Cabando-Zamora, Windel (2015)

I. INTRODUCTION

The necessity of having a good and well-made curriculum is as dynamic as the

changes of the intrinsic and extrinsic factors that affect the entire educative system. This

dynamism creates a demand for a careful planning, implementing and evaluating the

curriculum being used to serve the very purpose of having it as a very effective tool to

wholly realize the ends of education. One of the important factors to consider is the

utilization and/or application of significantly and widely accepted educational

philosophies that direct the planners, implementers and evaluators of the curriculum in

the entire processes and/or approaches, especially its making in the first hand. Duffy

and Jonassen (1992) stressed that instructional strategies and methods are clearly

influenced by the philosophical assumptions and theories of knowing and learning are

implicit in the instructional design.

In decision making, philosophy provides the starting point and will be used for the

succeeding decision making (Bilbao, Lucido, Iringan and Javier, 2008, p 14). A good

example which most experts in the field of education recognized is the idea of an

influential educator, John Dewey (1916), who views education as a way of life. This

idea becomes the core concept and standpoint of his educational philosophy. In

addition to, John Dewey’s philosophy in his work Experience and Education (1938)

proposes carefully developed theory of experience and its relation to education. Sound

educational experience involves both continuity and interaction between the learner and

what is learned (p. 10). This was even made clearer in his in-depth analysis of both

traditional and progressive education. Where traditional education focused upon

curriculum and cultural heritage for its content, progressive education focused on the

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learner’s interest and impulse, unconstrained by the educator (p. 9). According to

Dewey, neither of these systems is adequate. Traditional education consists of a rigid

regimentation, ignoring the capacities and interests of the learner. Progressive

education allows excessive individualism and spontaneity which Dewey says is “a

deceptive index of freedom” (p. 10). Then, Dewey’s philosophy is that experience arises

from the interaction of two principles: continuity and interaction. This Dewey’s

philosophy becomes what is known today as Progressivism and it provides a clear basis

of having a desirable framework and creates a remarkable influence in the making of a

good and written curriculum. Thus, this perspective or philosophy becomes an essential

factor which the production of the K to 12 Basic Education Curriculum of 2012 (see

Appendix A) is anchored strongly.

The K-12 Basic Education Curriculum of 2012 since its implementation as mandated

by Republic Act 10533 also known as "Enhanced Basic Education Act of 2013" (see

Appendix B), receives various comments, feedbacks and criticisms. However ,the said

law emphasizes the very purposes that the people behind its creation see as follow: a)

Give every student an opportunity to receive quality education that is globally

competitive based on a pedagogically sound curriculum that is at par with international

standards; b) Broaden the goals of high school education for college preparation,

vocational and technical career opportunities as well as creative arts, sports and

entrepreneurial employment in a rapidly changing and increasingly globalized

environment; and c) Make education learner-oriented and responsive to the needs,

cognitive and cultural capacity, the circumstances and diversity of learners, schools and

communities through the appropriate languages of teaching and learning, including

mother tongue as a learning resource. These sensible purposes are also fortified by the

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vision, mission and over-all goal of the Department of Education through the

development of the 21st Century Skills with all the required responsive learning areas for

studies and significant pedagogical approaches (see Appendix C). In line with this, the

Department of Education issued the DepeEd Order No. 31, s 2012 with the following

Outcome Goals of the K to 12 Basic Education Program, as follow:

a) Philippine education standards to be at par with international standards; b) more

emotionally mature graduates equipped with technical and/or vocational skills who are

better prepared for work, middle level skills development and higher education; c)

significantly addressed shortages or gaps in educational inputs (teacher items, school

head items, classrooms, instructional materials); d) broadened and strengthened

stakeholder support in the improvement of basic education outcomes; e) improved

internal efficiency; f) improved system of governance in the Department; and g)

improved quality of teachers.

As stated in the K TO 12 TOOLKIT-Reference Guide for Teacher Educators,

School Administrators, and Teachers (2012), the K to 12 curriculum considers every

aspect of development of the learners so that graduates will be holistically developed,

equipped with 21st century skills and prepared for employment, entrepreneurship,

middle level skills or higher education. In developing the K to 12 curriculum, various

philosophical and legal bases were taken into consideration. As a learner-centered

curriculum, K to 12 considers the nature and the needs of the learners. Moreover, it

responds to the local and global needs (see Appendix D). Thus, there is a need for the

reconstruction of learning areas, subjects and/or contents to be included in instruction.

In case of the Filipino subject, under this new curriculum the subject was

categorized under languages which also generally labelled as Integrated Language Arts

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together with English and Mother Tongue. Specifically as also stipulated in K TO 12

TOOLKIT-Reference Guide for Teacher Educators, School Administrators, and

Teachers (2012), the Integrated Language Arts aims for the development of oral and

written communicative competence of learners in three languages: Mother Tongue,

Filipino, and English which anchored on multilingualism, the Integrated Language Arts

curriculum builds upon the natural ability of Filipinos for language learning. Mother

Tongue will be used to develop language and literacy for Grades 1 to 3, then after

Grade 3, Filipino and English will be used. Oral and written Filipino is introduced in the

first semester in Grade 1 and oral English in the second semester. The curriculum

observed a spiral progression of the competencies across the levels but in the high

school level, there is greater emphasis on reading comprehension of various texts,

writing and composition, study and thinking strategies which are all in support of critical

and creative thinking development. Moreover, viewing will be an addition to the

listening, speaking, reading and writing learning macro-skills that will be developed.

Content includes print and electronic texts that are age-, context-, and culture-

appropriate. Then to fully suffice the targets of Filipino, as a separate discipline or

course of study, especially in Grade 9 (K to 12 Curriculum Guide version as of

December 2012 FILIPINO), its aim is:

Naipamamalas ng mag-aaral ang kakayahang komunikatibo, mapanuring pag-iisip,

at pag-unawa at pagpapahalagang pampanitikan gamit ang teknolohiya at iba’t

ibang uri ng teksto at saling-akdang Asyano upang mapatibay ang pagkakakilanlang

Asyano (The students will be able to apply the communicative skills, critical thinking

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and literary appreciation through various technological tools and texts in Asian

Literature to strengthen Asian Identity.).

This now becomes the solid basis of the production of the Teacher’s Guide (TG),

Learner’s Module (MD) and other similar references and teaching tools in Filipino to

realize the said target.

I. ABSTRACT OF THE STUDY

This study is designed to give clear viewpoints and comprehensive critical literature

as to the application of John Dewey’s Progressivism Philosophy in Grade 9 Filipino

Written Curriculum under the K-12 Basic Education Curriculum which utilizes the Critical

Analysis method as a sort of providing responsive and critical answers to the following

queries: a) What are the activities and/or techniques utilized as found on the Learner’s

Module (LM) in Filipino Grade 9 that signify progressive educational thought?; b) Are

these activities responsive to the student’s interest, personal active participation and

social development?; c) Do these employed techniques give the learners the

opportunities to reconstruct meaningful experiences and societal change?; d) Do the

suggested activities encourage the learners to engage in problem-solving and social

tasks?; and e) Do the techniques used on the LM direct and/or promote creativity,

discovery, self-actualization, equality and heterogeneous culture?.

