K to 12 Model for HEIs: Curriculum Vertical Articulation ...pltphil.org/wp-content/uploads/2014/06/K-to-12-Model-for...5 – 15 Others Humanities Soc Studies Literature Language Math

K to 12 Model for HEIs: Curriculum

Vertical Articulation (Academic Track)

Gina Lapaza-Montalan, Ph.D.

School of Education

Ateneo de Davao University

Outline Context

Expectation from Higher Education Institutions (HEIs)

Current challenge to HEIs

Response approach to current challenge

Articulation Approach (Curriculum)

Managing the Articulation Approach

General framework

Detailed framework

Sample in Employing the Articulation Approach

Ateneo de Davao University Case

Emerging challenges

Collective view of the Articulation Approach

Expectation from HEI 1/2 - Context

HEI

(VMG)

Standards

(Employers)

Standards

(Resources)

Standards

(Profession)

Community

Minimum HEI

Standards Standards

Learning

Outcomes

Current Challenge to HEI 2/2 - Context

Redefined

Minimum

Standards

K to 12

Curriculum

Standards

Greater Impact of K to 12 Curriculum

is in the HEI

K + 12 = GEC - 1

True - 1 Misleading - 1 = -1 +1 OR

Articulation Approach 1/1 – Response Approach

BASIC

EDUCATION

CURRICULUM

HEI

CURRICULAR

PROGRAMS

COLLEGE

KINDERGARTEN

ELEMENTARY

JUNIOR HS

SENIOR HS

CORE

PROF.

CORE

LEARNING

AREAS

GENERAL 1/3 – Managing the

FRAMEWORK Articulation Approach

COLLEGE

KINDERGARTEN

ELEMENTARY

JUNIOR HS

SENIOR HS

CORE

PROF.

CORE

LEARNING

AREAS

Mandated

Standards

HEI Standards

(VMG)

DETAILED 2/3 – Managing the


Standards College core subjects to push down in SHS

College Readiness Standards (CRS)

New General Education Courses

Core

Learning

Area

Included in

(Taken in)

Nature of

Inclusion

Repetition

Happens in

Compliance

Percentage on

Standards

Decisi

on for

Curri

culu

m

Revisi

on

Col HS Elem Repe

titive

Devel

opme

ntal

Col HS Elem Col HS Elem

Math

Topic 1

Topic 2

Current Curriculum Compliance Percentage on Standards

DETAILED 3/3 – Managing the


KINDERGARTEN

CORE LEARNING AREAS

ELEMENTARY

CORE LEARNING AREAS

JUNIOR HIGH SCHOOL

CORE LEARNING AREAS

SHS CORE

SUBJECTS

COLLEGE CORE

SUBJECTS SHS PRE-SPECIALIZATION

SUBJECTS

COLLEGE SPECIALIZATION

SUBJECTS Based on the Demand of

the Community

Based on Mandated

Standards and HEI

Standards

Ateneo de Davao Sample in Employing

University Case the Articulation Approach

Preparation Framework: Articulation Approach

Reference Documents

Compliance Percentage on Standards

Core Learning Areas Set-up

Kindergarten

Elementary

Junior High School

Senior High School Curriculum Structure

Pre-specialization Subjects (Academic Track)

College core subjects (Work in Progress)

Preparation Framework

Preparation’s Framework

CASCADED TO GRADUATE PROGRAMS

18 – 22 Work Eng’g / Sciences Business / Economics Liberal Arts / SS \ Econ 1 – 5

17 PreWork Pre-Eng’g/Science Pre-Bus/Econ Pre-LibArts 12

Open Admissio

n

Above Ave Math & Science Scores;

