slideshare

Upload

Login
Signup

Home

Leadership

Technology

Education

Marketing

Design

More Topics

1 of 83

Curriculum models (Philippines' Curriculum

Models)
20,612
views

TeacherAdora
(2 SlideShares)
Follow
0 0 0 0
Published on Sep 21, 2013

Philippine Basic Education Curriculum

Published in: Education
16 Comments
26 Likes
Statistics
Notes

Post

TeacherAdora
@KJoy Jadormio Your are welcome. Glad to be of help
1 week ago


TeacherAdora
@Frank Agustin You are welcome. Am glad that it helped you.
1 week ago

TeacherAdora
@Regina Capili you are welcome. am glad that it helped you.
1 week ago

TeacherAdora
@09071119642 thank you. am glad that it helped you
1 week ago

TeacherAdora
@reme2015 thank you.glad to be of help
1 week ago
Show More
Transcript

1. Public School Curriculum Philippines Public School

Curriculum Model Adora A. Barnachea CE 217
Graduate Program, Miriam College Sept. 20, 2013
Ma. Carmen R. Gaerlan, Ed.D Professor
2. * DepEd _______________________________________ * BEC
_________________________________________ * NESC
________________________________________ * NSEC
________________________________________ * PELC
________________________________________ * PSLC
________________________________________ * DECS

________________________________________ * RBEC
________________________________________ Pre-assessment
(How Familiar Are You?) Department of Education Basic
Education Curriculum New Elementary School Curriculum New
Secondary Education Curriculum Philippine Elementary
Learning Competencies Philippine Secondary
Learning Competencies Dept. of Education, Culture
& Sports Revised Basic Education Curriculum
3. * National Elementary School Curriculum (1984 2002) *
New Secondary Education Curriculum (1991 2002) * Revised
Basic Education Curriculum 2002 (RBEC 2002) *
Secondary Education Curriculum Understanding by Design
Model (UBD) 2010 * K-12 Basic Education Curriculum 2012
The Philippine Basic Education Curriculum (BEC)
4. The Philippine Basic Education Curriculum (BEC)
5. Development of Philippine Education Pre-Spanish
Times informal, unstructured, and devoid of
methods. Children were provided more vocational training
and less academics (3 Rs) by their parents and in the houses
of tribal tutors.
6. Development of Philippine Education Spanish
system
Education was religion-oriented; It was for
the elite class only Liberalized through the enactment of
the Educational Decree of 1863 or the free public education
system in the Philippines; the rst in Asia Provided for
the establishment of at least one primary school
for boys and girls in each town under the
responsibility of the municipal government; and the
establishment of a normal school for male teachers
under the supervision of the Jesuits. Primary
instruction was free and available to every Filipino
regardless of ethnicity and socio-economic status
7. Development of Philippine Education Malolos
Constitution - A system of free and compulsory elementary
education was established
Schurman Commission - An
adequate secularized and improved free public school system

Taft Commission English as medium of instruction

1901 Philippine Commission installation of highly centralized
public school system and more than 600 American teachers were
brought to the Philippines (Thomasites)
8. Development of Philippine Education Japanese
Education - the teaching of Tagalog, Philippine History,
and Character Education was reserved for Filipinos.
Love for work and dignity of labor was
emphasized. Education during pre-Martial Law The 2-2
plan which provided common curriculum in the 1st and
2nd years, vocational curricula was implemented.
9. Development of Philippine Education Education
Under the New Society Pres. Marcos formulated a 10 year
national education development program. In 1972,
Department of Education became Department of
Education and Culture. 1973 Constitution Revised
Secondary Education Program and set out the 3
fundamental aims of Philippine Education: 1. Foster
love of country; 2. Teach the duties of citizenship; and 3.
Develop moral character, self-discipline, and scientic,
technological & vocational eciency.
10. Development of Philippine Education Education
Under the New Society Pres. Marcos formulated a 10 year
national education development program. 1978
DECS
became Ministry of Education & Culture The
Education Act of 1982 or BP 232
o provided for an
integrated system of education covering for both formal and
non-formal education at all levels; oalso created the Ministry
of Education, Culture & Sports
11. Development of Philippine Education * The
researches, surveys and experimental studies which developed the
National Elementary School Curriculum (NESC) and the New
Secondary Education Curriculum (NSEC) . The
Presidential Commission to Study Philippine
Education 1970 (PCSPE) Survey of the Outcomes

of Elementary Education 1975 (SOUTELE)

