Reporters: Joanamae Perillo Prof. Ed.

4 & 9 The Teacher and the

Shailyn Almirol School Curriculum

K to 12 Curriculum
INTRODUCTION
What is K to 12 Curriculum?
 The K to 12 Curriculum covers Kindergarten and 2 years of basic education (six years of primary education, four
years of Junior High School, and two years of Senior High School SHS) to provide sufficient time for mastery of
concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills
development, employment, and entrepreneurs.
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BODY
The Republic Act 105533
The Republic Act 10533, otherwise known as the Enhanced Basic Education Act of 2013 of the Philippines includes
specific provisions for teachers and principals to exercise leadership roles not only in instruction but also in curriculum.
Republic Act 9155, otherwise known as Governance of Basic Education Act of 2001 also specifies important provisions
wherein teachers play important roles to promote and protect the rights of every citizen to quality basic education.
Teachers Needs to View Themselves as Curriculum Leaders Performing The Following Functions;
 Ensure effective implementation of curriculum standards and competencies.
 Develop and evaluate curriculum materials that are appropriate for the students.
 Develop assessment and evaluation tools to assess learning.
 Plan and evaluate curriculum.
 Plan activities that will help implement the curriculum.
 Solicit support from parents and other stakeholders.
 Make curricular decisions at the school level.
 Conduct research to improve learning and improve content.
Since the K-12 Curriculum is a standards-based curriculum reform, all teachers are compelled to focus their attention
on the following:
1. Clarity of the standards - teachers should know the essential standards that every student should learn in the
curriculum. These standards are contents, and values or attitudes that students need to learn and master.
2. Visibility of performance measure - teachers need to ensure that each curriculum standard shows visible outcome or
performance.
3. Consistency of communication - teachers should effectively communicate the standards to all students.

A. Teachers as Curriculum Leaders in Preschool

Republic Act 10157, otherwise known as The Kindergarten Education Act Integrates kindergarten education in the
formal education system of the country. Before the school year 2011-2012, kindergarten education was not a
prerequisite to Grade 1; it was more of a privilege for learners whose parents can afford kindergarten education for
them. It was desirable but not mandatory. The Kindergarten Education Act now mandates all children aged 5 to enroll in
kindergarten. A kindergarten diploma is now a prerequisite to enroll in Grade 1.
The Department of Education issued a curriculum to be implemented by all kindergarten schools in the country. This
curriculum includes several domains that need to be developed among young children. The Kindergarten Curriculum
includes the following areas:
 Values Education
 Physical Health and Motor Development
 Social and Emotional Development
 Cognitive Development
o Sensory-Perceptual Motor Development
o Mathematics
o Understanding of the Physical and Natural Environment
o Understanding of the Social Environment
o Language, Literacy, and Communication

B. Teachers as Curriculum Leaders in the Elementary Grades

 Elementary education is always regarded as the laboratory of life. As such, its primary goal is to develop the
basic skills, literacies, and life skills that all learners need to be prepared for life. The subjects are designed to
provide necessary information to help learners understand the world and their roles, and develop necessary
skills that they need in everyday life.
 The elementary curriculum is essential in helping every learner learn how to learn, become creative and critical
thinkers, and to become builders of the society. The subjects include important knowledge, skills, and values
that all must learn to become useful citizens and effective leaders in society.
 Teachers as curriculum leaders in elementary level are starting to mold the minds and character of the future
leaders and citizens of the world. Their role as curriculum leaders requires them to develop curriculum that will
facilitate the development of the mind, body, and character of the students. Teachers will need to present
knowledge in the classroom or through alternative learning in dynamic and innovative ways requiring new types
of instructional materials, new technology, and new pedagogies.

C. Teachers as Curriculum Leaders in Junior High School

 The Junior High School program of K-12 includes Grade VII to Grade X of the secondary level. It is the entry point
of students to the rigors of various disciplines in the areas of science, social sciences, mathematics, humanities,
and applied disciplines, such as Home Economics and Vocational Technology.
 The curriculum for Junior High School follows the spiral curriculum design enabling the learners to see the
seamless connection of one topic to another at the horizontal and vertical levels. This means that spiral
progression of content is observed in the scope and sequence of the curriculum. The teachers as curriculum
leaders will need to master their disciplines and allow every learner to experience and examine
 In the Junior High School, students are exposed to higher levels of learning. This is their first encounter to study
the disciplines as disciplines and not as subjects. They will be exposed to higher mathematics such as algebra,
trigonometry, calculus, and geometry. They will be introduced to Asian history, world history, economics, and
deeper learning of Philippine history. They will discover world and Philippine literatures, and experience more of
the applied disciplines that they will need in everyday life. In Junior High School, the natural sciences are also
presented in a spiral curriculum integrating physics, chemistry, biology, earth science, and general sciences.
 In Junior High School, teachers will assume leadership roles by sharing their disciplinary expertise to the
students. They are content experts and effective facilitators of teaching and learning process. They plan effective
 lessons, select contents, and identify strategies that are relevant to their students. They understand the
complexity of learners' behavior in this stage of life, and they serve as behavior compass for students to
emulate.

D. Teachers as Curriculum Leaders in Senior High School

The Senior High School is something new in the educational program for basic education in the Philippines. It was added
basically to prepare the Filipino for global demands. It is part of the commitment of the country to make its educational
system at par with global standards.
The Senior High School program is a two-year education program added to the 10 years of basic education in the
Philippines. In Senior High School, students will choose their own track from academic track, technical and vocational
track, and arts and sports track. The academic track has four specializations: Humanities and Social Sciences, Business,
STEM, and General Academic. These tracks aim to develop the following:
 Life and Career Skills
 Learning and Innovation Skills
 Information and Media Skills
 Communication Skills
The Senior High School teachers will need to develop and implement lessons that are:
 Learner-centered, inclusive, and developmentally appropriate;
 Relevant, responsive, and research-based;
 Culture-sensitive, contextualized, and global
 Pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative, and integrative
The Senior High School teachers are experts in their own field. They will teach courses that will prepare the students for
the profession they will choose and provide them necessary skills that they need to become entrepreneurs and
productive in everyday life. In Senior High School, students are exposed to several specialized courses. They will need to
apply what they learned in Junior High School to understand better the lessons and develop higher competencies.

Conclusion
We hereby conclude that the Republic Act 10533, otherwise known as the Enhanced Basic Education Act of 2013
shall use pedagogical approaches that are constructivist, Inquiry-based, reflective, collaborative, and integrative. Hence,
learner-centered, Inclusive and developmentally- appropriate, gender and culture-sensitive. 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 K to 12 Basic Education Curriculum is geared towards the DEVELOPMENT OF A
HOLISTICALLY DEVELOPED FILIPINO WITH 21ST CENTURY SKILLS who is ready for employment, entrepreneurship, middle
level skills development and higher education upon graduation from Grade 12.

Thank YOU!