Curriculum models (Philippines' Curriculum Models)

Public School Curriculum Philippines’ Public School Curriculum Model

Adora A. Barnachea CE 217 – Graduate Program, Miriam College

Sept. 20, 2013

Ma. Carmen R. Gaerlan, Ed.D Professor

*  DepEd _______________________________________ *  BEC _________________________________________ *  NESC ________________________________________ *  NSEC ________________________________________ *  PELC ________________________________________ *  PSLC ________________________________________ *  DECS ________________________________________ *  RBEC ________________________________________

Pre-‐assessment (How Familiar Are You?)

Department of Education

Basic Education Curriculum

New Elementary School Curriculum

New Secondary Education Curriculum

Philippine Elementary Learning Competencies

Philippine Secondary Learning Competencies

Dept. of Education, Culture & Sports

Revised Basic Education Curriculum

*  National Elementary School Curriculum (1984 – 2002) *  New Secondary Education Curriculum (1991 – 2002) *  Revised Basic Education Curriculum 2002 (RBEC 2002) *  Secondary Education Curriculum – Understanding by Design Model (UBD) 2010 *  K-‐12 Basic Education Curriculum 2012

The Philippine Basic Education Curriculum (BEC)

The Philippine Basic Education Curriculum (BEC)

Development of Philippine Education

Pre-‐Spanish Times •  informal, unstructured, and devoid of methods. •  Children were provided more vocational training and less academics (3 Rs) by their parents and in the houses of tribal tutors.

Development of Philippine Education Spanish system •  Education was religion-‐oriented; It was for the elite class only

•  Liberalized through the enactment of the Educational Decree of 1863 or the free public education system in the Philippines; the first in Asia ü Provided for the establishment of at least one

primary school for boys and girls in each town under the responsibility of the municipal government; and the establishment of a normal school for male teachers under the supervision of the Jesuits.

ü Primary instruction was free and available to every Filipino regardless of ethnicity and socio-‐economic status

Development of Philippine Education •  Malolos Constitution -‐ A system of free and compulsory elementary education was established

•  Schurman Commission -‐ An adequate secularized and improved free public school system

•  Taft Commission – English as medium of instruction

•  1901 Philippine Commission – installation of highly centralized public school system and more than 600 American teachers were brought to the Philippines (Thomasites)


•  Japanese Education -‐ the teaching of Tagalog, Philippine History, and Character Education was reserved for Filipinos. ü Love for work and dignity of labor was emphasized.

•  Education during pre-‐Martial Law – The 2-‐2 plan which provided common curriculum in the 1st and 2nd years, vocational curricula was implemented.


•  Education Under the New Society – Pres. Marcos formulated a 10 year national education development program.

ü In 1972, Department of Education became Department of Education and Culture.

ü 1973 Constitution – Revised Secondary Education Program and set out the 3 fundamental aims of Philippine Education: 1.  Foster love of country; 2.  Teach the duties of citizenship; and 3.  Develop moral character, self-‐discipline, and scientific,

technological & vocational efficiency.


•  Education Under the New Society – Pres. Marcos formulated a 10 year national education development program.

ü 1978 DECS became Ministry of Education & Culture

ü The Education Act of 1982 or BP 232 o  provided for an integrated system of education covering for both formal and non-‐formal education at all levels;

o also created the Ministry of Education, Culture & Sports

Development of Philippine Education *  The researches, surveys and experimental studies which developed the National Elementary School Curriculum (NESC) and the New Secondary Education Curriculum (NSEC) .

Ø The Presidential Commission to Study Philippine Education 1970 (PCSPE)

Ø Survey of the Outcomes of Elementary Education 1975 (SOUTELE)

Ø Experimental Elementary Education Program 1978 (EEEP)

National Elementary School Curriculum (NESC)

*  The first research-‐based curriculum in the country. *  Fewer learning areas, emphasis on mastery learning, more

time allotment for the basic skills. *  Development of the learning competencies known as the

Minimum Learning Competencies (MLC)

*  The mastery of learning was emphasized wherein it is expected that the students will acquire the 75% mastery of the listed competencies or 7 out of 10 questions in the formative test.