Ave Language Scores

High Ave Math Scores; Ave Language & Science Scores

High Ave Language Scores; Ave Math &

Science Scores

Placement Test:: College Readiness Standards

16 Career Academy Common Subjects 11

Remediation Program

Average Scores or Higher Below Average Scores

Diagnostic test: College Admission Standards

5 – 15 Others Humanities Soc Studies Literature Language Math Science K – 10

3 – 4 Play School & Nursery: Level 1 PK 1 – 2

Age Grade

College Admission test ≈ College Readiness Standards

College Readiness Standards

Grade School

High School

Professional

Core

College

SHS = competent G11 & G12

With a focus on College preparation

Phase 1 Activities

Jan 2012 Feb

2012

March

2012

April to May

2012

June to July

2012

Articulation of competencies from Basic Ed to Career

Academy (CA)

Feasibility Study of Pre-work Track

Programs

Articulation of

Pre-work

competencies

Articulation of Pre-college

Competencies

SUMMER 2013: Start of College Core Curriculum Articulation

Reference Documents

ADDITIONAL 2 years (DepEd)

ADDITIONAL 2 years (DepEd)

The College Readiness Standards

College readiness standards [CRS] refer to the combination of knowledge, competencies, and reflective thinking necessary for high school graduates to participate and succeed—without remediation—in entry-level undergraduate courses in higher education.

The adoption of CHED’s college readiness standards by the Department of Education serves several important purposes.

Purposes of CRS

First, the standards address the

longstanding problem of segmentation in

the formal learning pipeline, where the

different levels (elementary, secondary, and

higher education) do not converse with

each other in terms of curricular content

and competencies.

The college readiness standards represent

the expectations of academic higher

learning systems from pre-university

education.

Purposes of CRS

Second, the standards aim to improve

the college admissions potential of

students desiring to enter university. By

spelling out the standards upon entry

to higher education, college applicants

with 12 or more years of pre-

university education are expected to

be better prepared for higher learning.

Purposes of CRS

Third, from the standpoint of higher

education, the acceptance of college

readiness standards by basic

education will preclude the need for

remedial entry-level college courses

and allow higher learning institutions

to establish truly general education

courses and tighten the focus of

their undergraduate curricula.

Subject Areas of CRS

CRS cover the following subject areas.

Each subject area consists of 2 detailed

sets of standards:

1. content (subject area- or discipline-specific),

and ,

2. competence (also discipline-specific)

Subject Areas of CRS

• Science: Chemistry, Physics, Biology,

and Earth Science

• Mathematics (including Statistics)

• English

• Filipino

• Literature

• Humanities

• Social Studies

Compliance Percentage on

Standards


Subject Grade School High School College

After 12

years of

pre-

university

education,

a student

wishing to

enter

college

should

know:

Level Grading

Period Level

Grading

Period Level

Grading

Period

1. …

2. …

3. …

On Content:


Subject Grade School High School College

After 12

years of

pre-

university

education,

a student

wishing to

enter

college

should be

able to:

Level Grading

Period Level

Grading

Period Level

Grading

Period

1. …

2. …

3. …

On Performance:

