Senior high school curriculum palawan pafte 18 oct 2013

Department of Education

SENIOR HIGH SCHOOL CURRICULUM

WORKING DRAFT October 18, 2013

164177

207

238

293

2.3 2.12.2

2.4

2.8

0

0.5

1

1.5

2

2.5

3

0

50

100

150

200

250

300

350

2009 2010 2011 2012 2013

Ph

P(b

illi

on

s)

DepEd Budget % of GDP

% o

f GD

PDepEd Budget Levels

for 2009 - 2013Year-on-year growth

Source: NSCB and GAA, various years and Medium-Term Spending Plan 2012-2017 (April 14,

2012).

39,136*

Classrooms

102,323**

Teachers

62.1M***

Textbooks1.3M***

Seats

12,668*** Water & Sanitation

Facilities

*Outputs from July 2010 to June 2013 **2010 to 2013 ***As of December 2012

RA 10533The Enhanced Basic

Education Act of 2013

Curriculum Exits

DEPARTMENT OF EDUCATION

Phased Introduction of Enhanced Curriculum in Public Schools

Academic

Track

Tech-Voc

Track

Sports

Track

Arts &

Design

Track

Basic Education Program


Kinder to Grade 6Elementary

Grades 7 to 8

(Exploratory TLE)

Junior

High

School

Grades 9 to 10

(Specialized TLE)

Core

Subjects

Senior

High

School

Common Subjects

o Liberal Arts

o STEM

o BAM

o HESS

(Humanities,

Education,

Social

Sciences)

o Home

Economics

o Agri-Fishery

o Industrial

Arts

o ICT

Tracks

Curriculum Outcomes

PQF


Key

Stage

Outcomes

G3 G6 G10 G12

Content and Performance

STANDARDS

LEARNING

COMPETENCIES

LEARNING RESOURCESTeacher’s Guides and Learner’s

Materials

Learning Areas / Grade LevelOutcomes / Standards

CHED Standards

CHED MEMORANDUM ORDER NO. 20

General Education Curriculum:

Understandings, Intellectual and Civic Competencies

Effect of K to 12 on Higher Education Degree Programs

Reduction in GE units may lead to one-year: (1) reduction or (2) enrichment of degree programs

63 or 51units of General

Education

Courses

36 units of GE

Courses*

Before K to

12With K to 12

*CHED Memorandum Order No. 20, s.2012

New G.E. Courses by 2018


New GEC (CMO No. 20, s.2013)

Core Courses

(24 units)

Understanding the Self

Readings in Philippine History

The Contemporary World

Mathematics in the Modern World

Purposive Communicatiion

Art Appreciation

Society, Technology and Society

Ethics / Etika

Electives

(9 units)

Mathematics, Science & Technology

Social Sciences & Philosophy

Arts & Humanities

(3 units) The Life and Works of Rizal

*The Core Subjects adhere to the College Readiness Standards (CRS) and New General

Education Curriculum of CHED.

Proposed Core Subjects

Core Subjects*

Language

Oral Communication

Reading & Writing

Komunikasyon at Pananaliksik sa Wikang

Filipino at Kulturang Pilipino

Pagbasa at Pagsusuri ng Iba’t Ibang

Teksto Tungo sa Pananaliksik

Humanities

21st Century Literature from the Philippines

and the World

Philippine Music and Arts

Communication Media & Information Literacy

MathematicsGeneral Mathematics

Statistics & Probability

Science

Earth and Life Sciences (Lecture and

Laboratory)

Physical Sciences (Lecture and

Laboratory)

Social SciencePersonal Development / Understanding

Society & Culture

Philosophy Intro to Philosophy of the Human Person

PE and Health Physical Education and Health


New GEC (CMO No. 20, s.2013)

Core

Courses

(24 units)

Understanding the Self

Readings in Philippine History

The Contemporary World

Mathematics in the Modern

World

Purposive Communicatiion

Art Appreciation

Society, Technology and

Society

Ethics / Etika

Electives

(9 units)

Mathematics, Science &

Technology

Social Sciences & Philosophy

Arts & Humanities

(3 units) The Life and Works of Rizal

*The Core Subjects adhere to the

College Readiness Standards

(CRS) and New General Education

Curriculum of CHED.

