal system that's what it looks like

in the ALS at the moment our key stages

are 6 and 10 so what we need to be able

to do is also to find the way so that

the key stages are relevant in both the

formal and non-formal basic education

approaches that depth delivers then what

we need to do and we are doing this

already and as a matter of fact we are

almost done no pretty much done we

convert this now into content and

performance standards and learning

competencies the content and performance

standards and learning competencies this

is what comprise the curriculum and then

on the basis of the curriculum we make

learning resources now in a curriculum

that is that is going to be used by more

than 48,000 schools you cannot expect

the same curriculum happening every day

diba curricula will change that's why

it's very important for us to have

learning standards the standard is the

most important convergence point we

should all we should all attain the

standard the children should meet them

so they refer to how well the student

must perform at what kinds of tasks

based on what content to be considered

proficient and effective and then we

define what learning should be achieved

at different grade levels or overs over

life know at a certain point in your

life you must achieve a particular

standard so this is a very important

thing because because when we when we

translate these standards into grade

three standards for let's say math or

grade set or grade six standards for

let's say a delinquent opponent we must

all still connect and that ALS and the

formal system must also meet those

standards so it's very important then

when we think of the basic education

structure we think of the different ways

it is delivered not just through formal

school okay then we have content

standards performance standards and

learning competencies this is an example

of a key stage standard at grade 3 for

mother-tongue by the end of grade 3

students will enjoy communicating in

their first language on familiar topics

for a variety of purposes and audiences

using basic vocabulary and phrases they

will read in the first language texts or

l1 text with understanding and create

their own stories and texts in their

first language that is the standard for

grade 3 mother tongue for grade 9 for an

example in grade 9 is science so for

example respiratory and circulatory

systems working with other organ systems

so we

relate what should they know at this

point Yaiba at the end of this first

quarter or first grading period the

children should have knowledge or

demonstrate an understanding of how

different structures of the circulatory

and respiratory systems work together

and then the performance standard must

show how children will be able to

conduct an information dissemination

activity on effective ways of taking

care of the respiratory and circulatory

systems if it's opinion we don't just

want children to be able to repeat what

you say or what you teach in class what

we want them to be able to do is to

invert this knowledge into an

application into behavior your knowledge

conversion ion Union cannot go on and

guro okay you puggly but the Mauryan

information into actual behavior an

actual product let's say a project or an

activity that is the true manifestation

of learning and that's what we need to

be able to show so in the Lanza solita

the Pat Hangang segawa achieved not in

your standard and finally this is an

example of a learning competency

learners must be able to explain how the

respiratory systems work together to

transport nutrients gases and other

molecules to and from the different

parts of the body so when we assess we

will assess that also so our curriculum

is like that it has content content

standard performance standard competency

now let's look at the whole basic

education program in other words that

framework of the curriculum it is

present in the entire basic education

program so this is the architecture of

the program we have elementary which is

from kindergarten to grade six

I said about the key stages are K 2 3

and then 4 to 6 and then we have Junior

High School which is 7

to pan now there's a little emphasis

here if you notice from grade 7 and 8

technology livelihood education is

exploratory and then in grades 9 and pen

technology livelihood education takes on

specializations okay and then we have

grades 11 and 12 which constitute our

senior high school senior high school

has three parts the first part is the

core curriculum or the core subjects the

second part is the track the second part

is divided into two

we have contextualized track subjects

and then we have specialized track

subjects now what our tracks um the

first track is the academic track so if

you imagine your exit

davai if you take the academic trap you

can go to higher education immediately

after high school the second track is

the technical vocational livelihood

track the TBL track that trap allows you

to go directly to employment or it

allows you to go to mid odd skills

development the sports track and the

Arts and Design track they allow you to

go anywhere higher ed or middle skills

development or work and then everyone if

they so choose can go into

enterpreneurship what is important I

think is for us to realize the children

who choose these tracks they should be

able to go to more than one place so

indi we don't track them for life

you understand No you track them for an

option so they may choose academic track

something happens in their life they

will have to change the tech work that's

okay that should be allowable that

should be possible these are the

features of the curriculum

all of these phrases damn upon y'know

learner-centered inclusive

research-based standards

competence seamless the congested

culture responsive culture sensitive

contextualize relevant responsive

flexible ICT based in global all of

those words are in the law and what

