3 K to 12 Curriculum Guide 1

8/19/2019 3 K to 12 Curriculum Guide 1

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The K to 12 BASIC EDUCATION PROGRAM

Working Document| Not yet for citation or circulation

DRAFT COPY| As of 12 March 2012

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(as of March 12, 2012)


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TABLE OF CONTENTS

PAGE

I. The K to 12 Basic Edcatio! P"o#"a$Bac%#"o!d a!d Ratio!a&e 1

Introduction 1

Historical Deelo!"ent of the

#asic $ducation Pro%ra" &

Outco"e 'oals of the ( to 12 #asic

$ducation Pro%ra" )

Process 'oals of the ( to 12

$ducation Pro%ra" )

II. The K to 12 Basic Edcatio! C""ic&$ *

'oal *

The +earnin% Areas 1,

Co-Curricular and Co""unit.

Inole"ent Pro%ra"s 1,

Core Content 1/

Distinctie Features and 'uidin% Princi!les 1

tructure of the Curriculu" 21

(inder%arten 22

$le"entar. 22

econdar. 2,

2/

2*

Alternatie +earnin% .ste"

II I. G&ossa"' o( Te"$s

I). Re(e"e!ces ,,

). Co$$ittees o! K to 12

C""ic&$

,/


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List o( Fi#"es



iii

FIGUR

E

PAGE

Figure 1 National Achievement Test Results

SY 2005- 2010

1

Figure 2 Trens in !nternational"athematics an Science Stu#$T!""S% 200&

2

Figure & Average o' T!"SS Scores( Phili))ines 2Figure * T#)ical Progression o' a +ohort o'

Pu)ils ,ase on a +ohort o' Grae1 Pu)ils 'rom SY 15-1. to+ollege Grauates SY 200/- 200(oth Pulic an Private

&

Figure 5 nem)lo#e vs Availale S3ill-

,ase 4os

5

Figure . The to 12 Grauate 10Figure 6 The to 12 Phili))ine ,asic

Eucation +urriculumFrame7or3

12

Figure / The 8earning Areas o' the to 12 +urriculum

1&

Figure Structure o' the to 12 +urriculum 21Figure 10 to 12 +urriculum in oth Formal

Eucation an Alternative8earning S#stem

2*

Figure 11 +ore 8earning Areas9:omains 'rom to 12 25

List o( Ta*&es

TABLE PAGE

Tale 1 Total ,asic Eucation +#cle

o' Asian +ountries

*

Tale 2 ;istorical ,ases o' the Aitional Years o' Eucation( SEA"E<!NN


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The K TO 12 BASIC EDUCATION PROGRAM

I. BACKGROUND a!d RATIONALE

I!t"odctio!

The ( to 12 #asic $ducation Pro%ra" is the fla%shi! !ro%ra" of theDe!art"ent of $ducation in its desire to offer a curriculu" hich is

attuned to the 21st centur.3 This is in !ursuance of the refor"thrusts of the #asic $ducation ector Refor" A%enda4 a !ac5a%e of

!olic. refor"s that see5s to s.ste"aticall. i"!roe criticalre%ulator.4 institutional4 structural4 financial4 cultural4 !h.sical andinfor"ational conditions affectin% 6asic education !roision4 accessand delier. on the %round3 The De!art"ent see5s to create a6asic education sector that is ca!a6le of attainin% the countr.7s$ducation for All o68ecties and the Millenniu" Deelo!"ent 'oals

6. the .ear 201 and President #eni%no A9uino III7s ten-!oint 6asiceducation a%enda 6. 201&3 These !olic. refor"s are e:!ected tointroduce critical chan%es necessar. to further accelerate4 6roaden4dee!en and sustain the De!art"ent7s effort in i"!roin% the 9ualit.of 6asic education3

The challen%es of the De!art"ent are %reat 6ut are

notinsur"ounta6le3 $ducation outco"es in ter"s of achiee"ent4!artici!ation and co"!letion rates !oint to the ur%ent need toi"!roe the 9ualit. of 6asic education in the countr.3 The ;ational

Achiee"ent Test results for Y 200-2010 sho that "an.

students ho finished 6asic education do not !ossess sufficient"aster. of 6asic co"!etencies3


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countries4 een ith onl. the science hi%h schools !artici!atin%32


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%raduated H3 Of these /& H 'raduates4 onl. 20 reached colle%e

leel and 1& earned colle%e de%rees3

Fi%ure /3T.!ical Pro%ression of a Cohort of Pu!ils #ased on aCohort of 'rade 1 Pu!ils fro" Y 1**-1**& to Colle%e 'raduates

Y 200)-200*4 6oth Pu6lic and Priate

The sad state of 6asic education in the countr. can 6e !artl.

attri6uted to the con%ested 6asic education curriculu"3 The 6asic

education curriculu" is "eant to 6e tau%ht in tele


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The Phili!!ines is the last countr. in Asia and one of onl. threecountries in the orld


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Ta6le , shos that of the total une"!lo.ed in 20104 )03&J are

6eteen the a%es 1 to ,/ .ears4 ith 13J fro" the 1-2/ .ears

old su6-%rou!3 Aside fro" 6ein% .oun%4 "ost of the une"!lo.ed

are at least hi%h school %raduates3 Fi%ure also shos that there is

hu%e nu"6er of s5ills-6ased 8o6s aaila6le


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7isto"ica& De,e&o-$e!t o( the Basic Edcatio! P"o#"a$

