Curriculum

Development Reforms
and Enhancement
SHAINA N. MONDARES
JASMINE UNCIANO
A LY S S A A L B E RTO
( P R E S E N T E D B Y: )
Module 6
 DepED Vision
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.

As a learner-centered public institution,

the Department of Education
consistently improves itself
to better serve its stakeholders.
 DepED Mission
To protect and promote the right of every Filipino to quality, equitable, culture-
based and complete basic education where:

 Students learn in a child-friendly, gender-sensitive, safe and motivating

environment.
 Teachers facilitate learning and constantly nurture every learner
 Administrators and staff, as stewards of the institution, ensure an enabling and
supportive environment for effective learning to happen.
Family, community and other stakeholders are actively engaged and share
responsibility for developing life-long learners.
Module Overview
This module brings you to some curricular
development reforms and enhancement. As the
Philippine education braces itself with the ASEAN and
the rest of the world, there is a need to embark on
enhancement and reforms in the curriculum. As a
curriculum knower, designer, implement and
evaluator, substantial knowledge of some of these
reforms is necessary.
Lesson 1:

The Enhanced Basic Education

Act of 2013 (K to 12)
Desired Learning Outcome
 Gained comprehensive
understanding of the K to 12 Basic
Education Curriculum Reform
Curriculum designers need to enhance the curriculum and propose curricular innovations to
respond to the changing educational landscape in the country as well as in other parts of the
globe.

K to 12

Outcome Based Education

Curriculum designers to enhance the recommended curriculum and propose
curricular innovations to respond to the changing landscape in education
regionally and globally.

Republic Act 10533, otherwise known as the Enhanced Basic Education Act of
2013, is the latest educational reform in Philippine Education signed into law by
President Aquino III last May 15, 2013. It is an act enhancing the Philippine Basic
Education system by strengthening is curriculum and increasing the number of
years for basic education appropriating funds therefore and for other purposes.
The Enhanced Basic Education Act of
2013 popularly known as K to 12 includes:
One (1) year Kindergarten education
Six (6) years of elementary education
Six (6) years of Secondary Education
- four (4) years of junior high school and two (2) years of senior high school.

With K to 12, the existing 10 years of basic education is increased to 12 years with
Kindergarten education as a prerequisite to entry in Grade 1.
 K TO 12?
K to 12 makes the Philippine education system at par with the international standard
f 12 – year basic education thereby contributing to a better educated society capable of
pursuing productive employment, entrepreneurship, or higher education studies. After
going through kindergarten, elementary, junior high and a specialized senior high school
program, every K to 12 graduate is ready to go into different paths – higher education,
middle level skills development, employment or entrepreneurship.
K to 12 graduates are also expected to be equipped with 21st century skills like
information, media and technology skills, learning and innovation skills, effective
communication skills and life and career skills.
 When K to 12 was launched in 2012 many Filipinos were apprehensive
because of the addition of two (2) more years in secondary schooling. Some
said the additional two years are added burden for the average Filipino
family. Others said the K to 12 program is doomed to fail since it does not
address the basic problems in education like lack of classrooms, chairs,
books, teachers, quality teaching and many more. Amidst criticism, the
Department of Education pushed for the K to 12 implementations. What
could be there reasons?
Lets consider these existing realities in Philippine education that became
the bases of the K to 12 implementation:
1. Insufficient mastery of basic competencies due to congested
curriculum.

The Table below presents the national achievement test results of 4TH
year students in Mathematics and Science. In 2005-2006 Mathematics
results, only 15% of the students acquired mastery of the Mathematics
competencies while majority (59.09%) of the high school students
belonged to the low mastery level. The achievement results in Science was
even more discouraging since only 3% of the 4th year high school students
in 2005-2006 mastered the Science processes and skills. Majority belonged
to the low mastery category and a few were in the near mastery level.
Achievement Comparative Achievement Levels in Mathematics Achievement Compa rative Levels in Science
Level Level