Subject Area Content Performance

AdDU CRS Compliance % % to Push

Down AdDU CRS Compliance %

% to Push

Down

English 100.00 8.82 95.56 2.22

Literature 100.00 28.57 100.00 0.00

Mathematics 100.00 0.00 98.00 0.00

Sciences & Eng’g 97.37 65.79 97.87 68.09

Science

Scientific Inquiry 100.00

Biology 95.54 11.61

Chemistry 100.00 17.33

Physics 99.35 5.23

Envi Science 100.00 17.02

Filipino 100.00 40.00 100.00 18.75

Social Studies

Phil. History - 100.00 BEd Inquiry – 100 BEd

Asian History - 100.00 BEd Data A & I – 100 BEd

World History - 100.00 BEd Research Com – 100 BEd

Ethical Standards – 77.78 BEd

Core Learning Areas Set-up

Input Process

Learning Area DepEd

AdDU

Grade School High School

Filipino Spiral Progression Content/Skill Spiral

Progression

Content/Skill Spiral

Progression

English Spiral Progression Content /Skill Spiral

Progression

Content /Skill Spiral

Progression

Science Spiral Progression Content/Skill Spiral

Progression

Discipline-based Skill

Progression

Math Spiral Progression Content/Skill Spiral

Progression

Discipline-based Skill

Progression

Araling Panlipunan Spiral Progression Thematic Spiral

Progression

Thematic Spiral

Progression

TLE Spiral Progression IT-LE IT-LE

MAPEH Spiral Progression Skill Spiral Progression Skill Spiral Progression

EsP Spiral Progression Thematic Spiral

Progression

Thematic Spiral

Progression

Learning

Area

DepEd AdDU

Time allotment (GS=min daily ; HS=hrs weekly) Time allotment (GS=min daily ; HS=hrs weekly)

G1

G2 G3 G4 G5 G6 HS

G1

G2 G3 G4 G5 G6 HS Sem

1

Sem

2

Sem

1

Sem

2

Lang. Arts

Mother

Tongue 50 50 50 50 - - - -

Filipino 30 30 50 50 50 50 50 4 30 30 50 50 50 50 50 4

English - 30 50 50 50 50 50 4 30 30 50 50 50 50 50 4

Science - - - 50 50 50 50 4 50 50 50 50 50 50 50 4

Math 50 50 50 50 50 50 50 4 50 50 50 50 50 50 50 4

Araling Panlipunan

40 40 40 40 40 40 40 3 40 40 40 40 40 40 40 3

TLE

(EDP) - - - - 50 50 50 4 - - - 50 50 50 50 4

MAPEH 40 40 40 40 40 40 40 4 40 40 40 40 40 40 40 4

EsP

(CLE) 30 30 30 30 30 30 30 2 30 30 30 30 30 30 30 2

TOTAL 240 270 310 360 360 360 360 29 270 270 310 360 360 360 360 29

TIME ALLOTMENT

Senior High School Curriculum

Structure

Senior High School Curriculum Set-up (Grade 11 Subjects + Philo & Theo) = Core subjects for Career Academy)

Track Grade 11 Grade 12

1st Sem 2nd Sem Summer 1st Sem 2nd Sem Summer

PRE-ENG’G/

SCIENCE DepEd Mandated

Subjects

+

Ateneo Core

PRE-ENG’G & ARCHI

SUBJECTS

PRE-COMPUTER

STUDIES SUBJECTS

PRE-SCIENCE

SUBJECTS

PRE-

BUSINESS/

ECON

PRE-BUSINESS/ECON

SUBJECTS

PRE-LIBERAL

ARTS PRE-LIBERAL ARTS

Pre-specialization Subjects

(Academic Track)

Pre-engineering/architecture Program Purpose: To provide students with basic technical and analytical skills necessary for professional engineering and architecture subjects in order to have overview on Architecture and various Engineering disciplines.

Design : Grade 12

First Semester Second Semester

Subject Number and Name Units Subject Number and Name Units

PEA 11 Trigonometry 3 PEA 21 Solid Mensuration 3

PEA 12 Probability and Statistics 3 PEA 22 Calculus with Analytic Geometry 3

PEA 13 Logic and Critical Thinking 3 PEA 23 Theology 3

PEA 14 Chemistry 3 PEA 24Computer Fundamentals & Programming 3

PEA 15 Technical Mathematics 3 PEA 25 Technical Drawing 2 (CAD) 3

PEA 16 Technical Drawing 1 (Manual) 3 PEA 26 Technical Elective 2

(Theory of Architecture and Construction

-ARCHI/CE Cluster)

3

PEA 17 Technical Elective 1

(Basic Plant Operations and Maintenance

- CHE/IE/ME Cluster)

3 PEA 27 Technical Elective 3

(Elements of Electrical, Electronics, & Comp. Eng’g

- (CPE/EE/ECE Cluster)

3

Conduct : Lecture and Laboratory

Evaluation: Periodic Exams (Written & Practical), Plates, Project Outputs, Laboratory Reports

