Mc seminar k to 12

Batang K-12, Handa sa

Trabaho o Kolehiyo, Handa sa Mundo

K-12 Basic Education Program

Presented by John Medina

The K to 12 Basic Education Program: Background, Rationale and Updates

Global Challenges and Philippine

Education

Global Challenges and Philippine Education

DEPARTMENT OF EDUCATION

“A curriculum needs to be updated regularly, not only to incorporate new knowledge but also to adapt to changing environmental, social, technological and global contexts.”

~ Dr. Allan Bernardo

Global Challenges and Philippine Education

Bologna Process and Washington

Accord

Standard Movements in

U.S. and in other countries

Education for All (EFA) by

2015

Millennium Development Goals (MDGs)

by 2015

ASEAN 2015 Economic Integration

Basic Education Sector Reform

Agenda (BESRA) 2015


The Bologna Process and Washington Accord


Bologna Process (1999) – minimum 12 years pre-university

education for university admission and practice of profession in

European countries.

Washington Accord (1989) – minimum 12 years pre-university

education for recognition of engineering professionals.

Standard Movements in U.S. and in other countries


National Goals of Education came out which started the development of national standards in education, national achievement tests and standards in content

areas.

The Industry Sector pushed the universities in US to produce graduates with high level professional skills

and such skills should no be attained by countries that supply cheap labor.

Education for All (EFA) 2015 of UN


Millennium Development Goals by 2015


ASEAN 2015 Economic Integration


• ASEAN Economic Community

• 10 countries, single regional economic market by 2015

One Community

• Working together rather than competing with each other

• Strong emerging market of 600M people

• ASEAN MRA

Regional Cooperation • Free flow of goods,

services, investment capital and skilled labor

• Recognition of Qualifications

• Professional mobility

Free Trade

ASEAN ECONOMIC COMMUNITY 2015

Basic Education Sector Reform Agenda (BESRA) 2015


K to 12 Basic Education Program K to 12 Basic Education Program

Basic Education Sector Reform Agenda

KRT1: School-Based Management

KRT 2: Teacher

Education & Development

KRT 3: National Learning Strategies

KRT 4: Quality

Assurance & Accountability/

M&E

KRT 5: Organizational Development

Quality & Accessible Education For All Quality & Accessible Education For All

BESRA as a package of reform initiatives considers K to 12 as the flagship reform strategy.

Institutional Reform Structure

Further Imperatives for K to 12



Global Innovation Index Business

World

Chronic Underachievement

of Our Students (NAT)

Shortest Pre– University Program

Trends in Math and Science Study

(TIMSS)

The Philippines must catch up with the rest of the world.

World Economic Forum Global Competitiveness Report Country and Overall Rank 2008 2009 2010 2011

Singapore 5 3 3 2

Malaysia 21 24 26 21

Brunei Darussalam 39 32 28 28

Thailand 34 36 38 39

Indonesia 55 54 44 46

Vietnam 70 75 59 65

Philippines 71 87 85 75 Cambodia 109 110 109 97

5th in Quality of Education

Last (8th)* in Quality of Science & Math Education and Capacity for Innovation

In ASEAN:

*Laos, Myanmar, and Timor-Leste are not included in the survey.

Global Innovation Index Business World July 20, 2011


Philippines 2010 Rank 76 2011 Rank 91 – out of 125 countries

Singapore – topped the East Asia and Pacific Region

Top 3 Most Innovative Countries

Switzerland Rank 1

Sweden Rank 2

Singapore Rank 3

Chronic Underachievement of Our Students (NAT)




Country Total Duration of Basic Education

Total Duration of Pre- University Education

Brunei 11/12 13/15

Cambodia 12 13

Indonesia 12 13

Lao PDR 12 14

Malaysia 11 14/15

Myanmar 11 12

Philippines 10 10

Singapore 10/11 12/14

Thailand 12 12

Timor-Leste 12 12

Vietnam 12 14/15 Source: SEAMEO Innotech, 2011



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

DJIBOUTI ANGOLA

PHILIPPINES

Trends in Math and Science Study (TIMSS)


Table 1 Philippine Average TIMSS Scores Scores International

Average Rank Participating

Countries

2003 Results Grade IV Science 332 489 23 25 Mathematics 358 495 23 25 HS II Science 377 473 43 46 Mathematics 378 466 34 38

2008 Results Advanced Mathematics 365 500 10 10

Source: TIMMS, 2003 and 2008

Research findings on basic education

1. Poor achievement

2. Mismatch between educational

output and country needs

3. Language problem

4. Curriculum congestion



• 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

CURRENT SITUATION: WHERE ARE WE NOW?


