The K To 12 Curriculum - Manila Central University
The K to 12 CurriculumBrenda B. Corpuz, Ph.D
Scope of the Presentation1. What is the structure K to 12 BasicEducation Program?2. When did the implementation begin?3. What is the goal of K to 12? Who is the K to12 graduate?4. Why is there a need for K to 12 ?
Scope of Presentation4.What are the features of the K to 12 Curriculum?5. What is Senior High School ?6.What is good with the K to 12 Curriculum?7. How does K to 12 affect YOU and highereducation institutions?
The Structure of the K to 12Program
2 years Senior HS4 years Junior HS6 years ElementaryKindergartenK 6 4 2
Comparison of 2002 BEC and K to12 Education Structure
Implementation Plan
K to 2BasicEducationProgramWhen did it begin ?
Phased Introduction of NewCurriculum in Public Schools
K to 12 schematic implementation 20232024Grade 12Grade 11Grade 10Implementation ofGrade 7 (HS Year 1)in K to 12 curriculumFirst batchof seniorhigh schoolgraduatesGrade 9Grade 8Grade 7Grade 11 (HS Year 5)implementationGrade 6Grade 5Grade 4Grade 3Grade 2Grade 1KinderImplementation of Grade 1in K to 12 curriculumFirst batchof K to 12graduates
K-12School aryKinder2012-2013Grade 1Grade 72013-2014Grade 2Grade 82014-2015Grade 3Grade92015-2016Grade 4Grade102016-2017Grade 5SeniorHS/grade 112017-2018Grade 6GradeHS/grade 12
What is the overarching goal of the K to 12Curriculum?Who is the K to 12 Graduate?
Kto12Basic Education ProgramBatang Kto12,Handa sa Trabahoo Kolehiyo,Handa sa Mundo
EffectiveCommunication SkillsLearning andInnovation Skills21st CenturySkillsInfo, Media andTechnology SkillsLife and Career Skills
Life and Career Skillsflexibility andadaptabilityinitiative and selfdirectionleadership andresponsibilitysocial and crosscultural skillsproductivity andaccountabilityethical, moral andspiritual values
1) creativityand curiosity;Learning 2) criticalthinkingandInnovation problemsolvingskillsskillsand 3) risk taking
Effective communication skillsThe following skills must be taught:1) teaming, collaboration and interpersonal skills;2) personal, social and civic responsibility3) interactive communication,4) local, national and global orientedness
Information , Media andTechnology SkillsMulticultural literacies ;Global awarenessVisual andinformation literaciesMedia literacyBasic scientific andeconomic literacies
Why is there a need for K to 12 ?1.To improve the quality of education inthe country there is need to expandthe ten-year basic education programin the country . What other countriesare getting in 12 years we areteaching them only in TEN years.
K-12Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa MundoBasicEducationProgramCOUNTRYBasic educationcycleBrunei12Cambodia12Indonesia12Lao ailand12Timor-Leste12Vietnam12
Kto12BasicEducationProgramInsufficientmastery ofbasiccompetenciesdue tocongestedcurriculum
90NationalAchievement testResultsSY 9Many studentswho finish basiceducation do notpossess sufficientmastery of 02005-20062006-20072007-20082008-20092009-2010
Trends in International Mathematics and Science Study(TIMSS- 2003)Grade IV Math andScience1. Top2.3.21.22.23. Philippines24.25. BottomHS Math1. Top2.3.34. Philippines35.36.37.38. BottomHS Science1. Top2.3.42.43. Philippines44.45.46. Bottom
Philippine Average TIMSS ountries2003 ResultsGrade 4734346Mathematics37846634381010HS II2008 ResultsAdvancedMathematics355Source: TIMSS, 2003 and 2008500
Typical Progression of a Cohort of Pupils(based on cohort of Grade I pupils from SY 1995-1996to College Graduates SY 2008-2009)Public and PrivatePHILIPPINES1007466654620Grade 1Grade 4ElemGraduatesHS NewEntrants16HSCollege New CollegeGraduates Entrants Graduates26
Unemployed VS. Available Skilled Jobs972,458UnemployedHS Grad1,000,000900,000650,000 Available SkillsBased 000100,00020102009No Grade Completed Elem Undergrad15,485192,01414,135Source: NSO, 2009 & 2010175,274Graduate222,984203,544High School UndergradHigh School GraduateCollege Undergrad College 621,940554,092
Kto12BasicEducationProgramThe proposal to expandthe basic education datesback to 1925 K-12 is not NEW.Has been studied since 1925 .No political will to do it.Need to be more competitive.