As the primary source in the gathering of data and in the thorough critical analysis of

the significant data, the researcher used the 1 st Edition (2014) Learner’s Module (LM)

entitled Panitikang Asyano-Ikasiyam na Baitang (Modyul ng Mag-aaral sa Filipino)-the

official instructional reference produced by the Department of Education. All the

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relevant information gathered where analyzed, synthesized and evaluated for an

objective presentation of data/facts and findings through descriptive elaborations. The

analysis concludes with the recommendations to be considered as helpful hints in the

processes of curriculum development, in the teaching-learning process in the

progressive classroom and research of more topics and issues relevant in this study.

II. THEORITICAL FRAMEWORK OF THE STUDY

This study employs the Critical Analysis method which analyzes and evaluates the

application of John Dewey’s Progressivism Philosophy on the written curriculum, in this

study the Leaner’s Module (LM), in teaching Filipino in Grade 9 under the K to 12 Basic

Education Curriculum of 2012. The said method conjuncts to the idea of Allyson Skene

(2002) which goes that it is not enough to simply understand what the author is saying;

it is essential to challenge it. Examine how the article is structured, the types of reasons

or evidence used to support the conclusions, and whether the author is reliant on

underlying assumptions or theoretical frameworks. Take copious notes that reflect what

the text means and what you think about it.

After the careful scrutiny of the material-1st Edition (2014) Learner’s Module (LM)

entitled Panitikang Asyano-Ikasiyam na Baitang (Modyul ng Mag-aaral sa

Filipino),which includes chapters 1, 2 and 3 only, the official instructional reference

produced by the Department of Education, a checklist on the threshold/criteria of

Progressivism will be presented with the responses on the chapters mentioned. Then

thorough analysis of the data will be given through description. After which, ensible

conclusions will follow and the purposeful recommendations from the researcher.

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Figure 1. Theoritical Framework of the Sudy

The Application of John Dewey’s Progressivism Philosophy

in Grade 9 Filipino Written Curriculum under the K-12 Basic Education
Curriculum

“It is not enough to

simply understand what the
Critical Anaysis
author is saying; it is
essential to challenge it.
Examine how the article is
structured, the types of
reasons or evidence used to
support the conclusions, Panitikang Asyano-Ikasiyam na Baitang (Modyul
and whether the author is ng Mag-aaral sa Filipino-Unang Edisyon 20114)
reliant on underlying
assumptions or theoretical
frameworks. Take copious Techniques/
notes that reflect what the
Activities
text means and what you
think about it.”

-Allyson Skene heterogeneous, exploratory,

(2002), (The Writing Centre, culturally diverse discovery
University of Toronto at
Scarborough) Progressivism
engages in creativeness, self-
problem-solving, actualization, direct
social tasks experiences

individual growth, growth, reconstruct

individual ability, present, change
importance of individual society, shape future

Analysis of
Data Presentation of Data

Conclusions Recommendations

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III. STUDY OF THE RELATED LITERATURE

This study employs related studies and literatures as its significant points of

reference. For instance, is the study of Halagao, Tintiangco-Cubales, and Cordova

(2012, p5), reviewed thirty-three Filipina/o American curricula that fell into six

categories: four formal educational programs in higher education and K–12 schools;

nine community curriculum; three curriculum guides; four oral history as curriculum; nine

published curriculum, and four unpublished curriculum and suggested implementation of

K–12 Filipina/o American Curriculum Resources. The said study aims to provide the

educators and administrators comprehensive and critical literature review of the K-12

Filipina/o American curriculum (2012, p 1). Relevant findings were noted from the study

like through careful series of analyses of the K–12 Filipina/o American studies curricular

instruction, researchers found that teaching methods range from direct instruction to

more constructivist and collaborative models of teaching and learning. Through

particular choices of methods, teachers promoted competing or complementary goals of

developing relevant skills, aligned with typical district and state standards. Many of the

lesson plans that we reviewed include instructional methods that specifically build

reading, writing, critical thinking, research, technology, leadership, and/or community

organizing skills. The methods also typically include interpersonal goals that aim to

affect student’s identity, self-esteem, and self-determination and that support

pedagogical goals of encouraging students to participate actively in their communities

(2012, p 8). These data make sense with this study as the researcher probes and

evaluate the Filipino Grade 9 Learner’s Module (LM) of the K-12 BEC where

applications of John Dewey’s Philosophy of Progressivism are found on the suggested

teaching activities and/or techniques.

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In full analysis of the techniques or learning activities on the Learner’s Module

(LM), the researcher anchored the process on the information presented in the

dissertation of Dr. David E. Diehl entitled “A Study of Faculty-Related Variables and

Competence in Integrating Instructional Technologies into Pedagogical Practices.”

(2005-06. Revised 2006), which clearly shows differentiated educational

philosophies including the philosophy of Progressivism. The said comparison of

educational philosophies is presented in a tabular form (see Appendix E). The same

author stressed that the philosophy of progressivism believes that education should

focus on the whole child, rather than on the content or the teacher. This educational

philosophy stresses that students should test ideas by active experimentation.

Learning is rooted in the questions of learners that arise through experiencing the

world. It is active, not passive. The learner is a problem solver and thinker who

makes meaning through his or her individual experience in the physical and cultural

context. Effective teachers provide experiences so that students can learn by doing.

Curriculum content is derived from student interests and questions. The scientific

method is used by progressivist educators so that students can study matter and

events systematically and first hand. The emphasis is on process-how one comes to

know. This progressivist thought was elucidated by its proponent John Dewey in his

work The Child and the Curriculum (1902, p 13) when he explained that learning is

active. It involves reaching out of the mind. It involves organic assimilation starting

from within. Literally, we must take our stand with the child and our departure from

him. It is he and not the subject-matter determines both quality and quantity of

learning.

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Moreover, the K-12 Basic Education Curriculum of 2012 (The K to 12 BASIC

EDUCATION PROGRAM, 2012, pp 15-16) emphasizes that it is learner-centered. The

learner is the very reason of the entire curriculum system. Who the learner is in his/her

totality, how he/she learns and develops and what his/her needs are were highly

considered in the making of the K to 12 curriculum framework. The holistic learning and

development of the learner is its primary focus. Teacher creates a conducive

atmosphere where the learner enjoys learning, takes part in meaningful learning

experiences and experiences success because he/she is respected, accepted and feels

safe even if in his/her learning exploration he/she commits mistakes. He/she learns at

his/her own pace in his/her own learning style. He/she is empowered to make choices

and to become responsible for his/her own learning in the classroom and for a lifetime.