Chronic underachievement

of students as reflected in the NAT

and TIMSS

Insufficient mastery of basic

competencies due to congested curriculum

High school graduates (<16 year-old graduates lack basic competencies

and maturity)

Other countries view the 10–year education cycle as

insufficient

The Philippines is the only remaining

country in Asia with a 10 – year basic

education program

Some NCAE Data

Aptitude for College SY 2006-2007

High Aptitude for College,

9,066 , 0.72%

Moderate Aptitude for College ,

478,909 , 37.85%

Low Aptitude for College , 777,236 ,

61.43%

General Scholastic Aptitude

Source: NETRC 2006

High Aptitude for College

77,869 6%

Moderate Aptitude for College ,

418,931, 34%

Low Aptitude for College

, 726,665, 60%

General Scholastic Aptitude

Source: NETRC 2006

Aptitude for College SY 2007-2008

High Aptitude for Tech-

Voc programs 711,526

54%

Moderate Aptitude for Tech-Voc programs, 468,901,

36%

Low Aptitude for Tech-Voc programs, 124,780,

10%

Aptitude for Tech-Voc SY 2006-2007

Aptitude for Tech-Voc SY 2007-2008

High Aptitude for Tech-

Voc programs

19%

Moderate Aptitude for Tech-

Voc programs

59%

Low Aptitude for Tech-

Voc programs

22%

High Aptitude

for Entrep programs, 757,356,

58%

Moderate Aptitude

for Entrep programs, 544,006,

42%

Low Aptitude

for Entrep programs, 3,849, 0%

Aptitude for Entrepreneurship SY 2006-2007

Aptitude for Entrepreneurship SY 2007-2008

High Aptitude

for Entrep programs, 717,232, 58.62%

Moderate Aptitude

for Entrep programs 502,482

41%

Low Aptitude

for Entrep programs,

3,751, 0.31%

972,458 Unemployed

HS Grad 650,000 ++ Available Skills

Based Jobs

Source: NSO, 2009 & 2010

Unemployed VS. Available Skilled Jobs

Historical Background of K to 12

K-12 BasicEducationProgram

The proposal to expand the basic education dates back to 1925

Batang K-12, Handa sa Trabaho o Kolehiyo, Handa sa Mundo

• • • •

K-12 is not NEW. Has been studied since 1925 . no political will to do it. Need to be more competitive.

Historical Background of K to 12 BEP


Monroe Survey (1925)

Prosser Survey (1930)

UNESCO Mission

Survey (1949)

Education Act of 1953

Swanson Survey (1960)



Presidential Commission to

Survey Philippine Education

(PCSPE) (1970)

Congressional Commission on

Education (EDCOM) Report

(1991)

Presidential Commission on

Educational Reforms (2000)

Philippine Education for All

(EFA) 2015 National Action

Plan

Presidential Task Force on

Education (2008)



1. Monroe Survey (1925): Secondary education did not prepare for life and recommended training in agriculture, commerce, and industry.



2. Prosser Survey (1930): Recommended to improve phases of

vocational education such as 7th grade shop work, provincial school, practical

arts training in the regular high schools, home economics, placement work,

gardening, and agricultural education.



3. UNESCO Mission Survey (1949): Recommended the

restoration of Grade 7.



4. Education Act of 1953: Under Section 3, mandates that primary course shall be from Grades I to

IV and intermediate course is from Grade V to VII.



5. Swanson Survey (1960): Recommended the restoration

of Grade 7.



6. Presidential Commission to Survey Philippine Education

(PCSPE) (1970): Implementation of an 11-year cycle; 6 years elementary

and 5 years secondary.



7. Congressional Commission on Education (EDCOM) Report (1991): Recommended one of two alternatives: Seven years of elementary or Five years

of secondary education.



8. Presidential Commission on Educational Reforms (2000):

Proposed one-year pre-baccalaureate system that would bring the Philippines

at par with other countries.



9. Philippine Education for All (EFA) 2015 National Action

Plan: Adopt a longer cycle (i.e., 12-year) for formal basic education.



10. Presidential Task Force on Education (2008): On a 12-year pre-university program, it is important “to

specify the content of the 11th and 12th years and benchmark these with

programs abroad.

Historical Background of the K to 12 Curriculum

10–Point Basic Education Agenda of the Government

“We need to add two years to our basic education. Those who can afford pay up to fourteen years of schooling before university. Thus, their children are getting into the best universities and the best job after graduation. I want at least 12 years for our public school children to give them an even chance at succeeding.”

President Benigno S. Aquino III


10–POINT BASIC EDUCATION

AGENDA

President Aquino’s

1. 12 – Year basic education cycle

2. Universal pre-school for all

3. Madaris or Madrasah education

4. Technical vocational education as

an alternative stream in senior high

school.

5. “Every child a reader” by Grade I

6. Science and Math proficiency

7. Assistance to private schools as

essential partners in basic

education

8. Medium of instruction rationalized

9. Quality textbooks

10. Covenant with the local

governments to build more

schools

K to 12 Curricular

Frameworks

The K to 12 Philippine Basic Education Curriculum Framework


CONTEXT

PHILOSOPHICAL & LEGAL BASES

RA 10533 Enhanced Basic Education Act of 2013

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 and active maker of meaning, not a passive recipient of information

NEEDS OF THE 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

SKILLS Information, Media, and Technology Skills

Learning and Innovation Skills Communication Skills Life and Career Skills

LEARNING AREAS Language

Technology and Livelihood Education (TLE) Mathematics and Science

Arts and Humanities

Materials, Facilities,

and Equipment

ICT Environment Assessment

School Leadership

and Management

Schools Divisions Technical

Assistance

Community-Industry

Relevance and

Partnerships

Teachers



Monitoring and Evaluation System

Curriculum Support System

Being and Becoming a Whole Person

Holistically Developed Filipino with 21st Century Skills



CURRICULUM SUPPORT SYSTEM

FAMILY SUPPORT INTERNAL AND EXTERNAL STAKEHOLDERS’ SUPPORT

SOCIETAL SUPPORT Public-Private Partnership

Media,GO,NGO

INSTRUCTIONAL SUPPORT Teachers’ CPD , Textbooks

and other IMs

ADMINISTRATIVE SUPPORT CO, RO, DO School

MONITORING and EVALUATION SYSTEM

MONITORING and EVALUATION SYSTEM




Curriculum Exits


Structure of the K to 12 Curriculum

Kindergarten


6 years Elementary

4 years Junior HS 2 years Senior HS

K+6+4+2

Kindergarten (5 years old) Kindergarten

6 years of Elementary

Grade 1 (6 years old)












4 years of Junior High School

2 years of Senior High School

K to 12 is Kindergarten and 12 years of Basic Education.

