Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
I. INTRODUCTION
changes of the intrinsic and extrinsic factors that affect the entire educative system. This
dynamism creates a demand for a careful planning, implementing and evaluating the
curriculum being used to serve the very purpose of having it as a very effective tool to
wholly realize the ends of education. One of the important factors to consider is the
philosophies that direct the planners, implementers and evaluators of the curriculum in
the entire processes and/or approaches, especially its making in the first hand. Duffy
and Jonassen (1992) stressed that instructional strategies and methods are clearly
influenced by the philosophical assumptions and theories of knowing and learning are
In decision making, philosophy provides the starting point and will be used for the
succeeding decision making (Bilbao, Lucido, Iringan and Javier, 2008, p 14). A good
example which most experts in the field of education recognized is the idea of an
influential educator, John Dewey (1916), who views education as a way of life. This
idea becomes the core concept and standpoint of his educational philosophy. In
addition to, John Dewey’s philosophy in his work Experience and Education (1938)
proposes carefully developed theory of experience and its relation to education. Sound
educational experience involves both continuity and interaction between the learner and
what is learned (p. 10). This was even made clearer in his in-depth analysis of both
curriculum and cultural heritage for its content, progressive education focused on the
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learner’s interest and impulse, unconstrained by the educator (p. 9). According to
deceptive index of freedom” (p. 10). Then, Dewey’s philosophy is that experience arises
from the interaction of two principles: continuity and interaction. This Dewey’s
philosophy becomes what is known today as Progressivism and it provides a clear basis
good and written curriculum. Thus, this perspective or philosophy becomes an essential
factor which the production of the K to 12 Basic Education Curriculum of 2012 (see
The K-12 Basic Education Curriculum of 2012 since its implementation as mandated
by Republic Act 10533 also known as "Enhanced Basic Education Act of 2013" (see
Appendix B), receives various comments, feedbacks and criticisms. However ,the said
law emphasizes the very purposes that the people behind its creation see as follow: a)
standards; b) Broaden the goals of high school education for college preparation,
vocational and technical career opportunities as well as creative arts, sports and
cognitive and cultural capacity, the circumstances and diversity of learners, schools and
mother tongue as a learning resource. These sensible purposes are also fortified by the
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vision, mission and over-all goal of the Department of Education through the
development of the 21st Century Skills with all the required responsive learning areas for
studies and significant pedagogical approaches (see Appendix C). In line with this, the
Department of Education issued the DepeEd Order No. 31, s 2012 with the following
emotionally mature graduates equipped with technical and/or vocational skills who are
better prepared for work, middle level skills development and higher education; c)
equipped with 21st century skills and prepared for employment, entrepreneurship,
curriculum, K to 12 considers the nature and the needs of the learners. Moreover, it
responds to the local and global needs (see Appendix D). Thus, there is a need for the
In case of the Filipino subject, under this new curriculum the subject was
categorized under languages which also generally labelled as Integrated Language Arts
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Teachers (2012), the Integrated Language Arts aims for the development of oral and
Filipino, and English which anchored on multilingualism, the Integrated Language Arts
curriculum builds upon the natural ability of Filipinos for language learning. Mother
Tongue will be used to develop language and literacy for Grades 1 to 3, then after
Grade 3, Filipino and English will be used. Oral and written Filipino is introduced in the
first semester in Grade 1 and oral English in the second semester. The curriculum
observed a spiral progression of the competencies across the levels but in the high
writing and composition, study and thinking strategies which are all in support of critical
listening, speaking, reading and writing learning macro-skills that will be developed.
Content includes print and electronic texts that are age-, context-, and culture-
Asyano (The students will be able to apply the communicative skills, critical thinking
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and literary appreciation through various technological tools and texts in Asian
This now becomes the solid basis of the production of the Teacher’s Guide (TG),
Learner’s Module (MD) and other similar references and teaching tools in Filipino to
This study is designed to give clear viewpoints and comprehensive critical literature
Written Curriculum under the K-12 Basic Education Curriculum which utilizes the Critical
Analysis method as a sort of providing responsive and critical answers to the following
queries: a) What are the activities and/or techniques utilized as found on the Learner’s
Module (LM) in Filipino Grade 9 that signify progressive educational thought?; b) Are
these activities responsive to the student’s interest, personal active participation and
tasks?; and e) Do the techniques used on the LM direct and/or promote creativity,
As the primary source in the gathering of data and in the thorough critical analysis of
the significant data, the researcher used the 1 st Edition (2014) Learner’s Module (LM)
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progressive classroom and research of more topics and issues relevant in this study.