The learner-centered K to 12 curriculum gives prime importance to developing self-

propelling and independent lifelong learners. In addition to, the curriculum respects

cultures and experiences of various ethnic groups and uses these as resources for

teaching and learning. Teachers are expected to provide lessons that cater to a

culturally diverse population and honor the cultural heritage of all learners. Given the

multi-cultural characteristics of Philippine schools, the Mother Tongue-Based

Multilingual Education (MTB-MLE) makes the curriculum truly culture-responsive.

Learning mother tongue language helps learners retain their ethnic identity, culture,

heritage and values. To make it responsive to Muslim learners, the K to 12 curriculum

continues to offer Madrasah education with subjects in Arabic Language and Islamic

Values Education (ALIVE) as a vital component of the basic education system.

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IV. DEFINITION OF TERMS

In the very purpose of this study, the following terms listed below are given clear and

standardized definitions.

a). Educational Philosophy or Philosophy of Education- is a set of related beliefs

that influences what and how students are taught. It represents answers to questions

about the purpose of schooling, a teacher's role, and what should be taught and by what

methods.

b). K to 12 Basic Education Curriculum of 2012- is the flagship program of the

Department of Education in its desire to offer a curriculum which is attuned to the 21st

century. This is in pursuance of the reform thrusts of the Basic Education Sector Reform

Agenda, a package of policy reforms that seeks to systematically improve critical

regulatory, institutional, structural, financial, cultural, physical and informational

conditions affecting basic education provision, access and delivery on the ground

c). Philosophy- is the systematic inquiry into the principles and presuppositions of any

field of study.

d). Progressivism- view the learner as the central focus of classroom activities.

Working with student interests and needs, teachers serve as guides and facilitators in

assisting students to reach their goals. The emphasis is on the future, and on preparing

students to be independent-thinking adults. It also strives for relevant, hands-on

learning.

e). Written Curriculum- this includes documents, course of study or syllabi handed

down to the schools, districts, divisions, departments or colleges for implementation

(Bilbao, Lucido, Iringan and Javier, 2008, p 13).

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VI. SCOPE AND DELIMITATIONS

This study focuses only on the applications of the Progressivism on the specific

written curriculum-1st Edition (2014) Learner’s Module (LM) entitled Panitikang Asyano-

Ikasiyam na Baitang (Modyul ng Mag-aaral sa Filipino),which includes chapters 1, 2 and

3 only, the official instructional reference produced by the Department of Education.

The said applications shall be analyzed with the following relevant thresholds of the

progressivist thought on the suggested activities and/or techniques on the said LM:

(Diehl, 2006) promotes heterogeneous, culturally diverse individuals, exploratory,

discovery; engages in problem-solving, social tasks, creativeness, self-actualization;

facilitates direct experiences, individual growth, individual ability, importance of

individual, growth; and reconstructs present, change society, shape future.

This study does not include the specifications on the formulation of the objectives of

the module, its design and scope and sequence of the topics and/or contents. This does

not include any data related to actual observations and teaching demonstrations of the

suggested activities on the said module.

VII. SIGNIFICANCE OF THE STUDY

The researcher sees the significance of the study conducted on the following:

a). In-Service Teachers. This will give the Filipino teachers, especially those who utilize

the LM as their main teaching reference, various important hints on the proper

application, adaptation, and adjustments of the suggested learning activities to meet all

the desirable expected learning outcomes. This will also give them idea on the teaching

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techniques to consider as they address learner’s needs, interest, experiences and the

same equally important factors to consider as they enable and facilitate the entire

teaching-learning process.

b). Curriculum Implementers and Administrators. This will give them the several

clear bases on the assessment and evaluation of the effectiveness of the suggested

learning activities in line with the locally and internationally accepted standards and

principles of the process. This will give them sensible data on the possible weaknesses

and strengths of the LM as a main teaching reference and enable them to make

responsive and reasonable changes to realize quality learning.

c). Other Researchers. This will give them good venue to start another academic

research like the effectiveness of the suggested learning activities of the LM in teaching

multi-grade or multi-culture classroom and the same relevant studies in the future.

VIII. PRESENTATION AND ANALYSIS OF DATA

In the presentation of data, the researcher presented those which are only on the

chapters 1, 2 and 3 on the LM because it’s limited only up to the third chapter and

chapter 4 is wholly dependent upon teacher’s creativity and resourcefulness on how

he/she will going to present, develop and teach the topic meaningfully to suffice the

study. In grade 9, the last quarter of the study focuses on Dr. Jose P. Rizal’s novel, Noli

Me Tangere.

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A. Chapter 1 (First Quarter)

This chapter focuses on the study of the selected literatures of Southeast Asia.

These (literatures) will respond student’s needs, especially to develop understanding of

the culture of the countries located near the Philippines and other aspects related to it.

Module 1 also requires the students to produce book fair with creative persuasion and

other similar learning outputs that present/show the distinctive culture of the different

countries in Southeast Asia. It includes reading and analysing literatures, library

research, collaborative grammar techniques and rhetoric to make the discussions

interactive.

Every lesson is divided into different learning episodes which include a diagnostic

test at the beginning of every chapter. These learning episodes are: a).Discover;

b).Develop- which is also chunked into 1.Topic/Literature, 2.Grammar/ Rhetoric, and

3.Type of Composition; c).Think and Reflect; and d).Transfer.

In chapter one, the following learning activities and/or teaching techniques are

suggested: library research; preparation of graphical presentations and various graphic

organizers-web organizer, sequential web, timeline, table, fan-fact analyzer, character

mapping, Venn Diagram, concept webbing, and comparison organizer; reading of the

given literatures; giving of relevant inputs about the topics; games- First Five, Pale of

Knowledge, and quiz bee ; unlocking difficulties; comparison of related literatures;

Integrative Grammar Technique; exploring facts; Grammar exercises; creative story-

telling; web-surfing and blog making; listing of characteristics and other relevant or

evident learning; making of personal reflections and reactions on the selected topics;

analysing debates and giving feedbacks; listening local radio commentaries; script-

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making; news-casting, technical application; sharing of personal experiences;

critiquing perspectives, philosophy and personal beliefs; literary criticism and

appreciation; writing composition on selected topics; creative persuasion; poetry

reading; and preparation of book fair, exhibits and trivia.

B. Chapter 2 (Second Quarter)

In this chapter, Module 2 will let the students to develop understanding and

appreciative values in Japan’s tanka and haiku, Korea’s fable, Taiwan’s essay, China’s

short story, and a play from Mongolia. This chapter also employs literary criticism and

appreciation of the selected texts and give thorough analysis of their effectiveness as

means of manifesting diverse cultural orientations and traditions in the places of their

origins. At the chapter’s end, the students will be making their own literary pieces that

show appreciation to their identity as Asians with the following criteria: originality,

relevance, and literary elements.

