PROPOSED K+12 PHL BED CURRICULUM

DEPARTMENT OF EDUCATIONSTEERING COMMITTEE MEETING

BULWAGAN NG KARUNUNGANFebruary 14, 2011

Department of Education

Excerpts from the TWG on Curriculum Enhancement

a. Curriculum framework for K+12 Basic Education Program

b. Mother-Tongue Based Multilingual Education (MTB-MLE)

c. New TWG for Grades 11 and 12

February 14, 2011Bulwagan ng Karunungan, DepEd

-----------------------------------------

ContextPhilosophical and Legal Bases•The 1987 Philippine Constitution•BP 232, Education Act of 1982•RA 9155, Philippine Governance Act•The 4 pillars of education (UNESCO)•The vision-mission statements of DepEd

Needs of National and Global Community•Poverty reduction and human development•Strengthening the moral fiber of the Filipino people•Ensuring environmental sustainability•Global partnership for development

Nature of the Learner•Embodied spirit•Maker of meaningNeeds of the Learner•Life skills•Self-actualization•Preparation for the world of work, entrepreneurship, higher education

Family SupportInternal & External

Stakeholders’ Support

Societal SupportPublic-Private Partnership,

Media, GO, NGOs

Instructional SupportTeachers’ CPD, Textbooks and

other IMs

Functionally literate and holistically developed

Filipino

Administrative SupportCO, RO, DO, School

Mon

itori

ng

Evalu

atio

n S

yste

m

Curriculum Support System

FUNCTIONAL LITERACY for ALL

Figure 1. The Proposed K to 12 Philippine Basic Education Curriculum Framework

The Proposed K to 12 Philippine Basic Education Curriculum Framework

DepEd’s VisionDepEd is globally recognized for good governance and for functionally literate and God-loving Filipinos

DepEd’s Mission Provide quality basic education that is equitably accessible to all and lay the foundation for life-long learning and service for the common good

Overall Goal Functional literacy for all and wholistic development of the learner

Desired Outcomes

Possess a healthy mind and body

Has the passion to develop his/her potentials to the fullest

Has solid moral and spiritual grounding

Essential knowledge & skills to continuously develop himself/ herself

Contributes to the development of a progressive, just & humane society

Appreciates the beauty of the world around him/her & cares for the environ-ment for a sustain-able future

Figure 2A. Summary of the Proposed K to 12 Basic Education Curriculum Framework – Part I

Core Content

1. Communication & literacies; 6. Development of self & sense2. Critical thinking& problem solving of community; and 3. Creativity & Innovation; 7. Expanding national orientedness4. Civic & moral education; to global orientedness5. Life & career competencies;

Learning Domains Knowledge & Understanding

Essential Skills Attitudes & Values

Pedagogical Approaches Integrative, reflective, collaborative, constructivist

AssessmentAssessment as

learningAssessment

for learning

Assessment of learning

Balance of traditional &

authentic assessment

Monitoring & EvaluationSystem

Standards-based comprehensive, systematic and valid monitoring and evaluation system set in place aimed at improving quality education

Figure 2B. Summary of the Proposed K to 12 Basic Education Curriculum Framework – Part II

Learning AreasLanguages Math & Science

Humanities & Arts

Technology & Livelihood Education

Co-curricular Activities & Community Involvement Program

Curricular Program

G e n e r a l A c a d e m i c P r o g r a m

K – 3 4 - 6

7 – 10•Grade 9 * Career Exploration and Exposure * Aptitude TestGrade 10 Special Curricular Programs (Arts, Sports, Journalism, Foreign Language, S & T, TechVoc)

11 – 12 Specialization to prepare students for any of the following:• Employment• Entrepreneurship• Tertiary education

Middle level skills education

Higher education

• Mastery and Application of Basic Knowledge and Skills

• Development of Personality, Attitudes and Values

• Mastery and Application of Basic Knowledge and Skills

• Development of Personality, Attitudes and Values

• Development of Complex Knowledge, Skills. Personality , Attitudes and Values

• Development of Complex Knowledge, Skills. Personality , Attitudes and Values

• Consolidation of Knowledge and Skills• Development of Personality, Attitudes and Values• Development of Aptitudes and InterestsGrade 9• Career Exploration and Exposure• Aptitude TestGrade 10• Special Curricular Programs (Arts, Sports, Journalism,