SY
2004-2005
% SY
2005-2006
& SY
2004-2005
% SY
2005-2006
&

Mastery 168,371 16.41% 149,922 15.21 % Mastery 17,921 1.75% 29,479 2.99%

New 321,305 253,396% 25.71% Near 246,207 23.99% 196,938 19.89%

Mastery 31.31% Mastery

Low 536,439 52.28% 582,436% 59.09% Low 761,987 74.26% 759,337 77.03%
Mastery Mastery

TOTAL 1,026,115 100.00% 985,754 100.01% TOTAL 1,026,115 100% 985,754 100%
 In international examinations, the Philippines performed
poorly as revealed in 2003 TIMSS (Trends in International
Mathematics and Science) scores. In Grade IV Science and
Math, the Philippines ranked 23 out of 25 participating
countries. In High School II Science, the Philippine ranked 43
out of 46 and in Math ranked 34 out 0f 38. Even with only the
science high schools participating in the Advanced
Mathematics category in 2008 TIMMS, the country’s ranking
did not improve. In fact, it ranked the lowest (10) among ten
participating countries.
 One of the factors that contribute to the low performance in
achievement tests is the congested basic education curriculum. What
other countries teach in twelve (12) years the Philippine teach only in
the ten (10) years. The ten (10) years would not be enough to master
the competencies. Adding two years would make possible the
decongestion of the curriculum of comprehensive acquisition of basics
competencies and the 21st century skills.
2. The Philippines is the only remaining country in Asia with a 10 year
basic education program

•The Philippines is the only country in Asia that has a ten-year basic
education program.
•The short duration of the basic education program also puts millions of
overseas Filipino workers, especially the professionals, and those who
intend to study abroad at a the disadvantage.
•Graduates of Philippine schools are not automatically recognized as
professionals outside the country due to the lack of two years in basic
education.
Bologna Accord prescribes twelve (12) years basic education as
an entry to recognition of engineering professionals.
 With K to 12, Filipino professionals would have the same competitive
edge with professionals in other countries having gone through 12 years
of basic education.
The recommendation to improve and to lengthen the short basic
education in the Philippines has been given since 1925. As one of the
most well studied reforms, recommendations of either adding or
restoring 7th grade r adding an extra year to basic education have been
put forward. (See Table 3).
 Table 3 – Researches n Philippine Basic Education Curriculum and their
Recommendations
Year Sources Recommendation

1925 Monroe Survey Secondary education did not prepare for life and
recommended training in agriculture, commerce and
industry

1949 UNESCO Mission Survey Restore Grade VII in primary education

1950 Swanson Survey

1953 Education Act Revise the Primary school system by adding ne year
(Grade VII)

1960 Swanson Survey Restore grade 7 in Primary education

1970 PCSPE Extend secondary education by ne year t better prepare students who
have no plans to take up university education.

1991 EDCOM Report Retain the 10-year basic education phase while institutionalizing career
counseling in Primary and secondary schools in preparation for higher
education.

1998 Philippines Education Sector Study (World Prioritize student learning through curricular reforms, the provision of
Bank and ADB) textbooks, the use of the vernacular in lower Primary grades, and the
institutions of a longer basic education cycle.

2000 PCER Implement a compulsory one-year pre-baccalaureate stage as prerequisite

for students interested in enrolling in higher education degree programs.
2006 Philippine EFA 2015 Lengthen the educational cycle by adding two years to formal basic
National Action Plan education (one each for primary and high school)