The following suggested teaching techniques and learning activities in this chapter

are as follow: tabular analysis of haiku and tanka; textual reading, enriching vocabulary;

reading comprehension exercises; reflecting; reacting; exercises in phonology; creative

poetry reading (oral); drawing and explaining symbols; describing characters;

presenting idea through appropriate graphic organizers- story ladder, bubble balloon,

conceptual ladder and diagram; grammar integration; creating responses on current

social issues; creative writing; writing an editorial; comparing literatures; graphic

discussions; analyzing literary selected literary pieces; graphic question-and-answer;

story analysis; describing illustrations; individual/group research and reporting; role-

playing; and brainstorming.

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C. Chapter 3 (Third Quarter)

Focused literary pieces in this chapter include selected genres from West Asia like

Lebanon, Saudi Arabia, Bhutan, Israel and India. These literatures are parables, songs,

elegies, short-stories, essays and epics. This part of the module will help the students

acquire knowledge in semantic definitions, intensifying emotions, types of comparison

and argumentative expressions towards the character’s role. At the end of the module,

the students are expected to present a two minute movie trailer which will be evaluated

through the following grading criteria: script originality, cinematography, editing and

musical scoring.

In this part of the module, the suggested teaching techniques and/or learning

activities are : answering the Anticipation-Reaction Guide in a tabular form to affirm or

refute the listed statements/opinions; assessing and activating prior knowledge and

finding relation to the new one; giving differences on various cultural concepts; perform

creative informance about certain topic as specified on the LM; exploratory and thinking

games- Name the Picture Game and Scrambled Letter ; doing research, reflection,

comparison and reactions on selected topics; grammatical integrations; utilizing graphic

organizers like strands organizer , double entry data, semantic mapping, concentric

circles, hinuhakonek, and diagrams in presenting, sharing and expressing idea; writing

creatively an exposition; drawing and sketching symbols and other related meaningful

objects as directed; extracting literal, spiritual, and symbolical meaning out from the

texts discussed; role-playing; describing concepts; expressing and intensifying

emotions; drama; expressing idea, arguments and opinions on several current issues in

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the society; analysing the elements of essays on a suggested literature; critiquing

strengths and weaknesses of a literary piece; and writing/developing synopsis.

Table 1. Responses of the LM’s Chapters (1, 2 and 3) towards the Thresholds/Criteria
of Progressivism Philosophy

Thresholds/Criteria Chapter 1 Chapter 2 Chapter 3

of Progressivism
promotes
heterogeneous,
Yes Yes Yes
culturally diverse
individuals,
exploratory, discovery
engages in problem-
solving, social tasks, Yes Yes Yes
creativeness, self-
actualization
facilitates direct
experiences,
individual growth, Yes Yes Yes
individual ability,
importance of
individual, growth
reconstructs present,
change society, Yes Yes Yes
shape future.

As shown on the Table 1, all the learning activities and/ or teaching techniques

as suggested in chapter 1 of the LM shows tangible applications of the progressive

thought as it positively responded as “YES” to all the given criteria of the said

perspective. Moreover, chapter 2 also meets all the criteria of being progressivist in all

its suggested learning activities and/or teaching techniques as being shown in all its

positive responses above. Lastly, chapter 3 manifests that all its suggested teaching

techniques and/or learning activities are anchored on progressivism as it responded

“YES” to all the given threshold/criteria of progresivist philosophy.

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IX. CONCLUSIONS

After a thorough analysis of the data, the researcher comes up with the following

relevant conclusions in this study:

a). Chapter 1, 2 and 3 of the 1st Edition (2014) Learner’s Module (LM) entitled

Panitikang Asyano-Ikasiyam na Baitang (Modyul ng Mag-aaral sa Filipino), a written

curriculum in Filipino, with all its suggested learning activities and/or teaching

techniques, clearly reveals the application of John Dewey’s Progressivism philosophy

as it meets all the threshold/criteria of promoting heterogeneous, culturally diverse

individuals, exploratory, discovery; engaging in problem-solving, social tasks,

creativeness, self-actualization; facilitating direct experiences, individual growth,

individual ability, importance of individual, growth; and reconstructing present, change

society, shape future;

b). Generally, 1st Edition (2014) Learner’s Module (LM) entitled Panitikang Asyano-

Ikasiyam na Baitang (Modyul ng Mag-aaral sa Filipino) employs relevant applications of

Progressivism in all its suggested learning activities and, or teaching techniques as it

positively meets all the criteria of being one; and

c). Teaching Filipino in Grade 9 under the K to 12 Basic Education Curriculum adheres

to progressivist teaching.

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X. RECOMMENDATIONS

The researcher recommends the following:

a). Teachers must utilize the 1st Edition (2014) Learner’s Module (LM) entitled

Panitikang Asyano-Ikasiyam na Baitang (Modyul ng Mag-aaral sa Filipino) for it adheres

to John Dewey’s Progressivism which gives primary considerations to the learner’s

needs, interest and experiences towards the attainment of all the desired learning

outcomes and the goals of the K to 12 Basic Education Curriculum. However, in times

that the suggested learning activities and or teaching techniques need necessary,

appropriate and relevant changes, teachers must do so with the top consideration in

mind that student is the heart of the teaching-learning process and in the educative

system in general ;

b). School administrators must conduct necessary monitoring and evaluation in giving

classroom instructions as teachers use the 1st Edition (2014) Learner’s Module (LM)

entitled Panitikang Asyano-Ikasiyam na Baitang (Modyul ng Mag-aaral sa Filipino), as

all in the educative system work hand in hand for the realization of the institution’s

vision, mission, goals and aims;

c). All the researchers in the academe or to those whoever have the interest in teaching,

further studies must be conducted in relation to this research to also give all those who

are in the educative system and all its instrumentalities a wider perspective towards

education, curriculum, teaching, learning and philosophy in education.

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XI.REFERENCES

Books:

Almeda, Rosario and Bilbao, Purita (2002) Curriculum Development. WVSU Printing
Press.

Andres, T. And Francisco F., (1989) Curriculum Development in the Philippine Setting,
National Bookstore, Inc. Manila, Philippines.