Experimental Elementary Education Program 1978
(EEEP)
12. National Elementary School Curriculum (NESC) *
The rst research-based curriculum in the country.
* Fewer
learning areas, emphasis on mastery learning, more time
allotment for the basic skills. * Development of the learning
competencies known as the Minimum Learning Competencies
(MLC) * The mastery of learning was emphasized
wherein it is expected that the students will
acquire the 75% mastery of the listed
competencies or 7 out of 10 questions in the
formative test.
13. New Secondary Education Curriculum (NSEC) *
To improve performance in science, math and
communication Focus on process, values
development, productivity and technology * The
NSEC included the following learning areas to be taught for
400 minutes daily from First Year to Fourth Year:
Values Education
Araling
Panlipunan
Filipino
Science and Technology
English
Physical Education, Health and Music
Mathematics
Technology and
Home Economics
14. New Secondary Education Curriculum (NSEC)
Studies/Researches Findings/Recommendation
National Elementary Achievement Test (NEAT)
Grade VI students were able to answer correctly
less than 50% of questions asked in Science,
Mathematics, and English National and Secondary
Assessment Test (NSAT)
A mean percentage score
of only 50% was achieved.
Committee on
Information Technology, Science, Mathematics,
Education & other Technology.
An overcrowded

curriculum especially in Grade I-III resulted in poor

performance of pupils in the elementary grades.
Students needed longer time in science and
mathematics
2002 Basic Education Curriculum
Bawat Graduate Bayani at Marangal (DepED, April 5,
2002).
15. New Secondary Education Curriculum (NSEC)
Studies/Researches Findings/Recommendation Aurora
Roldan, Present Realities in Reading Education
Our students are decient in reading ability.
They have not developed the higher order thinking
skills even at Grade V. There is the danger of
reverting to illiteracy if the students dropped out
before completing Grade VI.
Third International
Mathematics & Science Study (TIMMS)
The
Philippines ranked 39th out of 42 countries which
participated in the study,
Allan B. I. Bernardo,
The Learning Process: The Neglected Phenomenon
in Science and Mathematics Education Reform in
the Philippines
In comparison with other
countries, the Philippine science syllabus contained
more topics suggesting that the curriculum is still
congested.
2002 Basic Education Curriculum
Bawat Graduate Bayani at Marangal (DepED, April 5,
2002).
16. * According to then-Sec. of Education Raul Roco, the 2002
BEC was based on a 16-year study (starting in 1986).
Implementation of RBEC was based on Executive
Order No. 46, which in turn was based on
recommendations of the Philippine Commission on
Educational Reforms (PCER), created on Dec. 7,
1998. * The restructuring of the curriculum is part of
an ongoing eort to improve the quality of learning. We are
focusing on the basics of improving literacy and numeracy while
inculcating values across learning areas to make it dynamic.
(Raul Roco)
* The 2002 BEC is a restructuring and not a

sweeping change of the elementary and secondary curricula

(NESC & NSEC) BEC 2002/RBEC 2002
17. * The implementation of the 2002 Basic Education
Curriculum was announced in DepEd Order No. 25, s. 2002,
issued on June 17, 2002.
* The actual implementing
guidelines were found in DepEd Order No. 43, s. 2002, dated
Aug. 29, 2002. * Less than a year later (on June 12, 2003), a
new curriculum (the Revised BEC) was signed into law.
BEC 2002/RBEC 2002
18. BEC 2002/RBEC 2002
19. BEC 2002/RBEC 2002
20. Rationale of 2002 BEC/RBEC 2002 * The 2002
Basic Education Curriculum (DepEd, Apr. 5, 2002),
cited several reasons why the basic education
curriculum should be restructured. * Aside from results
of the evaluation of the NESC and NSEC, foremost was the
UNESCO Report on the Four Pillars of Education
which emphasize using the knowledge gained to
improve oneself and ones relationship with fellow
human beings along with the development of
functional literacy which involves the development
of the essential skills such as linguistic uency
and scientic numerical competence.
21. Rationale of 2002 BEC/RBEC 2002 * To further
decongest the curriculum and to provide more contact time for
the tool subjects, the restructured curriculum emphasizes the
enhanced teaching of the four (4) core subjects
Filipino, English, Mathematics and Science. A fth
subject called Makabayan, which is envisioned to
be a laboratory of life or practice environment,
integrated the other non-tool subjects.
22. Features of 2002 BEC/RBEC 1. Greater emphasis on
helping every learner become a successful reader. 2. Emphasis
on interactive/collaborative learning approaches. 3. Emphasis on
the use of integrative learning approaches.