Foreign Language, S & T, TechVoc)

• Consolidation of Knowledge and Skills• Development of Personality, Attitudes and Values• Development of Aptitudes and InterestsGrade 9• Career Exploration and Exposure• Aptitude TestGrade 10• Special Curricular Programs (Arts, Sports, Journalism,

Foreign Language, S & T, TechVoc)

Specialization to prepare students for any of the following:• Employment• Entrepreneurship• Tertiary education

o Middle level skills educationo Higher education

Specialization to prepare students for any of the following:• Employment• Entrepreneurship• Tertiary education

o Middle level skills educationo Higher education

K - 3

4 - 6

7 - 10

11 - 12

Figure 3. The Proposed K to 12 Basic Education Curricular Programs

Mother Tongue-Based Multilingual Education (MTB-MLE)Curriculum

An Overview

Build oral L1

Continue oral L1Introduce L1 literacyIntroduce Oral L2

Continue oral and written L1 & L2 written and literacy in L3

Continue oral and written L1 & L2 Literacy in L2 Introduce Written L3

Continue oral and written L1 & L2 Literacy in L2Introduce Oral L3 Introducing 3

languages in

“small steps” to build success

Kindergarten

Grade I Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 High School

Build fluency in oral L1 L1 Pre-reading & pre-writing  

Build fluency in oral L1

L1 Pre-reading & pre-writing

Introduce L1 literacy

Begin oral Filipino, (second grading)

Begin Oral English (third grading)

MathMAKABAYAN in L1

L1 as subject L2 Pre-reading & pre-writing in Filipino Continue building oral English

MathMAKABAYAN in L1

L1 as subject  Filipino as subject  English as a subject Bridge to Filipino & English literacy (Math, Sibika at Kultura

L1 as subject  Filipino asA subject  English as subject Math & Science in L3  MAKABA-YAN in L2

L1 as subject  Filipino as a subject  English as subject Math & Science in L3  MAKABA-YAN in L2

L1 as subject  Filipino as a subject  English as subject Math & Science in L3  MAKABA-YAN in L2

L1 as subject  Filipino as a subject  English as subject Math & Science in L3  MAKABA-YAN in L2

L1 as LOI 

L1 as LOI Begin introducing L2 & L3 “World Bank”

L2-pre reading & writing L3-oral L1 as LOI

L1-L2-L1 as LOIL1-L3-L1 as LOI 

L1-L2-L1L1-L3-L1As LOI 

L1L2L3as LOI

L1L2L3as LOI

L1L2L3as LOI

High School

Language Arts (MT)

Math(Eng)

Science (Eng)

MAKABAYAN(Fil)

Filipino English

Grade VI Language Arts/Culture (MT)

Math (Eng)

Science (Eng)

Makabayan (Fil)

Filipino English

Grade V Language Arts/Culture (MT)

Math (Eng)

Science (Eng)

Makabayan (Fil)

Filipino (Fil)

English

Grade IV Language Arts (MT)

Math (Eng)

Science (Eng)

Makabayan (Fil)

Filipino EnglishLSRW

Grade III Language Arts (MT)

Math(MT/Eng)

Science(MT/Eng)

Makabayan(MT/Fil)

FilipinoLSRW

EnglishLS - RW

Grade II Language Arts, Math, EKAWP or Edukasyong Pagpapakatao, Sibika at Kultura – Mother Tongue

FilipinoOral-LS

EnglishOral - LS

Grade ILanguage Arts, Math, EKAWP, Sibika at Kultura

in Mother Tongue

FilipinoOral

EnglishOral

Kindergarten Mother Tongue - all subjects

Strong MTPreschool Totally MT

I II III IV V VI

MT integrated 180 60 60 60 40 40 40

L2 Filipino 60 Oral 60 LS 60 LSRW 40 60 60

L3 English 60 Oral

60 oral 60 LSRW 40 60 60

Math 60 60 60 40 40 40

Science 60 40 40 40

MAKABAYAN 140 140 140

EKAWP/Eduk. Pagpapakatao(Character Educ.)

