K to 12 Curriculum and Assessment Updates - Mam Edna Dumaog Topic.pdf

7/26/2019 K to 12 Curriculum and Assessment Updates - Mam Edna Dumaog Topic.pdf

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The K to 12 Curriculum


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The K to 12 Basic Education

Curriculum Framework


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DEPARTMENT OF EDUCATION

CONTEXT

PHILOSOPHICAL

& LEGAL BASES RA 10533 Enhanced Basic

Education Act of 2013

Kindergarten Act

The 1987 Phil. Constitution BP 232, Education Act of 1982

RA 9155, Governance of Basic

Education Act of 2001

The vision, mission statements of

DepEd

SOUTELE, 1976

The EDCOM Report of 1991

Basic Education Sector Reform

Agenda (BESRA)

The four pillars of education

(UNESCO)

NATURE OF

THE LEARNER Has a body and spirit, intellect, free

will, emotions, multiple intelligence,

learning styles

Constructor of knowledge andactive maker of meaning, not a

passive recipient of information

NEEDS OFTHE LEARNER

Life skills

Self-actualization

Preparation for the world of the

work, entrepreneurship, higher

education

NEEDS OF NATIONAL &

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 citizens

who contribute to the building of a

progressive, just, and humane

society

Ensuring environmental sustainability

Global partnership for development

The K to 12 Philippine Basic EducationCurriculum Framework


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SKILLS

Information, Media, and Technology Skills

Learning and Innovation Skills

Communication SkillsLife and Career Skills

LEARNING AREAS

Language

Technology and Livelihood Education (TLE)

Mathematics and ScienceArts and Humanities

Materials,

Facilities, and

Equipment

ICT

EnvironmentAssessment

School

Leadership

andManagement

Schools

Divisions

TechnicalAssistance

Community-

Industry

Relevance

and

Partnerships

Teachers

The K to 12 Philippine Basic EducationCurriculum Framework


Monitoring and Evaluation System

Curriculum Support System

Being and Becoming a Whole Person

Holistically Developed Filipino with 21stCentury Skills


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Curriculum Exits



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Curriculum Outcomes

PQF


KeyStage

Outcomes

G3 G6 G10 G12

Content and Performance

STANDARDS

LEARNING

COMPETENCIES

LEARNING RESOURCESTeachers Guides and Learners Materials

Learning Areas / Grade LevelOutcomes / Standards


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The K to 12 Basic Education

Program


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Academic

Track

Technical

Vocational

Livelihood

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

Applied Track Subjects

oGeneral

AcademicStrand

oSTEM

oABM

oHUMSS

o Home

Economics

o Agri-Fishery

o Industrial

Arts

o ICT

Tracks


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Features of the K to 12 Curriculum


learner-centered,

inclusive, and research-

based

culture-responsive and

culture-sensitive,

integrative and

contextualized, relevantand responsive

standards- and

competence-based,

seamless, decongested

flexible, ICT-based,

and global


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21stCentury Skills


1.Visual and

information

literacies

2.Media literacy

3.Basic, scientific,

economic and

technological

literacies and

multiculturalliteracy

4.Global awareness

1.Creativity and

curiosity

2.Critical thinking

problem solving

skills

3.Risk taking

Collaboration and

interpersonal skills

1.Flexibility andadaptability

2. Initiative and self-direction

3.Social and cross-cultural skills

4.Productivity andaccountability

5. Leadership and

responsibility6.Ethical, moral and

spiritual values


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Learning and

Innovation Skills

English(Philippine Literature)

The learner transfers learningby: resolving conflicts presented

in literary selections; usingtools and mechanisms inlocating library resources;

extracting information andnoting details from texts towrite a prcis, summary, or

paraphrase; distinguishingbetween and using literal and

figurative language and verbaland non-verbal cues; usephrases, clauses, and sentencesmeaningfully and appropriately.

Filipino (Ibong Adarna)Naisasagawa ng mag-aaral angmalikhaing pagtatanghal ngilang saknong ng koridong

naglalarawan ng mgapagpapahalagang Pilipino.

