The K to 12 BASIC EDUCATION PROGRAM

The K to 12 BASIC EDUCATION PROGRAM

(as of March 12, 2012)

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 The K to 12 BASIC EDUCATION PROGRAM

TABLE OF CONTENTS
Elementary 24
PAGE
Secondary 24
I. The K to 12 Basic Education Program
Background and Rationale 4  Alternative Learning
Learning System 26

Introduction 4 III. The K to 12 Curriculum Guide 30

Historical Development of the IV. Implementation Guidelines 31

Basic Education Program 9
V. Glossary of Terms 32
Outcome Goals of the K to 12 Basic
Education Program 10 VI. References 35

Process Goals of the K to 12 VII. Committees on K to 12 Curriculum 36

Education Program 10

II. The K to 12 Basic Education Curriculum 11

Goal 11

The Learning Areas 15

Co-Curricular and Community

Involvement Programs 15

Core Content 17

Distinctive Features and Guiding Principles 17

Structure of the Curriculum 23

Kindergarten 24
The K to 12 BASIC EDUCATION PROGRAM

List of Figures List of Tables

FIGURE PAGE TABLE PAGE

Figure 1 National Achievement Test Results SY 2005- 4 Table 1 Total Basic Education Cycle of Asian 7
2010 Countries
Figure 2 Trends in International Mathematics and 5
Table 2 Historical Bases of the Additional Years of  7
Science Study (TIMMS) 2003
Education, SEAMEO INNOTECH, 2011
Figure 3 Average of TIMSS Scores, Philippines 5
Table 3 Unemployment Rate in the Philippines, 8
Figure 4 Typical Progression of a Cohort of Pupils 6
2010.
Based on a Cohort of Grade 1 Pupils from SY
1995-1996 to College Graduates SY 2008-
Table 4 Basic Education Curricular Reforms 9
2009, both Public and Private

Figure 5 Unemployed vs. Available Skill-Based Jobs 8 Table 5 Common Competencies in the Grade 7 and 28
8 TLE Exploratory Courses and Specialization
Figure 6 The K to 12 Graduate 12 in Grade 11 and 12

Figure 7 The K to 12 Philippine Basic Education 13 Table 6 Proposed Subjects for Grades 11 and 12 29
Curriculum Framework

Figure 8 The Learning Areas of the K to 12 16 Table 7 The Components of the K to 12 Curriculum 30
Curriculum at a Glance

Figure 9 Structure of the K to 12 Curriculum 23

Figure 10 K to 12 Curriculum in both Formal 26

Education and Alternative
Alternative Learning System

Figure 11 Core Learning Areas/Domains from K to 12 27

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The K to 12 BASIC EDUCATION PROGRAM

The K TO 12 BASIC EDUCATION PROGRAM

I. BACKGROUNDand RATIONALE

Introduction

The K to 12 Basic Education Program is the flagship program of the

Department of Education in its desire to offer a curriculum which is
attuned to the 21 st century. This is in pursuance of the reform
thrusts of the Basic Education Sector Reform Agenda, a package of 
policy reforms that seeks to systematically improve critical
regulatory, institutional, structural, financial, cultural, physical and
informational conditions affecting basic education provision, access
and delivery on the ground. The Department seeks to create a
basic education sector that is capable of attaining the c ountry’s
Education for All Objectives and the Millennium Development Goals
by the year 2015 and President Noynoy  Aquino’s 10-point 10-point basic
education agenda by 2016.These policy reforms are expected to
introduce critical changes necessary to further accelerate, broaden,
deepen and sustain the Department’s effort in improving the quality Figure 1. National Achievement Test Results, SY 2005-2010
of basic education.

The challenges of the Department are great but are not

insurmountable. Education outcomes in terms of achievement,
participation and completion rates point to the urgent need to
improve the quality of basic education in the country. The National
 Achievement Test results for SY 2005-2010 show that many
students who finished basic education do not possess sufficient
mastery of basic competencies. (See Figure 1)
Students’ performance in international tests such as theTrends in
International Mathematics and Science Study (TIMSS) is as dismal.
In Grade IV Math and Science, TIMSS, 2003, the Philippines
ranked 23rd in performance out of 25 countries. For high school
Math, the Philippines ranked 34 thout of 38 countries. In high school
Science, it ranked 43rd out of 46 participating countries. 1 In TIMMS,
2008 for Advanced Math, the Philippines ranked 10 thout of 10

1
National Center for Education Statistics. Highlights from the Trends in International 
Mathematics and Science Study 2003.December 2004

1
The K to 12 BASIC EDUCATION PROGRAM

countries, even with only the science high schools

participating.2(See Figures 2 and 3)

Figure 3. Average of TIMSS Scores, Philippines

 Another major challenge

challenge of the Department
Department of Education
Education is retaining
retaining
Figure 2. Trends in International Mathematics and Science Study those in school, particularly those at risk of falling out of the system.
(TIMMS) 2003 Those who are at risk of dropping out are those who encounter 
difficult circumstances in life  – poverty, cases of teenage
pregnancies, student laborers, children whose parents were poorly
schooled, slum dwellers, families who live in areas with peace and
order problems and learners with various forms of disabilities .

Figure 4 shows that of the 100 students who enrolled in Grade 1,

2
I.V.S. Mullis, M.O. Martin, D.F. Robitaille, & P. Foy, (2009). Chestnut Hill, MA. Trends in  only 65 students reached First Year high school and 46 of which
International Mathematics and Science Advanced 2008.

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The K to 12 BASIC EDUCATION PROGRAM
graduated HS. Of these 46 HS Graduates, only 20 reached college
level and 16 earned college degrees.
Figure 4.Typical Progression of a Cohort of Pupils Based on a
Cohort of Grade 1 Pupils from SY 1995-1996 to College Graduates
SY 2008-2009, both Public and Private
The sad state of basic education in the country can be partly
attributed to the congested basic education curriculum. The basic
education curriculum is meant to be taught in twelve years, yet it is
delivered in ten (10) years. The research findings of the
comparative study of the curricula of Brunei Darussalam, Malaysia,
Singapore and Philippines conducted by SEAMEO-INNOTECH,
affirmed that indeed the Philippine basic education curriculum is
3
congested, especially the Mathematics, Language and Science
subjects.
The relatively weak performance of Filipino students in Mathematics
and
ScienceintheTIMMSsignifiesthattheP
ScienceintheTIMMSsignifiesthatthePhilippinesmustcatchu
hilippinesmustcatchupwithther 
pwithther 
eto the world.
Besides, trade liberalization, the growing global market,
international agreements such as the Bologna and Washington
 Accords have kept countries focused on the comparability of 
educational degrees. Filipino graduates need to develop a
competitive advantage over others in the ASEAN region and in the
world. Unfortunately, the ten-year basic education system
handicaps overseas Filipino professionals competing in the world
market. The Bologna Process 3 requires 12 years of education for 
university admission and practice of profession in European
countries. On account of the Bologna Accord 4, starting 2010,
undergraduate degrees in the Philippines are no longer recognized
in most European countries. The Washington Accord Accord 5 prescribes a
minimum of 12 years of basic education as an entry to recognition
of engineering professionals. Obviously, the short basic education
cycle is a deterrent in pursuing recent initiatives like the APEC and
 ASEAN mutual recognition projects. APEC or Asia Pacific
Economic Cooperation is an international forum of 21 member 
economies that acts collectively to advance their common interests.
 APEC is committed to a policy of reducing barriers to trade and of 
3
Batomalaque, Antonio. Basic Science Development Program of the Philippines for 
International Cooperation. University of San Carlos.; Marinas, Bella and Ditapat, Maria.
Philippines: Curriculum and Development. UNESCO International Bureau of Education
4
Batomalaque, Antonio. Basic Science Development Program of the Philippines for 
International Cooperation. University of San Carlos.; Marinas, Bella and Ditapat, Maria.
Philippines: Curriculum and Development. UNESCO International Bureau of Education
5
International Engineering Alliance. The Washington Accord .
http://www.washingtonaccord.org/Washington-Accord/FAQ
http://www.washingtonaccord.org/Was hington-Accord/FAQ.cfm
.cfm (Accessed 11 September 
2010)
The K to 12 BASIC EDUCATION PROGRAM

