Download - K-12 Basic Education Program
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Paraluman R. Giron, Ed. D
Chair-TWG K to10 - PNU
K-12 Basic Education Program
Department of Education
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CURRENT SITUTATION WHERE ARE WE NOW?
Chronic underachievement of students Insufficient mastery of basic
competencies due to congested curriculum
High school graduates (<16 year-old graduates lack basic competencies and maturity)
Other countries view the 10 – year education cycle as insufficient
The Philippines is the only remaining country in Asia with a 10 – year basic education program
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K-12 Basic Education Program Historical Background
• K+12 is not NEW… • studies have been made since 1925
• need to be more competitive• lack of political will
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1925 - Monroe Survey1949 - UNESCO Mission
Survey1953 - Education Act1960 - Swanson Survey1970 - Presidential
Commission to Survey Philippine Education (PCSPE)
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1976 - Survey of Outcomes of Elementary Education (SOUTELE)
1990 - Philippine Education For All (EFA) 2015 National Action Plan
1991 - Congressional Commission on Education (EDCOM) Report
2000 - Presidential Commission on Educational Reforms
2008 - Presidential Task Force on Education
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OVERALL GOAL
FUNCTIONAL LITERACY FOR
ALL FILIPINOS
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DepED IS GLOBALLY RECOGNIZED FOR THE
DEVELOPMENT OF FUNCTIONALLY LITERATE AND GOD-LOVING FILIPINOS WHO HELP ATTAIN THE NATIONAL GOALS OF SOCIAL JUSTICE,
UNITY, FREEDOM AND PROSPERITY
DepEd’s VISION
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VISION•grounded on human development
•achieved through an enhanced curriculum
•with socio-economic relevance
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PROVIDE QUALITY BASIC EDUCATION THAT IS EQUITABLY ACCESSIBLE TO ALL AND LAY THE FOUNDATION FOR LIFELONG LEARNING AND SELF-ACTULIZATION NEEDED FOR EFFECTIVE CITIZENSHIP AT THE LOCAL, NATIONAL AND GLOBAL MILIEU
DepEd’s MISSION
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•To give every learner an opportunity to receive quality education based on an enhanced and decongested curriculum that is internationally recognized and comparable.
SUB-GOALS
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•To change public perception that high school education is just a preparation for college
SUB-GOALS
Rather, it should allow one to take advantage of opportunities for gainful career or employment and/or self-employment in a rapidly changing and increasing globalized environment.
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RATIONALE
1. Enhancing the quality of basic education in the Philippines is urgent and critical
2. The poor quality of basic education is reflected in the low achievement scores of Filipino students.
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3. International tests results like 2003 TIMSS (Trends in International Mathematics and Science Study) rank the Philippines 34% out of 38 countries in HS II math and 43% out of 46 countries in HS II Science; for grade 4, the Philippines ranked 23rd out 25 participating countries in both Math and Science. In 2008, even with only the science high schools participating in the Advanced mathematics category, the Philippines was ranked lowest (Table 1).
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Table 1 Philippine Average TIMSS ScoresScores International
AverageRank Participating
Countries
2003 ResultsGrade IV
Science 332 489 23 25
Mathematics 358 495 23 25
HS II
Science 377 473 43 46
Mathematics 378 466 34 38
2008ResultsAdvancedMathematics
355 500 10 10
Source: TIMSS, 2003 and 2008
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4. The congested curriculum partly explains the present state of education
5. This quality of education is reflected in the inadequate preparation of high school graduates for the world of work or entrepreneurship or higher education
6. Further, most graduates are too young to enter the labor force.
7. The current system also reinforces the misperception that basic education is just a preparation for higher education.
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8. Our graduates are not automatically recognized as professionals abroad.
Table 3 Comparative Data on the Pre- University Education in Asia
Country Basic Education Cycle Total
Brunei 12
Cambodia 12
Indonesia 12
Lao PDR 12
Malaysia 12
Myanmar 11
Philippines 10
Singapore 11
Thailand 12
Timor-Leste 12
Vietnam 12
Mongolia recently added grades to make basic education 12 years.