This study employs the Critical Analysis method which analyzes and evaluates the
study the Leaner’s Module (LM), in teaching Filipino in Grade 9 under the K to 12 Basic
Education Curriculum of 2012. The said method conjuncts to the idea of Allyson Skene
(2002) which goes that it is not enough to simply understand what the author is saying;
it is essential to challenge it. Examine how the article is structured, the types of reasons
or evidence used to support the conclusions, and whether the author is reliant on
underlying assumptions or theoretical frameworks. Take copious notes that reflect what
After the careful scrutiny of the material-1st Edition (2014) Learner’s Module (LM)
Progressivism will be presented with the responses on the chapters mentioned. Then
thorough analysis of the data will be given through description. After which, ensible
conclusions will follow and the purposeful recommendations from the researcher.
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Analysis of
Data Presentation of Data
Conclusions Recommendations
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This study employs related studies and literatures as its significant points of
(2012, p5), reviewed thirty-three Filipina/o American curricula that fell into six
categories: four formal educational programs in higher education and K–12 schools;
nine community curriculum; three curriculum guides; four oral history as curriculum; nine
K–12 Filipina/o American Curriculum Resources. The said study aims to provide the
educators and administrators comprehensive and critical literature review of the K-12
Filipina/o American curriculum (2012, p 1). Relevant findings were noted from the study
like through careful series of analyses of the K–12 Filipina/o American studies curricular
instruction, researchers found that teaching methods range from direct instruction to
developing relevant skills, aligned with typical district and state standards. Many of the
lesson plans that we reviewed include instructional methods that specifically build
organizing skills. The methods also typically include interpersonal goals that aim to
(2012, p 8). These data make sense with this study as the researcher probes and
evaluate the Filipino Grade 9 Learner’s Module (LM) of the K-12 BEC where
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(LM), the researcher anchored the process on the information presented in the
educational philosophies is presented in a tabular form (see Appendix E). The same
author stressed that the philosophy of progressivism believes that education should
focus on the whole child, rather than on the content or the teacher. This educational
Learning is rooted in the questions of learners that arise through experiencing the
world. It is active, not passive. The learner is a problem solver and thinker who
makes meaning through his or her individual experience in the physical and cultural
context. Effective teachers provide experiences so that students can learn by doing.
Curriculum content is derived from student interests and questions. The scientific
method is used by progressivist educators so that students can study matter and
events systematically and first hand. The emphasis is on process-how one comes to
know. This progressivist thought was elucidated by its proponent John Dewey in his
work The Child and the Curriculum (1902, p 13) when he explained that learning is
active. It involves reaching out of the mind. It involves organic assimilation starting
from within. Literally, we must take our stand with the child and our departure from
him. It is he and not the subject-matter determines both quality and quantity of
learning.
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learner is the very reason of the entire curriculum system. Who the learner is in his/her
totality, how he/she learns and develops and what his/her needs are were highly
considered in the making of the K to 12 curriculum framework. The holistic learning and
atmosphere where the learner enjoys learning, takes part in meaningful learning
experiences and experiences success because he/she is respected, accepted and feels
safe even if in his/her learning exploration he/she commits mistakes. He/she learns at
his/her own pace in his/her own learning style. He/she is empowered to make choices
and to become responsible for his/her own learning in the classroom and for a lifetime.
propelling and independent lifelong learners. In addition to, the curriculum respects
cultures and experiences of various ethnic groups and uses these as resources for
teaching and learning. Teachers are expected to provide lessons that cater to a
culturally diverse population and honor the cultural heritage of all learners. Given the
Learning mother tongue language helps learners retain their ethnic identity, culture,
continues to offer Madrasah education with subjects in Arabic Language and Islamic
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In the very purpose of this study, the following terms listed below are given clear and
standardized definitions.
that influences what and how students are taught. It represents answers to questions
about the purpose of schooling, a teacher's role, and what should be taught and by what
methods.
Department of Education in its desire to offer a curriculum which is attuned to the 21st
century. This is in pursuance of the reform thrusts of the Basic Education Sector Reform
conditions affecting basic education provision, access and delivery on the ground
c). Philosophy- is the systematic inquiry into the principles and presuppositions of any
field of study.
d). Progressivism- view the learner as the central focus of classroom activities.