New Secondary Education Curriculum (NSEC)

*  To improve performance in science, math and communication ü Focus on process, values development, productivity and

technology

*  The NSEC included the following learning areas to be taught for 400 minutes daily from First Year to Fourth Year:

Values Education Araling Panlipunan Filipino Science and Technology English Physical Education, Health and Music Mathematics Technology and Home Economics


Studies/Researches Findings/Recommendation

National Elementary Achievement Test (NEAT)

Grade VI students were able to answer correctly less than 50% of questions asked in Science, Mathematics, and English

National and Secondary Assessment Test (NSAT)

A mean percentage score of only 50% was achieved.

Committee on Information Technology, Science, Mathematics, Education & other Technology.

An’’ overcrowded curriculum” especially in Grade I-‐III resulted in poor performance of pupils in the elementary grades. Students needed longer time in science and mathematics

2002 Basic Education Curriculum–Bawat Graduate Bayani at Marangal (DepED, April 5, 2002).


Studies/Researches Findings/Recommendation

Aurora Roldan, “ Present Realities in Reading Education”

Our students are deficient in reading ability. They have not developed the higher order thinking skills even at Grade V. There is the danger of reverting to illiteracy if the students dropped out before completing Grade VI.

Third International Mathematics & Science Study (TIMMS)

The Philippines ranked 39th out of 42 countries which participated in the study,

Allan B. I. Bernardo, “The Learning Process: The Neglected Phenomenon in Science and Mathematics Education Reform in the Philippines”

In comparison with other countries, the Philippine “science syllabus contained more topics” suggesting that the curriculum is still congested.

2002 Basic Education Curriculum–Bawat Graduate Bayani at Marangal (DepED, April 5, 2002).

*  According to then-‐Sec. of Education Raul Roco, the 2002 BEC was based on a 16-‐year study (starting in 1986). Implementation of RBEC was based on Executive Order No. 46, which in turn was based on recommendations of the Philippine Commission on Educational Reforms (PCER), created on Dec. 7, 1998.

*  “The restructuring of the curriculum is part of an ongoing effort to improve the quality of learning. We are focusing on the basics of improving literacy and numeracy while inculcating values across learning areas to make it dynamic.” (Raul Roco)

*  The 2002 BEC is a restructuring and not a sweeping change of the

elementary and secondary curricula (NESC & NSEC)

BEC 2002/RBEC 2002

*  The implementation of the 2002 Basic Education Curriculum was announced in DepEd Order No. 25, s. 2002, issued on June 17, 2002. *  The actual implementing guidelines were found in DepEd Order No. 43, s. 2002, dated Aug. 29, 2002.

*  Less than a year later (on June 12, 2003), a new curriculum (the Revised BEC) was signed into law.

BEC 2002/RBEC 2002

BEC 2002/RBEC 2002

Rationale of 2002 BEC/RBEC 2002 *  The 2002 Basic Education Curriculum (DepEd, Apr. 5, 2002), cited several reasons why the basic education curriculum should be restructured.

*  Aside from results of the evaluation of the NESC and NSEC, foremost was the UNESCO Report on the Four Pillars of Education which emphasize using the knowledge gained to improve oneself and one’s relationship with fellow human beings along with the development of functional literacy which involves the development of the essential skills such as “linguistic fluency and scientific – numerical competence.

Rationale of 2002 BEC/RBEC 2002

*  To further decongest the curriculum and to provide more contact time for the tool subjects, the restructured curriculum emphasizes the enhanced teaching of the four (4) core subjects Filipino, English, Mathematics and Science. A fifth subject called Makabayan, which is envisioned to be a “laboratory of life” or practice environment, integrated the other non-‐tool subjects.

