The K to 12 Curriculum - Education in the Philippineskto12plusphilippines.com/wp-content/uploads/2015/07/Teachancement... · The K to 12 Curriculum ... kasanayan sa pagbasa ng iba’t

The K to 12 Curriculum Isagani R. Cruz

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• WHO is the K to 12 reform for?

• WHEN did Senior High School begin?

• WHERE will the curriculum be used?

• WHY do we need to add Senior High School?• WHY did we change the entire curriculum?

• WHAT is the curriculum?• The Curricular Cross: vertical and horizontal articulation

• Example: a literature lesson from K to 12

• Outcome of K to 12: CRS and NGEC

WHO

POVERTY24M / 52M

UNEMPLOYMENT UNDEREMPLOYMENT

11M / 22Mout of 62M or 47M

SOURCE: NSO, SWS

OUT OF SCHOOL YOUTH

(6-24 y/o) 39M

15-24 y/o

6+ M

SOURCE: CHED

0-14 y/o38M

out of 100M

0-24 y/o53M

out of 100M

Six (6) Years

Four (4) Years

Undergraduate

Graduate

Doctoral

Post-Doctoral

SOURCE: DepEd

TVET

16 y/o

Six (6) Years

Four (4) Years

Undergraduate

Graduate

Doctoral

Post-Doctoral

One (1)

Year

SOURCE: DepEd

TVET

16 y/o

LITERACY NUMERACY

C:/Users/User/Desktop/NTESDP_Clark/NTESDP Framework as of July25.pptx

SOURCE: PIDS

Six (6) Years

Four (4) Years

Tech-Voc NC 1/2

Undergraduate

Graduate

Doctoral

Post-Doctoral

One (1)

Year

SOURCE: DepEd

TVET

16 y/o


Six (6) Years

Four (4) Years

Tech-Voc NC 1/2

Undergraduate

Graduate

Doctoral

Post-Doctoral

One (1)

Year

Two (2) Years

TVL NC 2/3/4

Academic

Sports

Arts

SOURCE: DepEd

18 y/o


Holistically developed Filipino with 21st

century skills

WHEN

WHERE

WHY

The PHL Qualifications Framework

LEVEL

GRADE 12

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT HIGHER EDUCATION

DOCTORAL AND

POST DOCTORAL

BACCALAUREATE

BASIC EDUCATION

L1

L2

L3

L4

L5

L6

L7

L8

NC I

NC II

NC IV

NC III

NC IV

DIPLOMA

BACCALAUREATE

POST BACCALAUREATE

DEPARTMENT OF EDUCATION

PQF Articulation for Grades 10 & 12

Level Knowledge, Skills and Values ApplicationDegree of

Independence

I

(G10)

• Possess foundational knowledge across a

range of learning areas with core

competencies in communication;

scientific, critical and creative thinking;

and the use of technologies.

• Have an understanding of right and

wrong; one’s 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 real-

life situations

through sound

reasoning, informed

decision-making,

and the judicious

use of resources.

Apply skills in

limited

situations with

close

supervision.

II

(G12)

• Possess functional knowledge across a

range of learning areas and technical

skills in chosen career tracks with

advanced competencies in

communication; scientific, critical and

creative thinking; and the use of

technologies.

• Have an understanding of right and

wrong; one’s 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 real-

life situations

through sound

reasoning, informed

decision-making,

and the judicious

use of resources.

Apply skills in

varied

situations with

minimal

supervision.

SOURCE: DepEd

WHAT

SOURCE: DepEd

2,480 hrs 15 x 80 hrs

7 x 80 hrs

9 x 80 hrs

NC 1, 2

NC 1, 2, 4

Language and Literacy

Creative Writing

Creative Writing Competence

An effective language arts and multiliteraciescurriculum draws on literature in order to develop students’ understanding of their literary heritage.

Naipapamalas ng mag-aaral ang pag-unawa at pagpapahalagangpampanitikan gamit ang teknolohiya at iba’t ibang uri ng teksto at mga akdangpampanitikang rehiyunal, pambansa, saling-akdang Asyanoat pandaigdig tungo sa pagtatamo ng kultural na literasi.

12

K123456789

1011

LANGUAGES MATH SCIENCE MAPEHAP TLE

EXAMPLE

In order to teach creativity, one must teach creatively.

The tortoise and the monkey found once a banana tree floating amidst the waves of a river. It was a very fine tree, with large green leaves, and with roots just as if it had been pulled off by a storm. They took it ashore.

“Let us divide it,” said the tortoise, “and plant each its portion.”