being a vehicle for promoting economic cooperation

cooperation within the Asia- In 1949, the proposal to expand basic education was revived. 6
Pacific Region. (Source: SEAMEO INNOTECH Study) Since then the call for extension of the Philippine basic education
duration persisted as presented in Table 2.
The Philippines is the last country in Asia and one of only three
countries in the world (the other two being Djibouti and Angola of  Year Source Recommendation
Recommendation
 Africa) with a ten-year
ten-year pre-university
pre-university program. (Refer
(Refer to Table 1).
1).
UNESCO Mission
1949 Restore Grade VII in primary education
Survey
Revise the Primary school system by adding one year 
1953 Education Act
Total Duration of (Grade VII)
Total Basic
Country Education Cycle
Pre- University
1960 Swanson Survey Restore grade 7 in Primary education
Education
Brunei 11/12 13/15 1970 PCSPE
Extend secondary education by one year to better prepare
students who have no plans to take up university education
Cambodia 12 13 Retain the 10-year basic education phase while
Indonesia 12 13 1991 EDCOM Report institutionalizing career counseling in Primary and
secondary schools in preparation for higher education
Lao PDR 12 14 Philippines Prioritize student learning through curricular reforms, the
Malaysia 12 14/15 1998
Education Sector  provision of textbooks, the use of the vernacular in lower 
Study (World Bank Primary grades, and the institution of a longer basic
Myanmar 11 12 and ADB) education cycle
Philippines 10 10 Implement a compulsory one-year pre-baccalaureate stage
Singapore 11 12/14 2000 PCER as prerequisite for students interested in enrolling in higher 
education degree programs
Thailand 12 12 Lengthen the educational cycle by adding two years to
Philippine EFA 2015
Timor-Leste 12 12 2006 formal basic education (one each for Primary and high
National Action Plan
school)
Vietnam 12 14/15 Extend pre-university education to a total of 12 years,
Presidential Task
Source: SEAMEO-INNOTECH, 2011 2008 benchmarking the content of the eleventh and twelfth years
Force on Education
with international programs
Table 1. Total Basic Education Cycle of Asian Countries Compul
Table 2. Historical Bases of the Additional Years of Education,
Until the 1930s, the Philippines actually had 11 years of basic SEAMEO INNOTECH, 2011
education: seven years of primary and four years of secondary
schooling. The Commonwealth government even then, did not feel
The poor quality of basic education as reflected in the inadequate
that 11 years provided adequate preparation for tertiary education
preparation of high school graduates for the world of work
or the work place. It decided to reduce the primary cycle to six
contributes to the relatively high unemployment rate among the
years, which was duly done, and added two years to high school,
young and the educated. See Table 3.
which did not happen. (de Jesus, Edilberto . Philippine Daily
Inquirer, 01/08/2010).
6
Esther
.
Care and Ethel Valenzuela, Analysis
Analysis of Basic Education of the
Philippines:Implications
Philippines:Implicat
. ions for the K to 12 Education Program, Jan. 2012.

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The K to 12 BASIC EDUCATION PROGRAM

Table 3 shows that of the 80.6% unemployed by age group, 51.5%

are 15-24 years old and below. The 70.9% unemployed went
through school from high school to college. The Table shows that
the largest percentage of unemployed is the group of high school
graduates, 33.1%. Figure 5also shows that there is huge number of 
skills-based jobs available (650,000++) and also a huge number of 
unemployed high school graduates (972458). This implies a
mismatch between graduates’ skills and job demands.

Figure 5. Unemployed vs. Available Skill-Based Jobs

(Source: NSO, 2009 and 2010)

Table 3. Unemployment Rate in the Philippines, 2010.

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The K to 12 BASIC EDUCATION PROGRAM
Historical Development of the Basic Education Prog ram
The historical development of the Philippine basic education
program proves the Department’s cont inuing effort at improving the
quality and relevance of basic education. In terms of curriculum
development, Table 47shows that since 1945, the elementary
curriculum underwent three (3) revisions while that of the secondary
curriculum underwent four (4) before the K to 12 curriculums. This
is because the introduction of the 2-2 Plan, 2-year college
preparatory and 2-year vocational curriculum, was relevant only to
the secondary.
Table 4. Basic Education Curricular Reforms
7 9
Prepared by Avelina T. Llagas , former Director of the Bureau of Secondary
Secondary Education,
DepEd
6
Like the K to 12 curriculum, the curricular revisions were backed up
by research findings and recommendations. The issue of curriculum
congestion which resulted to the learners’ lack of  mastery of basic
competencies was the reason behind the introduction of the
decongested New Elementary Education Curriculum (NESC) and
New Secondary Education Curriculum (NSEC) in 1983 and 1989,
respectively and the 2002 Basic Education Curriculum. For 
relevance, the 2-2 plan was introduced for the secondary schools in
1958 which was revised in the offering of electives for secondary
students in 1973, to give students choice on career path.
In the 2-2 Plan, both general and vocational secondary schools
offered the basic or common curriculum of academic courses with
one unit of Practical Arts in the first two years. In the last two years,
the general secondary schools offered a pre-college academic
curriculum with one unit of vocational elective each year while the
vocational secondary schools offered more specialized vocational
courses with one unit of academic elective each year. 8
The 2-2 Plan was a differentiated curriculum leading either to a
college or a technical course. Similar to that of the K to 12
curriculum, one of the guiding principles of the 2-2 Plan was that
―the curriculum of each school should provide vocational courses
which are geared to the occupations, resources and industries of 
the community or region where the school is located.‖ 9 It was seen
to be a very responsive curriculum, however, it was met with
strong opposition especially from the private sector which
requested for its deferment due to lack of money, facilities,
equipment for vocational
vocational education and lack lack of
of guidance
counselors10. The pitfalls of the 2-2 Plan implementation could be
attributed to ―insufficient preparation before the plan was
8
Board of National Education, General Policies on Education, 1967-1972,
Board of National Education, General
General Education Policies : A Report , 1959-1961
10
Board of National Education, General
General Education Policies : A Report , 1959-1961
The K to 12 BASIC EDUCATION PROGRAM

implemented and the continued high ’prestige’ value of the college ―backward design‖ which necessitates determining targets and
preparatory course in the eyes of parents and students. 11 goals and assessment first beforei dentifying and planning learning
activities to ensure clarity of targets.
To respond to the need on improving curriculum relevance to
increasing diverse contexts of learners as a result of globalization The issue on lack of mastery of concepts and skills partly due to a
and in addition to the issue of an overcrowded curriculum that congested curriculum did not end even with the already
haunted basic education, the Department of Education restructured decongested 2002 BEC. This means that the
the NESC (1983) and the NSEC (1989) into the 2002 Basic clamorforqualitybasiceducationcannotbere
clamorforqualitybasiceducationcannotberespondedtobymerecu
spondedtobymerecurricul
rricul
Education Curriculum (BEC). um decongestion. Thus the K to 12Basic Education Program is not
only concerned with curriculum decongestion but also with other 
The 2002 BEC, the forerunner of the K to 12 curriculum, is a critical concerns like addressing shortages of educational inputs ,
decongested curriculum consisting of five (5) core learning areas improving the quality of teachers and strengthened stakeholders’
from as many as ten (10).It had the following objectives: participation.

 Connect related subjects The K to 12 Basic Education Program is a comprehensive program

 Increase the time allotted for Science, English, and in the sense that the support systems to ensure its implementation -
Mathematics; the family and other stakeholders, instructional, administrative and
 Reduce congestion of subjects; society as a whole are given the needed attention.
 Improve attitude towards work to increase productivity ;
 Increase individual's ability to cope in a fast changing
world;
 Increase the importance of the arts, music, sports,
dance, and other aspects of Philippine culture; and
 Develop nationalism among Filipino learners for 
responsible citizenry

 After the introduction of the 2002 BEC, the Bureau of Elementary

Education conducted a thorough review of the competencies to
enhance the vertical articulation of competencies. In 2010, the
Bureau of Secondary Education implemented the 2002 BEC based
on UbD design for meaningful and integrative teaching. This was
called 2010 SEC. This curriculum design is focused on teaching for 
understanding and on essential and big ideas. It makes use of the

11
Board of National Education, General
General Education Policies : A Report , 1959-1961

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The K to 12 BASIC EDUCATION PROGRAM

Outcome Goals of the K to 12 Basic Education Program 7. Institute reform

reform in assessment framework and practice
practice
for a learner-centered basic education
The K to 12 Basic Education Program seeks to realize the following: 8. Address basic input shortages in classrooms, teachers,
teachers,
textbooks
1. Philippine education standards to be at par par with 9. Promote good education governance in the entire
international standards Department of Education
Education
2. more emotionally mature graduates equipped with
technical and/ or vocational skills who
who are better  10. Pursue
Pursue legislation to institutionalize
institutionalize K to 12 Basic
prepared for work,
work, middle level skills development and Education Program
higher education 11. Formulate
Formulate transition management
management plan for the K to 12
3. significantly addressed shortages
shortages or gaps in educational implementation by including
including modeling per region per 
inputs (teacher items,
items, school head items, classrooms,
classrooms, specialization
instructional materials)
materials) addressed significantly 12. Identify K to 12 model schools per region and per 
4. broadened and strengthened
strengthened stakeholders’
stakeholders’ support in specialization tracks that will model senior high school
the improvement of basic education outcomes by SY 2012-2013.
5. improved internal efficiency
6. improved system of governance
governance in the Department
Department
7. improved quality of teachers

