K-12

CURRICULUM
DISCUSSANT:
BIENNA NELL B. MASOLA MED-EM 1B
 THE K TO 12 PHILIPPINE BASIC EDUCATION CURRICULUM
FRAMEWORK
CONTEXT
PHILOSOPHICAL NATURE OF NEEDS OF NATIONAL &
& LEGAL BASES THE LEARNER GLOBAL COMMUNITY
• The 1987 Phil. Constitution • Has a body and spirit, intellect, free • Poverty reduction and human
• BP 232, Education Act of 1982 will, emotions, multiple intelligence, development
• RA 9155, Governance of Basic learning styles • Strengthening the moral fiber of the
Education Act • Constructor of knowledge and active Filipino people
• The vision, mission statements of maker of meaning, not a passive • Development of a strong sense of
DepEd recipient of information nationalism
• SOUTELE, 1976 NEEDS OF • Development of productive citizens
• The EDCOM Report of 1991 THE LEARNER who contribute to the building of a
• Basic Education Sector Reform progressive, just, and a humane
Agenda (BESRA) • Life skills society
• The four pillars of education by • Self-actualization • Ensuring environmental
(UNESCO) • Preparation for the world of the sustainability
• RA 10533, Enhanced Basic work, entrepreneurship, higher • Global partnership for development
Education Act education
 THE K TO 12 PHILIPPINE BASIC EDUCATION CURRICULUM
FRAMEWORK
HOLISTICALLY DEVELOPED FILIPINO WITH 21 ST CENTURY SKILLS

Being and Becoming a Whole Person

SKILLS LEARNING AREAS
• Information, Media and Technology Skills • Language
• Learning and Innovation Skills • Technology and Livelihood Education (TLE)
• Communication Skills • Mathematics and Science
• Life and Career Skills • Arts and Humanities
Curriculum Support System
• Teachers • Materials • ICT • Assessment • School • Schools • Community
• Facilities Leadership Division -Industry
• Equipment and Technical Relevance
Management Assistance and
Partnerships
Monitoring and Evaluation System
THE K TO 12 PHILIPPINE BASIC EDUCATION CURRICULUM
FRAMEWORK

HOLISTICALLY DEVELOPED FILIPINO WITH 21 ST CENTURY SKILLS
1. Visual and information
literacies
2. Media literacy
3. Basic, scientific,
economic and
technological literacies
and multicultural literacy
4. Global awareness
CURRICULUM EXITS
1. Creativity and curiosity
2. Critical thinking and
problem solving skills
3. Risk taking
1. Collaboration and 1. Flexibility and
interpersonal skills adaptability
2. Initiative and self-
direction
3. Social and cross-cultural
skills
4. Productivity and
accountability
5. Leadership and
responsibility
6. Ethical, moral, and
spiritual values
CURRICULUM EXITS
 FEATURES OF THE K TO 12 CURRICULUM

Learner-centered, inclusive and Standard and competence-based,

research-based seamless, decongested

Inclusive, culture-responsive and

culture-sensitive, integrative and
Flexible, ICT-based, and global
contextualized, relevant and
responsive
THE K TO 12 BASIC EDUCATION PROGRAM
 TECHNOLOGY AND LIVELIHOOD EDUCATION AND THE TECHNICAL
VOCATIONAL TRACK

TLE IN JUNIOR HIGH SCHOOL

Exploratory at Grades 7 and 8

Given the opportunity to explore from a maximum of 4 TLE mini courses for each level

Taught five basic competencies common to all TLE courses

Learners may earn the Certificate of Competency (COC) in Grade 9 and the National Certificate II (NCII) in
Grades 9 to 10

The learner may opt to take the Technical Vocational Livelihood Track in Grades 11 and 12 to continue the TLE
specialization taken in Grades 9 and 10. This enables him to get an NCII.
 MOTHER TONGUE-BASED MULTILINGUAL EDUCATION
(MTB-MLE)

Mother Tongue as a subject is taught from Grades 1-3 where the child’s mother tongue is used
in instruction and learning materials.

Filipino and English language proficiency is developed from K-3 but very gradually.

Mother Tongue is used in instruction and learning materials of other learning areas.

The learners retain their ethnic identity, culture, heritage and values.

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.
SENIOR HIGH SCHOOL CURRICULUM
THE PROPOSED GRADES 11 AND 12 WILL HAVE 31 BY 80-HOUR SUBJECTS,
TOTALLING 2, 480 HOURS
SENIOR HIGH SCHOOL CORE SUBJECTS
CONTEXTUALIZED TRACK SUBJECTS
ACADEMIC TRACK
ACADEMIC TRACK
SENIOR HIGH SCHOOL CORE SUBJECTS FOR THE STEM STRAND
ACADEMIC TRACK
ACADEMIC TRACK
SPORTS TRACK SUBJECTS
ARTS AND DESIGN TRACK SUBJECTS
TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK (TABLE 1) AND TESDA
TRAINING REGULATIONS-BASED SPECIALIZATIONS (TABLE 2)
 WHO HELPED MAKE THE CURRICULUM GUIDE?

