WRITTEN REPORT

BASIC EDUCATION CURRICULUM

It is restructuring of the elementary and secondary curricula (NESC and NSEC). This
document presents the goals of the curriculum and the rationale for its restructuring, and its
philosophy, basic features, and conceptual framework.

BEC 2002/ RBEC 2002

The objectives of elementary education are as follows:

1. Provide the knowledge and develop the skills, attitudes and values essential for personal
development, a productive life and constructive engagement with changing social milieu;

2. Provide learning experiences that increase the child's awareness of and responsiveness to the
just demands of society.

3. Promote and intensify awareness of, identification with, and love for our nation and the
community to which the learner belongs;

4. Promote experiences that develop the learner’s orientation to the world of work and prepare
the learner to engage in honest and gainful work.

The objectives of non-formal education are as follows:

1. Eradicate illiteracy and raise the level of functional literacy of the population;

2. Provide an alternative means of learning and certification for out-of-school youths and adults.

3. Develop among the learners the proper values, attitudes and knowledge to enable them to
think critically and act creatively for personal, community and national development.

 To operationalize the official learning goals, the BEC, was organized into four (4)
learning areas, considered as the core or tool subjects and one (1) non-core subject.

 Revised Basic Education Curriculum (RBEC 2002-2010)

 The objectives of elementary and secondary education serve as the "official learning
goals" of basic education as stated for a particular population of learners; that is, the
elementary and secondary education learners.

 The Bureau of Alternative Learning System (formerly Non-Formal Education) likewise

has a set of official learning goals for its particular set of target learners - the out-of-
school youth

 and adults.

 The Education Act of 1982 or Batas Pambansa Blg. 232 provides the general objectives
of elementary, secondary and non-formal education.

 Features of Basic Education Curriculum (BEC)

  Greater emphases on helping every learner become a succesful reader.

 Emphasis on interactive/collaborative learning approaches.

 Emphasis on the use of integrative learning approaches.

 Teaching of values in all learning areas.

 Development of creative and critical thinking skills.

Curriculum Structure of 2002 BEC/RBES

The Core Subjects: Filipino, English, Mathematics, Science (Science and Health for
Elementary); (Science and Technology for Secondary)

The Experiential Area:

Makabayan : Araling Panlipunan

MAPEH (Music, Arts, Physical Eduaction and Health)

TLE

Edukasyon sa Pagpapahalaga (the practice for environment for holistic learning to

develop a healthy personal and national self-identity.)

Medium of Instruction: Pursuant to the DepEd Bilingual Policy (DepEd Order No. 52, s, 1987),
the medium of instruction shall be as follows:

For Elementary Education:

-Filipino shall be used in the following areas: Filipino, Makabayan

-English shall be used in the following learning areas; English, Science and Mathematics.

For Secondary Education:

-English: Mathematics, Science and Technology, English, Technology and Livelihood Education,
CAT, MAPEH

-Filipino: Edukasyon sa Pagpapahalaga (Values Education) Araling Panlipunan, Filipino.

Implementation of the 2002 Basic Education Curriculum

1. The Department of Education is implementing this school opening the 2002 Basic Education
Curriculum (BEC).

2. It is the product of 16 years of study conducted under the various DepEd secretaries (Lourdes
Quisumbing, Isidro Cariño, and Bro. Andrew Gonzalez). Starting 1995, intensive consultations
were held with various stakeholders – the schools, parents, students, business, trade and industry,
NGOs and the people in the Education Department who administer the education system on
ground level.
3. Almost immediately after assuming the post, the undersigned continued the consultations
starting March 2001. The DepEd people consulted included experts, public and private school
teachers, the 16 regional directors, 145 superintendents, at least 20,000 principals, and
representative teachers of the different subject areas in different and year levels.

4. The Philippine Commission on Educational Reforms (PCER), created on Dec. 7, 1998

through Executive Order No. 46, recommended the adoption of the restructured BEC and its
implementation starting 2002.

5. The BEC focuses on the basics of reading, writing, arithmetic, science and patriotism. Values
is integral to all the subject areas. Students can then be ready for lifelong learning. It seeks to
cure the inability of students who cannot read with comprehension at grade 3 and worse, at grade
6.

6. The BEC decongests the overcrowded curriculum.

7. Integrative and interactive teaching-learning approaches are stressed. These are characterized
by group learning and sharing of knowledge and experiences between teachers, between teachers
and students and among students. For instance, under the old curriculum, English teachers
prepared lesson plans for English and values teachers prepared for values education. Under the
BEC, the English and Values Education teachers work together on their lesson plans.

8. High school math shifts from the spiral system which introduced all math subjects in every
level to the linear, sequential approach where only Elementary Algebra is taught in 1st year,
Intermediate Algebra in the 2nd year and Geometry in 3rd year.

9. From only 1,418 participants when the training started in March 2002, some 491,000 public
and private school teachers have been trained as of May 20. Another 1,500 teacher trainers were
trained on HS math and they led the school-based trainings of Math teachers.

10. Textbooks for the revised curriculum, worth some P1.4 billion, have been delivered, or are
in the process of being distributed, to the different schools nationwide.

Although the budget allocated textbook funds only for Grades 1 to IV and for 1 st and 2nd year
high school, the DepEd will be able to provide textbooks for Grade 1 to IV and for 1 st to 3rd year
high school. This resulted from the substantial savings that DepEd was able to effect through its
transparent approach in procuring school supplies and equipment.

11. Many lesson plans to be used by the teachers have been prepared and produced. From 3 to
15 of June, there were additional training and preparation of lesson plans. Each H.S. math
teacher will get lesson plans.

12. All 16 regional directors have submitted the names of teachers trained, the teachers feedback
after each training session, the training designs used by the regions, the training kit given to the
teachers and the weekly monitoring reports on the number of teachers trained.

13. The adoption of the BEC is optional for private schools. Although more than 50% of private
schools have joined.

14. No teachers were lose his/her job. In fact, DepEd has hired 15,000 more teachers.

15. The NETRC, the BEE and BSE, with the assistance of NEAP, will conduct a quarterly
evaluation of the revised curriculum. School principals and supervisors were continuously
monitor its implementation in their respective schools and divisions.
16. Curriculum development is a dynamic process, and thus the restructured curriculum will
continue to develop. Through school year 2002-2003, the BEC implementation will be
monitored, improved and fine-tuned. Selected prototype lesson plans will be distributed.

17. The BEC has received broad-based support from top educators and other authorities. Public
school teachers, principals, superintendents and the regional directors have manifested support
for the BEC. The whole DepEd will help implement the BEC.

18. For information and compliance.

SUBMITTED BY:

ABEGAIL BITANGCOL
NIÑA ROMINA NAVALTA
KRISTEL DELOS SANTOS
JOHN NERICK PADILLA
CHARLENE BANZON
JADELYN MARUCOT
ERICSON RELUCIO

SUBMITTED TO:

MR. JORDAN DC. MANUEL, LPT