MathNumbers and Number Sense

The learner is able to formulatechallenging situations involvingsets and real numbers and

solve these in a variety ofstrategies.

Statistics and ProbabilityThe learner is able to collectand organize data

systematically and compute

accurately measures of centraltendency and variability andapply these appropriately indata analysis and interpretationin different fields.

ScienceThe learner investigates the

properties of mixtures of

varying concentrations usingavailable materials in the

community for specific

purposes.

AP (Sinaunang Kabihasnan

sa Asya)Naisasagawa ng mag-aaral ang

kritikal na nakapagsusuri samga kaisipang Asyano,pilosopiya at relihiyon na

nagbigay-daan sa paghubog ngsinaunang kabihasnan sa Asya

at sa pagbuo ng pagkakilanlangAsyano

PE (Training Guidelines,

FITT Principles)

The learner designs an

individualized exercise

program to achieve personal

fitness.

Health (Injury, Prevention,Safety and First Aid)

The learner consistently

demonstrates resilience,vigilance and proactivebehaviors to prevent intentional

injuries.

TLEPersonal EntrepreneurialCompetencies (PECS) acrossAF, IA, HE and ICT

Grade 7

EsPNaisasagawa ng mag-aaral ang

paglalapat ng wastong paraanupang itama ang mga maling

pasiya o kilos bilang kabataanbatay sa tamang konsiyensiya.


Music

(Music of Cordillera, Mindoro,Palawan, and the Visayas)

The learner improvises simplerhythmic/melodic

accompaniments to selectedmusic from the Cordillera,Mindoro, Palawan and of the

Visayas.

Arts (Festivals and Theatrical

Forms)The learner creates appropriatefestival attire with accessoriesbased on authentic festival

costumes.


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Working with CHED to:

1. Ensure alignment of Core and Contextualized Subjects to the

College Readiness Standards (CRS)* and new General

Education (GE)** Curriculum

2. Develop appropriate Specialization Subjects for the Academic,

Sports, and Arts and Design Tracks

Process:

CHED Technical Panel/Committee members take part in content

and skills review for the development, refinement, and finalizationof the SHS Curriculum Guides

Ensuring College Readiness


*CEB Resolution No. 298-2011

**CHED Memorandum Order No. 20, s. 2013

Strengthening TVET Integration in


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Working with TESDA to:

1. Integrate TVET skills, competencies, and qualifications in TLE in JHS andTechnical-Vocational-Livelihood (TVL) track in SHS

2. Ensure that any Grade 10 finisher and all Grade 12 TVL graduates areeligible for TESDA competency/qualifications assessments (i.e. COC, NC I,or NC II)

3. Prepare learning resources that are consistent with promulgated Training

Regulations4. Develop appropriate INSET and certification programs for TLE teachers

Process:

1. TESDA representatives take part in Curriculum Guides development,refinement, and finalization for TLE and the TVL track

2. TESDA representatives assist in crafting of TLE learning resouces

3. TESDA representatives assist in development of summer ToT and masstraining program for TLE teachers

Strengthening TVET Integration in

Secondary Education



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DepEd and TESDA agreed on common competencies to be

embedded in the TLE and Technical-Vocational LivelihoodCurriculum for Grades 7 to 12.

1. Use of Tools

2. Perform Mensuration and Calculation

3. Practice Occupational Health and Safety Proecdures4. Use and Maintain Hand Tools, Equipment and Paraphernalia

5. Read and Interpret Manuals/Specifications

Other common competencies:1. Personal Entrepreneurial Competencies

2. Environment and Market

TLE and TVL Common Competencies



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K to 12 Curriculum

Development Process


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Curriculum Guide Writing Workshops wereheld which were attended by the following:

Bureau Focal Person

Field Person

External Reviewer

Internal Reviewer

Encoder

Who helped make the Curriculum Guide?Who helped make the Curriculum Guide

Bureau Focal Person

Field Person

Internal and External Reviewer

CHED Technical Panel Member / TESDA Crafters

Encoder


Who helped make the Curriculum Guide?


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Who helped make the Curriculum Guide?


