Unit 1: K to 12 PHILIPPINE BASIC
EDUCATION CURRICULUM
Republic Act No. 10533 — an act enhancing
the Philippine basic education system by
strengthening its curriculum and increasing the
number of years for basic education,
appropriating funds therefor and for other
purposes.
— passed on January 30, 2013
— approved May 15, 2013
— became effective June 4. 2013
Definition of Terms
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.
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 highschool 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 1. — 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. —
Republic Act 10157, “Kindergarten
Education Act”
K to 12 Program
— this covers kindergarten and 12 years of
basic education (six years of primary education,
four years of junior high school, and two years of
senior high school.) It provides: — sufficient
time for mastery of concepts and skills —
develop lifelong learners, and — prepare
graduates for tertiary education, middle level
skills development, employment, and
entrepreneurship.
Salient Features — strengthening early
childhood education (universal kindergarten)
— making curriculum relevant to learners
(contextualization and enhancement) —
building proficiency through language
(mother tongue based multilingual
education)
— ensuring integrated and seamless learning
(spiral progression)
— gearing up for the future (senior high school)
— nurturing the holistically developed filipino
(college and livelihood readiness, 21st century
skills)
Making the Curriculum Relevant to Learners
(Contextualization and
Enhancement) — examples, activities, songs,
poems, stories, and illustrations are based on
local culture, history, and reality.
— this makes lessons relevant to the learners
and easy to understand. — discussions on
issues such as
disaster risk reduction (drr), climate change
adaptation, and information and communication
technology (ict) are included in the enhanced
curriculum.
Building Proficiency through Language
(Mother Tongue-Based
Multilingual Education) — students are able to
learn best through their first language, their
mother tongue. 12 mt languages have been
introduced for sy 2012-2012. — aside from mt,
english and filipino are taught as subjects
starting grade 1, with a focus on oral fluency. —
from grades 4-6 english and filipino are gradually
introduced as languages os instruction.
— both will become primary languages of
instruction in junior high school and senior high
school.
Ensuring Integrated and Seamless
Learning (Spiral Progression) — subjects are
taught from the simplest concepts to more
complicated concepts through grade levels in
spiral progression.
— in k to 12, subjects are connected and
integrated from grades 7 to 10
— this same method is used in other learning
areas like math.
Gearing Up for the Future (Senior
High School) — senior high school is two years
of specialized upper secondary education;
students may choose a specialization based on
aptitude, interests, and school capacity. — the
choice of career tract will define the content of
the subjects a students will take in grade 11 and
12 — shs subjects fall under either the core
curriculum or specific tracks.
Core Curriculum — there are seven learning
areas under the core curriculum. These are
languages, literature, communication,
mathematics, philosophy, natural sciences, and
social sciences. — current content from some
general education subjects are embedded in
the shs curriculum.
Tracks
— each student in senior high school can
choose among four tracks: (Academic Track,
Technical-Vocational-Livelihood,
Sports, Arts)
Academic Track — the academic track
includes three strands: Accountancy Business
Management (ABM), Humanities and
Social Sciences (HUMSS); and
Science, Technology, Engineering,
Mathematics (STEM)
Pre-Baccalaureate Maritime
Technical-Vocational-Livelihood — the TVL
track includes: Agri-Fishery, Home Economics,
ICT, Industrial Arts, TVL Maritime.
Immersion Program — students undergo
immersion, which may include
earn-while-you-learn opportunities, to provide
them relevant exposure and actual experience in
their chosen track.
TVET (Technical Vocational
Education & National Certificate) — after
finishing grade 10, a student can obtain
Certificates of Competency (COC) or a National
Certificate Level I (NC I). — after finishing a