Features of 2002 BEC/RBEC

1.  Greater emphasis on helping every learner become a successful reader.

2.  Emphasis on interactive/collaborative learning approaches.

3.  Emphasis on the use of integrative learning approaches.

Features of 2002 BEC/RBEC

4.  Teaching of values in all learning areas.

5.  Development of self-‐reliant and patriotic citizens.

6.  Development of creative and critical thinking skills.

Curriculum Structure of 2002 BEC/RBEC

Ø The CORE SUBJECTS: Filipino; English; Math; Science (Science and Health for Elem.); Science and Technology for Secondary

Ø The Experiential Area:

Makabayan: Araling Panlipunan; MAPEH (Music, Arts, PE and health); TLE; Edukasyon sa Pagpapahalaga (the practice environment for holistic learning to develop a healthy personal and national self-identity”.


Ø Medium of Instruction: Pursuant to the DepEd Bilingual Policy (Dep.Ed Order No. 52, s,1987), the media of instruction shall be as follows:

q For Elementary Education: §  Filipino shall be used in the following areas:

Filipino; Makabayan §  English shall be used in the following learning

areas: English; Science; Mathematics


q For Secondary Education: §  English: Mathematics, Science and

Technology, English, Technology and Livelihood Education, Music, Arts, Physical Education and Health/CAT

§  Filipino: Edukasyon sa Pagpapahalaga (Values

Education), Araling Panlipunan, Filipino


English (Listening speaking, reading, writing)

Access varied information and creatively use them in spoken and written forms; communicate fluently and accurately orally and in writing, for a variety of purposes and different social and academic contexts at their level while carrying out activities in everyday life

Science Filipino Nagagamit ang Filipino sa mabisang

pakikipagtalastasan (pasalita at pasulat); nagpapamalas ng kahusayan sa pagsasaayos ng iba’t ibang impormasyon at mensaheng narinig at nabasa para sa kapakinabangang pansarili atpangkapwa at sa patuloy na pagkatuto upang makaangkop sa mabilis na pagbabagong nagaganap sa daigdig

Curriculum Structure of 2002 BEC/RBEC Edukasyong Pangtahanan at Pangkabuhayan (EPP) Grade (4-6)

• Nagagamit ang sariling kaalaman at saloobin sa pagpapaunlad ng sarili at pamilya • Nagagamit ang kaalaman, kasanayan at saloobin sa pagpapaunlad ng pamayanan

Mathematics

Demonstrate understanding and skills in computing with considerable speed and accuracy, estimating, communicating, thinking analytically and critically, and in solving problems in daily life using appropriate technology

Curriculum Structure of 2002 BEC/RBEC Makabayan • sapat na kaalaman at kamalayan sa

mga pambansang pagkakakilanlan, kapaligiran at pagpapaunlad ng kabuhayan,agham at teknolohiya; •  mapanuri at malikhaing pag-‐ iisip tungo sa mapanagutang pagpapasya sa mga isyu o usaping kinakaharap; •  pagpapahalaga sa sining, musika, laro, sayaw at iba pang bahagi ng kultura gayundin sa pagiging Pilipino at sa kanyangmga karapatan at pananagutan bilang mamamayan; •  positibong saloobin sa paggawa upang makapamuhay nang produktibo sa isang bansang mapayapa; at •  kakayahang makaagapay sa mabilis na pagbabagong nagaganap sa mundo

RBEC Time Allotment Elementary School Curriculum

Learning Areas Daily Time Allotment (in minutes)

Gr. 1 Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6

English 100 100 100 80 80 80

Filipino 80 80 80 60 60 60

Mathematic 80 80 80 60 60 60

Science and Health Within English 40 60 60 60

MAKABAYAN 60 60 60 100 120 120

* Sibika at Kultura 60 60 60

* HEKASI 40 40 40

* EPP/HELE Introduced only in Gr. 4-‐6 40 40 40

* MSEP/MAPE Integrated in Sibika 20 40 40

GMRC/ Values/EP Within every learning area

Total No. of Minutes Daily 320 320 360 360 380 380

RBEC Time Allotment Elementary School Curriculum

Learning Areas Daily Time Allotment (in minutes)