The historical deelo!"ent of the Phili!!ine 6asic education

!ro%ra" !roes the De!art"ent7s continuin% effort at i"!roin%

the

9ualit. and releance of 6asic education3 In ter"s of curriculu"deelo!"ent4 Ta6le / shos that since 1*/4 the ele"entar.

curriculu" underent three


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alue of the colle%e !re!arator. course in the e.es of !arents and

students311

To res!ond to the need on i"!roin% curriculu" releance toincreasin% dierse conte:ts of learners as a result of %lo6aliationand in addition to the issue of an oercroded curriculu" that

haunted 6asic education4 the De!art"ent of $ducationrestructured

the ;$$C


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Otco$e Goa&s o( the K to 12 Basic Edcatio! P"o#"a$



/

The ( to 12 #asic $ducation Pro%ra" see5s to realie the folloin%

ith13 Phili!!ine education standards to 6e at !ar

international standards

23 "ore e"otionall. "ature %raduates e9ui!!ed ithtechnical andor ocational s5ills ho are 6etter!re!ared for or54 "iddle leel s5ills deelo!"ent andhi%her education

,3 si%nificantl. addressed shorta%es or %a!s in educational

in!uts


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II. T7E K TO 12 BASIC EDUCATION CURRICULUM

Goa&

As Fi%ure & shos4 the ( to 12 #asic $ducation Curriculu" is%eared toards the deelo!"ent of a ho&istica&&' de,e&o-ed

Fi&i-i!o 8ith 21st ce!t"' s%i&&s ho is read. for e"!lo."ent4entre!reneurshi!4 "iddle leel s5ills deelo!"ent and hi%hereducation u!on %raduation fro" 'rade 123




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DRAFT COPY| As of 12 March 2012 Fi%ure &3 The ( to 12 'raduate

10


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The ( to 12 %raduate is e9ui!!ed ith the folloin% 21st centur.s5ills 1= i!(o"$atio!9 $edia a!d tech!o&o#' s%i&&s9 2= &ea"!i!#a!d i!!o,atio! s%i&&s4 ,= e((ecti,e co$$!icatio! s%i&&s4 and /=&i(e a!d ca"ee" s%i&&s.

I!(o"$atio!9 $edia a!d tech!o&o#' s%i&&s include 1= isual andinfor"ation literacies4 "edia literac.4 6asic4 scientific4 econo"ic andtechnolo%ical literacies and "ulticultural literac. and %lo6alaareness3 The &ea"!i!# a!d i!!o,atio! s%i&&s are 1= creatiit.and curiosit.E 2= critical thin5in% !ro6le" solin% s5ills and ris5ta5in%3 To deelo! e((ecti,e co$$!icatio! s%i&&s4 the folloin%s5ills "ust 6e tau%ht 1= tea"in%4 colla6oration and inter!ersonals5illsE 2= !ersonal4 social4 and ciic res!onsi6ilit. and interactieco""unication4 and local4 national and %lo6al orientedness3 The&i(e a!d ca"ee" s%i&&s are 1= fle:i6ilit. and ada!ta6ilit.E 2= initiatieand self-directionE ,= social and cross-cultural s5illsE /= !roductiit.

and accounta6ilit.4 = leadershi! and res!onsi6ilit.4 and &= ethical4"oral and s!iritual alues3

The ideal ( to 12 %raduate is one ho "anifests !atriotis" andnationalis"4 loe of hu"anit.4 res!ect for hu"an ri%hts4a!!reciation of the role of national heroes in the historicaldeelo!"ent of the countr.4 o6serance of ri%hts and duties ofcitienshi!4 stron% ethical and s!iritual alues4 "oral character and!ersonal disci!line4 critical and creatie thin5in%4 scientific andtechnolo%ical 5noled%e4 and ocational efficienc.123

The ideal ( to 12 %raduate is one ho has discoered hisher

!otential in a child-centered and alue-drien teachin%-learnin%eniron"ent4 one ho is ena6led to create hisher on destin. in a%lo6al co""unit.4 one ho is !re!ared to 6eco"e a res!onsi6lecitien and an enli%htened leader ho loes hisher countr. and is

12 Phili!!ine Constitution4 Article I>4 ection ,3


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DRAFT COPY| As of 12 March 2012Working Document| Not yet for citation or circulation

Fi%ure 3 The ( to 12 Phili!!ine #asic $ducation Curriculu" Fra"eor5

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The Lea"!i!# A"eas

The cluster of su68ects of the ( to 12 curriculu" @ +an%ua%es4 Math

and cience4 Arts and Hu"anities4 and Technolo%. and

+ielihood

$ducation @ cuts across the %rade leels fro" ( to 'rade 12 to

nurture the learner7s holistic deelo!"ent3 There is no de"arcation

line a"on% the cluster of su68ects @ to indicate that the curriculu"

is

or%anied to cut across su68ect lines and to !ut across the conce!t

that the hole curriculu" is life itself3The +an%ua%e su68ects are Mother Ton%ue4 Fili!ino and $n%lish3The Arts and Hu"anities su68ects are -ukasyon sa

*agaakatao, %raling *anliunan, Music, %rts, *hysical -ucationan Health ( MAP$H )$ The other su68ects are cience4 Math and