K-12BasicEducationProgram Monroe Survey, 1925UNESCO Mission Survey , 1949Swanson Survey , 1950Education Act of 1982
K-12BasicEducationProgram Presidential Commissionto Survey PhilippineEducation (PCPE), 1970 SOUTELE CongressionalCommission on Education(EDCOM) Report, 1991
K-12BasicEducationProgram Presidential Commission toEducational Reforms, 2000 Philippine Education for All(EFA) 2015 National Action Plan Presidential Task force onEducation, 2008
Why K to 12?3. 12-year pre-university education has becomethe international standardWashington Accord - The Washington Accordprescribes a minimum of 12 years of basiceducation as an entry to recognition ofengineering professionalsBologna Accord - in European countriesASEAN 2015 – GET ready for the ASEANEconomic Community
The Bologna Process requires 12 years ofeducation for university admission andpractice of profession in European countries.On account of the Bologna Accord, starting2010, undergraduate degrees in thePhilippines are no longer recognized in mostEuropean countries . (Accessed 11 September 2010)
Each additional yearbrings 10% increase inwage earning.(OECD, 2008)
Longer time spentin educationincreases likelihoodof employment.(OECD, 2008)
K to 12 will allow students to pursue 2 moreyears of education at high school rates.P57,77645,48012,2964 years of HSplus 2 yearsofCollege On the average,households currentlyinvest P57,776 for HSand two-year collegeeducation (total of 6P39,332years schooling) Under K to12,households will only18,444 invest P18,444 forthe same duration of6 yearsof HSschooling.
K to 12 is no longer anoption . It is a necessity!
What’s new with K to 12 Curriculum?
New Feature of K to 12Mandatory KindergartenRA 10157- the policy statement of the new law—toprovide equal opportunities for all children toavail of accessible mandatory and compulsorykindergarten education that effectively promotesphysical, social, intellectual, emotional, and skillsstimulation and values formation to sufficientlyprepare them for formal education.
New Feature of K to 12Use of Mother Tongue as Medium of Instruction from K to 3Bases: Local initiatives as well as international studiessupport the use of MT as medium of Instruction- learn second language faster- improved performance
New Feature of K to 12 MAPEH as a separate subject is introduced asearly as Grade 1 In the 2002 BEC :- Musika, Sining at Edukasyong Pangkatawan(MSEP) was integrated in Sibika at Kultura inGrades 1-3- MSEP was a separate subject in Grades 4-6
Feature of K to 12Use spiral progressionapproach especially inScience & Math
Grades7- 10Grades4-6Grades1-3K–Algebra,Geometry ,StatisticsandProbability
Advantages of Spiral Progression Avoids disjunctions between stages ofschooling Allows learners to learn topics & skillsappropriate to theirdevelopmental/cognitive stages Strengthens retention & mastery of topics& skills as they are revisited & consolidated
Discipline-based ApproachFirst Year – Integrated ScienceSecond Year - BiologyThird Year – ChemistryFourth Year – Physics
New Feature of the K to 12 CurriculumTraining Regulations- based TLEGrade 10 – NC I is obtained
Technology and Livelihood Education Components :1. Home Economics2. Industrial Arts 3. ICT – 3 mini-courses4. Agri-Fishery-
Old TLE versus new TLEGradeOld TLENew TLENot very focused on TRFocused on TR10Specialization with EntrepSpecialization with Entrep9Specialization with EntrepSpecialization with Entrep8Specialization with EntrepExploratory with Entrep7Specialization begins with Entrep
Grades 7-8 TLE – Certificate of Competency The 26 TLE specializations are EXPLORATORY. Teaching of these TLE specializations is focusedon 5 common competencies :1. Use of tools2. Maintenance of tools3. Measurement and computation4. Interpreting drawing5. Occupational safety and health51