Gr. 1 Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6

English 90 90 90 60 60 60

Filipino 70 70 70 60 60 60

Mathematics 70 70 70 60 60 60

Science and Health Within English 40 60 60 60

MAKABAYAN 60 60 60 100 120 120

* Sibika at Kultura 60 60 60

* HEKASI 40 40 40

* EPP/HELE Introduced only in Gr. 4-‐6 40 40 40

* MSEP/MAPE Integrated in Sibika 20 40 40

GMRC/ Values 30 30 30 20 20 20

Total No. of Minutes Daily 320 320 360 360 380 380

RBEC Time Allotment Secondary School Curriculum

Subjects Allotted Time/Week

Unit Credit

English 300 min 1.5

Filipino 240 min 1.2

Mathematics 300 min 1.5

Science 400 min 1.8

MAKABAYAN

* Social Studies 240 min 1.2

* TLE (Technology & Livelihood Education) 240 min 1.2

* MAPEH 240 min 1.2

* Values Education 120 min 0.6

CAT 35 hrs/yr 0.3

RBEC Secondary School Curriculum Subjects 1st Year 2nd Year 3rd Year 4th Year

English Grammar & Phil. Lit

Grammar & Afro-‐Asian Lit

Grammar & American Lit

Grammar & World Lit

Filipino Pang-‐unawa Gramatika Panitikang Pilipino

Panitikang Asyano

Mathematics Elem. Algebra Int. Algebra Geometry Adv. Algebra

Science Gen. Science Biology Chemistry Physics

Social Studies (AP)

Phil. History & Government

Asian History World History Economics

MAPEH MAPEH I MAPEH II MAPEH III MAPEH IV & CAT I

TLE Agri, Cul. Arts, Electronics & Dressmaking

Agri, Cul. Arts, Electronics & Dressmaking

Agri, Cul. Arts, Electronics & Dressmaking

Basic Comp Literacy, Agri, Cul. Arts, Electro & Dressmaking

Values (EPP) VE (Sarili) VE (Kapwa) VE (Lipunan) VE (Diyos)

As a matter of practice, the curriculum in the Philippines is revised every ten years, but the rapid rate of change in education and the fast obsolescence of knowledge necessitate a continual revisiting and updating of the curriculum to make it responsive to emerging changes in the needs of the learner and the society.

Rationale of UbD Model 2010

Rationale of UbD Model 2010 Aside from the issue of relevance, the refinement of the secondary education curriculum was guided by the need, as articulated in the Education Plan 2015, to streamline its content in order to improve student mastery and contribute to the attainment of functional literacy. This became the primary consideration in the design of the curriculum and the formulation of standards and the essential understandings from which the content of the curriculum was derived.

Rationale of UbD Model 2010

*  The refinement of the curriculum followed the Understanding by Design (UbD) model developed by Jay Mctighe and Grant Wiggins.

*  DepEd considered this as a new hope for our educational system because it attains mastery of the subject area in the secondary education

What is Understanding by Design (UbD) Model?

*  Understanding by Design (UbD) is a curriculum framework, i.e., it is a way of looking at a curriculum. It offers a three-‐stage, backward process to curriculum design, hence, it is also known as the “Backward Design Curriculum.” *  Some educators contest that “it is not a curriculum by itself, so technically, to say 'UbD curriculum' is wrong; instead we can say 'UbD-‐ized curriculum' (that is, a curriculum which is designed using the UbD process).”

What is Understanding by Design (UbD) Model?

*  This implored us to think about the outcomes, goals, and objectives we had for student learning first and then plan instruction and develop curriculum to close the gap between what the students already know and what they need to know. *  The main tenet of the curriculum is understanding versus facts, in which students must understand not just to memorize facts.

3 Stages of UbD Model

Identify Desired Results

Determine Acceptable Evidence

Plan Learning Experiences & Instructions

Graphic representation of the stages in the backward curriculum design process.

Stage 1 Stage 2 Stage 3

3 Stages of UbD Model

Identify Desired Results

Stage 1

It is the identification of achievable goals for students

Determine Acceptable Evidence/

Assessment

Stage 2

It provides a personalized approach to develop diverse learners to its maximum. It recognizes and nurture all varied human intelligences that students could make sense on any subject area.

