Public School Curriculum Philippines PDF

Public School Curriculum Philippines’ Public School Curriculum Model Adora A. Barnachea CE 217 – Graduate Program, Miriam College Sept. 20, 2013 ...

Public School Curriculum Philippines’ Public School Curriculum Model Adora A. Barnachea CE 217 – Graduate Program, Miriam College Sept. 20, 2013 Ma. Carmen R. Gaerlan, Ed.D Professor Pre-‐assessment (How Familiar Are You?) Department of Education * DepEd _______________________________________ * BEC _________________________________________ Basic Education Curriculum New Elementary School Curriculum * NESC ________________________________________ * NSEC ________________________________________ New Secondary Education Curriculum Philippine Elementary Learning Competencies * PELC ________________________________________ * PSLC ________________________________________ Philippine Secondary Learning Competencies Dept. of Education, Culture & Sports * DECS ________________________________________ * RBEC ________________________________________ Revised Basic Education Curriculum The Philippine Basic Education Curriculum (BEC) * National Elementary School Curriculum (1984 – 2002) * New Secondary Education Curriculum (1991 – 2002) * Revised Basic Education Curriculum 2002 (RBEC 2002) * Secondary Education Curriculum – Understanding by Design Model (UBD) 2010 * K-‐12 Basic Education Curriculum 2012 The Philippine Basic Education Curriculum (BEC) Development of Philippine Education Pre-‐Spanish Times informal, unstructured, and devoid of methods. Children were provided more vocational training and less academics (3 Rs) by their parents and in the houses of tribal tutors. Development of Philippine Education Spanish system Education was religion-‐oriented; It was for the elite class only Liberalized through the enactment of the Educational Decree of 1863 or the free public education system in the Philippines; the ﬁrst in Asia ü Provided for the establishment of at least one primary school for boys and girls in each town under the responsibility of the municipal government; and the establishment of a normal school for male teachers under the supervision of the Jesuits. ü Primary instruction was free and available to every Filipino regardless of ethnicity and socio-‐economic status Development of Philippine Education Malolos Constitution -‐ A system of free and compulsory elementary education was established Schurman Commission -‐ An adequate secularized and improved free public school system Taft Commission – English as medium of instruction 1901 Philippine Commission – installation of highly centralized public school system and more than 600 American teachers were brought to the Philippines (Thomasites) Development of Philippine Education Japanese Education -‐ the teaching of Tagalog, Philippine History, and Character Education was reserved for Filipinos. ü Love for work and dignity of labor was emphasized. Education during pre-‐Martial Law – The 2-‐2 plan which provided common curriculum in the 1st and 2nd years, vocational curricula was implemented. Development of Philippine Education Education Under the New Society – Pres. Marcos formulated a 10 year national education development program. ü In 1972, Department of Education became Department of Education and Culture. ü 1973 Constitution – Revised Secondary Education Program and set out the 3 fundamental aims of Philippine Education: 1. Foster love of country; 2. Teach the duties of citizenship; and 3. Develop moral character, self-‐discipline, and scientiﬁc, technological & vocational eﬃciency. Development of Philippine Education Education Under the New Society – Pres. Marcos formulated a 10 year national education development program. ü 1978 DECS became Ministry of Education & Culture ü The Education Act of 1982 or BP 232 o provided for an integrated system of education covering for both formal and non-‐formal education at all levels; o also created the Ministry of Education, Culture & Sports Development of Philippine Education * The researches, surveys and experimental studies which developed the National Elementary School Curriculum (NESC) and the New Secondary Education Curriculum (NSEC) . Ø The Presidential Commission to Study Philippine Education 