They cut it in the middle, and the monkey, as the stronger, took for himself the upper part of the tree, thinking that it would grow quicker for it had leaves. The tortoise, as the weaker, had the lower part, that looked ugly, although it had roots.

After some days, they met. “Hello, Mr. Monkey,” said the tortoise, “how are you getting on with your banana tree?”

“Alas,” said the monkey, “it has been dead a long time! And yours, Miss Tortoise?”

“Very nice indeed, with leaves and fruits. I cannot climb up to gather them.”

“Never mind,” said the malicious monkey, “I will climb up and pick them for you.”

“Do, Mr. Monkey,” replied the tortoise gratefully.

And so they walked toward the tortoise’s house. As soon as the monkey saw the bright yellow fruits hanging between the large green leaves, he climbed up and began plundering, munching and gobbling, as quick as he could.

“But give me some, too,” said the tortoise, seeing that the monkey did not take the slightest notice of her.

“Not even a bit of the skin, if it is eatable,” rejoined the monkey, both his cheeks crammed with bananas.

The tortoise meditated revenge. She went to the river, picked up some pointed shells, planted them around the banana tree, and hid herself under a coconut shell. When the monkey came down, he hurt himself and began to bleed.

After a long search he found the tortoise. “You must pay now for your wickedness; you must die. But as I am very generous, I will leave to you the choice of your death. Shall I pound you in a mortar, or shall I throw you into the water? Which do you prefer?”

“The mortar, the mortar,” answered the tortoise; “I am so afraid of getting drowned.”

“O ho!” laughed the monkey; “indeed! You are afraid of getting drowned! Now I will drown you!”

And going to the shore, he slung the tortoise and threw it in the water. But soon the tortoise reappeared swimming and laughing at the deceived, artful monkey.

– José Rizal, “Two Eastern Fables,” Trubner’s Record (London, 1889)

LEVEL CONTENT COMPETENCY

K

Rhyme

Character, Setting, Plot

Closure

Recite rhymes, poems, and sing simple jingles/songs in the mother tongue, Filipino and/or English

Identify whether a pair or set of words rhyme Recall details of the story told by the teacher:

the characters, when and where the story happens, the events in the story

Predict what might happen next in the story heard

Ask students: What did the monkey do next?


1

Rhyme

Interpretation

Character

Persona

ClosureCriticism

Identify rhyming words in nursery rhymes, songs, jingles, poems, and chants

Recite and sing individually, with ease and confidence, songs, poems, chants, and riddles

Infer the character feelings and traits in a story listened to

Identify the speaker in the story or poem listened to

Predict possible ending of a story listened to Participate actively during story reading by

making comments and asking questions

Stop after every paragraph and ask students how the monkey or the tortoise feels.


1


Plot

Creative WritingPlausibility

Structure

CriticismAdaptation

Note important details in grade level narrative texts listened to: (a) character, (b) setting, (c)events

Give the correct sequence of three events in a story listened to

Supply rhyming words to complete a rhyme, poem, and song

Identify cause and/or effect of events in a story listened to

Identify the problem and solution in the story read

Discuss, illustrate, dramatize specific events in a story read

Ask students to role-play with makeshift costumes, making up their own dialogue in the mother tongue.


1Paraphrase

Close Reading

Interpretative Reading

Author

Retell a story read Tell/retell legends, fables, and jokes Note important details in grade level literary

texts listened to Nababasa ang usapan, tula, talata, kuwento

nang may tamang bilis, diin, tono, antala, at ekspresyon

Naipamamalas ang paggalang sa ideya, damdamin, at kultura ng may akda ng tekstong napakinggan o nabasa

Ipaulit sa mga estudyante ang kuwento sa sarili nilang wika.


1Value

Creative Writing

Napahahalagahan ang mga tekstongpampanitikan sa pamamagitan ng aktibongpakikilahok sa usapan at gawaingpampanitikan

Pagsulat ng tula at kuwento

Pasulatin ang mga estudyante ng ambahan / tanaga / dalit / diona

tungkol sa matsing.

The ambahan is a rhythmic poetic expression with a meter of seven (7) syllable lines and having rhythmic end-syllables.

http://mangyan.org/book/export/html/34

TANAGA: Ang tanaga ay isang katutubong anyo ng tula na binubuo ng pitong (7) pantig kada taludtod, apat (4) na taludtod kada saknong na may isahangtugmaan.

DALIT: Ang dalit ay isang katutubong anyo ng tulana binubuo ng walong (8) pantig kada taludtod, apat (4) na taludtod kada saknong at may isahangtugmaan.

