K-12 BASIC

EDUCATION
PROGRAM
AMOR Q DE TORRES, PhD
What FILIPINO Students
Need to
Learn
Our Filipino students should
prepare for adult life by
studying subjects that suit their
talents, passions, and
aspirations and enable them to
contribute to the sustainable
future of our country and the
world.
Top performing
nations set their
instructional sights
on far more than
basic reading and
math skills
No nations that scores
competitively on
Program for International
Student Assessment
(PISA) exam puts skills
before content or
focuses chiefly on
reading and math.
PROCESS IS KEY
While more and more
research is emerging to
suggest that breadth and
depth of content of education
is important, education reform
stresses that students benefit
most from an education that
focuses on process
Who are the 21st Century Learners?
• As large in number as Baby Boomers
• Consumers- $150 billion annually
• Digital Media Users – 6 ½ hrs daily (Exposed to
8 ½ hours)
• Multi-taskers: online - phone - print
• Hyper-Communicators -socially & civically
• Gamers-interactive learning
Who are the 21st Century Learners?

• Risk-Takers
• Pursuers of ongoing education
• Futurists & Optimistic
• IQ is up by 17 points between 1947-2001
with most gains post 1972
 More Questions
Are our Filipino Learners:
• Critical thinkers?
• Problem solvers?
• Good Communicators?
• Values-driven?
• ICT savvy?
• Flexible and adaptable?
• Innovative and creative?
• Globally competent and competitive?
• Environmentally literate?
Time-based Outcome-based

Fragmented Integrated and

curriculum interdisciplinary
curriculum
Focus: Focus: What
memorization of students know, can
discrete facts do and are like
after all the details
are forgotten

Lessons focus on Learning is

the lower level of designed on upper
Bloom’s levels of Bloom’s
Taxonomy and the updated
Bloom’s Digital
Taxonomy
Diversity in Curriculum and
students is instruction
ignored address student
diversity

Literacy in the Multiple

3R’s – Reading, literacies of the
Writing and 21st Century-
Math aligned to living
and working in a
globalized new
millennium
Textbook-driven Research-driven
Limited access infinite access to
to information materials/
and knowledge sources
(information and
knowledge
multiple)

Passive learning Active learning

Learners work in Learners work
isolation collaboratively
with classmates
and others around
the world-the
global classroom

Teacher-centered- Learner-centered –
teacher is center of teacher is
attention and facilitator/coach
provider of
information
Low expectations High
expectations- “if
it isn’t good, it
isn’t done.”

Curriculum is Curriculum is
irrelevant and connected to
meaningless to student’s
the students interests,
experiences,
talents and the
real world
(community
engagement)
Print is the primary Performances,
vehicle of learning projects and
and assessing multiple forms of
media are used for
learning and
assessment

Teacher as judge. Self, peer and

No one else sees other assessments
students work (public audiences..
Authentic
assessments)
Factory model, Global model,
based upon the based upon the
needs of employers needs of a
for the industrial globalized, high-
age of the 19th tech society
century

Goal- to master Goal – to learn

content knowledge skills and strategies
(literature, history, (access, analyze,
science) evaluate, create)
to solve problems
Conceptual Project-based
learning on learning on
individual basis team basis
K-12 Basic Education Program

TRANSFORMING PHILIPPINE
EDUCATION SYSTEM
 PHILOSOPHICAL and
LEGAL BASIS
• The 1987 Phil.
Constitution
• B.P. 232, Education Act of
1982
• R.A. 9155, Philippine
Governance Act
• The 4 pillars of education
(UNESCO)
• The vision-mission
statement of DepED
• The EDCOM Report of
1991
• BESRA
NATURE OF THE
LEARNER
• Has a body and spirit,
intellect, free will,
emotions, multiple
intelligences, learning
styles
• Constructor of
knowledge and active
maker of meaning not a
passive recipient of
information
NEEDS OF THE
LEARNER
• Life skills
• Self-actualization
• Preparation for the world
of the work,
entrepreneurship, higher
education
NEEDS OF NATIONAL
and GLOBAL
COMMUNITY
• Poverty reduction and
human development
• Strengthening the moral
fiber of the Filipino people
• Development of a strong
sense of nationalism
• Development of productive
citizens who contribute to the
building of a progressive,
just and humane society
• Ensuring environment
sustainability
• Global partnership for
development
 PHILOSOPHICAL
and LEGAL BASIS