1. Ateneo de Manila High School

2. Ateneo de Manila University

3. Ballet Philippines

4. Cavite State University

5. Central Bicol State University

6. Centro Escolar University

7. CHED

8. Cultural Center of the Philippines

9. Davao Wisdom Academy

10. De La Salle University -

Dasmarias

11. De La Salle-College of St. Benilde

12. De La Salle UniversityManila

13. Don Bosco School

14. Foundation for Information

Technology Education and

Development

15. International Training for Pig

Husbandry

16. Jose Rizal University

17. La Consolacion College Manila

18. Lets GO Foundation

19. Lyceum of the Philippines

20. Mariano Marcos State University

21. Miriam College

22. National Commission for Culture

and the Arts

23. National Historical Commission

24. Palawan State University

25. Philippine Center for Post-Harvest

Development and Mechanization

26. Philippine Educational Theater

Association

27. Philippine High School for the Arts

28. Philippine National Historical

Society

29. Philippine Normal University

30. Philippine Science High School

31. Philippine Society for Music

Education

32. Queen of Heart Academy Cavite

33. Raya School

34. San Beda College

35. St. Marys University Nueva

Vizcaya

36. St. Paul University Manila

37. Technological University of the

Philippines

38. TESDA

39. University of Asia and the Pacific

40. University of Santo Tomas

41. University of the East

42. UP Diliman

43. UP Integrated School

44. UP Los Baos

45. UP Manila

46. UP NISMED

47. UP Open University

48. USAID

49. Xavier School


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The Curriculum Guide Process


1. Content and Skills Review

Draft 1

Comments

Draft 2

Final Curriculum

Guide

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

h l d


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2. Language Review

The Curriculum Guide Process

3. Copy and Proofreading

Select language editors

Send Curriculum Guides to selected language editors

Encoders key in revisions


C di S


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Coding of Learning Competencies of the Curriculum

Guide per Learning Area.

Ensure continuity of curriculum across stages

See the interlacing connections and integration

across grade levels and learning areas Decongest the curriculum

Identify the competencies without learning materials

and create materials for them


Coding System

C di L d


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LEGEND SAMPLE

First Entry

Learning Area and Strand/

Subject or SpecializationHealth

H9

Grade Level Grade 9

Uppercase Letter/sDomain/Content/

Component/ Topic

Prevention of Substance Use and

AbuseS

-

Roman Numeral

*Zero if no specific

quarter

Quarter Fourth Quarter IV

Lowercase Letter/s*Put a hyphen (-) in between

letters to indicate morethan a specific week

Week Week seven to eight g-h

-

Arabic Number Competency

Suggests healthy alternatives to

cigarettes and alcohol to promote

healthy lifestyle (self, family, community)

34

Sample: H9S-IVg-h-34

Coding Legend

H ti f D Ed L i R


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Identifying, collating andcollecting Instructional

Materials that are

DepEd-owned.

BEAM, PROBE, STRIVE

ESA, TEEP, ALS

eEskwela, Open HS, etc.


Harvesting of DepEd Learning Resources

Sample Curriculum Guide


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Sample Curriculum Guide

K t 12 C i l G id


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K to 12 Curriculum Guides


Download them at:

http://www.deped.gov.ph/k-to-12/About/curriculum-guides


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The Senior High School (SHS)

Curriculum

Senior High School Curriculum


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Senior High School Curriculum


*The Academic track includes four (4) strands: Accountancy, Business and Management (ABM); General Academic;

Humanities and Social Science (HUMSS); and Science, Technology, Engineering and Mathematics (STEM).

The Proposed Grades 11 and 12 will have 31


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p

80-hour subjects, totalling 2,480 hours.