New HS Year 1

New HS Year 2

New HS Year 3

New HS Year 4

New HS Year 5

New HS Year 6

All schools must adhere to the following standards: 1. Age requirement 2. Duration 3. Curriculum

2011‐2012

2012‐2013

2013‐2014

2014‐2015

2015‐2016

2016‐2017

2017‐2018

2018‐2019

2019‐2020

2020‐2021

2021‐2022

2022‐2023

2023‐2024

Grade 1

Kinder

Grade 12

Grade 11

Grade 10

Grade 9

Grade 8

Grade 7

Grade 6

Grade 5

Grade 4

Grade 3

Grade 2

K to 12 schematic implementation plan for public schools

Implementation of Grade 7 (HS Year 1) in K to 12 curriculum

Implementation of Grade 1 in K to 12 curriculum

Grade 11 (HS Year 5) implementation

First batch of First batch of senior high school

graduates

First batch of K to 12 graduates

Phased Implementation of K to 12 Curriculum Starting SY 2012-2013

Business and Entrepreneurship

Technical-Vocational

Humanities and Social Sciences

• Core (Languages, Literature, Math, Philosophy, Science, Social Sciences) + Career Pathways (including OJT)

Grades 11-12 (New HS Years 5-6)

• Core Learning Areas plus elective Technology & Livelihood Education


• Core Learning Areas and exploratory Technology & Livelihood Education


• Core Learning Areas (AP, English, EPP/TLE, EsP, Filipino, Math, MAPEH, MT, Science); MTB-MLE from Grades 1-3

Grades 1-6

• Learning Domains Kindergarten

K to 12 Curriculum Model

Science, Technology, and Engineering

K to 12 graduates proceeding to college take 1yr revised General Education Curriculum (GEC) followed by 2+ yrs of Major Courses

Sports

Academic Track

Technical Vocational Livelihood

Track

Sports Track

Arts & Design Track

Basic Education Program


Kinder to Grade 6 Elementary

Grades 7 to 8 (Exploratory TLE)

Junior High

School

Grades 9 to 10 (Specialized TLE)

Core Subjects

Senior High

School

Contextualized Track Subjects

oGeneral Academic Strand

oSTEM oABM oHUMSS

o Home Economics

o Agri-Fishery

o Industrial Arts

o ICT

Tracks

As of 02/17/14 Special ManCom Meeting on SHS Preparations. For DEPED USE ONLY

Grade 9 Specialization

1. Automotive Servicing 2. Carpentry 3. Drafting 4. Electrical Installation and Maintenance 5. Electrical Servicing 6. Handicraft 7. Masonry 8. Plumbing 9. Refrigeration and air condittioning 10. Shielded Metal And Welding

Grade 9 Specialization

11.Tile Setting 12.Caregiving 13.Dressmaking/Tailoring 14.Household Services 15.Bread and Pastry Production 16.Beauty Care 17.Commercial Cooking 18.Animal Production 19.Crop Production 20.Food Processing 21.Horticulture

22. Fish Capture 23.Fish Culture 24.Fish Processing

What will each graduate get?


Grade VI Junior HS

Senior HS

Batang K-12, HandasaTrabaho o Kolehiyo, HandasaMundo

Salient Features of the K to 12

Curriculum


Features of the K to 12 Curriculum


learner-centered, inclusive and research-

based

culture-responsive and culture-sensitive, integrative and

contextualized, relevant and responsive

standard and competence based,

seamless, decongested

flexible, ICT-based, and global

Learner‐ Centered

Decongested

Seamless

Responsive

Enriched

The K to 12 Basic Education curriculum will be enhanced

Integrative, Inquiry‐based, Constructivist Technology ‐enhanced

Focuses on the development of the Filipino

Allows for mastery of competencies Flexible to

local needs

Continuum following an expanding spiral progression model

•topics discussed were lessened to focus on the “essentials” and the “must teach”; allows mastery of competencies

Decongested

•horizontal articulation – smooth transition between quarters •vertical articulation – smooth transition between grade levels

Seamless

•integration of and interconnection between and among subject areas •inquiry, constructivist, blended approaches in teaching and learning

Enriched

•sensitive to age level of the students; different levels of complexity

Developmentally- or age-appropriate

Salient Features of the K to 12 Curriculum

Inquiry‐based

Learner‐centered Decongested Seamless Relevant &

Responsive

Constructivist Enriched Integrative Value‐laden

Outcome‐standard and competency‐

based



It focuses on the holistic development of the learner.

It is outcome-based as it prepares learners for:

• Higher education • Middle level skills • Employment and • Entrepreneurship

It is outcome-based as it prepares learners for:

• Inclusive education (Gifted, Special, Madrasah) • Learners’ growth and development • Teaching and learning and Assessment


Basic concepts/general concepts are first learned.