1970 (PCSPE) Ø Survey of the Outcomes of Elementary Education 1975 (SOUTELE) Ø Experimental Elementary Education Program 1978 (EEEP) National Elementary School Curriculum (NESC) * The ﬁrst research-‐based curriculum in the country. * Fewer learning areas, emphasis on mastery learning, more time allotment for the basic skills. * Development of the learning competencies known as the Minimum Learning Competencies (MLC) * The mastery of learning was emphasized wherein it is expected that the students will acquire the 75% mastery of the listed competencies or 7 out of 10 questions in the formative test. New Secondary Education Curriculum (NSEC) * To improve performance in science, math and communication ü Focus on process, values development, productivity and technology * The NSEC included the following learning areas to be taught for 400 minutes daily from First Year to Fourth Year: Values Education Araling Panlipunan Filipino Science and Technology English Physical Education, Health and Music Mathematics Technology and Home Economics New Secondary Education Curriculum (NSEC) Studies/Researches Findings/Recommendation Grade VI students were able to answer National Elementary Achievement Test correctly less than 50% of questions (NEAT) asked in Science, Mathematics, and English National and Secondary Assessment A mean percentage score of only 50% Test (NSAT) was achieved. An’’ overcrowded curriculum” Committee on Information Technology, especially in Grade I-‐III resulted in poor Science, Mathematics, Education & performance of pupils in the other Technology. elementary grades. Students needed longer time in science and mathematics 2002 Basic Education Curriculum–Bawat Graduate Bayani at Marangal (DepED, April 5, 2002). New Secondary Education Curriculum (NSEC) Studies/Researches Findings/Recommendation Our students are deﬁcient in reading ability. Aurora Roldan, “ Present Realities in They have not developed the higher order thinking skills even at Grade V. There is the Reading Education” danger of reverting to illiteracy if the students dropped out before completing Grade VI. Third International Mathematics & The Philippines ranked 39th out of 42 Science Study (TIMMS) countries which participated in the study, Allan B. I. Bernardo, “The Learning In comparison with other countries, the Process: The Neglected Phenomenon in Philippine “science syllabus contained Science and Mathematics Education more topics” suggesting that the Reform in the Philippines” curriculum is still congested. 2002 Basic Education Curriculum–Bawat Graduate Bayani at Marangal (DepED, April 5, 2002). BEC 2002/RBEC 2002 * According to then-‐Sec. of Education Raul Roco, the 2002 BEC was based on a 16-‐year study (starting in 1986). Implementation of RBEC was based on Executive Order No. 46, which in turn was based on recommendations of the Philippine Commission on Educational Reforms (PCER), created on Dec. 7, 1998. * “The restructuring of the curriculum is part of an ongoing eﬀort to improve the quality of learning. We are focusing on the basics of improving literacy and numeracy while inculcating values across learning areas to make it dynamic.” (Raul Roco) * The 2002 BEC is a restructuring and not a sweeping change of the elementary and secondary curricula (NESC & NSEC) BEC 2002/RBEC 2002 * The implementation of the 2002 Basic Education Curriculum was announced in DepEd Order No. 25, s. 2002, issued on June 17, 2002. * The actual implementing guidelines were found in DepEd Order No. 43, s. 2002, dated Aug. 29, 2002. * Less than a year later (on June 12, 2003), a new curriculum (the Revised BEC) was signed into law. BEC 2002/RBEC 2002 BEC 2002/RBEC 2002 Rationale of 2002 BEC/RBEC 2002 * The 2002 Basic Education Curriculum (DepEd, Apr. 5, 2002), cited several reasons why the basic education curriculum should be restructured. * Aside from results of the evaluation of the NESC and NSEC, foremost was the UNESCO Report on the Four Pillars of Education which emphasize using the knowledge gained to improve oneself and one’s relationship with fellow human beings along with the development of functional literacy which involves the development of the essential skills such as “linguistic ﬂuency and scientiﬁc – numerical competence. Rationale of 2002 BEC/RBEC 2002 * To further decongest the curriculum and to provide more contact time for the tool subjects, the restructured curriculum emphasizes the enhanced teaching of the four (4) core subjects Filipino, English, Mathematics and Science. A ﬁfth subject called Makabayan, which is envisioned to be a “laboratory of life” or practice environment, integrated the other non-‐tool subjects. Features of 2002 BEC/RBEC 1. Greater emphasis on helping every learner become a successful reader. 