Technolo%. and +ielihood $ducation3

in !ractical ter"s .et 6e used as a further teacha6le o!!ortunit.3Co-curricular and co""unit. inole"ent !ro%ra"s

areirre!lacea6le o!!ortunities for the learner to reinforce and !ut into

!ractice the 5noled%e4 s5ills4 alues and attitudes learned3

Co-curricular !ro%ra"s and co""unit. inole"ent !ro%ra"s are

an e:tension of the core su68ect areas and the teachin%and

learnin% !rocess3 The. are an inte%ral !art of the school curriculu"

that enhances the holistic deelo!"ent of the learner3 The co-

curricular !ro%ra"s in a lar%e sense also sere as a la6orator. of

life here hat is learned in the classroo" conte:t can 6e a!!lied

in !ractical ter"s .et 6e used as a further teacha6le o!!ortunit.3Co-curricular and co""unit. inole"ent !ro%ra"s

areirre!lacea6le o!!ortunities for the learner to reinforce and !ut into

!ractice the 5noled%e4 s5ills4 alues and attitudes learned3

There are chan%es in the no"enclature of so"e su68ects3

-ukasyon sa *agaahalaga for the secondar. and -ukasyon sa*agaakatao for the ele"entar. are no rena"ed $du5as.on

sa

*agaakatao$ cience and Health is called cience3 Health is

8oined to MAP$H3

The learnin% areas in the ( to 12 curriculu" can 6e %rou!ed intoto 1= core co"!ulsor. learnin% areas and 2= areas ofs!ecialiation3 These are enu"erated in the discussion ofele"entar. and secondar. education3

Co+C""ic&a" a!d Co$$!it' I!,o&,e$e!t P"o#"a$s

Co-curricular !ro%ra"s and co""unit. inole"ent !ro%ra"s arean e:tension of the core su68ect areas and the teachin% andlearnin% !rocess3 The. are an inte%ral !art of the school curriculu"that enhances the holistic deelo!"ent of the learner3 The co-curricular !ro%ra"s in a lar%e sense also sere as a la6orator. oflife here hat is learned in the classroo" conte:t can 6e a!!lied

F

i

%

u

r


1&


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INFORMATION, MEDIA, AND TECHNOLOGY SKILLS LEARNING INNOVATION

SKILLS

!n Grae 1( oral Fili)ino is taught in 1st Semester an oral English in theSecon Semester

For Graes 6 an/ onl#

LIFE AND CAREER SKILLS EFFECTIVE COMMUNICATION SKILLS

P r o g r a m

S*:ects


1*

LEARNING DOMAIN• )a&es

Edcatio!

• Ph'sica& 7ea&th ;

Moto"De,e&o-$e!t

• Socia& ;E$otio!a&De,e&o- $e!t

• Co#!iti,e

De,e&o-$e!t

• C"eati,eA"ts

•

La!#a#eLite"ac'Co$$!ic atio!

• Mothe" To!#e• Fi&i-i!o• E!#&ish• Mathe$atics• Scie!ce• A"a&i!# Pa!&i-!a!

• Ed%as'o! sa

Pa#-a-a%atao

•

MAPE7

La!#a#eso

-English o-Filipino

Lite"at"e

Mathe$atics

Scie!ce

Co!te$-o"a"'Isses

G e e r a l A ! a " e m # !

E!#&ish Fi&i-i!o Mathe$atics Scie!ce A"a&i!# Pa!&i-!a! MAPE7 Ed%as'o! sa

Pa#-a-a%atao EPP

E!#&ish Fi&i-i!o Mathe$atics Scie!ce

Msic9 A"ts9 PE ;7ea&th


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Disti!cti,e Feat"es a!d Gidi!# P"i!ci-&es

13 It is &ea"!e"+ce!te"ed3 @ The learner is the er. reason of theentire curriculu" s.ste"3 Bho the learner is in hisher totalit.4 hoheshe learns and deelo!s and hat hisher needs are ere hi%hl.considered in the "a5in% of the ( to 12 curriculu" fra"eor53

The holistic learnin% and deelo!"ent of the learner is its !ri"ar.

focus3 Teacher creates a conducie at"os!here here the learner

en8o.s learnin%4 ta5es !art in "eanin%ful learnin% e:!eriences and

e:!eriences success 6ecause heshe is res!ected4 acce!ted and

feels safe een if in hisher learnin% e:!loration heshe co""its

"ista5es3 Heshe learns at hisher on !ace in hisher on learnin%

st.le3 Heshe is e"!oered to "a5e choices and to

6eco"e

res!onsi6le for hisher on learnin% in the classroo" and for a

lifeti"e3The learner-centered ( to 12 curriculu" %ies !ri"e i"!ortance to

deelo!in% self-!ro!ellin% and inde!endent lifelon% learners3

23 It is i!c&si,e. @ The ision state"ent of De!$d states4

LBeaffir" the ri%ht of eer. Fili!ino child es!eciall. the less adanta%edto 6enefit fro" such s.ste"31/ Qreferrin% to the e:istin% educational

s.ste"3 It reaches out to all 5inds of learners re%ardless of a6ilit.4condition4 a%e4 %ender4 ethnicit.4 and social status3 It is 6uilt on the!rinci!le that eer. child has a ri%ht to education and that theeducation s.ste" needs to 6e fle:i6le to acco""odate the learnin%needs of all learners3 The e"!hasis is on "a5in% schools learner-

friendl.4 "ainstrea"in% learners ith disa6ilit. into %eneral schools4and creatin% a non-discri"inator. education s.ste" here alllearners hae e9ual o!!ortunit. to learn3