2008 Presidential Task Force n Extend pre-university education to total f 12 years, benchmarking the
Education content of the eleventh and twelfth years with international
programs.
Employability of Filipino high school
graduates
◦ The K to 12 Curriculum prepares the students for the world of work, middle level skills
development, entrepreneurship and college education. As early as Grade 7 and Grade 8, the
student is made t explore at least 8 subjects in the four (4) areas of Technology and
Livelihood Education (TLE) namely: Home Economics, ICT, Industrial Arts and Agriculture and
Fishery Arts.
◦ In grade 10 and Grade 12, the student is supposed to have obtained a National Certificate
(NC) Level I and NC II from TESDA, NC1 and NCII make a Grade 12 graduate employable.
◦ The short duration of basic education in the Philippines resulted to 15 year old graduates who
are not legally employable. With the implementation of the K to 12, the graduate of senior
high is 18 years old who is legally employable.
 THE K to 12 Curriculum
Section 5 of the Enhanced Basic Education Act of 2013, stipulates the following
curricular standards which the curriculum developers adhered t in crafting the K to 12
curriculum:
a)The curriculum, shall be learner-centered, inclusive and developmentally appropriate;
b)The curriculum shall be relevant, responsive and research based.
c)The curriculum shall be culture-sensitive;
d)The curriculum shall be contextualized and global;
e)The curriculum shall use pedagogical approaches that are constructivist, inquiry-
based, reflective, collaborative and integrative.
(f) The curriculum shall adhere to the principles and framework of Mother Tongue-
Based Multilingual Education (MTB-MLE) which starts from where the learners are
and from what they already knew proceeding from the known to the unknown;
instructional materials and capable teachers to implement the MTB-MLE
curriculum shall be available:
(g) The curriculum shall use the spiral progression approach to ensure mastery of
knowledge and skills after each level; and
(h) The curriculum shall be flexible enough to enable and allow schools to localize,
indigenize and enhance the same based on their respective educational and social
contexts. The production and development of locally produced teaching materials
shall be encouraged and approval of these materials shall devolve, to the regional
and division education units.
 Curriculum Tracks
FOUR TRACKS:
Academic, Technical-Vocational-Livelihood; and Sports track and Arts and Design track.

The Academic track includes four strands:

Business Accountancy, Management (BAM)
Humanities and Social Sciences (HUMSS)
Science, Technology, Engineering, Mathematics (STEM)
General Academic Strand (GAS)
 Core Curriculum
Nomenclature/Learning DESCRIPTION
Area
Integrated Grade 1 to 6 Grade 7 to 10
Language Area
Mother Tongue Focused on the development of literacy and Ang Filipino ay naglalayong malinang and (1) kakayahang
Filipino numeracy skills and learning of concepts first komunikatibo at (2) kahusayan sa pag-unawa at
English in the Mother Tongue from Grades 1-3 and pagpapahalagang pampanitikan ng mga mag-aaral.
later transfer to second language (Filipino Lilinangin ang makrong kasanayan sa tulng ng ibat ibang
and English). The macro skills-listening, dulog at pamamaraan tulad ng Komunikatibong Pagtuturo
speaking, reading, writing and viewing spiral ng Wika (KPW, Pagtuturong Batay sa Nilalaman (PBL) ibat
across grade levels and across languages. The ibang akdang pampanitikan at Pagsasanib ng Gramtika sa
ultimate goal is communicative competence Tulng ng ibat ibang Teksto (PGRT), at isinaalang-alang din
both oral and written in three languages. ang pagsasanib ng mga pagpapahalagang pangkatauhan sa
pag aaral at pagsusuri ng ibat ibang akdang pampanitikan.
Science  Science education aims to develop scientific literacy
among students that will prepare them t be informed
and participative citizens who are able to make
judgements and decisions regarding applications of
scientific knowledge that may have social, health,
environmental impacts.
 The science curriculum recognize the place of science
and technology in the civic, personal, social, economic,
and the values and ethical aspects of life.
 The science curriculum promotes a strong link between
science and technology, including indigenous technology,
keeping our country's cultural uniqueness and
peculiarities.
This course deals with the basics
concepts in Biology. Chemistry, Physics
and Earth/Space Science. Every quarter
presents the different science
disciplines across grades levels in
increasing complexity.
This course is focused on the
development of awareness and
understanding f practical everyday
problems that affect the learners lives
and those around them.
Mathematics Elementary mathematics covers basic concepts
and ideas, skills and processes on numbers, and
number sense-geometry, measurement, patterns
and algebra, probability and statistics as enlist,
using appropriate technology solving, reasoning,
communicating, making connections,
representations and decisions in real life.
Araling Panlipunan Ito ay asignatura na nagtutura ng mga konsepto sa
pananagutang pansarili, pamilya, kapwa,
bansa/daigdig at diyos; pananagutan para sa
kabutihang panlahat upang mamuhay nang may
kaayusan, katiwasyan, kaunlaran tungo sa
kaligayahan ng tao.
It includes key concepts and principles of numbers
sense, measurement, algebra, geometry,
probability and statistics as applied, using
appropriate technology, in critical thinking,
problem solving, reasoning, communicating,
making connections, representations and decisions
in real life.
Ang asignaturang ito ay naglalayong tumatakay sa
kasaysayan ng Pilipinas gamit ang sipi ng mga piling
primarying sanggunian mula sa ibat ibang panahon
at uri; at magpamals ng malalim na pang-unawa sa
mga pangunahing kaisipan at mga napapanahong
isyu sa pag aaral ng kasaysayan.
Edukasyong Pantahanan at Edukasyong Pantahanan at Pangkabuhayan
Pangkabuhayan (EPP) and develops knowledge, skills, values and attitude
Technology and Livelihood in Agriculture Entrepreneurship and Information
Education (TLE) Communication Technology (ICT), Home
Economics and Industrial Arts than can help
improve self, family and community life
considering sustainable development.
Mausic, Art, Physical The Music Program focuses on the learner as
Education and Health the recipient of the knowledge, skills and values
(MaPEH) necessary for artistic expression and cultural
literacy.
The curriculum design is student-centered,
based on spiral progression, and grounded in
performance-based learning.
Edukasyong Pantahanan at Pangkabuhayan
develops knowledge, skills, values and attitude in
Agriculture Entrepreneurship and Information
Communication Technology (ICT), Home
Economics and Industrial Arts than can help
improve self, family and community life
considering sustainable development.
This learning area covers four (4) major
components namely:
Music, Art, Physical Education and Health
 Music and Art deal with the study of mans
aesthetic expressions through sounds (music)
and visuals (art) mirroring the sentiments and
ideas of society and culture and contributing
to the development of individual and
collective identity. It is designed to be
student-centered, based on spiral
progression, and grounded in performance
based learning
Thus, the learner is empowered, through active involvement Focused on appreciation and
and participation, to effectively correlate music and art t the application where basic
development of his/her own cultural identity and expands fundamentals are further reinforced.
his/her vision of the world.
 Each strand is sequentially
The Art Program provides our Filipino learners with art developed across grade levels
experiences that include recognizing, creating, appreciating and including activities that are varied
critiquing their own artistic works and the works of others. and age-appropriate to address
From Kindergarten, art instruction begging's with creative the needs an interest of Each
exploration of art materials concepts and processes fund in the  Physical Education and Health
Philippine and other countries. It continues to develop the promote the development of
students imagination and individual expression and inquiry into active and a healthy lifestyle.
the aesthetic qualities of his work, the work of others, artist of Pphysical Education focuses on
the past and present, from the Philippines and from other parts five strands namely: body
of the world. It culminates in seeing the connection of art to management, movements skills,
others areas if study and exposure to various are-related games and sports, rhythm and
activities and careers. dance and physical fitness. Each
strand is sequentially developed
across grade levels including
activities that are Varied and age-
appropriate to address the needs
an interest of learners.
The Physical Fitness Program is anchored on the tenet
"Move to Learn and Learn to Move" with ultimate goal of
achieving life long fitness. It shall contribute to, the
development of fitness, health and wellness among school-
age students as provided in the program's rich and
challenging physical activity experiences. It shall promote
the development of a participative and active body;
learning to use the body in moving efficiently and
effectively in a given space time, effort and assurance of
quality movement. The desire for becoming a physical
educated person, thus aid an individual in successfully
selecting and participating activities appropriate at various
stages of life.
The Health program deals with physical, mental,
emotional, social, moral and spiritual dimensions of
health that enable learners to acquire essential
knowledge, attitudes and skills necessary to promote
good nutrition, prevent and control diseases,
substance use and abuse, and reduce health-related
risk behaviors and injuries with the view to
maintaining and improving personal community,
national and global health.