2. Emphasis on interactive/collaborative learning approaches. 3. Emphasis on the use of integrative learning approaches. Features of 2002 BEC/RBEC 4. Teaching of values in all learning areas. 5. Development of self-‐reliant and patriotic citizens. 6. Development of creative and critical thinking skills. Curriculum Structure of 2002 BEC/RBEC Ø The CORE SUBJECTS: Filipino; English; Math; Science (Science and Health for Elem.); Science and Technology for Secondary Ø The Experiential Area: Makabayan: Araling Panlipunan; MAPEH (Music, Arts, PE and health); TLE; Edukasyon sa Pagpapahalaga (the practice environment for holistic learning to develop a healthy personal and national self-identity”. Curriculum Structure of 2002 BEC/RBEC Ø Medium of Instruction: Pursuant to the DepEd Bilingual Policy (Dep.Ed Order No. 52, s,1987), the media of instruction shall be as follows: qFor Elementary Education: § Filipino shall be used in the following areas: Filipino; Makabayan § English shall be used in the following learning areas: English; Science; Mathematics Curriculum Structure of 2002 BEC/RBEC qFor Secondary Education: § English: Mathematics, Science and Technology, English, Technology and Livelihood Education, Music, Arts, Physical Education and Health/CAT § Filipino: Edukasyon sa Pagpapahalaga (Values Education), Araling Panlipunan, Filipino Curriculum Structure of 2002 BEC/RBEC Access varied information and creatively use English (Listening them in spoken and written forms; speaking, reading, communicate ﬂuently and writing) accurately orally and in writing, for a variety of purposes and diﬀerent social and academic contexts at their level while carrying out activities in everyday life Science Nagagamit ang Filipino sa mabisang Filipino pakikipagtalastasan (pasalita at pasulat); nagpapamalas ng kahusayan sa pagsasaayos ng iba’t ibang impormasyon at mensaheng narinig at nabasa para sa kapakinabangang pansarili atpangkapwa at sa patuloy na pagkatuto upang makaangkop sa mabilis na pagbabagong nagaganap sa daigdig Curriculum Structure of 2002 BEC/RBEC Nagagamit ang sariling kaalaman at Edukasyong saloobin sa pagpapaunlad ng sarili at Pangtahanan at pamilya Pangkabuhayan (EPP) Nagagamit ang kaalaman, kasanayan at saloobin sa pagpapaunlad ng Grade (4-6) pamayanan Demonstrate understanding and skills Mathematics in computing with considerable speed and accuracy, estimating, communicating, thinking analytically and critically, and in solving problems in daily life using appropriate technology Curriculum Structure of 2002 BEC/RBEC sapat na kaalaman at kamalayan sa Makabayan mga pambansang pagkakakilanlan, kapaligiran at pagpapaunlad ng kabuhayan,agham at teknolohiya; mapanuri at malikhaing pag-‐ iisip tungo sa mapanagutang pagpapasya sa mga isyu o usaping kinakaharap; pagpapahalaga sa sining, musika, laro, sayaw at iba pang bahagi ng kultura gayundin sa pagiging Pilipino at sa kanyangmga karapatan at pananagutan bilang mamamayan; positibong saloobin sa paggawa upang makapamuhay nang produktibo sa isang bansang mapayapa; at kakayahang makaagapay sa mabilis na pagbabagong nagaganap sa mundo RBEC Time Allotment Elementary School Curriculum Daily Time Allotment (in minutes) Learning Areas Gr. 1 Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6 English 100 100 100 80 80 80 Filipino 80 80 80 60 60 60 Mathematic 80 80 80 60 60 60 Science and Health Within English 40 60 60 60 MAKABAYAN 60 60 60 100 120 120 * Sibika at Kultura 60 60 60 * HEKASI 40 40 40 * EPP/HELE Introduced only in Gr. 4-‐6 40 40 40 * MSEP/MAPE Integrated in Sibika 20 40 40 GMRC/ Values/EP Within every learning area Total No. of Minutes Daily 320 320 360 360 380 380 RBEC Time Allotment Elementary School Curriculum Daily Time