Stage 3

Plan Learning Experiences & Instructions

It is achieved by following this sequence: EXPLORE-‐FIRM-‐UP-‐DEEPEN-‐TRANSFER.

1.  Lean. It focuses on essential understandings.

2.  Sets High Expectations (standard-‐based). Expressed in terms of what students should know and the quality of the skills that they are expected to demonstrate as evidence of learning.

3.  Rich and Challenging. It provides a personalized approach to developing the students’ multiple intelligences

4.  Develops readiness and passion for work and lifelong learning

Strengths of SEC 2010

Naninindigan pa rin po tayo sa ipinangako nating pagbabago sa edukasyon: ang gawin itong sentral na estratehiya sa pamumuhunan sa pinakamahalaga nating yaman: ang mamamayang Pilipino. Sa K to 12, tiwala tayong mabibigyang-‐lakas si Juan dela Cruz upang mapaunlad—hindi lamang ang kanyang sarili at pamilya—kundi maging ang buong bansa.

– Pangulong Benigno S. Aquino III

We are embarking on what is arguably the most comprehensive basic education reform initiative ever done in the country since the establishment of the public education system more than a century ago. The challenges are great and the task is daunting, but I am confident that through all of you, the brave and selfless men and women who have taken up the noble vocation of teaching, there is nothing we cannot accomplish together… The impetus for meaningful education reform is clear: the realities of our modern world require a different kind of Filipino. The Filipino must be a lifelong learner. The Filipino must be holistically developed. The Filipino must be globally-‐oriented and locally-‐grounded. Ang Bagong Pilipino – higit sa pagiging maka-‐tao, maka-‐Diyos, maka-‐bayan, at maka-‐kalikasan—ay kailangan magtaglay ng kasanayan at pananaw na angkop sa 21st Century. Ito po ang layunin ng K to 12 Program, na mabigyan ng sapat at pantay na pagkakataon tungo sa isang disente at marangal na buhay ang bawat Pilipino.

-‐-‐-‐ Bro. Armin A. Luistro, DepEd Secretary-‐-‐-‐

The Philippines is committed to achieving its Education for All (EFA) goals not only for the development of each Filipino, but also for the overall social and economic progress of the country. Part of the Philippine Education For All Plan of Action 2015, is Critical Task No. 5, “the expansion of basic education, targeting that by 2015, the Philippines has lengthened its cycle of basic education schooling to make it twelve years.”

K – 12 Basic Education Curriculum

K – 12 Meaning

K to 12 means Kindergarten and the 12 years of elementary and secondary education. Kindergarten refers to the five-‐year old cohort that takes a standardized kindergarten curriculum. Elementary education refers to primary schooling that involves six years of education (Grades 1 to 6). Secondary education refers to four years of junior high school (Grades 7 to 10) and two years of senior high school (Grades 11 to 12).

K – 12 Basic Education Curriculum

Figure shows the distribution of 12 years in the Enhanced Basic Education Cycle of the country. Schooling will commence at Kindergarten (K), then the primary education (Grades 1-‐6), then the junior high school (Grades 7-‐10), and senior high school (Grades 11 & 12).

K – 12 Vision

Filipino graduates are envisioned: *  Possess sufficient mastery of basic competencies (e.g., literacy, numeracy, problem solving, etc) to develop themselves to the fullest; *  Be emotionally developed and competent to live a meaningful life; *  Be socially aware, pro-‐active, and involved in public and civic affairs and contribute to the development of a progressive, just and humane society; *  Be adequately prepared for the world of work or entrepreneurship or higher education; *  Be legally employable; and *  Be globally competitive.

K – 12 Vision

*  Possess healthy mind and body;

*  Have a solid moral and spiritual grounding;

*  Appreciate and care for humanity, the world, and environment; and

*  Are proud to be a Filipino

In addition, they are characterized graduates who:

K – 12 Significant Changes

2002 BEC 2010 SEC (UbD Model) K-‐12

Aim for functional literacy

Aims for holistic development and acquisition of 21st Century skills



Focuses on the development of reading skills and values of self-‐reliance and patriotism;

Focuses on setting of learning standards and teaching for understanding. It provides a personalized approach using special curricular programs.