technical vocational-livelhood track in grade 12,
a student may obtain a national certificate level II
(NC II), provided he/she passes the
competency-based assessment of the technical
education and skills development authority
(TESDA).
— NC I and NC II improves
employability of graduates in fields like
agriculture, Electronics, and Trade.
Modeling Best Practices for SHS — In SY
2012-2013, there are 33 public high schools,
public technical-vocational high schools, and
higher education institutions (HEIs) that have
implemented Grade 11. — This is a Research
and Design (R&D) program to simulate different
aspects of Senior High School in preparation for
full nationwide implementation in SY 2016-2017.
— Modeling programs offered by these schools
are based on students’ interests, community
needs, and their respective capacities.
Every graduate will be equipped with:
— Information, media, and technology
skills
— Learning and innovation skills — Effective
communication skills — Life and career
skills.
The Curriculum Kindergarten
— the Kindergarten Curriculum Framework
(KCF) draws from the goals of the K to 12
Philippine Basic Education Curriculum
Framework and adopts the general principles of
the National Early Learning Framework.
(NELF).
— Kindergarten learners need to have a smooth
transition to the content-based curriculum of
Grades 1 to 12.
Senior High (11 to 12)
— Senior High School is two years of
Specialized upper secondary education;
students ay choose a specialization based on
aptitude, interest, and school capacity. — The
choice of career track will define the content of
the subjects as a
student will take in grades 11 and 12.
Unit 2: Physical Education and Health
Curriculum Guide (Under the MATATAG
Curriculum)
MATATAG Curriculum
"As we work towards the achievement of the
Sustainable Development Goals in basic
education, we must acknowledge that no
organization or government can achieve them
alone. We need strong partnerships that involve
all actors, including the private sector, civil
society, and local communities." -Vice President
and Secretary Duterte
MATATAG: Bansang Makabata, Batang
Makabansa According to Duterte, MATATAG will
have four critical components.
Make the curriculum relevant to produce
competent and job-ready, active, and
responsible citizens;
TAke steps to accelerate delivery of basic
education facilities and services
TAke good care of learners by promoting learner
well being, inclusive education, and a positive
learning environment and;
Give support to teachers to teach better.
At a Glance...
❖ One of the "issues" discovered in the
existing to so curriculum was that it was
"overloaded" with too many leaps or
subjects
❖ Recognizing that necessary revisits to the
curriculum needed to "avert further
learning lessons," DepEd released the
revised curriculum for Kindergarten to
Grade, called the "MATATAG K to 10
Curriculum."
❖ To emphasize the development of
foundational skills such as literacy,
numeracy, and socio-emotional skills
among younger learners, the revised K to
so curriculum cuts down the number of
subjects in Grades 1 and 2 from seven to
five.
❖ While the pilot implementation starts this
year, DepEd will Implement, in phases,
the MATATAG K to 10 curriculum
beginning SY 2024-2025
❖ DepEd launched the MATATAG K to 10
curriculum under the K to 12 Program
 ❖ The revised curriculum is only for
Kindergarten to Grade 10. DepEd said
there is an ongoing review for the Senior
High School Program
❖ As mandated by law, DepEd clarified that
the K to 12 Program will continue
❖ Beginning School Year (SY) 2024-2025,
mother tongue will no longer be a
Highlights of the revised K to 10 curriculum
separate subject according to the DepEd.
❖ DepEd removed the mother tongue as a The revised K to 10 curriculum will also set the
subject in the newly launched MATATAG stage for the comeback of Good Manners and
K to 10 Curriculum to be pilot tested this Right Conduct (GMRC) as a learning area or a
year and will be implemented in phases subject under the Republic Act (RA) 11476 or
starting SY 2024 2025. the GMRC and Values Education Act of 2020.
❖ Mother tongue, DepEd clarified, will
remain as a medium of teaching and "The formation of our learners' values and the
learning in schools. development of their characters will be
intensified" VP and Secretary Duterte.