Allotment (in minutes) Learning Areas Gr. 1 Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6 English 90 90 90 60 60 60 Filipino 70 70 70 60 60 60 Mathematics 70 70 70 60 60 60 Science and Health Within English 40 60 60 60 MAKABAYAN 60 60 60 100 120 120 * Sibika at Kultura 60 60 60 * HEKASI 40 40 40 * EPP/HELE Introduced only in Gr. 4-‐6 40 40 40 * MSEP/MAPE Integrated in Sibika 20 40 40 GMRC/ Values 30 30 30 20 20 20 Total No. of Minutes Daily 320 320 360 360 380 380 RBEC Time Allotment Secondary School Curriculum Allotted Unit Subjects Time/ Credit Week English 300 min 1.5 Filipino 240 min 1.2 Mathematics 300 min 1.5 Science 400 min 1.8 MAKABAYAN * Social Studies 240 min 1.2 * TLE (Technology & Livelihood Education) 240 min 1.2 * MAPEH 240 min 1.2 * Values Education 120 min 0.6 CAT 35 hrs/yr 0.3 RBEC Secondary School Curriculum Subjects 1st Year 2nd Year 3rd Year 4th Year English Grammar & Grammar & Grammar & Grammar & Phil. Lit Afro-‐Asian Lit American Lit World Lit Filipino Pang-‐unawa Gramatika Panitikang Panitikang Pilipino Asyano Mathematics Elem. Algebra Int. Algebra Geometry Adv. Algebra Science Gen. Science Biology Chemistry Physics Social Studies Phil. History & Asian History World History Economics (AP) Government MAPEH MAPEH I MAPEH II MAPEH III MAPEH IV & CAT I TLE Agri, Cul. Arts, Agri, Cul. Arts, Agri, Cul. Arts, Basic Comp Electronics & Electronics & Electronics & Literacy, Dressmaking Dressmaking Dressmaking Agri, Cul. Arts, Electro & Dressmaking Values (EPP) VE (Sarili) VE (Kapwa) VE (Lipunan) VE (Diyos) Rationale of UbD Model 2010 As a matter of practice, the curriculum in the Philippines is revised every ten years, but the rapid rate of change in education and the fast obsolescence of knowledge necessitate a continual revisiting and updating of the curriculum to make it responsive to emerging changes in the needs of the learner and the society. Rationale of UbD Model 2010 Aside from the issue of relevance, the reﬁnement of the secondary education curriculum was guided by the need, as articulated in the Education Plan 2015, to streamline its content in order to improve student mastery and contribute to the attainment of functional literacy. This became the primary consideration in the design of the curriculum and the formulation of standards and the essential understandings from which the content of the curriculum was derived. Rationale of UbD Model 2010 * The reﬁnement of the curriculum followed the Understanding by Design (UbD) model developed by Jay Mctighe and Grant Wiggins. * DepEd considered this as a new hope for our educational system because it attains mastery of the subject area in the secondary education What is Understanding by Design (UbD) Model? * Understanding by Design (UbD) is a curriculum framework, i.e., it is a way of looking at a curriculum. It oﬀers a three-‐stage, backward process to curriculum design, hence, it is also known as the “Backward Design Curriculum.” * Some educators contest that “it is not a curriculum by itself, so technically, to say 'UbD curriculum' is wrong; instead we can say 'UbD-‐ized curriculum' (that is, a curriculum which is designed using the UbD process).” What is Understanding by Design (UbD) Model? * This implored us to 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. * The main tenet of the curriculum is understanding versus facts, in which students must understand not just to memorize facts. 3 Stages of UbD Model Stage 1 Stage 2 Stage 3 Identify Determine Plan Learning Desired Acceptable Experiences & Results Evidence Instructions Graphic representation of the stages in the backward curriculum design process. 3 Stages of UbD Model Stage 1 Stage 2 Stage 3 Determine Identify Plan Learning Acceptable Desired Evidence/ Experiences & Results Assessment Instructions It is the It provides a personalized It is achieved by identiﬁcation of approach to develop following this achievable goals diverse learners to its sequence: EXPLORE-‐ maximum. It recognizes and for students FIRM-‐UP-‐DEEPEN-‐ nurture all varied human intelligences that students TRANSFER. could make sense on any subject area. Strengths of SEC 2010 1. Lean. It focuses on essential understandings. 