The K to 12 BASIC EDUCATION PROGRAM

The K to 12 BASIC EDUCATION PROGRAM

(as of JANUARY, 2013)

The K to 12 BASIC EDUCATION PROGRAM

TABLE OF CONTENTS
Elementary

24

PAGE
I.

II.

The K to 12 Basic Education Program

Background and Rationale

Introduction

Historical Development of the

Basic Education Program

Outcome Goals of the K to 12 Basic

Education Program

10

Process Goals of the K to 12

Education Program

10

The K to 12 Basic Education Curriculum

11

Goal

11

The Learning Areas

15

Co-Curricular and Community

Involvement Programs

15

Core Content

17

Distinctive Features and Guiding Principles

17

Structure of the Curriculum

23

Kindergarten
As of January 2013

24

Secondary

24

Alternative Learning System

26

III.

The K to 12 Curriculum Guide

30

IV.

Implementation Guidelines

31

V.

Glossary of Terms

32

VI.

References

35

VII.

Committees on K to 12 Curriculum

36

The K to 12 BASIC EDUCATION PROGRAM

List of Figures
FIGURE

List of Tables
PAGE

TABLE
Table

Total Basic Education Cycle of Asian

Countries

Table

Historical Bases of the Additional Years of

Education, SEAMEO INNOTECH, 2011

Table

Unemployment Rate in the Philippines,

2010.

Table

Basic Education Curricular Reforms

Proposed Senior High School Curriculum for

Tech-Voc, Entrepreneurship, Sports and Arts
Proposed Senior High School Curriculum for
Academic

25

The Components of the K to 12 Curriculum

at a Glance

30

Figure

National Achievement Test Results SY

2005-2010

Figure

Trends in International Mathematics and

Science Study (TIMMS) 2003

Figure

Average of TIMSS Scores, Philippines

Figure

Typical Progression of a Cohort of Pupils

Based on a Cohort of Grade 1 Pupils from
SY 1995-1996 to College Graduates SY
2008-2009, both Public and Private

PAGE

Figure

Unemployed vs. Available Skill-Based Jobs

Table

Figure

The K to 12 Graduate

Table

Figure

The K to 12 Philippine Basic Education

Curriculum Framework

11

Table

Figure

The Learning Areas of the K to 12

Curriculum

14

Figure

Structure of the K to 12 Curriculum

21

Figure

10

The K to 12 Curriculum Model

24

Figure

11

Figures

K to 12 Curriculum in both Formal

Education and Alternative Learning System
12-13 Phased Introduction of the K to 12
Curriculum

27
27-

iii

26

The K to 12 BASIC EDUCATION PROGRAM

The K TO 12 BASIC EDUCATION PROGRAM

I.

BACKGROUND and RATIONALE

Introduction
The K to 12 Basic Education Program 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. The Department seeks to create a
basic education sector that is capable of attaining the countrys
Education for All Objectives and the Millennium Development Goals
by the year 2015 and President Noynoy Aquinos 10-point basic
education agenda by 2016.These policy reforms are expected to
introduce critical changes necessary to further accelerate, broaden,
deepen and sustain the Departments effort in improving the quality
of basic education.

Figure 1. National Achievement Test Results, SY 2005-2010

Students performance in international tests such as the Trends in
International Mathematics and Science Study (TIMSS) is as dismal.
In Grade IV Math and Science, TIMSS, 2003, the Philippines
ranked 23rd in performance out of 25 countries. For high school
Math, the Philippines ranked 34thout of 38 countries. In high school
Science, it ranked 43rd out of 46 participating countries.1 In TIMMS,
2008 for Advanced Math, the Philippines ranked 10thout of 10
countries, even with only the science high schools
participating.2(See Figures 2 and 3)

The challenges of the Department are great but are not

insurmountable. Education outcomes in terms of achievement,
participation and completion rates point to the urgent need to
improve the quality of basic education in the country. The National
Achievement Test results for SY 2005-2010 show that many
students who finished basic education do not possess sufficient
mastery of basic competencies. (See Figure 1)

National Center for Education Statistics. Highlights from the Trends in International
Mathematics and Science Study 2003.December 2004
2
I.V.S. Mullis, M.O. Martin, D.F. Robitaille, & P. Foy, (2009). Chestnut Hill, MA. Trends in
International Mathematics and Science Advanced 2008.

The K to 12 BASIC EDUCATION PROGRAM

Figure 3. Average of TIMSS Scores, Philippines

Figure 2. Trends in International Mathematics and Science Study
(TIMMS) 2003

Another major challenge of the Department of Education is retaining

those in school, particularly those at risk of falling out of the system.
Those who are at risk of dropping out are those who encounter
difficult circumstances in life poverty, cases of teenage
pregnancies, student laborers, children whose parents were poorly
schooled, slum dwellers, families who live in areas with peace and
order problems and learners with various forms of disabilities .
Figure 4 shows that of the 100 students who enrolled in Grade 1,
only 65 students reached First Year high school and 46 of which
graduated HS. Of these 46 HS Graduates, only 20 reached college
level and 16 earned college degrees.

The K to 12 BASIC EDUCATION PROGRAM

The relatively weak performance of Filipino students in Mathematics

and
ScienceintheTIMMSsignifiesthatthePhilippinesmustcatchupwithther
eto the world.
Besides, trade liberalization, the growing global market,
international agreements such as the Bologna and Washington
Accords have kept countries focused on the comparability of
educational degrees. Filipino graduates need to develop a
competitive advantage over others in the ASEAN region and in the
world. Unfortunately, the ten-year basic education system
handicaps overseas Filipino professionals competing in the world
market. The Bologna Process3 requires 12 years of education for
university admission and practice of profession in European
countries. On account of the Bologna Accord4, starting 2010,
undergraduate degrees in the Philippines are no longer recognized
in most European countries. The Washington Accord5 prescribes a
minimum of 12 years of basic education as an entry to recognition
of engineering professionals. Obviously, the short basic education
cycle is a deterrent in pursuing recent initiatives like the APEC and
ASEAN mutual recognition projects. APEC or Asia Pacific
Economic Cooperation is an international forum of 21 member
economies that acts collectively to advance their common interests.
APEC is committed to a policy of reducing barriers to trade and of
being a vehicle for promoting economic cooperation within the AsiaPacific Region. (Source: SEAMEO INNOTECH Study)

Figure 4.Typical Progression of a Cohort of Pupils Based on a

Cohort of Grade 1 Pupils from SY 1995-1996 to College Graduates
SY 2008-2009, both Public and Private
The sad state of basic education in the country can be partly
attributed to the congested basic education curriculum. The basic
education curriculum is meant to be taught in twelve years, yet it is
delivered in ten (10) years. The research findings of the
comparative study of the curricula of Brunei Darussalam, Malaysia,
Singapore and Philippines conducted by SEAMEO-INNOTECH
affirmed that indeed the Philippine basic education curriculum is
congested, especially the Mathematics, Language and Science
subjects.

Batomalaque, Antonio. Basic Science Development Program of the Philippines for

International Cooperation. University of San Carlos.; Marinas, Bella and Ditapat, Maria.
Philippines: Curriculum and Development. UNESCO International Bureau of Education
4

Batomalaque, Antonio. Basic Science Development Program of the Philippines for

International Cooperation. University of San Carlos.; Marinas, Bella and Ditapat, Maria.
Philippines: Curriculum and Development. UNESCO International Bureau of Education
5

International Engineering Alliance. The Washington Accord.

http://www.washingtonaccord.org/Washington-Accord/FAQ.cfm (Accessed 11 September
2010)

The K to 12 BASIC EDUCATION PROGRAM

In 1949, the proposal to expand basic education was revived. 6

Since then the call for extension of the Philippine basic education
duration persisted as presented in Table 2.

