K to 12 Transition Management Plan
K to 12Basic Education Program1The 21st century is an age when change is unparalleled. It is an information-based and technology driven era where thinking and learning has become borderless. It is a time when the use of electronic media has dominated many peoples lives. Time and space no longer pose a problem as they can now be bridged by technology.
Marshall Mcluhan Educator, JournalistDont be afraid to go after what you want to do and what you want to be, and dont be afraid to pay the price to get it.Anonymous
2The K to 12 Philippine Basic Education Curriculum FrameworkDEPARTMENT OF EDUCATIONCONTEXTPHILOSOPHICAL & LEGAL BASESRA 10533 The Enhanced Basic Education ActThe 1987 Phil. ConstitutionBP 232, Education Act of 1982RA 9155, Philippine Governance ActThe vision, mission statements of DepEdSOUTELE, 1976The EDCOM Report of 1991Basic Education Sector Reform Agenda (BESRA)The four pillars of education (UNESCO)NATURE OF THE LEARNERHas a body and spirit, intellect, free will, emotions, multiple intelligence, learning stylesConstructor of knowledge and active maker of meaning, not a passive recipient of informationNEEDS OF THE LEARNERLife skillsSelf-actualizationPreparation for the world of the work, entrepreneurship, higher educationNEEDS OF NATIONAL & GLOBAL COMMUNITYPoverty reduction and human developmentStrengthening the moral fiber of the Filipino peopleDevelopment of a strong sense of nationalismDevelopment of productive citizens who contribute to the building of a progressive, just, and humane societyEnsuring environmental sustainabilityGlobal partnership for developmentSKILLSInformation, Media, and Technology SkillsLearning and Innovation SkillsCommunication SkillsLife and Career SkillsLEARNING AREASLanguageTechnology and Livelihood Education (TLE)Mathematics and ScienceArts and HumanitiesMaterials, Facilities, and EquipmentICTAssessmentSchool Leadership and ManagementSchools Divisions Technical AssistanceCommunity-Industry Relevance and PartnershipsTeachersThe K to 12 Philippine Basic Education Curriculum FrameworkDEPARTMENT OF EDUCATIONMonitoring and Evaluation SystemCurriculum Support SystemBeing and Becoming a Whole PersonHolistically Developed Filipino with 21st Century Skills
The K to 12 Philippine Basic Education Curriculum Framework5Features of the K to 12 CurriculumDEPARTMENT OF EDUCATIONLearner-centered, inclusive and research-based.Culture-responsive and culture-sensitive, integrative and contextualized, relevant and responsive.Standard and competence based, seamless, decongestedFlexible, ICT-based, and global.Academic TrackTechnical Vocational Livelihood TrackSports TrackArts & Design TrackBasic Education ProgramDEPARTMENT OF EDUCATIONKinder to Grade 6ElementaryGrades 7 to 8(Exploratory TLE)Junior High SchoolGrades 9 to 10(Specialized TLE)Core SubjectsSenior High SchoolContextualized Track SubjectsGeneral Academic StrandSTEMABMHUMSSHome EconomicsAgri-FisheryIndustrial ArtsICTTracksContextualized related track7Mother Tongue as a subject is taught from Grades 1-3 where the childs mother tongue is used in instruction and learning materials.Mother Tongue-Based Multilingual Education (MTB-MLE)DEPARTMENT OF EDUCATIONThe learners retain their ethnic identity, culture, heritage and values.Children learn better and are more active in class and learn a second language even faster when they are first taught in a language they understand. Filipino and English language proficiency is developed from K-3 but very gradually.Mother Tongue is used in instruction and learning materials of other learning areas.Technology and Livelihood Education and the Technical Vocational TrackDEPARTMENT OF EDUCATIONExploratory at Grades 7 and 8Given the opportunity to explore from a maximum of 4 TLE mini courses for each levelTaught five basic competencies common to all TLE courses Learners may earn the Certificate of Competency (COC) in Grade 9 and the National Certificate I/II (NC I/II) in Grades 9 and 10The learner may opt to take the Technical Vocational Livelihood Track in Grades 11 and 12 to continue the TLE specialization taken in Grades 9 and 10. This enables him to get an NC II.TLE in Junior High SchoolPhilippine Qualifications FrameworkDEPARTMENT OF EDUCATION