1/ De!$d7s ision state"ent4 htt!3de!ed3%o3!h



15

,3 It is de,e&o-$e!ta&&' a--"o-"iate. @ The ( to 12 curriculu"considers the arious deelo!"ental sta%es of learners3 electionof actiities is infor"ed 6. a%e-a!!ro!riateness4 indiidualdifferences4 and social and cultural diersit.3

/3 It is sta!da"d+*ased a!d co$-ete!c'+*ased3 @ Bhat learners

should 5no and 6e a6le to do and the leels of !roficienc.at

hich the. are e:!ected to de"onstrate hat the. 5no and can

do are clearl. stated in the for" of standards un!ac5ed

into

co"!etencies3 Bith a standards- and co"!etencies-6ased

curriculu"4 learners understand hat are e:!ected of the"4 !arents

are clear on hat are e:!ected of their children4 teachers

are

%uided on hat to teach and ho to teach4 and the De!$d is

!roided ith a co""on reference tool for national assess"ent3Bith standards4 co"!etencies are connected to ensure inte%ratedand "eanin%ful teachin% instead of isolated4 disconnected and"eanin%less teachin%3

3 It is "esea"ch+*ased. @ The ne features of the ( to 12

curriculu" are 6ac5ed u! 6. hard data3 The use of Mother Ton%ue

as a "ediu" of instruction fro" ( to 'rade , is su!!orted 6. a

research findin% that children learn 6etter and are "ore actie in

class and learn a second lan%ua%e een faster hen the. are first

tau%ht in a lan%ua%e the. understand3

The stren%thenin% of ICT-inte%ration in the 6asic educationcurriculu" in order to "eet the 21st centur. s5ills re9uired 6.e"!lo.ers4 the use of the s!iral !ro%ression a!!roach in the

teachin% of Math and cience4 and the deelo!"ent of alternatiedelier. "odes to !roide e9ual o!!ortunit. for all are 6ac5ed u! 6.the reco""endations of the De!$d-co""issioned researches

conducted 6. $AM$O I;;OT$CH and niersit. of Mel6ourne3

http://www.deped.gov.ph/http://www.deped.gov.ph/http://www.deped.gov.ph/


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Other research reco""endations that ere inte%rated in the ( to12 curriculu" are the use of the e:!andin% s!iral !ro%ressiona!!roach in the teachin% of cience4 Mathematics, %raling*anliunan, MAP$H and -ukasyon sa *agaakatao and thedeli6erate teachin% of the inesti%ator. !rocess in cience as ase!arate to!ic 6. 'rade 3

&3 It is "e&e,a!t a!d "es-o!si,e. @ The ( to 12 curriculu" is

ali%ned ith national education and deelo!"ent %oals enunciated

in the las of the countr. and to the ten-!oint education a%enda of

the President3 It also res!onds to the Millenniu" Deelo!"ent

'oals and $ducation for All3

As the curriculu" fra"eor5 shos4 the ( to 12 curriculu" isdesi%ned to res!ond to the need for a nationalistic and !roductiecitienr. ho contri6utes to the 6uildin% of a !ro%ressie4 8ust4 andhu"ane societ. and hose !ersonal disci!line is %rounded onethical4 "oral and s!iritual alues3 The curriculu" li5eiseaddresses the de"ands of %lo6al citienshi! and !artnershi! fordeelo!"ent that ensures eniron"ental sustaina6ilit.3 In short4 the( to 12 curriculu" res!onds to the learnin% needs of the learner ofthe 21st centur. and the local4 national and %lo6al co""unit.3

5. It is ,a&e+d"i,e!. @ The curriculu" offers a su68ect in >alues$ducation ith the descri!tie title -ukasyon sa *agaakatao3This is one of the core and co"!ulsor. su68ects fro" 'rades 1 to103 >alues and Character $ducation is also one of the & do"ains in(inder%arten3 In the ( to 12 curriculu"4 eer. teacher is a >alues$ducation teacher as all su68ect "atter is a !otent ehicle for

alues inte%ration3

In the ( to 12 curriculu"4 the learner learns and deelo!s in aalue-drien eniron"ent here eer.one is res!ected and isalued for heshe is3

)3 It is c&t"e+"es-o!si,e a!d c&t"e+se!siti,e. @ To 6e trul.

inclusie9 the ( to 12 curriculu" res!ects cultures and e:!eriences

of arious ethnic %rou!s and uses these as resources for teachin%

and learnin%3 Teachers are e:!ected to !roide lessons that cater

to a culturall. dierse !o!ulation and honor the cultural herita%e of

all learners3

'ien the "ulti-cultural characteristics of Phili!!ine schools4 the

Mother Ton%ue-#ased Multilin%ual $ducation


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113 It is (&e>i*&e. @ The fle:i6ilit. of the curriculu" is in 5ee!in% ith

the constitutional "andate of schools Lto encoura%e non-for"al4infor"al4 and indi%enous learnin% s.ste"s4 as ell as self-learnin%4inde!endent4 and out-of-school stud. !ro%ra"s !articularl. thosethat res!ond to co""unit. needs 4 ection 2


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tate shall encoura%e local initiaties for i"!roin% the 9ualit. of

6asic education3 The tate shall ensure that the alues4 needs and

as!irations of a school co""unit. are reflected in the !ro%ra"

of learners3

to

"a5e

education for children4 out-of-school .outh and adult

chools and learnin% centers shall 6e e"!oered

decisions on hat is 6est for the learners the. sere3

The ( to 12curriculu" lends itself to alternatie delier. "odes of

instruction hich su!!ort self-!aced stud. o!tions such as O!enHi%h chool Pro%ra"4 co"!uter-aided instruction4 "odular

teachin%4 Dro!-Out Reduction Pro%ra"


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Peda#o#ica& A--"oaches

The !eda%o%ical a!!roaches are i!te#"ati,e4 co!st"cti,ist9

i!i"'+*ased9 "e(&ecti,e and co&&a*o"ati,e.

