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K to 12 ENHANCED BASIC EDUCATION CURRICULUM

K to 12

Basic Education Program

Batang K-12, Handa sa Trabaho o Kolehiyo, Handa sa Mundo

K-12 Basic Education Program


We need to add two years to our basic education. Those who can afford pay up to fourteen years of schooling before university. Thus, their children are getting into the best universities and the best job after graduation. I want at least 12 years for our public school children to give them an even chance at succeeding.

President Benigno S. Aquino III

K-12
Basic Education Program

2 years Senior HS

4 years Junior HS

6 years Elementary Kindergarten

K+6+4+2

What is Senior High School?


2 years of in-depth specialization for students depending on the occupation / career track they wish to pursue

Skills and competencies relevant to the job market

C O N T E X T

PHILOSOPHICAL and LEGAL BASIS The 1987 Phil. Constitution

B.P. 232, Education Act of 1982 R.A. 9155, Philippine Governance Act The 4 pillars of education (UNESCO) The vision-mission statement of DepED The EDCOM Report of 1991 BESRA

NATURE OF THE LEARNER

C O N T E X T

Has a body and spirit, intellect, free will, emotions, multiple intelligences, 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 work, entrepreneurship, higher education

C O N T E X T

NEEDS OF NATIONAL and 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 citizen who contributes to the building of a progressive, just and humane society Ensuring environment sustainability Global partnership for development

PHILOSOPHICAL and LEGAL BASES


. The 1987 Phil. Constitution . B.P. 232, Education Act of 1982 . R.A. 9155, Governance of Basic Education Act of 2001 . The 4 pillars of education ( UNESCO ) . The vision - mission statements of DepEd . The EDCOM Report of 1991 . Basic Education Sector Reform Agenda (BESRA)

NATURE OF THE LEARNER


. Has a body and spirit, intellect, free will, emotions, multiple intelligences, learning styles . Constructor of knowledge and active maker of meaning not a passive recipient of information

NEEDS OF NATIONAL and 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

NEEDS OF THE LEARNER


. Life skills . Self-actualization . Preparation for the world of the work, entrepreneurship, higher education

CURRICULUM SUPPORT SYSTEM

FAMILY SUPPORT INTERNAL AND EXTERNAL STAKEHOLDERS SUPPORT

SOCIETAL SUPPORT Public-Private Partnership Media, GO,NGO

INSTRUCTIONAL SUPPORT Teachers CPD , Textbooks and other IMs

ADMINISTRATIVE SUPPORT CO, RO, DO School

DepEd IS GLOBALLY RECOGNIZED FOR THE DEVELOPMENT OF FUNCTIONALLY LITERATE AND GOD-LOVING FILIPINOS WHO HELP ATTAIN THE NATIONAL GOALS OF SOCIAL JUSTICE, UNITY, FREEDOM AND PROSPERITY.

PROVIDE QUALITY BASIC EDUCATION THAT IS EQUITABLY ACCESSIBLE TO ALL AND LAY THE FOUNDATION FOR LIFELONG LEARNING AND SELF-ACTUALIZATION NEEDED FOR RESPONSIBLE AND PRODUCTIVE CITIZENSHIP AT THE LOCAL, NATIONAL AND GLOBAL LEVELS FUNCTIONALLY LITERATE AND HOLISTICALLY DEVELOPED FILIPINO

POSSESSES A HEALTHY MIND AND BODY

HAS SOLID MORAL & SPIRITUAL GROUNDING

HAS ESSENTIAL KNOWLEDGE AND SKILLS FOR LIFELONG LEARNING AND SELFACTUALIZATION

ENGAGES IN CRITICAL THINKING AND CREATIVE PROBLEM SOLVING

CONTRIBUTES TO THE DEVELOPMENT OF A PROGRESSIVE, JUST AND HUMANE SOCIETY

IS PROUD TO BE A FILIPINO

APPRECIATES THE BEAUTY OF THE WORLD AROUND HIM/HER AND CARES FOR THE ENVIRONMENT FOR A SUSTAINABLE FUTURE

LANGUAGES

MATH and SCIENCE

HUMANITIES and ARTS

TECHNOLOGY and LIVELIHOOD EDUCATION

INCLUSION OF CO-CURRICULAR ACTIVITIES AND COMMUNITY INVOLVEMENT PROGRAM


1. COMMUNICATION AND LITERACIES 2. CRITICAL THINKING AND PROBLEM SOLVING 3. CREATIVITY AND INNOVATION 4. ETHICAL, MORAL AND SPIRITUAL VALUES 5. LIFE AND CAREER COMPETENCIES 6. DEVELOPMENT OF SELF AND SENSE OF COMMUNITY 7. NATIONAL AND GLOBAL ORIENTEDNESS

