Department of Education

DEPARTMENT OF EDUCATION
STEERING COMMITTEE MEETING
BULWAGAN NG KARUNUNGAN
February 14, 2011

February 14, 2011

Bulwagan ng Karunungan, DepEd
-----------------------------------------

Excerpts from the TWG on Curriculum

Enhancement
a. Curriculum framework for K+12 Basic Education
Program
b. Mother-Tongue Based Multilingual Education (MTBMLE)
c. New TWG for Grades 11 and 12

The Proposed K to 12 Philippine Basic Education Curriculum Framework

Context
Philosophical and Legal
Bases

Needs of National and Global

Community

The 1987 Philippine

Constitution
BP 232, Education Act of 1982
RA 9155, Philippine
Governance Act
The 4 pillars of education
(UNESCO)
The vision-mission statements
of DepEd

Poverty reduction and human

development
Strengthening the moral fiber of
the Filipino people
Ensuring environmental
sustainability
Global partnership for
development

Nature of the Learner

Embodied spirit
Maker of meaning

Needs of the Learner

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

FUNCTIONAL LITERACY for ALL

Curriculum
Support System

Instructional Support
Teachers CPD, Textbooks and
other IMs

Functional
ly literate
and
holisticall
y
developed
Filipino

Monitorin
g
Evaluatio
n System

Family Support
Internal & External
Stakeholders Support

Societal Support
Public-Private Partnership,
Media, GO, NGOs

Administrative Support
CO, RO, DO, School

Figure 1. The Proposed K to 12 Philippine Basic Education Curriculum

Framework

DepEds Vision

DepEd is globally recognized for good governance and for functionally literate
and God-loving Filipinos
Provide quality basic education that is equitably accessible to all and lay the
foundation for life-long learning and service for the common good

DepEds Mission

Overall Goal

Functional literacy for all and wholistic development of the learner

Possess
a healthy
mind
and body

Desired Outcomes

Core Content

1.
2.
3.
4.
5.

Has the
passion to
develop
his/her
potentials
to the
fullest

Has solid
moral and
spiritual
grounding

Essential
knowledge &
skills to
continuousl
y develop
himself/
herself

Contributes to
the
development
of a
progressive,
just & humane
society

Appreciates the
beauty of the world
around him/her &
cares for the
environ-ment for a
sustain-able future

Communication & literacies;

6. Development of self & sense
Critical thinking& problem solving
of community; and
Creativity & Innovation;
7. Expanding national orientedness
Civic & moral education;
to global orientedness
Life & career competencies;

Figure 2A. Summary of the Proposed K to 12 Basic Education

Curriculum Framework Part I

11 12

7 10
K3

Curricular Program

4-6

Grade 9 * Career Exploration and

Exposure
* Aptitude Test
Grade 10 Special Curricular
Programs (Arts, Sports, Journalism,
Foreign Language, S & T, TechVoc)

G e n e r a l

Learning Areas

Languages

Specialization to prepare students

for any of the following:
Employment
Entrepreneurship
Tertiary education
Middle level skills
education
Higher education

A c a d e m i c

P r o g r a m

Humanities &
Arts

Math & Science

Technology & Livelihood

Education

Co-curricular Activities & Community Involvement Program

Learning Domains

Knowledge &
Understanding

Pedagogical Approaches

Assessment

Essential Skills

Attitudes & Values

Integrative, reflective, collaborative, constructivist

Assessment as
learning

Assessment
for
learning

Assessment of
learning

Balance of
traditional &
authentic
assessment

Standards-based comprehensive, systematic and valid monitoring

Monitoring & Evaluation
and evaluation system set in place aimed at improving quality
System
education

Figure 2B. Summary of the Proposed K to 12 Basic Education

11 - 12

7 - 10

Specialization
Specialization to
to prepare
prepare students
students for
for any
any of
of the
the
following:
following:
Employment
Employment
Entrepreneurship
Entrepreneurship
Tertiary
Tertiary education
education
o
o Middle
Middle level
level skills
skills education
education
o
education
o Higher
Higher education

Consolidation
Consolidation of
of Knowledge
Knowledge and
and Skills
Skills
Development
Development of
of Personality,
Personality, Attitudes
Attitudes and
and Values
Values
Development
of
Aptitudes
and
Interests
Development of Aptitudes and Interests