 23. Features of 2002 BEC/RBEC 4. Teaching of values

in all learning areas. 5. Development of self-reliant and
patriotic citizens. 6. Development of creative and critical thinking
skills.
24. Curriculum Structure
of 2002 BEC/RBEC The
Experiential Area: Makabayan: Araling Panlipunan; MAPEH (Music,
Arts, PE and health); TLE; Edukasyon sa Pagpapahalaga (the practice
environment for holistic learning to develop a healthy
personal and national self-identity.The CORE SUBJECTS:
Filipino; English; Math; Science (Science and Health for Elem.);
Science and Technology for Secondary
25. Curriculum Structure
of 2002 BEC/RBEC English
shall be used in the following learning areas: English; Science;
Mathematics Filipino shall be used in the following areas: Filipino;
Makabayan For Elementary Education: Medium of
Instruction: Pursuant to the DepEd Bilingual Policy (Dep.Ed Order No.
52, s,1987), the media of instruction shall be as follows: q
26. Curriculum Structure
of 2002 BEC/RBEC Filipino:
Edukasyon sa Pagpapahalaga (Values Education), Araling Panlipunan,
Filipino English: Mathematics, Science and Technology, English,
Technology and Livelihood Education, Music, Arts,
Physical Education and Health/CAT For Secondary
Education: q
27. Curriculum Structure
of 2002 BEC/RBEC English
(Listening speaking, reading, writing) Access varied
information and creatively use them in spoken and
written forms; communicate uently and accurately
orally and in writing, for a variety of purposes and
dierent social and academic contexts at their level while
carrying out activities in everyday life Science Filipino
Nagagamit ang Filipino sa mabisang
pakikipagtalastasan (pasalita at pasulat);
nagpapamalas ng kahusayan sa pagsasaayos ng
ibat ibang impormasyon at mensaheng narinig at
nabasa para sa kapakinabangang pansarili

atpangkapwa at sa patuloy na pagkatuto upang

makaangkop sa mabilis na pagbabagong nagaganap
sa daigdig
28. Curriculum Structure
of 2002 BEC/RBEC
Edukasyong Pangtahanan at Pangkabuhayan (EPP)
Grade (4-6) Nagagamit ang sariling kaalaman at saloobin sa
pagpapaunlad ng sarili at pamilya Nagagamit ang
kaalaman, kasanayan at saloobin sa pagpapaunlad ng pamayanan
Mathematics Demonstrate understanding and skills in computing
with considerable speed and accuracy, estimating,
communicating, thinking analytically and critically,
and in solving problems in daily life using
appropriate technology
29. Curriculum Structure
of 2002 BEC/RBEC
Makabayan sapat na kaalaman at kamalayan sa mga
pambansang pagkakakilanlan, kapaligiran at pagpapaunlad ng
kabuhayan,agham at teknolohiya;
mapanuri at
malikhaing pag- iisip tungo sa mapanagutang pagpapasya sa
mga isyu o usaping kinakaharap; pagpapahalaga sa sining,
musika, laro, sayaw at iba pang bahagi ng kultura
gayundin sa pagiging Pilipino at sa kanyangmga
karapatan at pananagutan bilang mamamayan;

positibong saloobin sa paggawa upang makapamuhay nang

produktibo sa isang bansang mapayapa; at kakayahang
makaagapay sa mabilis na pagbabagong nagaganap
sa mundo
30. RBEC Time Allotment Elementary School
Curriculum Learning Areas Daily Time Allotment (in
minutes) Gr. 1 Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6
English 100 100 100 80 80 80 Filipino 80 80
80 60 60 60 Mathematic 80 80 80 60 60 60
Science and Health Within English 40 60 60 60
MAKABAYAN 60 60 60 100 120 120
* Sibika
at Kultura 60 60 60
* HEKASI 40 40 40
* EPP/HELE Introduced only in Gr. 4-6 40 40 40
* MSEP/MAPE Integrated in Sibika 20 40 40 GMRC/