20 20 20 20 20 20

Sibika at Kultura 60 60 40

HKS* (40) (40) (40)

EPP** (40) (40) (40)

MSEP*** (40) (40) (40)

Total 180 320 320 360 360 380 380

MTB - MLE Time Allotment

Primary medium of instruction for all pre-school subjects and Language Arts, Math, Educ. Pagpapakatao, Sibika at Kultura for grades I & II

Strongly scaffold English/Filipino as MOI in grade 3

Language Arts/Culture subjects from grade 3 to high school will strengthen literacy in L1 develop awareness on local socio-cultural concerns address learning difficulties in classes with L2/L3 MOI

Time Minutes

Subject

AM 1st Grading 2nd Grading 3rd Grading 4th Grading

7:00 – 7:15 15 Environmental Sanitation

7:15 – 7:30 15 Pagtataas ng Watawat

7:30 – 7:50 20 Edukasyong Pagpapakatao/EKAWP

8:00 - 9:00 60 MT integrated

9:00 – 9:20 20 RECESS

9:20 – 10:20 60 Use for Writing Activity (MT)

Oral Filipino

10:20 – 11:20 60 Sibika at Kultura

P.M.

1:00 – 2:00 60 Use for story telling activity to develop genuine love for reading

Oral English

2:00 – 3:00 60 Mathematics

3:00 – 4:00 60 Remediation & other related activities

4:00 – 4:20 20 Flag Retreat

Time Minutes

Subject

AM P.M.

7:00 – 7:15 15 Environmental Sanitation

7:15 – 7:30 15 Pagtataas ng Watawat

7:30 – 8:00 / 1:00 – 1:30 30 Meeting Time

8:00 - 8:30 / 1:30 – 2:00 30 Big Group Activity

8:30 – 9:00 / 2:00 - 2:30 30 Small Group Activity

9:00 – 9:30 / 2:30 – 3:00 30 Supervised Recess

9:30 – 10:00 / 3:00 – 3:30 30 Story Telling

10:00 – 10:20 / 3:30 – 3:50 20 Indoor/Outdoor

10:20 – 10:30 / 3:50 – 4:00 10 Dismissal Time

Framework for the Design of the K+12 Curriculum

SENIOR

FRESHMAN

Job CollegeVocational-Technical

Education

GR 12

GR 1

Values Citizenship

Work backwards to build curriculum to support the common core

Design a seamless coherent curriculum

Work forward from Grade 1

If there is room put in electives

for Jobs, College and

Voc-Tech

Determine intersection set of DLC’s

Only for those intending to go to College

Transition Curriculum

Survey of Industry Desired

Competencies Across Jobs

Determine Desired Learning Competencies (DLC’s) for College Graduates

Determine No. of years of College = Internationally Accepted No. of Yrs of Formation -12

Work backwards to determine academic admissions requirements which are now the

DLC’s of the basic education program

SENIOR

FRESHMAN

GR 10

EXISTING

GR 1

Determine Competencies of Graduates of Existing Curriculum

Determine the GAP and Design the Transition Curriculum to Bridge the GAP

Will it Fill Up 2 Years? What if NOT?

The nationwide consultation is aimed to: Educate the public about the Enhanced

K+12 reform

Understand the concerns of stakeholders on the Enhanced K+12

Provide substantive inputs to the Steering Committee in refining the K+12 reform to address the concerns of the stakeholders

TIME STAKEHOLDER SPECIFIC ORIENTATION

8:00 – 10:00am Enhanced K+12 Basic Education Reform OrientationQuestionnaire provided to all participants

10:00 – 12:00nn Focus Group DiscussionsGroup 1: Local business groupsGroup 2: Local government officialsGroup 3: Private HEIs

Option to travel to district level school to conduct another orientation for parents, teachers, students

2:00 – 4:00pm Enhanced K+12 Basic Education Reform OrientationQuestionnaire provided to all participants

4:00 – 6:00pm Focus Group DiscussionsGroup 1: ParentsGroup 2: TeachersGroup 3: Students

Team 1 Team 2

February 7 Region IV-B Region II

February 10 Region IV - A

February 11 Region III

February 15 NCR

February 28 Region VI CAR

March 1 Region I

March 3 Region VIII ARMM

March 8 Region V Region XII

March 11 Region XI CARAGA

March 15 Region IX CDO