JOCELYN DR ANDAYA Director III Bureau of SecJOCELYN DR ANDAYA Director III Bureau of Secondary Education ondary Education

Jocelyn DR Andaya Director III Bureau of Secondary Education

A curriculum needs to be updated regularly, not only to incorporate

new knowledge but also to adapt to changing environmental, social,

technological and global contexts.

-- Dr. Allan Bernardo

The Imperative for K to 12 Streamline the curriculum to improve mastery of

basic competencies Ensure seamlessness of primary, secondary, and

post-secondary competencies Improve teaching through the use of enhanced

pedagogies (e.g. spiral progression in Science & Math) and medium of instruction

Expand job opportunities (by reducing jobs-skills mismatch) and provide better preparation for higher learning

K to 12 and Further Education

TESD HIGHER EDUCATION

POST BACCALAUREATE

DOCTORAL AND POST DOCTORAL

BACCALAUREATE

GRADE 12

GRADE 10 NC I

THE PHL QUALIFICATIONS FRAMEWORK

BASIC EDUCATION

L 8

L 7

L 6

L 5

L 4

L 3

L 2

L 1

DIPLOMA

NC III

NC II

NC IV

Phased Introduction of Enhanced Curriculum in Public Schools

The K - 12 basic education curriculum framework shows that the K - 12 basic education curriculum has the

following salient features: It focuses on the holistic development of the learner. It is outcome-based as it prepares learners for:

Higher education Middle level skills Employment and Entrepreneurship

It is anchored on the principles of: Inclusive education Learners growth and development Teaching and learning and Assessment

decongested topics discussed were lessened to focus on the essentials and the must teach allows mastery of competencies

seamless vertical and horizontal articulation horizontal smooth transition between quarters vertical smooth transition between grade levels

enriched integration of and interconnection between and among subject areas

Developmentally- or age-appropriate

sensitive to age level of the students different levels of complexity

K to 12 Features

Comparison of 2002 BEC and K to 12 Education Structure

Comparison of the Curriculum of the Old education and K to 12 Education

Basic Education Curriculum (BEC) 2002 BEC is restructuring of the NESC (1983) and the NSEC (1989) in order to raise the quality of the Filipino learners and graduates

and empower them for lifelong learning.

2010 Secondary Education Curriculum The 2010 Secondary Education Curriculum (SEC) is the revised 2002 BEC incorporating Understanding by Design (UbD) which

seeks to contribute to functional literacy for all and the development of 21st Century core skills needed for global

competitiveness.

K to 12 Curriculum 2012 The K to 12 Basic Education Curriculum is geared towards the

development of holistically developed Filipino with 21st century skills who is ready for employment, entrepreneurship, middle level

skills development and higher education upon graduation.

OLD

NEW

2002 BEC K-12 Learning Areas 5 Learning Areas:

MAKABAYAN (AP, TLE, MAPEH, EsP) Math Science English Filipino

AP, TLE, MAPEH, EsP, Math, Science, English, Filipino

Pedagogical Approaches Integrative, and interactive teaching-learning approaches

Reflective, collaborative, constructivist, inquiry-based

Grading System Numerical using the cumulative method Levels of Proficiency: Beginning 74% & below Developing -75-79% Approaching Proficiency- 80-84% Proficient- 85-89% Advanced- 90% & above

Promotion and Retention Promotions shall be by subject and by number of units. A student who fails in 3 units or less is promoted to the next curriculum level. On the other hand, a student who fails in more than three units is retained in the year level

Promotion and retention shall be by subject. Students whose proficiency level is Beginning(B) at the end of the quarter or grading period shall be required to undergo remediation after class hours so that they can immediately catch up as they move to the next grading period. If by the end of the year, the students are still at the beginning (B) level, then they shall be required to take summer classes.