Working with student interests and needs, teachers serve as guides and facilitators in
assisting students to reach their goals. The emphasis is on the future, and on preparing
learning.
e). Written Curriculum- this includes documents, course of study or syllabi handed
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This study focuses only on the applications of the Progressivism on the specific
written curriculum-1st Edition (2014) Learner’s Module (LM) entitled Panitikang Asyano-
The said applications shall be analyzed with the following relevant thresholds of the
progressivist thought on the suggested activities and/or techniques on the said LM:
This study does not include the specifications on the formulation of the objectives of
the module, its design and scope and sequence of the topics and/or contents. This does
not include any data related to actual observations and teaching demonstrations of the
The researcher sees the significance of the study conducted on the following:
a). In-Service Teachers. This will give the Filipino teachers, especially those who utilize
the LM as their main teaching reference, various important hints on the proper
application, adaptation, and adjustments of the suggested learning activities to meet all
the desirable expected learning outcomes. This will also give them idea on the teaching
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techniques to consider as they address learner’s needs, interest, experiences and the
same equally important factors to consider as they enable and facilitate the entire
teaching-learning process.
b). Curriculum Implementers and Administrators. This will give them the several
clear bases on the assessment and evaluation of the effectiveness of the suggested
learning activities in line with the locally and internationally accepted standards and
principles of the process. This will give them sensible data on the possible weaknesses
and strengths of the LM as a main teaching reference and enable them to make
c). Other Researchers. This will give them good venue to start another academic
research like the effectiveness of the suggested learning activities of the LM in teaching
multi-grade or multi-culture classroom and the same relevant studies in the future.
In the presentation of data, the researcher presented those which are only on the
chapters 1, 2 and 3 on the LM because it’s limited only up to the third chapter and
he/she will going to present, develop and teach the topic meaningfully to suffice the
study. In grade 9, the last quarter of the study focuses on Dr. Jose P. Rizal’s novel, Noli
Me Tangere.
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This chapter focuses on the study of the selected literatures of Southeast Asia.
the culture of the countries located near the Philippines and other aspects related to it.
Module 1 also requires the students to produce book fair with creative persuasion and
other similar learning outputs that present/show the distinctive culture of the different
interactive.
Every lesson is divided into different learning episodes which include a diagnostic
test at the beginning of every chapter. These learning episodes are: a).Discover;
In chapter one, the following learning activities and/or teaching techniques are
mapping, Venn Diagram, concept webbing, and comparison organizer; reading of the
given literatures; giving of relevant inputs about the topics; games- First Five, Pale of
telling; web-surfing and blog making; listing of characteristics and other relevant or
evident learning; making of personal reflections and reactions on the selected topics;
analysing debates and giving feedbacks; listening local radio commentaries; script-
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In this chapter, Module 2 will let the students to develop understanding and
appreciative values in Japan’s tanka and haiku, Korea’s fable, Taiwan’s essay, China’s
short story, and a play from Mongolia. This chapter also employs literary criticism and
appreciation of the selected texts and give thorough analysis of their effectiveness as
means of manifesting diverse cultural orientations and traditions in the places of their
origins. At the chapter’s end, the students will be making their own literary pieces that
show appreciation to their identity as Asians with the following criteria: originality,
The following suggested teaching techniques and learning activities in this chapter
are as follow: tabular analysis of haiku and tanka; textual reading, enriching vocabulary;
presenting idea through appropriate graphic organizers- story ladder, bubble balloon,
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Focused literary pieces in this chapter include selected genres from West Asia like
Lebanon, Saudi Arabia, Bhutan, Israel and India. These literatures are parables, songs,
elegies, short-stories, essays and epics. This part of the module will help the students
and argumentative expressions towards the character’s role. At the end of the module,
the students are expected to present a two minute movie trailer which will be evaluated
through the following grading criteria: script originality, cinematography, editing and
musical scoring.
In this part of the module, the suggested teaching techniques and/or learning
refute the listed statements/opinions; assessing and activating prior knowledge and
finding relation to the new one; giving differences on various cultural concepts; perform
creative informance about certain topic as specified on the LM; exploratory and thinking
games- Name the Picture Game and Scrambled Letter ; doing research, reflection,
organizers like strands organizer , double entry data, semantic mapping, concentric
circles, hinuhakonek, and diagrams in presenting, sharing and expressing idea; writing
creatively an exposition; drawing and sketching symbols and other related meaningful
objects as directed; extracting literal, spiritual, and symbolical meaning out from the
emotions; drama; expressing idea, arguments and opinions on several current issues in
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Table 1. Responses of the LM’s Chapters (1, 2 and 3) towards the Thresholds/Criteria
of Progressivism Philosophy
As shown on the Table 1, all the learning activities and/ or teaching techniques
thought as it positively responded as “YES” to all the given criteria of the said
perspective. Moreover, chapter 2 also meets all the criteria of being progressivist in all
its suggested learning activities and/or teaching techniques as being shown in all its
positive responses above. Lastly, chapter 3 manifests that all its suggested teaching
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IX. CONCLUSIONS
After a thorough analysis of the data, the researcher comes up with the following
a). Chapter 1, 2 and 3 of the 1st Edition (2014) Learner’s Module (LM) entitled
curriculum in Filipino, with all its suggested learning activities and/or teaching
b). Generally, 1st Edition (2014) Learner’s Module (LM) entitled Panitikang Asyano-
c). Teaching Filipino in Grade 9 under the K to 12 Basic Education Curriculum adheres
to progressivist teaching.