Career
Career Exploration
Exploration and
and Exposure
Exposure
Aptitude
Test
Aptitude Test

Special
Special Curricular
Curricular Programs
Programs (Arts,
(Arts, Sports,
Sports, Journalism,
Journalism,
Foreign
Language,
S
&
T,
TechVoc)
Foreign Language, S & T, TechVoc)

Grade
Grade 9
9

Grade
Grade 10
10

4-6

Development
Development of
of Complex
Complex Knowledge,
Knowledge, Skills.
Skills.
Personality
Personality ,, Attitudes
Attitudes and
and Values
Values

K-3

Mastery
Mastery and
and Application
Application of
of Basic
Basic Knowledge
Knowledge and
and
Skills
Skills
Development
Development of
of Personality,
Personality, Attitudes
Attitudes and
and Values
Values

Figure 3. The Proposed K to 12 Basic Education Curricular Programs

Mother Tongue-Based
Multilingual Education
(MTB-MLE)Curriculum
An Overview

Continue oral and written L1 & L2

written and literacy in L3
Continue oral and written L1 & L2
Literacy in L2 Introduce Written L3
Continue oral and written L1 & L2
Literacy in L2
Introduce Oral L3
Continue oral L1
Introduce L1 literacy
Introduce Oral L2
Build

oral L1

Introducing 3
languages in
small steps
to build
success

Kinderg
arten
Build
fluency in
oral L1
L1 Prereading
& prewriting

Grade I

Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Build
L1 as
fluency in subject
oral L1
L2 PreL1 Prereading
reading
& pre& prewriting in
writing
Filipino
Introduce
Continue
L1
building
literacy
oral
Begin
English
oral
Filipino,
Math
(second
grading)

Begin
Oral
English

MAKABAYAN

in L1

(third
grading)

High
School
L1 as
subject

L1 as
subject

L1 as
subject

L1 as
subject

L1 as
subject

Filipino
as
subject

Filipino
as
A subject

Filipino
as a
subject

Filipino
as a
subject

Filipino
as a
subject

English
as a
subject

Bridge to
Filipino &
English
literacy
(Math,
Sibika at
Kultura

English
as
subject

English
as
subject

English
as
subject

English
as
subject

Math &
Science
in L3

Math &
Science
in L3

Math &
Science
in L3

Math &
Science
in L3

L1-L2-L1

L1-L2-L1

MAKABA- MAKABA- MAKABA- MAKABAYAN in L2 YAN in L2 YAN in L2 YAN in L2

Math
MAKABAYAN

in L1
L1 as LOI L1 as LOI L2-pre

L1

L1

L1

High
School

Languag
e Arts
(MT)

Grade VI

Language
Arts/Culture
(MT)

Math
(Eng)

Science
(Eng)

Makabayan
(Fil)

Filipino

English

Grade V

Language
Arts/Culture
(MT)

Math
(Eng)

Science
(Eng)

Makabayan
(Fil)

Filipino
(Fil)

English

Grade IV

Language
Arts (MT)

Math
(Eng)

Science
(Eng)

Makabayan
(Fil)

Grade III

Language
Arts (MT)

Math
(MT/Eng)

Science
(MT/Eng)

Makabayan
(MT/Fil)

Grade II

Math
(Eng)

Science
(Eng)

MAKABA
YAN(Fil)

Language Arts, Math, EKAWP or Edukasyong

Pagpapakatao, Sibika at Kultura Mother Tongue

Grade I
Language Arts, Math, EKAWP, Sibika at Kultura
in Mother Tongue
Kindergarten

Filipino

Filipino

English

English
LSRW

Filipino
LSRW

English
LS - RW

Filipino
Oral-LS

English
Oral - LS

Filipino
Oral

English
Oral

Mother Tongue - all subjects

MTB - MLE Time Allotment

Preschool

Strong MT
MT integrated

Totally MT
180

II

III

IV

VI

60

60

60

40

40

40

L2 Filipino

60 Oral

60 LS

60 LSRW

40

60

60

L3 English

60
Oral

60 oral

60 LSRW

40

60

60

60

60

40

40

40

60

40

40

40

140

140

140

20

20

20

HKS*

(40)

(40)

(40)

EPP**

(40)

(40)

(40)

MSEP***

(40)

(40)

(40)

360

380

380

60

Math
Science
MAKABAYAN
EKAWP/Eduk.
Pagpapakatao
(Character Educ.)

