The K to 12 Curriculum and Capacity

Building for Teachers

Brenda B. Corpuz, Ph.D

 Official Launching

K to 12 Launched
officially in Malacanan
Palace , April 26, 2012
 Updates
• Trainers’ Training for Grade 1 Teachers – April
23-27 , 2012 –
• Trainers’ Training for Grade 7 - April 18 -
May 4 , 2012 -
• Teachers’ Training - May, 2012
- Grade 1- c/o DepEd
- Grade 7 – c/o 50% DepEd and 50% TEIs
 Schools Modeling Grades 11-12

• University of Makati
• Ateneo de Naga
• Phil. Women’s University
• Identified schools per region (mostly techvoc)
 Grades 11-12 Modeling Schools
• Those offering post secondary courses

• With MOA with a college/university

• With strong LGU support

• Have linkage with industry

 Relevant Teacher Education

Teacher
K to 12
Education
Curriculum
Curriculum
 Senior High BEEd
School – Grades BSEd –
11 and 12 Adequate?
 Proposed Subjects for Grades 11 and 12

Grade 11 Grade 12
English-Oral communication Englsh or Filipino for Specific Purposes

Filipino:Retorika Literature ( Phil Lit , 1st sem ; World Lit, 2nd

sem)
Math for Specific Purposes 1 Math for Specific Purposes 2
Life Sciences Physical Sciences
Contemporary Local Issues Contemporary Global Issues
Philosophy of the Human Person
Career Pathways ( Student’s Choice) Career Pathways ( Student’s Choice)
-Entrepreneurship -Entrepreneurship
-TechVoc -TechVoc
-Academics -Academics
- Sports and Arts - Sports and Arts
- Journalism - Journalism
 Transition
• Grade 11 – 2016-2017 – No First Year College

• Grade 12- 2017-2018 – No Second Year

College

The instructors/professors of General

Education subjects in college are expected
to teach Grades 11 and 12 .
 Transition

• Teachers teach the way they were taught.

• Not all Gen Ed teachers are Education

graduates – no preparation in Principles and
Methods of Teaching; Assessment, etc.
 Gen Ed Instructors /Professors

• Need to go through capacity building

/Certificate of Teaching
- Philosophy of Education
- Adolescent Development
- Principles and Methods of Teaching
- Assessment plus 6 units more
• These may be offered by the College of
Education
 The Licensure Examination for
Teachers

• A license for teaching is required of basic

education teachers ( R.A. 7836) .

• A license is an asset.
 K to 12 Curriculum Model
• Science, Math, English,
Academic
Grades 11-12 Specialization
Contemporary Issues and
(New HS Years 5-6) Specializations
Technical-Vocational
Specialization
Grades 9-10
• Core Learning Areas plus elective TLE
(New HS Years 3-4)
Sports and Arts
Specialization
Grades 7-8 • Core Learning Areas and exploratory
TLE
(New HS Years 1-2) Offers tracks that lead
to specializations in
• Core Learning Areas; Mother Tongue
until Grade 3; Science starting Grade Academics, Tech-Voc,
Grades 1-6 3; Edukasyong Pantahanan at and Sports & Arts
Pangkabuhayan starting Grade 4

Kindergarten • Learning Domains

Academic Track

Basic Education Program

Readiness of
Specialization-
BSEd
Academic track
graduate???

Basic Education Program

For Specializations in Academic
Track

Teacher specialization -
Grade 11-12 Graduate studies
(vertical) ; additional
Academic Track specialization (
horizontal)

Basic Education Program

Tech-Voc Electives
 Exploratory
BSEd major in
Courses- TLE
TLE?
Grades 7 and 8
 TLE Courses

• TLE courses are based on

Training Regulations of TESDA .
• Teaching of TLE specializations (
Grades 9 and 10) requires
teachers with at least NC II
 For TLE Teachers

• The attainment of NC 2 must

be built in in the academic
preparation of the TLE
teachers
 Mother
BEEd and
Tongue as a
BSEd???
Subject
Mother Tongue
as Medium of Teacher
Instruction Preparation???
• Mother Tongue as a specialization for BEEd?

• Or 18 units of Mother Tongue?