Spiralling of Content


This also allows learners to learn topics and skills appropriate to their developmental and cognitive stages.

More complex and sophisticated versions of the basic/general concepts are then rediscovered in the

succeeding grades.

This strengthens retention and enhances mastery of topics and skills as they are revisited and consolidated

time and again.

• By spiraling CS and PS, learners are being trained to be gradually released in terms of levels of independent thinking.

Grade s 7- 10

Grade s 4-6

Grades 1-3 K –

Algebra, Geometry , Statistic

s and Probabilit

y

Discipline-based Approach Trigonometry , Fundament

als of Statistics

Geome try

Intermed iate

Algebra

Elem Algeb

ra


Help non-majors teach with confidence because topics are revisited to deepen their

content mastery.

Challenge of Spiral Curriculum for Teachers


Allows flexibility in sequencing of content in every quarter.

Encourages team teaching and other support mechanism.

Interdisciplinary content and skills are connected across topics within the discipline and across disciplines, whenever appropriate.

Physical Science * Laws of Conservation of Matter and Energy Energy cannot be created nor destroyed but is changed from one form to another Science, Technology, Society * Natural resources * Environmental quality * Technological designs

Life Science * Energy organizations in the living system Food chain is a process of eating and being eaten Earth & Space Science * geochemical cycles * energy in the earth systems

ENERGY Energy follows a one-way path Pollution is the result of the abuse and misuse of energy resources

I N T E G R A T I V E


Curriculum Exits


1. Visual and information literacies

2. Media literacy 3. Basic, scientific,

economic and technological literacies and multicultural literacy

4. Global awareness

1. Creativity and curiosity

2. Critical thinking problem solving skills

3. Risk taking

Collaboration and interpersonal skills

1. Flexibility and adaptability

2. Initiative and self-direction

3. Social and cross-cultural skills

4. Productivity and accountability

5. Leadership and responsibility

6. Ethical, moral and spiritual values


Learning and Innovation Skills

English (Philippine Literature) The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library resources; extracting information and noting details from texts to write a précis, summary, or paraphrase; distinguishing between and using literal and figurative language and verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully and appropriately.

Filipino (Ibong Adarna) Naisasagawa ng mag-aaral ang malikhaing pagtatanghal ng ilang saknong ng koridong naglalarawan ng mga pagpapahalagang Pilipino.

Math Numbers and Number Sense The learner is able to formulate challenging situations involving sets and real numbers and solve these in a variety of strategies. Statistics and Probability The learner is able to collect and organize data systematically and compute accurately measures of central tendency and variability and apply these appropriately in data analysis and interpretation in different fields.

Science The learner investigates the properties of mixtures of varying concentrations using available materials in the community for specific purposes.

AP (Sinaunang Kabihasnan sa Asya) Ang mag-aaral ay kritikal na nakapagsusuri sa mga kaisipang Asyano pilosopiya at relihiyon na nagbigay-daan sa paghubog ng sinaunang kabihasnan sa Asya at sa pagbuo ng pagkakilanlang Asyano.

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 proactive behaviors to prevent intentional injuries.

TLE Personal Entrepreneurial Competencies (PECS) across AF, IA, HE and ICT

Grade 7

EsP Naisasagawa ng mag-aaral ang paglalapat ng wastong paraan upang itama ang mga maling pasya o kilos bilang kabataan batay sa tamang konsensya.


Music (Music of Cordillera, Mindoro, Palawan, and the Visayas) The learner improvises simple rhythmic/melodic accompaniments to selected music from the Cordillera, Mindoro, Palawan and of the Visayas. Arts (Festivals and Theatrical Forms) The learner creates appropriate festival attire with accessories based on authentic festival costumes.


In K-3, the child’s dominant language is used as the language of learning.

Mother Tongue-Based Multilingual Education (MTB-MLE)


The 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.


MTB-MLE Bridging Framework



Contextualization and Localization

“The curriculum shall be contextualized and global;” “The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the [curriculum] based on their respective educational and social contexts.” ~ Sec. 10.2 (d) and (h), RA 10533 Implementing Rules and Regulations


Technology and Livelihood Education and the Technical Vocational Track


Exploratory at Grades 7 and 8

Given the opportunity to explore from a maximum of 4 TLE mini courses for each level

Taught 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 10

The 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 School

K to 12 Curriculum

Outcomes and Standards


Philippine Qualifications Framework


BACCALAUREATE

DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION

PQF Articulation for Grades 10 & 12 Level Knowledge, Skills and Values Application Degree of

Independence

I (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; one’s 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; one’s 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.

Curriculum Outcomes

PQF


Key Stage

Outcomes

G3 G6 G10 G12

Content and Performance STANDARDS

LEARNING COMPETENCIES

LEARNING RESOURCES Teacher’s Guides and Learner’s

Materials

Learning Areas / Grade Level Outcomes / Standards


Learning Standards


• Learning Standards refer to how well the student must perform, at what kind of tasks, based on what content, to be considered proficient or effective.

• They define what learning should be achieved in what grades or over certain grade spans.

Learning Standards


1. Key Stage Standards 2. Content Standards 3. Performance Standards 4. Learning Competency

Sample Key Stage Standard


Mother Tongue (Kinder to Grade 3):

“By the end of grade Ill, students will enjoy communicating in their first language on familiar topics for a variety of purposes and audiences using basic vocabulary, and phrases; read L1 texts with understanding, and create their own stories and texts in their L 1.”