2. Sets High Expectations (standard-‐based). Expressed in terms of what students should know and the quality of the skills that they are expected to demonstrate as evidence of learning. 3. Rich and Challenging. It provides a personalized approach to developing the students’ multiple intelligences 4. Develops readiness and passion for work and lifelong learning Naninindigan pa rin po tayo sa ipinangako nating pagbabago sa edukasyon: ang gawin itong sentral na estratehiya sa pamumuhunan sa pinakamahalaga nating yaman: ang mamamayang Pilipino. Sa K to 12, tiwala tayong mabibigyang-‐lakas si Juan dela Cruz upang mapaunlad—hindi lamang ang kanyang sarili at pamilya—kundi maging ang buong bansa. – Pangulong Benigno S. Aquino III We are embarking on what is arguably the most comprehensive basic education reform initiative ever done in the country since the establishment of the public education system more than a century ago. The challenges are great and the task is daunting, but I am conﬁdent that through all of you, the brave and selﬂess men and women who have taken up the noble vocation of teaching, there is nothing we cannot accomplish together… The impetus for meaningful education reform is clear: the realities of our modern world require a diﬀerent kind of Filipino. The Filipino must be a lifelong learner. The Filipino must be holistically developed. The Filipino must be globally-‐oriented and locally-‐grounded. Ang Bagong Pilipino – higit sa pagiging maka-‐tao, maka-‐ Diyos, maka-‐bayan, at maka-‐kalikasan—ay kailangan magtaglay ng kasanayan at pananaw na angkop sa 21st Century. Ito po ang layunin ng K to 12 Program, na mabigyan ng sapat at pantay na pagkakataon tungo sa isang disente at marangal na buhay ang bawat Pilipino. -‐-‐-‐ Bro. Armin A. Luistro, DepEd Secretary-‐-‐-‐ K – 12 Basic Education Curriculum The Philippines is committed to achieving its Education for All (EFA) goals not only for the development of each Filipino, but also for the overall social and economic progress of the country. Part of the Philippine Education For All Plan of Action 2015, is Critical Task No. 5, “the expansion of basic education, targeting that by 2015, the Philippines has lengthened its cycle of basic education schooling to make it twelve years.” K – 12 Basic Education Curriculum The Philippines is committed to achieving its Education for All (EFA) goals not only for the development of each Filipino, but also for the overall social and economic progress of the country. Part of the Philippine Education For All Plan of Action 2015, is Critical Task No. 5, “the expansion of basic education, targeting that by 2015, the Philippines has lengthened its cycle of basic education schooling to make it twelve years.” K – 12 Meaning K to 12 means Kindergarten and the 12 years of elementary and secondary education. Kindergarten refers to the ﬁve-‐year old cohort that takes a standardized kindergarten curriculum. Elementary education refers to primary schooling that involves six years of education (Grades 1 to 6). Secondary education refers to four years of junior high school (Grades 7 to 10) and two years of senior high school (Grades 11 to 12). K – 12 Basic Education Curriculum Figure shows the distribution of 12 years in the Enhanced Basic Education Cycle of the country. Schooling will commence at Kindergarten (K), then the primary education (Grades 1-‐6), then the junior high school (Grades 7-‐10), and senior high school (Grades 11 & 12). K – 12 Vision Filipino graduates are envisioned: * Possess suﬃcient mastery of basic competencies (e.g., literacy, numeracy, problem solving, etc) to develop themselves to the fullest; * Be emotionally developed and competent to live a meaningful life; * Be socially aware, pro-‐active, and involved in public and civic aﬀairs and contribute to the development of a progressive, just and humane society; * Be adequately prepared for the world of work or entrepreneurship or higher education; * Be legally employable; and * Be globally competitive. K – 12 Vision In addition, they are characterized graduates who: * Possess healthy mind and body; * Have a solid moral and spiritual grounding; * Appreciate and care for humanity, the world, and environment; and * Are proud to be a Filipino K – 12 Signiﬁcant Changes 2002 BEC 2010 