The Enhance Basic Education Act of 2013
REPUBLIC ACT NO. 10533
SECTION 1 Short Title. This Act shall be known
as the ―Enhanced Basic Education Act of
2013″.
SECTION 2 Declaration of Policy. The State shall
establish, maintain and support a complete,
adequate, and integrated system of education
relevant to the needs of the people, the country
and society-at-large.
The State shall create a functional basic
education system that will develop productive
and responsible citizens equipped with the
essential competencies, skills and values for
both life-long learning and employment. In
order to achieve this, the State shall:
(a) Give every student an opportunity to
receive quality education that is globally
competitive based on a pedagogically
sound curriculum that is at par with
international standards;
(b) Broaden the goals of high school
education for college preparation,
vocational and technical career
opportunities as well as creative arts,
sports and entrepreneurial employment
in a rapidly changing and increasingly
globalized environment; and
(c) Make education learner-oriented and
responsive to the needs, cognitive and
cultural capacity, the circumstances and
diversity of learners, schools and
communities through the appropriate
languages of teaching and learning,
including mother tongue as a learning
resource.
SECTION 3 Basic Education. Basic education is
intended to meet basic learning needs which
provides the foundation on which subsequent
learning can be based. It encompasses
kindergarten, elementary and secondary
education as well as alternative learning
systems for out-of-school learners and those
with special needs.
SECTION 4 Enhanced Basic Education Program.
The enhanced basic education program
encompasses at least one (1) year of
kindergarten education, six (6) years of
elementary education, and six (6) years of
secondary education, in that sequence.
Secondary education includes four (4) years of
junior high school and two (2) years of senior
high school education.
Kindergarten education - shall mean one (1)
year of preparatory education for children at
least five (5) years old as a prerequisite for
Grade I. • Elementary education - refers to the
second stage of compulsory basic education
which is composed of six (6) years. The entrant
age to this level is typically six (6) years old.
Secondary education - refers to the third stage
of compulsory basic education. It consists of
four (4) years of junior high school education
and two (2) years of senior high school
education. The entrant age to the junior and
senior high school levels are typically twelve
(12) and sixteen (16) years old, respectively.
For kindergarten and the first three (3) years of
elementary education, instruction, teaching
materials and assessment shall be in the
regional or native language of the learners. The
Department of Education (DepED) shall
formulate a mother language transition
program from Grade 4 to Grade 6 so that
Filipino and English shall be gradually
introduced as languages of instruction until
such time when these two (2) languages can
become the primary languages of instruction at
the secondary level.
For purposes of this Act, mother language or
first Language (LI) refers to language or
languages first learned by a child, which he/she
identifies with, is identified as a native language
user of by others, which he/she knows best, or
uses most. This includes Filipino sign language
used by individuals with pertinent disabilities.
The regional or native language refers to the
traditional speech variety or variety of Filipino
sign language existing in a region, area or place.