DIONA: Ang diona ay isang katutubong anyo ng tulana binubuo ng pitong (7) pantig kada taludtod, tatlong (3) taludtod kada saknong at may isahangtugmaan. https://burubudoy.wordpress.com/2008/07/15/pinoy-haiku-tanaga-dalit-at-diona/


2

Character, Setting, PlotAppreciationBackground

StructureCharacterGenre

ThemeSynopsisMetaphor

Note important details in grade level narrative texts: (a) character, (b) setting, (c) plot

Express individual choices and taste for texts Browse/read books for various purposes such

as for learning or for pleasure Identify the important story elements Infer character feelings and traits in a story Identify the difference between a story and a

poem Give the main idea of a story/poem Give the summary of a story Identify and use simile and metaphor in

sentences

Ask students: What is the story saying?


2

TitlesIntention

Appreciation

Give another title for literary text Identify the author’s purpose for writing a

selection Show love for reading by listening attentively

during story reading and by making comments/reactions

Naipamamalas ang pagpapahalaga at kasanayan sa pagbasa ng iba’t ibang uri ng Panitikan

Napapahalagahan ang mga tekstongpampanitikan

Sabihin sa mga estudyante: Bigyan ng ibang pamagat ang kuwento.


2

Affect

Criticism

Nakadarama ng pagbabago sa sarilingdamdamin at pananaw batay sa binasangteksto

Naipakikita ang aktibong pakikilahok sa usapan at gawaing pampanitikan

Nauunawaan ang kahalagahan ng mganilalaman ng panitikan

Ask students how they feel after reading the story.


3


Appreciation

Genre

ParaphraseFigures of speechTheme

Note important details in grade level narrative texts: (a) character, (b) setting, (c) plot (problem & solution)

Expresses love for stories and other texts by browsing the books read to them and asking to be read more stories and texts

Identify the difference between a story and a poem

Give the meaning of a poem Identifies and uses personification, hyperbole

Gives the main idea of a story/poem

Ask student to use personification to tell a story about a dog and a cat.


3

CharacterStructureClosureAdaptation

Appreciation

TitleStylistics

Appreciation

Infers character feelings and traits in a story Identifies the important story elements Predicts possible ending of a story Responds to a story through dramatization,

songs, or art activities Shows love for reading by listening attentively

during story reading and making comments or reactions

Give another title for literary text Describes and reacts to the author’s writing

style Napapahalagahan ang mga tekstong

pampanitikan

Ask student to draw a cartoon depicting the monkey and the tortoise in a 21st century setting.


4

Setting / Character / Theme / Plot

Poetic devices

Analyze a narrative in terms of its setting Analyze a narrative in terms of its characters Analyze a narrative in terms of its theme Analyze a narrative in terms of its plot

(conflict / problem / reaction / resolution / ending)

Analyze a 3 or 4-line poem in terms of its elements (rhymes, sound devices)

Identify figures of speech (simile, metaphor, personification)

Ask student to relate a future encounter of the monkey and the tortoise, showing that they do not like each other.


5

Theme / Setting / Characters / Plot

Poetic devices

Infer the theme of a literary text Summarize narrative texts based on elements

(theme, setting, characters [heroes and villains], plot [beginning, middle, and end]

Analyze a 2-stanza poem in terms of its elements (rhymes, sound devices, imagery, figurative language)

Analyze figures of speech (simile, metaphor, personification, hyperbole)

Ask student to write a story with hyperbole.


6

Poetic devices

Plot

Analyze sound devices (onomatopoeia, alliteration, assonance, consonance)

Analyze poem with 4 or more stanzas in terms of its elements (rhymes, sound devices, imagery, figurative language)

Determine tone, mood, and purpose of the author

Analyze figures of speech (simile, metaphor, hyperbole, irony, culture-based euphemism)

Evaluate narratives based on how the author developed the elements (plot [chronological-sequential, en medias res, flashback]

Ask student to write four four-line stanzas of rhyming verse (abab) with alliteration in every line.


7

As language

Pre-colonial literature

Proverbs,Myths, Legends

Demonstrates communicative competence through his/her understanding of Philippine Literature

Demonstrates understanding of pre-colonial Philippine literature as a means of connecting to the past

Transfers learning by showing appreciation for the literature of the past

Describes the different literary genres during the pre-colonial period

Identify the distinguishing features of proverbs, myths, and legends

Make the student write a story about a vampire and a wizard with the same plot line as that of the folktale.


7

Genre

ImageryDevicesTone, Intention

Theme

Context

Explain how the elements specific to a genre contribute to the theme of a particular literary selection

Express appreciation for sensory images used Explain the literary devices used Determine the tone, mood, technique, and

purpose of the author Draw similarities and differences of the

featured selections in relation to the theme Explain how a selection may be influenced by

culture, history, environment, or other factors

Make students list words that describe how the monkey smells. (You can use Boggle.)