SEC (UbD Model) K-‐12 Aims for holistic development and Aim for functional literacy acquisition of 21st Century skills K – 12 Signiﬁcant Changes 2002 BEC 2010 SEC (UbD Model) K-‐12 Focuses on the Focuses on setting of development of learning standards and reading skills and teaching for values of self-‐reliance understanding. It and patriotism; provides a personalized approach using special curricular programs. K – 12 Signiﬁcant Changes 2002 BEC 2010 SEC (UbD Model) K-‐12 Also puts emphasis on Provides a Considers every aspect interactive learning personalized of development of the approaches and approach using learners so that integrative teaching special curricular graduates will be approaches which programs. holistically developed, integrate competencies Likewise develops equipped with 21st and values within and readiness and century skills and across the learning passion for work prepared for areas. and lifelong employment, learning. entrepreneurship, Moreover, it takes middle level skills or into consideration higher education. the various contexts and support systems surrounding the Filipino learners. K – 12 Signiﬁcant Changes 2002 BEC 2010 SEC (UbD Model) K-‐12 Considers the nature and the needs of the learners. Moreover, it responds to the local and global needs. K-‐12 Comparison to Old Curriculum K – 12 Salient Features * It focuses on the holistic development of the learner . * It is outcome-‐based as it prepares learners for: 1) higher education, 2) middle level skills, 3) employment, and 4) entrepreneurship * It is anchored on the principles of: 1) inclusive education, 2) learners’ growth and development, 3) teaching and learning, and 4) assessment. K – 12 Desired Outcomes * Content standards are what the students should know (facts and information), what they do (process or skills), and what understanding they construct as they process the information. The students are expected not only to understand but also to demonstrate what they learn, thus providing evidence of learning. * Performance standards are what students do or how they use their learning and understanding. The students are expected to produce products and/or performances to prove that they can apply what they learn in real-‐life situations. K – 12 Signiﬁcant Changes in the Education Structure * Previously, preschool was not compulsory, that is, pupils could enrol in Grade 1 with or without having gone through preschool. Under K to 12 and with the Kindergarten Act, preschool education for ﬁve-‐year-‐old children becomes mandatory before entering elementary school. * There will be the same six years of elementary education, but students entering secondary level will begin their junior high school as Grade 7. Junior High School is for four years (Grades 7 to 10) and Senior High School (SHS) is for two years (Grades 11 to 12). * The additional two years of SHS would mean that the high school graduates are better prepared for whatever path they will choose, and they are of legal age (18 years old) to be lawfully employed. K – 12 Implementation Schedule * The implementation of the K to 12 program will be phased. Universal kindergarten was oﬀered starting SY 2011-‐2012. By SY 2012-‐2013, the new curriculum will be oﬀered to incoming Grade 1 as well as to incoming junior high school students (Grade 7). The target of DepEd is to put in place the necessary infrastructure and other necessary arrangements needed to provide Senior High School (SHS) education by SY 2016-‐2017. K – 12 Key Changes in the Elementary Curriculum Medium of instruction: From the use of bilingual education (English and Filipino), the K to 12 will be institutionalizing the Mother Tongue-‐Based Multilingual Education from Grades 1 to 3. The Mother Tongue will be the medium of instruction from Grades 1 to 3. Learning areas: Mother Tongue will be an additional learning area under K to 12 from Grades 1 to 3. Music, Arts, Physical Education and Health (MAPEH) is taught starting Grade 1. Assessment: Grade 6 NAT will be replaced by an End-‐of-‐ Grade 6 Assessment and will serve both as an exit examination for Grade 6 and entrance examination for Grade 7. K – 12 Key Changes in the Elementary Curriculum The mother tongue or the child’s ﬁrst language