TLE – Grades 9 and 10 Specialization – 26 leadingto NC 152
Grade 9 Specialization-TechVocIndustrial Arts1. Automotive Servicing2. Carpentry3. Drafting4. Electrical Installation and Maintenance53
Industrial Arts5.Electrical Servicing6. Handicraft7. Masonry8. Plumbing9. Refrigeration and aircondittioning10. Shielded Metal And Welding11. Tile Setting54
Industrial Arts, continued5.Electrical Servicing6. Handicraft7. Masonry8. Plumbing9. Refrigeration and aircondittioning10. Shielded Metal AndWelding11. Tile Setting55
Home Economics12) Caregiving13) Dressmaking/Tailoring14) Household Services15) Bread and Pastry Production16) Beauty Care17) Commercial Cooking56
Agri and Fisheries18. Animal Production19. Crop Production20. Food Processing
Agri and Fisheries21. Horticulture22. Fish Capture23. Fish Culture24. Fish Processing
ICT25.PC Hardware Servicing26.Technical Drafting27.Medical Transcription
Tracks in Senior High School1.2.3.4.AcademicTechVocSportsArts and Design
Tracks in Senior High SchoolAcademicGrade 11TechVocGrade 12SportsArts and Design
Academic TrackStrands Science,Technology,Eng’g, Math Humanities andSocial Sciences Accountancy, BusinessandManagementSTEMABMHUMSSEDUCATION Education
Academic Track - 5 StrandsSTEMABMLiberalArtsHUMSSTotal 5StrandsEducation
Senior High School7 Contextualized9Specialization15 CoreTotal 31Subjects
Core SubjectsLanguage1.Oral Communication2. Reading & Writing3. Talastasang Filipino sa Lipunang Pilipino4. Pagbasa, Pagsulat, Pananaliksik sa Wika atKulturang Filipino15
Humanities5. 21st Century Literature from thePhilippines and the World6. Contemporary Music and Arts
15 CoreCommunication7. Media & Information LiteracyMathematics8. General Math9. Statistics & Probability
15 CoreScience10. Life Sciences – Lecture and Laboratory11. Physical Sciences – Lecture andLaboratorySocial Science12.Personal Development13. Understanding Society & Culture
15 Core SubjectsPhilosophy14. Intro to Philosophy of the Human Person
15 Core Subjects15.PE and Health
7 Contextualized SubjectsAcademic1. English for Academicand ProfessionalPurposes2. Research 1: QualitativeResearch in Daily Life3. Research 2 :Quantitative Researchin Daily Life Tech-Voc, Sports, Artsand Design
7 Contextualized Subjects4. Pagsulat sa Filipino saPiling Larangan5. Entrepreneurship6. ICT7. Research Project /Culminating Activity
9 Specialization Subjects
Work Bound CompetenciesAthleteand/orCoach / PETeacher Assistantand/orSports Officialand/orFitness orRecreation Leader Collegiate player (scholarship) National Team member Professional player Certified First-aider & Basic Life Support Coach (NC 2 and certified by an NSA) Coach Assistant (NC 1) Teacher’s Aide Certified First-aider & Basic Life Support Referee (certified by an NSA) Table officials; i.e. scorer, line judge, etc.(certified by an NSA) Certified First-aider & Basic Life Support Fitness Leader (certified by a local fitness association) Recreation Leader; i.e. surf instructor, wakeboardinstructor, mountaineer, lifeguard, etc. (certified bythe leading industry) Certified First-aider & Basic Life Support
COACH / PE TEACHERASSISTANT / SPORTSOFFICIALRECREATION LEADERFITNESS LEADERSPECIALIZATION COURSES:(1) Fitness Testing & Exercise Prescription; (2s, 2r, 2f) Sports/Recreation/FitnessManagement; (3) InternshipELECTIVESELECTIVESELECTIVES(1 & 2) Coaching &Officiating Certification(1 & 2) RecreationCertification(1 & 2) FitnessCertificationFOUNDATION COURSES:(1) Safety & First-Aid; (2) Understanding Human Movement; (3) UnderstandingSocial & Cognitive Development; (4) General Coaching Course; (5) StudentAthlete Enhancement & FormationENRICHMENT PROGRAM FOR STUDENT-ATHLETES (EPSA)G7 to 10 (PHAS & SPS)Certificationthru NSA’s/OthersNC 2First-AidcertificationNC 1
Teachers for Grades 11-12Who can teach in SeniorHigh School?