7

Conflict, Theme

Period

Genre

Psychology

Period

Discover the conflicts presented in literary selections and the need to resolve those conflicts in non-violent ways

Identify the distinguishing features of literature during the Period of Apprenticeship

Identify the distinguishing features of poems and short stories

Discover literature as a tool to assert one’s unique identity and to better understand other people

Identify the distinguishing features of literature during the Period of Emergence

Ask student to orally tell a story where the tortoise gets his revenge without resorting to violence.


7

KuwentongBayan

Pabula

Synopsis

Street Drama

Folksong

Naisusulat ang mga patunay na ang kuwentong-bayan ay salamin ng tradisyon o kaugalian ng lugar na pinagmulan nito

Naibabahagi ang sariling pananaw at saloobinsa pagiging karapatdapat / di karapatdapat ng paggamit ng mga hayop bilang mga tauhan sa pabula

Naisusulat ang buod ng binasang kuwentonang maayos

Nabubuo ang patalastas tungkol sa napanoodna dulang panlansangan

Naisasagawa ang dugtungang pagbuo ng bulong at/o awiting-bayan

Ask student to rewrite the story using human beings rather than animals as characters.


7

Genre

Theme

Period

Author

Identify the distinguishing features of revolutionary songs, poems, short stories, drama, and novels

Discover through Philippine literature the need to work cooperatively and responsibly in today’s global village

Identify the distinguishing features of selected literary genres during the Contemporary Period

Explain the contributions of national artists for literature in elevating Philippine Literature in English in the global village

Ask student to write a sonnet dedicated to the Muslims or Christians in Mindanao.


7

AlamatEpiko

Ibong Adarna

Korido

Naisusulat ang isang alamat sa anyong komiks Naisasagawa ang isahan / pangkatang

pagsasalaysay ng isang pangyayari sa kasalukuyang na may pagkakatulad sa mga pangyayari sa epiko

Naibabahagi ang sariling ideya tungkol sa kahalagahan ng pag-aaral ng Ibong Adarna

Nakikilahok sa malikhaing pagtatanghal ng ilang saknong ng korido na naglalarawan ng pagpapahalagang Pilipino

Ask students to perform the story using rhymed dialogue with original music.


8

Afro-Asian Lit

African Lit

Figures of speech

Demonstrates communicative competence through his/her understanding of Afro-Asian Literature

Demonstrates understanding of African literature as a means of exploring forces that human beings contend with

Describe the notable literary genres contributed by African writers

Identify the distinguishing features of notable African chants, poems, folktales, and short stories

Explain figurative language used

Ask student to rewrite the story with the tortoise as a 21st century Filipino and the monkey as a multinational corporation.


8

Genre

ImageryTone, Intention

Theme

Criticism

Devices


Express appreciation for sensory images used Determine the tone, mood, technique, and

purpose of the author Describe similarities and differences of the

featured selections in relation to the theme Explain how a selection may be influenced by

culture, history, environment, or other factors Explain the literary devices used

Ask student to rewrite the story to make it scary.


8

East Asian Lit

Nature

Southeast Asian Lit

Tone, Theme, Intention

Describe the notable literary genres contributed by East Asian writers

Identify the distinguishing features of notable East Asian poems, folktales, and short stories

Appreciate literature as an art form inspired and influenced by nature

Describe the notable literary genres contributed by Southeast Asian writers

Identify the distinguishing features of notable poems, short stories, dramas, and novels contributed by Southeast Asian writers

Determine key ideas, tone, and purposes of the author

Ask student to write a story with the same characters but using another plant.


8

South and West Asian Lit

Philosophy, ReligionRiddles, Proverbs

Interpretative Reading

Describe the notable literary genres contributed by South and West Asian writers

Identify the distinguishing features of religious texts, epics, myths, drama, and short stories contributed by South and West Asian writers

Appreciate literature as an expression of philosophical and religious ideals

Naisusulat ang sariling bugtong, salawikain, sawikain, o kasabihan na angkop sa kasalukuyang kalagayan

Nabibigkas nang wasto at may damdamin ang tula

Pasulatin ang estudyante ng limang bugtong na ang sagot ay: pagong.


8

Sarsuwela

Creative Writing

Florante at Laura

Nasusuri nang pasulat ang papel na ginagampanan ng sarsuwela sa pagpapataasng kamalayan ng mga Pilipino sa Kultura ng iba’t ibang rehiyon sa bansa

Naisusulat ang isang orihinal na tulang may apat o higit pang saknong sa alinmang anyongtinalakay, gamit ang paksang pag-ibig sa kapwa, bayan, o kalikasan

Nabibigkas nang madamdamin ang mga sauladong berso ng Florante at LauraPasulatin ang estudyante ng apat na saknong na

tungkol sa pag-ibig sa kaaway.