we're trying to do in the curriculum

areas is make sure that these words come

alive in the curriculum because

otherwise the law will not be meaningful

so we should be able to make these laws

come at this words come alive we need

really a balance between the ideal the

meaningful and the logically feasible

what is feasible well we need to be able

to find out what is the most responsive

track in a particular community because

bahama mama gopher Thailand track now

along interesado so we need to be able

to offer the right tracks in the in the

right places the other one is that we

need to have some sort of one-stop shop

kind of system the school or the

district together must must function as

a one-stop shop if a child can go to

formal school in that school or in that

district must be access to ALS or a TMS

that must be possible and was finally we

need to build around the needs of the

learner I'll go now I will going to go

into more detailed parts of the

curriculum bear with me it's a it's it's

a known I need to tell you what the

bureau's went through to do this because

they went through a lot to get to this

point um first in looking at 21st

century skills there are four kinds as I

said earlier what we do is to look at

what are the elements in the curriculum

that contribute to the 21st century

skills so we harvested this one so for

example in learn

innovation skills all across the

curriculum you will find creativity and

curiosity development critical thinking

and problem-solving skills

and risk-taking so everywhere in the

curriculum there will be these things um

in the teachers guides there will be

collaboration activities so in other

words with communication and

interpersonal skills through

collaboration and then to proceed we

looked at the curriculum let's say this

is an example of grade seven we looked

at the curriculum and then we checked

either in specific subjects learning and

innovation skills so for example in

Filipino with the content of a bomb a

dynamo necessay go on and mega RL on

Malika impact at uncle nan Alonza non

non curry donde la la rowana mama Papa

Halligan Filipino that particular

competency in Filipino grade seven will

contribute to learning innovation skills

because the student is able to show

creative representations of what they've

read then you'll find similar things for

example in science the learner

investigates the properties of mixtures

of varying concentrations using

available materials in the community for

specific purposes again if the child

learns all of these competencies and can

perform the performance standards and

achieve the performance standards that

child is being helped to develop

learning and innovation skills that's

very important sometimes teachers tend

to just think about their subject but

Matt Langham at irrelevantly Pune lago

arenal pal opponent this time we have to

be more concentric Eva we need to be

able to look at how the subject matters

are actually integrative and the

integration is very hard to do it's

really very hard to do that's why in a

curriculum

during in the in the training on

curriculum we need to show that the

curricula lead to the 21st century

skills deep wading stand-alone well

Amanda booboo Heine Matt Lana alum Nia

liebe well a de novo bovine English lon

alumna we need to know more things to be

able to function well in society there

are features of the curriculum now first

the first reform feature no and it is a

huge reform feature is the mother tongue

based multilingual education framework

and in this framework what we are trying

to do is to leverage the child's

dominant language and use this dominant

language as the foundational language of

education you leverage that you use that

one why took make children happy if

they're happy they will stay in school

number two they can communicate with

each other better and then they will

learn subject matter better and three

they will develop concepts in a language

that they know in other words concept

development is not delayed concept

development happens immediately because

they are using a language they know

forth because if they have a strong

language they can learn subsequent

languages of the curriculum at the

moment at present we have nine languages

already currently in the decade in the

decade on program of MTB MLE we expect

that there will be more languages

especially from cultural groups

hopefully as we use these languages

children also appreciate themselves

better and their communities better but

we also need to make sure we achieve the

standard of the curriculum in our

curriculum we are doing a multilingual

framework so we cannot be stuck with our

local languages what we are trying to do

is to learn the other languages

so we used the mother tongue so that

this set of knowledge in the mother

tongue can be transferred to Filipino

transferred to English so we are

actually using the principle of learning

transfer so you have a good foundation

and then this foundation you learn other

things and I think to be able to reach

the goal which is a multi literate

Filipino learner we need to make sure

that the bridging from mother tongue the

Filipino to English is done properly and

that can be achieved through our

teachers guides another key concept in

the curriculum is contextualization and

localization what is nice about

contextualization and localization is

that you you have to think of where you

are so that you can make the curriculum

relevant to you for example I'll give

you examples on that later but this is

in the law and this is one of the main

things that will allow our curriculum to

be not singular but actually more

diverse so we need to make sure that

when we localize curriculum we agree

agree to it and I think um that's a

shift in thinking about the usual

thinking is we all have to be the same

but the shift in thinking is important

because localization means that

