K TO 12

BASIC
EDUCATION
PROGRAM

The 21st century is an age when change is

unparalleled. It is an information-based and
technology driven era where thinking and learning
has become borderless. It is a time when the use of
electronic media has dominated many peoples lives.
Time and space no longer pose a problem as they
can now be bridged by technology.
Marshall Mcluhan
Educator,
Journalist

The K to 12 Philippine Basic Education

Curriculum Framework
CONTEXT
PHILOSOPHICAL
& LEGAL BASES

RA 10533 The Enhanced Basic

Education Act
The 1987 Phil. Constitution
BP 232, Education Act of 1982
RA 9155, Philippine
Governance Act
The vision, mission statements
of DepEd
SOUTELE, 1976
The EDCOM Report of 1991
Basic Education Sector Reform
Agenda (BESRA)
The four pillars of education
(UNESCO)

NATURE OF
THE LEARNER

Has a body and spirit, intellect,

free will, emotions, multiple
intelligence, learning styles
Constructor of knowledge and
active maker of meaning, not a
passive recipient of information

NEEDS OF
THE LEARNER

Life skills
Self-actualization
Preparation for the world of the
work, entrepreneurship, higher
education

DEPARTMENT OF EDUCATION

NEEDS OF NATIONAL &

GLOBAL COMMUNITY

Poverty reduction and human

development
Strengthening the moral fiber of
the Filipino people
Development of a strong sense of
nationalism
Development of productive
citizens who contribute to the
building of a progressive, just,
and humane society
Ensuring environmental
sustainability
Global partnership for
development

The K to 12 Philippine Basic Education

Curriculum Framework
Holistically Developed Filipino with 21st Century Skills
Being and Becoming a Whole Person
SKILLS
Information, Media, and Technology Skills
Learning and Innovation Skills
Communication Skills
Life and Career Skills

LEARNING AREAS
Language
Technology and Livelihood Education (TLE)
Mathematics and Science
Arts and Humanities

Curriculum Support System

Teachers

Materials,
Facilities,
and
Equipment

ICT

Assessment

School
Leadership
and
Management

Schools
Divisions
Technical
Assistance

Monitoring and Evaluation System

DEPARTMENT OF EDUCATION

CommunityIndustry
Relevance
and
Partnerships

The K to 12 Philippine Basic Education

Curriculum Framework

Features of the K to 12 Curriculum

Learner-centered,
inclusive and researchbased.

Standard and
competence based,
seamless, decongested

Culture-responsive and
culture-sensitive,
integrative and
contextualized, relevant
and responsive.

Flexible, ICT-based,
and global.

DEPARTMENT OF EDUCATION

Basic Education Program

Elementary

Junior
High
School

Kinder to Grade 6
Grades 7 to 8
(Exploratory TLE)

Grades 9 to 10
(Specialized TLE)

Tracks
Contextualized Track Subjects

Senior
High
School

Academic
Track

Core
Subjects o General

Academic
Strand
o STEM
o ABM
o HUMSS

Technical
Vocational
Livelihood
Track

o Home
Economics
o AgriFishery
o Industrial
Arts
o ICT

DEPARTMENT OF EDUCATION

Sports
Track

Arts &
Design
Track

Mother Tongue-Based Multilingual Education

(MTB-MLE)
Mother Tongue as a subject is taught from Grades 1-3 where the
childs mother tongue is used in instruction and learning materials.
Filipino and English language proficiency is developed from K-3 but
very gradually.
Mother Tongue is used in instruction and learning materials of other
learning areas.
The learners retain their ethnic identity, culture, heritage and values.
Children learn better and are more active in class and learn a second
language even faster when they are first taught in a language they
understand.
DEPARTMENT OF EDUCATION

Technology and Livelihood Education and the

Technical Vocational Track
TLE in Junior High School
Exploratory at Grades 7 and 8
Given the opportunity to explore from a maximum of
4 TLE mini courses for each level
Taught five basic competencies common to all TLE courses
Learners may earn the Certificate of Competency (COC) in Grade 9
and the National Certificate I/II (NC I/II) in Grades 9 and 10
The learner may opt to take the Technical Vocational Livelihood Track
in Grades 11 and 12 to continue the TLE specialization taken in
Grades 9 and 10. This enables him to get an NC II.
DEPARTMENT OF EDUCATION