 K-12 program Makes the Philippine
education system par with the
international standard of 12- year basic
education thereby contributing to a
better educated society capable of
pursuing productive employment,
entrepreneurship, or higher education
studies.
 After going through kindergarten,
elementary, junior high and a
specialized senior high school program,
every k-12 graduate is ready to go into
different paths– higher education,
middle level skills development or
entrepreneurship. The k-12 graduates
are also expected to be equipped with
21st century skills like information,
media and technology skills , learning
innovation skills, effective
communication skills, and life and
career skills.
BASES OF THE K-12 IMPLEMENTATION
 Insufficient mastery of basic
competencies due to congested
curriculum
 The Philippines is the only remaining
country in Asia with 10 – year basic
education program.
 Basic Education program puts millions
of overseas Filipino workers, esp. the
professionals, and those who intended
study abroad at disadvantages
 Employability of Filipino high school
graduates
SECTION 5. Curriculum Development. - The
DepED shall formulate the design and details of
the enhanced basic education curriculum. It
shall work with the Commission on Higher
Education (CHED) to craft harmonized basic and
tertiary curricula for the global competItIveness
of Filipino graduates.
To achieve an effective enhanced basic
education curriculum, the DepED shall
undertake consultations with other national
government agencies and other stakeholders
including, but not limited to, the Department of
Labor and Employment (DOLE), the Professional
Regulation Commission (PRC), the private and
public schools associations, the national student
organizations, the national teacher
organizations, the parents- teachers
associations and the chambers of commerce on
matters affecting the concerned stakeholders.
The DepED shall adhere to the following
standards and principles in developing the
enhanced basic education curriculum:
(a) The curriculum shall be learner- centered,
inclusive and developmentally appropriate;
(b) The curriculum shall be relevant, responsive
and research-based;
(c) The curriculum shall be culture- sensitive;
(d) The curriculum shall be contextualized and
global;
(e) The curriculum shall use pedagogical
approaches that are constructivist, inquiry-
based, reflective, collaborative and integrative;
(f) The curriculum shall adhere to the principles
and framework of Mother Tongue- Based
Multilingual Education (MTB-MLE) which starts
from where the learners are and from what
they already knew proceeding from the known
to the unknown; instructional materials and
capable teachers to implement the MTB-MLE
curriculum shall be available;
(g) The curriculum shall use the spiral
progression approach to ensure mastery of
knowledge and skills after each level; and
(h) The curriculum shall be flexible enough to
enable and allow schools to localize, indigenize
and enhance the same based on their
respective educational and social contexts. The
production and development of locally
produced teaching materials shall be
encouraged and approval of these materials
shall devolve to the regional and division
education units.
 The student after undergoing Senior
High School can choose among four
tracks: Academic; Technical-Vocational-
Livelihood; and Sports track and Arts
and Design track. The Academic track
includes four strands: Business,
 Accountancy, Management (BAM); 1. Communication Media &
Humanities and Social Sciences Information Literacy
(HUMSS); Science, Technology, o Mathematics
Engineering, Mathematics (STEM); and 1. General Mathematics
General Academic Strand (GAS) 2. Statistics & Probability
o Science
THE SENIOR HIGH SCHOOL CURRICULUM 1. Earth and Life Sciences Lecture
There are four tracks in Senior High School. and
These are: 2. Laboratory Physical Sciences
•Academic track – Lecture and Laboratory
The academic track has four strands namely: o Social Science
1. Science, Technology, Engineering and Math 1. Personal Development /
(STEM); Pansariling Kaunlaran
2. Humanities and Social Sciences (HUMSS); 2. Understanding Society &
3. Accounting Business and Management Culture
(ABM); and 4. General Academic Strand (GAS). o Philosophy
1. Intro to Philosophy of the
•Tec Voc track – Human Person/Pambungad sa
The tec-voc track has four strands namely: Pilosopiya ng Tao
1. Home Economics (HE); 2. PE and Health – Physical
2. Information and Communication Technology Education and Health
(ICT);
3. Agri-Fishery Arts; and There are 7 Contextualized Subjects
4. Industrial Arts. Academic Track;
 English for Academic and Professional
•Sports and Arts and Design track Purposes
 Introduction to Research Methods –
 The Senior High School Curriculum has a Quantitative
total of thirty-one subjects. The thirty-  Introduction to Research Methods –
one subjects are grouped into fifteen Qualitative
(15) core subjects, seven (7)  Filipino course
contextualized subjects and nine (9)  ICT for Learners
specialization subjects.  Entrepreneurship
o Language  Research Project
1. Oral Communication Tech-voc, Sports, Arts and Design Tracks;
Reading & Writing  English for the Professions
2. Komunikasyon at  Research Skills 1
Pananaliksik sa Wikang
 Research Skills 2
Filipino at Kulturang Pilipino
 Mga Diskurso sa Trabaho
3. Pagbasa at Pagsusuri ng
 ICT Applications
Iba’t Ibang Teksto Tungo sa
 Entrepreneurship
Pananaliksik
o Humanities  Research Project/culminating activity
1. 21st Century Literature
from the Philippines and the Specialization subjects;
World For the ABM track;
2. Contemporary Philippine 1. Applied Economics
Arts from the Regions 2. Business Ethics and Social Responsibility 3.
o Communication Fundamentals of Accountancy, Business and
Management 1
4. Fundamentals of Accountancy, Business and Specialized courses for Arts and Design tracks
Management 1 Arts and Design Strands Art Assessment and
5. Business Math Guidance;
6. Business Finance 1. Introduction to Applied Arts and Design
7. Organization and Management Production
8. Principles of Marketing 2. Introduction to Performing Arts
9. Work Immersion/Research Career 3. Understanding Elements and Principles of the
Advocacy/Culminating Different Arts
4. Work Environment in Various Arts Fields 5.
For the STEM Track; Developing Filipino Identity in the Arts
1. Pre-Calculus 6. Leadership and Management in Different
2. Basic Calculus Arts Fields
3. General Biology 1 7. Apprenticeship and Exploration of Different
4. General Biology 2 Arts Fields (Production and Performing: Music,
5. General Physics 1 Dance and Theater)
6. General Physics 2 8. Apprenticeship and Exploration of Different
7. General Chemistry 1 Arts Design Production (Media Arts, Visual Arts
8. General Chemistry 2 and Literary Arts).
9. Work Immersion/Research/Career
Advocacy/Culminating Activity Specialized courses for Sports Track;