Also puts emphasis on interactive learning approaches and integrative teaching approaches which integrate competencies and values within and across the learning areas.

•  Provides a personalized approach using special curricular programs.

•  Likewise develops readiness and passion for work and lifelong learning.

•  Moreover, it takes into consideration the various contexts and support systems surrounding the Filipino learners.

Considers every aspect of development of the learners so that graduates will be holistically developed, equipped with 21st century skills and prepared for employment, entrepreneurship, middle level skills or higher education.



•  Considers the nature and the needs of the learners.

•  Moreover, it responds to the local and global needs.

K-‐12

Compa

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K – 12 Salient Features *  It focuses on the holistic development of the learner . *  It is outcome-‐based as it prepares learners for:

1) higher education, 2) middle level skills, 3) employment, and 4) entrepreneurship

*  It is anchored on the principles of:

1) inclusive education, 2) learners’ growth and development, 3) teaching and learning, and 4) assessment.

K – 12 Desired Outcomes *  Content standards are what the students should know

(facts and information), what they do (process or skills), and what understanding they construct as they process the information. The students are expected not only to understand but also to demonstrate what they learn, thus providing evidence of learning.

*  Performance standards are what students do or how they

use their learning and understanding. The students are expected to produce products and/or performances to prove that they can apply what they learn in real-‐life situations.

K – 12 Significant Changes in the Education Structure *  Previously, preschool was not compulsory, that is, pupils could enrol in

Grade 1 with or without having gone through preschool. Under K to 12 and with the Kindergarten Act, preschool education for five-‐year-‐old children becomes mandatory before entering elementary school.

*  There will be the same six years of elementary education, but students entering secondary level will begin their junior high school as Grade 7. Junior High School is for four years (Grades 7 to 10) and Senior High School (SHS) is for two years (Grades 11 to 12).

*  The additional two years of SHS would mean that the high school graduates are better prepared for whatever path they will choose, and they are of legal age (18 years old) to be lawfully employed.

K – 12 Implementation Schedule

*  The implementation of the K to 12 program will be phased. Universal kindergarten was offered starting SY 2011-‐2012. By SY 2012-‐2013, the new curriculum will be offered to incoming Grade 1 as well as to incoming junior high school students (Grade 7). The target of DepEd is to put in place the necessary infrastructure and other necessary arrangements needed to provide Senior High School (SHS) education by SY 2016-‐2017.

K – 12 Key Changes in the Elementary Curriculum

Medium of instruction: From the use of bilingual education (English and Filipino), the K to 12 will be institutionalizing the Mother Tongue-‐Based Multilingual Education from Grades 1 to 3. The Mother Tongue will be the medium of instruction from Grades 1 to 3. Learning areas: Mother Tongue will be an additional learning area under K to 12 from Grades 1 to 3. Music, Arts, Physical Education and Health (MAPEH) is taught starting Grade 1. Assessment: Grade 6 NAT will be replaced by an End-‐of-‐Grade 6 Assessment and will serve both as an exit examination for Grade 6 and entrance examination for Grade 7.

K – 12 Key Changes in the Elementary Curriculum

The mother tongue or the child’s first language will be used as the primary medium of instruction from preschool until at least Grade 3. The mother tongue will be the main vehicle to teach understanding and mastery of all subjects such as mathematics, science, Araling Panlipunan, Edukasyon sa Pagpapakatao, Music, Arts, Physical Education and Health (MAPEH), Filipino and English. Mother tongue as a subject and as a language of teaching will be introduced in Grade 1 for conceptual understanding. Other languages are introduced as separate subjects starting Grade 2. Oral and written Filipino are introduced in the first semester and oral English in the second semester.