Philippine Qualifications Framework

BACCALAUREATE

DEPARTMENT OF EDUCATION

PQF Articulation for Grades 10 & 12

Level

Knowledge, Skills and Values

Application

Degree of
Independence

Possess foundational knowledge across a

range of learning areas with core
competencies in communication; scientific,
critical and creative thinking; and the use
I
of technologies.
(G10)
Have an understanding of right and wrong;
ones history and cultural heritage; and
deep respect for self, others and their
culture, and the environment.

Apply foundational
knowledge, skills,
and values in
academic and reallife situations through
sound reasoning,
informed decisionmaking, and the
judicious use of
resources.

Apply skills in
limited
situations with
close
supervision.

Possess functional knowledge across a

range of learning areas and technical skills
in chosen career tracks with advanced
competencies in communication; scientific,
II
critical and creative thinking; and the use
(G12)
of technologies.
Have an understanding of right and wrong;
ones history and cultural heritage; and
deep respect for self, others and their
culture, and the environment.

Apply functional
knowledge, technical
skills and values in
academic and reallife situations through
sound reasoning,
informed decisionmaking, and the
judicious use of
resources.

Apply skills in
varied
situations with
minimal
supervision.

DEPARTMENT OF EDUCATION

PHASED INTRODUCTION OF ENHANCED

CURRICULUM IN PUBLIC SCHOOL
Senior High School
Junior High School
Primary School

Grades
1 to 6

Grade 7
SY 20122014

Grade 8
SY 20132014

Grade 9
SY 20142015

Grade 10
SY 20152016

Grade 11
SY 20162017

Grade 12
SY 20172018

JUNIOR HIGH SCHOOL

Grade 7 & 8
Core learning areas
& TLE Exploratory
courses

Grades 9 & 10
Core learning areas
plus TLE of the
learners choice

d of grade 10 (Assessment)

K TO 12 SECONDARY
EDUCATION STRUCTURE
SENIOR HIGH
SCHOOL
Grades 11 & 12
Science, Mathematics,
Language, Logic,
Contemporary Issues &
Career Pathways
specialization

K to 12 and CHED GE Course Comparison

K to 12 Basic Education Curriculum
Grades 7-10

SHS Core Subjects

SHS Contextualized
Subjects

New General Education

Curriculum (CHED)

Edukasyon sa
Pagpapakatao
Health
Araling
Panlipunan
Filipino

Personal Development

English / Filipino
Araling
Panlipunan
Math

21st Century Literature from the

Philippines and the World

English
Filipino

Oral Communication
English for Academic Purposive Communication /
Reading and Writing
and Professional
Malayuning Komunikasyon
Komunikasyon at
Purposes
Pagsulat sa Filipino
Pananaliksik sa Wika at
Kulturang Filipino
sa Piling Larangan
Pagbasa at Pagsusuri ng
(Akademik, Arts,
Iba't-Ibang Teksto Tungo sa
Isports at Tech-Voc)
Pananaliksik
Media and Information
DEPARTMENT OF EDUCATION
Literacy

General Math
Statistics and Probability

Understanding the Self /

Pag-uunawa sa Sarili
Readings in Philippine
History / Mga Babasahin
hinggil sa Kasaysayan ng
Pilipinas
The Contemporary World /
Ang Kasalukuyang Daigdig
Mathematics in the World /
Matematika sa
Makabagong Daigdig

K to 12 and CHED GE Course Comparison

K to 12 Basic Education Curriculum
Grades 7-10
Music and Arts
Physical Education

Physical Education
Health
Science
Araling Panlipunan
English
Filipino
Health

SHS Core Subjects SHS Contextualized Subjects

Contemporary
Philippine Arts from
the Regions

New General
Education
Curriculum
(CHED)

