The Core Group Members' Assignments

KHIMBERLY CASIDO
An kan Khim nga 3 column format

it aton susubdan po. Curricula
name, Features, ngan Retained
features lng po ang columns
naton.
1
2
3
4
5
6
7
8
JETH JOYO LUNGAY

9
10
11
12
13
14
15
16
17
18
PRINCES PACAOL
19
20
21
22
23
24
25
26
JULIE SICOY
27
28
29
30
31
32
33
34
TEODY PANELA
35
36
37
38
39
40
41
42
43
Pakibutangan po liwat didto ha

ilarom han name nung
curriculum, yung DepEd Order or
Executive Order etc. na nagging
basis ng implementation ng
curriculum na yun like this po, an
kan Sir Teody.
44
45
46
47
48
49
50
51
52
53
54
VANESSA OLIVA
55
VANESAA
ABSTRACT
From our tribal ancestors survival-oriented curriculum to the first
research-based curriculum (NESC & NSEC), unto the present K to 12
curriculum and the future curriculums our curriculum is ever-changing.
This assignment covers some general features that were made
throughout our Philippine curriculum history, i.e., center/orientation of
curriculum; kind/s of education implemented in that curriculum; aims of
the curriculum; mandatory school time and medium of instruction;
grade levels provided; the teachers; educational practices; and other
salient features. *(Note: Those highlighted with red are features that are
either existing, integrated, or a goal feature in K to 12. There are no
duplication of highlighted terms.)
PHILIPPINE Vanessa Anne Oliva MA Ed.
CURRICULUM Curriculum Development
Historical trends and development

56
PHILIPPINE CURRICULUM
SUBJECTS CURRICULUM FEATURES
I. PRE-SPANISH CURRICULUM 1. Alibata Focus/Orientation of curriculum:

2. Code of Kalantiao o Tribe and culture
3. Code of Maragtas
4. Vocational training Kind of education:
5. Character education o Informal education
6. Laws and moral standards of the o Unstructured
tribe o Decentralized
7. Government system o Education for all
8. Tribes culture
Aims of the curriculum:
o Survival
o Conformity
o Enculturation
School time:
o Dawn to dusk
o All year round
Teachers:
o Tribal chiefs
o Tribal elders
o Tribal tutors
o Parents
Medium of instruction:
o Mother-tongue language
57
Educational practices:
o Show and tell
o observation
o trial and error
Other Features:
o Children are provided more vocational and
practical training
o Less academics by their parents and in the house of
tribal tutors
II. SPANISH CURRICULUM Compulsory subject integrated in Focus/Orientation of curriculum:

all subjects is: Spanish. o Religion
1. 3 RS: Kind of education:

a. Reading o Formal education
b. Writing o Religious education
c. Religion (Catechism) o Vocational education
i. Christian doctrine o Structured
ii. Prayers o Centralized
iii. Sacred songs o Free private elementary for elite only (earlier years
2. Values of colonization)
3. History o Free public elementary for all (later years;
4. Mathematics Educational Decree of 1863)
5. Agriculture
6. Etiquette Aims of the curriculum:
7. Singing o Teach catechism to the natives to promote
8. World geography Christianity
o Promotion of Spanish language
o Imposition of Spanish culture
58
School time:
o 7 AM 10 AM
o 2:30 PM 5 PM
o All year round
Grade Levels
o Entrada
o Acenso
o Termino
o Collegio
Teachers:
o Spanish Missionaries
o Jesuits
o Augustinians
o Spanish
o Reading materials were cartillas and catechism
books
o Schools were ungraded
o Memorization
o Corporal punishment
o Dictation
o Moro-moro / Cenakulo
o Theater presentation
59
Other Features:
o Suppressed, limited, and controlled education
o Education is a privilege, not a right
o Education for the elite
o Establishment of at least one elementary school for
girls and boys in each town
o Establishment of a normal school for male teachers
III. FIRST REPUBLIC CURRICULUM