will be used as the primary medium of instruction from preschool until at least Grade 3. The mother tongue will be the main vehicle to teach understanding and mastery of all subjects such as mathematics, science, Araling Panlipunan, Edukasyon sa Pagpapakatao, Music, Arts, Physical Education and Health (MAPEH), Filipino and English. Mother tongue as a subject and as a language of teaching will be introduced in Grade 1 for conceptual understanding. Other languages are introduced as separate subjects starting Grade 2. Oral and written Filipino are introduced in the ﬁrst semester and oral English in the second semester. K – 12 Mother Tongue Twelve major languages shall be oﬀered as a learning area and utilized as language of instruction starting school year 2012-‐2013. They are as follows: Tagalog Kapampangan Pangasinense Iloko Bikol Cebuano Hiligaynon Waray Bahasa-‐sug Maguindanaoan Meranao Chabacano K – 12 Mother Tongue Medium of Instruction per Grade Level Learning Areas G1 G2 G3 G4 G5 G6 Language Arts -‐ Filipino Filipino -‐ English English -‐ Mother Tongue Mother Tongue Science MT English Mathematics Mother Tongue English Araling Panlipunan (AP) Mother Tongue Filipino Edukasyong Pantahanan at Filipino Eng. Pangkabuhayan (EPP) MAPEH Mother Tongue Filipino Edukasyon sa Pagpapakatao Mother Tongue Filipino Medium of Instruction at the Elementary Level K – 12 Time Allotment Per Learning Area * Aside from scope and content of the curriculum, time alloted to the study of each learning area was also adjusted under the K to 12 education program. Time allotment per subject is the minimum period for class interaction. * At the elementary level, the daily time allotment for English and Filipino subjects has been reduced while additional time is given to the new learning area under language, which is Mother Tongue. The time allocation for Mathematics and Araling Panlipunan was also decreased. On the other hand, more time was added to Edukasyong Pantahanan at Pangkabuhayan. This reduction does not mean less time for study as K to 12 allows for learning time to be extended to 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. K-‐12 Time Allotment per Learning Area 2002 BEC K-‐12 Curriculum Learning Areas (minutes per day) (minutes per day) English 60 -‐ 90 30 – 50 Filipino 60 -‐ 70 Languages 30 -‐ 50 MT (G1 – G3) None 50 Mathematics 60 -‐ 70 50 Science (G3 – G6) 40 -‐ 60 50 Araling Panlipunan 40 -‐ 60 40 Edukasyon sa 20 -‐ 30 30 Pagpapakatao MAKABAYAN Music, Arts, PE & Health 40 40 Edukasyong Pangtahanan at Pangkabuhayan (G4 – 40 50 G6) K-‐12 Key Changes in the Secondary Education * Secondary education is undergoing signiﬁcant changes under the K to 12 Education Program. These changes are in structure, curriculum, and assessment. * Structure: With the K to 12 curriculum, secondary education consists of four years of junior high school, Grades 7 to 10, and two years of senior high school, Grades 11 to 12. K-‐12 Key Changes in the Secondary Education K to 12 Secondary Education Structure K-‐12 Key Changes in the Secondary Education Comparison of the 2010 SEC and the K to 12 Secondary Education K-‐12 Key Changes in the Secondary Education Curriculum: * In the SEC 2010, Science and Mathematics are taught using the discipline-‐based approach. All subjects are taught following the three stages of Understanding by Design (UbD) identifying desired results, determining acceptable evidence, and planning instruction. * On the other hand, the K to 12 curriculum follows the spiral approach wherein learning is a process of building upon previously learned knowledge. Through this, students are able to master the desired competencies by revisiting the subject several times and relating new knowledge or skills with the previous one. Moreover, students progress in their learning as it entails going from simple to more complex knowledge or skills. * In the K to 12 Education Program, the spiral progression approach will be used in teaching Science, Mathematics, Araling Panlipunan, MAPEH and Edukasyon sa Pagpapakatao. K-‐12 Key Changes in the Secondary Education Assessment: The National Achievement Test (NAT) taken by second year students will be replaced by an end-‐of-‐Grade 10 Examination. It is envisioned that