Senior High School Curriculum


Proposed Core Subjects

Core Subjects

Language

Oral Communication 80

Reading & Writing 80

Komunikasyon at Pananaliksik sa Wikang Filipino at Kulturang Pilipino 80

Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik 80

Humanities 21st Century Literature from the Philippines and the World 80

Contemporary Music and Visual Arts 80

Communication Media & Information Literacy 80

MathematicsGeneral Mathematics 80

Statistics & Probability 80

ScienceEarth and Life Sciences Lecture and Laboratory 80

Physical Sciences Lecture and Laboratory 80

Social SciencePersonal Development 80

Understanding Society & Culture 80

Philosophy Intro to Philosophy of the Human Person 80

PE and Health Physical Education and Health 80

CORE Total Number of Hours 1,200

TRACK Total Number of Hours 1,280

Total Number of Hours (CORE + TRACK) 2,480

Total Hours (CORE + TRACK) divided by Number of School Days in SHS (400`) = hours/day 6.2 hours/day

*hours per semester reflected here are indicative only


OLD CORE CURRICULUMLEARNING

AREACORE SUBJECT

NO. OF HOURS

Language


Reading and Writing 54

Talastasang Filipino sa Lipunang Pilipino

54

Pagbasa, Pagsulat, Pananaliksik sa Wika at Kulturang Filipino

54

Literature

21st Century Phil. Lit. from the Regions

54

21st Century Literatures of the World 54


Mathematics

General Mathematics 54

Statistics and Probability 54

PhilosophyIntro to Philosophy of the Human Person

54

Natural Science

Life/Physical Sciences – Lecture 108

Life/ Physical Sciences – Laboratory 108

Social Science

Personal Development 54

Understanding Society and Culture 54

PROPOSED CORE CURRICULUMLEARNING

AREACORE SUBJECT

NO. OF HOURS

Language


Reading & Writing 80

Komunikasyon at Pananaliksik sa Wikang Filipino at Kulturang Pilipino

80

Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik

80

Humanities

21st Century Lit. from the Philippines and the World

80

*Contemporary Music and Arts 80


Mathematics

General Mathematics 80

Statistics and Probability 80

PhilosophyIntro to Philosophy of the Human Person

80

ScienceEarth &Life Sciences : Lecture and Lab 80

Physical Sciences – Lecture and Lab 80

Social Science

Personal Development 80

Understanding Society and Culture 80

*PE and Health

Physical Education and Health 80

*Core Subjects added in accordance with the Revised CHED GE Core Courses

The Proposed Grades 11 and 12 will have 31

80-hour subjects, totalling 2,480 hours.

15Core Subjects

16Track Subjects

7Common

Subjects

9Specialization

subjects

33 TOTAL SUBJECTS

Each subject will have 80 hours per semester

P.E. and Health will have 20 hours per semester for 4 semesters


Give them time to decide


But if they change their minds and move

from one track to another or one strand

to another, having common track

subjects that are similar across tracks

and strands allows the students to go on

without being penalized by having to

take new courses.

The Core Curriculum leads to COLLEGE READINESS.

The Common Track Subjects give students time to decide on their CAREER OPTIONS.