The Philippines is the last country in Asia and one of only three
countries in the world (the other two being Djibouti and Angola of
Africa) with a ten-year pre-university program. (Refer to Table 1).

Country

Total Basic
Education Cycle

Total Duration of
Pre- University
Education

Brunei
Cambodia
Indonesia
Lao PDR
Malaysia
Myanmar
Philippines
Singapore
Thailand
Timor-Leste
Vietnam

11/12
12
12
12
12
11
10
11
12
12
12

13/15
13
13
14
14/15
12
10
12/14
12
12
14/15

Year

Source

1949

Restore Grade VII in primary education

1953

Education Act

Revise the Primary school system by adding one year

(Grade VII)

1960

Swanson Survey

Restore grade 7 in Primary education

1970

PCSPE

1991

EDCOM Report

1998

Philippines
Education Sector
Study (World Bank
and ADB)

2000

PCER

2006

Philippine EFA 2015

National Action Plan

2008

Presidential Task
Force on Education

Source: SEAMEO-INNOTECH, 2011

Table 1. Total Basic Education Cycle of Asian Countries

Until the 1930s, the Philippines actually had 11 years of basic
education: seven years of primary and four years of secondary
schooling. The Commonwealth government even then, did not feel
that 11 years provided adequate preparation for tertiary education
or the work place. It decided to reduce the primary cycle to six
years, which was duly done, and added two years to high school,
which did not happen. (de Jesus, Edilberto. Philippine Daily
Inquirer, 01/08/2010).

Recommendation

UNESCO Mission
Survey

Extend secondary education by one year to better prepare

students who have no plans to take up university education
Retain the 10-year basic education phase while
institutionalizing career counseling in Primary and
secondary schools in preparation for higher education
Prioritize student learning through curricular reforms, the
provision of textbooks, the use of the vernacular in lower
Primary grades, and the institution of a longer basic
education cycle
Implement a compulsory one-year pre-baccalaureate stage
as prerequisite for students interested in enrolling in higher
education degree programs
Lengthen the educational cycle by adding two years to
formal basic education (one each for Primary and high
school)
Extend pre-university education to a total of 12 years,
benchmarking the content of the eleventh and twelfth years
with international programs

Compul
ory
Table 2. Historical Bases of the Additional
Years of Education,
Learning
SEAMEO INNOTECH,
2011
Areas
sted in enrolling in higher education degree programs

The poor
2006quality of basic education as reflected in the inadequate
preparation of high school graduates for the world of work
contributes
toEFA
the20 relatively high unemployment rate among the
Philippine
career paths/ choices
young and
the
educated.
See Table 3.
Exploratory Courses

for Academic Specialization

Journalism
Mother Tongue
6 & Foreign Languages
Esther
Care and Ethel Valenzuela, Analysis of Basic Education of the
VI.
Technical- Vocational Languages
Philippines:Implications
for the K to 12 Education Program, Jan. 2012.
VII.
Math for Specific
Purposes

Life Sciences/
Physical Sciences

Literature

Contemporary Issues
(local and global)

Career Pathways
- Entrepreneurship
-Tech Voc
- Academic

The K to 12 BASIC EDUCATION PROGRAM

Table 3 shows that of the 80.6% unemployed by age group, 51.5%

are 15-24 years old and below. The 70.9% unemployed went
through school from high school to college. The Table shows that
the largest percentage of unemployed is the group of high school
graduates, 33.1%. Figure 5also shows that there is huge number of
skills-based jobs available (650,000++) and also a huge number of
unemployed high school graduates (972458). This implies a
mismatch between graduates skills and job demands.

Figure 5. Unemployed vs. Available Skill-Based Jobs

(Source: NSO, 2009 and 2010)

Table 3. Unemployment Rate in the Philippines, 2010.

The K to 12 BASIC EDUCATION PROGRAM

Historical Development of the Basic Education Program

Like the K to 12 curriculum, the curricular revisions were backed up

by research findings and recommendations. The issue of curriculum
congestion which resulted to the learners lack of mastery of basic
competencies was the reason behind the introduction of the
decongested New Elementary Education Curriculum (NESC) and
New Secondary Education Curriculum (NSEC) in 1983 and 1989,
respectively and the 2002 Basic Education Curriculum. For
relevance, the 2-2 plan was introduced for the secondary schools in
1958 which was revised in the offering of electives for secondary
students in 1973, to give students choice on career path.

The historical development of the Philippine basic education

program proves the Departments continuing effort at improving the
qualityand relevance of basic education. In terms of curriculum
development, Table 47shows that since 1945, the elementary
curriculum underwent three (3) revisions while that of the secondary
curriculum underwent four (4) before the K to 12 curriculums. This
is because the introduction of the 2-2 Plan, 2-year college
preparatory and 2-year vocational curriculum, was relevant only to
the secondary.

In the 2-2 Plan, both general and vocational secondary schools

offered the basic or common curriculum of academic courses with
one unit of Practical Arts in the first two years. In the last two years,
the general secondary schools offered a pre-college academic
curriculum with one unit of vocational elective each year while the
vocational secondary schools offered more specialized vocational
courses with one unit of academic elective each year. 8
The 2-2 Plan was a differentiated curriculum leading either to a
college or a technical course. Similar to that of the K to 12
curriculum one of the guiding principles of the 2-2 Plan was that
the curriculum of each school should provide vocational courses
which are geared to the occupations, resources and industries of
the community or region where the school is located.9 It was seen
to be a very responsive curriculum, however, it was met with
strong opposition especially from the private sector which
requested for its deferment due to lack of money, facilities,
equipment
for vocational education and lack of guidance
counselors10. The pitfalls of the 2-2 Plan implementation could be
attributed to insufficient preparation before the plan was

Table 4. Basic Education Curricular Reforms

8

Board of National Education, General Policies on Education, 1967-1972,

Board of National Education, General Education Policies : A Report , 1959-1961
10
Board of National Education, General Education Policies : A Report , 1959-1961

Prepared by Avelina T. Llagas , former Director of the Bureau of Secondary Education,

DepEd

The K to 12 BASIC EDUCATION PROGRAM

implemented and the continued high prestige value of the college

preparatory course in the eyes of parents and students.11

backward design which necessitates determining targets and

goals and assessment first before identifying and planning learning
activities to ensure clarity of targets.

To respond to the need on improving curriculum relevance to

increasing diverse contexts of learners as a result of globalization
and in addition to the issue of an overcrowded curriculum that
haunted basic education, the Department of Education restructured
the NESC (1983) and the NSEC (1989) into the 2002 Basic
Education Curriculum (BEC).

The issue on lack of mastery of concepts and skills partly due to a

congested curriculum did not end even with the already
decongested
2002
BEC.
This
means
that
the
clamorforqualitybasiceducationcannotberespondedtobymerecurricul
um decongestion. Thus the K to 12Basic Education Program is not
only concerned with curriculum decongestion but also with other
critical concerns like addressing shortages of educational inputs ,
improving the quality of teachers and strengthened stakeholders
participation.

The 2002 BEC, the forerunner of the K to 12 curriculum, is a

decongested curriculum consisting of five (5) core learning areas
from as many as ten (10).It had the following objectives:

Connect related subjects

Increase the time allotted for Science, English, and
Mathematics;
Reduce congestion of subjects;
Improve attitude towards work to increase productivity ;
Increase individual's ability to cope in a fast changing
world;
Increase the importance of the arts, music, sports,
dance, and other aspects of Philippine culture; and
Develop nationalism among Filipino learners for
responsible citizenry

The K to 12 Basic Education Program is a comprehensive program

in the sense that the support systems to ensure its implementation the family and other stakeholders, instructional, administrative and
society as a whole are given the needed attention.