20

20

20

Sibika at Kultura

60

60

40

Total

180

320

320

360

Primary medium of instruction for all preschool subjects and Language Arts, Math,
Educ. Pagpapakatao, Sibika at Kultura for
grades I & II
Strongly scaffold English/Filipino as MOI in
grade 3
Language Arts/Culture subjects from grade 3
to high school will

strengthen literacy in L1
develop awareness on local socio-cultural concerns
address learning difficulties in classes with L2/L3 MOI

Time

Minut
es

AM

Subject
1st Grading

2nd Grading

3rd Grading 4th Grading

7:00 7:15

15

Environmental Sanitation

7:15 7:30

15

Pagtataas ng Watawat

7:30 7:50

20

Edukasyong Pagpapakatao/EKAWP

8:00 - 9:00

60

9:00 9:20

20

9:20 10:20

60

10:20 11:20

60

MT integrated
RECESS
Use for Writing
Activity (MT)

Oral Filipino
Sibika at Kultura

P.M.
Use for story telling activity to
develop genuine love for reading

1:00 2:00

60

Oral English

2:00 3:00

60

Mathematics

3:00 4:00

60

Remediation & other related activities

4:00 4:20

20

Flag Retreat

Time

Minut
es

Subject

7:00 7:15

15

Environmental Sanitation

7:15 7:30

15

Pagtataas ng Watawat

7:30 8:00 / 1:00 1:30

30

Meeting Time

AM

P.M.

8:00 - 8:30 / 1:30 2:00

30

Big Group Activity

8:30 9:00 / 2:00 - 2:30

30

Small Group Activity

9:00 9:30 / 2:30 3:00

30

Supervised Recess

9:30 10:00 / 3:00 3:30

30

Story Telling

10:00 10:20 / 3:30 3:50

20

Indoor/Outdoor

10:20 10:30 / 3:50 4:00

10

Dismissal Time

Framework for the Design of the K+12 Curriculum

Job

Vocational-Technical
Education

College

SENIOR
FRESH
MAN

Determine intersection set of

DLCs

GR Work backwards to build curriculum to support

12 the common core
Values
Citizenship

Design a seamless coherent

curriculum
Work forward from Grade 1

If there is room
put in electives
for Jobs,
College and
Voc-Tech

Only for
those
intending
to go to
College

Transition Curriculum
Survey of Industry
Desired
Competencies Across
Jobs
Determine Desired Learning Competencies (DLCs) for
College Graduates

SENIOR
FRESH
MAN

Determine No. of years of College =

Internationally Accepted No. of Yrs of
Formation -12

Work backwards to determine academic

admissions requirements which are now the
DLCs of the basic education program
Determine Competencies of Graduates of Existing
Curriculum

GR 10

EXISTING
GR 1

Determine the
GAP and
Design the
Transition
Curriculum to
Bridge the GAP

Will it Fill Up 2
Years? What if
NOT?

The nationwide consultation is aimed to:

Educate the public about the Enhanced
K+12 reform
Understand

the concerns of stakeholders on

the Enhanced K+12

Provide

substantive inputs to the Steering

Committee in refining the K+12 reform to
address the concerns of the stakeholders

TIME

STAKEHOLDER SPECIFIC ORIENTATION

8:00 10:00am

Enhanced K+12 Basic Education Reform

Orientation
Questionnaire provided to all participants

10:00 12:00nn

Focus Group Discussions

Group 1: Local business groups
Group 2: Local government officials
Group 3: Private HEIs

Option to travel to district level school to conduct another orientation for

parents, teachers, students
2:00 4:00pm

Enhanced K+12 Basic Education Reform

Orientation
Questionnaire provided to all participants

4:00 6:00pm

Focus Group Discussions

Group 1: Parents
Group 2: Teachers
Group 3: Students

Team 1

Team 2

February 7

Region IV-B

Region II

February 10

Region IV - A

February 11

Region III

February 15

NCR

February 28

Region VI

March 1

Region I

March 3

Region VIII

ARMM

March 8

Region V

Region XII

March 11

Region XI

CARAGA

March 15

Region IX

CDO

CAR