• The 1987 Phil. Constitution

• B.P. 232, Education Act of 1982
• R.A. 9155, Philippine Governance
Act
• The 4 pillars of education (UNESCO)
• The vision-mission statement of
DepED
• The EDCOM Report of 1991
• BESRA
 NATURE OF THE LEARNER

•Has a body and spirit, intellect, free will,

emotions, multiple intelligences, learning
styles
•Constructor of knowledge and active maker
of meaning not a passive recipient of
information

NEEDS OF THE LEARNER

• Life skills
• Self-actualization
• Preparation for the world of work,
entrepreneurship, higher education
 NEEDS OF NATIONAL and GLOBAL
COMMUNITY

•Poverty reduction and human development

•Strengthening the moral fiber of the Filipino
people
•Development of a strong sense of nationalism
•Development of productive citizen who
contributes to the building of a progressive,
just and humane society
•Ensuring environment sustainability
• Global partnership for development
 FAMILY
SUPPORT
INTERNAL AND
EXTERNAL
STAKESHOLDER
S’ SUPPORT

MONITORING and EVALUATION SYSTEM

 FAMILY
SUPPORT
INTERNAL AND
EXTERNAL
STAKESHOLDER
S’ SUPPORT

MONITORING and EVALUATION SYSTEM

 FAMILY
SUPPORT
INTERNAL AND
EXTERNAL
STAKESHOLDER
S’ SUPPORT

MONITORING and EVALUATION SYSTEM

 FAMILY
SUPPORT
INTERNAL AND
EXTERNAL
STAKESHOLDER
S’ SUPPORT

MONITORING and EVALUATION SYSTEM

 FAMILY
SUPPORT
INTERNAL AND
EXTERNAL
STAKESHOLDER
S’ SUPPORT

MONITORING and EVALUATION SYSTEM

 FAMILY
SUPPORT
INTERNAL AND
EXTERNAL
STAKESHOLDER
S’ SUPPORT

MONITORING and EVALUATION SYSTEM

 FAMILY
SUPPORT
INTERNAL AND
EXTERNAL
STAKESHOLDER
S’ SUPPORT

MONITORING and EVALUATION SYSTEM

DepEd’s DepED IS GLOBALLY RECOGNIZED FOR THE DEVELOPMENT OF FUNCTIONALLY
VISION LITERATE AND GOD-LOVING FILIPINOS WHO HELP ATTAIN THE NATIONAL GOALS
OF SOCIAL JUSTICE, UNITY, FREEDOM AND PROSPERITY

DepEd’s PROVIDE QUALITY BASIC EDUCATION THAT IS EQUITABLY ACCESSIBLE TO ALL

AND LAY THE FOUNDATION FOR LIFELONG LEARNING SELF-ACTULIZATION
MISSION NEEDED FOR EFFECTIVE CITIZENSHIP AT THE LOCAL, NATIONAL AND GLOBAL
LEVELS
OVERALL
FUNCTIONALLY LITERATE AND HOLISTICALLY DEVELOPED
GOAL
FILIPINO

DESIRED APPRECIATES
OUTCOMES HAS ESSENTIAL
ENGAGES IN
CONTRIBUTE THE BEAUTY OF
POSSESSE KNOWLEDGE , TO THE THE WORLD
CRITICAL
CRITICAL
SA HAS
HAS SOLID
SOLID SKILLS
SKILLS TO
TO DEVELOPMENT
DEVELOPMENT AROUND
AROUND
THINKING
MORAL AND CONTINUOUSLY OF A HIM/HER AND
HEALTHY SPIRITUAL DEVELOP
AND
PROGRESSIVE, CARES FOR THE
MIND AND CREATIVE
GROUNDING HIMSELF/HER JUST NAD ENVIRONMENT
BODY PROBLEM
SELF TO THE HUMANE FOR A
SOLVING
FULLEST SOCIETY SUSTAINABLE
FUTURE