Process Goals of the K to 12 Basic Education Program

1. Decongest and reform the basic education curriculum in

coordination with CHED, TESDA and other education
stakeholders
2. Develop culture-sensitive, culture-responsive and
developmentally appropriate print/non-print online
learning resources for K to 12
3. Conduct in-service
in-service training for teachers relative
relative to the
implementation of the K to 12 curriculum
4. Focus on integrated instruction to equip learners with
skills for
for future employment , critical and creative
thinking and life skills
5. Universalize kindergarten by 2012
2012
6. Institutionalize school-based management for school
empowerment

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The K to 12 BASIC EDUCATION PROGRAM

II. THE K TO 12 BASIC EDUCATION CURRICULUM

Goal

 As Figure 6 shows, the K to 12 Basic Education Curriculum is

geared towards the development of a holistically developed
Filipino with 21stcentury skills who is ready for employment,
entrepreneurship, middle level skills development and higher 
education upon graduation from Grade 12.

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The K to 12 BASIC EDUCATION PROGRAM

Figure 6. The K to 12 Graduate

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The K to 12 BASIC EDUCATION PROGRAM

of the K to 12 Curriculum is achieved when every K to 12 graduate

The K to 12 graduate is equipped with the following 21st century demonstrates the desired outcomes as illustrated below:
skills: 1) information, media and technology skills, 2) learning
and innovation skills, 3) effective communication skills, 3)
effective communication skills and 4) life and career skills.

Information, media and technology skills include 1) visual and

information literacies, media literacy, basic, scientific, economic and
technological literacies and multicultural literacy and global
awareness. The learning and innovation skills are 1) creativity
and curiosity; 2) critical thinking problem solving skills and risk
taking. To develop effective communication skills, the following
skills must be taught: 1) teaming, collaboration and interpersonal
skills; 2) personal, social and civic responsibility and interactive
communication, and local, national and global orientedness. The
life and career skills are: 1) flexibility and adaptability; 2) initiative
and self-direction; 3) social and cross-cultural skills; 4) productivity
and accountability, 5) leadership and responsibility, and 6) ethical,
moral and spiritual values.

The ideal K to 12 graduate is one who manifests patriotism and

nationalism, love of humanity, respect for human rights,
appreciation of the role of national heroes in the historical
development of the country, observance of rights and duties of 
citizenship, strong ethical and spiritual values, moral character and
personal discipline, critical and creative thinking, scientific and
technological knowledge, and vocational efficiency‖ 12.
The ideal K to 12 graduate is one who has discovered his/her 
potential in a child-centered and value-driven teaching-learning
environment, one who is enabled to create his/her own destiny in a
global community, one who is prepared to become a who loves
his/her country and is proud to be a Filipino. 13The overarching goal

12
Philippine Constitution, Article XIV, Section 3. (2)
13
DepEd’s vision statement, http://www.deped.gov.ph

11
The K to 12 BASIC EDUCATION PROGRAM

Figure 7. The K to 12 Philippine Basic Education

Education Curriculum Framework
Framework
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The K to 12 BASIC EDUCATION PROGRAM

curricular programs in a large sense also serve as a laboratory of 

The Learning Areas life where what is learned in the classroom context can be applied
in practical terms yet be used as a further teachable opportunity.
The cluster of subjects of the K to 12 curriculum- Languages, Math Co-curricular and community involvement programs are
and Science, Arts and Humanities, and Technology and Livelihood irreplaceable opportunities for the learner to reinforce and put into
Education  – cuts across the grade levels from K to Grade 12 to practice the knowledge, skills, values and attitudes learned.
nurture the learner’s holistic development. There is no demarcation
line among the cluster of subjects- to indicate that the curriculum is Co-curricular programs and community involvement programs are
organized to cut across subject lines and to put across the concept an extension of the core subject areas and the teaching and
that the whole curriculum is life itself. learning process. They are an integral part of the school curriculum
that enhances the holistic development of the learner. The co-
The Language subjects are Mother Tongue, Filipino and English. curricular programs in a large sense also serve as a laboratory of 
The Arts and Humanities subjects are Edukasyon sa  life where what is learned in the classroom context can be applied
Pagpapakatao, Araling Panlipunan, Music, Arts, Physical Education  in practical terms yet be used as a further teachable opportunity.
and Health ( MAPEH
MAPEH ). The other subjects are Science, Math and Co-curricular and community involvement programs are
Technology and Livelihood Education. irreplaceable opportunities for the learner to reinforce and put into
practice the knowledge, skills, values and attitudes learned.
There are changes in the nomenclature of some subjects.
Edukasyonsa Pagpapahalaga  for the secondary and Edukasyon sa 
Pagpapakatao  for the elementary are now renamed Edukasyon sa 
Pagpapakatao. Science and Health is called Science. Health is
 joined to MAPEH.
MAPEH.

The learning areas in the K to 12 curriculum can be grouped

into two: 1) core compulsory learning areas and 2) areas of 
specialization. These are enumerated in the discussion of 
elementary and secondary education.

Co-Curricular and Community Involvement Programs

Co-curricular programs and community involvement programs are

an extension of the core subject areas and the teaching and
learning process. They are an integral part of the school curriculum
that enhances the holistic development of the learner. The co-

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The K to 12 BASIC EDUCATION PROGRAM

Figure 8. The Learning Areas of the K to 12 Curriculum

Curriculum

INFORMATION, MEDIA, AND TECHNOLOGY SKILLS  LEARNING INNOVATION SKILLS 

G e n e r a l A c a d em i c P r o g r a m
T
LEARNING DOMAIN L
 Mother Tongue • English E • English
 Values Education  Languages
Physical Health &  Filipino • Filipino E • Filipino
 x
p o -English
Motor   English • Mathematics lo • Mathematics
Development r
o -Filipino
Mathematics • Science a • Science
 Social & 
t
o  Literature
Science • Araling Panlipunan r • Music, Arts, PE & Health
EmotionalDevelop  y  Mathematics
ment
Araling Panlipunan • MAPEH C (MAPEH )
 o  Science
 Cognitive • Edukasyon sa Pagpapakatao u • Araling Panlipunan
Subjects Development  Edukasyon sa r
s  Contemporary
• EPP e • Edukasyon sa Pagpapakatao
Pagpapakatao
 Creative Arts Pagpapakatao s Issues
 Language  MAPEH • Technology & Livelihood
LiteracyCommunic Education
ation
 Academic
Specialization
o Mathematics

o Science

o Languages
NONE NONE NONE Specialization o Journalism
in TLE o Sports and Arts

 Technical- Vocational
 Others

Development of knowledge, skills, Development and mastery
attitude and values: mastery and of complex knowledge and
application basic skills skills, development
of attitudes and values.
Consolidation of complex
knowledge and skills,
development of attitudes, values,
aptitudes and interest.
Consolidation of complex
knowledge and skills,
development
development ofattitudes,
values as a result of a
strong liberal education;
adequate preparation for the
world of work
entrepreneurship, middle
level skills development and
higher education.

st
 In Grade 1, oral Filipino is taught in 1 Semester and oral English in the Second Semester For Grades 7 and 8 only