(1899) 1. Science Focus/Orientation of curriculum:
2. Math o Nationalism and religion
3. History
4. Philosophy Kind of education:
5. Law o Formal education
6. Language o Non-formal education
7. P. E. o Informal education
8. Religion o Indigenous Learning Systems
9. Music o Self-Learning education
10. Social Sciences o Independent education
o Out-of-School Study Programs
o Structured
o Secularized
o Free public elementary
o Free public high school
o Compulsory elementary

o Love of country and of God.
60
o Cover a complete and adequate system of public

education;
o Provide at least free public elementary (four years)
instruction and citizenship training to adult
citizens;
o Develop moral character, personal discipline, civic
conscience, and vocational efficiency; and
o Teach the duties of citizenship.
School time:
o 4 years elementary
Grade Levels
o Entrada
o Acenso
o Termino
o Collegio
o Vernacular
o Mother-tongue
o Mastery learning
o Memorization
o Dictation
o Experimentation
o Greater attention to natural science
o Disproportionate focus on religion
61
Other Features:
o Complete, adequate, integrated system of
education.
o System of scholarship grants, student loan
programs, subsidies, and other incentives for
deserving students.
o Provides different forms of education that are
responsive to the community needs.
o Civic, vocational, and skills training for adult
citizens, PWDs, and Out-of-School youth.
o Discourage the attempt of Filipinos to speak in
Spanish
IV. AMERICAN CURRICULUM (1904)

1. GMRC Focus/Orientation of curriculum:
2. Civics o American ideals, traditions, and values
3. Hygiene and sanitation
4. Geography Kind of education:
5. Grammar and composition o Formal education
6. Reading and spelling o Structured
7. Science courses o Secularized (earlier years of colonization)
8. Physiology o Highly Centralized (later years)

o To teach democracy
o Separation of church and state
o Teach concepts
62
o Develop the rational mind of learners

o Enculturation of the American culture
School time:
Grade Levels:
o Elementary
o Intermediate
o Collegiate
Teachers:
o Non-commissioned soldiers
o Chaplains
o Thomasites
o English
o Socialized recitation
o Participation
o Debate
o Game / playing
Other Features:
o Opening of normal schools in collegiate level with a
teachers training curriculum appropriate for
elementary mentors
63
o Prohibition of compulsory religious instruction in

public schools
o Citizenship training
o Avocation training
V. COMMONWEALTH
CURRICULUM (1935) Values Focus/Orientation of curriculum:
o Moral character o All Filipino learners
o Personal discipline
o Civic conscience Kind of education:
o Vocational efficiency o Formal education
o Citizenship training o Structured
o Decentralized
o Compulsory citizenship training to adult citizens

o Promote nationalism (values, moral character,
personal discipline)
o Develop:
Moral character
Personal discipline
Civic conscience
Vocational efficiency
o Teach duties of citizenship
o The state shall create scholarships in arts,
science, and letters for specially gifted
citizens
o Preparation for incoming independence
64
School time:
o 6 years of elementary
Grade Levels:
o Elementary
o High school
o College
o Filipino
Teachers:
o Americans
o Memorization
o C. A. T.
o Recitation
o Socialized recitation
o Celebration of National Language every
August
o Optional religious instruction in public
schools
o Universities enjoy academic freedom
o Known as the period of expansion and
reform in the Philippine curriculum
o CW Act #1 Preparatory military training in
elementary grade school at age 10
o double single session
65
o Inspection and recognition of private schools

and colleges by the Secretary of Public
Instruction
Other Features:
o Vocational schools were made more similar
in curriculum to academic schools
o CW Act #80 established the Office of Adult
Education (vocational training in an effort to
eliminate illiteracy)
o CW Act #578 Conferred the status of
PERSONS IN AUTHORITY upon teachers
o CW Act #586 Education Act of 1940
reduction of number of years in
elementary (from 7 to 6)
fixing school entrance age to 7 years
olds
national support of elementary
education,
compulsory attendance in the
primary grades for all students
enrolled in grade one (1)
introduction of double single session
o CW Act #589 established school rituals in
private and public schools
o Act #2706 an act making the inspection
and recognition of private schools and
colleges obligatory for the Secretary of
Public Instruction
66
VI. JAPANESE CURRICULUM (1941)