Twelve major languages shall be offered as a learning area and utilized as language of instruction starting school year 2012-‐2013. They are as follows: • Tagalog • Kapampangan • Pangasinense • Iloko • Bikol • Cebuano • Hiligaynon • Waray • Bahasa-‐sug • Maguindanaoan • Meranao • Chabacano

K – 12 Mother Tongue

K – 12 Mother Tongue Learning Areas

Medium of Instruction per Grade Level

G1 G2 G3 G4 G5 G6

Language Arts

-‐ Filipino Filipino

-‐ English English

-‐ Mother Tongue Mother Tongue

Science MT English

Mathematics Mother Tongue English

Araling Panlipunan (AP) Mother Tongue Filipino

Edukasyong Pantahanan at Pangkabuhayan (EPP) Filipino Eng.

MAPEH Mother Tongue Filipino

Edukasyon sa Pagpapakatao Mother Tongue Filipino

Medium of Instruction at the Elementary Level

K – 12 Time Allotment Per Learning Area *  Aside from scope and content of the curriculum, time

alloted to the study of each learning area was also adjusted under the K to 12 education program. Time allotment per subject is the minimum period for class interaction.

*  At the elementary level, the daily time allotment for

English and Filipino subjects has been reduced while additional time is given to the new learning area under language, which is Mother Tongue. The time allocation for Mathematics and Araling Panlipunan was also decreased. On the other hand, more time was added to Edukasyong Pantahanan at Pangkabuhayan. This reduction does not mean less time for study as K to 12 allows for learning time to be extended to off-‐school learning experiences at home or in the community. The pupils are expected to produce an output or perform tasks that will be credited to them.

Learning Areas 2002 BEC (minutes per day)

K-‐12 Curriculum (minutes per day)

English 60 -‐ 90

Languages

30 – 50

Filipino 60 -‐ 70 30 -‐ 50

MT (G1 – G3) None 50

Mathematics 60 -‐ 70 50

Science (G3 – G6) 40 -‐ 60 50

Araling Panlipunan 40 -‐ 60 40

Edukasyon sa Pagpapakatao

MAKABAYAN

20 -‐ 30 30

Music, Arts, PE & Health 40 40

Edukasyong Pangtahanan at Pangkabuhayan (G4 – G6)

40 50

K-‐12 Time Allotment per Learning Area

K-‐12 Key Changes in the Secondary Education *  Secondary education is undergoing significant changes under the K to 12 Education Program. These changes are in structure, curriculum, and assessment.

*  Structure: With the K to 12 curriculum, secondary education consists of four years of junior high school, Grades 7 to 10, and two years of senior high school, Grades 11 to 12.

K-‐12 Key Changes in the Secondary Education

K to 12 Secondary Education Structure


Comparison of the 2010 SEC and the K to 12 Secondary Education

*  In the SEC 2010, Science and Mathematics are taught using the discipline-‐based approach. All subjects are taught following the three stages of Understanding by Design (UbD) identifying desired results, determining acceptable evidence, and planning instruction.

*  On the other hand, the K to 12 curriculum follows the spiral approach wherein learning is a process of building upon previously learned knowledge. Through this, students are able to master the desired competencies by revisiting the subject several times and relating new knowledge or skills with the previous one. Moreover, students progress in their learning as it entails going from simple to more complex knowledge or skills.

*  In the K to 12 Education Program, the spiral progression approach will be used in teaching Science, Mathematics, Araling Panlipunan, MAPEH and Edukasyon sa Pagpapakatao.


Curriculum:


Assessment:

The National Achievement Test (NAT) taken by second year students will be replaced by an end-‐of-‐Grade 10 Examination. It is envisioned that the end-‐of-‐Grade 12 Examination is the exit examination of the secondary level and at the same time the entrance examination for college.