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Aptitude for College SY 2006-2007
High Aptitude for College; 9066; 0.72%
Mod-erate Apti-tude for
Col-lege
; 47890
9; 37.85
%
Low Apti-tude for
Col-lege ; 77723
6; 61.43
%General Scholastic AptitudeSource: NETRC 2006
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High Aptitude for College77,869
6%
Mod-erate Apti-tude for
Col-lege
; 418931; 34%
Low Ap-titude
for Col-lege
; 726665;
59%
18
General Scholastic AptitudeSource: NETRC 2006
Aptitude for College SY 2007-2008
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High Aptitude
for Tech-
Voc programs
711,526
54%
Moderate Aptitude for Tech-Voc programs; 468901; 36%
Low Aptitude for Tech-Voc programs;
124780; 10%
Aptitude for Tech-Voc SY 2006-2007
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Aptitude for Tech-Voc SY 2007-2008
High Aptitude for Tech-Voc
programs19%
Moderate Aptitude for Tech-Voc pro-
grams59%
Low Aptitude for Tech-Voc pro-
grams22%
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High Apti-tude for En-
trep pro-grams;
757356; 58%
Moderate Ap-titude for En-
trep programs; 544006; 42%
Low Aptitude for Entrep programs;
3849; 0%
Aptitude for Entrepreneurship SY 2006-2007
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Aptitude for Entrepreneurship SY 2007-2008
High Apti-tude for En-
trep pro-grams;
717232; 58.62%
Moderate Apti-tude for Entrep
programs502,482
41%
Low Aptitude for Entrep programs;
3751; 0.31%
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No
Gra
de
Com
plet
ed
Ele
m
Und
ergr
ad
Gra
duat
e
HS
U
nder
gra
d
HS
Gra
duat
e
Col
lege
U
nder
gra
d
Col
lege
G
radu
ate
15,485
192,014 222,984
405,707
972,458
681,340 607,012
14,135 175,274
203,544
370,337
887,678
621,940 554,092
972,458 Unemployed
HS Grad650,000 ++Available Skills
Based Jobs
Source: NSO, 2009 & 2010
Unemployed VS. Available Skilled Jobs
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24
WHITE COLLAR VS. BLUE COLLAR JOBS
SKILLED WORKERS
TECHNICIANS
MANAGERS
EXECS
COLLEGE STUDENTS
TECH-VOC STUDENTS
Job-Skills Mismatch
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Grade 1 Grade 4 Elem Graduates
HS New Entrants
HS Graduates College New Entrants
College Graduates
100
74 66 65 46
20 16
Typical Progression of a Cohort of Pupils(based on cohort of Grade I pupils from SY 1995-1996
to College Graduates SY 2008-2009)Public and Private
PHILIPPINES
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9. More importantly, the short basic education program affects the human development of the Filipino children.
10. Cognizant of this urgent and critical concern and in line with the priorities of the Aquino Administration, the Department of Education is taking bold steps to enhanced the basic education curriculum.
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11. K-12 means Kindergarten and the 12 years of elementary and secondary education.
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BENEFITS OF ENHANCED BASIC EDUCATION PROGRAM
1.The Enhanced K-12 Basic Education Program will be instrumental in achieving the nation’s vision of high school graduates. The benefits of the
K-12 proposal far outweigh the additional costs that will be incurred by both government and families.
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2. An enhanced curriculum will decongest academic workload.
To Individuals and Families
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3. Graduates will possess competencies and skills relevant to the job market.
4. Graduates will be prepared for higher education.
5. Graduates could now be recognized abroad.
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6. The economy will experience accelerated growth in the long run.
7.The Philippine education system will be at par with international standards.
8. A better educated society provides a sound foundation for long-term socio-economic development.
For the Society and the Economy
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WHY ADD TWO YEARS?