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X. RECOMMENDATIONS
a). Teachers must utilize the 1st Edition (2014) Learner’s Module (LM) entitled
needs, interest and experiences towards the attainment of all the desired learning
outcomes and the goals of the K to 12 Basic Education Curriculum. However, in times
that the suggested learning activities and or teaching techniques need necessary,
appropriate and relevant changes, teachers must do so with the top consideration in
mind that student is the heart of the teaching-learning process and in the educative
system in general ;
b). School administrators must conduct necessary monitoring and evaluation in giving
classroom instructions as teachers use the 1st Edition (2014) Learner’s Module (LM)
all in the educative system work hand in hand for the realization of the institution’s
c). All the researchers in the academe or to those whoever have the interest in teaching,
further studies must be conducted in relation to this research to also give all those who
are in the educative system and all its instrumentalities a wider perspective towards
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XI.REFERENCES
Books:
Almeda, Rosario and Bilbao, Purita (2002) Curriculum Development. WVSU Printing
Press.
Andres, T. And Francisco F., (1989) Curriculum Development in the Philippine Setting,
National Bookstore, Inc. Manila, Philippines.
Aquino, G. (1998) Curriculum Planning for Better Schools, Second Edition, Rex Printing
Co. Inc., Philippines.
Bilbao, Lucido, Iringan and Javier (2008) Curriculum Development, Lorimar Publishing,
Inc., Quezon City, Metro Manila, Philippines.
Bruner, Jerome. (2001) The Culture of Education. Cambridge, Mass : Harvard
University Press.
Dewey, John. (1902) The Child and The Curriculum, The University of Chicago Press,
Chicago, Illinois, U.S.A.
Henson, Kenneth. (2001) Curriculum Planning, Integrating Multiculturalism,
Constructivism and Educational Reform. 2nd Edition, McGrawhill, New York.
Palma, J., (1992) Curriculum Development System, A handbook of School Practitioners
in Basic Education, National Bookstore, Inc., Metro Manila, Philippines, Copyright,
1992.
Ornstein, Allan and Hunkins, Francis (2004) Curriculum Foundations, Principles and
Issues, 4th Edition, Pearson Educ. Inc., U.S.A.
Scheffler, Israel. Justifying Curriculum Divisions in J. Martin. Ed. (1970) Readings in the
Philosophy of Education: A study of Curriculum. Boston, Allyn and Bacon.
Tyler, Ralph. (1949) Basic Principles of Curriculum and Instruction. University of
Chicago Press.
Internet:
http://ctle.hccs.edu/facultyportal/tlp/seminars/tl1071SupportiveResources/comparison_edu_phil
o.pdf (Retrieved on May 13, 2015)
http://highered.mheducation.com/sites/0072877723/student_view0/chapter9/index.html
(Retrieved on May 14, 2015)
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http://www.icels-educators-for-
learning.ca/index.php?option=com_content&view=article&id=53&Itemid=68
(Retrieved on May 14, 2015)
http://www.wilderdom.com/experiential/JohnDeweyPhilosophyEducation.html
(Retrieved on May 14, 2015)
http://archive.org/stream/childandcurricul00deweuoft/childandcurricul00deweuoft_djvu.txt
(Retrieved on May 14, 2015)
http://www2.southeastern.edu/Academics/Faculty/elejeune/critique.htm
(Retrieved on May 14, 2015)
http://www.deped.gov.ph/orders?f%5B0%5D=field_classification%3A382
(Retrieved on May 14, 2015)
http://www.deped.gov.ph/sites/default/files/order/2012/DO_s2012_31.pdf
(Retrieved on May 14, 2015)
http://www.uvm.edu/~dewey/articles/proged.html
(Retrevied on May 14, 2015)
http://www.albany.edu/~dkw42/s2_dewey_progr.html
(Retrieved on May 14, 2015)
https://www.gutenberg.org/files/852/852-h/852-h.htm
(Retrieved on May 14, 2015)
Others:
The K to 12 BASIC EDUCATION PROGRAM (Working Document| Not yet for citation or
circulation DRAFT COPY| as of March 12, 2012)
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XII. Appendices
12
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S. No. 3286
H. No. 6643
SECTION 1. Short Title. — This Act shall be known as the “Enhanced Basic Education Act of 2013″.