Constructivist 3 Teachin% of all the su68ects is anchored on the6elief that the learner is not an e"!t. rece!tacle ho is

"ere

reci!ient of instruction3 Rather4 the learner is an actie constructor

of 5noled%e and a "a5er of "eanin%3The role of the teacher 6eco"es one of a facilitator4 a L%uide on the

side rather than a dis!enser of infor"ation4 the Lsa%e on

sta%e3

The student 6eco"es the actie L"eanin%-"a5er not the teacher

i"!osin% "eanin%3 This "eans that learners construct their on

5noled%e and understandin% of hat is tau%ht out of

their

e:!eriences3Inquiry-based 3 The curriculu" ensures that the learners hae theo!!ortunit. to e:a"ine conce!ts4 issues and infor"ation in arious

a.s and fro" arious !ers!ecties3 It !roides the" o!!ortunities

to deelo! s5ills of creatie and critical thin5in%4 infor"ed decision-

"a5in%4 and h.!othesis 6uildin% and !ro6le"-solin%3 The learners

ran%e of infor"ation4 understandin% the sources of infor"ation and

ealuatin% the o68ectiit. of infor"ation3 The. are thus 6etter a6le

to

dra "eanin%ful conclusions hich are su!!orted 6. eidence3

Rather than e:a"inin% an issue fro" an. one !ers!ectie4

the

learners are challen%ed to e:!lore other !ossi6ilities 6. a!!l.in%hi%her order thin5in% s5ills in their decision-"a5in% endeaours3To deelo! the 21

st centur. s5ills of critical and creatie thin5in%4 the

use of the in9uir. a!!roach in teachin% is a "ust3 Bith in9uir.

"ethod4 teachin% de!arts fro" si"!l. "e"oriin% fact laden

instructional "aterials


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and ice ersa3 The content in cience4 Health4 Art4 and Ph.sical

$ducation "a. 6eco"e a readin% "aterial in $n%lish or the content

in %raling *anliunan and -ukasyon sa *agaakatao seres as

readin% "aterial in Fili!ino3 Bhat is tau%ht in cience is

reinforced

6. the lessons in Health3 Bith the the"atic a!!roach4 ithin each

su68ect itself4 the connectedness of to!ics tau%ht is shon3 Co-curricular actiities and co""unit. inole"ent co"!le"ent

teachin%-learnin% in the classroo"3 The. are real life o!!ortunities

for conte:tualied and inte%ratie learnin%3+earnin% is conte:tual3 +earnin% cannot 6e diorced fro" their lies3+earners do not learn fro" isolated facts and theories se!arate

fro" the rest of their lies3

$er. end of the 9uarter is an o!!ortunit. to inte%rate learnin% 6.

a. of a cul"inatin% actiit.3

Assess$e!t

The K to 12 c""ic&$ has a *a&a!ced assess$e!t -"o#"a$3 Assess"ent in the ( to 12 curriculu" is4 in the ords of Cron6ach4co"!rehensie and inoles "ultifaceted anal.sis of !erfor"ancethat uses a ariet. of techni9ues hich has !ri"ar. reliance ono6serations of !erfor"ance and inte%ration of dierse infor"ation3It "a5es a!!ro!riate use of 6oth traditional and authenticassess"ent tools3 It !ractices self-assess"ent


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o6seration4 and conersation=3 >er6al or ritten feed6ac5 to thelearner is !ri"aril. descri!tie3 Feed6ac5 e"!hasies stren%ths4identifies challen%es4 and !oints to ne:t ste!s3

A 6alanced assess"ent for the ( to 12 curriculu" also "eans!uttin% e"!hasis on assessin% understandin% and

s5illsdeelo!"ent rather than on accu"ulation of content3 This is one ofthe reco""endations of the research conducted 6. the niersit.of Mel6ourne3

Teacher also chec5s learnin% at the end of a unit or ter" todeter"ine ho "uch has 6een learned3 This is referred to asassess"ent of learnin%


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Ki!de"#a"te!



22

niersal (inder%arten caters to children a%ed 3 Bith the !assa%e

of R3A3 1014 otherise 5non as the (inder%arten $ducation Act4

an act institutionaliin% !re-school education4 (inder%arten is

"andator. 6. Y 2012-201,3

Reco%niin% the central role of !la. in .oun% children7s learnin% and

deelo!"ent4 (inder%arten teachers use s!ontaneous !la. as

a

natural a. of teachin% - learnin% in all do"ains of deelo!"ent

!h.sical4 "otor4 social4 e"otional4 and co%nitie3 There are no

for"al su68ects in (inder%arten3 Instead4 there are si:

do"ains4

na"el. 1= alues education4 2= !h.sical health and "otor

deelo!"ent4 ,= social and e"otional deelo!"ent4 /= co%nitie

deelo!"ent4 = creatie arts and &= lan%ua%e literac. and

co""unication3 The teachin% of (inder%arten e"!lo.sthe

inte%ratie a!!roach to ensure that no learnin% do"ain is tau%ht in

isolation3 Teachin%@learnin% actiities are !la.-6ased considerin%

the deelo!"ental sta%e of (inder%arteners3E&e$e!ta"' Edcatio!