 LIFE AND CAREER SKILLS  EFFECTIVE COMMUNICATION SKILLS 

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The K to 12 BASIC EDUCATION PROGRAM
Distinctive Features and Guiding Principles
1. It is learner-centered –The
. –The learner is the very reason of the
entire curriculum system. Who the learner is in his/her totality, how
he/she learns and develops and what his/her needs are were highly
considered in the making of the K to 12 curriculum framework.
The holistic learning and development of the learner is its primary
focus. Teacher creates a conducive atmosphere where the learner  competencies. With a standards- and competencies-based
enjoys learning, takes part in meaningful learning experiences and
experiences success because he/she is respected, accepted and
feels safe even if in his/her learning exploration he/she commits
mistakes. He/she learns at his/her own pace in his/her own learning
style. He/she is empowered to make choices and to become
responsible for his/her own learning in the classroom and for a
lifetime.
The learner-centered K to 12 curriculum gives prime importance to
developing self-propelling and independent lifelong learners.
2. It is inclusive. –The
 –The vision statement of DepEd states … ―We
affirm the right of every Filipino child especially the less advantaged
to benefit from such system.‖ 14 (referring to the existing educational
system.) It reaches out to all kinds of learners regardless of ability,
condition, age, gender, ethnicity, and social status. It is built on the
principle that every child has a right to education and that the
education system needs to be flexible to accommodate the learning
needs of all learners. The emphasis is on making schools learner-
friendly, mainstreaming learners with disability into general schools,
and creating a non-discriminatory education system where all
learners have equal opportunity to learn.
14
DepEd’s vision statement,
statement, http://www.deped.gov.ph
15
3. It is developmentally appropriate.  –The K to 12 curriculum
considers the various developmental stages of learners. Selection
of activities is informed by age-appropriateness, individual
differences, and social and cultural diversity.
4. It is standard-based and competency-based –What  .–What learners
should know and be able to do and the levels of proficiency at
which they are expected to demonstrate what they know and can
do are clearly stated in the form of standards unpacked into
curriculum, learners understand what are expected of them, parents
are clear on what are expected of their children, teachers are
guided on what to teach and how to teach, and the DepEd is
provided with a common reference tool for national assessment.
With standards, competencies are connected to ensure integrated
and meaningful teaching instead of isolated, disconnected and
meaningless teaching.
5. It is research-based.  –The new features of the K to 12
curriculum are backed up by hard data. The use of Mother Tongue
as a medium of instruction from K to Grade3is supported by a
research finding that children learn better and are more active in
class and learn a second language even faster when they are first
taught in a language they understand.
The strengthening of ICT-integration in the basic education
curriculum in order to meet the 21st century skills required by
employers, the use of the spiral progression approach in the
teaching of Math and Science and the development of alternative
delivery modes to provide equal opportunity for all are backed up by
the recommendations of the DEpED-commissioned researches
conducted by SEAMEO-INNOTECH and University of Melbourne.
The K to 12 BASIC EDUCATION PROGRAM

Other research recommendations that were integrated in the K to 8. It is culture-responsive and culture-sensitive.-To be truly
12 curriculum are the use of the expanding spiral progression inclusive, t he K to 12 curriculum respects cultures and experiences
approach in the teaching of Science, Mathematics, Araling  of various ethnic groups and uses these as resources for teaching
Panlipunan, MAPEH and Edukasyon sa Pagpapakatao  and the and learning. Teachers are expected to provide lessons that cater 
deliberate teaching of the investigatory process in Science as a to a culturally diverse population and honor the cultural heritage of 
separate topic by Grade 7. all learners.

6. It is relevant and responsive.  – The K to 12curriculum is Given the multi-cultural characteristics of Philippine schools, the
aligned with national education and development goals enunciated Mother Tongue-Based Multilingual Education (MTB-MLE) makes
in the laws of the country and to the ten-point education agenda of  the curriculum truly culture-responsive. Learning mother tongue
the President Noynoy Aquino. It also responds to the Millennium language helps learners retain their ethnic identity, culture, heritage
Development and Education for All goals. and values.

 As the curriculum framework shows, the K to 12 curriculum is To make it responsive to Muslim learners, the K to 12 curriculum
designed to respond to the need for a nationalistic and productive continues to offer Madrasah education with subjects in Arabic
citizenry who contributes to the building of a progressive, just, and Language and Islamic Values Education (ALIVE) as a vital
humane society and whose personal discipline is grounded on component of the basic education system.
ethical, moral and spiritual values. The curriculum likewise
addresses the demands of global citizenship and partnership for  9. It is decongested.  – To allow for mastery of competencies and
development that ensures environmental sustainability. In short, the to give more emphasis to the development of student
K to 12 curriculum responds to the learning needs of the learner of  understanding and on learning how to learn, repetitions of 
the 21stcentury and the of the local, national and global community. competencies were weeded out. The new curriculum was
redesigned in line with the standards and competencies desired of 
7. It is value-driven. -The curriculum offers a subject in Values a K-12 graduate.
Education with the descriptive title Edukasyon sa Pagpapakatao .
This is one of the core and compulsory subjects from Grades 1 to 10. It is seamless.  – The K to 12 curriculum consists of a
10.Values and Character Education is also one of the 6 domains in continuum of competencies which provides transition from one
Kindergarten. In the K to 12curriculum, every teacher is a Values Grade level to another without unnecessary duplication. The
Education teacher as all subject matter is a potent vehicle for  continuum of standards and competencies from the elementary to
values integration. secondary level is ensured by the unified curriculum framework for 
each learning area from elementary to high school. The standards
In the K to 12 curriculum, the learner learns and develops in a and competencies are developed following expanding spiral
value-driven environment where everyone is respected and is progression model. This means that learning is built upon prior 
valued for he/she is. knowledge, skills, values and attitude of students to ensure vertical
continuity.

16
The K to 12 BASIC EDUCATION PROGRAM
11. It is flexible. –The
 –The flexibility of the curriculum is in keeping with
the constitutional mandate of schools ―to ― to encourage non-formal,
informal, and indigenous learning systems, as well as self-learning,
independent, and out-of-school study programs particularly those
that respond to community needs‖ (Article XIV, Section 2 (1).
12.It is ICT-based. –ICT
 –ICT is taught in the junior high school as one of  learners to build on their classroom learning and apply the
the Technology and Livelihood Education Courses and is now
integrated starting Grade 1 not Grade 4 as it is done in the 2002
Basic Education Curriculum. The K to 12 curriculum promotes the
use of technology for an engaging, effective, and efficient
instruction.
13. It is global. - –The
 –The K to 12 curriculum is benchmarked with
curricula of other countries. It meets international standards not
merely by adding two years to the ten years of basic education but
also by ensuring that the standards of the twelve-year basic
education is equivalent to the twelve-year basic education offered in
other countries. Graduates of the K to 12 curriculum will be
recognized as such in other countries.
It expands the local orientedness of the learner to national and
global concerns. It enables learners to relate local, national and
global events and concerns and builds patterns of  education.
interconnectedness which help them make sense of their own lives
and the world.
14. It is integrative and contextualized. -For holistic learning,
subjects are taught using the interdisciplinary and multidisciplinary
approach. Learners do not learn isolated facts and theories
divorced from their lives. Learning involves change in knowledge,
skills, values and attitudes.
17
Learning is organized around the 4 fundamental types of learning:
1) ―learning to know‖, 2) ―learning to do‖, 3) ―learning to be‖, and 4)
―learning to live together‖ 15. The K to 12 curriculums
curriculums emphasizes
the significant role that co-curricular activities and community
involvement play in the holistic development of the learner. They
are genuine opportunities for contextualized learning. The co-
curricular activities and community involvement programs enable
knowledge and skills learned.
In Technology and Livelihood Education, areas are so chosen to
avoid duplication, make connection across the areas and to include
other cross-curriculum elements (mensuration, technical drawing,
use of hand tools, occupational health & safety and tools/equipment
maintenance) in order to ensure greater cohesiveness in the
curriculum as a whole.
For flexibility, the K to 12 curriculum provides a balance of a
common core of compulsory academic courses and electives to
meet needs of learners and community in the 21 st century.
 As early as Grade 9, the learner
learner is offered multiple career pathways
pathways
for technology and livelihood education continued on Grades 11
and 12where he/she is offered other specializations such as
academics, sports and the arts in addition to technical and vocation
Schools are encouraged to localize the curriculum to respond to
their teaching-learning needs. They can likewise enrich the
curriculum without sacrificing the established content and
performance standards and competencies to make the curriculum
responsive to their needs. This is in response to RA 9155,
Governance of Basic Education Act of 2001 which states that ―The
15
UNESCO’s Report of the International Commission on Education for t he 21st century.
The K to 12 BASIC EDUCATION PROGRAM