Values/EP Within every learning area Total No. of Minutes

Daily 320 320 360 360 380 380
31. RBEC Time Allotment Elementary School
Curriculum Learning Areas Daily Time Allotment (in
minutes) Gr. 1 Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6
English 90 90 90 60 60 60 Filipino 70 70 70
60 60 60 Mathematics 70 70 70 60 60 60
Science and Health Within English 40 60 60 60
MAKABAYAN 60 60 60 100 120 120
* Sibika
at Kultura 60 60 60
* HEKASI 40 40 40
* EPP/HELE Introduced only in Gr. 4-6 40 40 40
* MSEP/MAPE Integrated in Sibika 20 40 40
GMRC/ Values 30 30 30 20 20 20 Total No. of
Minutes Daily 320 320 360 360 380 380
32. RBEC Time Allotment Secondary School
Curriculum Subjects Allotted Time/ Week Unit
Credit English 300 min 1.5 Filipino 240 min 1.2
Mathematics 300 min 1.5 Science 400 min 1.8
MAKABAYAN
* Social Studies 240 min 1.2
* TLE (Technology & Livelihood Education) 240
min 1.2
* MAPEH 240 min 1.2
*
Values Education 120 min 0.6 CAT 35 hrs/yr 0.3
33. RBEC Secondary School Curriculum Subjects 1st
Year 2nd Year 3rd Year 4th Year English
Grammar & Phil. Lit Grammar & Afro-Asian Lit
Grammar & American Lit Grammar & World Lit Filipino
Pang-unawa Gramatika Panitikang Pilipino Panitikang Asyano
Mathematics Elem. Algebra Int. Algebra Geometry Adv.
Algebra Science Gen. Science Biology Chemistry Physics
Social Studies (AP) Phil. History & Government Asian
History World History Economics MAPEH MAPEH I
MAPEH II MAPEH III MAPEH IV & CAT I TLE Agri,
Cul. Arts, Electronics & Dressmaking Agri, Cul.
Arts, Electronics & Dressmaking Agri, Cul. Arts,
Electronics & Dressmaking
Basic Comp Literacy,

Agri, Cul. Arts, Electro & Dressmaking Values (EPP)

VE (Sarili) VE (Kapwa) VE (Lipunan) VE (Diyos)
34. As a matter of practice, the curriculum in the
Philippines is revised every ten years, but the
rapid rate of change in education and the fast
obsolescence of knowledge necessitate a continual
revisiting and updating of the curriculum to make
it responsive to emerging changes in the needs of
the learner and the society. Rationale of UbD
Model 2010
35. Rationale of UbD Model 2010 Aside from the
issue of relevance, the renement of the secondary
education curriculum was guided by the need, as
articulated in the Education Plan 2015, to
streamline its content in order to improve student
mastery and contribute to the attainment of
functional literacy. This became the primary
consideration in the design of the curriculum and
the formulation of standards and the essential
understandings from which the content of the
curriculum was derived.
36. Rationale of UbD Model 2010 * The renement of
the curriculum followed the Understanding by
Design (UbD) model developed by Jay Mctighe and
Grant Wiggins. * DepEd considered this as a new hope for
our educational system because it attains mastery of the
subject area in the secondary education
37. What is Understanding by Design (UbD) Model?
* Understanding by Design (UbD) is a curriculum framework,
i.e., it is a way of looking at a curriculum. It oers a three-
stage, backward process to curriculum design, hence, it is
also known as the Backward Design Curriculum.
* Some educators contest that it is not a curriculum by itself,
so technically, to say 'UbD curriculum' is wrong; instead we can
say 'UbD-ized curriculum' (that is, a curriculum which
is designed using the UbD process).

 38. What is Understanding by Design (UbD) Model?

* This implored us to think about the outcomes, goals, and
objectives we had for student learning rst and then plan
instruction and develop curriculum to close the gap
between what the students already know and what
they need to know. * The main tenet of the curriculum is
understanding versus facts, in which students must understand
not just to memorize facts.
39. 3 Stages of UbD Model Identify Desired Results
Determine Acceptable Evidence Plan Learning
Experiences & Instructions Graphic representation of
the stages in the backward curriculum design
process. Stage 1 Stage 2 Stage 3
40. 3 Stages of UbD Model Identify Desired Results
Stage 1 It is the identication of achievable
goals for students Determine Acceptable
Evidence/ Assessment Stage 2 It provides a
personalized approach to develop diverse learners
to its maximum. It recognizes and nurture all
varied human intelligences that students could
make sense on any subject area. Stage 3 Plan
Learning Experiences & Instructions It is achieved
by following this sequence: EXPLORE- FIRM-UP-
DEEPEN- TRANSFER.
41. 1. Lean. It focuses on essential understandings. 2. Sets
High Expectations (standard-based). Expressed in terms of what
students should know and the quality of the skills that they are
expected to demonstrate as evidence of learning. 3. Rich and
Challenging. It provides a personalized approach to
developing the students multiple intelligences
4.
Develops readiness and passion for work and lifelong learning
Strengths of SEC 2010
42. Naninindigan pa rin po tayo sa ipinangako
nating pagbabago sa edukasyon: ang gawin itong
sentral na estratehiya sa pamumuhunan sa
pinakamahalaga nating yaman: ang mamamayang