Aquino, G. (1998) Curriculum Planning for Better Schools, Second Edition, Rex Printing
Co. Inc., Philippines.
Bilbao, Lucido, Iringan and Javier (2008) Curriculum Development, Lorimar Publishing,
Inc., Quezon City, Metro Manila, Philippines.
Bruner, Jerome. (2001) The Culture of Education. Cambridge, Mass : Harvard
University Press.
Dewey, John. (1902) The Child and The Curriculum, The University of Chicago Press,
Chicago, Illinois, U.S.A.
Henson, Kenneth. (2001) Curriculum Planning, Integrating Multiculturalism,
Constructivism and Educational Reform. 2nd Edition, McGrawhill, New York.
Palma, J., (1992) Curriculum Development System, A handbook of School Practitioners
in Basic Education, National Bookstore, Inc., Metro Manila, Philippines, Copyright,
1992.
Ornstein, Allan and Hunkins, Francis (2004) Curriculum Foundations, Principles and
Issues, 4th Edition, Pearson Educ. Inc., U.S.A.
Scheffler, Israel. Justifying Curriculum Divisions in J. Martin. Ed. (1970) Readings in the
Philosophy of Education: A study of Curriculum. Boston, Allyn and Bacon.
Tyler, Ralph. (1949) Basic Principles of Curriculum and Instruction. University of
Chicago Press.
Internet:
http://ctle.hccs.edu/facultyportal/tlp/seminars/tl1071SupportiveResources/comparison_edu_phil
o.pdf (Retrieved on May 13, 2015)

http://oregonstate.edu/instruct/ed416/PP3.html (Retrieved on May 14, 2015)

http://highered.mheducation.com/sites/0072877723/student_view0/chapter9/index.html
(Retrieved on May 14, 2015)

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http://www.icels-educators-for-
learning.ca/index.php?option=com_content&view=article&id=53&Itemid=68
(Retrieved on May 14, 2015)

http://www.wilderdom.com/experiential/JohnDeweyPhilosophyEducation.html
(Retrieved on May 14, 2015)

http://archive.org/stream/childandcurricul00deweuoft/childandcurricul00deweuoft_djvu.txt
(Retrieved on May 14, 2015)

http://www2.southeastern.edu/Academics/Faculty/elejeune/critique.htm
(Retrieved on May 14, 2015)

http://www.deped.gov.ph/orders?f%5B0%5D=field_classification%3A382
(Retrieved on May 14, 2015)

http://www.deped.gov.ph/sites/default/files/order/2012/DO_s2012_31.pdf
(Retrieved on May 14, 2015)

http://www.uvm.edu/~dewey/articles/proged.html
(Retrevied on May 14, 2015)

http://www.albany.edu/~dkw42/s2_dewey_progr.html
(Retrieved on May 14, 2015)

https://www.gutenberg.org/files/852/852-h/852-h.htm
(Retrieved on May 14, 2015)

Others:

Critical Review of K–12 Filipina/o American Curriculum by Patricia Espiritu Halagao,

Allyson Tintiangco-Cubales, and Joan May T. Cordova

Deped Order No. 31, s 2012 (April 17, 2012)

K TO 12 TOOLKIT Resource Guide for Teacher Educators, School Administrators and

Teachers (2012), Philippine Copyright 2012. (http://www.seameo-innotech.org
Retreveid on May 14, 2015).

Panitikang Asyano-Ikasiyam na Baitang, Modyul ng Mag-aaral sa Filipino, Unang

Edisyon(2014), Vibal Group, Inc., Philippines.

Republic Act 10533 "Enhanced Basic Education Act of 2012".

(http://www.deped.gov.ph/orders?f%5B0%5D=field_classification%3A382. Retrieved on
May 14, 2015)

The K to 12 BASIC EDUCATION PROGRAM (Working Document| Not yet for citation or
circulation DRAFT COPY| as of March 12, 2012)

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XII. Appendices

Appendix A : The K to 12 Philippine Basic Education Curriculum Framework

The K to 12 BASIC EDUCATION PROGRAM

Figure 7. The K to 12 Philippine Basic Education Curriculum Framework

Working Document| Not yet for citation or circulation

DRAFT COPY| As of 12 March 2012

12

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Appendix B: Republic Act 10533

S. No. 3286
H. No. 6643

Republic of the Philippines

Congress of the Philippines
Metro Manila
Fifteenth Congress
Third Regular Session

Begun and held in Metro Manila, on Monday, the twenty-third day of

July, two thousand twelve.

[REPUBLIC ACT NO. 10533]

AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION

SYSTEM BY STRENGTHENING ITS CURRICULUM AND
INCREASING THE NUMBER OF YEARS FOR BASIC EDUCATION,
APPROPRIATING FUNDS THEREFOR AND FOR OTHER
PURPOSES
Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled:

SECTION 1. Short Title. — This Act shall be known as the “Enhanced Basic Education Act of 2013″.

SEC. 2. Declaration of Policy. — The State shall establish, maintain and support a complete, adequate,
and integrated system of education relevant to the needs of the people, the country and society-at-large.

Likewise, it is hereby declared the policy of the State that every graduate of basic education shall be an
empowered individual who has learned, through a program that is rooted on sound educational principles
and geared towards excellence, the foundations for learning throughout life, the competence to engage in
work and be productive, the ability to coexist in fruitful harmony with local and global communities, the
capability to engage in autonomous, creative, and critical thinking, and the capacity and willingness to
transform others and one’s self.

For this purpose, the State shall create a functional basic education system that will develop productive
and responsible citizens equipped with the essential competencies, skills and values for both life-long
learning and employment. In order to achieve this, the State shall:

(a) Give every student an opportunity to receive quality education that is globally competitive based on a
pedagogically sound curriculum that is at par with international standards;

(b) Broaden the goals of high school education for college preparation, vocational and technical career
opportunities as well as creative arts, sports and entrepreneurial employment in a rapidly changing and
increasingly globalized environment; and

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(c) Make education learner-oriented and responsive to the needs, cognitive and cultural capacity, the
circumstances and diversity of learners, schools and communities through the appropriate languages of
teaching and learning, including mother tongue as a learning resource.

SEC. 3. Basic Education. — Basic education is intended to meet basic learning needs which provides the
foundation on which subsequent learning can be based. It encompasses kindergarten, elementary and
secondary education as well as alternative learning systems for out-of-school learners and those with
special needs.

SEC. 4. Enhanced Basic Education Program. — The enhanced basic education program encompasses
at least one (1) year of kindergarten education, six (6) years of elementary education, and six (6) years of
secondary education, in that sequence. Secondary education includes four (4) years of junior high school
and two (2) years of senior high school education.

Kindergarten education shall mean one (1) year of preparatory education for children at least five (5)
years old as a prerequisite for Grade I.

Elementary education refers to the second stage of compulsory basic education which is composed of six
(6) years. The entrant age to this level is typically six (6) years old.

Secondary education refers to the third stage of compulsory basic education. It consists of four (4) years
of junior high school education and two (2) years of senior high school education. The entrant age to the
junior and senior high school levels are typically twelve (12) and sixteen (16) years old, respectively.

Basic education shall be delivered in languages understood by the learners as the language plays a
strategic role in shaping the formative years of learners.

For kindergarten and the first three (3) years of elementary education, instruction, teaching materials and
assessment shall be in the regional or native language of the learners. The Department of Education
(DepED) shall formulate a mother language transition program from Grade 4 to Grade 6 so that Filipino
and English shall be gradually introduced as languages of instruction until such time when these two (2)
languages can become the primary languages of instruction at the secondary level.