BACCALAUREATE
10DEPARTMENT OF EDUCATIONPQF Articulation for Grades 10 & 12LevelKnowledge, Skills and ValuesApplicationDegree of IndependenceI(G10)Possess foundational knowledge across a range of learning areas with core competencies in communication; scientific, critical and creative thinking; and the use of technologies.Have an understanding of right and wrong; ones history and cultural heritage; and deep respect for self, others and their culture, and the environment.Apply foundational knowledge, skills, and values in academic and real-life situations through sound reasoning, informed decision-making, and the judicious use of resources.Apply skills in limited situations with close supervision.II(G12)Possess functional knowledge across a range of learning areas and technical skills in chosen career tracks with advanced competencies in communication; scientific, critical and creative thinking; and the use of technologies.Have an understanding of right and wrong; ones history and cultural heritage; and deep respect for self, others and their culture, and the environment.Apply functional knowledge, technical skills and values in academic and real-life situations through sound reasoning, informed decision-making, and the judicious use of resources.Apply skills in varied situations with minimal supervision.11Phased introduction of enhancedCurriculum in public schoolJunior High SchoolSenior High SchoolPrimary SchoolK to 12 secondary education structureJUNIOR HIGH SCHOOLEnd of grade 10 (Assessment)SENIOR HIGH SCHOOLK to 12 Basic Education CurriculumNew General Education Curriculum (CHED)Grades 7-10SHS Core SubjectsSHS Contextualized SubjectsEdukasyon sa PagpapakataoHealthPersonal DevelopmentUnderstanding the Self / Pag-uunawa sa SariliAraling PanlipunanFilipinoReadings in Philippine History / Mga Babasahin hinggil sa Kasaysayan ng PilipinasEnglish / FilipinoAraling Panlipunan21st Century Literature from the Philippines and the WorldThe Contemporary World / Ang Kasalukuyang DaigdigMathGeneral Math Statistics and ProbabilityMathematics in the World / Matematika sa Makabagong DaigdigEnglishFilipinoOral CommunicationReading and WritingKomunikasyon at Pananaliksik sa Wika at Kulturang FilipinoPagbasa at Pagsusuri ng Iba't-Ibang Teksto Tungo sa PananaliksikMedia and Information LiteracyEnglish for Academic and Professional Purposes Pagsulat sa Filipino sa Piling Larangan (Akademik, Arts, Isports at Tech-Voc)Purposive Communication / Malayuning KomunikasyonK to 12 and CHED GE Course ComparisonDEPARTMENT OF EDUCATIONK to 12 and CHED GE Course ComparisonK to 12 Basic Education CurriculumNew General Education Curriculum (CHED)Grades 7-10SHS Core SubjectsSHS Contextualized SubjectsMusic and ArtsPhysical EducationContemporary Philippine Arts from the RegionsArt Appreciation / Pagpapahalaga sa SiningPhysical EducationHealthPhysical Education and HealthScienceAraling PanlipunanEnglishFilipinoHealthUnderstanding Culture, Politics and SocietyPhysical ScienceEarth and Life ScienceEmpowerment Technologies: ICT for Professional TracksScience, Technology and Society / Agham, Teknolohiya, at LipunanEdukasyon sa PagpapakataoAraling PanlipunanIntroduction to Philosophy of the Human PersonEthics / EtikaEdukasyong Pantahanan at PangkabuhayanTechnology Livelihood EducationEntrepreneurshipEnglishFilipinoAraling PanlipunanScienceMathResearch in Daily Life 1 and 2All learning areasResearch Project/Career Advocacy/Work Immersion/Culminating Activity15