State shall encourage local initiatives for improving the quality of  frameworks for elementary and high school for all the learning
basic education. The State shall ensure that the values, needs and areas.
aspirations of a school community are reflected in the program of 
The K to 12 curriculum builds on the previous curricular reforms.
education for children, out-of-school youth and adult learners.
The 1957 2-2 Plan for secondary education and 1958 revised
Schools and learning centers shall be empowered to make elementary education curriculum provided for the preparation of 
decisions on what is best for the learners they serve. students in the world of the academe or the world of work.
However, it limited the students to only two choices - college or 
The K to 12curriculum lends itself to alternative delivery modes of  vocational education. The K to 12curriculum affords the student
instruction which support self-paced study options such as Open more choices after graduation, at least four (4) - employment,
High School Program, computer-aided instruction, modular  entrepreneurship, middle-level skills development or higher 
teaching, Drop-out Reduction Program (DORP) and Alternative education.
Learning System (ALS), and multi grade classes as these programs
target learners who have unique needs not addressed by the formal The K to 12 curriculum outshines thepast curricula in addressing
school system. the demands of a knowledge-based economy for local, national and
global development. It provides multiple pathways for further 
15. It is broad-based.  –K
 –K to 12 curriculum provides for a broad studies and career development aligned to international standards
general education that will ―assist each individual in the peculiar  and manpower requirement of the 21 st century.
ecology of his own society, to (a)attain his potentials as a human
being; (b)enhance the range and quality of individual and group Unlike the past curricula, the K to 12 curriculum includes an
participation in the basic functions of society; and (c) acquire the integrated and play-based Kindergarten curriculum as a
essential educational foundation of his development.‖16 commitment of the Philippines to EFA. It includes MTB-MLE which
is built on the basic idea to use the child's first language in teaching
16. It is enhanced. - The K to 12 curriculum is a product of the  –learning
 –learning so the child is provided with a firm foundation for on-going
collaborative effort of curriculum specialists, subject specialists, education in Filipino and English, the two major 
practitioners and education stakeholders representing NGOs, languages of education in the Philippines.17
business and industry, public and private higher education Like its forerunners, the K to 12 curriculum is decongested not
institutions, educational associations, government agencies such as interms of the number of subjects (2002 BEC) but in terms of 
CHED, TESDA, NEDA, DSWD and DOLE. This curriculum was competencies. Makabayan as a learning area in the 2002 BEC is
crafted based on the suggestions from sectoral representatives, split into Music, Art, P.E. Health , Edukasyon sa Pagpapakatao , and
college readiness standards formulated by CHED, Araling Panlipunan  in the K to 12 curriculum but are taught using
recommendations from researches, and feedback from the integration approach.
practitioners. The K to 12 curriculum takes pride in the unified

17
Board of National Education, General Policies on Education, 1967-1972,1951-1961 &
16
Education Act of 1982. 1958-1960

18
The K to 12 BASIC EDUCATION PROGRAM

range of information, understanding the sources of information and

Pedagogical Approaches evaluating the objectivity of information. They are thus better able to
draw meaningful conclusions which are supported by evidence.
Rather than examining an issue from any one perspective, the
learners are challenged to explore other possibilities by applying
higher order thinking skills in their decision-making endeavours.

To develop the 21st century skills of critical and creative thinking,

the use of the inquiry approachin teaching is a must. With inquiry
method, teaching departs from simply memorizing fact laden
instructional materials (Bruner, 1961). In Inquiry learning, progress
is assessed by how well learners develop experimental and
analytical skills rather than how much knowledge they possess. The
teacher’s role is to plan and facilitate the exploration of the ideas
and skills required in the curriculum.
The pedagogical approaches are integrative, constructivist,
inquiry-based, reflective and collaborative. Reflective .Reflective teaching means making the learners look at
what they do in the classroom, think about why they do it, and think
Constructivist . Teaching of all the subjects is anchored on the about if it works. Reflective teaching encourages learners to engage
belief that the learner is not an empty receptacle who is mere in a process of self-observation and self-evaluation. By collecting
recipient of instruction. Rather, the learner is an active constructor  information about what goes on in their classroom, and by
of knowledge and a maker of meaning. analyzing and evaluating this information, they identify and explore
their own practices and underlying beliefs. This may then lead to
The role of the teacher becomes one of a facilitator, a ―guide on the changes and improvements in their learning.
side‖ rather than a dispenser of information, the ―sage on stage‖.
The student becomes the active ―meaning -maker‖ not the teacher  Collaborative . Learning is a social activity and so must be
imposing meaning. This means that learners construct their own collaborative. Learning is intimately associated with connection with
knowledge and understanding of what is taught out of their  other human beings- classmates, teachers, peers, family as well as
experiences. community. The teaching-learning process is a rich opportunity to
teach what it means to ―live together‖, the fourth pillar of learning.
Inquiry-based . The curriculum ensures that the learners have the The teaching-learning process should be interactive and must
opportunity to examine concepts, issues and information in various promote teamwork.
ways and from various perspectives. It provides them opportunities
to develop skills of creative and critical thinking, informed decision- Integrative. Subject matter is taught using interdisciplinary and
making, and hypothesis building and problem-solving. The learners multidisciplinary approaches. Science is taught in relation to Math
are encouraged to become active investigators by identifying a

19
The K to 12 BASIC EDUCATION PROGRAM
and vice versa. The content in Science, Health, Art, and Physical
Education may become a reading material in English or the content
in Araling Panlipunan  and Edukasyon sa Pagpapakatao  serves as
reading material in Filipino. What is taught in Science is reinforced
by the lessons in Health. With the thematic approach, within each
subject itself, the connectedness of topics taught is shown. Co-
curricular activities and community involvement complement
teaching-learning in the classroom. They are real life opportunities
for contextualized and integrative learning.
Learning is contextual. Learning cannot be divorced from their lives.
Learners do not learn from isolated facts and theories separate
from the rest of their lives.
Every end of the quarter is an opportunity to integrate learning by
way of a culminating activity.
Assessment
The K to 12 curriculum has a balanced assessment program .
 Assessment in the K to 12 curriculum is, in the words of Cronbach,
comprehensive and involves multifaceted analysis of performance
that uses a variety of techniques which has primary reliance on
observations of performance and integration of diverse information.
It makes appropriate use of both traditional and authentic
assessment tools. It practices self-assessment (assessment as
learning), formative assessment (assessment for learning) and
summative assessment (assessment of learning.)
20
Self-assessment (assessment as learning) develops in the learner 
personal responsibility for learning. It begins as he/she becomes
aware of the goals of instruction and the criteria for performance.
He /she sets his/her personal learning goals based on standards
set, monitors his/her progress by regularly undertaking informal and
formal self-assessment and by actively reflecting on his/her 
progress (metacognition)in relation to his/her personal goals. The
self- assessment process gives the learners
learners an opportunity
opportunity to
assess themselves,
themselves, reflect on results , why they
they did well
well or why
they did not do well and learn from their experiences.
In formative assessment, the teacher and learner use assessment
primarily to improve learning and teaching. Assessment for learning
is about assessing progress, analyzing and giving feedback on the
outcomes of assessment positively and constructively. It is given at
the beginning of teaching (diagnostic) or in the process of teaching
(formative) to guide instruction and teacher decision-making. Before
teachers introduce a new lesson teachers pre-assess the entry
knowledge and skills of the learners by way of a pre-test. If the
learners do not possess the prerequisite knowledge and skills,
teacher adjusts instruction.
Formative assessment
assessment is an on-going assessment which includes,
review and observation in a classroom to check if learners are
learning. The results
results of formative assessment are recorded
recorded for 
for 
tracking learners’ progress, not for grading purposes.
In the K to 12 curriculum, the assessment process involves the use
of a wide array of traditional and authentic assessment tools and
techniques for a valid, reliable and realistic assessment of learning.
Traditional and authentic assessments complement each other.
They are not mutually exclusive.
The K to 12 BASIC EDUCATION PROGRAM

12isconceived to accomplish several purposes, to assess

 Assessment is based on multiple information sources (e.g. pre- achievement of the K to 12standardsandto serve the purposes of a
tests, written tests, portfolios, and works in progress, teacher  college entrance examination.
observation, and conversation). Verbal or written feedback to the
learner is primarily descriptive. Feedback emphasizes strengths, Except for assessment at the end of Grade 3, all assessments
identifies challenges, and points to next steps. apply to the alternative learning system.

 A balanced assessment for the K to 12 curriculum also means There are other assessments given to learners. These are the
putting emphasis on assessing understanding and skills Occupational Interest Inventory for Secondary Students given in
development rather than on accumulation of content. This is one of  Grade seven and the National Career Assessment Examination
the recommendations of the research conducted by the University given in Grade 8.
of Melbourne.

Teacher also checks learning at the end of a unit or term to Structure of the Curriculum
determine how much has been learned. This is referred to as
assessment of learning (summative assessment).It is designed to K to 12Curriculum includes Kindergarten, six years of elementary
measure the learner achievement at the end of a unit or term to and six years of high school which is divided into stages, four years
gauge what he/she has learned in comparison with established of junior high school and two years of senior high school. It follows
standards. The assessment results are the bases of grades or  the model K+6+4+2. (See Figure 7).
marks which are communicated to learners and parents.

National assessment, a form of summative assessment, will be

conducted in four key stages, namely:

1. end of Grade3, key stage

stage 1;
2. end of Grade 6, key stage
stage 2;
3. end of Grade 10, key stage 3; and
4. End of Grade 12, key stage
stage 4.