tesHEIfacultyPractitionerExpert
a) Graduates of science, mathematics,statistics, engineering, music andother degree courses with shortagesin qualified teacher applicants toteach in their specialized subjects inthe elementary and secondaryeducation
Conditions Set Provided, That :a) they pass the LET within five (5) yearsafter their date of hiring:b) Provided, further, That if suchgraduates are willing to teach onpart-time basis, the provisions of LETshall no longer be required;
Hiring of Teachers (b) Graduates of technical-vocational coursesto teach in their specialized subjects in thesecondary education: Provided, That these graduates possess thenecessary certification issued by TESDA: Provided, further, That they undergoappropriate in-service training to beadministered by DepEd or higher educationinstitutions (HEIs) at the expense of DepEd;
Hiring of faculty (c) Faculty of HEIs be allowed to teach intheir general education or subjectspecialties in the secondary education:Provided, That the faculty must be aholder of a relevant Bachelor’s degree,and must have satisfactorily served as afull-time HEI faculty;
Hiring The DepEd and Private EducationInstitutions may hire practitioners,with expertise in the specializedlearning areas offered by the BasicEducation Curriculum, to teach in theSecondary Level: Provided, That theyteach on part-time basis only.
Career Guidance and CounsellingAdvocacy . To properly guide the students inchoosing the career tracks thatthey intend to pursue, the DepEd,in coordination with DOLE, TESDAand CHED, shall regularlyconduct career advocacyactivities for secondary levelstudents.
Notwithstanding the provisions ofSection 27 of Republic Act No. 9258,otherwise known as the Guidance andCounselling Act of 2004, career andemployment guidance counsellors,who are not registered andlicensed guidance counsellors, shallbe allowed to conduct careeradvocacy activities to secondarylevel students of the school wherethey are currently employed:
Provided, That theyundergo a trainingprogram to be developedor accredited by theDepEd.
Expansion of E-GASTPEBeneficiaries The benefits accorded by RepublicAct No. 8545, or the ExpandedGovernment Assistance forStudents and Teachers in thePrivate Education Act, shall beextended to qualified studentsenrolled under the enhancedbasic education.
The DepEd shall engage the servicesof private education institutions andnon-DepEd schools offering seniorhigh school through the programsunder Republic Act No. 8545, andother financial arrangementsformulated by DepEd and DBMbased on the principles of publicprivate partnership.
Transitory ProvisionTo manage the initial implementation ofthe enhanced basic education programand mitigate the expected multi-yearlow enrolment turnout for HEIs andTechnical Vocational Institutions (TVIs)starting School Years 2016-2017, theDepEd shall engage in partnerships withHEIs and TVIs for the utilization of thelatter’s human and physical resources.
Transitory Provision Moreover, the DepEd, CHED, TESDA, TVIsand HEIs shall coordinate closely with oneanother to implement strategies thatensure the academic, physical, financial,and human resource capabilities of HEIs andTVIs to provide educational and trainingservices for graduates of the enhanced basiceducation program to ensure that they arenot adversely affected.
Transitory Period The faculty of HEIs and TVIsallowed to teach students ofsecondary education under,shall be given priority in hiringfor the duration of thetransition period.