Senior High School CurriculumDEPARTMENT OF EDUCATION*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).16SENIOR HIGH SCHOOL CURRICULUM(STRANDS)The Proposed Grades 11 and 12 will have 31 80-hour subjects, totalling 2,480 hours.15Core Subjects16Track Subjects7Contextualized Subjects9Specialization subjects31 TOTAL SUBJECTSEach subject will have 80 hours per semesterP.E. and Health will have 20 hours per semester for 4 semestersDEPARTMENT OF EDUCATION19Senior High School Core SubjectsCore Learning Areas and Subjectshours per semesterLanguageOral Communication 80Reading & Writing80Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino 80Pagbasa at Pagsusuri ng Ibat Ibang Teksto Tungo sa Pananaliksik80Humanities 21st Century Literature from the Philippines and the World80Contemporary Philippine Arts from the Regions80CommunicationMedia & Information Literacy80MathematicsGeneral Mathematics 80Statistics & Probability 80ScienceEarth and Life Science (Lecture and Laboratory)80Physical Science (Lecture and Laboratory)80Social SciencePersonal Development / Pansariling Kaunlaran80Understanding Culture, Society and Politics80PhilosophyIntroduction to the Philosophy of the Human Person / Pambungad sa Pilosopiya ng Tao80PE and HealthPhysical Education and Health80CORE Total Number of Hours1,200TRACK Total Number of Hours1,280Total Number of Hours (CORE + TRACK)2,480Total Hours (CORE + TRACK) divided by Number of School Days in SHS (400) = average hours/day6.2 hours/dayDEPARTMENT OF EDUCATION20Each subject will have 80 hours per semester*For FinalizationContextualized Track SubjectsDEPARTMENT OF EDUCATIONAcademic, Technical-Vocational-Livelihood, Sports, Arts & Design Tracks1English for Academic and Professional Purposes2Research in Daily Life 13Research in Daily Life 24Pagsulat sa Filipino sa Piling Larangan (Akademik, Isports, Sining at Tech-Voc)5Empowerment Technologies (E-Tech): ICT for Professional Tracks6Entrepreneurship7Research Project / Culminating Activity*Contextualized - Related21Academic TrackAccountancy, Business and Management Strand8ABM Strand 1Applied Economics 9ABM Strand 2Business Ethics and Social Responsibility10ABM Strand 3Fundamentals of Accountancy, Business and Management 111ABM Strand 4Fundamentals of Accountancy, Business and Management 212ABM Strand 5Business Math13ABM Strand 6Business Finance14ABM Strand 7Organization and Management 15ABM Strand 8Principles of Marketing16ABM Strand 9Work Immersion/Research/Career Advocacy/Culminating Activityi.e. Business Enterprise SimulationEach subject will have 80 hours per semesterDEPARTMENT OF EDUCATION22Academic TrackProposed Humanities and Social Science Strand*8HUMSS Strand 1Creative Writing9HUMSS Strand 2Creative Nonfiction: The Literary Essay10HUMSS Strand 3World Religions and Belief Systems11HUMSS Strand 4Megatrends and Critical Thinking in the 21st Century Culture12HUMSS Strand 5Philippine Politics and Governance13HUMSS Strand 6Community Involvement and Social Issues14HUMSS Strand 7Introducing the Social Sciences (Anthropology, Economics, History, Psychology, Sociology, Political Science)15HUMSS Strand 8Introducing the Applied Social Sciences(Communication, Journalism, Guidance and Counseling, Social Work)16HUMSS Strand 9Work Immersion/Research/Career Advocacy/Culminating ActivityEach subject will have 80 hours per semester*For FinalizationDEPARTMENT OF EDUCATIONas of December 18, 2013Senior High School Core Subjects for the STEM StrandDEPARTMENT OF EDUCATION
Core Learning Areas and Subjectshours per semesterLanguageOral Communication 80Reading & Writing80Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino 80Pagbasa at Pagsusuri ng Ibat Ibang Teksto Tungo sa Pananaliksik80Humanities 21st Century Literature from the Philippines and the World80Contemporary Philippine Arts from the Regions80CommunicationMedia & Information Literacy80MathematicsGeneral Mathematics 80Statistics & Probability 80ScienceEarth Science80Disaster Readiness and Risk Reduction80Social SciencePersonal Development / Pansariling Kaunlaran80Understanding Culture, Society and Politics80PhilosophyIntroduction to Philosophy of the Human Person / Pambungad sa Pilosopiya ng Tao80PE and HealthPhysical Education and Health80CORE Total Number of Hours1,200TRACK Total Number of Hours1,280Total Number of Hours (CORE + TRACK)2,480Total Hours (CORE + TRACK) divided by Number of School Days in SHS (400) = average hours/day6.2 hours/dayDEPARTMENT OF EDUCATION24Academic TrackScience, Technology, Engineering and Mathematics Strand8STEM