Sample Content and Performance Standards and Learning Competency


Content Standards: The learner demonstrate an understanding of how the different structures of the circulatory and respiratory systems work together to transport oxygen-rich blood and nutrients to the different parts of the body.



Performance Standards: The learner should be able to: conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory systems based on data gathered from the school or local health workers.



Learning Competency: The learners explain how the respiratory and circular systems work together to transport nutrients, gases, and other molecules to and from the different parts of the body.

Desired Outcomes

POSSESSES A HEALTHY

MIND AND BODY

HAS SOLID MORAL AND

SPIRITUAL GROUNDING

HAS ESSENTIAL KNOWLEDGE ,

SKILLS TO CONTINUOUSLY

DEVELOP HIMSELF/HER SELF TO THE

FULLEST

ENGAGES IN CRITICAL

THINKING AND CREATIVE PROBLEM SOLVING

CONTRIBUTES TO THE DEVELOPMENT OF A PROGRESSIVE, JUST AND HUMANE SOCIETY

IS PROUD TO BE A FILIPINO

APPRECIATES THE BEAUTY OF THE

WORLD AROUND HIM/HER AND

CARES FOR THE ENVIRONMENT

FOR A SUSTAINABLE

FUTURE

Learning Areas in the K to 12

Curriculum

Learning Areas in the K to 12 Basic Education Curriculum

ELEMENTARY SECONDARY LEARNING AREAS GRADE LEVELS

Mother Tongue 1 – 3 English English 1 (2nd sem) – 6 Filipino Filipino 1 – 6 Mathematics

Mathematics 1 – 6 Science Araling Panlipunan 1 – 6 Araling Panlipunan

Edukasyon sa Pagpapakatao

1 – 6 Edukasyon sa Pagpapakatao

Science 3 – 6 Music, Arts, Physical Education and Health (MAPEH)(Elem. &

Sec.) Edukasyong Pantahanan at Pangkabuhayan (EPP)

4 – 5

Technology and Livelihood Education

6

Learning Domains •Knowledge & Understanding • Essential Skills •Attitudes and Values

Learning Areas • Languages • Arts and Humanities •Math and Science • Araling Panlipunan • Technology and Livelihood Education • Co‐Curricular Activities and Community Involvement

Core Content

Communication and literacies

Critical thinking and problem solving

Creativity and innovation

Ethical, moral and spiritual values

Life and career competencies

Development of self & sense of community

National and global orientedness

1

2

3

4

5

6

7

Core Content

Communication and Literacies

Critical Thinking and Problem Solving

Creativity and Innovation

Learning Areas

Languages: Mother Tongue, Filipino, English

Science and Mathematics

Languages, Science, Mathematics, MAPEH

Core Content

Ethical, Moral and Spiritual Values

Life and Career Competencies

Development of Self and Sense of Community

National and Global Competencies

Learning Areas

Edukasyon sa Pagpapakatao (EsP)

Technology and Livelihood Education (TLE)

Araling Panlipunan, EsP

Languages, MAPEH, TLE, Math, Science

LEARNING AREA FRAMEWORK, GOAL AND DOMAINS

10

K to 12 Curriculum Development Process

BasicEducation Program

KINDERGARTEN EDUCATION ACT

R.A. 10157 “Kindergarten Education Act” approved January 2012 with Implementing Rules and Regulations (DepED Order No. 32, s. 2012)

Sec. 2 : …All children can avail of mandatory, compulsory kindergarten education that effectively promotes physical, social, intellectual, emotional and skill stimulation and values formation to sufficiently prepare them for formal elementary schooling.

BasicEducation Program

KINDERGARTEN EDUCATION ACT

Sec. 3 c: Kindergarten education means one (1) year preparatory education for children at least 5 years old as prerequisite for Grade 1. Sec. 4: Institutionalization of

Kinder Educ. starting SY 2012

-2013 …and thereafter be

made compulsory for all

Grade 1 pupils.


Curriculum Guide Writing Workshops were held 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

DEPARTMENT OF EDUCATION As of 02/17/14 Special ManCom Meeting on SHS Preparations. For DEPED USE ONLY


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 -

Dasmariñas 11. De La Salle-College of St.

Benilde 12. De La Salle University – Taft 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. Let’s 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. Mary’s 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. UP Diliman 42. UP Integrated School 43. UP Los Baños 44. UP Manila 45. UP NISMED 46. UP Open University 47. USAID 48. Xavier School



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


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



Coding System Coding of Learning Competencies of the Curriculum Guide per Learning Area.11 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 Legend


Sample Curriculum Guide


Grade: 11/12 Semester: 1st Semester Core Subject Title: Oral Communication in Context No. of Hours/ Semester: 80 hours/ semester Core Subject Description: The development of listening and speaking skills and strategies for effective communication in various situations.

CONTENT CONTENT

STANDARD PERFORMANCE STANDARD

LEARNING COMPETENCIES

CODE

OC11.1 Nature and Elements of Communication 1. Definition 2. The Process of

Communication 3. Communication Models 4. Five Elements of

Communication o Verbal and Non-

Verbal Communication

5. Effective Communication Skills

6. Intercultural Communication

6 hours (1 week, 2 days)

The learner... understands the nature and elements of oral communication in context.