different areas in the country will use

different materials they will use

different instruments so that they can

deliver the standard of the curriculum

the other one that's important in k-12

it is the spiraling of content so we go

from basic to complex and we are

spiraling also the competencies so from

spiral as I said earlier kinder to great

than spiral we move on to discipline and

in grade 11 and 12 the other feature is

tle or technology vocational livelihood

education we are using for example the

we are building

so that we hit the test the competencies

now so we're you seeing the training

regulations of testa and this is

important for us to understand because

this is where we are converging with the

rest of the education system as I said

earlier we are not existing a step at

alone what we are trying to do is to

make sure that we connect with other

agencies that are delivering education

so for example at the end of grade 10 11

and 12 children should be able to take

national competency examinations

administered by testa now how did we do

that now we had to ensure higher

education and tech work readiness and

how are we going to do that we needed

again to think of the other education

institution or agency in our country

which is ched we've looked at the

college readiness standards of chair in

2012 shed released this very thick

document stipulating was what high

school graduates must know and then they

released another document saying these

are the new GE courses of college if you

remember when you went to college you

had two years of general education about

61 units now there are only 36 those 36

units are listed no and what we've done

is we look backwards remember when we

think of learning

you always think with the end in mind

what is the end you want to achieve

therefore you work backwards and you try

to see you achieve that so we looked at

how we connected the new GE curriculum

of ched to the senior high school

subjects and penta grades in 710 so for

example in math we have of course math

in grade 7 to 10 and then we have

general math in senior high school and

we also have statistics and probability

in senior high school

and then when they get to college they

will have mathematics in the world so we

are connected that way and I think this

cohesion or this coherence is very

important they always tell us our

students are not ready for college this

is a way by which we are trying to make

sure they are so how did we do that we

worked with Chen we brought them into

the curriculum development process so we

made sure that we align core and

contextualized subjects to college

readiness standards and the GE

curriculum but more importantly we

invited to count them to come and join

us it's an interesting mix no basic

education specialists in higher

education specialists coming together

it's an interesting thing because they

know their disciplines Eva we know it

for basic ed but we know the competency

and performance constructions they know

content and so what we had to do was to

navigate this relationship we also did

that with Pesta Coast s Dannemann is

poorer competency and what we needed to

do was to be able to connect that to our

content and we did the same thing now we

integrate that technical vocational

education skills competencies and

qualifications in junior and senior high

school so that they can take the

national competencies and then what we

did was we brought them in again in our

workshops we also made sure that our

common competencies are present say

these are non negotiables

the same way that the GE curriculum of

said is a non-negotiable the common

competencies of tests are also

non-negotiable so what we need to do is

to navigate that how do we bridge that

so that process is the curriculum

development process the other day I was

in a school and I was explaining this

process and the teachers in the school

told me we didn't know it went through a

very long process we thought you get

the curriculum you put there what you

want and then you to ask for

implementation and I was telling them no

that that's not how it works

no the curriculum process is actually

very deep juice and slow and you review

and you go back to it and you review so

let me show you the process so we had

curriculum guide writing workshops and

you have to remember this has been going

on for three years in that workshop

there is a construction of a committee

there are people who do the work so

there's somebody from the central office

there's somebody from the field there's

an internal and external reviewers

they're extinct or internal and external

reviewers and then there are people from

either testa or ched who will help us

craft and then we had somebody to do the

encoding for us these people were

involved and they came from very many

institutions I'm sure there are more

institutions but just let me show you

how many people we had to coordinate

with and then we went through this

process so there is a crafting process

the crafting process is the first step

and it releases a draft number one the

draft number one is sent to a reviewer

and you know the reviewer and the

crafter the drafter they're not the same

people and because they are not the same

people sometimes they don't have the

same perspective they don't put emphasis

or importance on the same concepts and

so the comment of the reviewer is

returned I return to the crafters and

this these comments now are mediated we

have to go comment by comment by comment

and see do we agree is it all right or

is it not okay in most cases we are able

to navigate this process

in some cases it's a little bit more

difficult

tempering sometimes we are married to

our work and it is hard to accept

criticism ba pero with proper mediation

and preparing the intervention it's

possible to be

able to come up with an agreement and I

think that's the important thing because