15CoreSubjects

16TrackSubjects

7Applied Track

Subjects

9Specialized Track

Subjects

31 TOTAL SUBJECTS

Each subject will have 80 hours per semester

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


Senior High School Subjects


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CoreSubjects

AppliedTrack Subjects

Specialized

Track Subjects


samecompetencies

samecompetencies

different

competencies

samecontent

differentcontent

different

content

Senior High School Subjects

Senior High School Core Subjects


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Core Learning Areas and Subjectshours per

semester

Language

Oral Communication 80

Reading & Writing 80

Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino 80

Pagbasa at Pagsusuri ng IbatIbang Teksto Tungo sa Pananaliksik 80

Humanities21stCentury Literature from the Philippines and the World 80

Contemporary Philippine Arts from the Regions 80

Communication Media & Information Literacy 80

MathematicsGeneral Mathematics 80

Statistics & Probability 80

ScienceEarth and Life Science (Lecture and Laboratory) 80

Physical Science (Lecture and Laboratory) 80

Social SciencePersonal Development / Pansariling Kaunlaran 80

Understanding Culture, Society and Politics 80

Philosophy Introduction to the Philosophy of the Human Person / Pambungad sa Pilosopiya ng Tao 80

PE and Health Physical Education and Health 20CORE 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) = average hours/day 6.2




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Academic, Technical-Vocational-Livelihood,

Sports, Arts & Design Tracks

1 English for Academic and Professional Purposes

2 Practical Research 1

3 Practical Research 2

4 Filipino sa Piling Larang (Akademik, Isports, Sining at Tech-Voc)

5 Empowerment Technologies (for the Strand)

6 Entrepreneurship

7 Inquiries, Investigations and Immersion

Academic Track


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Specialized Subjects

Accountancy, Business and Management Strand

8 ABM Strand 1 Applied Economics

9 ABM Strand 2 Business Ethics and Social Responsibility

10 ABM Strand 3 Fundamentals of Accountancy, Business and Management 1

11 ABM Strand 4 Fundamentals of Accountancy, Business and Management 2

12 ABM Strand 5 Business Math

13 ABM Strand 6 Business Finance

14 ABM Strand 7 Organization and Management

15 ABM Strand 8 Principles of Marketing

16 ABM Strand 9Work Immersion/Research/Career Advocacy/Culminating Activity

i.e. Business Enterprise Simulation





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for the STEM Strand


Core Learning Areas and Subjectshours per

semester

Language

Oral Communication 80

Reading & Writing 80

Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino 80

Pagbasa at Pagsusuri ng IbatIbang Teksto Tungo sa Pananaliksik 80

Humanities21stCentury Literature from the Philippines and the World 80

Contemporary Philippine Arts from the Regions 80

Communication Media & Information Literacy 80

Mathematics

General Mathematics 80

Statistics & Probability 80

ScienceEarth Science 80

Disaster Readiness and Risk Reduction 80

Social SciencePersonal Development / Pansariling Kaunlaran 80

Understanding Culture, Society and Politics 80

Philosophy Introduction to Philosophy of the Human Person / Pambungad sa Pilosopiya ng Tao 80

PE and Health Physical Education and Health 20

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) = average hours/day 6.2


Academic TrackS i li d S bj t


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Science, Technology, Engineering and Mathematics Strand

8 STEM Strand 1 Pre-Calculus

9 STEM Strand 2 Basic Calculus

10 STEM Strand 3 General Biology 1

11 STEM Strand 4 General Biology 2

12 STEM Strand 5 General Physics 1

13 STEM Strand 6 General Physics 2

14 STEM Strand 7 General Chemistry 1

15 STEM Strand 8 General Chemistry 2

16 STEM Strand 9 Work Immersion/Research/Career Advocacy/Culminating Activity



Academic Track


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Humanities and Social Sciences Strand