For purposes of this Act, mother language or first Language (LI) refers to language or languages first
learned by a child, which he/she identifies with, is identified as a native language user of by others, which
he/she knows best, or uses most. This includes Filipino sign language used by individuals with pertinent
disabilities. The regional or native language refers to the traditional speech variety or variety of Filipino
sign language existing in a region, area or place.

SEC. 5. Curriculum Development. — The DepED shall formulate the design and details of the enhanced
basic education curriculum. It shall work with the Commission on Higher Education (CHED) to craft
harmonized basic and tertiary curricula for the global competitiveness of Filipino graduates. To ensure
college readiness and to avoid remedial and duplication of basic education subjects, the DepED shall
coordinate with the CHED and the Technical Education and Skills Development Authority (TESDA).

To achieve an effective enhanced basic education curriculum, the DepED shall undertake consultations
with other national government agencies and other stakeholders including, but not limited to, the
Department of Labor and Employment (DOLE), the Professional Regulation Commission (PRC), the
private and public schools associations, the national student organizations, the national teacher
organizations, the parents-teachers associations and the chambers of commerce on matters affecting the
concerned stakeholders.

The DepED shall adhere to the following standards and principles in developing the enhanced basic
education curriculum:

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(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;

(b) The curriculum shall be relevant, responsive and research-based;

(c) The curriculum shall be culture-sensitive;

(d) The curriculum shall be contextualized and global;

(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective,
collaborative and integrative;

(f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual
Education (MTB-MLE) which starts from where the learners are and from what they already knew
proceeding from the known to the unknown; instructional materials and capable teachers to implement
the MTB-MLE curriculum shall be available;

(g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills
after each level; and

(h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and
enhance the same based on their respective educational and social contexts. The production and
development of locally produced teaching materials shall be encouraged and approval of these materials
shall devolve to the regional and division education units.

SEC. 6. Curriculum Consultative Committee. — There shall be created a curriculum consultative

committee chaired by the DepED Secretary or his/her duly authorized representative and with members
composed of, but not limited to, a representative each from the CHED, the TESDA, the DOLE, the PRC,
the Department of Science and Technology (DOST), and a representative from the business chambers
such as the Information Technology – Business Process Outsourcing (IT-BPO) industry association. The
consultative committee shall oversee the review and evaluation on the implementation of the basic
education curriculum and may recommend to the DepED the formulation of necessary refinements in the
curriculum.

SEC. 7. Teacher Education and Training. — To ensure that the enhanced basic education program
meets the demand for quality teachers and school leaders, the DepED and the CHED, in collaboration
with relevant partners in government, academe, industry, and nongovernmental organizations, shall
conduct teacher education and training programs, as specified:

(a) In-service Training on Content and Pedagogy — Current DepED teachers shall be retrained to meet
the content and performance standards of the new K to 12 curriculum.

The DepED shall ensure that private education institutions shall be given the opportunity to avail of such
training.

(b) Training of New Teachers. — New graduates of the current Teacher Education curriculum shall
undergo additional training, upon hiring, to upgrade their skills to the content standards of the new
curriculum. Furthermore, the CHED, in coordination with the DepED and relevant stakeholders, shall
ensure that the Teacher Education curriculum offered in these Teacher Education Institutes (TEIs) will
meet necessary quality standards for new teachers. Duly recognized organizations acting as TEIs, in
coordination with the DepED, the CHED, and other relevant stakeholders, shall ensure that the curriculum
of these organizations meet the necessary quality standards for trained teachers.

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(c) Training of School Leadership. — Superintendents, principals, subject area coordinators and other
instructional school leaders shall likewise undergo workshops and training to enhance their skills on their
role as academic, administrative and community leaders.

Henceforth, such professional development programs as those stated above shall be initiated and
conducted regularly throughout the school year to ensure constant upgrading of teacher skills.

SEC. 8. Hiring of Graduates of Science, Mathematics, Statistics, Engineering and Other Specialists in
Subjects With a Shortage of Qualified Applicants, Technical-Vocational Courses and Higher Education
Institution Faculty. — Notwithstanding the provisions of Sections 26, 27 and 28 of Republic Act No. 7836,
otherwise known as the “Philippine Teachers Professionalization Act of 1994″, the DepED and private
education institutions shall hire, as may be relevant to the particular subject:

(a) Graduates of science, mathematics, statistics, engineering, music and other degree courses with
shortages in qualified Licensure Examination for Teachers (LET) applicants to teach in their specialized
subjects in the elementary and secondary education. Qualified LET applicants shall also include
graduates admitted by foundations duly recognized for their expertise in the education sector and who
satisfactorily complete the requirements set by these organizations: Provided, That they pass the LET
within five (5) years after their date of hiring: Provided, further, That if such graduates are willing to teach
on part-time basis, the provisions of LET shall no longer be required;

(b) Graduates of technical-vocational courses to teach in their specialized subjects in the secondary
education: Provided, That these graduates possess the necessary certification issued by the
TESDA:Provided, further, That they undergo appropriate in-service training to be administered by the
DepED or higher education institutions (HEIs) at the expense of the DepED;

(c) Faculty of HEIs be allowed to teach in their general education or subject specialties in the secondary
education: Provided, That the faculty must be a holder of a relevant Bachelor’s degree, and must have
satisfactorily served as a full-time HEI faculty;

(d) The DepED and private education institutions may hire practitioners, with expertise in the specialized
learning areas offered by the Basic Education Curriculum, to teach in the secondary level; Provided, That
they teach on part-time basis only. For this purpose, the DepED, in coordination with the appropriate
government agencies, shall determine the necessary qualification standards in hiring these experts.

SEC. 9. Career Guidance and Counselling Advocacy. — To properly guide the students in choosing the
career tracks that they intend to pursue, the DepED, in coordination with the DOLE, the TESDA and the
CHED, shall regularly conduct career advocacy activities for secondary level students. Notwithstanding
the provisions of Section 27 of Republic Act No. 9258, otherwise known as the “Guidance and
Counselling Act of 2004″, career and employment guidance counsellors, who are not registered and
licensed guidance counsellors, shall be allowed to conduct career advocacy activities to secondary level
students of the school where they are currently employed; Provided, That they undergo a training
program to be developed or accredited by the DepED.

SEC. 10. Expansion of E-GASTPE Beneficiaries. — The benefits accorded by Republic Act No. 8545, or
the “Expanded Government Assistance to Students and Teachers in Private Education Act”, shall be
extended to qualified students enrolled under the enhanced basic education.

The DepED shall engage the services of private education institutions and non-DepED schools offering
senior high school through the programs under Republic Act No. 8545, and other financial arrangements
formulated by the DepED and the Department of Budget and Management (DBM) based on the principles
of public-private partnership.