$le"entar. education is co"!ulsor. and free3 It !roides 6asiceducation to !u!ils a%ed si: to eleen and it consists of si: .ears ofstud.3 $le"entar. education includes 'rades 1 to &3 After

co"!letin% the si:-.ear ele"entar. !ro%ra"4 learners receie a

certificate of %raduation3

The ele"entar. curriculu" !roides arious learnin% e:!eriencesthat ill ena6le learners to ac9uire 6asic 5noled%e4 s5ills4 alues4attitudes4 and ha6its essential for lifelon% learnin%3

The core co"!ulsor. su68ects in the ele"entar. are 1= $n%lish4 2=

Fili!ino4 ,= Mathe"atics4 /= cience4 = Aralin% *anliunan,

&=

-ukasyon sa *agaakatao4 = Music4 Art4 Ph.sical $ducation

and Health


26/39


Seco!da"' Edcatio!

econdar. education is free 6ut not co"!ulsor.3 It is "eant to 6uild

on the foundation 5noled%e4 s5ills and attitudes deelo!ed in the

ele"entar. leel and to discoer and Lenhance the a!titudes and

interests of the student as to e9ui! hi" ith s5ills for !roductie

endeaor andor !re!are hi" for tertiar. schoolin%31) Bith the ( to

12 curriculu"4 it consists of /.ears of 8unior hi%h school4 'rades

to 104 and 2 .ears of senior hi%h school4 'rades 11 to 123


27/39


hisher choice3 Those ho choose to %o to colle%e ill ta5e an.

s!ecialiation in acade"ics3 Those ho o!t to %o for tech-oc

s!ecialiation ill !ursue the T+$ s!ecialiation 6e%an in 'rade *3

If the learner chooses tech-oc as a s!ecialiation in 'rades 11 and

124 heshe continues the T+$ s!ecialiation that heshe started in

'rade * and !ursued in 'rade 103 This ena6les hi"her to ac9uire;C-II3 The ertical and horiontal transfers in 'rades 11 and 12

!resented in Ta6le refer to the adance"ent in the leel of

certification either u!ard li5e a ladder


28/39


cument| Not yet for citation or circulationPY| As of 12 March 2012

For 2/ T+$ courses4 refer to Ta6le

Working Do

DRAFT COFi%ure 113 Core +earnin% AreasDo"ains fro" ( to 12

25



29/39


Working Document| Not yet for citation or circulationPY| As of 12 March 2012Ta6le 3 Co""on Co"!etencies in the 'rade and ) T+$ $:!lorator. Courses and !ecialiation in 'rade 11 and 12

2.

DRAFT CO



30/39


Working Document| Not yet for citation or circulation Ta6le &3 Pro!osed u68ects for 'rades 11 and 12DRAFT COPY| As of 12 March 2012

26



31/39


Working Document| Not yet for citation or circulationDRAFT COPY| As of 12 March 2012 Ta6le 3 The Co"!onents of the ( to 12 Curriculu" at a 'lance

2/



32/39

GLOSSAR/OF TERMS



2

1. Ce"ti(icate o( Co$-ete!c' @ a docu"ent issued T$DA toindiiduals ho ere assessed as co"!etent in a sin%le unit or clusterof related units of co"!etenc.

23 Co$-ete!ce @ This is a co"6ination of 5noled%e4 s5ills andalues and attitudes As= hich are used to achieeoutco"es in real life scenarios3

,3 Co$-ete!c' @ This refers to a s!ecific tas5 !erfor"ed ith"aster.3 It allos the identification of difficult. leels3 It also refers to

the a6ilit. to !erfor" actiities ithin an occu!ation or functionto the standards e:!ected 6. drain% fro" one7s 5noled%e4s5ills and attitudes3

/3 Co!te!t @ This is the sco!e and se9uence of to!ics and s5ills

coered in each stranddo"ainthe"eco"!onent3

3 Co!te!t Sta!da"ds @ tate"ents of hat the learner should 6e

a6le to 5no and 6e a6le to do3

&3 Co"e Co!te!t @ This refers to the focus of teachin%-learnin%!rocess in the learnin% areas3 For ( to 12 curriculu" 4 these are

co""unication and literacies4 critical thin5in% and !ro6le"solin% 4ethical4 "oral and s!iritual alues4 creatiit. andinnoation4 life and career co"!etencies4 deelo!"ent of selfand sense of co""unit.4 national and %lo6al orientedness3

3 Co"e Lea"!i!# A"ea Sta!da"d @ This is a 6road

state"entthat shos the de%ree or 9ualit. of !roficienc. that the learner is

a6le to de"onstrate after learnin% a !articular learnin% areaacross ( to 12 in relation to the desired outco"es and oerall%oal3