The learner… designs and performs effective controlled and uncontrolled oral communication activities based on context.

The learner… 1. Defines communication.

EN11/12OC-Ia-1

2. Explains the nature and process of communication.

EN11/12OC-Ia-2

3. Differentiates the various models of communication.

EN11/12OC-Ia-3

4. Distinguishes the unique feature(s) of one communication process from the other.

EN11/12OC-Ia-4

5. Explains why there is a breakdown of communication.

EN11/12OC-Ia-5

6. Uses various strategies in order to avoid communication breakdown.

EN11/12OC-Ia-6


Sample Curriculum Map QUARTER

Grade First Quarter Second Quarter Third Quarter Fourth Quarter Kinder Kalusugang Pisikal at Pagpapaunlad ng Kakayahang Motor (Pangangalaga sa Sariling Kalusugan at Kaligtasan)

1

NUTRITION 1. Healthful and less

healthful food 2. Consequences of eating

less healthful food 3. Good eating habits

PERSONAL HEALTH Health habits and hygiene

FAMILY HEALTH 1. Characteristics of a healthful

home environment 2. Keeping a healthful home

environment

INJURY PREVENTION, SAFETY AND FIRST AID 1. Personal Information and

ways to ask for help 2. Preventing childhood injuries 3. Ways by which people are

intentionally helpful or harmful

2

NUTRITION 1. Healthy food and the

body 2. Guide in eating a

balanced diet

PERSONAL HEALTH Health habits and hygiene a. Care of the eyes, ears, nose b. Care for the mouth/teeth Development of self-management

skills

FAMILY HEALTH 1. Healthy family habits and

practices 2. Positive expressions of

feelings

Safety rights and responsibilities 1. Home safety

a. Hazards at home b. Safety rules

2. School safety

3

NUTRITION 1. Good nutrition and

health 2. Nutritional guidelines for

Filipinos

PREVENTION AND CONTROL OF DISEASES AND DISORDERS 1. Concept of health and

wellness 2. Common childhood diseases 3. Preventive measures for

common childhood diseases

CONSUMER HEALTH 1. Introduction to consumer

education and its components (health information, products and services)

2. Factors that influence the choice of goods and services

3. Skills of a wise consumer 4. Consumer rights 5. Consumer responsibility 6. Sources of reliable health

information

INJURY PREVENTION, SAFETY AND FIRST AID 1. Road safety 2. Community safety



K to 12 Curriculum Guides


Download them at: http://bit.ly/kto12curriculum


Ensuring Higher Education and Tech-Voc

Readiness

Effect of K to 12 on Higher Education Degree Programs

Reduction in GE units may lead to one‐year: (1) reduction or (2) enrichment of degree programs

63 or 51 units of General

Education Courses

36 units of GE Courses*

Before K to 12 With K to 12

*CHED Memorandum Order No. 20, s.2012


K to 12 and CHED GE Course Comparison


K to 12 Basic Education Curriculum New General Education

Curriculum (CHED) Grades 7-10 SHS Core Subjects SHS Contextualized Subjects

Edukasyon sa Pagpapakatao

Health

Personal Development Understanding the Self / Pag-uunawa sa Sarili

Araling Panlipunan

Filipino

Readings in Philippine History / Mga Babasahin hinggil sa Kasaysayan ng Pilipinas

English / Filipino

Araling Panlipunan

21st Century Literature from the Philippines and the World

The Contemporary World / Ang Kasalukuyang Daigdig

Math General Math Statistics and Probability

Mathematics in the World / Matematika sa Makabagong Daigdig

English Filipino

Oral Communication Reading and Writing Komunikasyon at

Pananaliksik sa Wika at Kulturang Filipino

Pagbasa at Pagsusuri ng Iba't-Ibang Teksto Tungo sa Pananaliksik

Media and Information Literacy

English for Academic and Professional Purposes

Pagsulat sa Filipino sa Piling Larangan (Akademik, Arts, Isports at Tech-Voc)

Purposive Communication / Malayuning Komunikasyon


K to 12 and CHED GE Course Comparison K to 12 Basic Education Curriculum New General

Education Curriculum (CHED) Grades 7-10 SHS Core Subjects SHS Contextualized Subjects

Music and Arts Physical Education

Contemporary Philippine Arts from the Regions

Art Appreciation / Pagpapahalaga sa Sining

Physical Education Health

Physical Education and Health

Science Araling Panlipunan English Filipino Health

Understanding Culture, Politics and Society

Physical Science Earth and Life Science

Empowerment Technologies: ICT for Professional Tracks

Science, Technology and Society / Agham, Teknolohiya, at Lipunan

Edukasyon sa Pagpapakatao Araling Panlipunan

Introduction to Philosophy of the Human Person

Ethics / Etika

Edukasyong Pantahanan at Pangkabuhayan

Technology Livelihood Education

Entrepreneurship

English Filipino Araling Panlipunan Science Math

Research in Daily Life 1 and 2

All learning areas Research Project/Career Advocacy/ Work Immersion/ Culminating Activity DEPARTMENT OF EDUCATION

CHED Standards

CHED MEMORANDUM ORDER NO. 20

General Education Curriculum: Understandings, Intellectual and Civic Competencies


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 finalization of the SHS Curriculum Guides