Strand 1Pre-Calculus9STEM Strand 2Basic Calculus 10STEM Strand 3General Biology 111STEM Strand 4General Biology 212STEM Strand 5General Physics 113STEM Strand 6General Physics 214STEM Strand 7General Chemistry 115STEM Strand 8General Chemistry 216STEM Strand 9Work Immersion/Research/Career Advocacy/Culminating ActivityEach subject will have 80 hours per semesterDEPARTMENT OF EDUCATIONAcademic TrackProposed General Academic Strand*8Strand 1Humanities 19Strand 2Humanities 210Strand 3Social Science 111Strand 4Applied Economics12Strand 5Organization and Management13Strand 6Disaster Readiness and Risk Reduction14Strand 7Elective 1 (from any Track/Strand)15Strand 8Elective 2 (from any Track/Strand)16Strand 9Work Immersion/Research/Career Advocacy/Culminating ActivityEach subject will have 80 hours per semester*For FinalizationDEPARTMENT OF EDUCATION26Sports Track SubjectsEach subject will have 80 hours per semesterDEPARTMENT OF EDUCATIONSports Track8Sports Track 1Safety and First Aid9Sports Track 2Human Movement10Sports Track 3Fundamentals of Coaching11Sports Track 4Sports Officiating and Activity Management12Sports Track 5Fitness, Sports and Recreation Leadership13Sports Track 6Psychosocial Aspects of Sports and Exercise14Sports Track 7Fitness Testing and Exercise Programming15Sports Track 8Practicum (in-campus)16Sports Track 9Work Immersion/Research/Career Advocacy/Culminating Activityi.e. Apprenticeship (off-campus)Arts and Design Track SubjectsEach subject will have 80 hours per semester except Apprenticeship and Exploration of Different Arts Fields which will have 160 hoursDEPARTMENT OF EDUCATIONArts and Design Track8Arts Track 1Creative Industries I: Arts and Design Appreciation and Production9Arts Track 2Creative Industries II: Performing Arts10Arts Track 3Physical and Personal Development in the Arts11Arts Track 4Developing Filipino Identity in the Arts12Arts Track 5Integrating the Elements and Principles of Organization in the Arts13Arts Track 6Leadership and Management in Different Arts Fields14Arts Track 7Apprenticeship and Exploration of Different Arts Fields 15Arts Track 816Arts Track 9Work Immersion/Research/Career Advocacy/Culminating ActivityExhibit for Arts Production/ Performing Arts ProductionApprenticeship and Exploration of Different Arts FieldsMusic [singing, solo vocal performance, live sound technician]Theater [ acting, technical lights crew, props and set designing, script writing]Visual arts [illustration, product designing, graphic designing]Media Arts [ 2D/3D animation artist, WEB designing, film video-utility, game arts developing photography]Dance [ dancing, ballroom dancing, dance choreography, dance instruction]Technical-Vocational-Livelihood Track (Table 1) andTESDA Training Regulations-Based Specializations* (Table 2)HEICTAgri-Fishery ArtsIndustrial ArtsHairdressingTailoringCaregivingFood and Beverage ServicesBread and Pastry ProductionHousekeepingTour Guiding ServicesTravel ServicesAttractions and Theme Parks TourismHandicraft a. Fashion Accessories b. Paper Craft c. Woodcraft d. LeathercraftComputer ProgrammingMedical TranscriptionAnimationAGRI-CROP PRODUCTIONHorticultureLandscape Installation and MaintenanceOrganic Agriculture ProductionPest ManagementRice Machinery OperationAutomotive ServicingRefrigeration and Air-ConditioningConsumer Electronics ServicingElectrical Installation and MaintenanceShielded Metal-Arc WeldingCarpentryPlumbingMasonryTile SettingANIMAL PRODUCTIONArtifical InsemminationRaising Large Ruminants (Dairy Cattle and Buffaloes)Raising SwineSlaughteringFISH PRODUCTIONFish Nursery OperationFish or Shrimp Grow Out OperationFishport/Wharf OperationTech-Voc TrackTESDA Training Regulations-Based SpecializationsTVL Track SubjectsSubjectsExample8Tech-Voc Track 1Beauty Care / Nail Care9Tech-Voc Track 210Tech-Voc Track 3Hairdressing11Tech-Voc Track 412Tech-Voc Track 513Tech-Voc Track 614Tech-Voc Track 715Tech-Voc Track 816Tech-Voc Track 9DEPARTMENT OF EDUCATIONEach subject will have 80 hours per semester.*Aligned with Technology and Livelihood Education (TLE) in Grades 7 to 10.