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SEC. 11. Appropriations. — The Secretary of Education shall include in the Department’s program the
operationalization of the enhanced basic education program, the initial funding of which shall be charged
against the current appropriations of the DepED. Thereafter, the amount necessary for the continued
implementation of the enhanced basic education program shall be included in the annual General
Appropriations Act.

SEC. 12. Transitory Provisions. — The DepED, the CHED and the TESDA shall formulate the appropriate
strategies and mechanisms needed to ensure smooth transition from the existing ten (10) years basic
education cycle to the enhanced basic education (K to 12) cycle. The strategies may cover changes in
physical infrastructure, manpower, organizational and structural concerns, bridging models linking grade
10 competencies and the entry requirements of new tertiary curricula, and partnerships between the
government and other entities. Modeling for senior high school may be implemented in selected schools
to simulate the transition process and provide concrete data for the transition plan.

To manage the initial implementation of the enhanced basic education program and mitigate the expected
multi-year low enrolment turnout for HEIs and Technical Vocational Institutions (TVIs) starting School
Year 2016-2017, the DepED shall engage in partnerships with HEIs and TVIs for the utilization of the
latter’s human and physical resources. Moreover, the DepED, the CHED, the TESDA, the TVIs and the
HEIs shall coordinate closely with one another to implement strategies that ensure the academic,
physical, financial, and human resource capabilities of HEIs and TVIs to provide educational and training
services for graduates of the enhanced basic education program to ensure that they are not adversely
affected. The faculty of HEIs and TVIs allowed to teach students of secondary education under Section 8
hereof, shall be given priority in hiring for the duration of the transition period. For this purpose, the
transition period shall be provided for in theimplementing rules and regulations (IRR).

SEC. 13. Joint Congressional Oversight Committee on the Enhanced Basic Educational Program (K to 12
Program). — There is hereby created a Joint Oversight Committee to oversee, monitor and evaluate the
implementation of this Act.

The Oversight Committee shall be composed of five (5) members each from the Senate and from the
House of Representatives, including Chairs of the Committees on Education, Arts and Culture, and
Finance of both Houses. The membership of the Committee for every House shall have at least two (2)
opposition or minority members.

SEC. 14. Mandatory Evaluation and Review. — By the end of School Year 2014-2015, the DepED shall
conduct a mandatory review and submit a midterm report to Congress as to the status of implementation
of the K to 12 program in terms of closing the following current shortages: (a) teachers; (b) classrooms;
(c) textbooks; (d) seats; (e) toilets; and (f) other shortages that should be addressed.

The DepED shall include among others, in this midterm report, the following key metrics of access to and
quality of basic education: (a) participation rate; (b) retention rate; (c) National Achievement Test results;
(d) completion rate; (e) teachers’ welfare and training profiles; (f) adequacy of funding requirements; and
(g) other learning facilities including, but not limited to, computer and science laboratories, libraries and
library hubs, and sports, music and arts.

SEC. 15. Commitment to International Benchmarks. — The DepED shall endeavor to increase the per
capita spending on education towards the immediate attainment of international benchmarks.

SEC. 16. Implementing Rules and Regulations. — Within ninety (90) days after the effectivity of this Act,
the DepED Secretary, the CHED Chairperson and the TESDA Director-General shall promulgate
the rules and regulations needed for the implementation of this Act.

SEC. 17. Separability Clause. — If any provision of this Act is held invalid or unconstitutional, the same
shall not affect the validity and effectivity of the other provisions hereof.

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SEC. 18. Repealing Clause. — Pertinent provisions of Batas Pambansa Blg. 232 or the “Education Act of
1982″, Republic Act No. 9155 or the “Governance of Basic Education.

Act of 2001″, Republic Act No. 9258, Republic Act No. 7836, and all other laws, decrees, executive orders
and rules and regulations contrary to or inconsistent with the provisions of this Act are hereby repealed or
modified accordingly.

SEC. 19. Effectivity Clause. — This Act shall take effect fifteen (15) days after its publication in the Official
Gazette or in two (2) newspapers of general circulation.

Approved,
(Sgd.) FELICIANO BELMONTE JR. (Sgd.) JUAN PONCE ENRILE
Speaker of the House President of the Senate
of Representatives

This Act which is a consolidation of Senate Bill No. 3286 and House
Bill No. 6643 was finally passed by the Senate and the House of
Representatives on January 30, 2013.
(Sgd.) MARILYN BARUA-YAP (Sgd.) EDWIN B. BELEN
Secretary General Acting Senate Secretary
House of Representatives

Approved: MAY 15 2013

(Sgd.) BENIGNO S. AQUINO III

President of the Philippines

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Appendix C: The K to 12 BASIC EDUCATION PROGRAM:

Pedagogical Approaches

The pedagogical approaches are integrative, constructivist, inquiry-based,

reflective and collaborative.

Constructivist. Teaching of all the subjects is anchored on the belief that the

learner is not an empty receptacle who is mere recipient of instruction. Rather, the

learner is an active constructor of knowledge and a maker of meaning.

The role of the teacher becomes one of a facilitator, a “guide on the side” rather than a

dispenser of information, the “sage on stage”. The student becomes the active

“meaning-maker” not the teacher imposing meaning. This means that learners construct

their own knowledge and understanding of what is taught out of their experiences.

Inquiry-based. The curriculum ensures that the learners have the opportunity to

examine concepts, issues and information in various ways and from various

perspectives. It provides them opportunities to develop skills of creative and critical

thinking, informed decision-making, and hypothesis building and problem-solving. The

learners are encouraged to become active investigators by identifying a range of

information, understanding the sources of information and evaluating the objectivity of

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information. They are thus better able to draw meaningful conclusions which are

supported by evidence. Rather than examining an issue from any one perspective, the

learners are challenged to explore other possibilities by applying higher order thinking

skills in their decision-making endeavours.

To develop the 21st century skills of critical and creative thinking, the use of the

inquiry approach in teaching is a must. With inquiry method, teaching departs from

simply memorizing fact laden instructional materials (Bruner, 1961). In Inquiry learning,

progress is assessed by how well learners develop experimental and analytical skills

rather than how much knowledge they possess. The teacher’s role is to plan and

facilitate the exploration of the ideas and skills required in the curriculum.

Reflective. Reflective teaching means making the learners look at what they do in

the classroom, think about why they do it, and think about if it works. Reflective teaching

encourages learners to engage in a process of self-observation and self-evaluation. By

collecting information about what goes on in their classroom, and by analyzing and

evaluating this information, they identify and explore their own practices and underlying

beliefs. This may then lead to changes and improvements in their learning.

Collaborative. Learning is a social activity and so must be collaborative. Learning

is intimately associated with connection with other human beings- classmates, teachers,

peers, family as well as community. The teaching-learning process is a rich opportunity

to teach what it means to “live together”, the fourth pillar of learning. The teaching-

learning process should be interactive and must promote teamwork.