SEC. 2. Declaration of Policy. — The State shall establish, maintain and support a complete, adequate,
and integrated system of education relevant to the needs of the people, the country and society-at-large.
Likewise, it is hereby declared the policy of the State that every graduate of basic education shall be an
empowered individual who has learned, through a program that is rooted on sound educational principles
and geared towards excellence, the foundations for learning throughout life, the competence to engage in
work and be productive, the ability to coexist in fruitful harmony with local and global communities, the
capability to engage in autonomous, creative, and critical thinking, and the capacity and willingness to
transform others and one’s self.
For this purpose, the State shall create a functional basic education system that will develop productive
and responsible citizens equipped with the essential competencies, skills and values for both life-long
learning and employment. In order to achieve this, the State shall:
(a) Give every student an opportunity to receive quality education that is globally competitive based on a
pedagogically sound curriculum that is at par with international standards;
(b) Broaden the goals of high school education for college preparation, vocational and technical career
opportunities as well as creative arts, sports and entrepreneurial employment in a rapidly changing and
increasingly globalized environment; and
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(c) Make education learner-oriented and responsive to the needs, cognitive and cultural capacity, the
circumstances and diversity of learners, schools and communities through the appropriate languages of
teaching and learning, including mother tongue as a learning resource.
SEC. 3. Basic Education. — Basic education is intended to meet basic learning needs which provides the
foundation on which subsequent learning can be based. It encompasses kindergarten, elementary and
secondary education as well as alternative learning systems for out-of-school learners and those with
special needs.
SEC. 4. Enhanced Basic Education Program. — The enhanced basic education program encompasses
at least one (1) year of kindergarten education, six (6) years of elementary education, and six (6) years of
secondary education, in that sequence. Secondary education includes four (4) years of junior high school
and two (2) years of senior high school education.
Kindergarten education shall mean one (1) year of preparatory education for children at least five (5)
years old as a prerequisite for Grade I.
Elementary education refers to the second stage of compulsory basic education which is composed of six
(6) years. The entrant age to this level is typically six (6) years old.
Secondary education refers to the third stage of compulsory basic education. It consists of four (4) years
of junior high school education and two (2) years of senior high school education. The entrant age to the
junior and senior high school levels are typically twelve (12) and sixteen (16) years old, respectively.
Basic education shall be delivered in languages understood by the learners as the language plays a
strategic role in shaping the formative years of learners.
For kindergarten and the first three (3) years of elementary education, instruction, teaching materials and
assessment shall be in the regional or native language of the learners. The Department of Education
(DepED) shall formulate a mother language transition program from Grade 4 to Grade 6 so that Filipino
and English shall be gradually introduced as languages of instruction until such time when these two (2)
languages can become the primary languages of instruction at the secondary level.
For purposes of this Act, mother language or first Language (LI) refers to language or languages first
learned by a child, which he/she identifies with, is identified as a native language user of by others, which
he/she knows best, or uses most. This includes Filipino sign language used by individuals with pertinent
disabilities. The regional or native language refers to the traditional speech variety or variety of Filipino
sign language existing in a region, area or place.
SEC. 5. Curriculum Development. — The DepED shall formulate the design and details of the enhanced
basic education curriculum. It shall work with the Commission on Higher Education (CHED) to craft
harmonized basic and tertiary curricula for the global competitiveness of Filipino graduates. To ensure
college readiness and to avoid remedial and duplication of basic education subjects, the DepED shall
coordinate with the CHED and the Technical Education and Skills Development Authority (TESDA).
To achieve an effective enhanced basic education curriculum, the DepED shall undertake consultations
with other national government agencies and other stakeholders including, but not limited to, the
Department of Labor and Employment (DOLE), the Professional Regulation Commission (PRC), the
private and public schools associations, the national student organizations, the national teacher
organizations, the parents-teachers associations and the chambers of commerce on matters affecting the
concerned stakeholders.
The DepED shall adhere to the following standards and principles in developing the enhanced basic
education curriculum:
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(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective,
collaborative and integrative;
(f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual
Education (MTB-MLE) which starts from where the learners are and from what they already knew
proceeding from the known to the unknown; instructional materials and capable teachers to implement
the MTB-MLE curriculum shall be available;
(g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills
after each level; and
(h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and
enhance the same based on their respective educational and social contexts. The production and
development of locally produced teaching materials shall be encouraged and approval of these materials
shall devolve to the regional and division education units.