Decongest and enhance the basic education curriculum
Better quality education
for all
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“We need to add two years to our basic education. Those who can afford pay up to fourteen years of schooling before university. Thus, their children are getting into the best universities and the best job after graduation.
I want at least 12 years for our public school children to give them an even chance at succeeding.”
President Benigno S. Aquino III
K-12 Basic Education Program
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Kindergarten
K-12Basic Education Program
6 years Elementary
4 years Junior HS
2 years Senior HS
K+6+4+2
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What will each graduate get?
K-12Basic Education Program
Grade VI Junior
HSSenior HS
Batang K-12, HandasaTrabaho o Kolehiyo, HandasaMundo
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What is the proposed K-12 curriculum
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PHILOSOPHICAL and LEGAL BASES
. The 1987 Phil. Constitution. B.P. 232, Education Act of 1982. R.A. 9155, Governance of Basic EducationAct of 2001
. The 4 pillars of education ( UNESCO ). The vision- mission statements of DepEd. The EDCOM Report of 1991. Basic Education Sector Reform Agenda(BESRA)
NATURE OF THE LEARNER
. Has a body and spirit, intellect, free will,emotions, multiple intelligences, learning styles
. Constructor of knowledge and activemaker of meaning not a passive recipientof information
NEEDS OF THE LEARNER. Life skills. Self-actualization. Preparation for the world of the work,entrepreneurship, higher education
NEEDS OF NATIONALand GLOBAL COMMUNITY
. Poverty reduction and human development
. Strengthening the moral fiber of the Filipinopeople
. Development of a strong sense of nationalism
. Development of productive citizens who contribute to the building of a progressive, just and humane society
. Ensuring environmental sustainability
. Global partnership for development
CURRICULUM SUPPORT SYSTEM
FAMILY SUPPORTINTERNAL AND EXTERNAL STAKEHOLDERS’ SUPPORT
SOCIETAL SUPPORTPublic-Private Partnership
Media,GO,NGO
INSTRUCTIONAL SUPPORTTeachers’ CPD , Textbooks
and other IMs
ADMINISTRATIVE SUPPORTCO, RO, DO School
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PHILOSOPHICAL and LEGAL BASES
. The 1987 Phil. Constitution. B.P. 232, Education Act of 1982. R.A. 9155, Governance of Basic EducationAct of 2001
. The 4 pillars of education ( UNESCO ). The vision- mission statements of DepEd. The EDCOM Report of 1991. Basic Education Sector Reform Agenda(BESRA)
NATURE OF THE LEARNER
. Has a body and spirit, intellect, free will,emotions, multiple intelligences, learning styles
. Constructor of knowledge and activemaker of meaning not a passive recipientof information
NEEDS OF THE LEARNER. Life skills. Self-actualization. Preparation for the world of the work,entrepreneurship, higher education
NEEDS OF NATIONALand GLOBAL COMMUNITY
. Poverty reduction and human development
. Strengthening the moral fiber of the Filipinopeople
. Development of a strong sense of nationalism
. Development of productive citizens who contribute to the building of a progressive, just and humane society
. Ensuring environmental sustainability
. Global partnership for development
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CONTEXT
PHILOSOPHICAL and LEGAL BASIS
•The 1987 Phil. Constitution• B.P. 232, Education Act of 1982
• R.A. 9155, Philippine Governance Act
• The 4 pillars of education (UNESCO)
• The vision-mission statement of DepED
• The EDCOM Report of 1991• BESRA
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NATURE OF THE LEARNER
•Has a body and spirit, intellect, free will, emotions, multiple intelligences, learning styles, culture.