9

British and American Lit

Theme

Mood

Demonstrates communicative competence through his/her understanding of British-American Literature

Demonstrates understanding of how Anglo-American literature serves as a means of discovering and enhancing the self

Identify the distinguishing features of notable Anglo-American lyric poetry, sonnets, dramatic poetry, vignettes, songs, poems, sermons, allegories, short stories, and one-act plays

Explain how the elements specific to a selection build its theme

Ask students to write descriptions of themselves as either monkeys or tortoises.


9

Tone, Intention

Theme

Context

Determine the tone, mood, technique, and purpose of the author

Draw similarities and differences of the featured selections in relation to the theme

Explain how a selection may be influenced by culture, history, environment, or other factors

Analyze literature as a means of valuing other people and their circumstances in life


Ask student to rewrite the story with the monkey as the hero or good guy.


9

Genre

Dialogue

ReviewingTheme

Short Story

Analyze a radio play as a means of connecting to the world

Analyze dialogue as one of the elements in building the theme of a play

Compose a play review Explain how the elements specific to full-

length plays build its theme as a means of understanding unchanging values in a changing world

Nasusuri ang maikling kuwento batay sa paksa, mga tauhan, pagkakasunod-sunod ng mga pangyayari, estilo sa pagsulat ng awtor

Ask student to rewrite the story as a radio play with witty dialogue.


9

Verisimilitude

Tanka & Haiku

Creative WritingCriticism

ParableElegy

Noli me tangere

Nasusuri ang pagiging makatotohanan ng ilang pangyayari sa isang dula

Naisusulat ang payak na tanka at haiku sa tamang anyo at sukat

Naisusulat ang isang maikling dula tungkol sa karaniwang buhay ng isang grupo ng Asyano

Nasasaliksik ang kulturang nakapaloob sa alinmang dula sa Silangang Asya

Naisasadula ang nabuong orihinal na parabola Nakasusulat ng sariling elehiya para sa isang

mahal sa buhay Naitatanghal ang scenario building tungkol

kay Sisa sa makabagong panahon

Pasulatin at ipatanghal sa mga estudyante ang isang dula tungkol sa isang pamilya na nakatirasa Zamboanga (na tinaguriang “monkeys with no tails” ng mga kano).


10

British and American Lit

Theme

ImageryTone, Intention

Demonstrates communicative competence through his/her understanding of literature for a deeper appreciation of World Literature, including Philippine Literature

Demonstrates understanding of how world literature serves as a way of expressing and resolving one’s personal conflicts

Explain how the elements specific to a selection build the theme of a particular literary selection

Express appreciation for sensory images used Determine tone, mood, technique, and

purpose of the author

Ask student to rewrite the story using magical realism.


10

Context

Theme

DevicesTheme

Explain how a selection may be influenced by culture, history, environment, or other factors

Draw similarities and differences of the featured selections in relation to the theme

Explain the literary devices used Evaluate literature as a vehicle of expressing

and resolving conflicts between and among individuals or groups

Evaluate literature as a source of wisdom in expressing and resolving conflicts between individuals or groups, societies, and nature

Ask student to write a creative nonfiction essay with monkeys and tortoises symbolizing the Maranaos and the Tausugs, but with the conflicts resolved at the end.


10

Myth

Epic

Novel

Mediterranean Lit

Creative Writing

Naisusulat ang sariling mitolohiya batay sa paksa ng akdang binasa

Naisusulat ang paglalahad ng pananawtungkol sa pagkakaiba-iba, pagkakatulad ng mga epikong pandaigdig

Naisasadula ang isang pangyayari sa tunay na buhay na may pagkakatulad sa mga piling pangyayari sa kabanata ng nobela

Nailalahad nang malinaw sa isang simposyumang nabuong critique ng alinmang akdangpampanitikang Mediterranean

Naisasalaysay ang nabuong anekdota sa isangdiyalogo aside, soliloquy, o monolog

Ask student to write a 20-minute monologue with either the monkey or the tortoise speaking.


10

African LitPersian Lit

El Filibusterismo

Character

Naisusulat ang iskrip ng isang puppet show na naglalarawan sa tradisyong kinamulatan sa Africa at/o Persia

Naisasalaysay ang magkakaugnay na mga pangyayari sa pagkakasulat ng El Filibusterismo

Naisasagawa ang angkop na pagsasatao ng mga tauhan ng nobela

Pasulatin ang estudyante ng isang maikling dula (30 minuto ang haba) na naglalarawan ng pagdalaw ng matsing at ng pagong kay Jose Rizal, habang sinusulatniya ang El Filibusterismo.