Curriculum Guide Writing Workshops were held which were attended

by the following:
 Bureau Focal Person

 Field Person

 Internal and External Reviewer

 CHED Technical Panel Member/Crafters

Encoder
WHO HELPED MAKE THE CURRICULUM GUIDE?
THE CURRICULUM GUIDE PROCESS
THE CURRICULUM GUIDE PROCESS
SAMPLE CURRICULUM GUIDE
DIFFERENCES BETWEEN OLD CURRICULUM AND NEW CURRICULUM
OLD CURRICULUM
Information does not change
Education is for knowing
Teacher as the information provider
Teacher as the only decision maker
One-way communication
Product-based
School for individual’s learning
Parents do not know about education
Competency-based learning
Norm-referenced assessment
Teacher knows the answers
NEW CURRICULUM
Information changes
Education is for understanding
Teacher as the facilitator
Teacher and students make decisions
Two-way communication
Process-based
School for everyone’s learning
Parents involvement is essential
Community-based learning
Criterion-based assessment
There is more than one solution and the teacher may not know all
the answers
 WHAT IS K TO 12 PROGRAM?
• The K to 12 program covers Kindergarten and 12 years of Basic Education
(six years of Primary Education, four years of Junior High School, and two
years of Senior High School [SHS]) to provide sufficient time for mastery of
concepts and skills, develop lifelong learners, and prepare graduates for tertiary
education, middle-level skills development, employment, and entrepreneurship.
SALIENT FEATURES:
 Strengthening Early Childhood Education (Universal Kindergarten)
     
 Making the Curriculum Relevant to Learners (Contextualization and Enhancement)
   
 Ensuring Integrated and Seamless Learning (Spiral Progression)
              
 Building Proficiency through Language (Mother Tongue-Based Multilingual Education)
                                         
 Gearing Up for the Future (Senior High School)
                              
 Nurturing the Holistically Developed Filipino (College and Livelihood Readiness, let Century Skills)
 STRENGTHENING EARLY CHILDHOOD EDUCATION (UNIVERSAL KINDERGARTEN)

• Every Filipino child now has access to Early Childhood Education through
Universal Kindergarten. At 5 years old, children start schooling and are
given the means to slowly adjust to formal education.

• Research shows that children who underwent Kindergarten have better

completion rates than those who did not.
• Education for children in the early years lays the foundation for lifelong
learning and for the total development of a child. The early years of a
human being, from 0 to 6 years, are the most critical period when the brain
grows to at least 60-70 percent of adult size..[Ref: k to 12 toolkit]

• In Kindergarten, students learn the alphabet, numbers, shapes, and colors

through games, songs, and dances, in their Mother Tongue.
 MAKING THE CURRICULUM RELEVANT TO LEARNERS (CONTEXTUALIZATION AND
ENHANCEMENT)

• Examples, activities, songs, poems, stories, and illustrations are based on local culture,
history, and reality.

• Students acquire in-depth knowledge, skills, values, and attitudes through continuity and
consistency across all levels and subjects.

• Discussions on issues such as Disaster Risk Reduction (DRR), Climate Change

Adaptation, and Information & Communication Technology (ICT) are included in the
Enhanced Curriculum.
BUILDING PROFICIENCY THROUGH LANGUAGE (MOTHER TONGUE-BASED MULTILINGUAL EDUCATION)

• Students are able to learn best through their first language, their Mother Tongue (MT).
• Twelve (12) MT languages have been introduced for SY 2012-2013:

1. Tausug 8. Maguindanaoan
2. Bikol 9. Maranao
3. Cebuano 10. Pangasinense
4. Chabacano 11. Tagalog
5. Hiligaynon 12. Waray
6. Iloko
7. Kapampangan
• Aside from the Mother Tongue, English and Filipino are taught as subjects
starting Grade 1, with a focus on oral fluency. From Grades 4 to 6, English and
Filipino are gradually introduced as languages of instruction. Both will become
primary languages of instruction in Junior High School (JHS) and Senior High
School (SHS).

• After Grade 1, every student can read in his or her Mother Tongue.
 ENSURING INTEGRATED AND SEAMLESS LEARNING (SPIRAL PROGRESSION)

• Subjects are taught from the simplest concepts to more complicated concepts
through grade levels in spiral progression. As early as elementary, students gain
knowledge in areas such as Biology, Geometry, Earth Science, Chemistry, and
Algebra. This ensures a mastery of knowledge and skills after each level.
 GEARING UP FOR THE FUTURE (SENIOR HIGH SCHOOL)

• Senior High School is two years of specialized upper secondary education;

students may choose a specialization based on aptitude, interests, and school
capacity.
• The choice of career track will define the content of the subjects a student will
take in grades 11 and 12. SHS subjects fall under either the core curriculum or
specific tracks.
NURTURING THE HOLISTICALLY DEVELOPED FILIPINO (COLLEGE
AND LIVELIHOOD READINESS, 21ST CENTURY SKILLS)

• After going through kindergarten, the enhanced elementary and junior high
curriculum, and a specialized senior high program, every k to 12 graduate will be
ready to go into different paths – may it be further education, employment, or
entrepreneurship.
• Every graduate will be equipped with:
1. Information, media and technology skills,
2. Learning and innovation skills,
3. Effective communication skills, and
4. Life and career skills.
THANK YOU FOR LISTENING!