•Constructor of knowledge and active maker of meaning not a passive recipient of information
NEEDS OF THE LEARNER
•Life skills• Self-actualization• Preparation for the world of work, entrepreneurship, higher education
CONTEXT
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NEEDS OF NATIONAL and GLOBAL COMMUNITY
•Poverty reduction and human development
•Strengthening the moral fiber of the Filipino people
•Development of a strong sense of nationalism
•Development of productive citizen who contributes to the building of a progressive, just and humane society
•Ensuring environment sustainability
• Global partnership for development
CONTEXT
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PHILOSOPHICAL and LEGAL BASES
. The 1987 Phil. Constitution. B.P. 232, Education Act of 1982. R.A. 9155, Governance of Basic EducationAct of 2001
. The 4 pillars of education ( UNESCO ). The vision- mission statements of DepEd. The EDCOM Report of 1991. Basic Education Sector Reform Agenda(BESRA)
NATURE OF THE LEARNER
. Has a body and spirit, intellect, free will,emotions, multiple intelligences, learning styles
. Constructor of knowledge and activemaker of meaning not a passive recipientof information
NEEDS OF THE LEARNER. Life skills. Self-actualization. Preparation for the world of the work,entrepreneurship, higher education
NEEDS OF NATIONALand GLOBAL COMMUNITY
. Poverty reduction and human development
. Strengthening the moral fiber of the Filipinopeople
. Development of a strong sense of nationalism
. Development of productive citizens who contribute to the building of a progressive, just and humane society
. Ensuring environmental sustainability
. Global partnership for development
CURRICULUM SUPPORT SYSTEM
FAMILY SUPPORTINTERNAL AND EXTERNAL STAKEHOLDERS’ SUPPORT
SOCIETAL SUPPORTPublic-Private Partnership
Media,GO,NGO
INSTRUCTIONAL SUPPORTTeachers’ CPD , Textbooks
and other IMs
ADMINISTRATIVE SUPPORTCO, RO, DO School
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CURRICULUM SUPPORT SYSTEM
FAMILY SUPPORTINTERNAL AND EXTERNAL STAKEHOLDERS’ SUPPORT
SOCIETAL SUPPORTPublic-Private Partnership
Media,GO,NGO
INSTRUCTIONAL SUPPORTTeachers’ CPD , Textbooks
and other IMs
ADMINISTRATIVE SUPPORTCO, RO, DO School
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CURRICULUM SUPPORT SYSTEM
FAMILY SUPPORT
INTERNAL AND EXTERNAL
STAKESHOLDERS’ SUPPORT
INSTRUCTIONAL SUPPORT
Teachers’ CPDTextbooks and
other I M s
SOCIETY SUPPORT
Public-Private Partnership
MediaGO, NGOs
ADMINISTRATIVE SUPPORT
CO, RO, DO, School
MONITORING and EVALUATION SYSTEM
FUNCTIONALLY LITERATE
and HOLISTICALL
Y DEVELOPED
FILIPINO
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CURRICULUM SUPPORT SYSTEM
FAMILY SUPPORTINTERNAL
AND EXTERNAL
STAKESHOLDERS’
SUPPORT
INSTRUCTIONAL
SUPPORT Teachers’
CPDTextbooks
and other I M s
SOCIETY SUPPORT
Public-Private Partnership
MediaGO, NGOs
ADMINISTRATIVE SUPPORT
CO, RO, DO, School
MONITORING and EVALUATION SYSTEM
FUNCTIONALLY LITERATE
and HOLISTICALL
Y DEVELOPED
FILIPINO
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Guiding Principles and Features of K-12 Curriculum
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K-12 CURRICULU
M
OutcomesStandardscompetency
basedComprehensiveSystematicM&E System
Learner-centered
Seamless
Developmentally appropriate
ConstructivistBalanced-
assessment
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K-12 CURRICULU
M
Inquiry-basedFlexible
Integrative
Inclusive
Lean but meaty
Decongested and enriched
Value-laden
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INCLUSION OF CO-CURRICULAR ACTIVITIES AND
COMMUNITY INVOLVEMENT
PROGRAM
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CORE CONTENT1.COMMUNICATION AND
LITERACIES
2. CRITICAL THINKING AND PROBLEM SOLVING
3. CREATIVITY AND INNOVATION
4. ETHICAL, MORAL and SPIRITUAL VALUES