Integrative. Subject matter is taught using interdisciplinary and multidisciplinary

approaches. Science is taught in relation to Math.

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Appendix D: K to 12 Graduate-The New Learning Goals

1.3. The New Learning Goals

The K to 12 Curriculum is focused on the learner’s acquisition of the 21st century skills

as follows:

1. Learning and Innovation skills

1.1 Creativity and curiosity

1.2 Critical thinking, problem solving, and risk-taking

1.3 Adaptability, managing complexity and self-direction

1.4 Higher-order thinking and sound reasoning

2. Information, media, and technology skills

2.1 Visual and information literacies

2.2 Media literacy

2.3 Basic, scientific, economic, and technological literacies

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2.4 Multicultural literacy and global awareness

3. Effective Communication Skills

3.1 Teaming, collaboration and interpersonal skills

3.2 Personal, social, and civic responsibility

3.3 Interactive communication

4. Life and Career Skills

4.1 Flexibility and adaptability

4.2 Initiative and self-direction

4.3 Social and cross-cultural skills

4.4 Productivity and accountability

4.5 Leadership and responsibility

The K to 12 BASIC EDUCATION PROGRAM:

Distinctive Features and Guiding Principles

11. It is flexible. – The flexibility of the curriculum is in keeping with the constitutional

mandate of schools “to encourage non-formal, informal, and indigenous learning

systems, as well as self-learning, independent, and out-of-school study programs

particularly those that respond to community needs” (Article XIV, Section 2(1).

12. It is ICT-based. – ICT is taught in the junior high school as one of the Technology

and Livelihood Education courses and is now integrated starting Grade 1 not Grade 4

as it is done in the 2002 Basic Education Curriculum. The K to 12 curriculum promotes

the use of technology for an engaging, effective, and efficient instruction.

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13. It is global. -– The K to 12 curriculum is benchmarked with curricula of other

countries. It meets international standards not merely by adding two years to the 10

years of basic education but also by ensuring that the standards of the 12-year basic

education is equivalent to the 12-year basic education offered in other countries.

Graduates of the K to 12 curriculum will be recognized as such in other countries.

It expands the local orientedness of the learner to national and global concerns. It

enables learners to relate local, national and global events and concerns and builds

patterns of interconnectedness which help them make sense of their own lives and the

world.

14. It is integrative and contextualized. – For holistic learning, subjects are taught using

the interdisciplinary and multidisciplinary approach. Learners do not learn isolated facts

and theories divorced from their lives. Learning involves change in knowledge, skills,

values and attitudes.

Learning is organized around the 4 fundamental types of learning: 1) “learning to know”,

2) “learning to do”, 3) “learning to be”, and 4) “learning to live together”15. The K to 12

curriculum emphasizes the significant role that co-curricular activities and community

involvement play in the holistic development of the learner. They are genuine

opportunities for contextualized learning. The co-curricular activities and community

involvement programs enable learners to build on their classroom learning and apply

the knowledge and skills learned.

In Technology and Livelihood Education, areas are so chosen to avoid duplication,

make connection across the areas and to include other cross-curriculum elements

(mensuration, technical drawing, use of hand tools, occupational health & safety and

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tools/equipment maintenance) in order to ensure greater cohesiveness in the curriculum

as a whole.

For flexibility, the K to 12 curriculum provides a balance of a common core of

compulsory academic courses and electives to meet needs of learners and community

in the 21st century.

As early as Grade 9, the learner is offered multiple career pathways for

technology and livelihood education continued on Grades 11 and 12 where he/she is

offered other specializations such as academics, sports and the arts in addition to

technical and vocational education.

Schools are encouraged to localize the curriculum to respond to their teaching-

learning needs. They can likewise enrich the curriculum without sacrificing the

established content and performance standards and competencies to make the

curriculum responsive to their needs. This is in response to RA 9155, Governance of

Basic Education Act of 2001 which states that “The

UNESCO’s Report of the International Commission on Education for the 21st cent

State shall encourage local initiatives for improving the quality of basic education. The

State shall ensure that the values, needs and aspirations of a school community are

reflected in the program of education for children, out-of-school youth and adult

learners. Schools and learning centers shall be empowered to make decisions on what

is best for the learners they serve.”

The K to 12curriculum lends itself to alternative delivery modes of instruction

which support self-paced study options such as Open High School Program, computer-

aided instruction, modular teaching, Drop-Out Reduction Program (DORP) and

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Alternative Learning System (ALS), and multi-grade classes as these programs target

learners who have unique needs not addressed by the formal school system.

15. It is broad-based. – K to 12 curriculum provides for a broad general education that

will “assist each individual in the peculiar ecology of his own society, to (a) attain his

potentials as a human being; (b) enhance the range and quality of individual and group

participation in the basic functions of society; and (c) acquire the essential educational

foundation of his development.”16

16. It is enhanced. – The K to 12 curriculum is a product of the collaborative effort of

curriculum specialists, subject specialists, practitioners and education stakeholders

representing NGOs, business and industry, public and private higher education

institutions, educational associations, government agencies such as CHED, TESDA,

NEDA, DSWD and DOLE. This curriculum was crafted based on the suggestions from

sectoral representatives, college readiness standards formulated by CHED,

recommendations from researches, and feedback from practitioners. The K to 12

curriculum takes pride in the unified frameworks for elementary and high school for all

the learning areas.

The K to 12 curriculum builds on the previous curricular reforms. The 1957 2-2

Plan for secondary education and 1958 revised elementary education curriculum

provided for the preparation of students in the world of the academe or the world of

work. However, it limited the students to only two choices – college or vocational

education. The K to 12curriculum affords the student more choices after graduation, at

least four (4) – employment, entrepreneurship, middle level skills development, or

higher education.

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The K to 12 curriculum outshines the past curricula in addressing the demands of

a knowledge-based economy for local, national and global development. It provides

multiple pathways for further studies and career development aligned to international

standards and manpower requirement of the 21st century.

Unlike the past curricula, the K to 12 curriculum includes an integrated and play-

based Kindergarten curriculum as a commitment of the Philippines to EFA. It includes

MTB-MLE which is built on the basic idea to use the child's first language in teaching –

learning so the child is provided with a firm foundation for on-going education in Filipino

and English, the two major languages of education in the Philippines.

Like its forerunners, the K to 12 curriculum is decongested not interms of the number of

subjects (2002 BEC) but in terms of competencies. Makabayan as a learning area in the

2002 BEC is split into Music, Art, P.E. Health, Edukasyon sa Pagpapakatao, and

Araling Panlipunan in the K to 12 curriculum but are taught using the integration

approach. Working Document| Not yet for citation or circulation

DRAFT COPY| As of 12 March 2012

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Appendix E: Comparison of Attributes of Educational Philosophies

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