MATH and HUMANITIES and TECHNOLOGY and

LEARNING LANGUAGES SCIENCE ARTS LIVELIHOOD EDUCATION
AREAS
INCLUSION OF CO-CURRICULAR ACTIVITIES AND COMMUNITY
INVOLVEMENT PROGRAM
DepEd’s VISION

DepED IS GLOBALLY RECOGNIZED FOR THE

DEVELOPMENT OF FUNCTIONALLY LITERATE
AND GOD-LOVING FILIPINOS WHO HELP
ATTAIN THE NATIONAL GOALS OF SOCIAL
JUSTICE, UNITY, FREEDOM AND PROSPERITY
DepEd’s MISSION

PROVIDE QUALITY BASIC EDUCATION THAT IS

EQUITABLY ACCESSIBLE TO ALL AND LAY
THE FOUNDATION FOR LIFELONG
LEARNING SELF-ACTULIZATION NEEDED
FOR EFFECTIVE CITIZENSHIP AT THE LOCAL,
NATIONAL AND GLOBAL LEVELS
OVERALL GOAL

FUNCTIONALLY LITERATE AND

HOLISTICALLY DEVELOPED FILIPINO
 DESIRED OUTCOMES

APPRECIATES
HAS ESSENTIAL CONTRIBUTE THE BEAUTY OF
ENGAGES IN
POSSESSE KNOWLEDGE , TO THE THE WORLD
CRITICAL
CRITICAL
SA HAS
HAS SOLID
SOLID SKILLS
SKILLS TO
TO DEVELOPMENT
DEVELOPMENT AROUND
AROUND
THINKING
MORAL AND CONTINUOUSLY OF A HIM/HER AND
HEALTHY SPIRITUAL DEVELOP
AND
PROGRESSIVE, CARES FOR THE
MIND AND CREATIVE
GROUNDING HIMSELF/HER JUST NAD ENVIRONMENT
BODY PROBLEM
SELF TO THE HUMANE FOR A
SOLVING
FULLEST SOCIETY SUSTAINABLE
FUTURE
 DESIRED OUTCOMES

APPRECIATES
HAS ESSENTIAL CONTRIBUTE THE BEAUTY OF
ENGAGES IN
POSSESSE KNOWLEDGE , TO THE THE WORLD
CRITICAL
CRITICAL
SA HAS
HAS SOLID
SOLID SKILLS
SKILLS TO
TO DEVELOPMENT
DEVELOPMENT AROUND
AROUND
THINKING
MORAL AND CONTINUOUSLY OF A HIM/HER AND
HEALTHY SPIRITUAL DEVELOP
AND
PROGRESSIVE, CARES FOR THE
MIND AND CREATIVE
GROUNDING HIMSELF/HER JUST NAD ENVIRONMENT
BODY PROBLEM
SELF TO THE HUMANE FOR A
SOLVING
FULLEST SOCIETY SUSTAINABLE
FUTURE
 DESIRED OUTCOMES

APPRECIATES
HAS ESSENTIAL CONTRIBUTE THE BEAUTY OF
ENGAGES IN
POSSESSE KNOWLEDGE , TO THE THE WORLD
CRITICAL
CRITICAL
SA HAS
HAS SOLID
SOLID SKILLS
SKILLS TO
TO DEVELOPMENT
DEVELOPMENT AROUND
AROUND
THINKING
MORAL AND CONTINUOUSLY OF A HIM/HER AND
HEALTHY SPIRITUAL DEVELOP
AND
PROGRESSIVE, CARES FOR THE
MIND AND CREATIVE
GROUNDING HIMSELF/HER JUST NAD ENVIRONMENT
BODY PROBLEM
SELF TO THE HUMANE FOR A
SOLVING
FULLEST SOCIETY SUSTAINABLE
FUTURE
DESIRED OUTCOMES