SEC. 7. Teacher Education and Training. — To ensure that the enhanced basic education program
meets the demand for quality teachers and school leaders, the DepED and the CHED, in collaboration
with relevant partners in government, academe, industry, and nongovernmental organizations, shall
conduct teacher education and training programs, as specified:
(a) In-service Training on Content and Pedagogy — Current DepED teachers shall be retrained to meet
the content and performance standards of the new K to 12 curriculum.
The DepED shall ensure that private education institutions shall be given the opportunity to avail of such
training.
(b) Training of New Teachers. — New graduates of the current Teacher Education curriculum shall
undergo additional training, upon hiring, to upgrade their skills to the content standards of the new
curriculum. Furthermore, the CHED, in coordination with the DepED and relevant stakeholders, shall
ensure that the Teacher Education curriculum offered in these Teacher Education Institutes (TEIs) will
meet necessary quality standards for new teachers. Duly recognized organizations acting as TEIs, in
coordination with the DepED, the CHED, and other relevant stakeholders, shall ensure that the curriculum
of these organizations meet the necessary quality standards for trained teachers.
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(c) Training of School Leadership. — Superintendents, principals, subject area coordinators and other
instructional school leaders shall likewise undergo workshops and training to enhance their skills on their
role as academic, administrative and community leaders.
Henceforth, such professional development programs as those stated above shall be initiated and
conducted regularly throughout the school year to ensure constant upgrading of teacher skills.
SEC. 8. Hiring of Graduates of Science, Mathematics, Statistics, Engineering and Other Specialists in
Subjects With a Shortage of Qualified Applicants, Technical-Vocational Courses and Higher Education
Institution Faculty. — Notwithstanding the provisions of Sections 26, 27 and 28 of Republic Act No. 7836,
otherwise known as the “Philippine Teachers Professionalization Act of 1994″, the DepED and private
education institutions shall hire, as may be relevant to the particular subject:
(a) Graduates of science, mathematics, statistics, engineering, music and other degree courses with
shortages in qualified Licensure Examination for Teachers (LET) applicants to teach in their specialized
subjects in the elementary and secondary education. Qualified LET applicants shall also include
graduates admitted by foundations duly recognized for their expertise in the education sector and who
satisfactorily complete the requirements set by these organizations: Provided, That they pass the LET
within five (5) years after their date of hiring: Provided, further, That if such graduates are willing to teach
on part-time basis, the provisions of LET shall no longer be required;
(b) Graduates of technical-vocational courses to teach in their specialized subjects in the secondary
education: Provided, That these graduates possess the necessary certification issued by the
TESDA:Provided, further, That they undergo appropriate in-service training to be administered by the
DepED or higher education institutions (HEIs) at the expense of the DepED;
(c) Faculty of HEIs be allowed to teach in their general education or subject specialties in the secondary
education: Provided, That the faculty must be a holder of a relevant Bachelor’s degree, and must have
satisfactorily served as a full-time HEI faculty;
(d) The DepED and private education institutions may hire practitioners, with expertise in the specialized
learning areas offered by the Basic Education Curriculum, to teach in the secondary level; Provided, That
they teach on part-time basis only. For this purpose, the DepED, in coordination with the appropriate
government agencies, shall determine the necessary qualification standards in hiring these experts.
SEC. 9. Career Guidance and Counselling Advocacy. — To properly guide the students in choosing the
career tracks that they intend to pursue, the DepED, in coordination with the DOLE, the TESDA and the
CHED, shall regularly conduct career advocacy activities for secondary level students. Notwithstanding
the provisions of Section 27 of Republic Act No. 9258, otherwise known as the “Guidance and
Counselling Act of 2004″, career and employment guidance counsellors, who are not registered and
licensed guidance counsellors, shall be allowed to conduct career advocacy activities to secondary level
students of the school where they are currently employed; Provided, That they undergo a training
program to be developed or accredited by the DepED.
SEC. 10. Expansion of E-GASTPE Beneficiaries. — The benefits accorded by Republic Act No. 8545, or
the “Expanded Government Assistance to Students and Teachers in Private Education Act”, shall be
extended to qualified students enrolled under the enhanced basic education.
The DepED shall engage the services of private education institutions and non-DepED schools offering
senior high school through the programs under Republic Act No. 8545, and other financial arrangements
formulated by the DepED and the Department of Budget and Management (DBM) based on the principles
of public-private partnership.