Highlights of the revised K to 10 curriculum

The main feature of the revised K to 10

curriculum is reducing the number of
competencies - making it a "leaner" version of
the current curriculum.

“DepEd will give greater emphasis on the

development of foundational skills such as
literacy, numeracy, and socio-emotional skills to
our Kinder to Grade 3 learners," VP and
Secretary Sarah Duterte

Merging of PEH
The following are the pieces of literature that
justify the merging of these two fields.
Introduction
"A healthy, physically literate and holistically
developed Filipino youth is a strong investment
to a world that is more connected,
interdependent and driven by innovation."
Objectives of the PEH Curriculum
1. Develop physical literacy and health
literate 21st century learners.
2. Provide students with knowledge, skills,
and attitudes to make informed decisions
about their health.
3. Promote healthy and risk- preventive
behaviors.
1. Empower students to take responsibility
for their own health by teaching them how
to access reliable health information and
resources.
2. Develop fundamental movement skills
and concepts to move confidently,
competently, creatively, and safely in play,
games, exercise, sports, and dance and
in different settings for lifelong physical
activity participation.
3. Advocate for healthy lifestyles and strive
to positively influence others.
1. Helps students understand the
interconnectedness between their
physical health and overall wellbeing. By
learning about physical fitness, nutrition,
mental health, and other aspects of
health, students can develop a holistic
understanding of how to maintain a
healthy lifestyle (Jones & Kim, 2020).
2. Help schools maximize their resources
and time. Rather than teaching physical
education and health education as
separate subjects, teachers can integrate
the two and cover more material in each
period. Finally, combining physical
education and health education can help
address public health issues, such as
rising rates of obesity and chronic
disease. By educating students about
healthy habits and lifestyles, schools can
help promote healthier communities
overall (Hossain, Kawar, & Nahas, 2007;
Lobstein, 2011).
3. There will be a holistic approach to
wellness: Physical education and health
education are two complementary
subjects that address different aspects of
wellness. Physical education focuses on
developing physical fitness and motor
skills, while health education covers a
wide range of topics, including nutrition,
disease prevention, mental health, and
personal safety. By combining the two
subjects, students can develop a more
comprehensive understanding of what it
means to be healthy and how to achieve
optimal wellness (Chandler McKean,
2019).
4. A study on implementing wellness in
physical education showed a new
 approach to curricula and combines
previously separated health and wellness
and physical education to create a
wellness education (Chandler McKean,
2019).
5. The Health and Physical Education (HPE)
can and has proven to promote health in
children and youth and provide students
with the ability to know how to be well in
all aspects - emotionally, physically,
intellectually, spiritually, and socially
(Kilborn, 2016).
6. In Health and Physical Education
students develop the knowledge,
understanding and skills to support them
to be resilient, to develop a strong sense
of self, to build and maintain satisfying
relationships, to make health-enhancing
decisions in relation to their health and
physical activity participation, and to
develop health literacy competencies to
enhance their own and others' health and
wellbeing. (Australian Curriculum,
Assessment & Reporting Authority
(ACARA), 2012, p. 2).
7. Research suggests that "HPE should be
embraced in all schools for its ability to
offer opportunities in a holistic manner"
(Lynch, 2015C).
Unit 3: Physical Education and Health
in an Activity- and Child-centered
Curriculum
Curriculum - “currere” - (“to fly” or “to
proceed”) - “race”
Curriculum
• The academic material taught in
school
• List of principles that should be
taught • Aggregate of all the learners’
experiences during the educational
process • Structured and interactive
method of instruction and learning
aligned with the
school’s instructional objectives
No Curriculum?
• no formal, non-formal, or informal
education can occur
• No instruction in schools
• No program, teachers will have
nothing to do. • The teaching career
revolves around the curriculum.
• In the classroom and schools, every
teacher is led by a curriculum.
Activity-Centered Curriculum
• A modern approach to curriculum
creation
• A reaction to the conventional
curriculum
(subject-centered or teacher-dominated)
• The subject matter is addressed by
exercises • Experience is the product
of the purposeful activities completed
John Dewey: “The activity curriculum is
a constant flow of activities for children,
unbreakable by systematic subjects and
springing from the child’s desires and felt
needs.”
The framers of Wardha Scheme of
Education: “We’ve attempted to draft an
activity curriculum that means our
schools should be places of work,
creativity, and exploration rather than
passive absorption.”
Comenius View: “Anything that needs
to be learned must be learned by
practice/doing.”
Rousseau’s View: “Instead of
pressuring the child to concentrate on
his books, I keep him occupied in the
workshop, where his hands will support
his mind.”
Pestalozzi’s View: “The verbal method
of instruction does not suit the child’s
ability or the circumstances of his or her
life.” His motto was "Learning by head, • In terms of achieving
hand and heart" learning objectives and goals, children
serve as co-creators with teachers.
Activity Theory:
• Project Approach • Emphasizes piquing
• Dalton Plan children’s interest and empowering them
• Problem Solving Method to take an active role in learning

Child-Centered Curriculum • Aids their growth of

• Necessitates the child’s
active participation in the educational
process
• Modern educationalists
realized that schooling that does not
affect a child’s actions is useless.
independence, responsiveness, and
trust
• Helps children to learn
how to take care of themselves and
solve problems, acquire
information for imaginative presentations

• Core and controversial

term • Related to John Dewey’s
progressive educational views
• Dewey advocated for a
more comprehensive, multidisciplinary,
and developmental approach to
education
• Pupil’s urges to explore,
create, and understand their universe,
he claims, will be the fundamental
centers of gravity that will energize and
selectively incorporate curricular
concepts
•Flaw:
Teachers often struggle to come up with
activities that can respond to evolving
child development concepts.
PEH Curriculum
- Aims to assist children in
developing awareness and
understanding of his/her body. -
Aims to promote positive attitudes
toward PEH and to motivate
children to appreciate and
examine the process in which
PEH influence and create an
impact on their bodies.

• Created to develop a ActivityCentered Curriculum

pupil’s individual and social attributes
1. Sports Skill Development
rather than provide abstract knowledge
2. Fitness Programs
through the specified subject matter •
Empowers learners to take control of 3. Outdoor Education
their education 4. Dance and Creative
Movement
The teacher’s job is to encourage and
promote children’s learning, but it is 1. Sports Skill Development - In an
the child’s • natural curiosity, activity-centered approach, the
interest, and enthusiasm that decide the curriculum may emphasize the
course of learning. development of specific sports skills.