Art
Appreciation /
Pagpapahalaga
sa Sining
Physical Education and Health

Understanding
Empowerment Technologies:
Culture, Politics and ICT for Professional Tracks
Society
Physical Science
Earth and Life
Science
Edukasyon sa
Introduction to
Pagpapakatao
Philosophy of the
Araling Panlipunan
Human Person
Edukasyong Pantahanan
Entrepreneurship
at Pangkabuhayan
Technology Livelihood
Education
English
Research in Daily Life 1 and 2
Filipino
Araling Panlipunan
Science

Science,
Technology and
Society /
Agham,
Teknolohiya, at
Lipunan
Ethics / Etika

Senior High School Curriculum

*The Academic track includes four (4) strands: Accountancy, Business and Management (ABM); General Academic;
Humanities and Social Science (HUMSS); and Science, Technology, Engineering and Mathematics (STEM).
DEPARTMENT OF EDUCATION

 HUMS
Acade
mic
Track

(Humanities,
Education & Social
Sciences)

BAM-

Business
and Management

STEM

Science,

Technology,
Engineering &
Mathematics

TechVoc
Track

Arts
&
Desi
gn

Music
Theater
Visual Arts
Media Arts
Dance

Sport
s

HE
IA
ICT
AFA

Safety and First Aid

Human Movement
Fundamentals of
Coaching
Sports Officiating
and Activity
Management
Fitness, Sports and
Recreation
Leadership
Psychosocial
Aspects of Sports
and Exercise
Fitness Testing and
Exercise
Programming

SENIOR HIGH SCHOOL CURRICULUM

(STRANDS)
Core
Learning
Areas

K to 12
Curriculu
m
Specializatio
n
Subjects
based on
tracks

The Proposed Grades 11 and 12 will have 31

80-hour subjects, totalling 2,480 hours.

31 TOTAL SUBJECTS

15

16

Track Subjects

Core Subjects

Contextualized
Subjects

Specialization
subjects

Each subject will have 80 hours per semester

P.E. and Health will have 20 hours per semester for 4 semesters
DEPARTMENT OF EDUCATION

Senior High School Core Subjects

Core Learning Areas and Subjects

hours per
semester

Oral Communication
Reading & Writing
Language
Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino
Pagbasa at Pagsusuri ng Ibat Ibang Teksto Tungo sa Pananaliksik
21st Century Literature from the Philippines and the World
Humanities
Contemporary Philippine Arts from the Regions
Communication Media & Information Literacy
General Mathematics
Mathematics
Statistics & Probability
Earth and Life Science (Lecture and Laboratory)
Science
Physical Science (Lecture and Laboratory)
Personal Development / Pansariling Kaunlaran
Social Science
Understanding Culture, Society and Politics
Introduction to the Philosophy of the Human Person / Pambungad sa Pilosopiya
Philosophy
ng Tao
PE and Health Physical Education and Health

80
80
80
80
80
80
80
80
80
80
80
80
80

CORE Total Number of Hours

1,200

TRACK Total Number of Hours

1,280

Total Number of Hours (CORE + TRACK)

2,480
6.2
hours/day

Total Hours (CORE + TRACK) divided by Number of School Days in SHS (400) = average hours/day
DEPARTMENT OF EDUCATION

80
80

Contextualized Track Subjects

Academic, Technical-Vocational-Livelihood,
Sports, Arts & Design Tracks
1

English for Academic and Professional Purposes

Research in Daily Life 1

Research in Daily Life 2

Pagsulat sa Filipino sa Piling Larangan (Akademik, Isports, Sining at Tech-Voc)

Empowerment Technologies (E-Tech): ICT for Professional Tracks

Entrepreneurship

Research Project / Culminating Activity*

Each subject will have 80 hours per semester
*For Finalization
DEPARTMENT OF EDUCATION