Pilipino. Sa K to 12, tiwala tayong mabibigyang-lakas

si Juan dela Cruz upang mapaunladhindi lamang ang kanyang
sarili at pamilyakundi maging ang buong bansa.
Pangulong Benigno S. Aquino III
43. We are embarking on what is arguably the most
comprehensive basic education reform initiative
ever done in the country since the establishment
of the public education system more than a
century ago. The challenges are great and the
task is daunting, but I am condent that through
all of you, the brave and seless men and women
who have taken up the noble vocation of teaching,
there is nothing we cannot accomplish together
The impetus for meaningful education reform is
clear: the realities of our modern world require a
dierent kind of Filipino. The Filipino must be a lifelong
learner. The Filipino must be holistically developed.
The Filipino must be globally-oriented and locally-
grounded. Ang Bagong Pilipino higit sa pagiging maka-tao,
maka- Diyos, maka-bayan, at maka-kalikasanay kailangan
magtaglay ng kasanayan at pananaw na angkop sa
21st Century. Ito po ang layunin ng K to 12
Program, na mabigyan ng sapat at pantay na
pagkakataon tungo sa isang disente at marangal
na buhay ang bawat Pilipino. --- Bro. Armin A.
Luistro, DepEd Secretary---
44. The Philippines is committed to achieving its
Education for All (EFA) goals not only for the
development of each Filipino, but also for the
overall social and economic progress of the
country. Part of the Philippine Education For All
Plan of Action 2015, is Critical Task No. 5, the
expansion of basic education, targeting that by
2015, the Philippines has lengthened its cycle of
basic education schooling to make it twelve years.
K 12 Basic Education Curriculum

 45. The Philippines is committed to achieving its

Education for All (EFA) goals not only for the
development of each Filipino, but also for the
overall social and economic progress of the
country. Part of the Philippine Education For All
Plan of Action 2015, is Critical Task No. 5, the
expansion of basic education, targeting that by
2015, the Philippines has lengthened its cycle of
basic education schooling to make it twelve years.
K 12 Basic Education Curriculum
46. K 12
Meaning
K to 12 means Kindergarten
and the 12 years of elementary and secondary
education. Kindergarten refers to the ve-year old
cohort that takes a standardized kindergarten curriculum.
Elementary education refers to primary schooling that
involves six years of education (Grades 1 to 6).
Secondary education refers to four years of junior
high school (Grades 7 to 10) and two years of
senior high school (Grades 11 to 12).
47. K 12 Basic Education Curriculum Figure shows
the distribution of 12 years in the Enhanced Basic
Education Cycle of the country. Schooling will
commence at Kindergarten (K), then the primary
education (Grades 1-6), then the junior high school (Grades
7-10), and senior high school (Grades 11 & 12).
48. K 12
Vision Filipino graduates are
envisioned: * Possess sucient mastery of basic
competencies (e.g., literacy, numeracy, problem solving, etc) to
develop themselves to the fullest; * Be emotionally
developed and competent to live a meaningful life;
* Be socially aware, pro-active, and involved in public and
civic aairs and contribute to the development of a progressive,
just and humane society; * Be adequately prepared for
the world of work or entrepreneurship or higher
education;
* Be legally employable; and * Be globally
competitive.

 49. K 12
Vision * Possess healthy mind and body; *
Have a solid moral and spiritual grounding; * Appreciate and
care for humanity, the world, and environment;
and
* Are proud to be a Filipino In addition, they are
characterized graduates who:
50. K 12
Signicant Changes 2002 BEC 2010
SEC (UbD Model) K-12 Aim for functional literacy Aims
for holistic development and acquisition of 21st
Century skills
51. K 12
Signicant Changes 2002 BEC 2010
SEC (UbD Model) K-12 Focuses on the development of
reading skills and values of self-reliance and patriotism;
Focuses on setting of learning standards and teaching for
understanding. It provides a personalized approach
using special curricular programs.
52. K 12
Signicant Changes 2002 BEC 2010
SEC (UbD Model) K-12 Also puts emphasis on interactive
learning approaches and integrative teaching approaches
which integrate competencies and values within
and across the learning areas.
Provides a
personalized approach using special curricular programs.
Likewise develops readiness and passion for work and lifelong
learning.
Moreover, it takes into consideration the
various contexts and support systems surrounding the Filipino
learners. Considers every aspect of development of the
learners so that graduates will be holistically developed,
equipped with 21st century skills and prepared for
employment, entrepreneurship, middle level skills or
higher education.
53. K 12
Signicant Changes 2002 BEC 2010
SEC (UbD Model) K-12 Considers the nature and the
needs of the learners. Moreover, it responds to the
local and global needs.
54. K-12 Comparison to Old Curriculum
55. K 12
Salient Features * It focuses on the holistic
development of the learner .
* It is outcome-based as it

prepares learners for:

1) higher education,
2) middle level
skills,
3) employment, and
4) entrepreneurship
* It is anchored on the principles of:
1) inclusive education,
2) learners growth and development,
3) teaching and
learning, and 4) assessment.
56. K 12
Desired Outcomes * Content standards
are what the students should know (facts and
information), what they do (process or skills), and
what understanding they construct as they process
the information. The students are expected not only
to understand but also to demonstrate what they
learn, thus providing evidence of learning.
*
Performance standards are what students do or how they use
their learning and understanding. The students are expected to
produce products and/or performances to prove that
they can apply what they learn in real-life situations.
57. K 12 Signicant Changes in the Education
Structure * Previously, preschool was not compulsory, that is,
pupils could enrol in Grade 1 with or without having gone
through preschool. Under K to 12 and with the
Kindergarten Act, preschool education for ve-year-
old children becomes mandatory before entering elementary
school. * There will be the same six years of elementary
education, but students entering secondary level
will begin their junior high school as Grade 7.
Junior High School is for four years (Grades 7 to
10) and Senior High School (SHS) is for two years
(Grades 11 to 12).
* The additional two years of SHS
would mean that the high school graduates are better prepared
for whatever path they will choose, and they are of legal age
(18 years old) to be lawfully employed.
58. K 12 Implementation Schedule * The
implementation of the K to 12 program will be
phased. Universal kindergarten was oered starting SY
2011-2012. By SY 2012-2013, the new curriculum will be

oered to incoming Grade 1 as well as to incoming junior

high school students (Grade 7). The target of
DepEd is to put in place the necessary
infrastructure and other necessary arrangements
needed to provide Senior High School (SHS)
education by SY 2016-2017.
59. K 12 Key Changes in the Elementary
Curriculum Medium of instruction: From the use of
bilingual education (English and Filipino), the K to
12 will be institutionalizing the Mother Tongue-
Based Multilingual Education from Grades 1 to 3. The Mother
Tongue will be the medium of instruction from
Grades 1 to 3.
Learning areas: Mother Tongue will
be an additional learning area under K to 12 from
Grades 1 to 3. Music, Arts, Physical Education and
Health (MAPEH) is taught starting Grade 1.
Assessment: Grade 6 NAT will be replaced by an
End-of- Grade 6 Assessment and will serve both as an exit
examination for Grade 6 and entrance examination for Grade 7.
60. K 12 Key Changes in the Elementary
Curriculum The mother tongue or the childs rst
language will be used as the primary medium of
instruction from preschool until at least Grade 3.
The mother tongue will be the main vehicle to
teach understanding and mastery of all subjects
such as mathematics, science, Araling Panlipunan,
Edukasyon sa Pagpapakatao, Music, Arts, Physical
Education and Health (MAPEH), Filipino and English.
Mother tongue as a subject and as a language of
teaching will be introduced in Grade 1 for
conceptual understanding. Other languages are
introduced as separate subjects starting Grade 2.
Oral and written Filipino are introduced in the rst
semester and oral English in the second semester.

 61. Twelve major languages shall be oered as a

learning area and utilized as language of
instruction starting school year 2012-2013. They are
as follows: Tagalog Kapampangan Pangasinense
Iloko Bikol Cebuano Hiligaynon Waray

Bahasa-sug Maguindanaoan Meranao Chabacano K

12 Mother Tongue
62. K 12 Mother Tongue Learning Areas Medium
of Instruction per Grade Level G1 G2 G3 G4 G5
G6 Language Arts
- Filipino Filipino
-
English English
- Mother Tongue Mother Tongue
Science MT English Mathematics Mother Tongue English
Araling Panlipunan (AP) Mother Tongue Filipino Edukasyong
Pantahanan at Pangkabuhayan (EPP) Filipino Eng. MAPEH
Mother Tongue Filipino Edukasyon sa Pagpapakatao
Mother Tongue Filipino Medium of Instruction at the
Elementary Level
63. K 12
Time Allotment Per Learning Area *
Aside from scope and content of the curriculum, time alloted to
the study of each learning area was also adjusted
under the K to 12 education program. Time
allotment per subject is the minimum period for
class interaction.
* At the elementary level, the daily
time allotment for English and Filipino subjects has been
reduced while additional time is given to the new
learning area under language, which is Mother
Tongue. The time allocation for Mathematics and
Araling Panlipunan was also decreased. On the
other hand, more time was added to Edukasyong
Pantahanan at Pangkabuhayan. This reduction does
not mean less time for study as K to 12 allows
for learning time to be extended to o-school
learning experiences at home or in the community. The
pupils are expected to produce an output or
perform tasks that will be credited to them.