8 HUMSS Strand 1 Creative Writing /Malikhaing Pagsulat

9 HUMSS Strand 2 Creative Nonfiction

10 HUMSS Strand 3 Introduction to World Religions and Belief Systems

11 HUMSS Strand 4 Trends, Networks and Critical Thinking in the 21st Century

12 HUMSS Strand 5 Philippine Politics and Governance

13 HUMSS Strand 6 Community Engagement, Solidarity, and Citizenship

14 HUMSS Strand 7 Disciplines and Ideas in the Social Sciences

15 HUMSS Strand 8 Disciplines and Ideas in the Applied Social Sciences

16 HUMSS Strand 9 Work Immersion/Research/Career Advocacy/Culminating Activity



Academic TrackS i li d S bj


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General Academic Strand

8 Strand 1 Humanities 1

9 Strand 2 Humanities 2

10 Strand 3 Social Science 1

11 Strand 4 Applied Economics

12 Strand 5 Organization and Management

13 Strand 6 Disaster Readiness and Risk Reduction

14 Strand 7 Elective 1 (from any Track/Strand)

15 Strand 8 Elective 2 (from any Track/Strand)

16 Strand 9 Work Immersion/Research/Career Advocacy/Culminating Activity



Sports TrackS i li d S bj t


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Sports Track

8 Sports Track 1 Safety and First Aid

9 Sports Track 2 Human Movement

10 Sports Track 3 Fundamentals of Coaching

11 Sports Track 4 Sports Officiating and Activity Management

12 Sports Track 5 Fitness, Sports and Recreation Leadership

13 Sports Track 6 Psychosocial Aspects of Sports and Exercise

14 Sports Track 7 Fitness Testing and Exercise Programming

15 Sports Track 8 Practicum (in-campus)

16 Sports Track 9 Work Immersion/Research/Career Advocacy/Culminating Activity

Arts and Design TrackS i li d S bj t


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Each subject will have 80 hours per semester except Apprenticeship and

Exploration of Different Arts Fields which will have 160 hours


Arts and Design Track

8 Arts Track 1 Creative Industries I: Arts and Design Appreciation and Production

9 Arts Track 2 Creative Industries II: Performing Arts

10 Arts Track 3 Physical and Personal Development in the Arts

11 Arts Track 4 Developing Filipino Identity in the Arts

12 Arts Track 5 Integrating the Elements and Principles of Organization in the Arts

13 Arts Track 6 Leadership and Management in Different Arts Fields

14 Arts Track 7Immersion and Exploration of Different Arts Fields

15 Arts Track 8

16 Arts Track 9 Work Immersion/Research/Career Advocacy/Culminating ActivityExhibit for Arts Production/ Performing Arts Production

Technical-Vocational-Livelihood TrackTESDA Training Regulations Based Specializations


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TESDA Training Regulations-Based Specializations

HE ICT Agri-Fishery Arts Industrial Arts

1. Beauty/Nail Care

2. Wellness Massage

3. Dressmaking

4. Front Office Services

5. Travel Services

6. Cookery

7. Household Services

8. Hairdressing

9. Tailoring

10.Caregiving

11.Food and Beverage Services12.Bread and Pastry Production

13.Housekeeping

14.Tour Guiding Services

15.Tourism Promotion Services

16.Attractions and Theme Parks

Tourism

17.Handicraft (Needlecraft)18.Handicraft (Fashion

Accessories and Paper Craft)

19.Handicraft (Woodcraft)

20.Handicraft (Leathercraft)

1. Computer

Hardware

Servicing

2. Illustration

3. Technical Drafting

4. Contact Center

Services

5. Computer

Programming

6. Medical

Transcription7. Animation

AGRICROP PRODUCTION

1. Crop Production

2. Horticulture

3. Landscape Installation and

Maintenance

4. Organic Agriculture Production

5. Pest Management

6. Rice Machinery Operation

1. Masonry

2. Automotive Servicing

3. Refrigeration and Air-

Conditioning

4. Consumer Electronics

Servicing

5. Electrical Installation

and Maintenance

6. Shielded Metal-Arc

Welding

7. Carpentry8. Plumbing (NC I)

9. Plumbing (NC II)

10.Tile Setting

ANIMAL PRODUCTION

1. Animal Production

2. Artifical Insemmination3. Raising Large Ruminants (Dairy

Cattle and Buffaloes)

4. Raising Swine

5. Slaughtering

FISH PRODUCTION

1. Aquaculture

2. Food (Fish) Processing3. Fish Nursery Operation

4. Fish or Shrimp Grow Out Operation

5. Fishport/Wharf Operation


Each subject wil

have 80 hours

per semester.

ec n ca - oca ona - ve oo rac29 New Specializations with Curriculum Guides


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pTESDA Training Regulations-Based Specializations


Each subject wi

have 80 hours

per semester.