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CORE CONTENT
5. LIFE and CAREER COMPETENCIES
6. DEVELOPMENT OF SELF AND SENSE OF COMMUNITY
7. NATIONAL and GLOBAL ORIENTEDNESS
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KNOWLEDGE and
UNDERSTANDINGESSENTIAL
SKILLSATTITUDES AND
VALUES
LEARNING DOMAINS
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• CONSTRUCTIVIST
• INQUIRY-BASED
• INTEGRATIVE• COLLABORATIVE
• REFLECTIVE
PEDAGOGICALAPPROACHES
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ASSESSMENT as LEARNING
ASSESSMENTofLEARNING
ASSESSMENTforLEARNING
BALANCE OF TRADITIONAL and AUTHENTIC ASSESSMENT
ASSESSMENT
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OUTCOMES-and STANDARDS-BASED, COMPREHENSIVE, SYSTEMATIC, and VALID MONITORING and EVALUATION SYSTEM SET IN PLACE AIMED AT IMPROVING THE QUALITY OF BASIC EDUCATION
MONITORING and EVALUATION SYSTEM
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PROPOSED ROADMAP FOR THE K-12 PHILIPPINE BASIC EDUCATION PROGRAM
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Grade Level
K 1 2 3 4 5 6 7 8 9 10 11 12
Curriculum Program
CoreLearning Area
Speciali-zation
Key StageOutcomes
General Academic Program
• Values Education• Physical health
& motor dev’t• Social &
emotional dev’t• Cognitive dev’t• Creative Arts• Language &
Readiness for Reading & Writing
• Language, Literacy & Communication
• Eng• Fil• Mat
h
• Sibika at Kultura
• MAPEH
• Science & Health
• English• Filipino• Mathematics• Science & Health• Heograpiya,
Kasaysayan at Sibika• MAPEH• EPP• EdukasyongPagpapakat
ao
• English• Science• Mathematics• Filipino• MAPEH• Social Studies• Values Education• TLE
• Aptitude test
Learning Domains
Development & mastery of complex knowledge & skills; dev’t of attitude & values
Exploratory stage of career paths/choices
Development of knowledge, skills, attitudes and values; mastery & application of basic skill
Consolidation of knowledge & skills; development of attitudes, values, aptitudes & interest
• Adv English
• Adv Science
• Adv Math• Adv Filipino• Contempor
ary Issues(includes work, ethic, business ethics, etc.)Special Program in:
- Arts- Sports- Journalism- Engineering Science Education Program
(ESEP)- Mother Tongue & foreign Languages- Technical-Vocational education - Agriculture/Fisheries - Arts & Trades
Consolidation of complex knowledge & skills; dev’t of attitude & values as a result of a strong liberal education. Adequate preparation for the world of work, entrepreneurship, middle level skills dev’t & higher education
NONENONENONE
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Grade Level
K 1 2 3 4 5 6 7 8 9 10 11 12
Curr. Program
General Academic Program
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Grade Level K 1 2 3C
ore
Learn
ing
A
rea
Learning Domains
• Values Education• Physical health & motor dev’t
• Social & emotional dev’t
• Cognitive dev’t• Creative Arts• Language & Readiness for Reading & Writing
• Language, Literacy & Communication
• MT• Englis
h• Filipin
o• Math
• Science & Health
• Sibika at Kultura• MAPEH
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Grade Level 4 5 6C
ore
Learn
ing
A
rea
• MT• English• Filipino• Mathematics• Science & Health• Heograpiya, Kasaysayan at Sibika
• MAPEH• EPP (TLE)• EdukasyongPagpapakatao
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Grade Level
7 8C
ore
Learn
ing
A
rea
• MT• English• Science• Mathematics• Filipino• MAPEH• Social Studies• Values Education• TLE
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Grade Level
7 8 9 10C
ore
Learn
ing
A
rea
• English• Science• Mathematics• Filipino• MAPEH• Social Studies• Values Education• TLE
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Grade Level
11 12C
ore
Learn
ing
A
rea
• English• Science• Math• Filipino• Contemporary Issues (includes work ethic, business ethics, etc.)