K – 12 Time Allotment in Secondary Level *  Comparing the time allotment per subject in the previous

secondary education curriculum and the K to 12 curriculum, one sees a reduction of time particularly in English, Mathematics and Science. However, when the time allotment allotted to these subjects in Junior High School is combined with those provided in the SHS, it will be seen that there is actually an increase in time allocation. As part of the process of decongesting the curriculum, the K to 12 reform spreads out the learning time over the six years of secondary education. *  For Grades 7 to 10, there is a provision of time for

independent and cooperative learning for two to four hours a week. This time will be spent for self-‐directed learning, teamwork, goal-‐orientation and developing sense of responsibility and accountability.

K – 12 Time Allotment in Secondary Level

Learning Areas 2002 BEC (hours per week)

K – 12 (hours per week)

English 5 4

Filipino 4 4

Mathematics 5 4

Science 6 4

Araling Panlipunan

MAKABAYAN

4 3

Edukasyon sa Pagpapakatao 2 – 3 2

MAPEH 4 4

TLE 4 4

Comparison of the Learning Areas and Time Allotment of the Secondary BEC 2002 and K to 12 Curriculum

K – 12 The Learning Areas

The learning areas of the K to 12 curriculum cut across the grade levels from Grade 1 to Grade 12. • Languages: Mother Tongue, Filipino, and English • Arts and Humanities: Music, Arts, Physical Education and Health (MAPEH), Edukasyon sa Pagpapahalaga, Araling Panlipunan • Science and Mathematics • Technology and Livelihood Education


There are changes in the nomenclature of some subjects. *  Edukasyong Pagpapahalaga for the secondary and

Edukasyong Pagkakatao for the elementary are now renamed Edukasyon sa Pagpapakatao.

*  Science and Health is now called Science.

*  Health is included in the MAPEH. *  Moreover, subjects that are integrated under

MAKABAYAN (Araling Panlipunan, Values Education, MAPEH and TLE) are now separate subjects.


Co-‐curricular programs and community involvement programs are an extension of the core subject areas and the teaching and learning process. They are an integral part of the school curriculum that enhances the holistic development of the learner. The co-‐curricular programs in a large sense also serve as a laboratory of life where what is learned in the classroom context can be applied in practical terms yet can be used as a further teaching opportunity.

References Basic Education Curriculum (PPT) By: Lilibeth A. Roldan & Mary-‐Ann M. Villasenor http://www.slideshare.net/lilibeth_roldan05/basic-‐education-‐curriculum The Philippine Basic Education Curriculum (Module 2) Lidinila M. Luis-‐Santos, Ed.D Teacher Education Council, Department of Education http://www.slideshare.net/methusael_cebrian/the-‐philippine-‐bec Philippine Education (PPT) By Carlo Magno, Ph.D http://www.slideshare.net/crlmgn/philippine-‐education-‐presentation K to 12 Enhanced Basic Education Curriculum By: Ma. Lyn Igliane-‐Villenes http://www.slideshare.net/ejuliosVillenes/k-‐to-‐12-‐enhanced-‐basic-‐ed-‐by-‐mi-‐villenes-‐proj-‐in-‐ed-‐m514

References 2010 SEC adapting UbD: A new hope By Jeane C. Democrito, MT II -‐ICNHS http://www.thenewstoday.info/2010/06/23/2010.sec.adapting.ubd.a.new.hope.html “Future Curriculum and Design” Mr. Joel Paraiso Deuda Oct. 26, 2010 http://www.slideshare.net/joelparaiso/understanding-‐by-‐design-‐5747702 http://eduphil.org/what-‐is-‐ubd.html?pid=9244#pid9244 “Curriculum Design and Instructional Design” By Mr. Mark Anthony R. Peralta http://www.slideshare.net/anthonyperalta/curriculum-‐and-‐instruction-‐14630886 K to 12 Tool Kit (2012) (Resource Guide for Teacher Educators, School Administrators and Teachers) By: Marco Med For: Southeast Asian Ministers of Education Organization (SEAMEO) Regional Center for Educational Innovation and Technology (INNOTECH) http://www.slideshare.net/marcomed/deped-‐k-‐to-‐12-‐resource-‐guide-‐for-‐teacher-‐educators-‐school-‐administrators-‐and-‐teachers

Curriculum models (Philippines' Curriculum Models)

Education

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