After the introduction of the 2002 BEC, the Bureau of Elementary

Education conducted a thorough review of the competencies to
enhance the vertical articulation of competencies. In 2010, the
Bureau of Secondary Education implemented the 2002 BEC based
on UbD design for meaningful and integrative teaching. This was
called 2010 SEC. This curriculum design is focused on teaching for
understanding and on essential and big ideas. It makes use of the
11

Board of National Education, General Education Policies : A Report , 1959-1961

The K to 12 BASIC EDUCATION PROGRAM

Outcome Goals of the K to 12 Basic Education Program

7. Institute reform in assessment framework and practice

for a learner-centered basic education
8. Address basic input shortages in classrooms, teachers,
textbooks
9. Promote good education governance in the entire
Department of Education

The K to 12 Basic Education Program seeks to realize the following:

1. Philippine education standards to be at par
with
international standards
2. more emotionally mature graduates equipped with
technical and/ or vocational skills who are better
prepared for work, middle level skills development and
higher education
3. significantly addressed shortages or gaps in educational
inputs (teacher items, school head items, classrooms,
instructional materials) addressed significantly
4. broadened and strengthened stakeholders support in
the improvement of basic education outcomes
5. improved internal efficiency
6. improved system of governance in the Department
7. improved quality of teachers

10. Pursue legislation to institutionalize K to 12 Basic

Education Program
11. Formulate transition management plan for the K to 12
implementation by including modeling per region per
specialization
12. Identify K to 12 model schools per region and per
specialization tracks that will model senior high school
by SY 2012-2013.

Process Goals of the K to 12 Basic Education Program

1. Decongest and reform the basic education curriculum in
coordination with CHED, TESDA and other education
stakeholders
2. Develop culture-sensitive, culture-responsive and
developmentally appropriate print/non-print online
learning resources for K to 12
3. Conduct in-service training for teachers relative to the
implementation of the K to 12 curriculum
4. Focus on integrated instruction to equip learners with
skills for future employment , critical and creative
thinking and life skills
5. Universalize kindergarten by 2012
6. Institutionalize school-based management for school
empowerment
8

The K to 12 BASIC EDUCATION PROGRAM

II.

THE K TO 12 BASIC EDUCATION CURRICULUM

Goal
As Figure 6 shows, the K to 12 Basic Education Curriculum is
geared towards the development of a holistically developed
Filipino with 21stcentury skills who is ready for employment,
entrepreneurship, middle level skills development and higher
education upon graduation from Grade 12.

Figure 6. The K to 12 Graduate

( Note:This diagram was conceptualized by Dr. Paraluman R. Giron, Chair for K to 12 TWG for Grades 1-10,
illustrated by Frederick G. del Rosario, Head Teacher III , Balagtas National Agricultural High School).

The K to 12 BASIC EDUCATION PROGRAM

The K to 12 graduate is equipped with the following 21st century

skills: 1) information, media and technology skills, 2) learning
and innovation skills, 3) effective communication skills, 3)
effective communication skills and 4) life and career skills.

Curriculum is achieved when every K to 12 graduate demonstrates

the desired outcomes as illustrated below:

Information, media and technology skills include 1) visual and

information literacies, media literacy, basic, scientific, economic and
technological literacies and multicultural literacy and global
awareness. The learning and innovation skills are 1) creativity
and curiosity; 2) critical thinking problem solving skills and risk
taking. To develop effective communication skills, the following
skills must be taught: 1) teaming, collaboration and interpersonal
skills; 2) personal, social and civic responsibility and interactive
communication, and local, national and global orientedness. The
life and career skills are: 1) flexibility and adaptability; 2) initiative
and self-direction; 3) social and cross-cultural skills; 4) productivity
and accountability, 5) leadership and responsibility, and 6) ethical,
moral and spiritual values.
The ideal K to 12 graduate is one who manifests patriotism and
nationalism, love of humanity, respect for human rights,
appreciation of the role of national heroes in the historical
development of the country, observance of rights and duties of
citizenship, strong ethical and spiritual values, moral character and
personal discipline, critical and creative thinking, scientific and
technological knowledge, and vocational efficiency12.
The ideal K to 12 graduate is one who has discovered his/her
potential in a child-centered and value-driven teaching-learning
environment, one who is enabled to create his/her own destiny in a
global community, one who is prepared to become a responsible
citizen and an enlightened leader who loves his/her country and is
proud to be a Filipino.13The overarching goal of the K to 12
12
13

Philippine Constitution, Article XIV, Section 3. (2)

DepEds vision statement, http://www.deped.gov.ph

10

The K to 12 BASIC EDUCATION PROGRAM

11 Education Curriculum Framework

Figure 7. The K to 12 Philippine Basic

The K to 12 BASIC EDUCATION PROGRAM

Framework

The Learning Areas

The K to 12 Curriculum Framework is based mainly on Ralph

Tylers model. The overall goal of the K to 12 Curriculum , namely
, the formation of a holistically developed Filipino with 21st century
skills ready for employment, entrepreneurship, middle level skills
development and higher education, is based on the needs of the
learner and on an analysis of the needs of both the national and
global community as screened by the philosophical and legal
bases of the Philippine education system and the psychological
nature of the learner and of learning.
The overall goal of the K to 12 Curriculum is expressed more
specifically in terms of program standards, Grade level standards,
content standards and performance standards . The content and
performance standards are further unpacked into competencies. (
Please refer to the Curriculum Guide for each learning area).
A Monitoring and Evaluation System determines whether the goals
and objectives of the K to 12 Curriculum have been attained or
not.
The development of the K to 12 Curriculum Framework followed
the participatory /interactive model of curriculum development.
The K to 12 Curriculum Guide is a product of the collaborative
effort of curriculum experts from the Department of Education ,
experts from the academe, and teachers who are the ultimate
users of the Curriculum Guide who took into consideration
comments
from other education stakeholders- parent
representatives, student representatives , professional teacher
organizations, associations of colleges and universities
and
government agencies such as Commission on Higher Education,
Technical Education Skills and Development Authority Department
of Labor and Employment.
The participation of teachers in the development of the K to 12
Curriculum Guide is also in accordance
with Hilda Tabas
Curriculum Model, Grass-roots Rationale.

The cluster of subjects of the K to 12 curriculum- Languages, Math

and Science, Arts and Humanities, and Technology and Livelihood
Education cuts across the grade levels from K to Grade 12 to
nurture the learners holistic development. There is no demarcation
line among the cluster of subjects- to indicate that the curriculum is
organized to cut across subject lines and to put across the concept
that the whole curriculum is life itself.
The Language subjects are Mother Tongue, Filipino and English.
The Arts and Humanities subjects are Edukasyon sa
Pagpapakatao, Araling Panlipunan, Music, Arts, Physical Education
and Health (MAPEH). The other subjects are Science, Math and
Technology and Livelihood Education.
There are changes in the nomenclature of some subjects.
Edukasyonsa Pagpapahalaga for the secondary and Edukasyon sa
Pagpapakatao for the elementary are now renamed Edukasyon sa
Pagpapakatao. Science and Health is called Science. Health is
joined to MAPEH.
The learning areas in the K to 12 curriculum can be grouped into
two: 1) common core academic subjects and 2) areas of
specialization.
These are enumerated in the discussion of
elementary and secondary education.

12

The K to 12 BASIC EDUCATION PROGRAM

Co-Curricular and Community Involvement Programs

Co-curricular programs and community involvement programs are
an extension of the common core academic subjects and the
teaching and learning process. They are an integral part of the
school curriculum that enhances the holistic development of the
learner. The co-curricular programs in a large sense also serve as a
laboratory of life where what is learned in the classroom context can
be applied in practical terms yet be used as a further teachable
opportunity. Co-curricular and community involvement programs
are irreplaceable opportunities for the learner to reinforce and put
into practice the knowledge, skills, values and attitudes learned.