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Grade Level
7 8 9 10 11 12S
pecia
lizati
on
Exploratory stage of career paths/choices
Special Program in:- Arts- Sports- Journalism- Engineering Science Education Program (ESEP)
- Mother Tongue & foreign Languages
- Technical-Vocational education - Agriculture/Fisheries - Arts & Trades
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Alignment of curriculum to the business and industry needs (Key Employment Drivers for 2011-2020)
DOLE Project Job Fit 2020
vision
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Industry ProspectsGrowth of Philippine economy will be driven by:1. High-value foreign direct investment (FDI) led
agribusiness2. Infrastructure (roads and highways, logistics,
physical infrastructure projects3. Tourism (diving edge)4. Medical Tourism5. Retirement Estates (Subic, NCR, and cities of
Tagaytay, Cebu, and Dumaguete)
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Industry Prospects6. BPOs (35% annual growth, $13 billion in
revenues in 2010)7. Investment in ICT8. Real estate (BPOs investing in office space,
growth in domestic and international tourism0;
9. Shipbuilding (exports of ships to the US, Mexico, and Norway); and
10. Long term demand for OFWs
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Key Employment Generators (KEG)
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1. Agribusiness2. Cyberservices3. Health and Wellness4. Hotel, Restaurant and Tourism5. Mining6. construction7. Banking and finance8. Manufacturing9. Ownership Dwellings and Real Estate10. Transport and Logistics11. Wholesale and Retail Trade12. Overseas Employment
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Emerging Industries
•Renewable Energy•Power and Utilities•Diversified Farming and Fishing•Creative Industries
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Grade Level
K 1 2 3
Key S
tag
eO
utc
om
es
Development of knowledge, skills, attitudes and values; mastery & application of basic skill
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Grade Level
4 5 6K
ey S
tag
eO
utc
om
es Development & mastery
of complex knowledge & skills; dev’t of attitude & values
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Grade Level
7 8 9 10K
ey S
tag
eO
utc
om
es Consolidation of
knowledge, strategies, and skills; development of attitudes, values, aptitudes & interests
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Grade Level
11 12K
ey S
tag
eO
utc
om
es
Consolidation of complex knowledge & skills; dev’t of attitude & values as a result of a strong liberal education. Adequate preparation for the world of work, entrepreneurship, middle level skills dev’t & higher education
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EMPLOYMENT
ENTREPRENEURSHIP
HIGHER EDUCATION
MIDDLE LEVELSKILLS
DEVELOPEMENT
TH
E
LEA
RN
ER
COMMUNICATION & LITERACIES CRITICAL THINKING & PROBLEM SOLVING CREATIVITY
& INNOVATION
ETHICAL, MORAL, SPIRITUAL VALUES LIFE & CAREER COMPETENCIES
DEVELOPMENT OF SELF & SENSE OF COMMUNITY NATIONAL & GLOBAL
ORIENTEDNESS
Grade Level
K 1 2 3 4 5 6 7 8 9 10 11 12
Curriculum Program
CoreLearning Areas
Speciali-zation
Key StageOutcomes
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Current Curricular Innovations included in the K-12 BEP
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1. Thematic Approach in Kindergarten• Domains: Values Education, Physical
Health and Motor Development, Social and Emotional Development, Cognitive Development, Creative Arts, Language and Readiness for Reading and Writing & Language, Literacy and Communication
• Themes: Myself, My Family, My School, My Community & More things Around Us
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2. Mother tongue-Based Multilingual Education
• Mother tongue taught as learning area and used as language of instruction from Kindergarten to Grade 3
• Bridging or transition to Filipino and English as language of instruction introduced in Grade 3
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3. Madrasah Curriculum: ALIVE
• Curriculum for Muslim learners• ALIVE- Arabic language and
Islamic values education as subjects to be taught in the elementary and secondary levels
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4. Strengthened Technical-Vocational Education
• Competency-based curriculum• Specialization of technical skills
in Grades 11 & 12• Certification of competency
level will be given to students in coordination with TESDA
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HS LanguageArts
Math Science Makabayan Filipino English and Other Foreign Languages
Grade VI LanguageArts
Math Science Makabayan Filipino English
Grade V LanguageArts
Math Science Makabayan Filipino English
Grade IV LanguageArts (M.T.)
