Basic education curriculum

BASIC EDUCATION CURRICULUM

Provide the general

objective of elementary,

secondary and non-formal

education.

The objective of elementary and secondary

education serve as the “official learning

goals” of basic education as stated for a

particular population of learners; that is, the

elementary and secondary education

learners. The Bureau of Alternative Learning

System (Non-Formal Education) likewise has

a set of official learning goals for its

particular set of target learners – the out-of-

school youth and adults.

1. Provide the knowledge and develop

the skills, attitudes, and values for

personal development, a productive

life, and constructive engagement with

a changing social milleu;

2. Provide learning experiences that

increase the child’s awareness of and

responsiveness to the just demands of

society;

3. Promote and intensify awareness of

identification with, and love for our nation

and the community to which the learner

belongs; and

4. Promote experiences that develop the

learner’s orientation to the world or work

and prepare the learners to engage in

honest and gainful work.

1. Continue the general education started in elementary;

2. Prepare the learners for college; and

3. Prepare the learners for the world of work.

1. Eradicate illiteracy and raise the level of functional literacy of the population;

2. Provide an alternative means of learning and certification for out-of-school youth and adults; and

3. Develop among the learners the proper values, attitudes, and knowledge to enable them to think critically and act creatively for personal, community, and national development.

Leveling of Pupils in the Old Curriculum

1. Greater emphasis on helping every learner to become more successful reader.

2. Emphasis on interactive/collaborative learning approaches.

Between teachers and students

Between students and self-instructional materials

Between students (collaborative learning)

Between students and multimedia assisted instruction

3. Emphasis on use of integrative learning approaches.

4. Greater focus on values formation in all

the subject areas. Every teacher is a

values education teacher.

5. Emphasis on the development of self-

reliant and patriotic citizens.

6. Emphasis on the use of effective

strategies for the development of critical

and creative thinking skills.

The CORE SUBJECTS:

Filipino; English; Math; Science (Science and Health for Elem.); Science and Technology for Secondary.

The Experiential Area:

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

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, and Filipino.

The ideal Filipino learners are empowered

learners; who are competent in learning

how to learn and have life skills so that they

become self developed persons who are

makabayan (patriotic), makatao (mindful

of humanity), Makakalikasan (respect of

nature), and Maka-Diyos (Godly).

Functional literacy is the essential ability for

lifelong learning in our dynamically

changing world.

The ideal teacher of the curriculum is not the authoritarian instructor but the trustworthy facilitator or manager of the learning process.

The ideal teaching learning process is interactive.

The RBEC sought to improve the standard

of education in the country. The RBEC

would respond to the needs of Filipino

learners with the following objectives:

1. To provide knowledge and develop skills,

attitudes, and values essential to

personal development and necessary

for living in and contributing to a

developing and changing society;

2. Provide learning experiences which increase the child awareness of and responsiveness to the changes in society;

3. Promote and intensify knowledge, identification with and love for the nation and the people to which s/he belongs; and

4. Promote work experiences which develop orientation to the world of work and prepare the learner to engage in honest and gainful work (Cf. Bilbao,et.al., Curriculum Development. Lorimar:QC. 2008)

“The Department of Education envisions every learner to be functionally literate, equipped with life skills, appreciative of arts and sports, and imbued with the desirable values of a person who is makabayan, makatao, makakalikasan, at maka-Diyos.”

“The Vision is in line with DepEd’s mission to provide quality basic education that is equitably accessible to all and lays the foundation for lifelong learning and service for the common good.”

Among the salient features of RBEC was its desire to overcome an overcrowded curriculum. The RBEC resulted in the decongestion of the curriculum with only five learning areas: English, Filipino, Mathematics, Science and Makabayan, these are “tool learning areas for an adequate development of competencies for learning how-to-learn”.

Makabayan “addresses primarily societal needs. This is where the learner can apply practical knowledge and life skills and demonstrate deeper appreciation of Filipino culture. Thus, it emphasizes the development of self-reliant and patriotic citizens as well as the development of critical and creative thinking”

Besides “functional literacy” and “life skills”, the DepEd envision the formation of pupils who are makabayan, makatao, makalikasan, at maka-Diyos – patriotic, humane, environmentally sensitive and God-fearing. This is the crucial foundation of disciplines in secondary and tertiary education that focus on the development of human being, and not on merely professional skills.

Consider:” Makabayan is the laboratory of life or an experiential area which consists of civics, culture, geography, history, education to develop skills for the home, education for livelihood, music, art, and physical education.”

The desired outcome of our whole

educational reform is the development

of the patriotic human being who is

environmentally sensitive and God-

fearing - “makabayan, makatao,

makakalikasan, at maka-Diyos”.

“Teach them the difference between right

and wrong” In Makabayan, less indeed

may be more.

All the basic education teachers in the five learning areas: English, Filipino, Mathematics, Science and Makabayan are designated as “values education Teachers.”

The aim is “functional literacy”-not just an ability to read, write, calculate, and think scientifically in themselves – but a literacy that empowers the pupil to function appropriately in life, interacting in healthy manner with society and the world, equipped with life skills, appreciative of the arts , sports and spiritual.

“Values are treated as

integral to the five learning

areas. Education in and for

values is geared towards the

learner’s self-actualization”

(2002 BEC p.16)

“After going through the restructured curriculum from Grade 1 to Fourth Year, the learner ought to have developed and internalized a value system that makes him/her a person of integrity who has the competence and courage to face contemporary challenges and has the firm commitment to serve his/her country, respect of peoples and cultures, care for the environment, and live with gratitude to the Creator.” (2002 BEC pg18)

Educational reform must

overcome the hazardous

of values formation in the

Revised Basic Education

Curriculum (RBEC)