Pre-computer Studies Program Purpose: To prepare students for any of the three computer studies programs offered in the college, namely: BS in Computer Science, BS in Information Systems, and BS in Information Technology

Design : Grade 12



PCS 11 Trigonometry 3 PCS 21 Calculus 3

PCS 21 Probability and Statistics 3 PCS 23 Logic and Critical Thinking 3

PCS 13 Theology 3 PCS 24 Computer Programming 3

PCS 14 Program Logic and Formulation 3 PCS 25 Database Systems 3

PCS 15 Discrete Mathematics 3 PCS 26 Logic (Circuit Design) 3

PCS 16 Web systems and Internet

Technologies 3 PCS 27 Introduction to Robotics 3

PCS 17 Graphics, Animation &

Multimedia Technologies 3 PCS 28 Intro to Human Computer Interaction 3

PCS 18 IT Essentials 3

Conduct : Combination of theory and praxis

Evaluation: Hands-on examinations and course-related projects

Pre-science Program Purpose: To prepare students to proceed to life and theoretical science programs such as BS Biology, BS Chemistry, BS Mathematics, and BS Physics

Design : Grade 12



PST 11 Trigonometry 3 PST 21 Calculus w/ Analytic Geometry 3

PST 12 Probability and Statistics 3 PST 22 Physics (Lecture) 3

PST 13 Chemistry (Lecture) 3 PST 22L Physics (Laboratory) 3

PST 13L Chemistry (Laboratory) 2 PST 23 Biological Science (Lecture) 3

PST 14 Logic and Critical Thinking 3 PST 23L Biological science (Laboratory) 3

PST 15 Basic Computer Programming 3 PST 24 Theology 3

PST 16 Environmental Science 3 PST 25 Science Research 2 3

PST 17 Science Research 1 3

Conduct : Lecture-discussion, Laboratory-based experiments and Research

Evaluation: Quizzes/Periodic exams, Laboratory Performance, Laboratory Reports, and

Investigatory/Research Output Presentations/Reports

Pre-business/economics Program Purpose: To develop incoming first year college students who are able to appreciate the intricacies of the world of business, understand basic business processes, discover personal skills essential in pursuing their business area inclinations, and improve communication skills in business

Design : Grade 12



PBE 11 Logic and Critical Thinking 3 PBE 21 Theology 3

PBE 12 Business Creativity and Innovation 3 PBE 22 Accounting for Non-accountants 3

PBE 13 Business Communications 1

(Writing) 3

PBE 23 Business Communications 2

(Oral Presentation) 3

PBE 14 Business Calculus 3 PBE 24 Probability and Statistics 3

PBE 15 Personal Finance 3 PBE 25 Economics 3

PBE 16 Simple Business Research 3 PBE 26 Office and Personnel Management 3

PBE 27 Marketing with Personal Selling 3

Conduct : Lecture-discussion, Group work, Fieldwork/simulation/practical application, Interactive sessions

using business software

Evaluation: Quizzes/Periodic exams, Laboratory Performance, Laboratory Reports, and

Investigatory/Research Output Presentations/Reports

Pre-liberal Arts Program Purpose: To prepare students for a career in liberal arts education. Specifically, it aims to develop incoming first year college students inclined to liberal arts who are able to critically think about life experiences, gain awareness on emerging social issues in society, make a well-reflected stand or decision life choices, utilize scientific tools in decision-making, understand the dynamics of human behavior, acquire skills in basic research, make use of communication arts in exploring and expressing themselves, appreciate the value of preserving and managing the environment, develop a deeper understanding and awareness of God as revealed in the sacred scriptures.