 BEEd with Specialization
Mandatory Kindergarten in Pre-school
(R.A.10157) BS Pre-school ; BS in Early
Childhood Education
Madrasah Education Teacher Education-
in Elementary Public
Accelerated Teacher
Schools (2005)
education Program
 Developmental Reading –
“ Every child a reader” by BEEd (6 units) ???
Grade 1. BSEd- 3 units???
Need for Specialists in
Reading
 BEEd Content
MAPEH starting Courses – MAPEH
Grade 1 , adequate???
 The Imperative for K to 12

Improve teaching through the

use of enhanced
pedagogies (e.g. spiral
progression in Science &
Math, integrative approach
 Discipline-based Approach

First Year – Integrated Science

Second Year - Biology

Third Year – Chemistry

Fourth Year – Physics

 Content and Connections

Living Things & Their

Force, Motion and Energy
Environment
Movement
Characteristics
Effects of Force
Structure and Function
Forms of Energy and
Processes
Transformation
Interactions

Science
Content
(G3-10)
Matter Earth and Space
Diversity of materials Surroundings: Land, Water, Air,
Properties and Structure Weather and Climate
Changes Solar system
Interactions
 Discipline-based approach

First Year – Elem Algebra

Second Year – Intermediate

Algebra

Third Year – Geometry

Fourth Year – Trigonometry

Grades
7- 10
Grades
4-6
Grades
1-3
K–
Algebra,
Geometry ,
Statistics
and
Probability
 Integrative Approach

• Integration of Science
content, processes and
values in all subjects
possible
 AusAid Study

• Recommends articulation of
subject matter within and
across learning areas which is
found to be wanting in the
Philippine basic education
curriculum
Basic Science Integrated Higher Order
Processes Skills Thinking Skills

Formulating
Observing hypothesis
Asking Fair testing Critical thinking
questions - Identifying Creative thinking
Measuring variables Problem solving
Classifying - Controlling Decision making
Inferring variables
Finding patterns Collecting and (Real-life context)
Predicting organizing data
Communicating Interpreting data
Making
conclusions
Scientific Inquiry Skills STE Literacy
Skills
 Scientific Attitudes and Values

 Intellectual honesty
 Accuracy
 Objectivity
 Perseverance
 Active listening
 Responsibility
 Sense of initiative
 Independent learning
 Analytical observation and evaluation
 Sound judgment and logical reasoning
 Informed /data-based decision making
 Integrative Approach

• Science concepts & skills

are integrated in Health,
Languages, Math, and other
subjects in Grades 1-2
Advantages of Spiral Progression

• Avoids disjunctions between stages of

schooling
• Allows learners to learn topics & skills
appropriate to their
developmental/cognitive stages
• Strengthens retention & mastery of topics
& skills as they are revisited & consolidated
 Teacher Preparation

BSEd major in Bio

Spiral Progression
Sciences /Physical
Approach
Sciences ???
 Constructivist Approach

Less Teacher
talk More student
talk
 Constructivist Approach

Teacher tells Students construct

knowledge with
teachers facilitating
 Constructivist approach

Teacher gives Learner makes

meaning meaning
Constructivist Approach

Reflective
learning

Promotes self-
assessment
 Effective Learning and
Communication Skills Innovation Skills

21st Century
Skills

Info, Media and

Technology Skills Life and Career Skills
Viewing as a 5th Info, media and
macro skill in the technological
languages; ICT literacy
“Netizen”

“Webinar”
“Digital “Digital
native” immigrant”
 •1) creativity
and curiosity;
Learning • 2) critical
and thinking
Innovation problem
skills solving skills
and
•3) risk taking
 Effective communication skills
• The following skills must be taught:
1) teaming, collaboration and interpersonal skills;
2) personal, social and civic responsibility
3) interactive communication,
4) local, national and global orientedness
 Life and Career Skills

flexibility and leadership and social and cross-

adaptability responsibility cultural skills

ethical, moral and

initiative and self- productivity and
direction accountability spiritual values
Demand for holistic and
constructivist teaching

Community
Involvement

Co-curricular
activities
Learning Time Allotment
Area

G1 G2 G3 G4 G5 G6 Grade 7-
10(Weekly)

MT 50/50 50 50

Fil 30/30 30 50 50 50 50 4 hrs

Engl __/30 50 50 50 50 50 4 hrs

Science - - - 50 50 50 4 hrs

Math 50/50 50 50 50 50 50 4 hrs

AP 40/40 40 40 40 40 40 3 hrs

EPP/TLE - - - 50 50 50 4 hrs

MAPEH 40/40 40 40 40 40 40 4hrs

EsP 30/30 30 30 30 30 30 2 hrs

240/270 310 360 360 360 360 29 hrs.