Math Science Makabayan Filipino English
Math Science Makabayan Filipino English
Grade III Mother Tongue Language, Reading, Writing, Math Sibika, Science
Filipino EnglishLSRW
FilipinoLSRW
Grade II Mother Tongue Language, Reading, Writing, Math Sibika, Science
FilipinoLSRW
Oral English
Grade I Mother Tongue Language, Reading, Writing, Math Sibika, Science
Oral Filipino
Oral English
Kindergarten Mother Tongue all subjects
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School Year Elementary Secondary
2011-2012 Kinder
2012-2013 Curriculum Enhancement Grade 1
Curriculum, EnhancementJunior High SchoolGrade 7
2013-2014 Grade 2 Grade 8
2014-2015 Grade 3 Grade9
2015-2016 Grade 4 Grade10
2016-2017 Grade 5 Senior HS/grade 11
2017-2018 Grade 6 Grade HS/grade 12
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K-12Basic Education Program
The K-12 program will respond to the need of developing the country’s competitiveness. The challenges of ASEAN 2015, particularly the opening up of the ASEAN economic community by 2015, puts much pressure to our county. Thus there’s a need to ensure that our graduates in basic education have skills and competencies that will allow them to be at par with the global standards.
The K-12 Program and the Need to Develop Philippine competitiveness
Ester B. Ogena, Ph.D.
PresidentPhilippine Normal
University
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K-12Basic Education Program
We need to prepare our youth so that they will have an equal chance to be employed in a more open single economic community. ASEAN is expected, in the very near future, to openly hire people within the region that have the capacity to respond to job challenges. Of course, we don’t want our graduates to have a slim chance of being hired by big companies even in our own country. We also want them to have the ability to participate in knowledge and wealth creation both for themselves and the Philippines.
The K-12 Program and the Need to Develop Philippine competitiveness
Ester B. Ogena, Ph.D.
PresidentPhilippine Normal
University
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ISSUES/CONCERNS1. Expanding Spiral Progression
Approach vs. Discipline-Based Approached in K to 12
2. Competencies demanded of teachers for effective implementation of Kto12 especially in Grades 11-12 (Pre-service and In-service Education)
3. Role of LGUs, parents, business and industry and community stakeholders in the implementation of K to 12
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4. Preparedness of DepEd K to 12 BEP implementors (teachers, school heads, supervisors, IMC…)
5. Technical Education and/or Technology and Vocational Education
6. The alternative delivery modes in K to12 implementation
7. Transition period in the MTBMLE progression program
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8. MT proficiency of teachers in the MTBMLE program
9. MTBMLE teacher training: what do teachers need to know to do their job well?
10. Preparation of learning materials from K-311. Literary and informational texts in K to 12:
Need for Balance?12. Utilization of adapted current learning
materials for efficient use of resources13. The kindergarten education and teacher
education curriculum (domains of learning)
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14. Tailoring co-curricular activities and community involvement program to student and community needs
15. Assessment for and of learning based on standards
16. Attitudes of teachers towards K-12
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If education could be the only best option to secure the future of our youth, all of us are here to support this option.
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MARAMING SALAMAT PO!