Design : Grade 12



PLA 11 Logic and critical Thinking 3 PLA 21 Philosophy of Human Person 3

PLA 12 Theology 3 PLA 22 Probability and Statistics 3

PLA 13 Basic Writing in the Discipline 3 PLA 23 Intro to Communication Arts

(Theatre Arts, Films, and Photography) 3

PLA 14 Filipino 3 3 PLA 24 Seminar Series: Emerging Social

Trends and Issues 3

PLA 15 Life Sciences 3 PLA 25 Applied Environmental Sciences 3

PLA 16 Information and Communications

Technology for Liberal Arts 3 PLA 26 Introduction to Human Behavior 3

PLA 17Consumers Math with Intro to Econ 3 PLA 27 Introduction to Social Investigation 3

Conduct : Combination of theory and praxis

Evaluation: Examinations, papers, Action research, Practicum/Immersion

Pre-work Track Programs

Early Child Care

Sustainable eco-tourism

Administrative Support Staff

Small Business Management

Early Childhood Care Program Purpose: To prepare Early Childhood Care Assistants who will work in Preschool, Day Care Centers, and Pediatric Clinics and Special Education Facilities

Design : Grade 12



ECC 11 Children’s Music and Arts 3 ECC 21 Play and Routines in ECE 3

ECC 12 Theories of Child Devt. (0-5 years old)

3 ECC 22 Materials Preparation 3

ECC 13 Anecdotal Report Writing 3 ECC 23 Assisting Children with Exceptional Needs

3

ECC 14 Basic Child Care Health Practices

3 ECC 24 Stories and Finger Plays 3

ECC 15 Field Work 1 3 ECC 25 Field Work 2 3

Conduct : The subjects will presented using the praxis method.

Evaluation: Portfolio making, Observation Reports, and Periodic Exams

Sustainable Eco-tourism Program Purpose: To produce students who will be good tourist guides/tourism workers and environmental and cultural advocates as well as to complement existing efforts/initiatives and demands for eco-tourism.

Design : Grade 12



SET 11 Introduction to Eco-Tourism (Tourism Products, Research and Development, Promotion

and Tourism Laws and Regulations )

3

SET 21 Community-based Tourism Planning

and Management (arrangement of tour packages and tour itineraries, coordinate

with the LGU efforts)

3

SET 12 Social Psychology (Negotiating Interaction across Developmental Stages – From

Children to Elderly)

3 SET 22 Tourism Ethics and Service Excellence

3

SET 13 Environmental Science (Forest, Marine, Lake Ecology, Land formations, Biodiversity,

Habitat, Flora, Fauna)

3

SET 23 Environmental Guidance and Safety/ Ecological Mapping (GIS) (Conservation and Sustainability, Measures to be taken in doing

ecotourism activities like mountain climbing, snorkeling, scuba

diving, spelunking, etc.)

3

SET 14 English 2 (Introduction to Foreign Language –Nihonggo / Spanish /

Bahasa / Mandarin / Korean / IP

3 SET 24 Practicum (Tour Guide, Tour and Travel Staff, Environmental and Cultural

Defenders/Advocates)

4

SET 15 Mindanao History, Peoples and Cultures (History/Anthropology of Food, Dance, Crafts,

Rituals)

3

Conduct : Lecture-discussion, Supervised-fieldtrips, and Practicum

Evaluation: Exams, Marketing Output, and Designing Packaged-tours

Small Business Management Program Purpose: To develop the entrepreneurial skills of students as well as to prepare them to venture and manage their own business.

Design : Grade 12



SBM 11 Business Mathematics 3 SBM 21 Business Implementation 3

SBM 12 Office Management (Bus. Mgt.)

3 SBM 22 Business Law and Taxation 3

SBM 13 Marketing for Small Business 3 SBM 23 Business languages & Culture 3

SBM 14 Business Planning 3 SBM 24 Practicum 4

SBM 15 Accounting for Small Business

3

Conduct : Lecture-discussion, Field Interview for Local Businesses, and Field Trips

Evaluation: Exams, Group Presentations on Business Management Plans

Administrative Support & Services Program Purpose: To provide knowledge to students on business environment and skills for administrative and technical support on business operations.