Common Subjects

1English for Academic and Professional

Purposes

2Introduction to Research Methods –

Quantitative

3Introduction to Research Methods –

Qualitative

4 Filipino course

5 ICT for Learners

6 Entrepreneurship

7 Research Project

Common Subjects will be offered to all Tracks


Proposed Common Track Subjects


Common Subjects

1 English for the Professions

2Research Skills 1 and 2

3

4 Mga Diskurso sa Trabaho

5 ICT Applications

6 Entrepreneurship

7 Research Project / Culminating Activity

Academic TrackTechnical-Vocational-Livelihood,

Sports, Arts & Design Tracks

Proposed Academic Track

Academic Strands

Liberal Arts HESS BAM STEM

8 Literature 1 Literature 1: Fiction and Drama Applied Economics 1 Pre-Calculus

9 Humanities 1 Literature 2 Applied Economics 2 Basic Calculus

10 Social Science 1 Humanities 1: Popular Art as Text Accounting 1 General Chemistry 1

11 Economics 1 Humanities 2 Accounting 2 General Chemistry 2

12Organization and

ManagementEducation 1 / Foreign Language 1 Business Math General Physics 1

13 Foreign Language 1 Education 2 / Foreign Language 2 Business Finance General Physics 2

14 Applied Science Social Science 1Organization and

Management General Biology 1

15 Pre-Calculus Social Science 2 Principles of Marketing General Biology 2

16 Work Immersion / Career Advocacy / Research / Culminating Activity


Each subject will have 80 hours per semester*For finalization

Revised Technical-Vocational-Livelihood Track* (Table 1) and

TESDA Training Regulations-Based Specializations** (Table 2)

HE ICT Agri-Fishery Arts Industrial Arts

1 HairdressingCable TV

Installation

Rice Machinery

Operation

Automotive

Servicing

2Bread and Pastry

Production

Visual Graphic

Design

Landscape Installation

and Maintenance

Refrigeration and

Air conditioning

3 Tailoring AnimationOrganic Agriculture

ProductionCarpentry

4 Tour Guiding ServicesMedical/Judicial

TranscriptionRubber Production

Consumer

Electronics

Servicing

5 Travel Services Horticulture

Electrical

Installation and

Maintenance

6 Caregiving Animal Production Plumbing

7Food and Beverage

ServicesAquaculture

Shielded Metal-

Arc Welding

8 Housekeeping Food Processing Masonry

9Attractions and Theme

Parks TourismCrop Production

10Handicraft: Fashion

Accessories **Aligned with Technology and Livelihood

Education (TLE) in Grades 7 to 10.

*For finalization

11 Handicraft: Paper Craft

12 Handicraft: Woodcraft

13Handicraft:

Leathercraft

Revised Tech-Voc Track TESDA Training Regulations-Based Specializations

TVL Track Subjects

Subjects Example

8 Tech-Voc Track 1 Beauty Care /

Nail Care9 Tech-Voc Track 2

10 Tech-Voc Track 3

Hairdressing

11 Tech-Voc Track 4

12 Tech-Voc Track 5

13 Tech-Voc Track 6

14 Tech-Voc Track 7

15 Tech-Voc Track 8

16 Tech-Voc Track 9


Each subject will have

80 hours per semester.

Revised Sports Track*

Sports Track Subjects

8 Sports Track 1 Safety and First Aid

9 Sports Track 2 Understanding Human Movement

10 Sports Track 3 General Coaching Course

11 Sports Track 4 Sports Officiating

12 Sports Track 5 Fitness Leadership

13 Sports Track 6 Sports/Recreation/Fitness Management

14 Sports Track 7 Student-Athlete Enhancement and Formation

15 Sports Track 8 Fitness Testing and Exercise Prescription

16 Sports Track 9 Recreation Leadership

Specializations: Particular Sports or Fitness


*For finalization


Revised Arts and Design Track*

Arts and Design Strands

Art Assessment and Guidance

8 Arts Track 1 Introduction to Applied Arts and Design Production

9 Arts Track 2 Introduction to Performing Arts

10 Arts Track 3 Understanding Elements and Principles of the Different Arts

11 Arts Track 4 Work Environment in Various Arts Fields

12 Arts Track 5 Developing Filipino Identity in the Arts

13 Arts Track 6 Leadership and Management in Different Arts Fields

14 Arts Track 7 Apprenticeship and Exploration of Different Arts Fields

(Production and Performing: Music, Dance and Theater)15 Arts Track 8

16 Arts Track 9Apprenticeship and Exploration of Different Arts Design

Production (Media Arts, Visual Arts and Literary Arts)


*For finalization


23

Pathways and Equivalencies

23

PQ

F!