Military Act Order No. 2 mandated Focus/Orientation of curriculum:
the teaching of these subjects with o Japanese ideals, traditions, and values
emphasis on love for work and dignity
of labor Kind of education:
1. Tagalog o Vocational education
2. Philippine history o Military education
3. Character education o Nihonggo education
4. Nihonggo o Health education
o Agriculture education

o Teach Nihonggo as means of introducing and
cultivating love for Japanese culture
o Develop love for work and dignity of labor among
citizens
o Realization of new order and promote friendly
relations between Japan and the Philippines to the
farthest extent
o Foster a new Filipino culture
o Endeavor to elevate the morals of people, giving up
over-emphasis on material things
o Diffusion of the Japanese language
o Promotion of vocational course
o Inspire people with the spirit to love neighbor
o Eradicate old idea of reliance on western nations
School time:
o School calendar became longer
67
o No summer vacation for students
Teachers:
o Japanese soldiers
o Nihonggo
o Compulsory Nihonggo subject
o Filipino children went to school to learn Japanese
songs and games
o The teachers were condescending mouthpieces of
Japanese propaganda
o Stressed the value of dignity of manual labor
o Emphasized vocational education
Other Features:
o Included Nihonggo in the curriculum and abolished
English as a medium of instruction and as a subject
o All textbooks were censored and revised
o Deleted anti-Asian opinions
o Banned the singing of American songs
o Deleted American symbols, poems, and pictures
o Institutions of higher learning gives courses in
agriculture, medicine, fisheries, and engineering
68
VII. MARCOS CURRICULUM: NEW Constitution as a compulsory Focus/Orientation of curriculum:

SOCIETY CURRICULUM (1972) subject o National development
Presidential Commission to
Study Philippine Education Kind of education:
1970 (PCSPE) o Formal education
o Citizenship training education
o Vocational training education to adult citizens and
out-of-school youth
o Complete, adequate, and integrated system of
education relevant to the goals of national
development
o Free public elementary and high school
Only in areas with enough financial budget
to establish and maintain this free public
education until high school.
Ideology of curriculum:
o A commitment to an asset of fundamental values
o Theory of society
o Program of action
Aims of curriculum:
o 1973 Constitution revised Secondary Education
Program and set out 3 fundamental aims of
Philippine Education:
Foster love of country
Teach duties of citizenship and
69
Develop moral character, self-discipline,

science, technology, and vocational
efficiency
o Provide for a broad and general education
o Attain his potential as human being
o Enhance the range and quality of individual
o Acquire the essential educational foundation
o Train the nations manpower in the middle level
skills
o Develop the high level professions for leadership of
nation
o Respond effectively to changing needs
o The institutions of higher learning enjoy academic
freedom.
o Creation and maintenance of scholarship for poor
and deserving students
o Religion is an optional subject (only if there is a
written consent by the parents or guardians).
o Implementation of the Survey of the Outcomes of
Elementary Education 1975 (SOUTELE)
o Implementation of the Experimental Elementary
Education Program 1978 (EEEP)
o The researches, surveys, and experimental studies
made in the previous years, developed the
National Elementary School Curriculum (NESC) and
the New Secondary Education Curriculum (NSEC)
which was implemented.
70
Other features:
o President Marcos formulated a 10-year national
education development program.
o 1972 - Department of Education (DepEd) became
Department of Education and Culture (DECS)
o 1978 - DECS became Ministry of Education &
Culture (MEC)
o 1982 MEC became the Ministry of Education,
Culture, & Sports (MECS)
o Executive Order 2012, 1969
Created a Presidential Commission to
Study Philippine Education (PCSPE)
Ministry of Education Onofre D. Corpus
o Educational institutions, other than those
established by religious orders, mission boards,
and charitable organizations, shall be owned solely
by citizens of the Philippines or corporations or
association sixty per centum of the capital of which
is owned by such citizens.
o The control and administration of educational
institutions were vested in the citizens of the
Philippines.
71
VIII. NATIONAL ELEMENTARY