KNOWLEDGE and UNDERSTANDING

ESSENTIAL SKILLS

ATTITUDES and VALUES

INTEGRATIVE, REFLECTIVE, COLLABORATIVE, CONSTRUCTIVIST, INQUIRY-BASED

ASSESSMENT as LEARNING

ASSESSMENT for LEARNING

ASSESSMENT of LEARNING

BALANCE OF TRADITIONAL and AUTHENTIC ASSESSMENT

OUTCOME- and STANDARDS- BASED, COMPREHENSIVE, SYSTEMATIC, and VALID MONITORING and EVALUATION SYSTEM SET IN PLACE AIMED AT IMPROVING THE QUALITY OF BASIC EDUCATION

ARALING PANLIPUNAN

CONCEPTUAL FRAMEWORK ARALING PANLIPUNAN


Social studies is the integrated study of the social sciences and humanities to promote civic competenceWithin the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world
(National Council for the Social Studies, NCCS, 1993).

PHYSICAL EDUCATION and HEALTH PROGRAM Conceptual Framework A graduate of the Physical Education and Health Program should be able to achieve, sustain and promote lifelong fitness and wellness. The programs rich and challenging learning experiences promote the development of the macro skills of practicing desirable health habits and performing movement skills. In order to facilitate the development of macro skills, the teacher is encouraged to use appropriate learner-centered teaching approaches, such as experiential/contextual learning; problem-based action learning; differentiated instruction; life skillsbased, value-based and movement skills-based strategies; personalized/coaching approach; and teaching games for understanding. This is not to exclude teacher-centered pedagogical strategies which are likewise applied. Each learner-centered is anchored on educational theories developed by theorists, expanded by other educators and validated by practitioners.

Edukasyon sa Pagpapakatao Conceptual /Theoretical Framework


Moral values, as defined by Esteban (1989), refer to: universal truths which man holds to be good and important; they are the ethical principles which he struggles to attain and implement in his daily life. They are the ideals which transcend all time and space; those which are valid for all men regardless of race or religion; the ones which unite strangers, families, nationsall of humanitywith God (p.7). Moral values and universal truths must become the point of reference for individual and societal conduct. During these times of moral confusion and doubt, however, truth is often blurred and ethical principles are unclear. That is WHY the child needs education in values. He has a natural right to truth. He needs guidance and direction as he undergoes the process of internalizing values. He needs to conform his mind continually to truth and reality (p.37).

MUSIC AND ART CONCEPTUAL FRAMEWORK


The Music and Art Program focuses on the learner as the recipient of the knowledge, skills, and values necessary for artistic expression and cultural literacy. The curriculum design is student-centered, based on spiral progression, and grounded in performance-based learning. Thus, the learner is empowered, through active involvement and participation, to effectively correlate music and art to the development of his own cultural identity and expand his vision of the world. As Music and Art are performance-based disciplines, effective learning occurs through active experience, participation, and performance, creative expression, aesthetic valuation, critical response, and interpretation. The skills that are developed include reading/analyzing, listening/observing, performing (singing, using musical instruments, movement, acting, and playing), responding, composing, and creating. The philosophical foundations from which standards and competencies are based include: A Process of Education by Jerome Bruner, Performance-Based Learning by Cleve Miller, Aesthetic Education by Bennett Reimer, Multiple Intelligences by Howard Gardner, and A Structure for Music Education by Ronald Thomas.

THE MATHEMATICS FRAMEWORK


Mathematics is one subject that pervades life at any age, in any circumstance. Thus, its value goes beyond the classroom and the school. Mathematics as a school subject, therefore, must be learned comprehensively and with much depth. The twin goals of mathematics in the basic education levels, K-10 are Critical Thinking and Problem Solving. We adopt the definition of critical thinking by Scriven and Paul (1987):

Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.
On the other hand, we define Problem Solving in mathematics using Polyas (1945 & 1962) definition:

Mathematical problem solving is finding a way around a difficulty, around an obstacle, and finding a solution to a problem that is unknown.

The Curriculum Framework for Science articulates goal and desired outcomes of the learners for Basic Education in the country. The framework is constructed around the development of functionally literate Filipinos who manifest scientific and technological literacy by being critical problem solvers, responsible stewards of nature, innovative/inventive thinkers, informed decision makers, and effective communicator. To advance this vision, the curriculum is designed and developed around the three domains of learning Science namely: understanding and applying scientific knowledge, performing scientific processes skills and developing and demonstrating attitudes and values. The acquisition of these domains can only be facilitated and manifested with the use of the following approaches: multi/interdisciplinary approach, Science Technology/, contextual learning, problem/issue-based learning and inquiry-based approach. The approaches are largely constructed based on sound educational pedagogy namely: constructivism, social cognition learning model, learning style theory and Gestalt psychology.