 64. Learning Areas 2002 BEC (minutes per day) K-

12 Curriculum (minutes per day) English 60 - 90 Languages
30 50 Filipino 60 - 70 30 - 50 MT (G1 G3) None
50 Mathematics 60 - 70 50 Science (G3 G6) 40 - 60 50
Araling Panlipunan 40 - 60 40 Edukasyon sa Pagpapakatao
MAKABAYAN 20 - 30 30 Music, Arts, PE & Health 40
40 Edukasyong Pangtahanan at Pangkabuhayan (G4
G6) 40 50 K-12 Time Allotment per Learning Area
65. K-12 Key Changes in the Secondary Education *
Secondary education is undergoing signicant changes under the
K to 12 Education Program. These changes are in structure,
curriculum, and assessment.
* Structure: With the K to 12
curriculum, secondary education consists of four years
of junior high school, Grades 7 to 10, and two
years of senior high school, Grades 11 to 12.
66. K-12 Key Changes in the Secondary Education K to 12
Secondary Education Structure
67. K-12 Key Changes in the Secondary Education
Comparison of the 2010 SEC and the K to 12 Secondary
Education
68. * In the SEC 2010, Science and Mathematics are
taught using the discipline-based approach. All subjects
are taught following the three stages of Understanding by
Design (UbD) identifying desired results, determining acceptable
evidence, and planning instruction.
* On the other
hand, the K to 12 curriculum follows the spiral approach
wherein learning is a process of building upon previously
learned knowledge. Through this, students are able to master
the desired competencies by revisiting the subject
several times and relating new knowledge or skills
with the previous one. Moreover, students progress
in their learning as it entails going from simple to
more complex knowledge or skills.
* In the K to 12
Education Program, the spiral progression approach will be used
in teaching Science, Mathematics, Araling Panlipunan, MAPEH

and Edukasyon sa Pagpapakatao. K-12 Key Changes in

the
Secondary Education Curriculum:
69. K-12 Key Changes in the Secondary Education
Assessment: The National Achievement Test (NAT) taken by
second year students will be replaced by an end-of-Grade 10
Examination. It is envisioned that the end-of-Grade 12
Examination is the exit examination of the secondary level and
at the same time the entrance examination for college.
70. K 12
Time Allotment in Secondary Level
*
Comparing the time allotment per subject in the previous
secondary education curriculum and the K to 12
curriculum, one sees a reduction of time
particularly in English, Mathematics and Science.
However, when the time allotment allotted to these
subjects in Junior High School is combined with
those provided in the SHS, it will be seen that
there is actually an increase in time allocation. As
part of the process of decongesting the curriculum,
the K to 12 reform spreads out the learning time
over the six years of secondary education.
* For
Grades 7 to 10, there is a provision of time for independent
and cooperative learning for two to four hours a week. This
time will be spent for self-directed learning, teamwork,
goal-orientation and developing sense of responsibility and
accountability.
71. K 12
Time Allotment in Secondary Level
Learning Areas 2002 BEC (hours per week) K 12
(hours per week) English 5 4 Filipino 4 4
Mathematics 5 4 Science 6 4 Araling Panlipunan
MAKABAYAN 4 3 Edukasyon sa Pagpapakatao 2
3 2 MAPEH 4 4 TLE 4 4 Comparison of the
Learning Areas and Time Allotment of the
Secondary BEC 2002 and K to 12 Curriculum
72. K 12
The Learning Areas
The learning
areas of the K to 12 curriculum cut across the
grade levels from Grade 1 to Grade 12.

Languages: Mother Tongue, Filipino, and English

Arts and Humanities: Music, Arts, Physical Education

and Health (MAPEH), Edukasyon sa Pagpapahalaga,
Araling Panlipunan
Science and Mathematics

Technology and Livelihood Education

73. K 12
The Learning Areas
There are
changes in the nomenclature of some subjects.
*
Edukasyong Pagpapahalaga for the secondary and
Edukasyong Pagkakatao for the elementary are now
renamed Edukasyon sa Pagpapakatao.
* Science and
Health is now called Science. * Health is included in the
MAPEH.
* Moreover, subjects that are integrated under
MAKABAYAN (Araling Panlipunan, Values Education,
MAPEH and TLE) are now separate subjects.
74. K 12
The Learning Areas
Co-curricular
programs and community involvement programs are an extension
of the core subject areas and the teaching and learning
process. They are an integral part of the school
curriculum that enhances the holistic development
of the learner. The co-curricular programs in a large sense
also serve as a laboratory of life where what is learned in
the classroom context can be applied in practical
terms yet can be used as a further teaching
opportunity.
75. References Basic Education Curriculum (PPT)
By: Lilibeth A. Roldan & Mary-Ann M. Villasenor
http://www.slideshare.net/lilibeth_roldan05/basic-education-
curriculum The Philippine Basic Education Curriculum (Module
2) Lidinila M. Luis-Santos, Ed.D Teacher Education Council,
Department of Education
http://www.slideshare.net/methusael_cebrian/the-philippine-bec
Philippine Education (PPT) By Carlo Magno, Ph.D
http://www.slideshare.net/crlmgn/philippine-education-
presentation K to 12 Enhanced Basic Education Curriculum
By: Ma. Lyn Igliane-Villenes