the end-‐of-‐Grade 12 Examination is the exit examination of the secondary level and at the same time the entrance examination for college. K – 12 Time Allotment in Secondary Level * Comparing the time allotment per subject in the previous secondary education curriculum and the K to 12 curriculum, one sees a reduction of time particularly in English, Mathematics and Science. However, when the time allotment allotted to these subjects in Junior High School is combined with those provided in the SHS, it will be seen that there is actually an increase in time allocation. As part of the process of decongesting the curriculum, the K to 12 reform spreads out the learning time over the six years of secondary education. * For Grades 7 to 10, there is a provision of time for independent and cooperative learning for two to four hours a week. This time will be spent for self-‐directed learning, teamwork, goal-‐orientation and developing sense of responsibility and accountability. K – 12 Time Allotment in Secondary Level 2002 BEC K – 12 Learning Areas (hours per week) (hours per week) English 5 4 Filipino 4 4 Mathematics 5 4 Science 6 4 Araling Panlipunan MAKABAYAN 4 3 Edukasyon sa Pagpapakatao 2 – 3 2 MAPEH 4 4 TLE 4 4 Comparison of the Learning Areas and Time Allotment of the Secondary BEC 2002 and K to 12 Curriculum K – 12 The Learning Areas The learning areas of the K to 12 curriculum cut across the grade levels from Grade 1 to Grade 12. Languages: Mother Tongue, Filipino, and English Arts and Humanities: Music, Arts, Physical Education and Health (MAPEH), Edukasyon sa Pagpapahalaga, Araling Panlipunan Science and Mathematics Technology and Livelihood Education K – 12 The Learning Areas There are changes in the nomenclature of some subjects. * Edukasyong Pagpapahalaga for the secondary and Edukasyong Pagkakatao for the elementary are now renamed Edukasyon sa Pagpapakatao. * Science and Health is now called Science. * Health is included in the MAPEH. * Moreover, subjects that are integrated under MAKABAYAN (Araling Panlipunan, Values Education, MAPEH and TLE) are now separate subjects. K – 12 The Learning Areas Co-‐curricular programs and community involvement programs are an extension of the core subject areas and the teaching and learning process. They are an integral part of the school curriculum that enhances the holistic development of the learner. The co-‐curricular programs in a large sense also serve as a laboratory of life where what is learned in the classroom context can be applied in practical terms yet can be used as a further teaching opportunity. References Basic Education Curriculum (PPT) By: Lilibeth A. Roldan & Mary-‐Ann M. Villasenor http://www.slideshare.net/lilibeth_roldan05/basic-‐education-‐curriculum The Philippine Basic Education Curriculum (Module 2) Lidinila M. Luis-‐Santos, Ed.D Teacher Education Council, Department of Education http://www.slideshare.net/methusael_cebrian/the-‐philippine-‐bec Philippine Education (PPT) By Carlo Magno, Ph.D http://www.slideshare.net/crlmgn/philippine-‐education-‐presentation K to 12 Enhanced Basic Education Curriculum By: Ma. Lyn Igliane-‐Villenes http://www.slideshare.net/ejuliosVillenes/k-‐to-‐12-‐enhanced-‐basic-‐ed-‐by-‐mi-‐villenes-‐proj-‐in-‐ed-‐m514 References 2010 SEC adapting UbD: A new hope By Jeane C. Democrito, MT II -‐ICNHS http://www.thenewstoday.info/2010/06/23/2010.sec.adapting.ubd.a.new.hope.html “Future Curriculum and Design” Mr. Joel Paraiso Deuda Oct. 26, 2010 http://www.slideshare.net/joelparaiso/understanding-‐by-‐design-‐5747702 http://eduphil.org/what-‐is-‐ubd.html?pid=9244#pid9244 “Curriculum Design and Instructional Design” By Mr. Mark Anthony R. Peralta http://www.slideshare.net/anthonyperalta/curriculum-‐and-‐instruction-‐14630886 K to 12 Tool Kit (2012) (Resource Guide for Teacher Educators, School Administrators and Teachers) By: Marco Med For: Southeast Asian Ministers of Education Organization (SEAMEO) Regional Center for Educational Innovation and Technology (INNOTECH) http://www.slideshare.net/marcomed/deped-‐k-‐to-‐12-‐resource-‐guide-‐for-‐teacher-‐educators-‐school-‐ administrators-‐and-‐teachers

Public School Curriculum Philippines PDF

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