13

The K to 12 BASIC EDUCATION PROGRAM

INFORMATION, MEDIA, AND TECHNOLOGY SKILLS LEARNING INNOVATION SKILLS

General Academic Program

Specialization/
Track

NONE

Mother Tongue
Filipino
English
Mathematics
Science
Araling Panlipunan
Edukasyon sa
Pagpapakatao
MAPEH

NONE

Development of knowledge, skills,

attitude and values: mastery and
application basic skills

English
Filipino
Mathematics
Science
Araling Panlipunan
MAPEH
Edukasyon sa Pagpapakatao
EPP

NONE

Development and mastery

of complex knowledge and
skills, development
of attitudes and values.

In Grade 1, oral Filipino is taught in 1st Semester and oral English in the Second Semester

TLE Exploratory Courses

Common Core
Academic
Subjects

LEARNING DOMAIN
Values Education
Physical Health &
Motor
Development
Social &
EmotionalDevelop
ment
Cognitive
Development
Creative Arts
Language
LiteracyCommunic
ation

English
Filipino
Mathematics
Science
Music, Arts, PE & Health
(MAPEH )
Araling Panlipunan
Edukasyon sa Pagpapakatao
Technology & Livelihood
Education

Specialization
in TLE

Consolidation of complex
knowledge and skills,
development of attitudes, values,
aptitudes and interest.

For Grades 7 and 8 only

LIFE AND CAREER SKILLS EFFECTIVE COMMUNICATION SKILLS

Figure 8. The Learning Areas14
of the K to 12 Curriculum

Languages
o -English
o -Filipino
Literature
Mathematics
Science
Contemporary Issues
Philosophy of the
Human Person
Media and Digital
Literacy

Tech-Voc
Entrepreneurship
Sports and Arts
Academic

Consolidation of complex
knowledge and skills,
development of attitudes,
values as a result of a
strong liberal education;
adequate preparation for the
world of work
entrepreneurship, middle
level skills development and
higher education.

The K to 12 BASIC EDUCATION PROGRAM

3.It is developmentally appropriate. The K to 12 curriculum

considers the various developmental stages of learners. Selection
of activities is informed by age-appropriateness, individual
differences, and social and cultural diversity.

Distinctive Features and Guiding Principles

1.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.

4.It is standard-based and competency-based.What learners

should know and be able to do and the levels of proficiency at
which they are expected to demonstrate what they know and can
do are clearly stated in the form of standard sunpacked into
competencies. With a standards- and competencies-based
curriculum, learners understand what are expected of them, parents
are clear on what are expected of their children, teachers are
guided on what to teach and how to teach, and the DepEd is
provided with a common reference tool for national assessment.

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.

With standards, competencies are connected to ensure integrated

and meaningful teaching instead of isolated, disconnected and
meaningless teaching.

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

developing self-propelling and independent lifelong learners.

5.It is research-based. The new features of the K to 12

curriculum are backed up by hard data. The use of Mother Tongue
as a medium of instruction from K to Grade3is supported by a
research finding that children learn better and are more active in
class and learn a second language even faster when they are first
taught in a language they understand.

2. It is inclusive.The vision statement of DepEd states We

affirm the right of every Filipino child especially the less advantaged
to benefit from such system.14 (referring to the existing educational
system.) It reaches out to all kinds of learners regardless of ability,
condition, age, gender, ethnicity, and social status. It is built on the
principle that every child has a right to education and that the
education system needs to be flexible to accommodate the learning
needs of all learners. The emphasis is on making schools learnerfriendly, mainstreaming learners with disability into general schools,
and creating a non-discriminatory education system where all
learners have equal opportunity to learn.

14

The strengthening of ICT-integration in the basic education

curriculum in order to meet the 21st century skills required by
employers, the use of the spiral progression approach in the
teaching of Math and Science and the development of alternative
delivery modes to provide equal opportunity for all are backed up by
the recommendations of the DEpED-commissioned researches
conducted by SEAMEO-INNOTECH and University of Melbourne.

DepEds vision statement, http://www.deped.gov.ph

15

The K to 12 BASIC EDUCATION PROGRAM

Other research recommendations that were integrated in the K to

12 curriculum are the use of the expanding spiral progression
approach in the teaching of Science, Mathematics, Araling
Panlipunan, MAPEH and Edukasyon sa Pagpapakatao and the
deliberate teaching of the investigatory process in Science as a
separate topic by Grade 7.

8. It is culture-responsive and culture-sensitive.-To be truly

inclusive, the K to 12 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.

6. It is relevant and responsive. The K to 12curriculum is

aligned with national education and development goals enunciated
in the laws of the country and to the ten-point education agenda of
the President Noynoy Aquino. It also responds to the Millennium
Development and Education for All goals.

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.

As the curriculum framework shows, the K to 12 curriculum is

designed to respond to the need for a nationalistic and productive
citizenry who contributes to the building of a progressive, just, and
humane society and whose personal discipline is grounded on
ethical, moral and spiritual values. The curriculum likewise
addresses the demands of global citizenship and partnership for
development that ensures environmental sustainability. In short, the
K to 12 curriculum responds to the learning needs of the learner of
the 21stcentury and the of the local, national and global community.

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.
9. It is decongested. To allow for mastery of competencies and
to give more emphasis to the development of student
understanding and on learning how to learn, repetitions of
competencies were weeded out. The new curriculum was
redesigned in line with the standards and competencies desired of
a K-12 graduate.

7. It is value-driven. -The curriculum offers a subject in Values

Education with the descriptive title Edukasyon sa Pagpapakatao.
This is one of the core and compulsory subjects from Grades 1 to
10.Values and Character Education is also one of the 6 domains in
Kindergarten. In the K to 12curriculum, every teacher is a Values
Education teacher as all subject matter is a potent vehicle for
values integration.

10.It is seamless. The K to 12 curriculum consists of a continuum

of competencies which provides transition from one Grade level to
another without unnecessary duplication. The continuum of
standards and competencies from the elementary to secondary
level is ensured by the unified curriculum framework for each
learning area from elementary to high school. The standards and
competencies are developed following expanding spiral progression
model. This means that learning is built upon prior knowledge,
skills, values and attitude of students to ensure vertical continuity.

In the K to 12 curriculum, the learner learns and develops in a

value-driven environment where everyone is respected and is
valued for he/she is.

16

The K to 12 BASIC EDUCATION PROGRAM

learning to live together15. The K to 12 curriculums 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 cocurricular activities and community involvement programs enable
learners to build on their classroom learning and apply the
knowledge and skills learned.

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.

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 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.

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 ten years of basic education but
also by ensuring that the standards of the twelve-year basic
education is equivalent to the twelve-year basic education offered in
other countries. Graduates of the K to 12 curriculum will be
recognized as such in other countries.

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

for technology and livelihood education continued on Grades 11
and 12where he/she is offered other specializations such as
academics, sports and the arts in addition to technical and vocation
education.

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.

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
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

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)

15

UNESCOs Report of the International Commission on Education for the 21st century.

17

The K to 12 BASIC EDUCATION PROGRAM

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 Alternative
Learning System (ALS), and multigrade classes as these programs
target learners who have unique needs not addressed by the formal
school system.

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.
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.

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

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.17
Like its forerunners, the K to 12 curriculum is decongested not in
terms of the number of subjects (2002 BEC) but in terms of
competencies. Makabayanas a learning area in the 2002 BEC is plit
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.

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

17
16

Board of National Education, General Policies on Education, 1967-1972,1951-1961 &

1958-1960

Education Act of 1982.

18

The K to 12 BASIC EDUCATION PROGRAM

Pedagogical Approaches

evaluating the objectivity of 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
teachers role is to plan and facilitate the exploration of the ideas
and skills required in the curriculum.

The pedagogical approaches are integrative, constructivist,

inquiry-based, reflective and collaborative.

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.

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.

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.

