THE REVISED BASIC EDUCATION CURRICULUM The Revised Basic Education Curriculum (RBEC) is on its 7th year of implementation

this school year 2005-2006 with slight modifications, with emphasis to rubrics/student performance as basis of grading system. Teachers are required to prepare their syllabus based on the objectives of the revised Basic Education Curriculum. Lesson plans were also patterned and organized to meet the objectives of the implemented curriculum. All test items; tables of specifications were prepared and/or updated. Demonstration teachings were conducted for staff development during school level workshop. Department heads make periodic observation of classes to monitor the implementation of the RBEC. Integration method, collaborative teaching, peer teaching, team teaching, motor activities, visual as well as oral activities in classes were noted and observed. Mentoring is also being practiced. POLICY GUIDELINES Implementation of the Curriculum : Time Allotment and Unit Credits 1. BEC shall be continued for school year 2006-2007 2. Schools implementation of the BEC shall focus on the promotion of life long learning and service among stakeholders with focus on shared thrusts towards peace and developing/improving school performance in a climate of integration and curriculum intervention. BEC consists of five (5) learning areas and the specified time allotted together with the unit credits as shown below: SUBJECT Allotted Time/Week English Science Mathematics Filipino MAKABAYAN Social Studies Technology and Livelihood Educ. MAPEH 120 Values Education 35 hrs./year CAT BEC consists of Five learning areas, English, Science, Mathematics and Filipino are the tool subjects and the fifth one which consists of four component areas such as Social Studies, Technology and Livelihood Education, MAPEH (Music, Arts, P.E. and Health) known as MAKABAYAN. In these compound areas, actual experiences of the students were considered. Delivery of the Curriculum Policy on Bilingual Education was considered in the delivery of the curriculum. Filipino will be the medium of instruction for subjects like Math, Science, English and T.L.E. while Filipino will be the medium of instruction for component areas of MAKABAYAN (which nclude MAPEH, Values Education, Araling Panlipunan) and Filipino. .3 .6 240 240 240 1.2 1.2 1.2 300 400 300 240 1.5 1.8 1.5 1.2 Unit Credit

Grading System 1. The implementing guidelines on the performance based grading system will be used continually for S.Y. 20062007 2. Test design of 60% basic items, 30% more advance items and 10% difficult tems. 3. Use of rubrics as scoring guide shall continue in order to assess performance.

THE ENGINEERING AND SCIENCE EDUCATION PROGRAM The Pililla National High School will implement the Engineering and Science Education Program (ESEP) Schoolyear 2010-2011 in line with the Deped Order no. 40 s. 2010. This is pursuant to the goal of increasing manpower development Science and Engineering through the creation of a pool of scientists, engineers and technicians. Entrust to provide high school students with a more intensive and advance secondary education program with reference to science and mathematics, PNHS will be one of the 85 Science Oriented Network Schools which has been selected as an ESEP school additional to original 112 schools. Unlike the regular classes which follow the RBEC, the Special Science Classes go for the ESEP although it is RBEC based. The Special Science Classes have more science and mathematics subjects which are provided with enrichment materials. At present, there are 2 special science classes in every year level.
The Engineering and Science Education Program (ESEP) is a science and mathematics-oriented curriculum devised for high schools in the Philippines. The ESEP program is offered by specialized high schools, whether public or private, supervised by the Department of Education. Currently, there are 112 high schools offering the ESEP program plus the 85 new ESEP schools for schoolyear 2010-2011 the majority being public.

Engineering and Science Education Program (ESEP) Curriculum

Curriculum Year Level 1

Subject Area

Curriculum Year Level 2

Curriculum Year Level 3

Curriculum Year Level 4

Science

Integrated Science; Earth and Environmental Science

Biological Science

Chemistry I(Basic Chemistry); Physics I(Basic Physics)

Chemistry II(Advanced Chemistry); Physics II(Advanced Physics)

Mathematics

Elementary Algebra

Intermediate Algebra; Geometry

Advanced Algebra

Mathematics IV

English

Grammar, Grammar, Communication Skills, Communication and Afro-Asian Literature Skills, and Literature

Grammar, Communication Skills, and Asian Literature

Grammar, Communication Skills, and World Literature

Filipino

Filipino I

Filipino II

Filipino III

Filipino IV

Social Science

Araling Panlipunan I Araling Panlipunan II

Araling Panlipunan III

Araling Panlipunan IV

Technology and TLE I: Computer Livelihood Education Education

TLE II: Information and Communications Technology, Agriculture/Fisheries, Civil Technology, Electronics/Electricity

TLE IV: Information and TLE III: Information and Communications Technology, Communications Technology, Agriculture/Fisheries, Civil Agriculture/Fisheries, Civil Technology, Digital Technology, Electronics/Electricity Electronics(Robotics)/Electricity

MAPEH

Music, Arts, Physical Music, Arts, Physical Education, Education, and and Health II Health I

Music, Arts, Physical Education, and Health III

Music, Arts, Physical Education, and Health IV

Research

Research I-A (Basic Research II (Engineering for Statistics and Science and Tech., Basic Technical Writing) Statistics in Research)

[no research in curriculum]

Research III (Research in Science)

Values Education

Values Education I

Values Education II

Values Education III

Values Education IV

Developmental Reading

Biotechnology, Advanced Statistics

As part of requirements for third and fourth-year Research courses, students have to produce research papers and project proposals, and will be encouraged to represent the school in division, regional and national science fairs, which then can proceed to compete in international science fairs. Elective subjects are added to the students' load to give emphasis on Science and Mathematics subjects, most especially in the field of Research and Statistics.