In addition to the usual assessment conducted at the end of each

level of schooling - elementary, junior high school and senior high
school, summative assessment in the national level is conducted at
the end of Grade 3, to determine the impact of the use of Mother 
Tongue as medium of instruction. The assessment in Grade

Figure 9. Structure of the K to 12 Curriculum.

21
The K to 12 BASIC EDUCATION PROGRAM
Kindergarten
Universal Kindergarten caters to children aged 5.With the passage
of R.A. 10157, otherwise known as Kindergarten
Kindergarten Education Act, an
act institutionalizing pre-school education, Kindergarten is
mandatory by SY 2012-2013.
Recognizing the central role of play in young children’s learning and
development, Kindergarten teachers use spontaneous play as a
natural way of teaching - learning in all domains of development:
physical, motor,
motor, social, emotional, and cognitive.
cognitive. There are no
formal subjects in Kindergarten. Instead, there are six domains,
namely: 1) values education, 2) physical health and motor 
development, 3) social and emotional development, 4) cognitive
development, 5) creative arts and 6) language literacy and
communication. (Please see Figure 8).The teaching of Kindergarten
employs the integrative approach to ensure that no learning domain
is taught in isolation. Teaching –learning
 –learning activities are play-based
considering the developmental stage of Kindergarteners.
Elementary Education
Elementary education includes Grades 1-6. After completing the
six-year elementary program, learners receive a certificate of 
graduation. (See Figure 9).
The elementary curriculum provides various learning experiences
that will enable learners to acquire basic knowledge, skills, values,
attitudes, and habits essential for lifelong learning.
The core compulsory subjects in the elementary are 1) English,2)
Filipino, 3) Mathematics, 4) Science, 5) Araling Panlipunan, 6)
Edukasyon sa Pagpapakatao , 7) Music, Art, Physical Education
22
and Health (MAPEH) and 8) Edukasyong Pantahanan at 
Pangkabuhayan . Not all subjects are taught beginning Grade
1.Edukasyong Pantahanan at Pangkabuhayan is is taught beginning
Grade 4. Science is offered only starting Grade 3, however, science
concepts and processes are integrated in the teaching of 
Languages, Physical Education and Health, Edukasyon sa 
Pagpapakatao , and Araling Panlipunan . The skills and steps
steps of
of the
investigatory process which are deliberately taught in Grade 7
Science are also taught in Araling Panlipunan  when the learners
are asked for example to determine the authenticity of primary
and secondary sources. Science content such as the human body
and its development is al so discussed in Health, Physical Education
and Edukasyon sa Pagpapakatao . Science topics like climate
change, environmental sustainability are favorite topics for 
writing and discussion in the Language classes. All these and
more prove that science is all over the curriculum even before it is
taught formally as a separate subject in Grade 3.
Mother Tongue as a subject is taught from Grades1 to 3. Oral
Filipino and oral English are introduced in Grade 1, in the first
semester and in the second semester, respectively. (Refer to Figure
8).
Elementary education is compulsory and free. It provides basic
education to pupils aged six to eleven and it consists of six years of 
study.
The K to 12 BASIC EDUCATION PROGRAM

plans/drawing, 4) occupational health and safety in the workplace,

Secondary Education and 5) maintenance of tools and equipment. (See Table 5). In
Grades 7 and 8, the learner does not yet obtain a Certificate of 
Competency (COC). The exploratory courses are a prelude to the
Secondary education is free
free but not compulsory. ItIt is meant to build
earning of a COC in Grade 9 and a NC I/II in Grade 10.
on the foundation knowledge, skills and attitudes developed in
the elementary
elementary level and to discover and ―enhance
―enhance the aptitudes
aptitudes In Grade 9 , the learner
learner chooses one course
course to specialize
specialize in
in from
and interests of the student as to equip him with skills for  among the exploratory courses that he/she was oriented to in
productive endeavor and /or prepare tertiary schooling.‖ 18
/or prepare him for tertiary Grade 7 and 8. In this level, the learner obtains a Certificate of 
With the K to 12 curriculum, it consists of 4years of junior high Competency. In Grade
Grade 10 he/she pursues
pursues the TLE specialization
school, Grades 7-10 and 2 years
years of senior high school, Grades 11- course that he/she has chosen in Grade 9 for him/her to obtain
12. (Refer to Figure 9). at least a National
National Certificate
Certificate Level
Level I or Level II (NC I/NC II)
depending on the TLE course
course chosen. (
In the junior high school , the learner takes 8 core compulsory
subjects as follows: 1) English, 2) Filipino, 3) Mathematics , 4) Senior high school, the apex of secondary education, consists of 
Science, 5)Araling Panlipunan , 6) Edukasyon sa Pagpapakatao  , Grades 11 and 12. In this level , the learner
learner goes through a
7) Music, Art,
Art, Physical Education
Education and Health (MAPEH)
(MAPEH) , and 8) proposed core of not more than 7 compulsory subjects and a
Technology and Livelihood Education (TLE) . The TLE subjects required specialization for the learner’s career pathway chosen
that are offered are based on the Training Regulations from from among
among 1) entrepreneurship,
entrepreneurship, 2) tech-voc, and 3) academics .
Technical Education and Skills Development Authority to enable Specialization in academics includes course offerings in 1) science,
the learner to obtain the National
National Certificate required by industry.
industry. 2) math 3) languages  – foreign and Philippine languages, 4)
 journalism, 5) sports
sports and the 6) arts.
The TLE subjects in Grades 7 and 8 are exploratory.
exploratory. This means
that the Grade
Grade 7and 8 learner is given
given the opportunity to explore
explore The proposed core compulsory subjects for Grade 11 are: 1)
from a maximum
maximum of 4 TLE mini courses in Grade 7 and and another 
another  English, 2) Filipino, 3) Math ,4) Logic, 5) Life Sciences , and 6)
4 in Grade 8 which the school offers depending on community Contemporary Local Issues. For Grade 12, the proposed core
needs and school resources. In the exploratory courses, the compulsory subjects are: 1) English, 2) Filipino, 3) Philippine
learner is taught 5 basic competencies common to all TLE Literature, 1 st semester, 4) World Literature, 2 nd semester, 5) Math,
courses. The basic competencies are 1) mensuration and 6) Physical Sciences, and 7) Contemporary Global Issues.
calculation, 2) use of tools and equipment, 3) interpretation of 
The subjects in senior high school are mostly the general
18
education subjects in the first two years of college brought
Education Act of 1982, Sec. 22

23
The K to 12 BASIC EDUCATION PROGRAM

down to the basic education level. The specialization courses

equip the senior high school learner with knowledge and skills For ALS to be truly parallel with the formal system and for ALS
in the career path of his/her choice. Those who choose to go to graduates not to be marginalized, it focuses on the teaching of the
same standards and competencies of the formal formal system.
system. (See
college will take any specialization in academics. Those who opt to
Figure 10). It shall be delivered through graded and non-graded
go for tech-voc specialization will pursue the TLE specialization modules, print or non-print which will also be made available on-
began in Grade 9. line. An accreditation and equivalency test for both academic and
technical skills is an important component of the program.
If the learner chooses tech-voc
tech-voc as a specialization
specialization in Grades 11
and 12, he/she continues the TLE specialization that he/she
started in Grade 9 and pursued in Grade 10. This enables him/her 
him/her 
to acquire NC II. The vertical
vertical and horizontal transfers in Grades
Grades
11 and 12 presented in Table 5 refer to the advancement in
the level of certification either upward like a ladder ( vertical) or 
sideward like a bridge. An example of a vertical ladder is
obtaining NC II for Building Wiring Electricity after getting NC I for 
Building Wiring Electricity.
Electricity. Horizontal transfer
transfer means going into
different fields of training at at the same
same qualification level. An
example is Building Wiring Electricity NC II to Carpentry NC II.

Alternative Learning System

For an integrated system of basic education, the K to 12 curriculum

structure includes an alternative learning system which is a parallel
learning or delivery system to provide a viable alternative to the
existing formal education instruction. It caters to specific learner 
needs and requirements, because apart from dropouts who are Figure 10. K to 12 Curriculum
Curriculum in both Formal
Formal
mostly from poor households, there are special groups not reached Education and Alternative Learning Systems
by the formal education system: the indigenous peoples, Muslim
communities, victims of armed conflict, child and youth laborers,
differently-abled, inmates, homeless and street children, single
parents, etc.