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SEC. 11. Appropriations. — The Secretary of Education shall include in the Department’s program the
operationalization of the enhanced basic education program, the initial funding of which shall be charged
against the current appropriations of the DepED. Thereafter, the amount necessary for the continued
implementation of the enhanced basic education program shall be included in the annual General
Appropriations Act.
SEC. 12. Transitory Provisions. — The DepED, the CHED and the TESDA shall formulate the appropriate
strategies and mechanisms needed to ensure smooth transition from the existing ten (10) years basic
education cycle to the enhanced basic education (K to 12) cycle. The strategies may cover changes in
physical infrastructure, manpower, organizational and structural concerns, bridging models linking grade
10 competencies and the entry requirements of new tertiary curricula, and partnerships between the
government and other entities. Modeling for senior high school may be implemented in selected schools
to simulate the transition process and provide concrete data for the transition plan.
To manage the initial implementation of the enhanced basic education program and mitigate the expected
multi-year low enrolment turnout for HEIs and Technical Vocational Institutions (TVIs) starting School
Year 2016-2017, the DepED shall engage in partnerships with HEIs and TVIs for the utilization of the
latter’s human and physical resources. Moreover, the DepED, the CHED, the TESDA, the TVIs and the
HEIs shall coordinate closely with one another to implement strategies that ensure the academic,
physical, financial, and human resource capabilities of HEIs and TVIs to provide educational and training
services for graduates of the enhanced basic education program to ensure that they are not adversely
affected. The faculty of HEIs and TVIs allowed to teach students of secondary education under Section 8
hereof, shall be given priority in hiring for the duration of the transition period. For this purpose, the
transition period shall be provided for in theimplementing rules and regulations (IRR).
SEC. 13. Joint Congressional Oversight Committee on the Enhanced Basic Educational Program (K to 12
Program). — There is hereby created a Joint Oversight Committee to oversee, monitor and evaluate the
implementation of this Act.
The Oversight Committee shall be composed of five (5) members each from the Senate and from the
House of Representatives, including Chairs of the Committees on Education, Arts and Culture, and
Finance of both Houses. The membership of the Committee for every House shall have at least two (2)
opposition or minority members.
SEC. 14. Mandatory Evaluation and Review. — By the end of School Year 2014-2015, the DepED shall
conduct a mandatory review and submit a midterm report to Congress as to the status of implementation
of the K to 12 program in terms of closing the following current shortages: (a) teachers; (b) classrooms;
(c) textbooks; (d) seats; (e) toilets; and (f) other shortages that should be addressed.
The DepED shall include among others, in this midterm report, the following key metrics of access to and
quality of basic education: (a) participation rate; (b) retention rate; (c) National Achievement Test results;
(d) completion rate; (e) teachers’ welfare and training profiles; (f) adequacy of funding requirements; and
(g) other learning facilities including, but not limited to, computer and science laboratories, libraries and
library hubs, and sports, music and arts.
SEC. 15. Commitment to International Benchmarks. — The DepED shall endeavor to increase the per
capita spending on education towards the immediate attainment of international benchmarks.
SEC. 16. Implementing Rules and Regulations. — Within ninety (90) days after the effectivity of this Act,
the DepED Secretary, the CHED Chairperson and the TESDA Director-General shall promulgate
the rules and regulations needed for the implementation of this Act.
SEC. 17. Separability Clause. — If any provision of this Act is held invalid or unconstitutional, the same
shall not affect the validity and effectivity of the other provisions hereof.
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SEC. 18. Repealing Clause. — Pertinent provisions of Batas Pambansa Blg. 232 or the “Education Act of
1982″, Republic Act No. 9155 or the “Governance of Basic Education.
Act of 2001″, Republic Act No. 9258, Republic Act No. 7836, and all other laws, decrees, executive orders
and rules and regulations contrary to or inconsistent with the provisions of this Act are hereby repealed or
modified accordingly.
SEC. 19. Effectivity Clause. — This Act shall take effect fifteen (15) days after its publication in the Official
Gazette or in two (2) newspapers of general circulation.
Approved,
(Sgd.) FELICIANO BELMONTE JR. (Sgd.) JUAN PONCE ENRILE
Speaker of the House President of the Senate
of Representatives
This Act which is a consolidation of Senate Bill No. 3286 and House
Bill No. 6643 was finally passed by the Senate and the House of
Representatives on January 30, 2013.
(Sgd.) MARILYN BARUA-YAP (Sgd.) EDWIN B. BELEN
Secretary General Acting Senate Secretary
House of Representatives
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Pedagogical Approaches
Constructivist. Teaching of all the subjects is anchored on the belief that the
learner is not an empty receptacle who is mere recipient of instruction. Rather, the
The role of the teacher becomes one of a facilitator, a “guide on the side” rather than a
dispenser of information, the “sage on stage”. The student becomes the active
“meaning-maker” not the teacher imposing meaning. This means that learners construct
their own knowledge and understanding of what is taught out of their experiences.