The Health Program from Kindergarten focuses on the

physical, mental, emotional, social, moral and spiritual
dimensions of health and enables the learners to acquire
essential knowledge, attitudes, and skills necessary to
promote good nutrition, prevent and control diseases and
substance health- related risk behaviors to prevent and
control injuries with the view of maintaining and improving
personal, family, community, national and global health.
 Edukasyon sa Ang Edukasyon sa
Papapakatao (FAP) ay
Pagpapakatao (Esp)
asignaturang bahagi ng K to
12 na gapahay at uuhubog
sa mga kabataan Ang ngahin
o outcone ng EsP ay
kabataang nagpapasya a
kumikilos nang
mapanagutaa tungo sa
kabutihang pienlahat.
Nangangahulugang ilinangin
pagkataong etikal ng bawat
mag-saral. Upang
maipamalas ito, kailangang
magtaglay siya ng limang
pangunahimg kakayahan
(macro pagainilay,
pagpapasya at pagkilos ito
na paunlarin ang at skills)
pag-unawa, pagninilay,
pagsangguni, pagpapasya at
pagkilos.
Ang Edukasyon sa Pagpapakatso ay naglalayong malinang a
hapaunlad tng kakayahan ng mg mag-aara sa moral ta
pagpapasya at paggawa ng mga pasyang batay sa idinidikta
ng tamang konsensya: Apat na ema ang nililinang sa
paraang expanding spiral mula Kindergarten hanggang
Grade 10
(a) Pananagutang Pansarili at Pagiging Kasapi sa Pamilya,
(b) Palkikipsgkapwa at Katatagan ng Pamilya,
(c) Paggawa Tungo sa Pambansang Pag-unlad at
pakikibahagi sa Pandaigdigang Pagkakaist, at
(d) Pagikamaka Diyos at Presensya Kabutihan,
Ang Nilalaman at istraktura ng Edukasyon -sa Pagpapakatao
ay nakaangkla sa dalawang disciplina: Ethics at Career
GuldanceAng Etilka ay and siyensiya ng moralidad ng kilos
ng tao. Ang Career Guidance ay ang paggabay sa mag-aaral
ng magpasya ng kursong akademiko o teknikal- bokasyonal
na tugma kanyang mga talent, kakayahan at aptitude at
mga trabahong kailangan sa ekonomiya kakayahan at
aptitude at mga trabahong kailangan ekonomiya.
The senior high school curriculum

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

2) Humanities and Social Sciences (HUMSS),
3) Accounting Business and Management (ABM) and
4) General Academic Strand (GAS)
 FIGURE 1: TRACKS IN SENIOR HIGH SCHOOL FIGURE 2: ACADEMIC TRACK – 4 STRANDS

Academic

TechVoc STEM HUMSS

Grade 11

General
Sports ABM Academic
Grade 12
Arts and Design Total =
4 STRANDS
 Core subjects
Oral communication
Reading & Writing
Language
Komunikasyon at Pananaliksik sa Wikang Filipino at Kulturang Pilipino
Pagbasa at Pagsusuri ng Ibat ibang Teksto tung sa Pananaliksik
21st Century Literature from the Philippines and the World
Humanities Contemporary Philippine Arts form the Regions
Communication Media & Information Literacy
General Mathematics
Mathematics Statistics & Probability
Earth and Life Sciences Lecture and Laboratory
Science Physical Sciences Lecture and Laboratory
Personal Development/ Pansariling Kaunlaran
Understanding Society & Culture
Social Science
Intro to Philosophy of the Philippine of the Human/Person Panbungad sa Pilosopiya ng Tao
Philosophy PE and Health – Physical Education and Health
 7 Contextualized subjects
Academic Track Tech-voc, Sports, Arts and Designs Tracks

English for Academic and Professional Purposes English for the Professions

Introduction to Research Methods Quantitative Research Skills 1

Introduction to Research Methods Qualitative Research Skills 2

Filipino Course Mga Diskurso sa Trabaho

ICT for Learners ICT application
Enterpreneurship Entrepreneurship
Research Project Research Project/Culminating Activity
Academic