Ensuring College Readiness


*CEB Resolution No. 298-2011 **CHED Memorandum Order No. 20, s. 2013


Working with TESDA to: 1. Integrate TVET skills, competencies, and qualifications in TLE in

JHS and Technical-Vocational-Livelihood (TVL) track in SHS 2. Ensure that any Grade 10 finisher and all Grade 12 TVL

graduates are eligible for TESDA competency/qualifications assessments (i.e. COC, NC I, or NC II)

3. Prepare learning resources that are consistent with promulgated Training Regulations

4. 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

mass training program for TLE teachers

Strengthening TVET Integration in Secondary Education



TLE and TVL Common Competencies DepEd and TESDA agreed on common competencies to be embedded in the TLE and Technical-Vocational Livelihood Curriculum for Grades 7 to 12. 1. Use of Tools 2. Perform Mensuration and Calculation 3. Practice Occupational Health and Safety Procedures 4. 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


Ensuring Higher Education and Tech-Voc Readiness

Every K to 12 graduate is ready to go to college.

Outcomes: College Readiness Standards

Source: of Standards: Commission on Higher Education (CHED)

Every K to 12 graduate is ready to work, either as an entrepreneur or as an employee.

Outcomes: Work/Employment Readiness Standards

Source: of Standards: INDUSTRY / SECTOR (ARTS: NCCA; SCIENCE: NRCP; SPORTS: PSC; ENTREPRENEURSHIP: PBEd; TECH-VOC: TESDA)

The Senior High School Curriculum


What is Senior High School?

Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo


2 years of in-depth specialization for students depending on the occupation / career track they wish to pursue



Skills and competencies relevant to the job market



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 80-hour subjects, totalling 2,480 hours.

15 Core Subjects

16 Track Subjects

7 Contextualized

Subjects

9 Specialization

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



Core Subjects

Contextualized Subjects in the

Tracks

Specialization Subjects in the

Tracks


same competencies

same competencies

different competencies

same content

different content

different content

Senior High School Subjects

Give them time to decide


But if they change their minds and move from one track to another or one strand to another, having commong track subjects that are similar across tracks and strands allows the students to go on without being penalized by having to take new courses.

The Core Curriculum leads to COLLEGE READINESS.

The Common Track Subjects give students time to decide on their CAREER OPTIONS.

Senior High School Core Subjects for the STEM Strand


Core Learning Areas and Subjects hours per semester

Language

Oral Communication 80 Reading & Writing 80 Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino 80 Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik 80

Humanities 21st Century 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

Science Earth Science 80 Disaster Readiness and Risk Reduction 80

Social Science Personal 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 80 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

hours/day DEPARTMENT OF EDUCATION

Academic Track Specialized Subjects

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

Each subject will have 80 hours per semester


G3 G4 G5 G6 G7 G8 G9 G10

1st

Qua

rter

Matter

Matter *Applied

Chemistry

Force, Motion & Energy

Living Things and Their

Environment *Biotechnology *Environmental

Science

Earth & Space

2nd

Qua

rter

Living Things and Their Environment Earth & Space Matter

* Applied Chemistry

Force, Motion, & Energy

* Electronics

3rd

Qua

rter



* Electronics

Matter * Applied

Chemistry Earth & Space


Environment *Biotechnology *Environmental

Science

4th

Qua

rter

Earth & Space


Environment *Environmental

Science


* Electronics

Matter * Applied

Chemistry

* Additional Domains/Strands for SCP-STE

Domains/Strands: Science


G7 G8 G9 G10

Numbers and Number Sense

Patterns and Algebra

Patterns and

Algebra


Measurement Geometry Geometry Geometry


Statistic and Probability


Geometry


Domains/Strands: Math



Humanities and Social Sciences Strand* 8 HUMSS Strand 1 Creative Writing

9 HUMSS Strand 2 Creative Nonfiction: The Literary Essay

10 HUMSS Strand 3 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, Social Participation 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

Each subject will have 80 hours per semester *For Finalization



Proposed 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

Each subject will have 80 hours per semester *For Finalization


Sports Track Specialized Subjects

Each subject will have 80 hours per semester


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 i.e. Apprenticeship (off-campus)

Arts and Design Track Specialized Subjects

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 7 Apprenticeship and Exploration of Different Arts Fields

15 Arts Track 8

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

Technical-Vocational-Livelihood Track (Table 1) and TESDA Training Regulations-Based Specializations* (Table 2)

HE ICT Agri-Fishery Arts Industrial Arts

1. Hairdressing 2. Tailoring 3. Caregiving 4. Food and

Beverage Services

5. Bread and Pastry Production

6. Housekeeping 7. Tour Guiding

Services 8. Travel Services 9. Attractions and

Theme Parks Tourism

10.Handicraft a. Fashion Accessories b. Paper Craft c. Woodcraft d. Leathercraft

1. Computer Programming

2. Medical Transcription

3. Animation

AGRICROP PRODUCTION1. Horticulture 2. Landscape Installation

and Maintenance 3. Organic Agriculture

Production 4. Pest Management 5. Rice Machinery

Operation

1. Automotive Servicing

2. Refrigeration and Air-Conditioning

3. Consumer Electronics Servicing

4. Electrical Installation and Maintenance

5. Shielded Metal-Arc Welding

6. Carpentry 7. Plumbing 8. Masonry 9. Tile Setting

ANIMAL PRODUCTION 1. Artifical Insemmination 2. Raising Large

Ruminants (Dairy Cattle and Buffaloes)

3. Raising Swine 4. Slaughtering

FISH PRODUCTION 1. Fish Nursery Operation 2. Fish or Shrimp Grow

Out Operation 3. Fishport/Wharf

Operation

Tech-Voc Track TESDA Training Regulations-Based Specializations TVL Track Subjects

Subjects Example 8 Tech-Voc Track 1 Beauty Care /

Nail Care 9 Tech-Voc Track 2 10 Tech-Voc Track 3

Hairdressing

11 Tech-Voc Track 4 12 Tech-Voc Track 5 13 Tech-Voc Track 6 14 Tech-Voc Track 7 15 Tech-Voc Track 8 16 Tech-Voc Track 9


Each subject will have 80 hours per semester.