11

21st century literature from the region where the school is based in relation to the literature of other regions

Differentiate / Compare and contrast the various 21st century literary genres and the ones from the earlier genres / periods, citing their elements, structures, and traditions

Infer literary meaning from literal language based on usage

Analyze the figures of speech and other literary techniques and devices in the text

Explain the literary, biographical, linguistic, and sociocultural contexts and discuss how they enhance the text’s meaning and enrich the reader’s understanding

Ask student to rewrite and upload the story for Wattpad, WritersCafe, Scribophile, Figment, or other writing community.


11


Situate the text in the context of the region and the nation

Explain the relationship of context with the text’s meaning

Produce a creative representation of a literary text by applying multimedia skills

Choose an appropriate multimedia format in interpreting a literary text

Apply ICT skills in crafting an adaptation of a literary text

Do self- and/or peer-assessment of the creative adaptation of a literary text, based on rationalized criteria, prior to presentation

Ask student to rewrite the story with Aldevincoas the setting.


11

21st century literature of the world

Identify representative texts (originally written in the 21st century) and authors from Asia, North America, Europe, Latin America, and Africa

Explain the texts in terms of literary elements, genres, and traditions

Situate the texts in the context of the region, nation, and the world

Appreciate the cultural and aesthetic diversity of literature of the world

Compare and contrast the various 21st century literary genres and their elements, structures, and traditions from across the globe

Ask student to rewrite the story with New York City or London as the setting.


11


Distinguish the literary uses of language from the non-literary and understand their use as well as the formal features and conventions of literature

Identify the figures of speech and other literary techniques and devices in the text

Explain the biographical, linguistic, and sociocultural contexts and discuss how they enhance the text’s meaning and enrich the reader’s understanding

Examine the relationship between text and context

Ask student to rewrite the story with Rizal as the tortoise.


11


Understand literary meanings in context and the use of critical reading strategies

Produce a creative representation of a literary text by applying multimedia skills

Choose an appropriate multimedia format in interpreting a literary text

Apply ICT skills in crafting an adaptation of a literary text

Do self- and/or peer-assessment of the creative adaptation of a literary text, based on rationalized criteria, prior to presentation

Ask student to rewrite the story using only images on PowerPoint without words.


11


Identify the geographic, linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to the contemporary

Identify representative texts and authors from each region

Value the contributions of local writers to the development of regional literary traditions

Appreciate the contributions of the canonical Filipino writers to the development of national literatureAsk student to rewrite the story in the

style of Jhoanna Cruz.


12

Immersion Join a company, organization, or workplace of professionals

Ask students to read poems about conflict during an event sponsored by the Davao Writers Guild.

Core Subjects

Applied Track

Subjects

SpecializedSubjects in the

Tracks


same

competencies

same

competencies

different

competencies

same

content

different

content

different

content

Senior High School Subjects

As of 02/17/14 Special ManCom Meeting on SHS Preparations. For DEPED USE ONLY

SOURCE: DepEd

SOURCE: DepEd

Core Curriculum SubjectsCore Learning Areas and Subjects

hours per

semester

Language

Oral Communication 80

Reading and Writing 80

Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino 80

Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik 80

Humanities 21st Century Literature from the Philippines and the World 80

Contemporary Philippine Arts from the Regions 80

Communication Media and Information Literacy 80

MathematicsGeneral Mathematics 80

Statistics and Probability 80

ScienceEarth and Life Science / Earth Science (STEM) 80

Physical Science / Disaster Readiness and Risk Reduction (STEM) 80

Social SciencePersonal Development / Pansariling Kaunlaran 80

Understanding Culture, Society, and Politics 80

Philosophy Introduction to the Philosophy of the Human Person / Pambungad sa Pilosopiya ng Tao 80

PE and Health Physical Education and Health 80

CORE Total Number of Hours 1,200

TRACK Total Number of Hours 1,280

Total Number of Hours (CORE + TRACK) 2,480

Total Hours (CORE + TRACK) divided by Number of School Days in SHS (400) = average hours/day6.2

hours/day

DEPARTMENT OF EDUCATIONAs of 02/17/14 Special ManCom Meeting on SHS

Preparations. For DEPED USE ONLY

SOURCE: DepEd

Each subject will have 80 hours per semester

*For Finalization

Applied Track Subjects


Academic, Technical-Vocational-Livelihood,

Sports, Arts & Design Tracks

1 English for Academic and Professional Purposes

2 Practical Research 1

3 Practical Research 2

4 Filipino sa Piling Larang (Akademik, Isports, Sining, Tech-Voc)

5 Empowerment Technologies

6 Entrepreneurship

7 Inquiries, Investigations, and Immersion


SOURCE: DepEd

Academic TrackSpecialized Subjects

Accountancy, Business and Management Strand

8 ABM Strand 1 Applied Economics

9 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 9Work Immersion/Research/Career Advocacy/Culminating Activity

i.e. Business Enterprise Simulation


DEPARTMENT OF EDUCATIONAs of 02/17/14 Special ManCom Meeting on

SHS Preparations. For DEPED USE ONLY

SOURCE: DepEd


Science, Technology, Engineering and Mathematics Strand

8 STEM Strand 1 Pre-Calculus

9 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




SOURCE: DepEd


Humanities and Social Sciences 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 Trends, Networks and Critical Thinking in the 21st Century

12 HUMSS Strand 5 Philippine Politics and Governance

13 HUMSS Strand 6 Community Engagement, Social Participation and Citizenship

14 HUMSS Strand 7 Disciplines and Ideas in the Social Sciences

15 HUMSS Strand 8 Disciplines and Ideas in the Applied Social Sciences

16 HUMSS Strand 9 Work Immersion/Research/Career Advocacy/Culminating Activity


*For Finalization



SOURCE: DepEd

Academic Track Specialized Subjects

General Academic Strand*

8 Strand 1 Humanities 1

9 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


*For Finalization



SOURCE: DepEd

Sports TrackSpecialized Subjects



Sports Track

8 Sports Track 1 Safety and First Aid

9 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 Sports Track 9Work Immersion/Research/Career Advocacy/Culminating Activity

i.e. Apprenticeship (off-campus)


SOURCE: DepEd

Arts and Design TrackSpecialized Subjects

Each subject will have 80 hours per semester except Apprenticeship and

Exploration of Different Arts Fields which will have 160 hours


Arts and Design Track

8 Arts Track 1 Creative Industries I: Arts and Design Appreciation and Production

9 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 7Apprenticeship and Exploration of Different Arts Fields

15 Arts Track 8

16 Arts Track 9Work Immersion/Research/Career Advocacy/Culminating Activity

Exhibit for Arts Production/ Performing Arts Production


SOURCE: DepEd

Technical-Vocational-Livelihood Track (Table 1) andTESDA Training Regulations-Based Specializations* (Table 2)

HE ICT Agri-Fishery Arts Industrial Arts

1. Hairdressing

2. Tailoring

3. Caregiving

4. Food and

Beverage

Services

5. Bread and Pastry

Production

6. Housekeeping

7. Tour Guiding

Services

8. Travel Services

9. Attractions and

Theme Parks

Tourism

10.Handicraft

a. Fashion

Accessories

b. Paper Craft

c. Woodcraft

d. Leathercraft

1. Computer

Programming

2. Medical

Transcription

3. Animation

AGRICROP 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 Air-

Conditioning

3. Consumer

Electronics

Servicing

4. Electrical

Installation and

Maintenance

5. Shielded Metal-

Arc Welding

6. Carpentry

7. Plumbing

8. Masonry

9. Tile Setting

ANIMAL PRODUCTION

1. Artifical Insemmination

2. Raising Large Ruminants

(Dairy Cattle and

Buffaloes)

3. Raising Swine

4. Slaughtering

FISH PRODUCTION

1. Fish Nursery Operation

2. Fish or Shrimp Grow Out

Operation

3. Fishport/Wharf Operation

Tech-Voc Track TESDA Training Regulations-Based Specializations

TVL Track Subjects

Subjects Example

8 Tech-Voc Track 1Bread and

Pastry

Production

9 Tech-Voc Track 2

10 Tech-Voc Track 3

11 Tech-Voc Track 4

12 Tech-Voc Track 5

Food and

Beverage

13 Tech-Voc Track 6

14 Tech-Voc Track 7

15 Tech-Voc Track 8

16 Tech-Voc Track 9


Each subject will have 80

hours per semester.

*Aligned with Technology and Livelihood Education (TLE) in Grades 7 to 10.As of 02/17/14 Special ManCom Meeting on


SOURCE: DepEd


SOURCE: DepEd


SOURCE: DepEd


SOURCE: DepEd

DEPARTMENT OF EDUCATION SOURCE: DepEd

OUTCOME

College readiness standards

• Combination of knowledge, competencies, and reflective thinking necessary for K-12 graduates to participate and succeed—without remediation—in entry-level undergraduate courses in higher education

SOURCE: CHED Technical Panel on General Education

Produce all forms of texts (e.g., written, oral, visual, digital) based on: a solid grounding on Philippine experience and culture; an understanding of the self, community, and nation; the application of critical and creative thinking and doing processes; competency in formulating ideas/arguments logically, scientifically, and creatively; and a clear appreciation of one’s responsibility as a citizen of a multicultural Philippines and a diverse world.