APPRECIATES
APPRECIATES
CONTRIBUTE
CONTRIBUTE THE
THE BEAUTY
BEAUTY OF
OF
HAS ESSENTIAL
ENGAGES IN TO THE THE WORLD
POSSESSE KNOWLEDGE ,
CRITICAL
CRITICAL DEVELOPMENT AROUND
SA HAS
HAS SOLID
SOLID SKILLS
SKILLS TO
TO THINKING OF A HIM/HER AND
MORAL AND CONTINUOUSLY
HEALTHY SPIRITUAL DEVELOP
AND PROGRESSIVE, CARES FOR THE
MIND AND CREATIVE JUST NAD ENVIRONMENT
GROUNDING HIMSELF/HER
BODY PROBLEM HUMANE
HUMANE FOR
FOR A
A
SELF TO THE
SOLVING SOCIETY
SOCIETY SUSTAINABLE
SUSTAINABLE
FULLEST
FUTURE
DESIRED OUTCOMES

APPRECIATES
HAS ESSENTIAL CONTRIBUTE THE BEAUTY OF
ENGAGES IN
POSSESSE KNOWLEDGE , TO THE THE WORLD
CRITICAL
CRITICAL
SA HAS
HAS SOLID
SOLID SKILLS
SKILLS TO
TO DEVELOPMENT
DEVELOPMENT AROUND
AROUND
THINKING
MORAL AND CONTINUOUSLY OF A HIM/HER AND
HEALTHY SPIRITUAL DEVELOP
AND
PROGRESSIVE, CARES FOR THE
MIND AND CREATIVE
GROUNDING HIMSELF/HER JUST NAD ENVIRONMENT
BODY PROBLEM
SELF TO THE HUMANE FOR A
SOLVING
FULLEST SOCIETY SUSTAINABLE
FUTURE
DESIRED OUTCOMES

HAS ENGAG
CONTRIB
ESSENTI ES IN
POSSE HAS UTE TO
AL CRITIC APPRECIATES
THE
SSES SOLID KNOWLE AL
DEVELO
THE BEAUTY
OF THE
A MORA DGE , THINKI WORLD
PMENT
SKILLS NG AROUND
HEAL L AND OF A HIM/HER AND
TO AND CARES FOR
THY SPIRIT PROGRE
CONTINU CREATI THE
MIND UAL SSIVE, ENVIRONMEN
OUSLY VE
JUST T FOR A
AND GROU DEVELOP PROBL
NAD
SUSTAINABL
ONESELF EM E FUTURE
BODY NDING HUMANE
TO THE SOLVI
SOCIETY
FULLEST NG
CORE
CONTENT

LEARNING KNOWLEDGE and ATTITUDE AND

ESSENTIAL SKILLS
DOMAINS UNDERSTANDING VALUES

PEDAGOGICAL INTEGRATIVE, REFLECTIVE, COLLABORATIVE, CONSTRUCTIVIST

APPROACHES

ASSESSMENT ASSESSMENT as ASSESSMENT for ASSESSMENT of BALANCE OF TRADITIONAL

LEARNING LEARNING LEARNING and AUTHENTIC ASSESSMENT

MONITORING OUTCOME-and
OUTCOME-and STANDARDS-BASED,
STANDARDS-BASED, COMPREHENSIVE,
COMPREHENSIVE, SYSTEMATIC,
SYSTEMATIC, and
and VALID
VALID
And EVALUATION MONITORING and EVALUATION SYSTEM SET IN PLACE AIMED AT IMPROVING THE
QUALITY OF BASIC EDUCATION
SYSTEM
CORE CONTENT
 CORE CONTENT LEARNING AREAS
1.Communication and 1.Languages:
Literacies MTB
Filipino
English
2.Critical Thinking and 2. Science,
Problem Solving Mathematics
3.Creativity and
Innovation 3. Languages, Science,
Mathematics, MAPEH
4. Ethical, Moral and 4. Edukasyon sa
Spiritual Values Pagpapakatao (EsP)

5. Life and Career 5. Technology and

Livelihood Education
Competencies
(TLE)
6. Araling Panlipunan,
6. Development of Self
EsP
and Sense of
Community
7. Languages, MAPEH,
7. National and Global
TLE, Math, Science
Competencies
ASSESSMENT