For HUMSS; 1. Safety and First Aid

1. Creative Writing
2. Creative Non-Fiction: The Literacy Essay 3.
World Religions and Belief Systems
4. Trends, Networks and Critical thinking in the
21st Century
5. Philippine Politics and Governance
6. Community Engagement, Social Participation
and Citizenship
7. Disciplines and Ideas in the Social Sciences
8. Disciplines and Ideas in the Applied Sciences
9. Work Immersion/Research/Career
Advocacy/Culminating Activity
2. Understanding Human Movement
3. General Coaching Course
4. Sports Officiating
5.FitnessLeadership
6. Sports/Recreation/Fitness Management 7.
Student-Athlete Enhancement and Formation
8. Fitness Testing and Exercise Prescription 9.
Recreation Leadership

For General Academic Strand;

1. Humanities 1
2. Humanities 2
3. Social Science 1
4. Applied Economics
5. Organization and Management
6. Disaster Readiness and Risk Reduction
7. Elective 1 (from any track/strand)
8. Elective 2 (from any track/strand)
9. Work Immersion/Research/Career
Advocacy/Culminating Activity
 NOMENCLATURE / Description
LEARNING AREA
GRADE 1 -6 GRADE 7-10
Development of literacy and numeracy Ang Filipino ay naglalayong malinang and (1)
Integrated Language skills and learning of concepts first in kakayahang komunikatibo at (2) kahusayan sa
Arts Mother Tongue the Mother Tongue from Grades 1-3 pag- unawa at pagpapahalagang pampanitikan
Filipino English and later transfer to second language ng mga mag-aaral.
(Filipino and English).
Applications of scientific knowledge Basic concepts in Biology, Chemistry, Physics
Science that may have social, health, or and Earth/Space Science.
environmental impacts.
Basic concepts and ideas, skills and Key concepts and principles of number sense,
Mathematics processes on numbers and number measurement, algebra, geometry, probability
sense- geometry, measurement, and statistics as applied, using appropriate
patterns and algebra, probability and technology
statistics
Konsepto sa pananagutang pansarili, Kasaysayan ng Pilipinas gamit ang sipi ng mga
pamilya, kapwa, bansa/daigdig at diyos; piling primaryang sanggunian mula sa iba’t
pananagutan para sa kabutihang ibang panahon at uri; at magpamalas ng
Araling-Panlipunan panlahat upang mamuhay nang may malalim na pang- unawa sa mga pangunahing
kaayusan, katiwasayan, kaunlaran kaisipan at mga napapanahong isyu sa pag-
tungo sa kaligayahan ng tao. aaral ng kasaysayan, pamahalaan, kultura at
lipunan ng mga rehiyong Asyano;
Edukasyong Develops knowledge, skills, values and
Pantahanan At attitude in Agriculture Develops knowledge, skills, values and
Pangkabuhayan (EPP) Entrepreneurship and Information attitudes in Agriculture Entrepreneurship and
/ Technology and Communication Technology (ICT), Information Communication Technology (ICT),
Livelihood Education Home Economics and Industrial Arts Home Economics and Industrial Arts than can
(TLE) than can help improve self, family and help improve self, family and community life
community life considering sustainable considering sustainable development.
development.
Music, Art, Physical Focuses on the learner as the recipient Deal with the study of man’s aesthetic
Education and Health of the knowledge, skills, and values expressions through sounds and visuals
(MAPEH) necessary for artistic expression and mirroring the sentiments and ideas of society
cultural literacy. and culture, and contributing to the
development of individual and collective
Provides our Filipino learners with art identity
experiences that include recognizing,
creating, appreciating, and critiquing Focuses on the physical, mental, emotional,
their own artistic works and the works social, moral and spiritual dimensions of
of others. health

Promote the development of active

and a healthy lifestyle.
Edukasyon sa Ang tunguhin o outcome ng EsP ay Naglalayong malinang at mapaunlad ang
Pagpapakatao (EsP) kabataang nagpapasya at kumikilos kakayahan ng mga mag-aaral sa moral na
nang mapanagutan tungo sa pagpapasya at paggawa ng mga pasyang batay
kabutihang panlahat. sa idinidikta ng tamang konsensya.