*Aligned with Technology and Livelihood Education (TLE) in Grades 7 to 10.

The STVEP is a special Tech-Voc program which was conceptualized in 2007 to provide learning options or career pathways to graduating

students.

Strengthened Technical-Vocational Education Program (STVEP)


It follows a progressive type of curriculum where mastery of skills in all the qualifications within an industry sector is

facilitated.

Its goal is to provide high school graduates with opportunities to acquire certifiable vocational and technical skills.

The schools are using a competency-based curriculum reflecting competencies required by the industry through the

TESDA Training Regulations.

Type of STVEP School

Number of Schools

Arts and Trades 155 Agriculture 80

Fishery 45 TOTAL 280

Course Title 7/8 9 10 11 12 1. Beauty Care/Nail

Care Services 2. Wellness Massage 3. Hairdressing

NC II Beauty Care/ Nail Care

Beauty Care/ Nail Care

Wellness Massage Hairdressing Hairdressing

Caregiving NC II Caregiving Caregiving Caregiving Caregiving Caregiving 1. Dressmaking 2. Tailoring NC II Dressmaking Dressmaking Dressmaking Tailoring Tailoring

1. Front Office Services 2. Travel Services 3. Tour Guiding

Services 4. Tourism Promotion

Services

NC II Front Office Services

Front Office Services Travel Services Tour Guiding

Services

Tourism Promotion Services

1. Cookery 2. Bread and Pastry

Production 3. Food and Beverage

Services

NC II Cookery Cookery Cookery Bread and Pastry Production

Food and Beverage Services

1. Household Services 2. Housekeeping 3. Attractions and

Theme Parks

NC II Household Services

Household Services

Household Services Housekeeping

Attraction and Theme Parks Tourism

Handicraft No NC Handicraft

Handicraft Needlecraft: embroidery, quilting, knitting, crochet

Handicraft Fashion accessories, Paper craft

Handicraft Basketry, Weaving (loom, macramé, spool, inkle, card)

Handicraft Woodcraft, Leathercraft, Soap making, Candle making

Home Economics Curriculum Content

DEPARTMENT OF EDUCATION As of 02/17/14 Special ManCom Meeting on SHS Preparations. For DEPED USE

Grade 7 1 quarter

Grade 8 1 quarter Grade 9 Grade 10 Grade 11 Grade 12

Computer Hardware Servicing (40 hours)

Computer Hardware Servicing

(160 hours)

Computer Hardware Servicing

(160 hours)

Computer Programming

Computer Programming

Technical Drafting Technical Drafting

Technical Drafting

Illustration Illustration (160 hours)

Illustration (160 hours)

Animation (160 hours)

Animation (160 hours)

Contact Center

Services

Contact Center

Services (160 hours)

Contact Center

Services (160 hours)

Medical Transcription (160 hours)

Medical Transcription (160 hours)

ICT Curriculum Content


7/8 9 10 11 12

Exploratory Courses covering Common

Competencies

Automotive Servicing NC I Automotive Servicing NC I

Carpentry NC II Carpentry NC II

Consumer Electronics Servicing NC II

Consumer Electronics Servicing NC II

Electrical Installation and Maintenance NC II

Electrical Installation and Maintenance NC II

Plumbing NC I Plumbing NC II

Refrigeration and Airconditioning NC II

Refrigeration and Airconditioning NC II

Shielded Metal Arc Welding NC I Shielded Metal Arc Welding NC II

Masonry NC II Tile Setting NC II

Industrial Arts Curriculum Content


ONLY

Grade 7 / 8 (Exploratory) Grade 9 Grade 10 Grade 11 Grade 12

Crop Production Crop Production (Specialization)

Land Scape Installation and Mainbtenance Pest Management

Rice Machinery Operation Organic Agriculture

Animal Production Animal Production (Specialization)

Artificial Insemination (Swine)

Artificial Insemination (Ruminants)

Slaughtering Operation

Horticulture Horticulture (Specialization)

Food (Fish) Processing Food (Fish) Processing (Specialization)

Aquaculture Aquaculture

Fish or Shrimp Grow Out Operation

Fishwharf Operation

Agri-Fishery Arts Curriculum Content


ONLY

Teachers in Senior High School

Who can teach in Senior High School?


Non-Teacher Ed. Graduates

Tech-Voc Institute Graduates

HEI Faculty Practitioner Expert

Teachers for Grade 11 and 12

Thank You Very Much!

MABUHAY!

Mc seminar k to 12

Career

pananaliksik

space living

handa sa mundo

handa sa trabaho

computer hardware

problem solving

senior high

core track