TECH-VOC TRACK
Technology and Livelihood Education encompasses the field of Home Economics (H.E.); Industrial Arts (IA); Agri-Fishery Arts (AFA); and Information, Communication. and Technology (ICT).
The 24 TLE courses can be categorized under any of these fields. TLE as a course has two streamsthe TR-based TLE and the Entrepreneur-based TLEand every school has a choice as to which stream to offer, with consideration forfaculty, facilities, and resources. Both streams are based on the Training Regulations, but the Entrepreneur-based TLE embeds entrepreneurship concepts in the teaching of the various subjects in HE , IA, AFA, and ICT.
TLE is geared toward the development of technological proficiency and is anchored on knowledge and information, entrepreneurial concepts, process and delivery, work values, and lifeskills. This means that the TLE that works is one which is built on adequate mastery of knowledge and information, skills and processes, and the acquisition of right work values and life skills. The TLE that is functional is one whichequips students with skills for lifelong learning. TLE that is concerned only with mere definition of terms is meaningless and shallow. TLE that is focused on mastery of skills and processes without right work values is anemic and dangerous. An effective TLE is one that is founded on the cognitive, behavioral, or psychomotor and affective dimensions of human development. Therefore teaching TLE means teaching facts, concepts, skills, and values in their entirety. The diagram likewise shows that entrepreneurial concepts also form part of the foundation of quality TLE. It is expected that TLE students, after using the Learning Modules on Entrepreneurship-based TLE, imbibe the entrepreneurial spirit and consequently set up their own businesses in the areas of Agri-Fishery Arts, Industrial Arts, Home Economics, and Information and Communication Technology. TLE by its nature is dominantly a skill subject; hence the teacher must engage students in an experiential, contextualized, and authentic teaching-learning process. It is a subject in whichstudentslearn best by doing. It is integrative in approach. For instance, it integrates entrepreneurship with all the areas of TLE. It integrates concepts, skills, and values. 32TLE is geared towards the development of technological proficiency and is anchored on knowledge and information, entrepreneurial concepts, process and delivery, work values, and life skills. Beauty CareCaregivingCookeryFront Office ServicesHandicraftHousehold ServicesDressmakingTravel ServicesWellness Massage Automotive Civil Technology(carpentry, masonry, tile setting and plumbing) Electricity Electronics Mechanical Drafting Metal Works RAC Electrical Wiring & Installation CHS Photo Editing Desktop Publishing Technical Drawing
Agri-Crop ProductionAnimal ProductionAquacultureHorticulture
Mini-Courses for G7 and G8
Strands under the tech-voc track G11 and G12H.E.Hairdressing TailoringCaregivingFood and Beverage ServicesBread and Pastry ProductionHousekeepingTour Guiding ServicesTourism Promotion ServicesAttractions and Theme Parks TourismHandicraftI.A.Automotive ServicingRefrigeration and Air-ConditioningConsumer Electronics ServicingElectrical Installation and MaintenanceShielded Metal-Arc WeldingCarpentryPlumbingTile SettingICT Medical Transcription Computer ProgrammingAnimation/Multimedia AGRI-FISHERYAnimal ProductionFish ProductionAgri-Crop ProductionCurriculum mapCurriculum map for home economics
Curriculum map for home Industrial Arts
Curriculum map for home Industrial Arts
Curriculum map for home Industrial Arts
K to 12 Basic Education ProgramK to 12 builds on the reform thrusts of BESRA.Quality & Accessible Education For AllBESRA as a package of reform initiatives considers K to 12 as the flagship reform strategy.K to 12Basic Education ProgramK to 12 will not start from scratch. The program builds on the reform thrusts of the Basic Education Sector Reform Agenda or BESRA that began in 2006.