24
The K to 12 BASIC EDUCATION PROGRAM

 For 24 TLE courses, refer to Table 5

Figure 11. Core Learning Areas/Domains

Areas/Domains from K to 12
25
The K to 12 BASIC EDUCATION PROGRAM

Table 5. Common Competencies

Competencies in the Grade 7 and 8 TLE Exploratory Courses and Specialization
Specialization in Grade 11 and 12
26
The K to 12 BASIC EDUCATION PROGRAM

Philosophy of the Human Person

Table 6. Proposed Subjects

Subject
27 s for Grades 11 and
and 12
The K to 12 BASIC EDUCATION PROGRAM

Table 7. The Components of the K to 12 Curriculum at a Glance

28
The K to 12 BASIC EDUCATION PROGRAM

III. THE K TO 12 CURRICULUM GUIDE (for Grades 1 and 7

only)

This contains the conceptual framework (diagram and

description), the learning area standards, the grade level
standards, the key stage standards, the content, content
standards, performance
performance standards, and competencies. This
includes also Glossary of terms, references and names of 
curriculum writers, consultants, etc.

For school year 2012-2013, only curriculum guide for 

Grades 1 and 7 are provided. (included in the same CD 
containing this document)

29
The K to 12 BASIC EDUCATION PROGRAM
IV. IMPLEMENTATION GUIDELINES
Refer to DepEd Order 31, s. 2012, Policy Guidelines on
the Implementation of Grades 1 to 10 of the K to 12
Basic Education Curriculum (BEC) Effective SY 2012-
2013.
Figure 12 shows that the implementation of K to 12
curriculum is will be done in phases.
Figure 12. K to 12 schematic implementation plan for public
schools
30
Figure 12 shows that the first batch of Grade 12 graduates
in 2017-2018 is the group of Grade 7 students in SY 2012-2013.
The first batch ofof genuine graduates of the K to 12 curriculum
curriculum ,
however, is the first batch of Grade 1 pupils who began with the
K to 12 curriculum in 2012-2013.
Beginning with SY 2012-13, K to 12 will be introduced
slowly. Initially, the new curriculum will be introduced only in
Grade 1 and Grade 7 (High School Year 1). Every school year 
thereafter, another level would introduce the K to 12
curriculum. So by SY 2017-18, all levels would already be
teaching the new curriculum.
The K to 12 BASIC EDUCATION PROGRAM
V. GLOSSARYOF TERMS
1. Certificate of Competency -a document issued TESDA to
individuals who were assessed as competent in a single unit or cluster  a) Explain-provide thorough and justifiable accounts of
of related units of competency
2. Competence  – This is a combination of knowledge, skills and
values and attitudes (KSVAs) which are used to achieve
outcomes in real life scenarios.
3. Competency  – This refers to a specific task performed with
mastery. It allows the identification of difficulty levels. It also
refers to the ability to perform activities within an occupation or  critical eyes and ears; see the big picture.
function to the standards expected by drawing from one’s
knowledge, skills and attitudes.
4. Content  – This is the scope and sequence of topics and skills
covered in each strand/domain/theme/component.
strand/domain/theme/component.
5. Content Standards – Statements of what the learner should be
able to know and be able to do.
6. Core Content - This refers to the focus of teaching-learning
process in the learning
learning areas. For K to 12 curriculum , these
these
are communication and literacies, critical thinking and problem
solving ,ethical, moral and spiritual values, creativity and
innovation, life and career competencies, development of self  including knowledge, values, attitudes and intentions; 3) use
and sense of community, national and global orientedness.
7. Core Learning Area Standard  – This is a broad statement
that shows the degree or quality of proficiency that the learner 
is able to demonstrate after learning a particular learning area
across K to 12in relation to the desired outcomes and overall
goal.
31
8. Demonstrate understanding  – This is shown in the learners’
ability to do the following:
 
phenomena, facts, and data.
b) Interpret- tell meaningful stories, offer apt translations,
provide a revealing historical or personal dimension to
ideas and events; make subjects personal or accessible
through images, anecdotes, analogies, and models.
c) Apply- effectively use and adapt what they know in diverse
contexts.
d) Have perspective- see and hear points of view through
e) Empathize- find value in what others might find odd, alien, or 
implausible; perceive sensitively on the basis of prior 
indirect experience.
f) Have self-knowledge-perceive the personal style,
prejudices, projections, and habits of mind that both shape
and impede our own understanding; they are aware of 
what they do not understand and why understanding is so
hard.
9. Effective communication skills  – It is the ability to: 1)
articulate one’s thoughts and ideas effectively using oral,
written and nonverbal communication skills in a variety of forms
and contexts; 2) listen effectively to decipher meaning,
communication for a range of purposes (e.g. to inform, instruct,
motivate and persuade); and 4) communicate effectively in
diverse environments (including multi-lingual).
10. Flexibility and adaptability  – It is the ability to adapt to
change , varied roles, jobs , responsibilities, schedules and
context and
and to understand,
understand, negotiate
negotiate and balance diverse
diverse
The K to 12 BASIC EDUCATION PROGRAM
views and beliefs to reach workable solutions, particularly in
multi-cultural environments.
11. Global Competence – This means having an open mind while
actually seeking to understand cultural norms and expectations
of others, leveraging this gained knowledge to interact,
communicate and work effectively outsi de one’s environment
(Hunter, 2004).
12. Globally Competent Learner -He/she is one who is able to
understand the interconnectedness of peoples and systems to
have a general knowledge of history and world events, to
accept and cope with the existence of different cultural values
and attitudes and, indeed, to celebrate the richness and
benefits of this diversity (American Council on International
Education).
13. Grade Level Standard - This is a statement that shows the
degree or quality of proficiency that the learner is able to
demonstrate after learning a particular learning area in each
Grade level based on the key stage standard. The key stages
are K-3, 4-6, 7-10 and 11-12.
14. Holistically developed Filipino  – He/she is one who
possesses a healthy mind and body, has solid moral and
spiritual grounding, has essential knowledge, skills, values and
attitudes to continuously develop himself/herself to the fullest,
engages in critical thinking and creative problem solving,
contributes to the development of a progressive, just, and
humane society, is proud to be a Filipino and who appreciates
cares for humanity, the world and the environment.
15. Information Literacy -   Accessing information efficiently and
effectively, evaluating information critically and competently,
using information accurately and creatively for the issue or 
32
problem at hand; managing the flow of information from a wide
variety of sources, and applying a fundamental understanding of 
the ethical/legal issues surrounding the access and use of 
information
16. Initiative and self-direction- It is the ability to manage goals
and time, work independently and to direct oneself for learning.
17. Key stage - This refers to stages in the curriculum where
assessment of learning is critical. These are key stage 1, end
of Grade 3; key stage 2, end of Grade 6; key stage 3, end of 
Grade 10; and key stage 4, end of Grade 12.
18. Key Stage Standard  – This is a statement that shows the
degree or quality of proficiency that the learner is able to
demonstrate in each key stage after learning a particular 
learning area in relation to the core learning area standard .The
key stages are K-3, 4-6, 7-10 and 11-12.
19. Leadership and responsibility- It refers to the ability to: 1)
Use interpersonal and problem-solving skills to influence and
guide others toward a goal; 2) leverage strengths of others to
accomplish a common goal, 3) inspire others to reach their 
very best via example and selflessness; 4) demonstrate
integrity and ethical behavior in using influence and power, and
5) act responsibly with the interests of the larger community in
mind.
20. Learning and Innovation Skills  – It is adequately mastering
basic competencies and using these basic competencies
creatively for lifelong learning. It is acting on creative ideas to
make a tangible and useful contribution to the local and global
community.
The K to 12 BASIC EDUCATION PROGRAM
21. Life and career skills - These refer to the following abilities: 1)
flexibility and adaptability, 2) initiative and self- direction, 3)
social and cross-cultural skills, 4) productivity and
accountability, and 5) leadership and responsibility.
22. Media Literacy – It is the ability to sift through and analyze the
messages that inform, entertain and sell to learners every day.
It is the ability to q uestion what lies behind media productions —
the motives, the money, the values and the ownership — and to
be aware of how these factors
influence message content.
23. National Certificate - It is a certification issued to individuals
who achieved all the required units of competency for a national
qualification as defined under the Training Regulations.
24. National certificate level  – It refers to the four (4) qualification
levels defined in the Philippine TVET Qualifications Framework
where the worker is:
a. NC I performs a routine and predictable tasks; has little
 judgment; and, works under supervision;
supervision;
b. NC II performs prescribe range of functions involving
known routines and procedures; has limited choice and
complexity of functions, and has little accountability;
c. NC III performs a wide range of skills; works with some
complexity and choice; contributes to problem solving
and work processes; and, shows responsibility for self  necessary.
and others; and
33
d. NC IV performs a wide range of applications; have
responsibilities that are complex and non-routine;
provides some leadership and guidance of others; and,
performs evaluation and analysis of work practices and
the development of new criteria and procedures. 19
25. Performance Standards  – Statements of what the learner is
going to do with what he/she has learned in terms of 
knowledge and skills. They are statements of the degree or 
quality of proficiency with which the learner is able to
demonstrate his/her mastery of knowledge and skills and
internalization of values and attitudes in relation to content
standards.
26. Productivity and accountability - It is the ability to manage
time and projects effectively, produce quality results and be
accountable for results.
27. Skill – It is the coordinated performance of related tasks with a
certain degree of facility.
28. Social and cross-cultural skills  – These refer to skills
needed to interact effectively with others and work effectively in
diverse teams.
29. Spiral Curriculum- Big ideas, important tasks and ever 
deepening inquiry must recur in ever increasing complexity
through engaging problems
problems and applications ; ―form follows
function‖; If the goal ( function of curriculum) is increased
understanding , then amore spiral-like logic ( form) may be
19
TESDA Circular No.23, s. 2008 –
2008  – Implementing Guidelines on PTQCS)
The K to 12 BASIC EDUCATION PROGRAM

30. Standard- In its broadest sense, it is something against which

other things can be compared for the purpose of determining
accuracy, estimating quantity or judging quality. It is a broadly
stated expectation of what one should know and be able to do.