SCHOOL CURRICULUM (NESC The NSEC included the following Focus/Orientation of curriculum:
1984 - 2002) & learning areas to be taught for 400 o intellectual quality of Filipino society into the next
IX. NEW SECONDARY EDUCATION minutes daily from First Year to Fourth century and
CURRICULUM (NSEC 1991 - 2002) Year high school: o development of humanism and sense of
1. Values education nationhood.
2. Filipino Thus, the term Filipinism was coined to embody these
3. English orientations.
4. Mathematics
5. Araling Panlipunan Kind of education:
6. Science and Technology o Formal education
7. Physical Education, Health, o Structured
and Music o First research-based curriculum in Philippines
8. Technology and Home
Economics Aims of the curriculum:
o To improve performance in science, math and
communication
o It aims at mastery learning among the pupils.
o It covers fewer learning areas putting greater
emphasis on intellectual skills and basic
knowledge, especially reading, writing and
mathematics as well as attitude formation among
pupils.
o Emphasis on mastery learning the students must
acquire 75% mastery of the listed competencies or
7 out of 10 questions in the formative test
o More time allotment for the basic skills
o Its content focuses on the development of a shared
values and belief system which fosters humanism
and sense of nationhood among children.
o It also emphasizes the development of work skills
which are as important as intellectual skills.
72
o It develops health values in the whole curriculum,

not only in the period for character building
activities and science and health.
o It develops competencies and values for social
living reflected in the new dimension in Civics and
Culture expanded to include History, Geography
and Work Ethic for Grade III and in-depth learning
of Geography, History and Civics in Grades IV-VI.
Other Features:
o Development of the learning competencies known
as the Minimum Learning Competencies (MLC)
BASIC EDUCATION CURRICULUM

(BEC 2002) Kind of education:
o Decentralized
o Free public high school
o Compulsory CAT in 4th year high school
o Compulsory regular sports activities

o The Governance of Basic Education Act of 2001
provides the general goal of basic education: to
develop the Filipino learners by providing them
Rationale of the curriculum: basic competencies in literacy and numeracy,
National Elementary Achievement critical thinking and learning skills, socially aware,
Test (NEAT) Grade 6 students were patriotic, and responsible citizens.
able to answer correctly less than
50% of questions asked in Science,
Mathematics, and English
73
National and Secondary Assessment o The objectives of elementary education are as

Test (NSAT) A mean percentage follows:
score of only 50% was achieved. Provide the knowledge and develop the
Committee on Information skills, attitudes and values essential for
Technology, Science, Mathematics, personal development, a productive life,
Education & other Technology An and constructive engagement with a
overcrowded curriculum especially changing social milieu;
Provide learning experiences that increase
in Grade1 to 3 resulted in poor the childs awareness of and
performance of pupils in the responsiveness to the just demands of
elementary grades. Students needed society;
longer time in science and Promote and intensify awareness of,
mathematics identification with, and love for our nation
Aurora Roldan, Present Realities in and the community to which the learner
Reading Education Deficient belongs;
reading abilities of the students. They Promote experiences that develop the
have not developed the higher order learners orientation to the world of work
thinking skills even at grade 5. There and prepare the learner to engage in
is the danger of reverting to illiteracy honest and gainful work.
if the students dropped out before o The objectives of secondary education are
completing Grade 6. threefold:
3rd International Mathematics & Continue the general education started in
Science Study (TIMMS) The elementary;
Philippines ranked 39th out of 42 Prepare the learners for college, and
countries which participated in the Prepare the learners for the world of work.
study.
Allan B. I. Bernardo, The Learning School time:
Process: The Neglected Phenomenon o 185 to not less than 200 school days per school
in Science and Mathematics year
Education Reform in the Philippines o 6 years elementary
In comparison with other countries, o 4 years secondary
the Philippine science syllabus
74
contained more topics suggesting Grade Levels

that the curriculum is congested. o Early Childhood
o Elementary
o High School
o Tertiary
o Vocational/Technical
Medium of Instruction:
DepEd Bilingual Policy 1987:
ELEMENTARY ENGLISH
o English
o Science and Health
HIGH SCHOOL ENGLISH