2010 SECONDARY EDUCATION CURRICULUM

Looking at the Revised Basic Education Curriculum Three of Ateneo de Naga Universitys ace faculty members in its College of Education, Dr. Evelyn Autor, Veronica Jalores, and Jullie del Valle, walked me and my assistant, Vinci Bueza, though the basics of the Revised Basic Education Curriculum (2002) this morning. It is this RBEC which is now being enhanced as part of educational reform today. How it is to be enhanced is the focus of much study and discussion among educators today, and shall form part of the dialogue between the DepEd and stakeholders, the COCOPEA included. Our teachers who have had experience in teaching the RBED are invited to reflect on their experience with the curriculum, and contribute to the discussion on how it might be enhanced. Envisioned is not an overhaul or revision of the RBEC, but insight in how we can teach it better. What was the aim of the Revised Basic Education Curriculum of 2002 (RBEC)? And how was it conceived? The RBEC sought to improve the standard of education in the country. It was the first time in 13 years that the country had revised its curriculum. The RBEC would respond to the needs of Filipino learners with the following objectives: 1. Provide knowledge and develop skills, attitudes, and values essential to personal development and necessary for living in and contributing to a developing and changing society; 2. Provide learning experiences which increase the child awareness of and responsiveness to the changes in society; 3. Promote and intensify knowledge, identification with and love for the nation and the people to which s/he belongs; and Promote work experiences which develop orientation to the world of work and prepare the learner to engage in honest and gainful work (Cf. Bilbao, et. al., Curriculum Development. Lorimar: Q.C., 2008). The RBEC articulated a Vision and Mission: The Department of Education envisions every learner to be functionally literate, equipped with life skills, appreciative of arts and sports, and imbued with the desirable values of a person who is makabayan, makatao, makakalikasan, at maka-Diyos.

The vision is in line with DepEds mission to provide quality basic education that is equitably accessible to all and lays the foundation for lifelong learning and service for the common good. Among the salient features of the RBEC was its desire to overcome an overcrowded curriculum. The RBEC resulted in the decongestion of the curriculum with only five learning areas: English, Pilipino, Mathematics, Science and Makabayan. These are tool learning areas for an adequate development of competencies for learning how-to-learn. From the view that I have personally adopted that our educational reform must address not only the development of skills that can be used professionally, but the development the human person in society, the tool learning area, Makabayan, is crucial. Makabayan addresses primarily societal needs. This is where the learner can apply practical knowledge and life skills and demonstrate deeper appreciation of Filipino culture. Thus, it emphasizes the development of self-reliant and patriotic citizens as well as the development of critical and creative thinking. Besides functional literacy and life skills, the DepEd envisions the formation of pupils who are makabayan, makatao, makakalikasan, at maka-Diyos patriotic, humane, environmentally sensitive and God-fearing. This is the crucial foundation of disciplines in secondary and tertiary education that focus on the development of the human being, and not on merely professional skills. In the RBECs decongestion of the previous curriculum into five learning areas, what was not in English, Pilipino, Mathematics and Sciences, seems to have been relegated to Makabayan. While the curriculum may have been theoretically decongested as a whole, wasnt Makabayan over-congested, undermining its crucial formative role in the formation of the pupil? Consider: Makabayan is the laboratory of life or an experiential learning area which consists of Sibika at Kultura/Heograpiya, Kasaysayan at Sibika (SK/HKS); Edukasyong Pantahanan at Pangkabuhayan (EPP); Musika, Sining at Edukasyon sa Pagpapalakas ng Katawan (MSEP). It includes civics, culture, geography, history, education to develop skills for the home, education for livelihood, music, art and physical education. Well integrated, that could be a powerful elementary education. Otherwise it is a disastrous hodgepodge of directionless requirements. Since the development of the patriotic human being who is environmentally sensitive and God-fearing, the person who is makabayan, makatao, makakalikasan, at maka-Diyos, is

really a desired outcome of our whole educational reform, we must understand precisely how these values are formed on the elementary level, what educational interventions target and form them, and how they articulate with further formative efforts on higher levels of education. If we miss the boat on this level, we end up with graduates who have no concern for the nation, who are therefore anything but patriotic, willing to sacrifice the national interest for private gain; graduates who are underdeveloped humanely, do not understand the difference between right and wrong, prone to violence, corruption, and war, unable to take personal responsibility for other persons and society; graduates who have no concern for the environment, and who have no reflected insight into the difference between themselves and God, or the difference between their arbitrary whims and Gods law.