Framework for Science

Edukasyong Pantahanan at Pangkabuhayan Framework (for the entire K to 12)


The learner demonstrates understanding of knowledge, skills, values and attitudes (KSVA) of Technology and Vocational Education (EPP+TLE+TVE=T&VE), and develop middle level skills that will enable him/her to start a business, gain employment, and /or pursue higher education.

Career Pathways in Technology and Livelihood Education


Career Pathways in Technology and Livelihood Education (CP-TLE) provides an enriched general education that will prepare our graduates for higher education, world of work and lifelong learning. At the end of the course the students will have the competencies for gainful employment and to set up their own business in the areas of Agri-Fishery Arts, Industrial Arts, Home Economics, Information and Communication Technology

The world is now in the Knowledge age where the challenge of education is to prepare learners in the information drift and rapidly changing world. Students in this age must be prepared to compete in a global economy, understand and operate complex communication and information systems, and apply higher level thinking skills to make decisions and solve problems.

LANGUAGE ARTS AND MULTILITERACIES Framework

The Language Arts and Multiliteracies Curriculum (LAMC) addresses these needs. This is the rationale why Mother Tongue, Filipino and English follow a unified framework which allows easy transition from acquiring and learning one language to another. The curriculum has five (5) components. Each component is essential to the learners ability to communicate effectively in a language leading them to achieve communicative competence and multiliteracies in the Mother Tongue, Filipino and English. The diagram in the shows that the heart and core of LAMC is making meaning through language and aims to develop graduates who are communicatively competent and multiliterates.

LANGUAGE ARTS AND MULTILITERACIES


The curriculum has five (5) components. Each component is essential to the learners ability to communicate effectively in a language leading them to achieve communicative competence and multiliteracies in the Mother Tongue, Filipino and English. The diagram in the previous page shows that the heart and core of LAMC is making meaning through language and aims to develop graduates who are communicatively competent and multiliterates.

LANGUAGE ARTS AND MULTILITERACIES Philosophy


Language is the basis of all communication and the primary instrument of thought. Thinking, learning, and language are interrelated. It is governed by rules and systems (language conventions) which are used to explore and communicate meaning. Language is the foundation of all human relationships

LANGUAGE ARTS AND MULTILITERACIES Philosophy


Successful language learning involves viewing, listening, speaking, reading and writing activities and accuracy. Language learning should include a plethora of strategies and activities that helps students focus on both MEANING and ACCURACY.
Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO

LANGUAGE ARTS AND MULTILITERACIES Guiding Principles


All languages are interrelated and interdependent. Facility in the first language (L1) strengthens and supports the learning of other languages (L2). Acquisition of sets of skills and implicit metalinguistic knowledge in one language (common underlying proficiency or CUP) provides the base for the development of both the first language (L1) and the second language (L2)

LANGUAGE ARTS AND MULTILITERACIES Guiding Principles


Language acquisition and learning is an active process that begins at birth and continues throughout life. Learning requires meaning. We learn when we use what we know to understand what is new. Start with what the students know; use that to introduce new concepts.
Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO

LANGUAGE ARTS AND MULTILITERACIES Guiding Principles


Successful language learning involves viewing, listening, speaking, reading and writing activities and accuracy. Language learning should include a plethora of strategies and activities that helps students focus on both MEANING and ACCURACY.
Malone, Susan. 2006. Manual on MTB-MLE (CommunityBased Program). UNESCO

Current Curricular Innovations for Inclusion in the K+12 BEP

. Mother Tongue BasedMultilingual Education - MOI K to 3 - Subject

Ilocano
(dominant)

Tagalog Zambal

Tagalog Kapampangan Ilocano Pangasinense


(Very small number)

Tagalog (Dominant) Ilocano Kapampangan


(Very small number)

Tagalog

(dominant)

San Jose City

Tarlac
Tarlac city

Munoz City Nueva Ecija

Ilocano Ilongot
(IPs language)

Cabanatuan

Gapan City

Tagalog
(dominant)

Ilocano

Olongapo City

Pampanga
Angeles city

Bulacan
San Jose Del Monte City

Malolos City

Bataan
Tagalog Kapampangan
(Very small number)
Balanga

Tagalog Kapampangan
(Very small number)

Kapampangan

STATEMENT FROM PRES. NOYNOY AQUINO


My view on this is larger than just the classroom. We should become tri-lingual as a country; Learn English well and connect to the world. Learn Filipino well and connect to our country. Retain your mother tongue and connect to your heritage."

vision:
MTB MLE For Relevant And Quality Education For All Children

Desired Impact: Learners are enjoying relevant and quality education which supports their home languages and cultures; learning outcomes are improved countrywide; and the Philippine is succeeding in its goal for Education for All.