o English
o Science
o Math
o Technology Education
o Home Economics, livelihood Education
ELEMENTARY FILIPINO
o Good Manners and Right Conduct (GMRC/
Character Education)
o Home Economics, livelihood Education
o Music
o Art
o Physical Education
HIGH SCHOOL FILIPINO

o Social Studies
o Values Education
o Physical Education
o Health
75
o Music
o National Curriculum:
guidelines are issued at national level; but
actual implementation of curriculum
guidelines is left to school-teachers
o Localized curriculum:
schools have the option to modify the
national curriculum
o Special Science Curriculum
o Content topic and Competency Approach
Integration of concepts on:
Human rights
Environment
Dangerous drugs
Computer Education
o Students are required to participate in co-curricular
activities managed by students with the teacher as
facilitator/moderator
o The curriculum plan (learning competencies) does
not present teaching methods and learning
activities that teachers must follow.
o However, teachers manuals do incorporate higher-
level content areas and suggestions for teaching
and assessing.
o Regular formative and summative evaluation of the
students
o Paper and pencil test are the most common forms
of examination
76
Other Features:
o The 2002 BEC is a restructuring and not a sweeping
change of the elementary and secondary curricula
(NESC & NSEC).
o The implementation of 2002 BEC was announced in
DepEd Order No. 25, s. 2002, issued in June 17,
2002.
o The actual implementing guidelines were found in
DepEd Order No. 43, s. 2002, dated August 29,
2002.
o Less than a year later, June 12, 2003, a new
curriculum was signed into law, which was the
Revised Basic Education Curriculum.
X. RESTRUCTURED CURRICULUM
FOR FORMAL BASIC EDUCATION The RBEC included the following Kind of education:
(RBEC 2003) learning areas (subjects)to be taught o Decentralized
for o Free public elementary
Elementary: 40 to 80 min/subj o Free public high school
Secondary: 30 min to 1 hr/subject o Compulsory elementary
o Compulsory CAT in 4th year high school
Four (4) Core subjects: o Compulsory regular sports activities
1. Filipino
2. English Aims of the curriculum:
3. Mathematics o Help every learner become a successful reader
4. Science o Development of self-reliant and patriotic citizens
a. Elementary Science o Development of creative and critical thinking skills
and Health
b. Secondary Science Medium of instruction:
and Technology o DepEd Bilingual Policy 1987:
Rationale of the curriculum:
A fifth subject called Makabayan is o ELEMENTARY FILIPINO
As a matter of practice, the
envisioned to be a laboratory of life Filipino
curriculum in the Philippines is
revised every ten (10) years. Makabayan
77
Continuous improvement the or practice environment, integrating

Philippine curriculum from the the other non-tool subjects. o ELEMENTARY ENGLISH
researches on NESC and NSEC. The Experiential subjects: English
UNESCO Report on the Four Pillars of 5. Makabayan Math
Education, emphasized using the a. Araling Panlipunan Science and Health
knowledge gained to improve oneself b. MAPEH (Music, Arts,
and ones relationship with fellow PE, and Health) o HIGH SCHOOL FILIPINO
humans, along with the development c. TLE (Technology and Edukasyon sa Pagpapahalaga
of functional literacy which involves Livelihood Education) Araling Panlipunan
the development of the essential d. Edukasyon sa Filipino
skills such as linguistic fluency and Pagpapahalaga (the
scientific-numerical competence. practice environment o HIGH SCHOOL ENGLISH
Still congested curriculum too little for holistic learning to English
contact time for the tool subjects develop a healthy Math
personal and national Music
self-identity) Arts
CAT
Music, Arts, PE, and Health
Science and Technology
Technology and Livelihood Education
School time:
o 185 to not less than 200 school days per school
year
o 4 years secondary
Grade Levels
o Early Childhood
o Elementary
o High School
o Tertiary
o Vocational/Technical
78
o Interactive / Collaborative teaching
o Emphasis in reading
o Integrative learning approaches
o Likewise, every teacher is a values educator,
identifying and contextualizing the values inherent
in her or his discipline and serves as a role model of
the learners
Other Features:
o the curriculum has been restructured to promote
more reciprocal interaction between students and
teachers, between themselves (collaborative
learning), between students and instructional
materials, between students and multi-media
sources, and between teachers of different
disciplines
o Using the restructured curriculum, schools are
allowed to design and contextualize the
implementation of Makabayan while information
communication technology shall be used in every
learning area, whenever hardware and software
are available.
o No teacher will be made redundant and none will
be underloaded or overloaded in the
implementation of this curriculum.
o The design of the curriculum is based on the
principle that there are two (2) main sources of
reliable and meaningful knowledge for
contemporary basic education:
expert systems of knowledge and
79
the learners experience in his or her