K to 12 and Further EducationTHE PHL QUALIFICATIONS FRAMEWORK(Adopted by the TESDA Board on May 9, 2012)BASIC EDUCATIONTESDHIGHER EDUCATIONL8DOCTORAL ANDPOST DOCTORALL7POST BACCALAUREATEL6BACCALAUREATEL5DIPLOMAL4NC IVL3NC IIIL2L1Grade 12Grade 10NC IINC I
Qualifications(IRR of EO 83. s. 2012)-Package of competencies describing aparticular function or job role existing in aneconomic sector that covers the workactivities required to undertake a particularjob role
PQF(Sec 2, IRR, EO 83 s. 2012)AQRF a national policy that describes the levelsof educational qualifications and sets thecorresponding standards for qualificationoutcomecommon reference framework that willfunction as translation device to enablecomparisons of qualifications acrossparticipating ASEAN countries Quality assured national system for thedevelopment, recognition and award ofqualifications based on standards acquiredin different ways and methods by learners& workers Competency-based; labor market driven,and assessment-based qualificationsrecognition
Origin & DevelopmentPQFAQRF-Started with TVET sector2004-2005-ASEAN Framework Agreement on Services1995-Economic Cooperation Plan in 2007-EO No. 83 , Oct.1, 2012- National Coordinating Committee(NCC)Sec 2. of EO 83 s. 2012-Creation of WGs Qualifications Register Pathways and Equivalencies Information and Guidelines International Alignment-MRAs -engineering (2005) , nursing (2006)-MRAs in 2007 & 2009 – architecture, surveying,medical and dental practitioners, accountancy-Initial draft of concept proposal developed thru:AANZFTA ECWP (ASEAN Australian New Zealand FreeTrade Agreement Economic Cooperation WorkProgramme), May 2010, Manila-AANZFTA Qualifications Framework Forum2011-Workshop and AQRF Taskforce chaired by Atty.Mazala, Chairperson of PRC, Mtg Oct 2012, March2013, Nov. 2013
ScopePQFAQRF Covers all qualifications from lowersecondary education, vocational educationad higher education Covers all qualifications from uppersecondary education, vocational educationad higher education ASEAN membercountries Promotes lifelong learning Recognizes prior learning, formal, homebased or work experience-based experience Accommodates lifelong learning as well aslearner mobility Is used to link learning paths of each levelof education & referencing in all sections ofeducation
BenefitsPersonsEmployersEducation & TrainingAuthoritiesEncourages lifelonglearningAssures that standardsand qualifications areconsistent with jobrequirements/demandsEnsures transparencyin training provisionthat conforms withstandards &preciseness ofaccountability forlearning outcomesProvides thestandards taxonomyand typology ofqualifications as basisfor granting approvalto providers andstakeholdersProvides commonunderstanding ofpolicies & guidelinesin credit transferarticulation,portability, bridgespathways &recognition of priorlearningHarmonizesqualifications ineducation and trainingacross the countryProvides access tocertification andlicenses recognized bythe government
Levels & Domains : PQF and AQRFPQFAQRFIncludes 8 levels of complexity of learningoutcomes based on 3 domains: Knowledge and system- kind of knowledgeinvolved Application- context in which the K&S areapplied Responsibility and accountability- level ofindependence
DomainsKnowledgeP skills andQ valuesFKnowledgeskills andvaluesDEPEDLevel 1Level 2K & S that are manual or concreteor practical and/or operational infocus.Knowledge and skills that are manual orconcrete or practical and/or operationalin focus with a variety of options Possess foundational knowledgeacross a range of learning areaswith core competencies incommunication; scientific, critical andcreativ
Grades 7-8 TLE – Certificate of Competency The 26 TLE specializations are EXPLORATORY. Teaching of these TLE specializations is focused on 5 common competencies : 1. Use of tools 2. Maintenance of tools 3. Measurement and computation 4. Interpreting drawing 5. Occupational safety and health 51
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Chính Văn.- Còn đức Thế tôn thì tuệ giác cực kỳ trong sạch 8: hiện hành bất nhị 9, đạt đến vô tướng 10, đứng vào chỗ đứng của các đức Thế tôn 11, thể hiện tính bình đẳng của các Ngài, đến chỗ không còn chướng ngại 12, giáo pháp không thể khuynh đảo, tâm thức không bị cản trở, cái được
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Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. 3 Crawford M., Marsh D. The driving force : food in human evolution and the future.