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 decisionmaking, 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

Integrative. Subject matter is taught using interdisciplinary and

multidisciplinary approaches. Science is taught in relation to Math
and vice versa. The content in Science, Health, Art, and Physical
19

The K to 12 BASIC EDUCATION PROGRAM

Education may become a reading material in English or the content

in Araling Panlipunan and Edukasyon sa Pagpapakatao serves as
reading material in Filipino. What is taught in Science is reinforced
by the lessons in Health. With the thematic approach, within each
subject itself, the connectedness of topics taught is shown. Cocurricular activities and community involvement complement
teaching-learning in the classroom. They are real life opportunities
for contextualized and integrative learning.
Learning is contextual. Learning cannot be divorced from their lives.
Learners do not learn from isolated facts and theories separate
from the rest of their lives.

Self-assessment (assessment as learning) develops in the learner

personal responsibility for learning and helps him/her become a
self-directed or self-regulated learner. It begins as he/she becomes
aware of the goals of instruction and the criteria for performance.
He /she sets his/her personal learning goals based on standards
set, monitors his/her progress by regularly undertaking informal and
formal self-assessment and by actively reflecting on his/her
progress (metacognition) in relation to his/her personal goals. The
self- assessment process gives the learners an opportunity to
assess themselves, reflect on results , why they did well or why
they did not do well and learn from their experiences.

Every end of the quarter is an opportunity to integrate learning by

way of a culminating activity.

In formative assessment, the teacher and learner use assessment

primarily to improve learning and teaching. Assessment for learning
is about assessing progress, analyzing and giving feedback on the
outcomes of assessment positively and constructively. It is given at
the beginning of teaching (diagnostic) or in the process of teaching
(formative) to guide instruction and teacher decision-making. Before
teachers introduce a new lesson teachers pre-assess the entry
knowledge and skills of the learners by way of a pre-test. If the
learners do not possess the prerequisite knowledge and skills,
teacher adjusts instruction.

Assessment
The K to 12 curriculum has a balanced assessment program.
Assessment in the K to 12 curriculum is, in the words of Cronbach,
is comprehensive and involves multifaceted analysis of
performance that uses a variety of techniques which has primary
reliance on observations of performance and integration of diverse
information. It makes appropriate use of both traditional and
authentic assessment tools. It practices self-assessment
(assessment as learning), formative assessment (assessment for
learning) and summative assessment (assessment of learning.)

Formative assessment is an on-going assessment which includes,

review and observation in a classroom to check if learners are
learning. The results of formative assessment are recorded for
tracking learners progress, not for grading purposes.
In the K to 12 curriculum, the assessment process involves the use
of a wide array of traditional and authentic assessment tools and
techniques for a valid, reliable and realistic assessment of learning.
Traditional and authentic assessments complement each other.
They are not mutually exclusive.

20

The K to 12 BASIC EDUCATION PROGRAM

Assessment is based on multiple information sources (e.g. pretests, written tests, portfolios, and works in progress, teacher
observation, and conversation). Verbal or written feedback to the
learner is primarily descriptive. Feedback emphasizes strengths,
identifies challenges, and points to next steps.

of the K to 12standards and to serve the purposes of a college

entrance examination.

A balanced assessment for the K to 12 curriculum also means

putting emphasis on assessing understanding and skills
development rather than on accumulation of content. This is one of
the recommendations of the research conducted by the University
of Melbourne.

There are other assessments given to learners. These are the

Occupational Interest Inventory for Secondary Students given in
Grade seven and the National Career Assessment Examination
given in Grade 8.

Teacher also checks learning at the end of a unit or term to

determine how much has been learned. This is referred to as
assessment of learning (summative assessment).It is designed to
measure the learner achievement at the end of a unit or term to
gauge what he/she has learned in comparison with established
standards. The assessment results are the bases of grades or
marks which are communicated to learners and parents.

Structure of the Curriculum

Except for assessment at the end of Grade 3, all assessments

apply to the alternative learning system.

K to 12Curriculum includes Kindergarten, six years of elementary

and six years of high school which is divided into stages, four years
of junior high school and two years of senior high school. It follows
the model K+6+4+2.

National assessment, a form of summative assessment, will be

conducted in four key stages, namely:
1.
2.
3.
4.

end of Grade3, key stage 1;

end of Grade 6, key stage 2;
end of Grade 10, key stage 3; and
End of Grade 12, key stage 4.

In addition to the usual assessment conducted at the end of each

level of schooling - elementary, junior high school and senior high
school, summative assessment in the national level is conducted at
the end of Grade 3, to determine the impact of the use of Mother
Tongue as medium of instruction. The assessment in Grade 12 is
conceived to accomplish several purposes - to assess achievement

Figure 9. Structure of the K to 12 Curriculum.

21

The K to 12 BASIC EDUCATION PROGRAM

Kindergarten

1.Edukasyong Pantahanan at Pangkabuhayan is taught beginning

Grade 4. Science is offered only starting Grade 3, however, science
concepts and processes are integrated in the teaching of
Languages, Physical Education and Health, Edukasyon sa
Pagpapakatao, and Araling Panlipunan. The skills and steps of the
investigatory process which are deliberately taught in Grade 7
Science are also taught in Araling Panlipunan when the learners
are asked for example to determine the authenticity of primary
and secondary sources. Science content such as the human body
and its development is also discussed in Health, Physical Education
and Edukasyon sa Pagpapakatao. Science topics like climate
change, environmental sustainability are favorite topics for
writing and discussion in the Language classes. All these and
more prove that science is all over the curriculum even before it is
taught formally as a separate subject in Grade 3.

Universal Kindergarten caters to children aged 5.With the passage

of R.A. 10157, otherwise known as Kindergarten Education Act, an
act institutionalizing pre-school education, Kindergarten is
mandatory by SY 2012-2013.
Recognizing the central role of play in young childrens learning and
development, Kindergarten teachers use spontaneous play as a
natural way of teaching - learning in all domains of development:
physical, motor, social, emotional, and cognitive. There are no
formal subjects in Kindergarten. Instead, there are six domains,
namely: 1) values education, 2) physical health and motor
development, 3) social and emotional development, 4) cognitive
development, 5) creative arts and 6) language literacy and
communication. (Please see Figure 8).The teaching of Kindergarten
employs the integrative approach to ensure that no learning domain
is taught in isolation. Teachinglearning activities are play-based
considering the developmental stage of Kindergarteners.

Mother Tongue as a subject is taught from Grades1 to 3. Oral

Filipino and oral English are introduced in Grade 1, in the first
semester and in the second semester, respectively. (Refer to Figure
8).

Elementary Education
Elementary education is compulsory and free. It provides basic
education to pupils aged six to eleven and it consists of six years of
study.

Elementary education includes Grades 1-6. After completing the

six-year elementary program, learners receive a certificate of
graduation. (See Figure 9).
The elementary curriculum provides various learning experiences
that will enable learners to acquire basic knowledge, skills, values,
attitudes, and habits essential for lifelong learning.
The core compulsory subjects in the elementary are 1) English,2)
Filipino, 3) Mathematics, 4) Science, 5) Araling Panlipunan, 6)
Edukasyon sa Pagpapakatao, 7) Music, Art, Physical Education
and Health (MAPEH) and 8)Edukasyong Pantahanan at
Pangkabuhayan. Not all subjects are taught beginning Grade
22

The K to 12 BASIC EDUCATION PROGRAM

Secondary Education

The exploratory courses are a prelude to the earning of a COC in

Grade 9 and a NC I/II in Grade 10.
In Grade 9 , the learner chooses one course to specialize in from
among the exploratory courses that he/she was oriented to in
Grade 7 and 8. In this level, the learner obtains a Certificate of
Competency. In Grade 10 he/she pursues the TLE specialization
course that he/she has chosen in Grade 9 for him/her to obtain
at least a National Certificate Level I or Level II (NC I/NC II)
depending on the TLE course chosen.
Senior high school, the apex of secondary education, consists of
Grades 11 and 12. In this level, the learner goes through a common
core of academic subjects. These common core academic subjects
are 1) English, 2) Filipino,3) Math ,4) Natural Sciences,5) Social
Sciences ,6)Literature , 7) Philosophy of the Human Person, and 8)
Media and Digital Literacy. The common core academic subjects
in senior high school are mostly the general education subjects
in the first two years of college brought down to the basic
education level. These common core subjects are required of all
students regardless of track.
In addition to the common core are the specialization subjects
aligned to the track chosen from any of the four (4) tracks- namely
1) Tech-Voc, 2) Entrepreneurship,3) Sports and Arts, and 4)
Academic. (Refer to Figure _____).