Academic Track
Accountancy, Business and Management Strand
8

ABM Strand 1

Applied Economics

ABM Strand 2

Business Ethics and Social Responsibility

10 ABM Strand 3

Fundamentals of Accountancy, Business and Management 1

11 ABM Strand 4

Fundamentals of Accountancy, Business and Management 2

12 ABM Strand 5

Business Math

13 ABM Strand 6

Business Finance

14 ABM Strand 7

Organization and Management

15 ABM Strand 8

Principles of Marketing

16 ABM Strand 9

Work Immersion/Research/Career Advocacy/Culminating Activity

i.e. Business Enterprise Simulation

Each subject will have 80 hours per semester

DEPARTMENT OF EDUCATION

Academic Track
Proposed Humanities and Social Science Strand*
8 HUMSS Strand 1 Creative Writing
9 HUMSS Strand 2 Creative Nonfiction: The Literary Essay
10 HUMSS Strand 3 World Religions and Belief Systems
11 HUMSS Strand 4 Megatrends and Critical Thinking in the 21st Century Culture
12 HUMSS Strand 5 Philippine Politics and Governance
13 HUMSS Strand 6 Community Involvement and Social Issues
Introducing the Social Sciences
14 HUMSS Strand 7 (Anthropology, Economics, History, Psychology, Sociology, Political
Science)
Introducing the Applied Social Sciences
15 HUMSS Strand 8
(Communication, Journalism, Guidance and Counseling, Social Work)

Work Immersion/Research/Career Advocacy/Culminating

16 HUMSS Strand 9Each subject will have 80 hours per semester

Activity

*For Finalization

DEPARTMENT OF EDUCATION

as of December 18, 2013

Senior High School Core Subjects for the STEM Strand

Core Learning Areas and Subjects
Oral Communication
Reading & Writing
Language
Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino
Pagbasa at Pagsusuri ng Ibat Ibang Teksto Tungo sa Pananaliksik
21st Century Literature from the Philippines and the World
Humanities
Contemporary Philippine Arts from the Regions
Communication Media & Information Literacy
General Mathematics
Mathematics
Statistics & Probability
Earth Science
Science
Disaster Readiness and Risk Reduction
Personal Development / Pansariling Kaunlaran
Social Science
Understanding Culture, Society and Politics
Introduction to Philosophy of the Human Person / Pambungad sa Pilosopiya
Philosophy
ng Tao
PE and Health Physical Education and Health

hours per
semester

80
80
80
80
80
80
80
80
80
80
80
80
80
80
80

CORE Total Number of Hours

1,200

TRACK Total Number of Hours

1,280

Total Number of Hours (CORE + TRACK)

2,480
6.2
hours/day

OFDays
EDUCATION
Total Hours (CORE + TRACK) dividedDEPARTMENT
by Number of School
in SHS (400) = average hours/day
DEPARTMENT OF EDUCATION

Academic Track
Science, Technology, Engineering and Mathematics Strand
8

STEM Strand 1

Pre-Calculus

STEM Strand 2

Basic Calculus

10

STEM Strand 3

General Biology 1

11

STEM Strand 4

General Biology 2

12

STEM Strand 5

General Physics 1

13

STEM Strand 6

General Physics 2

14

STEM Strand 7

General Chemistry 1

15

STEM Strand 8

General Chemistry 2

16

STEM Strand 9

Work Immersion/Research/Career Advocacy/Culminating

Activity
Each subject will have 80 hours per semester
DEPARTMENT OF EDUCATION

Academic Track
Proposed General Academic Strand*
8

Strand 1

Humanities 1

Strand 2

Humanities 2

10

Strand 3

Social Science 1

11

Strand 4

Applied Economics

12

Strand 5

Organization and Management

13

Strand 6

Disaster Readiness and Risk Reduction

14

Strand 7

Elective 1 (from any Track/Strand)

15

Strand 8

Elective 2 (from any Track/Strand)

16

Strand 9

Work Immersion/Research/Career Advocacy/Culminating Activity

Each subject will have 80 hours per semester
*For Finalization
DEPARTMENT OF EDUCATION

Sports Track Subjects

Sports Track
8

Sports Track 1

Safety and First Aid

Sports Track 2

Human Movement

10

Sports Track 3

Fundamentals of Coaching

11

Sports Track 4

Sports Officiating and Activity Management

12

Sports Track 5

Fitness, Sports and Recreation Leadership

13

Sports Track 6

Psychosocial Aspects of Sports and Exercise

14

Sports Track 7

Fitness Testing and Exercise Programming

15

Sports Track 8

Practicum (in-campus)