 Time Allotment
• The total time daily does not include
off-school learning experiences that
teachers may require outside of school
hours

• This is for the production of products

and performances as evidence of
transfer of learning
 Teacher preparation to
include

Organizing ,
Community advising co-
involvement curricular
organizations
 Assessment

Assessment Assessment

Authentic
Traditional
 Under the K to 12 curriculum, pupils will be
assessed at four levels and shall be
weighted as follows: (DepEd Order No. 31,
s. 2012)
Level of Assessment Percentage Weight
Knowledge 15%
Process or Skills 25%
Understanding(s) 30%
Products/Performances 30%
100%
The levels are defined as follows:

1. Knowledge – refers to the substantive content of the

curriculum, the facts and information that the student
acquires

2. Process – refers to cognitive operations that the student

performs on facts and information for the purpose of
constructing meanings and understandings
 The levels are defined as follows:
3.Understandings – refers to enduring big ideas, principles
and generalizations inherent to the discipline, which may
be assessed using the facets of understanding
a. Explanation – give examples, make insightful
connections
b. Interpretation – make it personal through images,
anecdotes, analogies
c. Application – can adapt/transfer understanding into
real contexts
3.Understandings

d. Perspective – understand different points of view,

sees the big picture
e. Empathy – understand and value the
perspectives/point of view of others
f. Self-Knowledge – show metacognitive awareness,
perceive the prejudices and habits mind that shape
and impede self understanding
4. Products/Performances – refers
to real-life application of
understandings as evidenced by
the student’s performance of
authentic tasks. It considers
children’s MI.
 Performance Standard

Performance

APPROACHING PROFICIENCY
PRODUCTS/
L E V E L S OF A S S E S S M E N T

PERFORMANCES

PROFICIENT
(30%)

ADVANCED
DEVELOPING
BEGINNING
UNDERSTANDING(S)
(30%)
Understanding

PROCESS(SKILLS)
(25%)

KNOWLEDGE
(15%)

Content Standard
L E V E L S OF P R O F I C I E N C Y
 Report Card (DepED Order No. 31, s. 2012)
At the end of the quarter, the performance of students
shall be described based on the following levels of
proficiency:
Level of Proficiency Equivalent Numerical Value

Beginning 74% and below

Developing 75-79%
Approaching Proficiency 80-84%

Proficient 85-89%
Advanced 90% and above
Definition of Levels of Proficiency
• Beginning – The student at this level struggles
with his/her understanding; prerequisite and
fundamental knowledge and/or skills have not
been acquired or developed adequately to aid
understanding.
• Developing – The student at this level
possesses the minimum knowledge and skills
and core understandings, but needs help
throughout the performance of authentic
tasks
Definition of Levels of Proficiency
• Approaching Proficiency – The student at this
level has developed the fundamental
knowledge and skills and core understandings
and, with little guidance from the teacher
and/or with some assistance from peers, can
transfer these understandings through
authentic performance tasks.
Definition of Levels of Proficiency
• Proficient – The student at this level has
developed the fundamental knowledge and
skills and core understandings and, and can
transfer them independently through
authentic performance tasks.
Definition of Levels of Proficiency

• Advanced – The student at this level

exceeds the core requirements in
terms of knowledge, skills and
understandings and can transfer
them automatically and flexibly
through authentic performance
tasks.
 Ulat Tungkol Sa Pag-unlad ng
Marka
Larangan ng Pag- Markahan Huling Pasya
aaral Marka
1 2 3 4
Filipino P P A A A Promote
d
English
Mathematics
Science
Araling
Panlipunan (AP)
Technology and
Livelihood
Education (TLE)
MAPEH
Assessment

Assessment of
Learning 1

Assessment of
Learning 2
Adequate???
Implications to Teacher Education
• Prepare teachers to
develop the holistically developed child
equipped with 21st century skills
ready for work , for middle level skills
development , for higher education
The K to 12 teacher- Multi-
specialist
 Implication to Teacher Education
The ideal K to 12 Teacher
• Has self direction and sense of initiative
• Engages in CPD/CPE
• Has high EQ
• Is grounded on spiritual and moral values
 Implication to Teacher Education
The K to 12 Teacher
• Multi-literate
• Multi-specialist
• Multi-lingual
• Equipped with 21st Century Skills
• Lifelong learner
 The K to 12 Teacher
• ICT competent – Digital native not a digital
immigrant
• Innovative
• Flexible/adaptable
• Accountable for results
• Effective Communicator
 The Philippines must catch up
with the rest of the world.
World Economic Forum Global Competitiveness Report
Country and Overall Rank 2008 2009 2010 2011
Singapore 5 3 3 2 In ASEAN:
Malaysia 21 24 26 21 5th in Quality
of Education
Brunei Darussalam 39 32 28 28
Thailand 34 36 38 39
Last (8th)*
in Quality of
Indonesia 55 54 44 46 Science & Math
Education and
Vietnam 70 75 59 65
Capacity for
Philippines 71 87 85 75 Innovation
Cambodia 109 110 109 97
*Laos, Myanmar, and Timor-Leste are not included in the survey.
“ We look back with appreciation to our
brilliant teachers but with gratitude to those
who touch our hearts.” – Carl Jung
God bless us all!