Inquiry-based. The curriculum ensures that the learners have the opportunity to
examine concepts, issues and information in various ways and from various
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information. They are thus better able to draw meaningful conclusions which are
supported by evidence. Rather than examining an issue from any one perspective, the
learners are challenged to explore other possibilities by applying higher order thinking
To develop the 21st century skills of critical and creative thinking, the use of the
inquiry approach in teaching is a must. With inquiry method, teaching departs from
simply memorizing fact laden instructional materials (Bruner, 1961). In Inquiry learning,
progress is assessed by how well learners develop experimental and analytical skills
rather than how much knowledge they possess. The teacher’s role is to plan and
facilitate the exploration of the ideas and skills required in the curriculum.
Reflective. Reflective teaching means making the learners look at what they do in
the classroom, think about why they do it, and think about if it works. Reflective teaching
collecting information about what goes on in their classroom, and by analyzing and
evaluating this information, they identify and explore their own practices and underlying
beliefs. This may then lead to changes and improvements in their learning.
is intimately associated with connection with other human beings- classmates, teachers,
to teach what it means to “live together”, the fourth pillar of learning. The teaching-
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The K to 12 Curriculum is focused on the learner’s acquisition of the 21st century skills
as follows:
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11. It is flexible. – The flexibility of the curriculum is in keeping with the constitutional
particularly those that respond to community needs” (Article XIV, Section 2(1).
12. It is ICT-based. – ICT is taught in the junior high school as one of the Technology
and Livelihood Education courses and is now integrated starting Grade 1 not Grade 4
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countries. It meets international standards not merely by adding two years to the 10
years of basic education but also by ensuring that the standards of the 12-year basic
It expands the local orientedness of the learner to national and global concerns. It
enables learners to relate local, national and global events and concerns and builds
patterns of interconnectedness which help them make sense of their own lives and the
world.
14. It is integrative and contextualized. – For holistic learning, subjects are taught using
the interdisciplinary and multidisciplinary approach. Learners do not learn isolated facts
and theories divorced from their lives. Learning involves change in knowledge, skills,
curriculum emphasizes the significant role that co-curricular activities and community
involvement play in the holistic development of the learner. They are genuine
involvement programs enable learners to build on their classroom learning and apply
make connection across the areas and to include other cross-curriculum elements
(mensuration, technical drawing, use of hand tools, occupational health & safety and
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as a whole.
compulsory academic courses and electives to meet needs of learners and community
offered other specializations such as academics, sports and the arts in addition to
learning needs. They can likewise enrich the curriculum without sacrificing the
UNESCO’s Report of the International Commission on Education for the 21st cent
State shall encourage local initiatives for improving the quality of basic education. The
State shall ensure that the values, needs and aspirations of a school community are
reflected in the program of education for children, out-of-school youth and adult
learners. Schools and learning centers shall be empowered to make decisions on what
which support self-paced study options such as Open High School Program, computer-
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Alternative Learning System (ALS), and multi-grade classes as these programs target
learners who have unique needs not addressed by the formal school system.
will “assist each individual in the peculiar ecology of his own society, to (a) attain his
potentials as a human being; (b) enhance the range and quality of individual and group
participation in the basic functions of society; and (c) acquire the essential educational
representing NGOs, business and industry, public and private higher education
NEDA, DSWD and DOLE. This curriculum was crafted based on the suggestions from
curriculum takes pride in the unified frameworks for elementary and high school for all
The K to 12 curriculum builds on the previous curricular reforms. The 1957 2-2
Plan for secondary education and 1958 revised elementary education curriculum
provided for the preparation of students in the world of the academe or the world of
work. However, it limited the students to only two choices – college or vocational
education. The K to 12curriculum affords the student more choices after graduation, at
higher education.
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multiple pathways for further studies and career development aligned to international
Unlike the past curricula, the K to 12 curriculum includes an integrated and play-
MTB-MLE which is built on the basic idea to use the child's first language in teaching –
learning so the child is provided with a firm foundation for on-going education in Filipino
Like its forerunners, the K to 12 curriculum is decongested not interms of the number of
subjects (2002 BEC) but in terms of competencies. Makabayan as a learning area in the
2002 BEC is split into Music, Art, P.E. Health, Edukasyon sa Pagpapakatao, and
Araling Panlipunan in the K to 12 curriculum but are taught using the integration
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