St.
Paul University Surigao
Cor. San Nicolas & Rizal Streets Surigao
8400 Surigao City, Philippines
Name: GESTA, KAE LOURDES
Year & Course: BEED -301
Extract these key features of the K to 12 Curriculum, and discuss each.
Features of the K to 12 Curriculum
Learner-centered - We do more than
just provide a religion lesson among
many others when we use a Christ-
centered curriculum. Rather, we show
the Lord as the One in whom all
knowledge is linked by incorporating the
Scriptures throughout the curriculum.
Every pupil develops a worldview, or
point of view from which they
understand the world. All subjects are
taught and applied at school from the
perspective of a biblical worldview.
Teachers purposefully teach pupils to
perceive life through the prism of
biblical
truth.
Inclusive - An inclusive curriculum is
one that gives all students, regardless
of their background or immutable
features, an equal chance to attain their
program's learning outcomes. When it
comes to children with special
education needs or disabilities, inclusive
education has firmly established itself
as the most important policy imperative.
Its goal is to break down barriers,
improve outcomes, and eliminate
discrimination. Inclusion, on the other
hand, is a complicated and contentious
notion with many different
manifestations
in practice.
Research-based - Research on how
children develop and learn is
congruent with a research-based
early development curriculum. It
includes a wealth of content as well
as instructional methods that have
been demonstrated to benefit
children's
learning and development. A
Date: 10/21/21
Standards- and competence-based -
Competency-based systems in public
schools use state learning standards to
establish academic objectives and
define "competency" or "proficiency" in
a particular course, subject area, or
grade level (although other sets of
standards may also be used, including
standards developed by districts and
schools or by subject-area
organizations). The overall purpose of
competency-based learning is to
guarantee that children acquire the
knowledge and abilities that are
considered necessary for success in
school, higher education, careers, and
adult life. If students fail to meet
expected learning standards, they
typically receive additional instruction,
practice time, and academic support to
help them achieve competency or meet
the expected
standards.
Seamless - Students are encouraged to
use learning resources both inside and
outside of the classroom in seamless
learning settings, and they are asked to
use their personal experiences to make
sense of information presented in class.
Decongested - The decongested
curriculum would allow pupils to master
competencies and deal better with the
lessons. This should help students who
have dropped out because they are
unable to cope with coursework.
Learner- centered, enhanced, and
responsive to
local needs will be the focus of the
curriculum. Overcrowding in the
classroom
 research- based curriculum
focuses on domain-
specific, developmentally appropriate not only makes it difficult for students to
content and abilities that help children focus on their lessons, but it also limits the
develop in that domain later in life. A amount of time teachers can spend on
research-based curriculum is also innovative teaching methods like
content- rich, which means it offers a wide cooperative learning and group work, as
range of experiences and activities to help well as teaching anything beyond the bare
children learn and grow. A rich curriculum minimum required by the curriculum,
encourages students to think carefully according to studies.
about topics that they are interested in
while also building on their existing
knowledge and experiences. Finally, a
research-based curriculum offers a
sequence of learning experiences based
on children's developmental progressions.

Flexible
Culture-responsive
- Learners can and shift culture-sensitive
between education, - training, and work with the help of flexible
A curriculum
education systems.that takespeople
Young into account the can change their learning route as they go
with flexibility
alongcultures
to suit their
and interests
backgrounds
and skills.
of students. It
promotes
ICT-based - Inintercultural
general, theunderstanding
ICT curriculum by aims to equip students with the capacity to
acknowledging
navigate a variety ofand valuingtools,
devices, the legitimacy
applications, information, and resources. The course is
of indiverse
taught cultures,
three-period chunksnot oversimply the of a week, with one teacher-led session and
the course
dominant sessions.
two hands-on culture ofThe a country.
goal of the Culturally
teacher-led session is to demonstrate techniques and
responsive
procedures teaching
while avoidingandproviding
learning create a for the students' learning. Following that,
a context
nurturing
students student-centered
participate in activities thatlearning
are designed to provide them enough hands-on
environment for students from various
experience.
countries and ethnic backgrounds. It also Global - A global curriculum broadens
encourages instructors to impart perspectives and attitudes, and it should
education respectfully by taking into be constructed with everyone in mind. A
account each student's needs and "global" curriculum entails expanding
necessities, eliminating racial and ethnic one's horizons beyond the manner in
discrimination, bridging communication which one teaches and considering
gaps in the classroom, and encouraging various viewpoints on "what" to teach and
learners to explore different cultures, "how" to educate. Global education
traditions, religions, and beliefs. attempts to create learning communities
Integrative and contextualized - in which students and teachers are
Integrative learning is a method of encouraged to collaborate on global
learning in which the learner combines challenges. Through innovative teaching
past knowledge and experiences with new and pedagogy, global education attempts
information and experiences. Learners are to stimulate and
able to draw on existing skills and apply
them to new experiences on a more
complicated level as a result of this.
Curricular contextualization improves the
linkage of theory and practice by assisting
students in connecting educational
assignments with their knowledge
and everyday
experiences. It also enables students to