K to 12 CURRICULUM FOR BASIC EDUCATION

K TO 12 CURRICULUM FOR BASIC EDUCATION

Ronald V. RamiloDivision ICT Coordinator Division K to 12 Coordinator DepEd Tanauan City National Curriculum Writer K to 12 BEC

Why K TO 12 ?

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.

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).

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

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.

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.

We are the last country in Asia and one of only three countries in the world with a 10-year pre-university program.

Washington Accord (1989): minimum 12 years pre-university education for recognition of engineering professionals Bologna Process (1999): minimum 12 years pre-university education for university admission and practice of profession in European countries ASEAN and APEC Mutual Recognition Projects

Country Total Duration of Basic Total Duration of Education

Pre-University Program

Philippines 10 10 Singapore 10/11 12/14 Thailand 12 12

Timor-Leste 12 12 Vietnam 12 14/15

9

WHITE COLLAR VS. BLUE COLLAR JOBS

SKILLED WORKERS

TECHNICIANS

MANAGERS

EXECS

COLLEGE STUDENTS

TECH-VOC STUDENTS

Job-Skills Mismatch

K to 12 Education Vision

Graduates of the K to 12 Basic Education Program are holistically developed Filipinos who have the 21st century skills.

• Acquire mastery of basic competencies.• Be more emotionally mature.• Be socially aware, pro-active, involved in public

and civic affairs.• Be adequately prepared for the world of work or

entrepreneurship or higher education.• Be legally employable with potential for better

earnings.• Be globally competitive.

Accomplishments

Consultations with experts and practitioners from public and private schools

Results of curriculum comparison studies by the Univ. of Melbourne and SEAMEO Innotech inform the processes

Curriculum development done in close coordination with education institutions, TESDA, CHED; curriculum standards also submitted to CHED and TESDA

The Model: 6 – 4 - 2

Implementation Plan

Salient Features of the K to 12 BEC Framework

a. Holistic development : communication & literacies, critical thinking & problem solving, creativity & innovation, ethical, moral & spiritual values, self and sense of community, life & career opportunities, national & global orientedness

b. Outcomes-based: Employment, Enterpreneurship, Middle Level Skills Development, Higher Education

c. Principles: inclusive education, child to youth development, teaching & learning, assessment

d. Ensures learner-centered pedagogical approaches: teacher development, administrative support, learning resources and parent and community involvement

The Imperative for K to 12

Decongest the curriculum to improve mastery of basic competencies

Ensure seamlessness of primary, secondary, and post-secondary competencies

Improve teaching through the use of enhanced pedagogies (e.g. spiral progression in Science & Math) and medium of instruction

Expand job opportunities (by reducing jobs-skills mismatch) and provide better preparation for higher learning

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

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

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

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

New Features of the K to 12 Basic Education Curriculum

Vertical continuum and horizontal articulation of competencies

•Mother Tongue as a learning area and medium of instruction

•Spiral progression in Science and Math

•MAPEH (Music, Arts, Physical Education, and Health) begins in Grade 1

Features of K to 12

These, then, are the main features of the K to 12 curriculum: research-based, decongested, enhanced, viewing-related, informational, employment-ready, community-related, elective-rich, multilingual, and spiralled.

SPIRAL APPROACH

The approach is best illustrated in Mathematics. In the current approach, addition, subtraction, multiplication, and division are taught separately and in sequence.

Using the Spiral Approach, a typical lesson could go this way:

Take a group of five children. How many pencils do we need to have if each child would have one each? That is addition.

If another group of five children joins us, how many more pencils do we need? That is multiplication.

Comparison of the BEC and the K to 12 Mathematics Curriculum

Most of the topics in the BEC are also in the K to 12. But there are additional topics in the K to12 such as in geometry, patterns and algebra, statistics, and probability.

In the K to 12, there is still spiraling. There is more emphasis on integration of topics within Mathematics and across other learning areas.

K to 12 will strengthen Science and Math Education

The use of spiral progression: –Avoids disjunctions between stages of schooling –Allows learners to learn topics & skills appropriate

to their developmental/cognitive stages –Strengthens retention & mastery of topics & skills

as they are revisited & consolidated •Science concepts & skills are integrated in Health,

Languages, Math, and other subjects in Grades 1-2 •Focus on literacy & numeracy for K to Grade 2

provides stronger foundation to acquire more sophisticated competencies in latter grade levels

K to 12 will enhance literacy through multilingualism

Mother Tongue, Filipino, English and additional languages education for upper year levels

•Mother Tongue as starting point for literacy development

•Simultaneous development of language skills in listening & speaking for both Filipino & English

•Competencies spiraled across grade levels, with greater emphasis on reading comprehension of various writing, study & thinking strategies in HS for critical thinking development

•Includes age-, context-, and culture-appropriate print & electronic texts

KindergartenThematic in approach Domains:

Values Education Physical Health and Motor Development

Social and Emotional Development Cognitive Development

Creative ArtsLanguage, Literacy and Communication that includes Language and Readiness for Reading and Writing.