31. Technological literacy—It is the ability to use computers and

other technology to improve learning, productivity and
performance.

32. Twenty-first-century skills - These are the special abilities that

learners need to develop so that they can be prepared for the
challenges of work and life in the 21st century.

34
The K to 12 BASIC EDUCATION PROGRAM

International Engineering Alliance. The Washington Accord .

VI. REFERENCES http://www.washingtonaccord.or
http://www.w ashingtonaccord.org/Washington-Accor
g/Washington-Accord/FAQ.cfm
d/FAQ.cfm
(Accessed 11 September 2010
Batomalaque, Antonio. Basic Science Development Program of the 
Philippines for International Cooperation. University of San Carlos.;
Marinas, Bella and Ditapat, Maria. Philippines: Curriculum and
Development. UNESCO International Bureau of Education

Board of National Education, General Policies on Education, 1967-

1972, 1951-1961 & 1958-1960

Care, Esther Care and Ethel Valenzuela,

Valenzuela, Analysis
Analysis of Basic
Education of thePhilippines:Implications
thePhilippines:Implications for the K to 12 Education
Program, Jan. 2012.

de Jesus, Edilberto . Philippine Daily Inquirer, January 8, 2010.

Education Act of 1982

Mullis, I.V., M.O. Martin, D.F. Robitaille, & P. Foy, (2009). Chestnut
Hill, MA. Trends in International Mathematics and Science 
Advanced 2008.

National Center for Education Statistics. Highlights from the Trends 

in International Mathematics and Science Study 2003.December 
2004

UNESCO’s Report of the International Commission on Education

for the 21st century.

1987 Philippine Constitution

http://www.deped.gov.ph

35
The K to 12 BASIC EDUCATION PROGRAM

VII. COMMITTEES ON K TO 12 CURRICULUM Ms. Zenaida Lao

Mr. Redentor Quilala Parent Teacher Association
Representative
Steering Committee Members
Ms. Tiffany Uy Student Government
Name Institution Representative
Chairperson Br. Armin A. Luistro FSC Department of Education Dr. Lauro B. Tacbas PASUC
Co-Chairs Dr. Patricia Licuanan Commission on Higher  Dr. Jimmy Soria
Sec. Joel Villanueva Education Dr. Chito Salazar  Philippine Business for 
Technical Skills and (sometimes represented Education
Development Authority by Mr. Wadel Cabrera)
Members Senator Edgardo Angara Senate Dr. Jose Campos COCOPEA
(represented by Dr. Dan Advisers Dr. Isagani Cruz Academe (Private)
Rola and/or Dr. Chat Dr. Ester Ogena Academe (Public)
Sebastian) Rep. Mariano Piamonte Partylist Representative
Congressman Salvador  House of Representatives Mr. Edicio dela Torre E-Net
Escudero (represented by Fr. Gregorio Bañaga, Jr. Academe (Private)
Ms. Maria Josefina J. Technical USec.Yolanda Quijano DepED, TWG on Curriculum
Roque-Ricafort) Working Group USec. Francisco Varela DepED, TWG on Research
Dir. Erlinda M. Capones National Economic Chairpersons USec. Rizalino Rivera DepED, TWG on
(sometimes represented Development Authority Communications
by Ms. Rhona Caoli-
USec. Albert Muyot DepED, TWG on Legislation
Rodriguez)
 ASec. Tonisito Umali
Umali DepED, TWG on Transition
Transition
Mr. Valencio R. delos Department of Labor and
Management
Reyes, Jr. Employment
Dr. Lolit Andrada DepED, Curriculum sub-TWG
USec. Alicia R. Bala Department of Social Welfare
on 11 and 12, Transition
(sometimes represented and Development
Management sub-TWG on
by Ms. Cynthia Diano
SHS system readiness
and/or Ms. Anely A.
assessment
Burgo)
Dr. Socorro Pilor DepED, Curriculum sub-TWG
Ms. France Castro ACT

36
The K to 12 BASIC EDUCATION PROGRAM

on instructional materials Name Institution

Dr. Paraluman Giron Curriculum Sub-TWG on K to Chairperson  ASec. Tonisito Umali
Umali DepED
10 Members Mr. Napoleon Imperial CHED
Dr. Nelia Benito DepED, Curriculum sub-TWG Dr. Imelda Taganas TESDA
on Assessment Dr. Reynaldo Vea COCOPEA?
Dr. Beatrice Torno DepED, Curriculum sub-TWG Dr. Vincent Fabella JRU
on teacher education Dr. Amelou Reyes PWU/ FAPE
Dr. Milagros Valles DepED, Transition Dr. Carol Porio FAPE
Management sub-TWG on Dr. Arnie Azcarraga DLSU
SHS modeling Engr. Alex Escano MFI
USec.Francis Varela DepED, TWG on Research
Technical Working Group on Research USec. Rizalino Rivera DepED, TWG on
Communications
Name Institution  ASec. Jess Mateo DepED, Planning Office
Office
Chairperson USec. Francis Varela DepED Dr. Brenda Corpuz Curriculum Consultant
Members Mr. Napoleon Imperial CHED Dir. Lolit Andrada DepED, sub-TWG on SHS
Dir. Erlinda M. Capones NEDA system readiness assessment
(represented by Ms. Rhona Dir. Milagros Valles DepED, sub-TWG on SHS
Caoli-Rodriguez) Modeling
Dr. Vincent Fabella JRU K to 12 Magdalena Mendoza DAP
Mr. Jess Mateo DepED, Planning Office Secretariat
Dr. Rosario Manasan Consultant
Dr. Aniceto Orbeta Consultant
K to 12 Magdalena Mendoza DAP
Secretariat

Technical Working Group on Transition Management

37
The K to 12 BASIC EDUCATION PROGRAM

Dr. Imelda Taganas TESDA, EPP-TLE Convenor 

Technical Working Group on Curriculum

Name Institution Technical Working Group on Communications

Chairperson USec. Yolanda Quijano DepED
Members Mr. Napoleon Imperial CHED Name Institution
Dr. Imelda Taganas TESDA Chairperson USec. Rizalino Rivera DepED
Dr. Lolit Andrada DepED, sub-TWG on 11 and 12 Members Dir. Tina Ganzon DepED
Dr. Socorro Pilor DepED, sub-TWG on Mr. Napoleon Imperial CHED
instructional materials  ASec. Jess Mateo DepED, Planning Office
Office
Dr. Paraluman Giron Sub-TWG on 1 to 10 Mr. Kenneth Tirado DepED Communications
Dr. Nelia Benito DepED, sub-TWG on Mr. Raul Limbo
 Assessment Mr. Wadel Cabrera Philippine Business for Education
Dr. Beatrice Torno DepED, sub-TWG on teacher  Ms. Dorris Ferrer CEAP
education  ASec. Tonisito Umali
Umali TWG on Transition Management
Management
Dr. Brenda Corpuz Curriculum Consultant K to 12 Magdalena Mendoza DAP
Dr. Dina Ocampo UP, Languages (English, Secretariat
Filipino, Mother Tongue)
Convenor 
Dr. Maris Diokno UP, Araling Panlipunan
Convenor 
Dr. Ian Garces AdMU, Math Convenor 
Dr. Merle Tan UP NISMED, Science Convenor 
Dr. Dennis Faustino St. Mary’s, Music and Art
Convenor 
Dr. Larry Gabao PNU, Physical Education
Convenor 
Dr. Evelina Vicencio UE, Health Convenor 
Dr. Fe Hidalgo UST, Edukasyon sa
Pagpapakatao Convenors

38