Over all Goal Empower Filipino learners for lifelong learning

Functionally-literate and holistically developed Filipinos

BEC vs. K-12

K -12 Key Stages

Grade 3

Grade 6

Grade 10

Grade 12

Standards

In general terms, students are expected at the end of Grade 10 to be able to:

communicate competently and effectively; think intelligently, critically and creatively in life

situations; make informed and values-based decisions; perform their civic duties; use resources sustainably; and participate actively in artistic and cultural

activities and in the promotion of wellness and lifelong fitness.

Learning Area Standards Per Grade Level

General expectancies Content Standards as Benchmarks of Knowledge

and Skills Define what the students are expected to know,

what they should be able to do with what they know and the meanings or understandings that they should construct or make as they process the facts and information

Answer the question What do we want the students to know, be able to do, and understand ?

CONTENT STANDARDS

specify essential knowledge, skills and habits of mind that should be taught and learned

answer the question What should students

know and be able to do?

General expectancies Performance Standards as Benchmarks for the

Transfer of Learning Define the expected proficiency level expressed in 2

ways: students should be able to (1) use their learning or understanding in real-life situations and (2) do this on their own.

Answer the questions What do we want students to do with their learning or understanding? andHow do we want them to use their learning or understanding?

PERFORMANCE STANDARDS

express the degrees or quality of proficiency that students are expected to demonstrate in relation to the content standards

answers the questions How well must students do their work?

at what level of performance would the students be appropriately qualified or certified?

Content Content Standard Performance

Standard Learning

Competencies Force, Motion and Energy

Demonstrates understanding of Newtons three (3) Laws of Motion: Law of Inertia, Law of Acceleration, and Law of Interaction

Observes road safety as a motorist or pedestrian

Investigates the relationship of the amount of force applied and the mass of the object to the amount of change in the objects motion

Force, Motion and Energy (Science)

(EsP)

Content Content Standard Performance

Standard Learning

Competencies Bullying Naipamamalas

ng mag-aaral ang pag-unawa sa mga konsepto sa karahasan sa paaralan

Naisasagawa ng mag-aaral ang mga angkop na kilos upang maiwasan o masupil ang mga karahasan sa kaniyang paaralan

Natutukoy ang mga umiiral na karahasan sa paaralan

Area: Filipino (Grade 7) Pamantayang Pangnilalaman: Naipapamalas ng mag aaral ang pag-unawa sa paksa ng akdang napakinggan Pamantayan sa Pagganap: Ang mga mag aaral ay nakasusulat ng talata na may kaugnayan sa paksa ng akdang napakinggan

1. Outcomes(General Expectancies in each key stage)

2. Standards (Content and Performance)

3. Curriculum Guide (Learning Competencies)

4. Instructional Objectives

Steps in Curriculum Design

Design

Desired Outcomes

Content Standards

Performance Standards

Spiral Progression The spiral curriculum theory revolves around the

understanding that human cognition evolved in a step-by-step process of learning, which relied on environmental interaction and experience to form intuition and knowledge

In simpler terms, one learns best through the repeated experience of a concept.

Nomenclature/ Learning Areas

Medium of Instruction

Time Allotment

Filipino Filipino 4 hrs. English English 4 hrs. Science English 4 hrs. Mathematics English 4 hrs. Araling Panlipunan Filipino 3 hrs. TLE English 4 hrs. MAPEH English 4 hrs. EsP Filipino 2 hrs.

Time allotment

Minimum period for interaction Can be extended to include off-school

experiences, outputs of which are in the form of products and performances that should be monitored and credited accordingly

A one-hour period for Homeroom Guidance is provided for weekly meeting with teacher adviser and the class

Independent/cooperative learning

A separate period ranging from two to four hours weekly may be provided as open time for learning in order to give the students the option to learn on their own and/or with others those topics, content, or processes that they can handle by themselves

Learning/Teaching Resources

Learning Modules - self-instructional materials (independent

and cooperative learning) Teaching Guides - contain both the LMs and the TGs for

easy reference

Learning Resources Modules are provided as basic learning

resource; self-instructional and lend themselves to independent and cooperative learning