)3 De$o!st"ate !de"sta!di!# @ This is shon in the learners7

a6ilit. to do the folloin%

a= $:!lain @ !roide thorou%h and 8ustifia6le accounts of

!heno"ena4 facts4 and data3

6= Inter!ret @ tell "eanin%ful stories4 offer a!t

translations4!roide a reealin% historical or !ersonal di"ension to ideasand eentsE "a5e su68ects !ersonal or accessi6le throu%hi"a%es4 anecdotes4 analo%ies4 and "odels3

c= A!!l. @ effectiel. use and ada!t hat the. 5no in dierse

conte:ts3

d= Hae !ers!ectie @ see and hear !oints of ie

throu%h

critical e.es and earsE see the 6i% !icture3e= $"!athie- find alue in hat others "i%ht find odd4 alien4 or

i"!lausi6leE !erceie sensitiel. on the 6asis of !riorindirect e:!erience3

f= Hae self-5noled%e @ !erceie the !ersonal st.le4!re8udices4 !ro8ections4 and ha6its of "ind that 6oth sha!eand i"!ede our on understandin%E the. are aare of hatthe. do not understand and h. understandin% is so hard3*3 E((ecti,e co$$!icatio! s%i&&s It is the a6ilit. to 1= articulate

one7s thou%hts and ideas effectiel. usin% oral4 ritten andnoner6al co""unication s5ills in a ariet. of for"s

and conte:tsE 2= listen effectiel. to deci!her "eanin%4 includin%5noled%e4 alues4 attitudes and intentionsE ,= useco""unication for a ran%e of !ur!oses i*i&it' a!d ada-ta*i&it' @ It is the a6ilit. to ada!t tochan%e4 aried roles4 8o6s4 res!onsi6ilities4 schedules and conte:t

and to understand4 ne%otiate and 6alance dierse ies and6eliefs to reach or5a6le solutions4 !articularl. in "ulti-culturaleniron"ents3



33/39

113 G&o*a& Co$-ete!ce @ This "eans hain% an o!en "ind hile

actuall. see5in% to understand cultural nor"s and e:!ectations ofothers4 leera%in% this %ained 5noled%e to interact4co""unicate and or5 effectiel. outside one7s eniron"ent


34/39

social and cross-cultural s5ills4 /= !roductiit.

and accounta6ilit.4 and = leadershi! and res!onsi6ilit.3

223 Media Lite"ac' @ It is the a6ilit. to sift throu%h and anal.e the"essa%es that infor"4 entertain and sell to learners eer. da.3 It is

the a6ilit. to 9uestion hat lies 6ehind "edia !roductions S the

"oties4 the "one.4 the alues and the onershi! S and to 6eaare of ho these factors influence "essa%e content3

2,3 Natio!a& Ce"ti(icate @ It is a certification issued to indiidualsho achieed all the re9uired units of co"!etenc. for a national9ualification as defined under the Trainin% Re%ulations3

2/3 Natio!a& Ce"ti(icate Le,e& @ It refers to the four $T Gualifications Fra"eor5

here the or5er is

a3 NC+I !erfor"s a routine and !redicta6le tas5sE has little 8ud%"entE and4 or5s under su!erisionE

63 NC+II !erfor"s !rescri6e ran%e of functions inolin% 5nonroutines and !roceduresE has li"ited choice and co"!le:it.of functions4 and has little accounta6ilit.E

c3 NC+III !erfor"s a ide ran%e of s5illsE or5s ith so"eco"!le:it. and choiceE contri6utes to !ro6le" solin% andor5 !rocessesE and4 shos res!onsi6ilit. for self and othersEand

d3 NC+I) !erfor"s a ide ran%e of a!!licationsE hae

res!onsi6ilities that are co"!le: and non-routineE !roides

so"e leadershi! and %uidance of othersE and4

!erfor"s

ealuation and anal.sis of or5 !ractices and

the deelo!"ent of ne criteria and !rocedures31*

23 Pe"(o"$a!ce Sta!da"ds @ tate"ents of hat the learner is%oin% to do ith hat heshe has learned in ter"s of 5noled%e

and s5ills3 The. are state"ents of the de%ree or 9ualit. of

!roficienc. ith hich the learner is a6le to de"onstratehisher "aster. of 5noled%e and s5ills and internaliation ofalues and attitudes in relation to content standards3

2&3 P"odcti,it' a!d acco!ta*i&it' @ It is the a6ilit. to "ana%eti"e and !ro8ects effectiel.4 !roduce 9ualit. results and 6eaccounta6le for results3

23 S%i&& @ It is the coordinated !erfor"ance of related tas5s ith a

certain de%ree of facilit.3

2)3 Socia& a!d c"oss+c&t"a& s%i&&s @ These refer to s5ills neededto interact effectiel. ith others and or5 effectiel. in

dierse tea"s3

2*3 S-i"a& C""ic&$ @ #i% ideas4 i"!ortant tas5s and eerdee!enin% in9uir. "ust recur in eer increasin% co"!le:it.throu%h en%a%in% !ro6le"s and a!!licationsE Lfor"follos

functionE If the %oal


35/39

31. Tech!o&o#ica& &ite"ac' @ It is the a6ilit. to use co"!uters and

other technolo%. to i"!roe learnin%4 !roductiit. and

!erfor"ance3

32. 21st Ce!t"' S%i&&s @ These are the s!ecial a6ilities that

learners need to deelo! so that the. can 6e !re!ared for thechallen%es of or5 and life in the 21st centur.3



&2



36/39

)I. REFERENCES



&&

#ato"ala9ue4 Antonio3 asic "cience De&eloment *rogram of the

*hiliines for !nternational +ooeration$ niersit. of an Carlos3E

Marinas4 #ella and Dita!at4 Maria3 Phili!!ines Curriculu" and

Deelo!"ent3 ;$CO International #ureau of $ducation

#oard of ;ational $ducation4 'eneral Policies on $ducation4 1*&-

1*24 1*1-1*&1 ? 1*)-1*&0

Care4 $sther Care and $thel >alenuela4 Anal.sis of #asic$ducation of thePhili!!inesI"!lications for the ( to 12 $ducationPro%ra"4 an3 20123

de esus4 $dil6erto. Phili!!ine Dail. In9uirer4 anuar. )4 20103

$ducation Act of 1*)2

Mullis4 I3>34 M3O3 Martin4 D3F3 Ro6itaille4 ? P3 Fo.4


37/39

)II. COMMITTEES ON K TO 12 CURRICULUM

Stee"i!# Co$$ittee Me$*e"s



&*

Na$e I!stittio!