16

Work Immersion/Research/Career Advocacy/Culminating

Sports Track 9 Activity
Apprenticeship
Eachi.e.
subject
will have (off-campus)
80 hours per semester
DEPARTMENT OF EDUCATION

Arts and Design Track Subjects

Arts and Design Track
8

Arts Track 1

Creative Industries I: Arts and Design Appreciation and

Production

Arts Track 2

Creative Industries II: Performing Arts

10

Arts Track 3

Physical and Personal Development in the Arts

11

Arts Track 4

Developing Filipino Identity in the Arts

12

Arts Track 5

Integrating the Elements and Principles of Organization in the

Arts

13

Arts Track 6

Leadership and Management in Different Arts Fields

14

Arts Track 7

15

Arts Track 8

16

Arts Track 9

Apprenticeship and Exploration of Different Arts Fields

Work Immersion/Research/Career Advocacy/Culminating Activity

Exhibit80
forhours
Arts Production/
Performing
Production and
Each subject will have
per semester
exceptArts
Apprenticeship
Exploration of Different Arts Fields which will have 160 hours
DEPARTMENT OF EDUCATION

APPRENTICESHIP AND
EXPLORATION OF DIFFERENT ARTS
FIELDS
Music [singing, solo vocal performance,
live sound
technician]
Theater [ acting, technical lights crew,
props and set
designing, script writing]
Visual arts [illustration, product designing,
graphic
designing]
Media Arts [ 2D/3D animation artist,
WEB designing,

Technical-Vocational-Livelihood Track (Table 1) and

TESDA Training Regulations-Based Specializations* (Table 2)
Tech-Voc Track

TESDA Training Regulations-Based Specializations

TVL Track Subjects

Subjects
8
9
10
11
12
13
14
15
16

HE

ICT

Example

Tech-Voc Track 1 Beauty Care /

Tech-Voc Track 2 Nail Care
Tech-Voc Track 3
Tech-Voc Track 4
Tech-Voc Track 5
Tech-Voc Track 6 Hairdressing
Tech-Voc Track 7
Tech-Voc Track 8
Tech-Voc Track 9

Each subject will have 80

hours per semester.

1.
2.
3.
4.

Hairdressing
Tailoring
Caregiving
Food and
Beverage
Services
5. Bread and
Pastry
Production
6. Housekeeping 1.
7. Tour Guiding
2.
Services
8. Travel Services
9. Attractions and 3.
Theme Parks
Tourism
10. Handicraft
a. Fashion
Accessories
b. Paper Craft
c. Woodcraft
d. Leathercraft

Agri-Fishery Arts

Industrial Arts

AGRI-CROP
PRODUCTION
1. Horticulture
2. Landscape Installation
and Maintenance
3. Organic Agriculture
Production
4. Pest Management
5. Rice Machinery
Operation

1. Automotive
Servicing
2. Refrigeration
and AirConditioning
3. Consumer
Electronics
Servicing
Computer
4.
Electrical
Programming ANIMAL PRODUCTION
Medical
Installation
1. Artifical Insemmination
Transcription 2. Raising Large
and
Animation
Maintenance
Ruminants (Dairy Cattle
5. Shielded
and Buffaloes)
Metal-Arc
3. Raising Swine
Welding
4. Slaughtering
6. Carpentry
FISH PRODUCTION
7. Plumbing
1. Fish Nursery Operation 8. Masonry
2. Fish or Shrimp Grow
9. Tile Setting
Out Operation
3. Fishport/Wharf
Operation

*Aligned with Technology and Livelihood Education (TLE) in Grades 7 to 10.

DEPARTMENT OF EDUCATION

TECH-VOC TRACK

TLE is geared towards the development of

technological proficiency and is anchored on
knowledge and information, entrepreneurial
concepts, process and delivery, work values,
and life skills.