For schools with connectivity, web-based resources and video materials are encouraged

Textbooks may still be used where appropriate

Assessment

holistic with emphasis on formative or developmental purpose of quality- assuring student learning

standards-based

Assessment as learning (self- assessment) for learning (formative) of learning (summative)

Balance of traditional and authentic assessment

Levels of Assessment

15%

25%

30%

30%

Knowledge

Process/Skills

Leadership

Products/Performance

Knowledge

Content of curriculum, facts and information that students acquire

What do we want students to know?

ex. paper & pencil tests, multiple choice, true or false

Process -Skills or cognitive operations that the students perform on facts & information for the purpose of constructing meanings

-what do we want students to do with what they know? How do we want them to provide evidence of what they can do with what they know?

Process

1) asking learners to outline, organize, analyze, interpret or translate, convert, or express the information in another forum or format, draw analogies, construct graphs, models , flowcharts

Examples

2) focus of assessment is on how logically, analytically or critically students make sense of or process the information or use it

Understanding

Enduring big ideas, principles & generalizations inherent to the discipline

-Answers the questions: What do we want students to understand? How do we want them to provide evidence of this understanding?

Products/Performance

real-life application of understanding as evidenced by the students performance of authentic tasks

answer the question what products or performance do we want students to produce as evidence of their learning or understanding?

reflective of what students are able to do with their learning

Culminating activity/performances

When parents receive the report card and confer with teachers, they will be witnessing what the students are learning in school

At the end of each quarter, schools may put up exhibits for student products across subjects areas as culminating activity and as evidence of their learning or attainment of content and performance standards

General Description of the Teachers Guide

Defining Learning Outcomes Planning for Assessment Developing the Teaching/

Learning Plan

Instructional Planning Framework

Step 2: Prepare plan for ASSESSMENT

Step 1: Define expected OUTCOMES/RESULTS

Step 3: Develop INSTRUCTIONAL PLAN

Learning Outcomes

Teacher should be clear about the learning outcomes and be guided by the content and performance standards when defining the intended learning outcome

Planning for Assessment

The logic behind the planning for assessment before planning for

instruction is to ensure the alignment between desired outcomes and how these will be tracked and measured

Developing the Teaching-Learning Plan

After the assessment plan has been prepared, the teacher can then plan for how teaching and learning shall be approached:

the teaching strategies to be adapted, student activities to be conducted,

instructional materials and devices to be used, and how much time

1) Know

2) Process/Do

3) Reflect, Understand

4) Transfer (Produce a product/Performance) A MODEL OF THE

LEARNING PROCESS

Level of Assessment

What to Assess How will I Assess How will I Score

Knowledge (15%) Identify the dimensions of health

One-Minute papers Frequency of correct answers

Area: Health Education

Quarter: First

Unit/Topic: Growth and Development

Content Standard: Demonstrates understanding of holistic health and its management of health concerns, growth and development of adolescents and how to manage its challenges

Performance: Appropriately manages concerns and challenges during adolescence to achieve holistic health

Assessment: Use of multiple measures

*STEM students will go through enriched Natural Science subjects instead of Life and Physical Sciences

*STEM students will go through enriched Natural Science subjects instead of Life and Physical Sciences

Core Curriculum A set of common academic subjects required of all Senior High school students regardless of track.

GLOSSARY OF TERMS (6th Draft, February 27, 2013)

Immersion Instruction that employs experiential learning to bridge the gap between theory and practice. It includes fieldwork and project-based or problem-based learning that simulates fieldwork.

Track A pathway that leads to a possible career which a Senior High School student chooses.

GLOSSARY OF TERMS (6th Draft, February 27, 2013)

Strand A specialization within a track. Technical-Vocational-Livelihood A track that prepares a Senior High School student to become a job-ready, skilled, middle-level worker leading to an appropriate National Certificate from TESDA.