K to 12 and Further Education

TVET HIGHER

EDUCATION

POST

BACCALAUREATE

DOCTORAL AND POST DOCTORAL

BACCALAUREATE

GRADE 12

GRADE 10NC I

THE PHL QUALIFICATIONS FRAMEWORK

BASIC

EDUCATION

L 8

L 7

L 6

L 5

L 4

L 3

L 2

L 1

DIPLOMA

NC III

NC II

NC IV

2525

Level 1 = NC1 = Grade 10

• KSV

– Knowledge and skills that are manual or concrete or practical and/or operational in focus

• Application

– Applied in activities that are set in a limited range of highly familiar and predictable contexts; involve straightforward, routine issues which are addressed by following set rules, guidelines or procedures.

• Degree of Independence

– In conditions where there is very close support, guidance or supervision; minimum judgement or discretion is needed.

2626

Level 2 = NC2 = Grade 12

• KSV

– Knowledge and skills that are manual, practical and/or operational in focus with a variety of options

• Application

– Applied in activities that are set in a limited range of highly familiar and predictable contexts; involve straightforward, routine issues which are addressed by selecting from and following set rules, guidelines or procedures.

• Degree of Independence

– In conditions where there is substantial support, guidance or supervision; limited judgement or discretion is needed.

Draft 1

Comments

Draft 2

Final Curriculum

Guide

The Curriculum Guide Process


Technical Panel/Technical

Committee/Drafting Committee

Review of CGs

Return to crafters of Draft 1

DepEd reads comments in a

Curriculum Finalization Workshop

STEPS OUTPUT

LEGEND SAMPLE

First entry Learning Area/Component and Grade Level

Physical Education

PE1Grade 1

Two capital lettersDomain/Strand Body Management BM

-

Roman Numeral Quarter First Quarter I

Lowercase Letter Week Week one a

-

Arabic Number Competency Identify story elements 1

PE1BM-Ia-1

Coding

Harvesting and Matching

2. Collected instructional materials produced over many years of education interventions such as BEAM, TEEP, STRIVE, SEDP, PRODED, eSkwela, Open High School, MISOSA, IMPACT, etc

LM and TG Preparation

2. We collated the matched competencies and IMs from the harvesting process.

3. We checked what needed re-development, some editing or replacement.

4. The learner modules will NOT look like a textbook. They will look like compiled learning sheets/worksheets/activity sheets.

But not everything is about curriculum…..

There are many other factors that will enable K12 to

succeed.

32

Community Relevance

• Collaboration and dialogue with local

government, industry, and other

stakeholders are key to strengthening the

relevance and applicability of our program

offering for Grade 11-12

• Space

• Faculty

• Equipment and Facilities

33

Schedule and Partnerships • SHS will be first implemented nationwide in

SY 2016-2017

• Absorptive capacity study

– just how much the various education sectors can currently bear,

• how much additional capacity we need to build (for the public sector)

• or unlock (for the private sector) to ensure adequate spaces for SHS in the public and private school systems

• Public-Private Partnership (PPP) scheme for SHS

• Models derived from various experiences in pilot programs

K12 Curriculum

Teachers Materials,

Facilities

and

Equipment

School

Leadership

and

Management

Community-

Industry

relevance

and

partnerships

Assessme

nt

Work and Contribution to Society

3535

How do we know we have succeeded?

• when our graduates get employed

• when our graduates employ themselves or others

• when our families and citizens are a step or two farther from poverty

• when we build our own industries and collaborate with other players

• when we recognize the techvoc-higher educ bridges for equivalence

36

On Paving the Way for Lifelong Learning and Education For All (EFA)

• Douglas North said “Institutional change is

overwhelmingly incremental.”

• First -- increase access.

• Second -- keep children in school.

• Third -- make learning relevant.

CONNECT SCHOOL WITH LIFE.

• Fourth -- Create options for all learners and

graduates.

www.gov.ph/k-12

[email protected]