ASSESSMEN
ASSESSMENT for
T as
LEARNING
LEARNING

BALANCE OF
ASSESSMENT TRADITIONAL
of LEARNING and AUTHENTIC
ASSESSMENT
MONITORING And EVALUATION SYSTEM

OUTCOME-and STANDARDS-BASED,
COMPREHENSIVE, SYSTEMATIC, and
VALID MONITORING and EVALUATION
SYSTEM SET IN PLACE AIMED AT
IMPROVING THE QUALITY OF BASIC
EDUCATION
 PROPOSED ROADMAP FOR THE K TO 12 PHILIPPINE BASIC EDUCATION
PROGRAM

Grade K 1 2 3 4 5 6 7 8 9 10 11 12
Level
Curriculum
Program General Academic Program
Learning Domains

•Values Education
•Eng •English •English •Adv English
•Physical health & •Adv Science
motor dev’t •Fil •Filipino •Science
Core •Social & emotional •Math •Mathematics •Mathematics •Adv Math
Learning dev’t •Science •Science & Health •Filipino •Adv Filipino
•Cognitive dev’t •Contemporary
& Health •Heograpiya, Kasaysayan at •MSEP
Area •Creative Arts
Sibika •Social Studies Issues
•Language &
Readiness for Reading• •MSEP •Values Education (includes work,
Sibika at
& Writing •EPP •TLE ethics, business
•Language, Literacy &Kultura
•MSEP •Edukasyong Pagpapakatao •Aptitude ethics, etc.)
Communication
Exploratory stage of test
career paths/choicesSpecial Program in:
-Arts
-Sports
-Journalism
Speciali- -Engineering Science Education Program
(ESEP)
zation NONE NONE NONE -Mother Tongue & foreign Languages
-Technical-Vocational advocation
- Agriculture/Fisheries Consolidation of
- Arts & Trades complex knowledge &
skills; dev’t of attitude
& values as a result of
a strong liberal
education. Adequate
Development of knowledge, skills, Development & mastery of Consolidation of knowledge & skills;
Key Stage attitudes and values; mastery & complex knowledge & skills; development of attitudes, values,
preparation for the
world of work,
Outcomes application of basic skill dev’t of attitude & values aptitudes & interest entrepreneurship,
middle level skills
dev’t & higher
education
Guiding
Principles and
Features of K-12
Curriculum
 Decongested
and enriched

K-12
CURRICULUM Developmentally
appropriate

Lean but
meaty Value-laden
 TEACHERS’ COMPETENCIES:
OUTCOMES BASED
STANDARDS BASED
STANDARDS BASED
COMPETENCYBASED
BASED CO
COMPETENCY
NS
TR
UC
TI
LEARNER CENTERED
VI
ST
 Inclusive

Flexible

Research driven K-12

CURRICULUM
AREAS
INCLUSION OF
CO-CURRICULAR
ACTIVITIES AND
COMMUNITY
INVOLVEMENT
PROGRAM
LEARNING DOMAINS

KNOWLEDGE and
UNDERSTANDING

ESSENTIAL
SKILLS
ATTITUDES AND
VALUES
PEDAGOGICAL
APPROACHES
• INTEGRATIVE
• REFLECTIVE
• COLLABORATI
VE
• CONSTRUCTIVI
ST
• INQUIRY-BASED
 K-12
asic Education Program
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo

TEACHERS’
CONCERNS
 K-12
asic Education Program
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo

1. Will teachers have

additional work load?
 K-12
asic Education Program
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo

No additional work.
Magna Carta: 6 hours
of actual teaching and
2 hours related
jobs/activities focus
on subject
specialization
 K-12
asic Education Program
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo

2. How will DepED prepare

teachers in handling the
enhanced curriculum?
 K-12
asic Education Program
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo

Teacher training coordination

with CHED to align pre-service
education
Pilot testing to prepare teachers
and refine instruction
 K-12
asic Education Program
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo

STUDENTS’
CONCERNS
 K-12
asic Education Program
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo

1. Will there be more

school work?
 K-12
asic Education Program
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo

No.
You will have
lighter school work
because more time
will be given to
focus on each
subject
 K-12
asic Education Program
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo

2. Will this mean, I will have to

wait for 2 more years to
graduate and be employed?
 K-12
asic Education Program
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo

Yes.
But after the 12 years you will be
more ready to get a better job,
start your own business or
continue your college life
 K-12
asic Education Program
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo

K-12 is the key to the

development of
Philippine Economy.