Design : Grade 12



ASS 11 Office Management 3 ASS 21 People Management 3

ASS 12 Business Environment 3 ASS 22 Introduction to Business Law 3

ASS 13 Basic Accounting 6 ASS 23 Basic Income and Business Taxation

3

ASS 14 Electronic Data Processing (Business Application Software)

3 ASS 24 Financial Statements Preparation and Analysis

3

ASS 25 Practicum 4

Conduct : Lecture-discussion, Field Exposures, and Practical Exercises

Evaluation: Exams, Practice Set Outputs

Stand-alone SHS

Stand-alone senior hs program-FINAL.docx














Challenge Ahead

SHS DepEd Subjects.docx

Book1-1 with OC(1).xlsx












CMO 20, Series of 2013: General Education

Curriculum: Holistic Understandings, Intellectual and

Civic Competencies

Revised Core Courses

36 units = 24 units of core courses + 9 units of elective courses + 3 units on the life and

works

of Rizal (as mandated by law)

GENERAL EDUCATION CORE COURSES

Title Description

Understanding the

self

- Nature of identity; factors and forces that affect the development

and maintenance of personal identity.

Readings in

Philippine History

- Philippine History viewed from the lens of selected primary sources

in different periods, analysis and interpretation.

The Contemporary

World

- Globalization and its impact on individuals, communities and nations,

challenges and responses.

Mathematics in the

Modern World

- Nature of mathematics, appreciation of its practical, intellectual, and

aesthetic dimensions, and application of mathematical tools in daily

life.

Purposive

Communication

- Writing, speaking and presenting to different audiences and for

various purposes.

CMO 20, Series of 2013: General Education

Curriculum: Holistic Understandings, Intellectual

and Civic Competencies

Revised Core Courses

Title Description

Art Appreciation - Nature, function and appreciation of the arts in contemporary

society.

Science, Technology

and Society

- Interactions between science and technology and social, cultural,

political and economic context which shape and are shaped by

them; specific examples throughout human history of scientific and

technological developments.

Ethics - Principles of ethical behavior in modern society at the level of the

person, society, and in interaction with the environment and other

shared resources.

GENERAL EDUCATION ELECTIVES

1. Must conform the philosophy and goals of General Education;

2. Apply an inter- or cross-disciplinary perspective; and

3. Draw materials, cases or examples from Philippine realities and experiences, and not just

from those of other countries.

Collective View of Articulation Approach 1/2

Curriculum

Faculty Loads

Faculty Development

Policy Re-formulation

Collective View of Articulation Approach 2/2

College Faculty Loads

• SHS

• Col + SHS

Faculty Development

• Complete Re-tooling

• Partial Re-tooling

College Enrolment

During Transition Years

• SHS ≠ 1st yr. col trend

• SHS = 1st yr. col trend

Policy Re-formulation

Enrolment & Loading Implications

SY

TEI FT Faculty without Teaching Load

1st 2nd 3rd 4th Ave.=

24units/sem Ave. = 8 classes/sem

2016-2017 X √ √ √ 48 x N

programs [(8 x N programs) x 2] /6 classes = 80

2017-2018 X X √ √ 96 x N


2018-2019 √ X X √ 96 x N


2019-2020 √ √ X X 96 x N


2020-2021 √ √ √ X 48 x N


Enrolment Loss

SY

Year

Total

1st 2nd 3rd 4th

2016-2017 X √ √ √ 2500

2017-2018 X X √ √ 2500

2018-2019 √ X X √ 2500

2019-2020 √ √ X X 2500

2020-2021 √ √ √ X 2500

Enrolment & Loading Strategy

SY Enrolment

Loss Faculty without Teaching Load

2016-2017 2,500 80 2,500

2017-2018 2500 80 2,500

2018-2019 2500 80 2,500

2019-2020 2500 80 2,500

2020-2021 2500 80 2,500

SHS

Enrolment Projection Load

K to 12 Projection.xlsx





Thank you!