context.
o The curriculum has been restructured so that these
two main sources will interact with one another
reciprocally thereby an interactive one.
o Restructuring of the learning areas to five (Filipino,
English, Science, Mathematics, and Makabayan)
o Stronger integration of competencies and values
within and across the learning areas
o Greater emphasis on the learning process and
integrative modes of teaching
o Increased time for tasks to gain mastery of
competencies of the basic tool subjects
XI. SECONDARY EDUCATION

CURRICULUM (SEC: UbD Model Focus/Orientation of curriculum:
2010) o Understanding by Design model

o Think about the outcomes, goals, and objectives
we had for student learning first, and then plan
instruction and develop curriculum to close the gap
between what the students already know and what
they need to know.
School time:
o 4 years secondary
Grade Levels
Some educators contest that it is not a o Early Childhood
curriculum by itself, so technically, to say o Elementary
UbD curriculum is wrong; instead we o High School
say, UbD-ized curriculum (that is, a o Tertiary
80
curriculum which is designed using the

UbD process). o Vocational/Technical
Medium of Instruction:
Rationale of the curriculum: o English
Issue of relevance: o Filipino
As a matter of practice, the
curriculum in the Philippines is Educational practices:
revised every ten (10) years but o Students must understand, not just mere
the rapid rate of change in memorization.
education and fast obsolescence o 3 stages of UbD Model:
of knowledge necessitate a Stage 1 Identify desired results
continual revisiting and updating Stage 2 Determine acceptable evidence
of the curriculum to make it Stage 3 Plan learning experiences &
responsive to emerging changes instructions
in the needs of the learner and o In the SEC 2010, Science and Mathematics are
the society. taught using the discipline-based approach.
Issue of changing needs:
The refinement of the secondary Other Features:
education curriculum was guided o It offers a three-stage, backward process to
by the need, as articulated in the curriculum design, hence, it is also known as the
Education Plan 2015, to Backward Design Curriculum.
streamline its content in order to o Focuses on essential understandings.
improve student mastery and o Sets high expectations (standard-based) expressed
contribute to the attainment of in terms of what the students should know and the
functional literacy. This became quality of the skills that they are expected to
the primary consideration in the demonstrate as evidence of learning.
design of UbD and the o Rich and challenging. It provides a personalized
formulation of standards and approach to developing the students multiple
essential understandings from intelligences.
which the content of the o Develops readiness and passion for work and
curriculum was derived. lifelong learning.
The refinement of the curriculum
followed by Understanding by (Note: The highlighting of similar features with K to 12 ends here.)
81
Design (UbD) model was

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.
XII. K TO 12 BASIC EDUCATION