Secondary education is free but not compulsory. It is meant to build

on the foundation knowledge, skills and attitudes developed in
the elementary level and to discover and enhance the aptitudes
and interests of the student as to equip him with skills for
productive endeavor and /or prepare him for tertiary schooling.18
With the K to 12 curriculum, it consists of 4years of junior high
school, Grades 7-10 and 2 years of senior high school, Grades 1112. (Refer to Figure 9).
In the junior high school , the learner takes 8 core compulsory
subjects as follows: 1) English, 2) Filipino, 3) Mathematics , 4)
Science, 5)Araling Panlipunan, 6) Edukasyon sa Pagpapakatao ,
7) Music, Art, Physical Education and Health (MAPEH) , and 8)
Technology and Livelihood Education (TLE) . The TLE in junior high
school
is
either
Training
Regulations-based
TLE
or
Entrepreneurship based TLE. A school has a choice which one to
offer depending on its capacity in terms of faculty and facilities. Both
streams offer TR-based TLE subjects to enable the learner to
obtain the National Certificate I (NC I) in Grade 10, a minimum
requirement of industry. The only difference is the embedment of
entrepreneurial concepts in the Entrep-based TLE.
The TLE subjects in Grades 7 and 8 are exploratory. This means
that the Grade 7and 8 learner is given the opportunity to explore
from a maximum of 4 TLE mini courses in Grade 7 and another
4 in Grade 8 which the school offers depending on community
needs and school resources. In the exploratory courses, the
learner is taught 5 basic competencies common to all TLE
courses.
The basic competencies are 1) mensuration and
calculation, 2) use of tools and equipment, 3) interpretation of
plans/drawing, 4) occupational health and safety in the workplace,
and 5) maintenance of tools and equipment. (See Table 5).
18

Education Act of 1982, Sec. 22

23

The K to 12 BASIC EDUCATION PROGRAM

Figure 10 The K to 12 Curriculum Model

24

The K to 12 BASIC EDUCATION PROGRAM

Common Core Curriculum

Learning Area

Language

Subject

Grade 11

1st
Sem

Total

1st
Sem

2nd
Sem

English

54

54

108

Filipino

54

54

108

2nd
Sem

21st Century Phil. Reg. Literature

54

54

21st Century World Literature

54

54

Communication

Media & Digital Literacy

54

54

Math

Math

Philosophy

Philo. of the Human Person

Natural Sciences

Life/Physical Sciences

54

Social Sciences

Contemporary Local Issues

54

Literature

54

54

108
54

Contemporary Global Issues

TRACKS
-Tech-Voc
-Entrepreneurship
- Sports and Arts

Grade 12

54

54

108
54

54

54

Total Hours

270

270

324

540

1350

Total Hours

540

540

540

540

2160

Hours/Day

Table 5. Proposed Senior High School Curriculum for Tech-Voc, Entrepreneurship , Sports and Arts Tracks
25

The K to 12 BASIC EDUCATION PROGRAM

Learning Area

Subject

Grade 11

Common Core Curriculum

1st
Sem
Language

Literature

1st
Sem

Total

2nd
Sem

English

54

54

108

Filipino

54

54

108

21st Century Phil. Reg. Literature

54

21st Century World Literature

54
54

Communication

Media & Digital Literacy

Math

Math

Philosophy

Philo. of the Human Person

Natural Sciences

Life/Physical Sciences

54

Social Sciences

Contemporary Local Issues

54

54
54

54
54

54

108
54

Contemporary Global Issues

TRACKS

2nd
Sem

Grade 12

54

54
108
54

54

54

Total Hours

108

108

270

270

756

Total Hours

378

378

378

378

1512

Hours/Day

4.2

4.2

4.2

4.2

4.2

Academic

Table 6. Proposed Senior High School Curriculum for Academic Track

26

The K to 12 BASIC EDUCATION PROGRAM

If the learner opts for a Tech-Voc track in Grades 11 and 12,

he/she continues the TLE specialization
that he/she started in
Grade 9 and pursued in Grade 10. This enables him/her to acquire
NC II. The vertical and horizontal transfers in Grades 11 and 12
presented in Table 8 refer to the advancement in the level of
certification either upward like a ladder ( vertical) or sideward like
a bridge. An example of a vertical ladder is obtaining NC II for
Building Wiring Electricity after getting NC I for Building Wiring
Electricity. Horizontal transfer means going into different fields of
training at the same qualification level. An example is Building
Wiring Electricity NC II to Carpentry NC II. The specialization
subjects are combined with community immersion or job-related
work experience or hands-on-minds-on-hearts-on approach to
combine theory and practice for experiential learning. (Refer to
Table 8).

modules, print or non-print which will also be made available online. An accreditation and equivalency test for both academic and
technical skills is an important component of the program.

Alternative Learning System

For an integrated system of basic education, the K to 12 curriculum
structure includes an alternative learning system which is a parallel
learning or delivery system to provide a viable alternative to the
existing formal education instruction. It caters to specific learner
needs and requirements, because apart from dropouts who are
mostly from poor households, there are special groups not reached
by the formal education system: the indigenous peoples, Muslim
communities, victims of armed conflict, child and youth laborers,
differently-abled, inmates, homeless and street children, single
parents, etc.

Figure 11. K to 12 Curriculum in both Formal

Education and Alternative Learning Systems

For ALS to be truly parallel with the formal system and for ALS
graduates not to be marginalized, it focuses on the teaching of the
same standards and competencies of the formal system. (See
Figure 11). It shall be delivered through graded and non-graded
27

The K to 12 BASIC EDUCATION PROGRAM

COMMON CORE
SUBJECTS

Table 7. Common Competencies in the Grade 7 and 8 TLE Exploratory Courses and Specializations in Grade 11 and 12
28

The K to 12 BASIC EDUCATION PROGRAM

29
Table 8. The Components of the K to 12 Curriculum at a Glance

The K to 12 BASIC EDUCATION PROGRAM

III. THE K TO 12 CURRICULUM GUIDE

Phased Introduction of New

Curriculum in Public Schools

This contains the curriculum framework (diagram and

description), the learning area standards, the grade level
standards, the key stage standards, the content, content
standards, performance standards, and competencies. This
includes also Glossary of terms, references and names of
curriculum writers, consultants, and convenors.
IV.