1. Fashion Design (NC III)

2. Hairdressing (NC III)

3. Barbering (NC II)

4. Bartending (NC II)5. Commercial Cooking (NC

III)

6. Event Management

Services (NC III)

1. Broadband Installation

(Fixed Wireless Systems)

(NC II)

2. Telecom OSP and

Subscriber Line Installation

(Copper Cable/POTS and

DSL) (NC II)

3. Telecom OSP Installation

(Fiber Optic Cable) (NC II)

1. Fishing Gear Repair and

Maintenance (NC III)

2. Agricultural Crop

Production (NC III)3. Horticulture (NC III)

4. Animal Health Care

Management (NC III)

5. Rubber Production (NC I)

6. Rubber Processing (NC

II)

7. Fish Products Packaging

(NC II)

1. Automotive Servicing (NC

II)

2. Motorcycle/Small Engine

Servicing (NC II)

3. Driving (NC II)

4. Construction Painting (NC

II)

5. Carpentry (NC III)

6. Instrumentation and Contr

Servicing (NC II)

7. Mechatronics Servicing (N

II)

8. Machining (NC II)

9. Gas Metal Arc Welding

(GMAW) (NC II)

10.Gas Tungsten Arc Welding

(GTAW) (NC II)

11.RAC (PACU/CRE)

Servicing (NC II)

12.Electric Power Distribution

Line Construction (NC II)

Each subject will

have 80 hours

per semester.

Curriculum Flexibilities


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For core subjects 2 substitutions

For an existing strand and only

for specialized subjects(different content, different

competencies)

3 substitutions

For a new strand 9 new specialized subjects or a

combination of new and existing subjects

for other strands

Number of hours per subject 1. constitutes total number of hours

spent on the course for the semester

2. may be a combination of lecture and

laboratory, field work, project work,

etc.

WorkImmersion/Research/Career

Advocacy/Culminating Activity

1. May be scheduled in coordination withindustry partners

2. May be a combination of activities

3. Must be clearly structured


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Technical-Vocational

Livelihood Track

Scheduling of Subjects

Technical-Vocational-Livelihood Track (Table 1) and

TESDA Training Regulations-Based Specializations* (Table 2)


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TESDA Training Regulations Based Specializations (Table 2)


1. Beauty/Nail Care

2. Wellness Massage

3. Dressmaking

4. Front Office Services

5. Travel Services

6. Cookery

7. Household Services

8. Hairdressing

9. Tailoring

10. Caregiving

11. Food and Beverage

Services

12. Bread and PastryProduction

13. Housekeeping

14. Tour Guiding Services

15. Tourism Promotion

Services

16. Attractions and Theme

Parks Tourism

17. Handicraft (Needlecraft)

18. Handicraft (Fashion

Accessories and PaperCraft)

19. Handicraft (Woodcraft)

20. Handicraft

(Leathercraft)

1. Computer

Hardware

Servicing

2. Illustration

3. Technical

Drafting

4. Contact

Center

Services

5. Computer

Programming

6. Medical

Transcription

7. Animation

AGRICROP PRODUCTION

1. Crop Production

2. Horticulture

3. Landscape Installation and

Maintenance

4. Organic Agriculture

Production

5. Pest Management

6. Rice Machinery Operation

1. Masonry

2. Automotive

Servicing

3. Refrigeration and

Air-Conditioning

4. Consumer

Electronics

Servicing5. Electrical

Installation and

Maintenance

6. Shielded Metal-

Arc Welding

7. Carpentry

8. Plumbing (NC I)

9. Plumbing (NC II)

10. Tile Setting

ANIMAL PRODUCTION

1. Animal Production

2. Artifical Insemmination

3. Raising Large Ruminants

(Dairy Cattle and Buffaloes)

4. Raising Swine

5. Slaughtering

FISH PRODUCTION

1. Aquaculture

2. Food (Fish) Processing3. Fish Nursery Operation

4. Fish or Shrimp Grow Out

Operation

5. Fishport/Wharf Operation

Table 1. Tech-Voc Track Table 2. TESDA Training Regulations-Based Specializations

TVL Track Subjects

Subjects Example

8 Tech-Voc Track 1 Bread andPastry

Production9 Tech-Voc Track 2

Food and

Beverage

Services

10 Tech-Voc Track 3

11 Tech-Voc Track 4

12 Tech-Voc Track 5 Tour Guiding

Services13 Tech-Voc Track 6

14 Tech-Voc Track 7 Tourism

Promotion

Services15 Tech-Voc Track 8

Work Immersion16 Tech-Voc Track 9


Each subject will have 80 hours

per semester.