CURRICULUM K to 12 learning areas (subjects)to be Focus/Orientation of curriculum:
taught for a total of o Holistic development of the Filipino learner
Elementary: o Spiral Curriculum
o 30 to 50 min/subj
Secondary: Kind of education:
o 40 to 1 hr/subj o Compulsory kindergarten
Mother Tongue will be an additional Aims of the curriculum:
learning area under K to 12 from o achieving the Education for All (EFA) goals, not only
Grades 1 to 3. Music, Arts, Physical for the development of each Filipino, but also for
Education and Health (MAPEH) is the overall social and economic progress of the
taught starting Grade 1. country
Rationale of the curriculum: 1. mathematics, o expansion of basic education, targeting that by
The Philippines is committed to 2. science, 2015, the Philippines has lengthened its cycle of
achieving its Education for All 3. Araling Panlipunan, basic education schooling to make it twelve years
(EFA) goals, not only for the 4. Edukasyon sa Pagpapakatao, o Filipino graduates are envisioned:
development of each Filipino, but 5. Music, Arts, Physical Education Possess sufficient mastery of basic
also for the overall social and and Health (MAPEH), competencies (e.g., literacy, numeracy,
economic progress of the 6. Filipino problem solving, etc.) to develop
country. 7. English themselves to the fullest
Part of the Philippine Education 8. Mother tongue language Be emotionally developed and competent
For All Plan of Action 2015, is to live a meaningful life;
Critical Task No. 5, the Oral and written Filipino are
expansion of basic education, introduced in the first semester
82
targeting that by 2015, the and oral English in the second Be socially aware, pro-active, and involved
Philippines has lengthened its semester. in public and civic affairs, and contribute to
cycle of basic education schooling The learning areas of the K to 12 the development of a progressive, just, and
to make it twelve years. curriculum cut across the grade humane society;
levels from Grade 1 to Grade 12. Be adequately prepared for the world of
o Languages: work or entrepreneurship or higher
Mother Tongue, education:
Filipino, Be legally employable:
English Be globally competitive.
o In addition, they are characterized graduates who:
o Arts and Humanities: Possess healthy mind and body:
Music, Arts, Have a solid moral and spiritual grounding;
Physical Education Appreciate and care for humanity, the
and Health world, and environment; and
(MAPEH), Are proud to be a Filipino.
Edukasyon sa
Pagpapahalaga, School time:
Araling o 12 years primary
Panlipunan 5 years kindergarten
o Science and Mathematics 6 years elementary
o Technology and Livelihood
Education o 12 years secondary
4 years junior high school
(Grades 7 to 10)
2 years senior high school
(Grades 11 to 12)
Grade Levels
o Kindergarten
o Elementary
o Junior High
o Senior High
o College
83
o 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.
Tagalog
Kapampangan
Pangasinense
Iloko
Bikol
Cebuano
Hiligaynon
Waray
Bahasa-sug
Maguindanaoan
Meranao
Chabacano
o 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.
o It is outcome-based as it prepares learners for:
higher education,
middle level skills,
employment, and
entrepreneurship
o It is anchored on the principles of:
inclusive education,
learners growth and development,
84
teaching and learning, and

assessment.
o Previously, preschool was not compulsory, that is,
pupils could enroll in Grade 1 with or without
having gone through preschool. Under K to 12 and
with the Kindergarten Act, preschool education for
five-year-old children becomes mandatory before
entering elementary school.
o Allows for learning time to be extended to off-
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.
o 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.
Other Features:
o 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).
o 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.
o
85
o 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.
o 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.
o 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.
o Moreover, subjects that are integrated under
MAKABAYAN (Araling Panlipunan, Values
Education, MAPEH and TLE) are now separate
subjects.
o 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.
86
K TO 12 COMPARISON TO OLD CURRICULUM

2010 SECONDARY EDUCATION CURRICULUM 2012 K TO 12 BASIC EDUCATION
2002 BASIC EDUCATION CURRICULUM (BEC)
(SEC) CURRICULUM
The K to 12 curricula is geared towards the
The 2010 SEC is the revised 2002 BEC - development of holistically developed
BEC is restructuring of the NESC (1983) and incorporating Understanding by Design st
the NSEC (1989) in order to raise the quality (UbD) which seeks to contribute to Filipino equipped with 21 Century skills
of the Filipino learners and graduates; and functional literacy for all and the and prepared for employment,
empower them for lifelong learning. development of 21st century core skills entrepreneurship, middle level skills
needed for global competitiveness. development and higher education upon
graduation.
Aims for holistic development and acquisition of