About BESRA:BESRA (Basic Education Sector Reform Agenda) is a package of reform initiatives aimed at improvingaccess andqualityof basic education in the countryIt is composed of 5 Key Reform Thrusts (KRT) namely:Continuous school improvement (SBM)Better learning outcomes (Standards-driven teacher education and development)Desired Learning Outcomes (K to 12 plusIP & Muslim Education, Livelihood Education)Complementary Early Childhood Education(Universal Kindergarten)and Alternative Learning SystemInstitutional culture change (RAT/Organization Development, Quality Management System and ICT in Governance and Management)BESRA and K to 12: The Connection?Reforming the Basic Education curriculum(introducing K to 12)requires the strategic changes targeted by BESRA.The KRTs in BESRA are assumptions of good education governance and management practices which are imperatives for the phasing of K to 12 implementationBESRA as a package of reform initiatives considers K to 12 as theflagshipreform strategyBESRA is a commitment and a goal contained in the promise of Education for ALL.K to 12 is one of the key strategies to achieve EFA.41K to 12 addresses multiple priorities in the Presidents 10-Point Basic Education Agenda12-year Basic Education CycleUniversal pre-schooling for allMadrasah education as a sub-system within the education systemTechnical-Vocational Education as an alternative stream in Senior High SschoolEvery Child a Reader by Grade 1Science and Math proficiencyAssistance to private schools as essential partners in Basic EducationMedium of instruction rationalizedQuality textbooksCovenant with the local governments to build more schools
42With K to 12, we will..Produce holistically developed learners who have 21st century skills and are prepared for higher education, middle-level skills development, employment, and entrepreneurship.
..country with an organized and shared rapid expansion of our economy through a government dedicated in honing and mobilizing our peoples skills and energies..-Philippine Development Plan 2011-2016With the K to 12 Program, we aim to fundamentally transform our basic education curriculum so that it produces holistically developed learners who have 21st century skills and are prepared for higher education, middle-level skills development, employment, and entrepreneurship. K to 12 is a joint program of the Department of Education, the Commission on Higher Education, and the Technical Education and Skills Development Authority. Beyond the three education agencies, the program is being developed in concert with all relevant stakeholders: students, parents, teachers and administrators from public and private schools, education experts, government agencies and the legislature, higher education institutions, business sector and industries, and civil society organizations.
K to 12 is our collective response to the challenge of making basic education work for all learners.43Thank you!JOSEPH T. SANTOSEducation Program SupervisorDepEd-Division of Marikina [email protected] / [email protected] Positive Change to take place, for change is the only permanent thing in this world.With K to 12, we will..Activity 1. 15minutes
What are some of the challenges that will be faced by your School in the K to 12 implementation?
1.2.3.4.5.6.Produce holistically developed learners who have 21st century skills and are prepared for higher education, middle-level skills development, employment, and entrepreneurship.With the K to 12 Program, we aim to fundamentally transform our basic education curriculum so that it produces holistically developed learners who have 21st century skills and are prepared for higher education, middle-level skills development, employment, and entrepreneurship. K to 12 is a joint program of the Department of Education, the Commission on Higher Education, and the Technical Education and Skills Development Authority. Beyond the three education agencies, the program is being developed in concert with all relevant stakeholders: students, parents, teachers and administrators from public and private schools, education experts, government agencies and the legislature, higher education institutions, business sector and industries, and civil society organizations.
K to 12 is our collective response to the challenge of making basic education work for all learners.45With K to 12, we will..Activity 2. 15Minutes Choose 5 Major problems from enumerated challenges
1.2.3.4.5.Produce holistically developed learners who have 21st century skills and are prepared for higher education, middle-level skills development, employment, and entrepreneurship.With the K to 12 Program, we aim to fundamentally transform our basic education curriculum so that it produces holistically developed learners who have 21st century skills and are prepared for higher education, middle-level skills development, employment, and entrepreneurship. K to 12 is a joint program of the Department of Education, the Commission on Higher Education, and the Technical Education and Skills Development Authority. Beyond the three education agencies, the program is being developed in concert with all relevant stakeholders: students, parents, teachers and administrators from public and private schools, education experts, government agencies and the legislature, higher education institutions, business sector and industries, and civil society organizations.
K to 12 is our collective response to the challenge of making basic education work for all learners.46With K to 12, we will..Activity 3. 30 Minutes
What measures should be taken to meet these challenges?