2. Fitness Programs
• Activity-centered physical
education can revolve around fitness
and health programs.
• Students may follow a
structured fitness plan that includes
activities like jogging, weight training,
and aerobic exercises.
Unit 4: Curriculum in Physical
Education
P. E. CURRICULUM MODELS
1. Development – Refinement Cycle
• Process where a curriculum is
developed, tested, refined, and further
tested in a variety of school settings
2. Main Theme Curriculum Model
• A model characterized by a narrow
activity focus that serves as the
organizing center for the program,
allocates time for student to achieve
important outcomes and has a clear
sense of a more limited good and
arranges sequences of activities to
achieve that good.
3. Curriculum Model vs. Instructional
Model
• Curriculum Models are focused,
theme-based, reflect a specific set of
goods about what is most important in
Physical Education.
• Instructional Models guide the
organization and delivery of knowledge
and learning experiences.
4. Developmental Physical Education
• A set of models designed around the
individual learner with the intent of
meeting each learner's developmental
needs and unique growth patterns
within a holistic education emphasizing
cognitive, affective, and psychomotor
outcomes.
• designed in a sequential way that
allows children to learn skills, achieve
success, and improve their motor
performance
• age related, not age dependent
• What, when, and how to teach
depends on each individual, rather than
being age group appropriate.
• This implies that physical skills are
introduced and developed in a
progressive and sequential manner
consistent with the individual learner's
current developmental level and learning
needs.
5. Skill Themes
• Both a curriculum and instructional
model with the content of Physical
Education and the pedagogy.
• Content is organized by skill themes
and movement concepts with children
first becoming familiar with movement
concepts such as space awareness,
effort and relationships followed by
fundamental movement themes
learned first in isolation and then
combined with other skills and
movement concepts in more complex
and variable settings such as games,
dance, and other physical activities.
• Two major goals of this curriculum • Characteristics include seasons,
are: affiliation, formal competition, record
keeping, culminating event and
a) develop positive attitudes in young festivity.
people about themselves and physical
activity ultimately resulting in them
choosing to be physically active in all
stages of their lives.
Unit 6: Select Health Education Curriculum
b) help children develop their movement Models
competence to allow enjoyment and
success in physical activity participation
(Graham et al., 2013)

6. Adventure Education
• An experiential learning model that
provides learners with the opportunity to
challenge themselves physically and
mentally, work cooperatively as a
group to solve problems and overcome
risks, and gain respect for, confidence
in, and trust in, themselves and their
peers.

• Key concepts of the model include full

value contract, challenge with choice,
experiential learning cycle and
processing/debrief.

7. Outdoor Education
• Uses the natural environment as the
context for experientially enjoying the
outdoors and gaining understanding and
appreciation for the environment

• Built on three types of learning:

physical skills, environmental
awareness, and interpersonal growth.

8. Sport Education

• Intended to provide authentic and rich

sport opportunities to all students within
the context of Physical Education
helping them develop as skilled and
competent sport participants with the
skills and understanding of strategies
necessary to participate in sport
successfully

TRANSTHEORETICAL MODEL OF CHANGE (
STAGES OF CHANGE)
1. Pre-Contemplation Stage
● Inform the person of the benefits
and barriers to physical activity and
the long-term consequences of a
sedentary lifestyle.
● Provide encouragement and let the
person know that change is
possible.
2. Contemplation Stage
● Try to motivate the person to start
exercising.
● Provide suggestions for leading an
increasingly active lifestyle
A. Take the stairs instead of
the elevator
B. Walk to a nearby store
instead of driving
C. Take the dog on
increasingly longer walks
every day
3. Preparation Stage
● Encourage the person to keep exercising
and to make it a regular habit.
● Keep suggesting ways the person can
add exercise to his or her life.
● Offer to exercise with the person to keep
him or her motivated and accountable.
4. Action Stage
● Help the participant be more physically
active for 30 minutes a day, 3 to 5 times a
week.
● Have the person set short-term goals.
● Apply time management skills.
● Reward him- or herself for participating in
activities.
5. Maintenance Stage 1. Microsystem
● Troubleshoot factors that could make 2. Mesosystem
exercisers relapse into nonexercise 3. Exosystem
modes. E.g., illness, boredom 4. Macrosystem
● Have the person cross-train to offset 5. Chronosystem
boredom.
● Make sure social support is
provided-perhaps offer to be the person’s
exercise buddy.

IMPORTANCE OF BEHAVIOR CHANGE

THEORIES

Address the question:

• How do people make decisions about
behaviors that affect their health?
• Provide a guide as to how to reinforce positive
decisions and change bad ones

THINGS TO REMEMBER IN USING THEORIES

ECOLOGICAL SYSTEM
● Proponent: Urie Bronfenbrenner, 1979
● Also known as Ecological Model for
Human
• No one theory dominates health education
practice.
• Addressing a health issue may require more
than one theory.
• No one theory is suitable for all cases.
• A theory should be chosen based on the topic
and the target population.

Key Concept:
● Systems outside of the individual
influence individual behavior.

Five (5) environmental systems that influence

human development: