UPDATES on the Implementation of K to 12 - pacu.org.ph · PDF fileKwento (Story ) Wasto (Correction ... Pagbasa at Pagsusuri ng Iba’t Ibang ... Philosophy Introduction to the Philosophy

UPDATES on the

Implementation

of

K to 12

1

DEPARTMENT OF EDUCATION

K to 12 Program (The Session’s Journey)

Standards, Issues,

Concerns, & Implications

Framework &

Integration

Curriculum :

21st Century Skills TEACHERS

&

SCHOOL HEADS

LEARNERS

THE VARIABLES: DEPENDENT and INDEPENDENT;

TEXT and CONTEXT


THE DISCOURSE (ANG DISKURSO)


Kwento (Story)

Wasto (Correction)

Akto (Action)

Konsepto (Concept)

K - W - A - K


THE METAPHYSICS?!?!

All lines intersect at a certain point.


Issue/Concern:

CURRICULUM AND

INSTRUCTION

Issue/Concern:

POLICY

Issue/Concern:

ASSESSMENT

Issue/Concern:

LEADERSHIP

THE CHALLENGE(s)


IMPACT!!!!!!!!!!


INTROSPECT(ion)!

R

E

F

L

E

C

T (ion)


“. . . school opened last Monday, a thing I have

learned over the years to look upon with more dread

than anticipation. Since I started writing this column (20

years) , things have gotten from bad to worse. That’s the

part where you really mind corruption. It is the textbooks

that should have been there but are not, the classrooms

that should have been there but are not, the dedicated

teachers that should have been there but are not.

Courtesy of the public officials who own big houses, drive

a fleet of cars, and eat in posh restaurants,

who should not there but are.”

. . . the article of Mr. Conrado De Quiros,

PDI, last 8 June, 2011, “There’s The Rub”


“The point is to re-imagine the classroom,

pedagogy or teaching methods, and the teacher

himself. Why should we be limited to the physical

classroom unto itself with no lack of lessons and

the ways of teaching them?

Right now, we’re stuck with an educational system

whose quality has become the laughing stock of

the world, posing a future of joblessness for most

graduates. The box has closed in and become a

veritable cell. There is only way to go: OUT OF IT.

DEPARTMENT OF EDUCATION 11

But please, DON’T KEEP THE CHANGE!


The Building Blocks of World-Class Education (ASCD 2011)

SOURCE: Barber 2008; Whelan 2009

Standards &

Accountability

Human Capital

Structure & Organization

Globally benchmarked

standards

Recruit great people & train

them well

Effective, enabling central

department & agencies

Good, transparent data

Continuous improvement of

pedagogical skills &

knowledge

Capacity to manage change

& engage communities at

every level

Every Child on the agenda

always in order to challenge

inequality

Great leadership at school

level

Operational responsibility &

budgets significantly

devolved to school level

The Bases:


Standard and Accountability (QuaA/M & E; Content and Pedagogy)

P

E

R

F

O

R

M

A

N

C

E

The C o r r e l a t I o n cum R e l a t i o n s h i p?

The “SALIKSIK”


HUMAN CAPITAL (Training/Workshops)

P

E

R

F

O

R

M

A

N

C

E

The C o r r e l a t I o n and the R e l a t i o n s h i p?

The “SALIKSIK”


STRUCTURE AND ORGANIZATION (Governance)

P

E

R

F

O

R

M

A

N

C

E

The C o r r e l a t I o n and the R e l a t i o n s h i p?

The “SALIKSIK”


LEARNING: FINDING THE TRUTH.

Acquire Mastery of Basic Competencies : The Truth


BE SOCIALLY AWARE, PRO-ACTIVE,

INVOLVED IN PUBLIC AND CIVIC AFFAIRS (PUBLIC SERVANT cum PUBLIC SERVICE)

EDUCATION: SERVICE TO MANKIND


BE MORE EMOTIONALLY MATURE (Balance: Emotion vs. Decision vs. Action)

The Transitive Property

if MIND = HEART,

HEART = SKILL, then

MIND = SKILL,

(Mind = Heart = Skill)

Heart

Skill Mind


BE ADEQUATELY PREPARED FOR THE WORLD OF WORK OR

ENTREPRENEURSHIP OR HIGHER EDUCATION

(JOB AND OR EDUCATION)

Education: Lifelong Learning


BE LEGALLY EMPLOYABLE

WITH POTENTIAL FOR BETTER EARNINGS (Legal Earner – Employability)

EDUCATION: WORK/JOB


BE GLOBALLY COMPETITIVE

(COMPETITION VS. COMPLEMENTATION)

EDUCATION: “HELPING HAND”


EDUCATION VISION

ACQUIRE MASTERY OF BASIC COMPETENCIES

BE MORE EMOTIONALLY MATURE

BE SOCIALLY AWARE, PRO-ACTIVE, INVOLVED IN PUBLIC AND CIVIC AFFAIRS

BE ADEQUATELY PREPARED FOR THE WORLD

OF WORK OR ENTREPRENEURSHIP OR HIGHER EDUCATION

BE LEGALLY EMPLOYABLE

WITH POTENTIAL FOR BETTER EARNINGS

BE GLOBALLY

COMPETITIVE


Theoretical Framework

Conceptual Framework

Operational Framework

We dream of Filipinos

who passionately love their country

and whose values and competencies

enable them to realize their full potential

and contribute meaningfully to building the nation.

As a learner-centered public institution,

the Department of Education

continuously improves itself

to better serve its stakeholders.

DepEd Vision

To protect and promote the right of every Filipino to quality,

equitable, culture-based and complete basic education where:

Students learn in a child-friendly, gender-sensitive, safe

and motivating environment

Teachers facilitate learning and constantly nurture every

learner

Administrators and staff, as stewards of the institution, ensure

an enabling and supportive environment for effective

learning to happen.

Family, community and other stakeholders are actively

engaged and share responsibility for developing life-long

learners.

The Mission


The Core Values

PRO GOD

THEISM

PRO

PEOPLE

HUMANISM

TAOISM

PRO

ENVIRONMENT

SOCIAL LEARNING

CONSTRUCTIVSM

EXPERIENTIAL

LEARNING

PRAGMATISM

PRO COUNTRY

NATIONALISM

PATRIOTISM


Department of Education Thematic Areas

Access

Quality

Governance

to produce:

IDEAL GRADUATE


Essential Objectives:

• Broadened access to quality education.

• Produced quality graduates of basic education

• Promoted performance excellence across all

levels in the agency

• Institutionalize transparent and participative

school governance in all public/private schools

• Improve national/international achievement test


Issues & Concerns


A. The Pre – School

KINDERGARTEN NURSERY 1

NURSERY 2

Before K to 12 P

R

E

P Age Requirement

(K and Grd.1)

(5 vs. 6 vs. 7

Years old)


K to 12 (Now)

Nursery I

Nursery 2

Kindergarten

PREPARATORY LEVEL – Pre-Schools

P

R

I

M

A

R

Y


B. TRI-Focalization

Dep. Ed.

CHED

TESDA

C

U

R

R

I

C

U

L

U

M

POLITICAL:

LIMITATIONS,

POWER

SHARING,

ROLES AND

FUNCTIONS

E

N

R

O

L

M

E

N

T

P

O

L

I

C

I

E

S


TESDA

CHED DepEd

Dep Ed

TESDA CHED

CHED

TESDA

DepED

DepED

CHED TESDA

WHICH RELATIONSHIP ?


NO. 3 PRIVATE SCHOOLS (Preparation and Implementation)

PRIVATE

SCHOOLS

CURRICULUM

BUILDINGS/FACILITIES

ENROLLMENT-LEARNERS

BOOKS/IMs

TEACHERS/ADMINISTRATORS

Grading System/Selection of Honor Students


4. “CURRERE,

CURRICULUM,

CURRERE”

(2I-2C-1R cum Spiral Approach)

DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION

CONTEXT

PHILOSOPHICAL

& LEGAL BASES

RA 10533 Enhanced Basic

Education Act of 2013

Kindergarten Act

The 1987 Phil. Constitution

BP 232, Education Act of 1982

RA 9155, Governance of Basic

Education Act of 2001

The vision, mission statements of

DepEd

SOUTELE, 1976

The EDCOM Report of 1991

Basic Education Sector Reform

Agenda (BESRA)

The four pillars of education

(UNESCO)

NATURE OF

THE LEARNER

Has a body and spirit, intellect, free

will, emotions, multiple intelligence,

learning styles

Constructor of knowledge and active

maker of meaning, not a passive

recipient of information

NEEDS OF

THE LEARNER

Life skills

Self-actualization

Preparation for the world of the work,

entrepreneurship, higher education

NEEDS OF NATIONAL

& GLOBAL

COMMUNITY

Poverty reduction and human

development

Strengthening the moral fiber of

the Filipino people

Development of a strong sense

of nationalism

Development of productive

citizens who contribute to the

building of a progressive, just,

and humane society

Ensuring environmental

sustainability

Global partnership for

development

The K to 12 Philippine Basic Education Curriculum Framework


SKILLS

Information, Media, and Technology Skills

Learning and Innovation Skills

Communication Skills

Life and Career Skills

LEARNING AREAS

Language

Technology and Livelihood Education (TLE)

Mathematics and Science

Arts and Humanities

Social Science

Materials,

Facilities, and

Equipment

ICT

Environment Assessment

School

Leadership

and

Management

Schools

Divisions

Technical

Assistance

Community-

Industry

Relevance

and

Partnerships

Teachers



Monitoring and Evaluation System

Curriculum Support System

Being and Becoming a Whole Person

Holistically Developed Filipino with 21st Century Skills

37




Curriculum Exits



Philippine 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

40


Curriculum Outcomes

PQF


Key

Stage

Outcomes (Achievement Test)

G3 G6 G10 G12

Content and Performance

STANDARDS

LEARNING

COMPETENCIES

LEARNING RESOURCES Teacher’s Guides and Learner’s Materials

Learning Areas / Grade Level Outcomes / Standards

41

The K to 12 Basic Education

Program

42


Technical

Vocational

Livelihood Track

Sports

Track

Arts &

Design

Track

Basic Education Program


Kinder to Grade 6 Elementary

Grades 7 to 8

(Exploratory TLE)

Junior

High

School

Grades 9 to 10

(Specialized TLE)

Core

Subjects

Senior

High

School

Applied Track Subjects

oHome

Economics

o Agri-Fishery

o Industrial

Arts

o ICT

Tracks

43

Academic

Track

oGeneral

Academic

Strand

o STEM

o ABM

oHUMSS


Features of the K to 12 Curriculum


learner-centered, inclusive,

and research-based

culture-responsive and

culture-sensitive,

integrative and

contextualized, relevant

and responsive

standards- and

competence-based,

seamless, decongested

flexible, ICT-based,

and global

The Senior High School

(SHS) Curriculum

45


Senior High School Curriculum


*The Academic track includes four (4) strands: Accountancy, Business and Management (ABM); General Academic;

Humanities and Social Science (HUMSS); and Science, Technology, Engineering and Mathematics (STEM).

46


The Proposed Grades 11 and 12 will have 31

80-hour subjects, totalling 2,480 hours.

15 Core Subjects

16 Track Subjects

7 Applied Track

Subjects

9 Specialized Track

subjects

31 TOTAL SUBJECTS

Each subject will have 80 hours per semester

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



Core Subjects

Applied Track

Subjects

Specialized Track

Subjects


same

competencies

same

competencies

different

competencies

same

content

different

content

different

content

Senior High School Subjects

48


Senior High School Core Subjects

Core Learning Areas and Subjects Hours per

semester

Language

Oral Communication 80

Reading & 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 & Information Literacy 80

Mathematics General Mathematics 80

Statistics & Probability 80

Science Earth and Life Science (Lecture and Laboratory) 80

Physical Science (Lecture and Laboratory) 80

Social Science Personal 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/day 6.2

hours/day


49



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 at Tech-Voc)

5 Empowerment Technologies (for the Strand)

6 Entrepreneurship

7 Inquiries, Investigations and Immersion

50


Academic Track Specialized 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 9 Work Immersion/Research/Career Advocacy/Culminating Activity

i.e. Business Enterprise Simulation




Senior High School Core Subjects for the STEM Strand


Core Learning Areas and Subjects Hours per

semester

Language

Oral Communication 80

Reading & 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 & Information Literacy 80

Mathematics General Mathematics 80

Statistics & Probability 80

Science Earth Science 80

Disaster Readiness and Risk Reduction 80

Social Science Personal Development / Pansariling Kaunlaran 80

Understanding Culture, Society and Politics 80

Philosophy Introduction to 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/day 6.2

hours/day




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




Academic TrackSpecialized Subjects

Humanities and Social Sciences Strand

8 HUMSS Strand 1 Creative Writing / Malikhaing Pagsulat

9 HUMSS Strand 2 Creative Nonfiction

10 HUMSS Strand 3 Introduction to 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, Solidarity, 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




Academic TrackSpecialized 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





Pre-Baccalaureate Maritime Specialization

8 Strand 1 Pre-Calculus

9 Strand 2 Basic Calculus

10 Strand 3 General Physics 1

11 Strand 4 General Physics 2

12 Strand 5 General Chemistry 1

13 Strand 6 Introduction to Maritime Career

14 Strand 7 Introduction to Maritime Safety

15 Strand 8 Introduction to Marine Transportation and Engineering





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

i.e. Apprenticeship (off-campus)

57


Arts and Design Track Specialized 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 7 Apprenticeship and Exploration of Different Arts Fields

15 Arts Track 8

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

Exhibit for Arts Production/ Performing Arts Production

58


Technical-Vocational-Livelihood Track

TESDA Training Regulations-Based Specializations

HE ICT Agri-Fishery Arts Industrial Arts

1. Attractions and Theme Parks

(NC II)

2. Beauty/Nail Care (NC II)

3. Bread and Pastry Production

(NC II)

4. Caregiving (NC II)

5. Cookery (NC II)

6. Dressmaking (NC II)

7. Food and Beverage Services

(NC II)

8. Front Office Services (NC II)

9. Hairdressing (NC II)

10. Handicraft (Fashion

Accessories and Paper Craft)

11. Handicraft (Needlecraft)

12. Handicraft (Leathercraft)

13. Handicraft (Woodcraft)

14. Housekeeping (NC II)

15. Local Guiding Services (NC II)

16. Tailoring (NC II)

17. Tourism Promotion Services (NC

II)

18. Travel Services (NC II)

19. Wellness Massage (NC II)

1. Animation (NC II)

2. Computer Programming (.net

Technology) (NC III)

3. Computer Programming (Java)

(NC III)

4. Computer Programming (Oracle

Database) (NC III)

5. Computer Systems Servicing

(NC II)

6. Contact Center Services (NC II)

7. Illustration (NC II)

8. Medical Transcription (NC II)

9. Technical Drafting (NC II)

AGRICROP PRODUCTION

1. Agricultural Crops Production (NC I)

2. Agricultural Crops Production (NC II)

3. Landscape Installation and Maintenance

(NC II)

4. Organic Agriculture (NC II)

5. Pest Management (NC II)

6. Rice Machinery Operation (NC II)

1. Automotive Servicing (NC I)

2. Carpentry (NC II)

3. Domestic Refrigeration and

Air-Conditioning (DOMRAC)

Servicing (NC II)

4. Electrical Installation and

Maintenance (NC II)

5. Electronic Products

Assembly and Servicing (NC

II)

6. Masonry (NC II)

7. Plumbing (NC I)

8. Plumbing (NC II)

9. Shielded Metal Arc Welding

(NC I)

10. Shielded Metal Arc Welding

(NC II)

11. Tile Setting (NC II)

ANIMAL PRODUCTION

1. Animal Production (Large

Ruminants) (NC II)

2. Animal Production (Poultry-Chicken)

(NC II)

3. Animal Production (Swine) (NC II)

4. Artifical Insemination (Large

Ruminants) (NC II)

5. Artificial Insemination (Swine) (NC II)

6. Slaughtering Operations

(Hog/Swine/Pig) (NC II)

FISH PRODUCTION

1. Aquaculture (NC II)

2. Fish Capture (NC II)

3. Fish Wharf Operation (NC I)

4. Food Processing (NC II)


Each subject will

have 80 hours

per semester.



New Specializations with Curriculum Guides

TESDA Training Regulations-Based Specializations


HE ICT AGRI-Fishery Arts Industrial Arts

1. Fashion Design (Apparel)

(NC III)

2. Hairdressing (NC III)

3. Barbering (NC II)

4. Bartending (NC II)

5. Commercial Cooking (NC

III)

6. Event Management

Services (NC III)

1. Broadband Installation

(Fixed Wireless Systems)

(NC II)

2. Telecom OSP Installation

(Fiber Optic Cable) (NC II)

3. Telecom OSP and

Subscriber Line Installation

(Copper Cable/POTS and

DSL) (NC II)

1. Agricultural Crop Production

(NC III)

2. Horticulture (NC III)

3. Animal Health Care

Management (NC III)

4. Rubber Production (NC II)

5. Rubber Processing (NC II)

6. Fishing Gear Repair and

Maintenance (NC III)

7. Fish Products Packaging (NC

II)

1. Automotive Servicing (NC II)

2. Carpentry (NC III)

3. Construction Painting (NC II)

4. Driving (NC II)

5. Electric Power Distribution Line

Construction (NC II)

6. Furniture Making (Finishing) (NC II)

7. Instrumentation and Control

Servicing (NC II)

8. Gas Metal Arc Welding (GMAW) (NC

II)

9. Gas Tungsten Arc Welding (GTAW)

(NC II)

10.Machining (NC I)

11.Machining (NC II)

12.Mechatronics Servicing (NC II)

13.Motorcycle/Small Engine Servicing

(NC II)

14.RAC (PACU/CRE) Servicing (NC III)

15.Transmission Line Installation and

Maintenance (NC II)

Each subject will

have 80 hours

per semester.

K to 12 Curriculum

Development Process

61


Curriculum Guide Writing Workshops

(attended by)

Who helped make the Curriculum

Guide? A. Who helped make the Curriculum Guide

Bureau Focal Person

Field Person

Internal and External Reviewer

CHED Technical Panel Member / TESDA Crafters

Encoder



B. Who helped make the Curriculum Guide?

1. Ateneo de Manila High School

2. Ateneo de Manila University

3. Ballet Philippines

4. Cavite State University

5. Central Bicol State University

6. Centro Escolar University

7. CHED

8. Cultural Center of the Philippines

9. Davao Wisdom Academy

10. De La Salle University -

Dasmariñas

11. De La Salle-College of St. Benilde

12. De La Salle University – Taft

13. Don Bosco School

14. Foundation for Information

Technology Education and

Development

15. International Training for Pig

Husbandry

16. Jose Rizal University

17. La Consolacion College Manila

18. Let’s GO Foundation

19. Lyceum of the Philippines

20. Mariano Marcos State University

21. Miriam College

22. National Commission for Culture

and the Arts

23. National Historical Commission

24. Palawan State University

25. Philippine Center for Post-Harvest

Development and Mechanization

26. Philippine Educational Theater

Association

27. Philippine High School for the Arts

28. Philippine National Historical

Society

29. Philippine Normal University

30. Philippine Science High School

31. Philippine Society for Music

Education

32. Queen of Heart Academy Cavite

33. Raya School

34. San Beda College

35. St. Mary’s University – Nueva

Vizcaya

36. St. Paul University Manila

37. Technological University of the

Philippines

38. TESDA

39. University of Asia and the Pacific

40. University of Santo Tomas

41. UP Diliman

42. UP Integrated School

43. UP Los Baños

44. UP Manila

45. UP NISMED

46. UP Open University

47. USAID

48. Xavier School



C. Curriculum Flexibilities


For core subjects 2 substitutions

For an existing strand and only

for specialized subjects

(different content, different

competencies)

3 substitutions

For a new strand

9 new specialized subjects or a combination

of new and existing subjects for other strands

Number of hours per subject

1. constitutes total number of hours spent

on the course for the semester

2. may be a combination of lecture and

laboratory, field work, project work, etc.

Work Immersion/Research/Career

Advocacy/Culminating Activity

1. May be scheduled in coordination with

industry partners

2. May be a combination of activities

3. Must be clearly structured


Where We Are Now

(Ang Kalalagayan!)

65


1. Currently rolling out the enhanced curriculum for Gr 5 and Gr 11

66

K

Gr 1

Gr 2

Gr 3

Gr 4

Gr 5

Gr 6

Gr 7

Gr 8

Gr 9

Gr 10

Gr 11

Gr 12

2011 2012 2013 2014 2015 2016 2017

March 2024: 1st batch of learners who went through the full K to 12 Program will graduate.

March 2018: 1st batch of Gr 6 and Gr 12 under K to 12 will graduate.


2. Learning Resources Portal (IMs & TGs)

67

www.lrmds.deped.gov.ph


3. 7 Cs of the Senior High School Curriculum


GRADES 11 TO 12

SENIOR HIGH SCHOOL

69


A. Context

• The full implementation of Senior High School

started this school year 2016 - 2017

70


2. Enrolment Distribution per Program

Program

No. of Enrollees

Public Private SUC/LUC Total

Academic Track 373,155 463,993 36.665 873,813 60.46%

Accountancy, Business, and Management 64,702 146,227 8,716 219,645 14.29%

General Academic Strand 222,090 99,663 4,442 326,195 21.22%

Humanities and Social Sciences 69,448 68,477 8,156 146,081 9.50%

Science, Technology, Engineering, and

Mathematics 51,963 160,635 16,253 228,851 14.88%

Pre-Baccalaureate Maritime 81 2,975 0 3,056 0.20%

Arts and Design Track 2,457 3,066 346 5,869 0.40%

Sports Track 1,633 956 264 2,853 0.19%

Technical-Vocational-Livelihood Track 354,736 193,640 14,196 562,572 38.92%

Total 731,981 661,655 51,471 1,445,107

50.65% 45.78% 3.56%

71


3. National Summary: Schools Offering SHS in SY 2016

72

Program Offerings Public SUC Private TOTAL

Academic

Science, Technology, Engineering

and Mathematics (STEM) 905 157 1,846 2,908

Accountancy and Business

Management (ABM) 1,186 127 2,739 4,052

Humanities and Social Sciences

(HUMSS) 1,184 149 1,993 3,326

General Academic 4,082 73 3,012 7,167

Technical-Vocational-Livelihood 4,440 184 2,739 7,363

Arts and Design 107 16 201 324

Sports 86 24 175 285

Maritime** 2 1 34 37

TOTAL of LIS participating schools 5,948 212 4,276


4. SHS Enrolment Breakdown

• 1,528,650 SHS Enrollees

1,483,388 Grade 10 Completers

57,517 Balik-aral students

3,702 A&E Passers

*Data is as of October 31, 2016

73


5. Senior High School Learning Resources (LRs)

What We Have What We Are Doing What We Need to Do

• 29 LRs mass

printing & delivery

• Printing of LRs for 2nd

Sem and onwards

• LRs for remaining Gr12 &

immersion subjects

• 30 LRs for mass

printing & delivery • 18 LRs being finalized

• Materials for Maritime

Track and TVL-Maritime

• Activity sheets

printed & delivered

• 76 TVL LRs under

review for printing &

delivery

• 7 TVL LRs for procurement

• 2 TVL LRs printed &

delivered

• 12 LRs for procurement

(Textbook Calls &

alternative mode)

Development & Production of Video Lectures

74


6. Distribution of SHS Students

Enrollees from Dep. Ed High Schools

1,193,002

Enrollees from

Private HS

290,206

From Dep. Ed HS to Gr 11 in

Dep. Ed SHS

798,041

From DepEd HS to

Non-DepEd SHS1

384,0582

From Junior High School (Gr 10 completers or 4th year HS graduates)

To Senior High School (Gr 11)

1Non-DepEd SHS includes private high schools, and private and public HEIs offering Gr 11-12. 2 Data as of August 2, 2016

From Private HS

to Private SHS

331,279

SHS Voucher Program beneficiaries


7. No. Of Students Who Availed of the Voucher Program

76

“If Money speaks, everybody listens”

pero, Paano ba makinig kapag mahina ang tinig ng Pananalapi.”


8. SHS Teacher Hiring

• 36,461 items created for SHS

3,950 teachers hired from Higher Education

Institutions

928 availed of the “Green Lane” or Priority Lane

77


Policy Guidelines on Classroom

Assessment for the

K to 12 Basic Education

Program

(the New Grading System)

Dep. Ed Order No. 8, s.

2015

9. Features of ‘currere’



10


... Change our

Vocabulary!

Personalan! PASOK!

DBP!

GLOBAL!

ROI


WE MAY NEVER LOVE LIKE THIS AGAIN

(Maureen McGovern – 1974)

We may never love like this again

Don't stop the flow We can't let go

We may never love like this again

And touch the sky

Though we may try


So, while we're here, Let's give out all,

Release the dreams inside us

And set them free Oh, while we're here,

Let's leave a mark There's a candle

in the dark It's here to guide us


We may never love like this again But through the days,

Beyond the hills,

I'll see you reaching out to hold me I don't know just where or when

Still, I'm sure

We'll love again We'll love again We'll love again

(We may never love like this again)

We'll love again (We may never love like this again)

We'll love again …


K to 12 Curriculum

Development Process

86

Curriculum Guide Writing Workshops were held which were

attended by the following:

Who helped make the Curriculum Guide? Who helped make the Curriculum Guide

Bureau Focal Person

Field Person

Internal and External Reviewer

CHED Technical Panel Member / TESDA Crafters

Encoder


Who helped make the Curriculum Guide?

1. Ateneo de Manila High School

2. Ateneo de Manila University

3. Ballet Philippines

4. Cavite State University

5. Central Bicol State University

6. Centro Escolar University

7. CHED

8. Cultural Center of the Philippines

9. Davao Wisdom Academy

10. De La Salle University -

Dasmariñas

11. De La Salle-College of St. Benilde

12. De La Salle University – Taft

13. Don Bosco School

14. Foundation for Information

Technology Education and

Development

15. International Training for Pig

Husbandry

16. Jose Rizal University

17. La Consolacion College Manila

18. Let’s GO Foundation

19. Lyceum of the Philippines

20. Mariano Marcos State University

21. Miriam College

22. National Commission for Culture

and the Arts

23. National Historical Commission

24. Palawan State University

25. Philippine Center for Post-Harvest

Development and Mechanization

26. Philippine Educational Theater

Association

27. Philippine High School for the Arts

28. Philippine National Historical

Society

29. Philippine Normal University

30. Philippine Science High School

31. Philippine Society for Music

Education

32. Queen of Heart Academy Cavite

33. Raya School

34. San Beda College

35. St. Mary’s University – Nueva

Vizcaya

36. St. Paul University Manila

37. Technological University of the

Philippines

38. TESDA

39. University of Asia and the Pacific

40. University of Santo Tomas

41. UP Diliman

42. UP Integrated School

43. UP Los Baños

44. UP Manila

45. UP NISMED

46. UP Open University

47. USAID

48. Xavier School


The Curriculum Guide Process


1. Content and Skills Review

Draft 1

Comments

Draft 2

Final Curriculum

Guide

Technical Panel/Technical

Committee/Drafting Committee

Review of CGs

Return to crafters of Draft 1

DepEd reads comments in a

Curriculum Finalization Workshop

STEPS OUTPUT

2. Language Review

The Curriculum Guide Process

3. Copy and Proofreading

Select language editors

Send Curriculum Guides to selected language editors

Encoders key in revisions


Coding of Learning Competencies of the Curriculum

Guide per Learning Area.

Ensure continuity of curriculum across stages

See the interlacing connections and integration

across grade levels and learning areas

Decongest the curriculum

Identify the competencies without learning materials

and create materials for them


Coding System

91

LEGEND SAMPLE

First Entry

Learning Area and

Strand/ Subject or

Specialization

Health H9

Grade Level Grade 9

Uppercase Letter/s Domain/Content/

Component/ Topic

Prevention of Substance Use

and Abuse S

-

Roman Numeral

*Zero if no specific quarter Quarter Fourth Quarter IV

Lowercase Letter/s *Put a hyphen (-) in between letters to

indicate more than a specific week

Week Week seven to eight g-h

-

Arabic Number Competency

Suggests healthy alternatives to

cigarettes and alcohol to promote

healthy lifestyle (self, family,

community)

34

Sample: H9S-IVg-h-34 Coding Legend H9S-IVg-h-34

Identifying, collating and

collecting Instructional

Materials that are

Dep.Ed-owned.

• BEAM, PROBE, STRIVE

• ESA, TEEP, ALS

• eEskwela, Open HS, etc.


Harvesting of DepEd Learning Resources

93

Sample Curriculum Guide

K to 12 Curriculum Guides


Download them at: http://www.deped.gov.ph/k-to-12/About/curriculum-guides

95

http://www.deped.gov.ph/

Curriculum Flexibilities


For core subjects 2 substitutions

For an existing strand and only

for specialized subjects

(different content, different

competencies)

3 substitutions

For a new strand 9 new specialized subjects or a combination

of new and existing subjects for other strands

Number of hours per subject 1. constitutes total number of hours spent

on the course for the semester

2. may be a combination of lecture and

laboratory, field work, project work, etc.

Work Immersion/Research/Career

Advocacy/Culminating Activity

1. May be scheduled in coordination with

industry partners

2. May be a combination of activities

3. Must be clearly structured

Sample Agri-Fishery Arts Curriculum Map


Sample Home Economics Curriculum Map


Sample Information Communication and

Technology (ICT) Curriculum Map


Sample Industrial Arts Curriculum Map



TVL Maritime Specialization

8 Strand 1 Navigational Watch 1



11 Strand 4 Engine Watch 1

12 Strand 5 Engine Watch 2

13 Strand 6 Safety 1

14 Strand 7 Safety 2

15 Strand 8 Ship’s Catering Services (NC I)




A G E N D U M

10 members

4.5million sq kms

600 million people 103

The Issue re: The ASEAN INTEGRATION

“The beauty of this evolutionary process of

simultaneous national building, coupled with a regional community-building approach, is that no country is being left out. For sure, it is a slow train reaching its destination.”

Kavi Chongkittavorn December 29, 2014 1:00 am

the ultimate aim of Asean

integration is to improve the overall standard of living and quality of life. Otherwise, the

people-centred community that the Asean leaders pledged again

and again to attain would be hollow.

http://www.nationmultimedia.com/search/?keyword=+Asean+











. . . to deepen economic integration in

ASEAN, there must be an effective monitoring mechanism within the grouping

that follows up on each member's commitment and quality of implementation.

Otherwise, the effort to turn

Asean into a competitive single market and produce base will remain elusive.






EDUCATION: Many ASEAN countries have achieved remarkable gains in

ensuring that, by 2015, children boys and girls alike, will be able to complete a full course of primary

schooling.

LABOR: ASEAN member countries will face many

challenges, including improving the competitiveness and productivity

enterprises, promoting skills development and decent work opportunities for the

workforce and addressing the challenge, of working poor and the issues related to the

growing cross—boarder mobility of the labour.

The Role of EDUCATION in the ASEAN Integration

The DBP Concept!

Dream! Believe!

Pray! Mangarap Maniwala

at Magdasal

THE PHL QUALIFICATIONS FRAMEWORK

LEVEL

GRADE 10

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

ASEAN 2015 Integration

Purposes of ASEAN

(1) Peace, Security and Stability

(2) Strong region, promoting greater political security

economic socio-cultural cooperation

(3) A nuclear weapon free zone

(4) People live in peace, justice, democracy

(5) To create a single market and production base.

(6) Rid of poverty and narrow development gap.

113

7. Good governance, rule of law, protect human rights.

8. Security when facing threats.

9. Protect our environment.

10. Develop human resources through cooperation in

education.

11. Equal access to opportunities for human

development, social welfare, justice.

12. Drug-free ASEAN

13. Participate and benefit from ASEAN integration.

14. To promote ASEAN identity

15. ASEAN the central, proactive role and primary

driving force in our resolutions with external partners.

114

115

POLITICAL –

SECURITY

Blueprint •Rules based, shared norms

and values • Cohesive, peaceful, stable,

resilient with shared responsibility

•Dynamic and Outward looking

ECONOMIC

Blueprint •Single Market and

production base

•Competitive economic

region

•Equitable Economic

development

•Integration into global

economy

SOCIO-CULTURAL

Blueprint

•Human Development

•Social Welfare and

Protection

•Social justice and rights

•Environmental

Sustainability

•ASEAN Identity

ASEAN Charter - One Vision, One Identity, One Caring and Sharing Community

ASEAN Community

116

10 members

4.5million sq kms

600 million people 117

118

... Change our Vocabulary!

Philosophy:

Before:

Trabaho lang, walang PERSONALAN!

Now:

Trabaho na, PERSONALAN PA!

... BECOME A

“MULTIPLIER EFFECT” (Information, Info & Info)

... Have POSITIVE RESULTS: PERFORMANCE INDICATORS

(Perpormans-Indikator)

360 - Turn

Around

o

CHANGE

“360*” IMPLIES … Identify Element 0

o

0% - Non-Reader

0% - Illiterate

0% - Repeater/Drop-out

0% - Negative-Performance

? Target: Education for All 2015

Source DepEd

... Meet the target/ROI! (TIME – ORAS/PANAHON

MONEY- PERA EXPERIENCE – KARANASAN)

BE LIKE . . . COMPLEMENTARY ANGLES

... ENTER … THE KINGDOM OF

GOD!!!

Basic Education Enrollment Through the Years

129

Level SY 2008 SY 2011 SY 2014 SY 2015

Kindergarten Public Private

1,175,101 746,448 428,653

2,111,293 1,683,229

428,064

2,210,571 1,812,960

397,611

2,119,325 1,737,313

382,012

Elementary Public Private

13,686,643 12,574,506

1,112,137

14,436,345 13,241,213

1,195,132

14,481,626 13,301,248

1,180,378

14,347,076 13,157,333

1,189,743

JHS Public Private

6,763,858 5,421,562 1,342,296

7,049,877 5,635,664 1,414,213

7,281,362 5,928,042 1,353,320

7,350,147 6,012,761 1,337,386

Total Public Private

21,625,602 18,742,516

2,883,086

23,597,515 20,560,106

3,037,409

23,973,559 21,042,250

2,931,309

23,816,548 20,907,407

2,909,141

Net Enrolment Rate

Baseline Data on Completion Rates and National Achievement Test (NAT) Scores

131

Completion Rate (in percent) NAT Overall Score (in percent)

0

10

20

30

40

50

60

70

80

2010 2011 2012 2013 2014 2015

Elementary Secondary

Number of Congested Schools

Elementary 2011 2012 2013 2014 2015

1-Shift 30,326 37,575 37,434 37,487 37,491

2-Shift 7,638 1,001 1,203 1,146 1,110

3-Shift 461 83 52 15 15

4-Shift 81 3 0 0 0

Secondary 2011 2012 2013 2014 2015

1-Shift 6,676 7,311 7,333 7,459 7,605

2-Shift 446 421 569 512 464

3-Shift 53 17 15 4 6

4-Shift 296 2 0 0 0

132

133

Improved Teacher-to-Students Ratio 2009 Elem 1:36 Sec 1:38 2015 Elem 1:33 Sec 1:25

Teacher Hiring (2010 to 2016)

11,675 13,775 15,663

61,510

33,130 39,002

55,349

2010 2011 2012 2013 2014 2015 2016

Teacher Items

Created

230,104

Hired Ongoing

Teacher Training Roll Out

134

School Year Grade No. of

Teachers Grade

No. of Teachers

Total

2012 Gr 1 73,933 Gr 7 69,542 143,475

2013 Gr 2 58,089 Gr 8 88,479 146,568

2014 Gr 3 59,792 Gr 9 76,371 136,163

2015 Gr 4 70,704 Gr 10 87,154 157,858

2016 Gr 5 78,319 Gr 11* 36,150 114,469

*All newly hired Gr 11 teachers are required to undergo training as they are hired.

Child

Community

Curriculum Content

Competencies

Culture

Career

Choice School

Capability

3. 7 Cs of the Senior High School Curriculum

Maari bang, maari bang umusog-usog ng konti Hati-hati dahil masyadong masikip ang upuan

At kung iyong kausapin, ako nama'y hindi maselan At payag matabihan, umusog lang, umusog ng konti.

Maari bang, maari bang umusog-usog ng konti Madadaan sa usapan ang maaring pag-awayan

Sakali mang mayron kang napapansin, sabihin lang At kung makatuwiran ako'y uusog din kahit konti.

KAHIT KONTI ni Florante

Hindi naman buong-buo ang hinihiling ko sa iyo Ngunit kahit kapiraso mano’y magkasundo tayo

Iba't iba ang katuwiran ng tao sa lipunan Ngunit ang kailangan lang tayo'y huwag magtulakan.

O kayraming suliranin, oras-oras dumarating Dahil ‘di kayang lutasin hindi na rin pinapansin

Subalit kung tutuusin, iisa ang dahilan Kaibigan, ayaw nilang umusog ng kahit konti

Hindi naman buong-buo ... O kayraming suliranin ......

At kung iyong kausapin, ako nama’y hindi maselan

At payag matabihan umusog lang kahit konti.

Documents

UPDATES on the Implementation of K to 12 - pacu.org.ph · PDF fileKwento (Story ) Wasto (Correction ... Pagbasa at Pagsusuri ng Iba’t Ibang ... Philosophy Introduction to the Philosophy