SCHEDULE OF IMPLEMENTATION

Figure 12 and 13 show that the implementation of K to 12

curriculum is done by phase.
K to 12 was implemented beginning with SY 2012-13.
Initially, the new curriculum was introduced only in Grade 1 and
Grade 7 (High School Year 1). Every school year thereafter,
another level would introduce the K to 12 curriculum. So by SY
2017-18, all levels would already be teaching the new curriculum.
Figure 12 shows that the first batch of Grade 12 graduates
in 2017-2018 is the group of Grade 7 students in SY 2012-2013.
The first batch of genuine graduates of the K to 12 curriculum ,
however, is the first batch of Grade 1 pupils who began with the
K to 12 curriculum in 2012-2013.
Figure 12. Phased Introduction of the K to 12
Curriculum

30

The K to 12 BASIC EDUCATION PROGRAM

K to 12 schematic implementation plan

2011- 2012- 2013- 2014- 2015- 2016- 2017- 2018- 2019- 2020- 2021- 2022- 20232012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024

Grade 12
Grade 11

Implementation of
Grade 7 (HS Year 1)
Grade 10 in K to 12 curriculum

First batch
of senior
high school
graduates

Grade 9
Grade 8
Grade 7

Grade 11 (HS Year 5)

implementation

First batch
of K to 12
graduates

Grade 6

Grade 5
Grade 4
Grade 3
Grade 2
Grade 1
Kinder

Implementation of Grade 1
in K to 12 curriculum

Figure 13 K to 12 Schematic Implementation Plan

31

The K to 12 BASIC EDUCATION PROGRAM

V. GLOSSARYOF TERMS
8.
1. Certificate of Competency -a document issued TESDA
to individuals who were assessed as competent in a single unit or
cluster of related units of competency

learning area across K to 12in relation to the desired

outcomes and overall goal.
Demonstrate understanding This is shown in the learners
ability to do the following:
a) Explain-provide thorough and justifiable accounts of
phenomena, facts, and data.
b) Interpret- tell meaningful stories, offer apt translations,
provide a revealing historical or personal dimension to
ideas and events; make subjects personal or accessible
through images, anecdotes, analogies, and models.
c) Apply- effectively use and adapt what they know in diverse
contexts.
d) Have perspective- see and hear points of view through
critical eyes and ears; see the big picture.
e) Empathize- find value in what others might find odd, alien, or
implausible; perceive sensitively on the basis of prior
indirect experience.
f) Have
self-knowledge-perceive
the
personal
style,
prejudices, projections, and habits of mind that both shape
and impede our own understanding; they are aware of
what they do not understand and why understanding is so
hard.

2. Competence This is a combination of knowledge, skills

and values and attitudes (KSVAs) which are used to achieve
outcomes in real life scenarios.
3. Competency This refers to a specific task performed with
mastery. It allows the identification of difficulty levels. It also
refers to the ability to perform activities within an occupation
or function to the standards expected by drawing from ones
knowledge, skills and attitudes.
4. Content This is the scope and sequence of topics and
skills covered in each strand/domain/theme/component.
5. Content Standards Statements of what the learner
should be able to know and be able to do.
6. Core Content - This refers to the focus of teaching-learning
process in the learning areas. For K to 12 curriculum , these
are communication and literacies, critical thinking and
problem solving, ethical, moral and spiritual values,
creativity and innovation, life and career competencies,
development of self and sense of community, national and
global orientedness.

9.

7. Core Learning Area Standard This is a broad statement

that shows the degree or quality of proficiency that the
learner is able to demonstrate after learning a particular

Effective communication skills It is the ability to: 1)

articulate ones thoughts and ideas effectively using oral,
written and nonverbal communication skills in a variety of forms
and contexts; 2) listen effectively to decipher meaning,
including knowledge, values, attitudes and intentions; 3) use
communication for a range of purposes (e.g. to inform, instruct,
motivate and persuade); and 4) communicate effectively in
diverse environments (including multi-lingual).

10. Flexibility and adaptability It is the ability to adapt to

change , varied roles, jobs , responsibilities, schedules and
32

The K to 12 BASIC EDUCATION PROGRAM

context and to understand, negotiate and balance diverse

views and beliefs to reach workable solutions, particularly in
multi-cultural environments.

using information accurately and creatively for the issue or

problem at hand; managing the flow of information from a wide
variety of sources, and applying a fundamental understanding of
the ethical/legal issues surrounding the access and use of
information

11. Global Competence This means having an open mind while

actually seeking to understand cultural norms and expectations
of others, leveraging this gained knowledge to interact,
communicate and work effectively outside ones environment
(Hunter, 2004).

16. Initiative and self-direction- It is the ability to manage goals

and time, work independently and to direct oneself for learning.
17. Key stage - This refers to stages in the curriculum where
assessment of learning is critical. These are key stage 1, end
of Grade 3; key stage 2, end of Grade 6; key stage 3, end of
Grade 10; and key stage 4, end of Grade 12.

12. Globally Competent Learner -He/she is one who is able to

understand the interconnectedness of peoples and systems to
have a general knowledge of history and world events, to
accept and cope with the existence of different cultural values
and attitudes and, indeed, to celebrate the richness and
benefits of this diversity (American Council on International
Education).

18. Key Stage Standard This is a statement that shows the

degree or quality of proficiency that the learner is able to
demonstrate in each key stage after learning a particular
learning area in relation to the core learning area standard .The
key stages are K-3, 4-6, 7-10 and 11-12.

13. Grade Level Standard - This is a statement that shows the

degree or quality of proficiency that the learner is able to
demonstrate after learning a particular learning area in each
Grade level based on the key stage standard. The key stages
are K-3, 4-6, 7-10 and 11-12.

19. Leadership and responsibility- It refers to the ability to: 1)

Use interpersonal and problem-solving skills to influence and
guide others toward a goal; 2) leverage strengths of others to
accomplish a common goal, 3) inspire others to reach their
very best via example and selflessness; 4) demonstrate
integrity and ethical behavior in using influence and power, and
5) act responsibly with the interests of the larger community in
mind.

14. Holistically developed Filipino He/she is one who

possesses a healthy mind and body, has solid moral and
spiritual grounding, has essential knowledge, skills, values and
attitudes to continuously develop himself/herself to the fullest,
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 and who appreciates
cares for humanity, the world and the environment.

20. Learning and Innovation Skills It is adequately mastering

basic competencies
and using these basic competencies
creatively for lifelong learning. It is acting on creative ideas to
make a tangible and useful contribution to the local and global
community.

15. Information Literacy -Accessing information efficiently and

effectively, evaluating information critically and competently,
33

The K to 12 BASIC EDUCATION PROGRAM

21. Life and career skills - These refer to the following abilities: 1)
flexibility and adaptability, 2) initiative and self- direction, 3)
social and cross-cultural skills, 4) productivity and
accountability, and 5) leadership and responsibility.

provides some leadership and guidance of others; and,

performs evaluation and analysis of work practices and
the development of new criteria and procedures.19
25. Performance Standards Statements of what the learner is
going to do with what he/she has learned in terms of
knowledge and skills. They are statements of the degree or
quality of proficiency with which the learner is able to
demonstrate his/her mastery of knowledge and skills and
internalization of values and attitudes in relation to content
standards.

22. Media Literacy It is the ability to sift through and analyze the
messages that inform, entertain and sell to learners every day.
It is the ability to question what lies behind media productions
the motives, the money, the values and the ownership and to
be aware of how these factors influence message content.

26. Productivity and accountability - It is the ability to manage

time and projects effectively, produce quality results and be
accountable for results.

23. National Certificate - It is a certification issued to individuals

who achieved all the required units of competency for a national
qualification as defined under the Training Regulations.

27. Skill It is the coordinated performance of related tasks with a

certain degree of facility.

24. National certificate level It refers to the four (4) qualification

levels defined in the Philippine TVET Qualifications Framework
where the worker is:

28. Social and cross-cultural skills These refer to skills

needed to interact effectively with others and work effectively in
diverse teams.

a. NC I performs a routine and predictable tasks; has little

judgment; and, works under supervision;

29. Spiral Curriculum- Big ideas, important tasks and ever

deepening inquiry must recur in ever increasing complexity
through engaging problems and applications ; form follows
function; If the goal ( function of curriculum) is increased
understanding , then amore spiral-like logic ( form) may be
necessary.

b. NC II performs prescribe range of functions involving

known routines and procedures; has limited choice and
complexity of functions, and has little accountability;
c. NC III performs a wide range of skills; works with some
complexity and choice; contributes to problem solving
and work processes; and, shows responsibility for self
and others; and

30. Standard- In its broadest sense, it is something against which

other things can be compared for the purpose of determining

d. NC IV performs a wide range of applications; have

responsibilities that are complex and non-routine;

19

TESDA Circular No.23, s. 2008 Implementing Guidelines on PTQCS)

34

The K to 12 BASIC EDUCATION PROGRAM

VI. REFERENCES

accuracy, estimating quantity or judging quality. It is a broadly

stated expectation of what one should know and be able to do.