Mini-Courses for G7
and G8

Beauty Care
Caregiving
Cookery
Front Office
Services
Handicraft
Household
Services
Dressmaking
Travel
Services
Wellness
Massage

Automotive
Civil
Technology
(carpentry,
masonry, tile
setting and
plumbing)
Electricity
Electronics
Mechanical
Drafting
Metal Works
RAC
Electrical
Wiring &

CHS
Photo Editing
Desktop
Publishing
Technical
Drawing

Agri-Crop
Production
Animal
Production
Aquaculture
Horticulture

STRANDS UNDER THE TECH-VOC

TRACK G11 AND G12

AGRIFISHE
RY

Animal Production
Fish Production
Agri-Crop Production

H.
E.

Hairdressing
Tailoring
Caregiving
Food and Beverage Services
Bread and Pastry Production
Housekeeping
Tour Guiding Services
Tourism Promotion Services
Attractions and Theme Parks Tourism
Handicraft

I.A.

Automotive Servicing
Refrigeration and Air-Conditioning
Consumer Electronics Servicing
Electrical Installation and Maintenance
Shielded Metal-Arc Welding
Carpentry
Plumbing
Tile Setting

ICT

Medical Transcription
Computer
Programming
Animation/Multimedia

CURRICULUM MAP

CURRICULUM MAP FOR HOME

ECONOMICS

CURRICULUM MAP FOR HOME

INDUSTRIAL ARTS

CURRICULUM MAP FOR HOME

INDUSTRIAL ARTS

CURRICULUM MAP FOR HOME

INDUSTRIAL ARTS

K TO 12 BUILDS ON THE
REFORM THRUSTS OF BESRA.

Quality & Accessible Education For All

K to 12 Basic Education Program
Basic Education Sector Reform Agenda
(2006)
KRT 4:
KRT1:
KRT 2:
KRT 5:
SchoolTeacher
Based
Education &
Manageme Developme
nt
nt

KRT 3:
National
Learning
Strategies

KRT 5:
Quality
Organizati
Assurance
onal
&
Developme
Accountabil
nt
ity/ M&E

BESRA as a package of reform

initiatives considers K to 12 as the
flagship reform strategy.

to

Basic Education

K TO 12 ADDRESSES
MULTIPLE PRIORITIES IN THE
PRESIDENTS 10-POINT BASIC
EDUCATION AGENDA

12-year Basic Education Cycle

2. Universal pre-schooling for all
3. Madrasah education as a sub-system
within the education system
4. Technical-Vocational Education as an
alternative stream in Senior High Sschool
5. Every Child a Reader by Grade 1
6. Science and Math profi ciency
7. Assistance to private schools as essential
partners in Basic Education
8. Medium of instruction rationalized
9. Quality textbooks
10.Covenant with the local governments to
build more schools
1.

WITH K TO 12, WE WILL..

Produce holistically developed learners who
have 21 s t century skills and are prepared for
higher education, middle-level skills
development, employment, and
entrepreneurship.

..country with an organized and shared rapid expansion of our

economy through a government dedicated in honing and
mobilizing our peoples skills and energies..
-Philippine Development Plan 2011-2016

Allow Positive Change to take place,

for change is the only permanent thing
in this world.

THANK YOU!
JOSEPH T. SANTOS
E d u c a t i o n P r o g r am S u p e r v i s o r
D e p E d - D i v i s i o n o f M ar i k i n a C i t y
j t s a n t o s _ 0 9 @ d e p e d m a r i k i n a . p h / j o r i n e _s an t o s@ y ah o o . c o m
w w w. d e p ed m a r i ki n a. p h

WITH K TO 12, WE WILL..

Produce holistically developed learners who have 21 st century skills
a n d a r e p r e p a r e d f o r h i g h e r e d u c a t i o n , m i d d l e - l ev el s k i l l s
d e v e l o p m e n t , em p l o y m e n t , a n d e n t r e p r e n e u r s h i p .

Activity 1. 15minutes
What are some of the challenges that will be faced
by your School in the K to 12 implementation?
1.
2.
3.
4.
5.
6.

WITH K TO 12, WE WILL..

Produce holistically developed learners who have 21 st century skills
a n d a r e p r e p a r e d f o r h i g h e r e d u c a t i o n , m i d d l e - l ev el s k i l l s
d e v e l o p m e n t , em p l o y m e n t , a n d e n t r e p r e n e u r s h i p .