Sports and Arts A track that prepares a Senior High School student to participate in national or international athletic tournaments before and after graduation. A track that prepares a Senior High School student to participate creatively at a high artistic level in art activities such as, but not limited to, literature, dance, music, architecture, painting, sculpture, theater, television, film, and multimedia art.

GLOSSARY OF TERMS (6th Draft, February 27, 2013)

Academic A track that prepares a Senior High School student to continue immediately after graduation to higher education.

GLOSSARY OF TERMS (6th Draft, February 27, 2013)

Humanities, Education, and Social Sciences (HESS) A strand within the Academic Track that prepares a Senior High School student to pursue college degrees focusing on human individuals and societies, such as Bachelor of Arts and Bachelor of Science in Education.

Science, Technology, Engineering, and Mathematics (STEM) A strand in the Academic Track that prepares a Senior High School student to pursue college degrees that focus on the natural world, such as Bachelor of Science. Included in this strand, in addition to the areas enumerated in the title, are the Health Sciences, Agricultural Sciences, and Information Technology.

GLOSSARY OF TERMS (6th Draft, February 27, 2013)

Business, Accountancy, and Management (BAM) A strand in the Academic Track that prepares the Senior High School student to pursue college degrees that focus on business and industry, such as Bachelor of Science in Business Administration and Bachelor of Science in Accountancy.

GLOSSARY OF TERMS (6th Draft, February 27, 2013)

The K -12 Enhanced Basic Education Program A curriculum needs to be updated regularly, not only to incorporate new knowledge but also to adapt to changing environmental, social, technological and global contexts.-- Dr. Allan BernardoSlide Number 3The Imperative for K to 12Slide Number 5Phased Introduction of Enhanced Curriculum in Public SchoolsSlide Number 7The K - 12 basic education curriculum framework shows that the K - 12 basic education curriculum has the following salient features:Slide Number 9Comparison of 2002 BEC and K to 12 Education StructureComparison of the Curriculum of the Old education and K to 12 EducationSlide Number 12K -12 Key StagesSlide Number 14Learning Area Standards Per Grade Level General expectanciesSlide Number 17General expectanciesSlide Number 19Force, Motion and Energy (Science)(EsP)Area: Science Grade 7Content Standards: the learner demonstrates understanding of the acids and bases depicting its impact to the life and environmentPerformance Standard: The learner would present a role play sharing the implication of acids and bases on human development geared towards environmental awareness supported with a portfolio of accomplishmentsCompetencies:1. Describe acids and bases2. Investigate neutralization of acids and bases3. Produce natural acids and bases4. Show proper handling of acids and bases5. Recognize the practical uses of acids and basesArea: Filipino (Grade 7)Pamantayang Pangnilalaman: Naipapamalas ng mag aaral ang pag-unawa sa paksa ng akdang napakingganPamantayan sa Pagganap:Ang mga mag aaral ay nakasusulat ng talata na may kaugnayan sa paksa ng akdang napakinggan1. Outcomes(General Expectancies in each key stage)Slide Number 25Spiral ProgressionSlide Number 27Time allotmentIndependent/cooperative learningSlide Number 30Learning ResourcesSlide Number 33Assessmentas learning (self- assessment)for learning (formative)of learning (summative)Levels of AssessmentKnowledgeProcessProcessUnderstandingProducts/PerformanceCulminating activity/performancesSlide Number 43General Description of the Teachers GuideInstructional Planning FrameworkLearning OutcomesPlanning for AssessmentDeveloping the Teaching-Learning Plan1) KnowSlide Number 50Slide Number 51Slide Number 52Slide Number 53Slide Number 54Slide Number 55Slide Number 56Slide Number 57Slide Number 58Slide Number 59Slide Number 60Slide Number 61Slide Number 62Slide Number 63Slide Number 64Slide Number 65This is not a perfect curriculum. There is much for us to work on. There will be learning curves that we will need to meet and challenges to be resolved. But with everyones help, we will be able to roll out the program that we can keep improving over the next couple of years. Bro. Armin Luistro,FScSlide Number 67