1.2.3.45.6.Produce holistically developed learners who have 21st century skills and are prepared for higher education, middle-level skills development, employment, and entrepreneurship.With the K to 12 Program, we aim to fundamentally transform our basic education curriculum so that it produces holistically developed learners who have 21st century skills and are prepared for higher education, middle-level skills development, employment, and entrepreneurship. K to 12 is a joint program of the Department of Education, the Commission on Higher Education, and the Technical Education and Skills Development Authority. Beyond the three education agencies, the program is being developed in concert with all relevant stakeholders: students, parents, teachers and administrators from public and private schools, education experts, government agencies and the legislature, higher education institutions, business sector and industries, and civil society organizations.
K to 12 is our collective response to the challenge of making basic education work for all learners.47With K to 12, we will..Activity 4. 20 Minutes
Explain the role of the school head/administrator and teachers as technology leaders; a. Enhanced Curriculum b. Learning materials (references & textbooks) c. Available ICT equipment
Produce holistically developed learners who have 21st century skills and are prepared for higher education, middle-level skills development, employment, and entrepreneurship.With the K to 12 Program, we aim to fundamentally transform our basic education curriculum so that it produces holistically developed learners who have 21st century skills and are prepared for higher education, middle-level skills development, employment, and entrepreneurship. K to 12 is a joint program of the Department of Education, the Commission on Higher Education, and the Technical Education and Skills Development Authority. Beyond the three education agencies, the program is being developed in concert with all relevant stakeholders: students, parents, teachers and administrators from public and private schools, education experts, government agencies and the legislature, higher education institutions, business sector and industries, and civil society organizations.
K to 12 is our collective response to the challenge of making basic education work for all learners.48GENERAL STRATEGIES & POSSIBLE ACTIONS TO BE TAKENCreate Transition Management Teams (TMTs) at the Region/Division/School levelsEnhance the data gathering techniques to capture internal/external profile: - Use survey data to determine the academic strands that SHS students will possibly take. - Determine the projected no. of enrolees under the academic track and under the specific strandsStrengthen productive partnerships with HEIs, SUCs, LCUs - Conduct meeting with HEIs [public & private] to discuss plans for 2016Strengthen career advocacies through partnerships with DOLE, DTI, TESDA and other stakeholders - conduct career orientation to incoming Grade 9 students on the 3 possible tracks available for them to take - Orient teachers on the K to 12 implementation plan to become career advocatesDevelop Transition Plan (Region/Division/School) - Conduct meetings with LGUs, NGOs, HEIs, TVIs to determine the extent of possible partnerships of schools with stakeholders - GENERAL STRATEGIES & POSSIBLE ACTIONS TO BE TAKENSpecific strategies & suggested activitiesStrengthen support of stakeholders - conduct general orientation on SHS Enhance data gathering techniques to capture internal/external profiles - Use survey data to determine the strands that SHS techvoc students will possibly takeStrengthen productive partnership with stakeholders - Conduct consultation meetings with TESDA, TVIs, LGUs, NGOs and other industry partnersEnhance flagship programs and course offerings based on demand - process accreditation & certification of courses with TESDASpecific strategies & suggested activitiesCreate intensified career advocacy programs for incoming SHS - Conduct career orientation/advocacy campaign in collaboration with DOLE, TESDA, DTI, etc.
Strengthen partnership with Industry for possible industry immersion or employmentCreate opportunities for schools and industry to communicate and discuss plans for SHS - Conduct SHS Orientation with industry and other stakeholders
IMPERATIVES FOR OFFERING TECHVOC COURSESAvailable qualified teachers with NC II, NC III to handle specialized subjectsAvailable workshopsAvailable tools and equipmentAvailable industry partners for OJT/Industry immersionStudents interestsImperative for offering the sports & arts tracks Laying the ground workProfiling of the communityNetwork and linkage with key partners and stakeholdersCollaborate with stakeholders - Linkage with HEIs, NCCA, NSAs for resource persons, trainers/teachers with expertise - Linkage with LGUs for sports & arts facilities - Linkage with PTA for the promotion of sports and arts tracksFormalizing the mechanisms for strengthening partnershipImperative for offering the sports & arts tracks Determining the standards of performance necessary for admission: - setting criteria for admission - profiling of enrolees (matching interests with industry) - Setting selection process (completion of academic requirements, NCAE results, and interview of the students with parents