Systematically apply knowledge, understanding, theory, and skills for the development of the self, local, and global communities using prior learning, inquiry, and experimentation.

Work comfortably with relevant technologies and develop adaptations and innovations for significant use in local and global communities.

Communicate with local and global communities with proficiency, orally, in writing, and through new technologies of communication.

Interact meaningfully in a social setting and contribute to the fulfillment of individual and shared goals, respecting the fundamental humanity of all persons and the diversity of groups and communities.

Number Sequence and Pattern Findinge.g., Graphs of Linear Equations in Two Variables

Systems of Linear Equations and Inequalitiese.g., Polynomial Functions

Geometric Termse.g., Quadrilaterals

Probability and Statisticse.g., Permutation

Trigonometrye.g., Bearing

STEM: Calculuse.g., Second Derivative; Growth and Decay

STEM: Probability and Statisticse.g., Estimating population variance; testing claim about variance

ABM: Calculuse.g., Continuous Compound Interest; Antiderivatives

HUMSS: Probability and Statisticse.g., Testing a claim about variance or standard deviation

GEElective

(9 u.)

Core

(24 u.)Mandated

Rizal, PE, NSTP, Taxation, Agrarian Reform, Philippine

Constitution, Family Planning, Population Education

Pag-unawa sa Sarili Etika Pagpapahalaga sa Sining Mga Babasahin hinggil sa Kasaysayan ng Filipinas Ang Kasalukuyang Daigdig Malayuning Komunikasyon Matematika sa Makabagong Daigdig Agham, Teknolohiya, at

Lipunan

GEElective

(9 u.)

Core

(24 u.)Mandated

•Understanding the Self Readings in Phil History The Contemporary World

Mathematics in the Modern WorldPurposive Communication

Art Appreciation ST & Society

Ethics

Rizal, PE, NSTP, Taxation, Agrarian Reform, Philippine

Constitution, Family Planning, Population Education

K to 12 and CHED GE Course Comparison


K to 12 Basic Education CurriculumNew General Education

Curriculum (CHED)Grades 7-10 SHS Core SubjectsSHS Applied Track

Subjects

Edukasyon sa

Pagpapakatao

Health

Personal Development Understanding the Self / Pag-uunawa sa Sarili

Araling

Panlipunan

Filipino

Readings in Philippine History / Mga Babasahin

hinggil sa Kasaysayan ng

Pilipinas

English /

Filipino Araling

Panlipunan

21st Century Literature from the

Philippines and the World

The Contemporary World / Ang Kasalukuyang Daigdig

Math General Math

Statistics and Probability

Mathematics in the World / Matematika sa

Makabagong Daigdig

English

Filipino

Oral Communication

Reading and Writing Komunikasyon at Pananaliksik

sa Wika at Kulturang Filipino

Pagbasa at Pagsusuri ng Iba't-

Ibang Teksto Tungo sa

Pananaliksik

Media and Information Literacy

English for Academic

and Professional

Purposes Pagsulat sa Filipino

sa Piling Larangan

(Akademik, Arts,

Isports at Tech-Voc)

Purposive Communication / Malayuning

Komunikasyon

SOURCE: DepEd

K to 12 and CHED GE Course ComparisonK to 12 Basic Education Curriculum New General

Education Curriculum

(CHED)Grades 7-10 SHS Core Subjects SHS Contextualized Subjects

Music and Arts

Physical Education

Contemporary Philippine

Arts from the Regions

Art Appreciation /

Pagpapahalaga sa

Sining

Physical Education

Health

Physical Education and Health

Science

Araling Panlipunan

English

Filipino

Health

Understanding Culture,

Politics and Society

Physical Science

Earth and Life Science

Empowerment Technologies: ICT for

Professional Tracks

Science, Technology

and Society / Agham,

Teknolohiya, at

Lipunan

Edukasyon sa Pagpapakatao

Araling PanlipunanIntroduction to Philosophy of

the Human Person

Ethics / Etika

Edukasyong Pantahanan at

Pangkabuhayan

Technology Livelihood Education

Entrepreneurship

English

Filipino

Araling Panlipunan

Science

Math

Research in Daily Life 1 and 2 ALL G.E. courses

All learning areas Research Project/Career Advocacy/ Work

Immersion/ Culminating Activity

ALL G.E. courses


SOURCE: DepEd

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