Activity 2.

15Minutes
Choose 5 Major problems from enumerated
challenges
1.
2.
3.
4.
5.

WITH K TO 12, WE WILL..

Produce holistically developed learners who have 21 st century skills
a n d a r e p r e p a r e d f o r h i g h e r e d u c a t i o n , m i d d l e - l ev el s k i l l s
d e v e l o p m e n t , em p l o y m e n t , a n d e n t r e p r e n e u r s h i p .

Activity 3.

30 Minutes

What measures should be taken to meet these

challenges?
1.
2.
3.
4
5.
6.

WITH K TO 12, WE WILL..

Produce holistically developed learners who have 21 st century skills
a n d a r e p r e p a r e d f o r h i g h e r e d u c a t i o n , m i d d l e - l ev el s k i l l s
d e v e l o p m e n t , em p l o y m e n t , a n d e n t r e p r e n e u r s h i p .

Activity 4.

20 Minutes

Explain the role of the school head/administrator

and teachers as technology leaders;
a. Enhanced Curriculum
b. Learning materials (references & textbooks)
c. Available ICT equipment

GENERAL STRATEGIES & POSSIBLE

ACTIONS TO BE TAKEN
Create Transition Management Teams (TMTs) at the
Region/Division/School levels
Enhance the data gathering techniques to capture
internal/external profile:
- Use survey data to determine the academic strands that
SHS students will possibly take.
- Determine the projected no. of enrolees under the
academic track and under the specific strands
Strengthen productive partnerships with HEIs, SUCs,
LCUs
- Conduct meeting with HEIs [public & private] to discuss
plans for 2016

GENERAL STRATEGIES & POSSIBLE

ACTIONS TO BE TAKEN
Strengthen career advocacies through partnerships with
DOLE, DTI, TESDA and other stakeholders
- conduct career orientation to incoming Grade 9 students on
the 3 possible tracks available for them to take
- Orient teachers on the K to 12 implementation plan to
become career advocates
Develop Transition Plan (Region/Division/School)
- Conduct meetings with LGUs, NGOs, HEIs, TVIs to
determine the extent of possible partnerships of schools with
stakeholders
-

SPECIFIC STRATEGIES &

SUGGESTED ACTIVITIES
Strengthen support of stakeholders
- conduct general orientation on SHS
Enhance data gathering techniques to capture
internal/external profiles
- Use survey data to determine the strands that SHS
techvoc students will possibly take
Strengthen productive partnership with stakeholders
- Conduct consultation meetings with TESDA, TVIs, LGUs,
NGOs and other industry partners
Enhance flagship programs and course offerings based
on demand
- process accreditation & certification of courses with TESDA

SPECIFIC STRATEGIES &

SUGGESTED ACTIVITIES
Create intensified career advocacy programs for
incoming SHS
- Conduct career orientation/advocacy campaign in
collaboration with DOLE, TESDA, DTI, etc.
Strengthen partnership with Industry
for possible industry immersion or
employment
Create opportunities for schools and
industry to communicate and discuss
plans for SHS

IMPERATIVES FOR OFFERING

TECHVOC COURSES

Available qualified teachers

with NC II, NC III to handle
specialized subjects
Available workshops
Available tools and
equipment
Available industry partners
for OJT/Industry immersion

IMPERATIVE FOR OFFERING THE

SPORTS & ARTS TRACKS
Laying the ground work
Profiling of the community
Network and linkage with key partners
and stakeholders
Collaborate with stakeholders
- Linkage with HEIs, NCCA, NSAs for
resource
persons, trainers/teachers with expertise
- Linkage with LGUs for sports & arts
facilities
- Linkage with PTA for the promotion of
sports and

IMPERATIVE FOR OFFERING THE

SPORTS & ARTS TRACKS
Determining the standards of performance
necessary for admission:
- setting criteria for admission
- profiling of enrolees (matching
interests with
industry)
- Setting selection process (completion of
academic requirements, NCAE results,
and
interview of the students with parents