Batomalaque, Antonio. Basic Science Development Program of the

Philippines for International Cooperation. University of San Carlos.;
Marinas, Bella and Ditapat, Maria. Philippines: Curriculum and
Development. UNESCO International Bureau of Education

31. Technological literacyIt is the ability to use computers and

other technology to improve learning, productivity and
performance.

Board of National Education, General Policies on Education, 19671972, 1951-1961 & 1958-1960

32. Twenty-first-century skills - These are the special abilities that

learners need to develop so that they can be prepared for the
challenges of work and life in the 21st century.

Care, Esther Care and Ethel Valenzuela, Analysis of Basic

Education of thePhilippines:Implications for the K to 12 Education
Program, Jan. 2012.
de Jesus, Edilberto. Philippine Daily Inquirer, January 8, 2010.
Education Act of 1982
Mullis, I.V., M.O. Martin, D.F. Robitaille, & P. Foy, (2009). Chestnut
Hill, MA. Trends in International Mathematics and Science
Advanced 2008.
National Center for Education Statistics. Highlights from the Trends
in International Mathematics and Science Study 2003.December
2004
UNESCOs Report of the International Commission on Education
for the 21st century.
1987 Philippine Constitution
http://www.deped.gov.ph
International Engineering Alliance. The Washington Accord.
http://www.washingtonaccord.org/Washington-Accord/FAQ.cfm
(Accessed 11 September 2010
35

The K to 12 BASIC EDUCATION PROGRAM

Ms. Zenaida Lao

Mr. Redentor Quilala

VII. COMMITTEES ON K TO 12 CURRICULUM

Steering Committee Members

Chairperson
Co-Chairs

Members

Name
Br. Armin A. Luistro FSC
Dr. Patricia Licuanan
Sec. Joel Villanueva

Senator Edgardo Angara

(represented by Dr. Dan
Rola and/or Dr. Chat
Sebastian)
Congressman Salvador
Escudero (represented by
Ms. Maria Josefina J.
Roque-Ricafort)
Dir. Erlinda M. Capones
(sometimes represented
by Ms. Rhona CaoliRodriguez)
Mr. Valencio R. delos
Reyes, Jr.
USec. Alicia R. Bala
(sometimes represented
by Ms. Cynthia Diano
and/or Ms. Anely A.
Burgo)
Ms. France Castro

Ms. Tiffany Uy
Institution
Department of Education
Commission on Higher
Education
Technical Skills and
Development Authority
Senate
Advisers

House of Representatives
Technical
Working Group
Chairpersons

National Economic
Development Authority

Dr. Lauro B. Tacbas

Dr. Jimmy Soria
Dr. Chito Salazar
(sometimes represented
by Mr. Wadel Cabrera)
Dr. Jose Campos
Dr. Isagani Cruz
Dr. Ester Ogena
Rep. Mariano Piamonte
Mr. Edicio dela Torre
Fr. Gregorio Baaga, Jr.
USec.Yolanda Quijano
USec. Francisco Varela
USec. Rizalino Rivera
USec. Albert Muyot
ASec. Tonisito Umali

Department of Labor and

Employment
Department of Social Welfare
and Development

Dr. Lolit Andrada

Dr. Socorro Pilor

ACT
36

Parent Teacher Association

Representative
Student Government
Representative
PASUC
Philippine Business for
Education
COCOPEA
Academe (Private)
Academe (Public)
Partylist Representative
E-Net
Academe (Private)
DepED, TWG on Curriculum
DepED, TWG on Research
DepED, TWG on
Communications
DepED, TWG on Legislation
DepED, TWG on Transition
Management
DepED, Curriculum sub-TWG
on 11 and 12, Transition
Management sub-TWG on
SHS system readiness
assessment
DepED, Curriculum sub-TWG

The K to 12 BASIC EDUCATION PROGRAM

on instructional materials
Curriculum Sub-TWG on K to
10
DepED, Curriculum sub-TWG
on Assessment
DepED, Curriculum sub-TWG
on teacher education
DepED, Transition
Management sub-TWG on
SHS modeling

Dr. Paraluman Giron

Dr. Nelia Benito
Dr. Beatrice Torno
Dr. Milagros Valles

Technical Working Group on Transition Management

Chairperson
Members

Technical Working Group on Research

Chairperson
Members

K to 12
Secretariat

Name
USec. Francis Varela
Mr. Napoleon Imperial
Dir. Erlinda M. Capones
(represented by Ms. Rhona
Caoli-Rodriguez)
Dr. Vincent Fabella
Mr. Jess Mateo
Dr. Rosario Manasan
Dr. Aniceto Orbeta
Magdalena Mendoza

Institution
DepED
CHED
NEDA

Name
ASec. Tonisito Umali
Mr. Napoleon Imperial
Dr. Imelda Taganas
Dr. Reynaldo Vea
Dr. Vincent Fabella
Dr. Amelou Reyes
Dr. Carol Porio
Dr. Arnie Azcarraga
Engr. Alex Escano
USec.Francis Varela
USec. Rizalino Rivera
ASec. Jess Mateo
Dr. Brenda Corpuz
Dir. Lolit Andrada
Dir. Milagros Valles

JRU
DepED, Planning Office
Consultant
Consultant
DAP

K to 12
Secretariat

37

Magdalena Mendoza

Institution
DepED
CHED
TESDA
COCOPEA
JRU
PWU/ FAPE
FAPE
DLSU
MFI
DepED, TWG on Research
DepED, TWG on
Communications
DepED, Planning Office
Curriculum Consultant
DepED, sub-TWG on SHS
system readiness assessment
DepED, sub-TWG on SHS
Modeling
DAP

The K to 12 BASIC EDUCATION PROGRAM

Technical Working Group on Curriculum

Name
Institution
Chairperson USec. Yolanda Quijano DepED
Members
Mr. Napoleon Imperial
CHED
Dr. Imelda Taganas
TESDA
Dr. Lolit Andrada
DepED, sub-TWG on 11 and 12
Dr. Socorro Pilor
DepED, sub-TWG on
instructional materials
Dr. Paraluman Giron
Sub-TWG on 1 to 10
Dr. Nelia Benito
DepED, sub-TWG on
Assessment
Dr. Beatrice Torno
DepED, sub-TWG on teacher
education
Dr. Brenda Corpuz
Curriculum Consultant
Dr. Dina Ocampo
UP, Languages (English,
Filipino, Mother Tongue)
Convenor
Dr. Maris Diokno
UP, Araling Panlipunan
Convenor/National Consultant
Dr. Ian Garces
AdMU, Math Convenor
Dr. Merle Tan
UP NISMED, Science Convenor
Dr. Dennis Faustino
St. Marys, Music and Art
Convenor
Dr. Larry Gabao
PNU, Physical Education
Convenor
Dr. Evelina Vicencio
UE, Health Convenor
Dr. Fe Hidalgo
UST, Edukasyon sa
Pagpapakatao Convenors
Dr. Imelda Taganas
TESDA, EPP-TLE Convenor

Technical Working Group on Communications

Chairperson
Members

K to 12
Secretariat

38

Name
USec. Rizalino Rivera
Dir. Tina Ganzon
Mr. Napoleon Imperial
ASec. Jess Mateo
Mr. Kenneth Tirado
Mr. Raul Limbo
Mr. Wadel Cabrera
Ms. Dorris Ferrer
ASec. Tonisito Umali
Magdalena Mendoza

Institution
DepED
DepED
CHED
DepED, Planning Office
DepED Communications
Philippine Business for Education
CEAP
TWG on Transition Management
DAP