Themes: Myself My Family My School My Community More Things Around Us

Conceptual Framework K TO 12 Curriculum

Learning Areas Goals

Mother – Tongue

English Communicative Competence and Critical Literacy

Filipino

Science Scientific and Technology Literacy

Math Critical Thinking & Problem Solving

Sibika at Kultura / Heograpiya ay Kasaysayan

Makahubog ng Mamamayang Mapanuri, Mapagnilay, Mapanagutan, Produktibo, Makakalikasan, Makabansa at Makatao na may Pambansa at Pandaigdigang Pananaw at Pagpapahalaga sa mga Usapin sa Lipunan sa Nakaraan, Kasalukuyan at Hinaharap

Music and Arts Artistic Expression and Cultural Literacy

Physical Education and Health Achieve, Sustain and Promote Lifelong Fitness and Wellness

Edukasyon sa PagpapakataoNagpapasya at Kumikilos nang Mapanagutan tungo sa Kabutihan ng Lahat

Technology & Livelihood Education

Work & Business Ethics, Career & Competitiveness, Local and Global Orientedness

Core Learning Areas Grade Level (Elementary)

Mother Tongue 1, 2, 3

Filipino 1-6

English 1 (2nd sem)-6

Math 1-6

Science 3-6

Araling Panlipunan (AP) 1-6

Edukasyong Pantahanan at Pangkabuhayan (EPP)/ Technical and Livelihood Education (TLE)

4-6

Music, Art, Physical Education and Health (MAPEH)

1-6

Edukasyon sa Pagpapakatao (EP)

1-6

Summary: Gr. 1-2 =7 learning areasGr 3-6= 8 LA

Mother Tongue-Based Multilingual Education

Mother tongue is taught as a learning area and is used as language of instruction from Kindergarten to Grade 3

Oral fluency in Filipino starts in the first semester of Grade 1

Oral fluency in English is introduced in the second semester and will continue until grade 2

Grades 1 to 6 Grades 7 to 10 Learning Areas Grade Levels Mother Tongue 1-3 English 1 (2nd Sem) - 6 Filipino 1-6 Mathematics 1-6 Araling Panlipunan 1-6 Edukasyon sa Pagpapakatao 1-6 Science 3-6 Music, Arts, Physical Education & Health (MAPEH) 1-6 Edukasyong Pantahanan at Pangkabuhayan (EPP) 4-5 Technology and Livelihood Education 6

Learning Areas for Grades 1 to 10

Grade 1 Classroom Program

Transition Management for Private Schools

TWG on Transition Management TERMS OF REFERENCE

Organization and administrative structures and arrangements

HR requirement and development

Private schools’ concerns

Physical facilities

In the transition to K to 12, we must partner with other education stakeholders in introducing senior high school

HEIs / Private High Schools /techvoc schools will fully implement/manage Grades 11-12

DepEd will lease HEIs/private high schools and techvoc schools’ facilities

Combination of 1 and 2

Two Programs for Transition Management

SHS System Readiness Assessment To (1) determine current absorptive capacity per region of all educational institutions (i.e. ‘supply’), (2) ascertain current industry & employment demand and anticipate future opportunities (i.e. ‘demand’), (3) and ensure the SHS system will be instrumental in adequately addressing both.

K to 12 Modeling To develop K to 12 model schools per region and specialization tracks by introducing senior high school in select schools, ahead of the planned nationwide implementation on SY 2016-2017.

SHS System Readiness Assessment EXPECTED OUTPUTS/OUTCOMES:

List of schools ready to offer SHS on or before 2016-2017

•Mapping of local education absorptive capacity to current & future industry & employment opportunities

•Type of support/interventions to be provided to the schools needing additional resources

•Financial schemes and partnership arrangements with the different types of private schools and HEIs.

SHS System Readiness Assessment will gather the following data:

Level of Education Offered B.Student Data C.Physical Facilities Data D.Faculty and Personnel E.Support Services F.School Information G.Nearby Operating Industries H.Existing Memorandum of Agreements

with Relevant Entities and its Terms of Agreement

K to 12 Modeling EXPECTED OUTPUTS/OUTCOMES: Establish/strengthen partnership with major

industries in providing opportunities for employment, on-the-job training, dual training system, etc.

•Ascertain best possible models replicable by schools implementing Senior High School

•Test different implementation schemes according to school’s curricular offering/preference

Strengthen model schools through appropriate interventions (e.g. training for teachers, provision of instruction materials)

•Prepare and carry out the communication plan to generate support from media, civil society, academe, LGUs, private sectors, etc.

K to 12 Transition for Private Schools

Schools must adhere to the following 1.Age requirement – Grade 1 at age 6 after at least 1 year in Kinder/pre-school 2.Duration – minimum 1 year of Kinder/pre-school followed by 12 years of basic education 3.Curriculum – must follow (at the minimum) the K to 12 basic education curriculum

Ad Astra Per Aspera

DepEd Tanauan CityK to 12 Hotlines 09208246069

email us at [email protected]