Chai"-e"so! #r3 Ar"in A3 +uistro FC De!art"ent of $ducation

Co+Chai"s Dr3 Patricia +icuanan

ec3 oel >illanuea

Co""ission on Hi%her

$ducation

Technical 5ills

and

Deelo!"ent Authorit.

Me$*e"s enator $d%ardo An%ara

arela De!$D4 TB' on Research

ec3 Rialino Riera De!$D4 TB' on

Co""unications

ec3 Al6ert Mu.ot De!$D4 TB' on +e%islation

Aec3 Tonisito "ali De!$D4 TB' on Transition

Mana%e"ent

Dr3 +olit Andrada De!$D4 Curriculu" su6-TB'

on 11 and 124 Transition

Mana%e"ent su6-TB'on H s.ste" readiness

assess"ent

Dr3 ocorro Pilor De!$D4 Curriculu" su6-TB'



38/39

on instructional "aterials

Dr3 Paralu"an 'iron Curriculu" u6-TB' on ( to

10

Dr3 ;elia #enito De!$D4 Curriculu" su6-TB'

on Assess"ent

Dr3 #eatrice Torno De!$D4 Curriculu" su6-TB'

on teacher education

Dr3 Mila%ros >alles De!$D4 Transition

Mana%e"ent su6-TB'

on H "odelin%



&5

Tech!ica& o"%i!# G"o- o! Resea"ch

Na$e I!stittio!

Chai"-e"so! ec3 Francis >arela De!$DMe$*e"s Mr3 ;a!oleon I"!erial CH$D

Dir3 $rlinda M3 Ca!ones

incent Fa6ella R

Mr3 ess Mateo De!$D4 Plannin% Office

Dr3 Rosario Manasan Consultant

Dr3 Aniceto Or6eta Consultant

K to 12

Sec"eta"iat

Ma%dalena Mendoa DAP

Tech!ica& o"%i!# G"o- o! T"a!sitio! Ma!a#e$e!t

Na$e I!stittio!

Chai"-e"so! Aec3 Tonisito "ali De!$D

Me$*e"s Mr3 ;a!oleon I"!erial CH$D

Dr3 I"elda Ta%anas T$DADr3 Re.naldo >ea COCOP$AV

Dr3 >incent Fa6ella R

Dr3 A"elou Re.es PB FAP$

Dr3 Carol Porio FAP$

Dr3 Arnie Acarra%a D+

$n%r3 Ale: $scano MFI

ec3Francis >arela De!$D4 TB' on Research

ec3 Rialino Riera De!$D4 TB' on

Co""unications

Aec3 ess Mateo De!$D4 Plannin% OfficeDr3 #renda Cor!u Curriculu" Consultant

Dir3 +olit Andrada De!$D4 su6-TB' on H

s.ste" readiness assess"ent

Dir3 Mila%ros >alles De!$D4 su6-TB' on H

Modelin%

K to 12

Sec"eta"iat




39/39

Tech!ica& o"%i!# G"o- o! C""ic&$



&.

Na$e I!stittio!

Chai"-e"so! ec3 Yolanda Gui8ano De!$D

Me$*e"s Mr3 ;a!oleon I"!erial CH$D

Dr3 I"elda Ta%anas T$DA

Dr3 +olit Andrada De!$D4 su6-TB' on 11 and 12

Dr3 ocorro Pilor De!$D4 su6-TB' on

instructional "aterials

Dr3 Paralu"an 'iron u6-TB' on 1 to 10

Dr3 ;elia #enito De!$D4 su6-TB' on

Assess"ent

Dr3 #eatrice Torno De!$D4 su6-TB' on teacher

education

Dr3 #renda Cor!u Curriculu" Consultant

Dr3 Dina Oca"!o P4 +an%ua%es icencio $4 Health Conenor Dr3 Fe Hidal%o T4-ukasyon sa

*agaakatao Conenors

Dr3 I"elda Ta%anas T$DA4 $PP-T+$ Conenor

Tech!ica& o"%i!# G"o- o! Co$$!icatio!s

Na$e I!stittio!

Chai"-e"so! ec3 Rialino Riera De!$D

Me$*e"s Dir3 Tina 'anon De!$D

Mr3 ;a!oleon I"!erial CH$D Aec3 ess Mateo De!$D4 Plannin% Office

Mr3 (enneth Tirado De!$D Co""unications

Mr3 Raul +i"6o

Mr3 Badel Ca6rera Phili!!ine #usiness for $ducation

Ms3 Dorris Ferrer C$AP

Aec3 Tonisito "ali TB' on Transition Mana%e"ent

K to 12

Sec"eta"iat


Documents

3 K to 12 Curriculum Guide 1