*Aligned with Technology and

Livelihood Education (TLE) in Grades 7

to 10.

Sample Information Communication andTechnology (ICT) Curriculum Map


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Technology (ICT) Curriculum Map


Sample Agri-Fishery Arts Curriculum Map


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Sample Industrial Arts Curriculum Map


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Sample Home Economics Curriculum Map


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Assessment Framework

Updates


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CURRICULUM EXITS AND CORRESPONDING ASSESSMENTS

1. Exit Assessment

from Basic

Education2. Program Specific

Assessments

1. National

Certificate

2. EntryAssessment for

Work Skills

Entry Assessment for

Work Skills National Certificate

48

ECCD Kinder to Grade 6

Regular Elementary

Grades 7 to 10

Regular JHS Programs

Grades 11 and 12

GAS SHS

Beyond DepEd

Higher

PROGRAMS and PATHWAYS


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ECCD Programs

?

ECCD Early

Assessment

and

Intervention

Programs

Hospital/

Institutional

Care/ Home Care

Programs

g y

Programs

Multigrade

Elementary

Program

IntegratedPrograms

Basic Literacy

Programs

Informal Education

Programs

A & E Elementary

Assessment

and

Intervention

Programs

Hospital/

Institutional

Care/ Home Care

Programs

g g

Special Programs for

JHS

Science High School

Programs

Tech-Voc JHS Programs

Integrated Programs

Basic Literacy

Programs

Informal Education

Programs

A & E JHS

Assessment

and

Intervention

Programs

Hospital/

Institutional

Care/ Home Care

Programs

GAS SHS

HUMSS SHS

ABM SHS

STEM SHS

Sports SHS

Arts and Design SHSTVL SHS

?

Hospital/

Institutional

Care/Home Care

Programs

Assessment

and

Intervention

Programs

FORMAL

NON-FORMAL

SPED

CARE

Higher

Education

Middle Skills

Development

Work

Continuing

Education

Assessment and

Intervention

Programs

Care

49

Grades 7 to 10

Regular JHS

Grades 11 and 12

GAS SHS

Beyond DepEd

High

ASSESSMENTS

EntryECCD Kinder to Grade 6

Regular

MLE-Based

AEntry


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FORMAL

NON-FORMAL

SPED

CARE

JHS with

Special Programs

Science

High Schools

Tech-Voc JHS

Integrated Programs

Basic Literacy

Programs

Informal Education

Programs

A & E JHS

Assessment

and

Intervention

Programs

Hospital/

Institutional Care/

Home Care

Programs

GAS SHS

HUMSS SHS

ABM SHS

STEM SHS

Sports SHS

Arts and DesignSHS

TVL SHS

?

Assessment

and

Intervention Programs

Hospital/ Institutional

Care/ Home Care

Programs

High

Educatio

Middle Skills Developme

Wo

Continuin

Educatio

InterestAssessment

Hiring processes fo

work readiness

System

Evaluation

System

Evaluation

y

Requirements

for Senior High

School Tracks/

Strands

ECCD

Programs

?