unless there is agreement we cannot come

up with a final curriculum guide so for

a final curriculum guide to come out is

actually an unmeaning of my image people

need to agree that this is what a high

school student must know must be able to

do this is what the exit should lead to

and so that's a very important point

sometimes we forget that and we are

stuck to our discipline and we remind

those who are tending to be that way

that you know this is now what children

should know we should remember the child

the learner it's not about the

discipline it's about the learner after

that when that is successful and usually

in the manatees actually we're

successful in all we go to language

review the language review process is

tricky because you need to find the

correct reviewer for the subject so for

instance it's hard to find an anguish

reviewer for TL e because usually a

language editor will want to change the

verb of a sentence now to make it more

appropriate but in ple the verb is the

most important thing of all because the

verb tells you what action is going to

be measured so a language reviewer

cannot change the verb so these things

are very important and again we send

back the review to the crafters they

mediate they agree Ewa and then finally

it goes to copy and proofreading so as

much as possible by the time it gets to

language review there should not be any

more conceptual error or no more

conceptual error by the time it gets to

copy and proofreading there should be no

more grammar error no more language

error and so the only possible errors we

might have are typographical and if they

are not typographical we have a problem

so we have to fix the problem and go

back to the content review go back to

the language review before we go back

again to copy review coño madhu Guiche

at the bar so so if it's being in the

better the first draft the better for

everybody and so that's what we were

trying to stretch the whole time when it

is copy edited then um we load it up on

the website and I'll show you where it

is but before that we created a coding

system recording the recorded the

learning competencies of the curriculum

guide / learning area recorded because

one we needed to find out do we have all

the competencies that we need to have

number two did we load them up with too

many competencies number three in a

spiral curriculum the competencies

should be balanced I said the word

balance is important in curriculum

development so for example one of the

most simple but very informative

comments I heard was when I was Luke

doing the coding Sabrina mission

specialist I learned that there were 70

plus competencies in biology but only 35

something or something in chemistry and

so we could see that it was a little

lopsided and that is a very important

insight because of the coding process

this is the coding legend the objective

of it always to do things by consensus

as much as possible No so what we did

was there's a learning area and then the

grade level and then what is the content

and for what quarter and then for what

week and what is the competency number

so for example this competency is h9s -

for G - H - 34 it means it is for health

grade 9 for the prevention of substance

abuse and use fourth quarter week 7 -

and the competencies suggest healthy

alternatives to cigarettes and alcohol

to promote healthy lifestyle so when you

call the competency let me just explain

um I see a let's look at the curriculum

know that it allowed us now to look at

what we had in the field so we looked at

the learning resources that were

available in the field so we could

identify what learning resources were

available and then we coded them all so

we're not yet done but this is what the

curriculum guide looks like so when you

go online this is what it will look like

it will have the content the content

standards the performance standards the

learn written C's the code of the

competency and the learning materials

that contain this learning competency in

other words if I look at the learning

guide in science and health mixtures

print by B EE I will be able to get a

learning material for teaching

describing different objects based on

their different characteristics if I go

to beam grade 3 unit 4 learning

materials science 3 materials module 1 I

will be able to find a material that

will help me teach that competency we

call this harvesting we harvested from

other in education interventions that

had happened in the last 30 40 years and

we looked at them and we tried to match

that process is not yet done it's a long

process the other thing that's important

about coding the competency is now we

can use that code to code the national

achievement test so we know that

national achievement test actually is

connected to the curriculum and that is

very important for assessment this is a

curriculum guide for grade 9 math and

then we also have a curriculum map the

curriculum map shows us the

then that is being spiral across all the

grade levels so we studied first quarter

second quarter third quarter fourth

quarter grade one two and three and we

looked at how the content was being

spread out and we know that it's not too

much content in every quarter the

problem say the curriculum was congested

much content per quarter when we did

this we were able to say maybe you need

to lesson here because it's a lot of

content maybe you need to add there

because there's too little content so

that kind of mapping it's very important

so in other words what am I saying

we looked at the curriculum forwards

backwards and sideways we looked at it

in as many ways as possible so we could

ensure that we were actually spreading

out the content and that we were

covering the necessary content if you

want to look at the curriculum guides

they're there you can download them when

we find an error we take it down we

correct the error then we put it back up