1. English for Academic and Professionals Purposes *Tech-Voc, Sports, Arts and Design
2. Research in Daily Life 1
3. Research in Daily Life 2
4. Pagsulat sa Filipino sa Piling Larangan
5. Entrepreneurship
6. Empowerment Technologies (E-Tech) ICT for Professional Tracks
7. Research Project/Culminating Activity
Specialization subjects, academic track, ABM
1. Applied Economics
2. Business Ethics and Social Responsibility
3. Fundamentals of Accountancy, Business and Management
4. Fundamentals of Accountancy, Business and Management
5. Business Math
6. Business Finance
7. Organization and Management
8. Principles of Marketing
9. Work Immersion/Research/Career Advocacy/Culminating Activity
SPECIALIZATION STEM
1. Pre-Calculus
2. Basic Calculus
3. General Biology
4. General Biology 2
5. General Physics 1
6. General Physics 2
7. General Chemistry 1
8. General Chemistry 2
9. Work Immersion/Research/Career Advocacy/Culminating Activity
SPECIALIZATION HUMSS
1. Creative Writing
2. Creative Non-Fiction: The Literacy Essay
3. World Religions and Belief Systems
4. Trends, Networks and Critical thinking in the 21st Century
5. Philippine Politics and Governance
6. Community Engagement, Social Participation and Citizenship
7. Disciplines and ideas in the Social Sciences
8. Disciplines and Ideas in the Applied Sciences
9. Work Immersion/Research/Career Advocacy/Culminating Activity
SPECIALAZATION – General Academic
Strand
1. Humanities 1
2. Humanities 2
3. Social Science
4. Applied Economics
5. Organization and Management
6. Disaster Readiness and Risk Reduction
7. Elective1 (from any track/strand)
8. Elective 2 (from any track/strand)
9. Work Immersion/Research/Career Advocacy/Culminating Activity Specialization General Academic
Strand
SPECIALIZATION – GENERAL
ACADEMIC STRAND
1. Safety and First Aid
2. Human Movement
3. Fundamentals of Coaching
4. Sports Officiating and Activity Management
5. Fitness, Sports and Recreation Leadership
6. Psychosocial Aspects of Sports and Exercise
7. Testing and Exercise Programming
8. Practicum (in-campus)
9. Work Immersion/Research/Career Advocacy/Culminating Activity
SPECIALIZED COURSES IN THE ACADEMIC TRACK
Liberal Arts HUMSS BAM STEM

Literature 1 Literature 1; Fiction and Applied Economics 1 Pre-Calculus

Drama
Humanities 1 Literature 2 Applied Economics 2 Basic Calculus

Social Science 1 Humanities 1; Popular Art Accounting 1 General Chemistry 1

as Text
Economics 1 Humanities 2 Accounting 2 General Chemistry 2

Organization and Education 1 / Foreign Business Math General Physics 1

Management Language 1
Foreign Language 1 Education 2 / Foreign Business Finance General Physics 2
Language 2
Applied Science Social Science 1 Organization and General Biology 1
Management
Pre-Calculus Social Science Principles of Marketing General Biology 2

Work Immersion/ Career Advocacy / Research / Culminating Activity

 Specialized courses for arts and design tracks
Arts and Design Strands
Art Assessment and Guidance
Arts Track 1 Introduction to Applied Arts and Design Production
Arts Track 2 Introduction to Performing Arts
Arts Track3 Understanding Elements and Principles of the Different Arts
Arts Track 4 Work Environment in Various Arts Fields
Arts Track 5 Developing Filipino identity in the Arts story 1
Arts Track6 Leadership and Management in Different Arts Fields
Arts Track 7 Apprenticeship and Exploration of Different Arts Fields (Production and
Performing: Music, Dance and Theater) try 2
Arts Track8 Apprenticeship and Exploration of Different Ats Design Production (Media Arts,
Visual Arts and Literary Arts)
Arts Track 9 Apprenticeship and Exploration of Different Arts Design Production
(Media Arts, Visual Arts and Literary Arts)
SPECIALIZED COURSES FOR SPORTS TRACK
Track Sports Track Subjects

Sports Track 1 Safety and First Aid

Sports Track 2 Understanding Human Movement
Sports Track 3 General Coaching Course
Sports Track 4 Sports Officiating
Sports Track 5 Fitness Leadership
Sports Track 6 Sports/Recreation/Fitness. Management
Sports Track 7 Student-Athlete Enhancement and Formation
Sports Track 8 Fitness Testing and Exercise Prescription
Sports Track 9 Recreation Lead
THANK YOU AND
GOD BLESS
EVERYONE 