What is Multilingual Education


Mother tongue-based multilingual education (MLE) is education, formal or non - formal, in which the learners mother tongue and additional languages are used in the classroom. Learners begin their education in the language they understand best their mother tongue - and develop a strong foundation in their mother language before adding additional languages.

Multilingual Education
The purpose of a multilingual education program is to develop equally in different languages starting in the mother tongue.

appropriate cognitive and reasoning skills enabling children to operate

Multilingual Education
is a structured program of language learning and cognitive development providing a strong educational foundation in the first language successful bridging to one or more additional languages enabling the use of both/all languages for life-long learning is based in the childs own known environment and bridges to the wider world.

FOUR ASPECTS OF DEVELOPMENT

1. 2. 3. 4.

Language Development Cognitive Development Academic Development Social-Cultural Development

THE END RESULT: CHILDREN WHO ARE

Multilingual Multi-literate Multi-cultural

Same competencies but different paths


Mainstream children who speak the school language
L1 (school language)

Competencies to be achieved by the end of Grade 3

Mainstream children who do NOT speak the school language

Figure I Framework for MTBMLE CAPACITY DEVELOPMENT SYSTEM

PROFESSIONAL DEVELOPMENT
1. Sustained Culture

of Learning Organization
2. Improved

Needs Assessment

(TSINA)
Assessment of Language Proficiencies Mother Tongue Filipino English

Trainors Training

Teachers/ Mentors
Mode of Delivery Face to Face Web, E/ Learning School-Based

Teachers Competencies 3. Enhanced Leadership Management skills 4. Strengthened Support System

Training

Mentoring

Continuing Teachers Education

Improved Student Learning Outcomes & Performance

Indicators

Sample Class Program-Grade I


Time AM 7:00 7:15 7:15 7:30 7:30 7:50 8:00 - 9:00 9:00 9:20 9:20 10:20 15 15 20 60 20 60
Use for Writing Activity (MT)

Minutes 1st Grading

Subject 2nd Grading 3rd Grading 4th Grading

Environmental Sanitation Pagtataas ng Watawat Edukasyong Pagpapakatao MT integrated (Reading and Writing) RECESS Oral Filipino

10:20 11:20
P.M. 1:00 2:00 2:00 3:00 3:00 4:00 4:00 4:20

60
60 60 60 20

Araling Panlipunan
Use for story telling activity to develop genuine love for reading

Oral English

Mathematics Remediation & other related activities Flag Retreat

Class Models
Situation 1. One School One Class One Language 2. One School Two Classess Two Languages 1. One School Several Classess Several Languages Class Model
Basic Monolingual Basic Monolingual (group students according to language & match it with the teacher) Modified Monolingual a. Group the class according to Language & match it with the teacher a.1 One class can be monolingual a.2 One or two classes can be bi- or tri- lingual (assistance from the parents who are native speakers are necessary)

Class Models
4. One School- Multiple Languages Multiple Classess Lingua Franca (use of the community language)

MTBMLE Bridging Plan in a 3 year program First Language as L1, Filipino as L2, English as L3
Grade III
L1 Math Sci MAPE Edukasy Araling Fil on sa Panlipun Pagpapa an katao Edukasy Araling Fil on sa Panlipun LSRW Pagpapa an katao Eng

Grade II

L1

Math

MAPE

Oral then RW Eng

Grade I L1 - L, S,
R, W, V

Math

MAPE

Edukasy Araling Oral on sa Panlipun Fil Pagpapa an katao

Oral Eng

Mother Tongue - language, math, values etc.

MTBMLE Bridging Plan in a 3 year program L1 First Language, L2 Filipino, L3 English, L4 Arabic
Grade III L1 Math Sci MAPE Eduka L2 syon sa Pagpa pakata o Araling L4 Panlipun an Eng

Grade II

L1

Math

MAPE Eduka L2 LSRW Araling syon Panlipun L4 sa an Pagpa pakata o

Oral then RW Eng

Grade I

L1 - L, S, Math R, W, V

MAPE Eduka Oral L2 Araling L4 Oral syon Panlipun Eng sa an Pagpa pakata o Mother Tongue - language, math, values, socio-cultural processes etc.