Aim for functional literacy
21st Century skills
Focuses on setting of learning standards and
teaching for understanding. It provides a
Focuses on the development of reading skills and values of self-reliance and patriotism
personalized approach using special curricular
programs.
Provides a personalized approach using
special curricular programs. Considers every aspect of development of the
Puts emphasis on interactive learning
Likewise develops readiness and passion for learners so that graduates will be holistically
approaches and integrative teaching
work and lifelong learning. developed, equipped with 21st Century skills and
approaches which integrate competencies and
Moreover, it takes into consideration the prepared for employment, entrepreneurship,
values within and across the learning areas.
various contexts and support systems middle level skills or higher education.
surrounding the Filipino learners.
Considers the nature and the needs of the
learners.
Moreover, it responds to the local and
global needs.
Optional Pre-school Mandatory Kindergarten
(5 years old) (5 years old)
Elementary Elementary
Grade 1 to 6 Grade 1 to 6
(6 to 11 years old) (6 to 11 years old)
87
High school Junior High school

1 year to 4th year
st Grade 7 to 10
(12 to 16 years old) (12 to 16 years old)
Senior High school
Grade 11 to 12
(17 to 18 years old)
Medium of instruction: Bilingual (English & Filipino) Mother Tongue-Based Multilingual Education
National Achievement Test for Grade 6 End-of-Grade-6 Assessment, as exit exam and as
readiness test for Junior High School
End-of-Grade 10 Exam and End-of-Grade 12
National Achievement Test for 2nd year HS
Exam
UbD follows three stages: starting from results Spiral progression of curriculum that starts from
or desired outcomes, assessment, products, and simple to complex and requires revisiting prior
performance, and learning plan. knowledge.
Internet sources:
http://www.deped.gov.ph/history
http://www.ibe.unesco.org/curriculum/Asia%2520Networkpdf/ndrepph.pdf
http://www.unc.edu/world/2006_K12Symp/Pres%26HOs/Florido_Handout1.pdf
https://wreigh.wordpress.com/2011/05/14/history-of-curriculum-in-the-philippines
https://www.slideshare.net/MsKrabbs19/historical-perspective-in-philippine-education
https://www.slideshare.net/TeacherAdora/curriculum-models-philippines-curriculum-models
My work has no corrections, so I did not scan it nalang po.

The Core Group Members' Assignments

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

The Core Group Members' Assignments

Caricato da

Copyright:

Formati disponibili

KHIMBERLY CASIDO

An kan Khim nga 3 column format

JETH JOYO LUNGAY

Pakibutangan po liwat didto ha

CURRICULUM Curriculum Development

Historical trends and development

I. PRE-SPANISH CURRICULUM 1. Alibata Focus/Orientation of curriculum:

II. SPANISH CURRICULUM Compulsory subject integrated in Focus/Orientation of curriculum:

1. 3 RS: Kind of education:

III. FIRST REPUBLIC CURRICULUM

Aims of the curriculum:

o Cover a complete and adequate system of public

IV. AMERICAN CURRICULUM (1904)

Aims of the curriculum:

o Develop the rational mind of learners

o Prohibition of compulsory religious instruction in

Aims of the curriculum:

o Inspection and recognition of private schools

VI. JAPANESE CURRICULUM (1941)

Aims of the curriculum:

o No summer vacation for students

VII. MARCOS CURRICULUM: NEW Constitution as a compulsory Focus/Orientation of curriculum:

Develop moral character, self-discipline,

VIII. NATIONAL ELEMENTARY

o It develops health values in the whole curriculum,

BASIC EDUCATION CURRICULUM

Aims of the curriculum:

National and Secondary Assessment o The objectives of elementary education are as

contained more topics suggesting Grade Levels

HIGH SCHOOL ENGLISH

HIGH SCHOOL FILIPINO

Continuous improvement the or practice environment, integrating

the learners experience in his or her

XI. SECONDARY EDUCATION

Aims of the curriculum:

curriculum which is designed using the

Design (UbD) model was

XII. K TO 12 BASIC EDUCATION

Mother Tongue-Based Multilingual Education from

teaching and learning, and

o The target of DepEd is to put in place the necessary

K TO 12 COMPARISON TO OLD CURRICULUM

Aims for holistic development and acquisition of

High school Junior High school

My work has no corrections, so I did not scan it nalang po.

Potrebbero piacerti anche