ECCD Early

Assessment

and


Hospital/ InstitutionalCare/ Home Care

Programs

Regular

Elementary

Programs

Multigrade Elementary

Program

Integrated

Programs

Basic Literacy Programs

Informal Education

Programs

A & E Elementary

Assessment

and


Hospital/ Institutional

Care/ Home Care

Programs

School

Entry

Assessments

System Evaluation

Assessment

(Grade 3)

ElementaryExitAssessment

Requirements

for Special

Programs

ExitAssessmentfromBasicEducation

NationalCertificateAssessments

(where

applicable)

Program Specific

Assessments

Admissions to

Higher Education

Entry Assessment

for Work Skills

50

CREDENTIALS/CERTIFICATIONS


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CREDENTIALS/CERTIFICATIONS

at the end of Grade 6 = Elementary Certificate

at the end of Grade 10 = Junior High School Certificate

at the end of Grade 12 =

Senior High School Certificate

(with specializations, if

applicable)

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STUDENT LEARNING ASSESSMENT: Universal Sampling


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STUDENT LEARNING ASSESSMENT: Universal Sampling

K to 3 Early Language and Literacy Assessment

4 to 6 Elementary Exit Assessment

7 to 12

Career Assessment at Grade 9

Secondary Exit Assessment: Core Curriculum

52

ESSENTIAL SKILLS


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ASSESSMENT(Formal andAlternative Learning System)

ESSENTIAL SKILLS

CURRICULUM(Formal andAlternative Learning System)

Essential Skills connect curriculum and assessment in both Formal and Alternative

Learning Systems.

53

ASSESSMENT CUBE


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Information, Media and Technology Skills


Communication Skills

Life and Career Skills

Information, Media and Technology SkillsLearning and Innovation Skills









Life and Career Skills54

ASSESSMENT CUBE


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Math Communication Skills K to 6

1. Representing numbers using models, diagrams and symbols

2. Representing operations using models, diagrams and symbols

3. Displaying data

4. Interpreting

5. Giving descriptive information

6. Making connections

7. Communicating results55

ASSESSMENT CUBE


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Math Communication Skills Grades 7 to 121. Representing and communicating

2. Visualizing and modeling

3. Applying and connecting

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SYSTEM ASSESSMENT: Stratified Random Sampling


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SYSTEM ASSESSMENT: Stratified Random Sampling

System Evaluation

External (InternationalAssessment for Benchmarking)

Programme for International StudentAssessment (PISA)

Trends in International Mathematicsand Science Study (TIMMS)

Progress in International ReadingLiteracy Study (PIRLS)

Others

Internal (National-based)

end of Grade 3

end of Grade 6

end of Grade 10

end of Grade 12

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Updates on Senior High School

Implementation Planning

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Workshop Clusters and Schedules


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Cluster Region Date Venue

1 III, IV-A, NCR Sept. 10-12 Bacolor, Pampanga

2 VI, VII, VIII Oct. 8-10 Lahug, Cebu

3 V, X, XI, XII Oct. 22-24 Makiling, Laguna

4 I, II, IV-B, CAR Nov. 5-7 Alfonso, Cavite

5 IX, CARAGA Nov. 19-21 Tanza, Cavite

6 ARMM January 7-9 Zamboanga City


Workshop Composition


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Regional Officeo Regional Director

o Assistant Regional Director

o Planning Officer

o

SHS Coordinatoro Physical Facilities Coordinator

Schools Division Office

o Schools Division Superintendent

o SDO Planning Officero SHS Coordinator

60DEPARTMENT OF EDUCATION

Summary for Seventeen Regions

Summary for 17 Regions


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No. of DepEd Schools Division Offices 217

Total No. of Junior High Schools 7,914Sum of Two Cohorts (for SY 2016-2017 and SY 2017-

2018)3,194,021

No. of Proposed Current DepEd High Schools to Offer

SHS (after planning workshop)5,020

No. of Proposed DepEd Stand-Alone SHS 196

No. of students to be absorbed by DepEd SHS 2,242,169 (70.2%)

No. of SHS Classrooms Needed 56,055

No. of SHS Teachers Needed 84,083


National Program Distribution


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# of schools # of student slots

Academic Track 4,191 1,135,485

STEM 1,023 194,194

ABM 1,316 211,895

HUMSS 1,232 171,241GAS 3,597 558,155

TVL 4,253 1,043,075

Arts and Design 209 31,716

Sports 186 31,893



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Maraming Salamat!

K to 12 Curriculum and Assessment Updates - Mam Edna Dumaog Topic.pdf

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