http://www.slideshare.net/ejuliosVillenes/k-to-12-enhanced-
basic-ed-by-mi-villenes-proj-in-ed-m514
76. References 2010 SEC adapting UbD: A new
hope By Jeane C. Democrito, MT II -ICNHS
http://www.thenewstoday.info/2010/06/23/2010.sec.adapting.ubd.a.new
.hope.html
Future Curriculum and Design Mr. Joel
Paraiso Deuda Oct. 26, 2010
http://www.slideshare.net/joelparaiso/understanding-by-
design-5747702
http://eduphil.org/what-is-ubd.html?
pid=9244#pid9244
Curriculum Design and Instructional
Design
By Mr. Mark Anthony R. Peralta
http://www.slideshare.net/anthonyperalta/curriculum-
and-instruction-14630886
K to 12 Tool Kit (2012)
(Resource Guide for Teacher Educators, School Administrators and
Teachers)
By: Marco Med For: Southeast Asian
Ministers of Education Organization (SEAMEO)
Regional Center for Educational Innovation and
Technology
(INNOTECH)
http://www.slideshare.net/marcomed/deped-k-to-12-
resource-guide-for-teacher-educators-school- administrators-
and-teachers
Recommended
More from User

Basic education curriculum

Lilibeth Roldan
62,911 views

Revised basic education curriculum

(rbec)
Geraldine D. Reyes
46,108 views

Curriculum design and models

Princess Lalwani
277,781 views

Curriculum models and types

-Carl Richard Dagalea
56,173 views

Curriculum development
cuterodz042909
172,577 views

Curriculum development in the

philippines in new society
Sharel Mae Juan
14,021 views

Philippine education presentation

Carlo Magno
34,332 views

Curriculum and instruction

Mark Anthony Peralta
11,324 views

The new elementary school curriculum

Pretzel Red
22,541 views

DepEd K to 12 Resource Guide for

Teacher Educators, School Administrators
and
Marco Med
104,993 views

DepEd K to 12 curriculum guide

Marco Med
196,153 views

Curriclum types
dsmru
81,385 views

Models of curriculum
Abdulrahman Al'uganda
49,546 views

Curriculum designs
Mhervz Espinola
3,307 views

K-12 Basic Education Curriculum

Pretzel Red
74,627 views

Types of Curriculums operating in schools

edwin53021
22,632 views

CURRICULUM PLANNING IN THE

PHILIPPINES
Yanne Evangelista

21,759 views

The Philippine BEC

methusael cebrian
227,186 views

Models of curriculum
j_allsopp
22,631 views

222 education in the philippines

Bhoxz Chute Baes
12,619 views

Module 2 the philippine bec

Noel Tan
6,833 views

Curriculum development
Arjay Esguerra
31,138 views

Curriculum organization in the

philippines
Marco Med
6,999 views

Exploring the curriculum(fs4)

Ysa Garcera
385,725 views

K 12 basic education program

19710802
54,366 views

Philippine curriculum_elem2010
Insel Lei
6,633 views

Educational System in the

Philippines_Content
Issa Go
30,343 views

Field Study 4 Exploring the Curriculum

James Robert Villacorteza
67,450 views

Historical perspective of education and

the curriculum of
leonilitabadillo
17,141 views

Basic curriculum devlopment concept

and curriculum devlopment models.
Mohammad Toseef
7,513 views

Historical foundation of philippine

education
Michael Labog
61,659 views

IMPLEMENTING THE CURRICULUM

(curriculum development)
Mayla Gimpao-Bertez

17,360 views

Curriculum design and models

alkhaizar
9,266 views

Characteristics of a good curriculum

Daryl Tabogoc
29,833 views

curriculum innovations: local and global

trends
Eddelyn Calaylay
24,680 views

Curriculum, history and elements of

curriculum
Umair Ashraf
69,658 views

K to 12 General Presentation
DepEdPhilippines
19,443 views

Approaches to curriculum design

Cindy Leah Sorizo
19,146 views

the history of the Philippines education

(teaching profession)
Lorein May Pabilona
23,505 views

The elementary curriculum

Kevin Mike Simblante
4,103 views
English
Espanol
Portugues
Franais
Deutsche
About
Careers
Dev & API
Press
Blog
Terms
Privacy
Copyright
Support

LinkedIn Corporation 2015