CHAPTER 5

Curriculum Development
Reforms and Enhancement
Module 6: Gearing up for the
future: Curriculum Reforms
 The module brings you to some curricular developments
reforms and enhancement. As the Philippine education
braces itself with the ASEAN and the rest of the world,
there is a need to embark on enhancement and reforms in
the curriculum. As a curriculum knower, designer,
implementer, and evaluator, substantial knowledge of
some of these reforms in necessary.
LESSON 1:
THE ENHANCED BASIC EDUCATION ACT OF
2013 (K-12)
 Curriculum Focus
Curriculum designer need to enhance the curriculum and
propose curricular innovation to respond to the changing
educational landscape in the country as well as in other parts
of the globe.
 Republic Act 10533, known as the Enhanced Basic
Education Act of 2013
“The Enhanced Basic Education Act of 2013 popularly known
as K to 12 includes”
o 1 year of kinder garden education
o 6 years of elementary education
o 6 years of secondary education.
WHY K TO 12 ?
 K-12 makes the Philippine Education system as par with
the international standard of 12-years basic education
 K to 12 graduated is ready to go into different paths-
higher education, middle level skills development,
employment or entrepreneurship.
 The K to 12 graduated also expected to be equipped with
12st century skills like information, media and technology
skills, learning and innovation skills, effective
communication skills, and life and career skills.
 K to 12 was launched in 2012
 Department of Education pushed for the K to12
implementation.
Let’s consider these existing realities in Philippine
Education that became the bases of The K-12
Implementation.
1. Insufficient mastery of basis competencies
due to congested curriculum.

The national achievement test results 4 rt year students in

Mathematics and Science in 2005-2006Mathematics results
only 15% of the students acquired mastery of the
mathematics competencies while majority (59.09%) of the
high school students belonged to the low mastery level. The
achievement results in Science was even more discouraging
since 3% of the 4rt years high school students in 2004 to
2006 mastered the Science processes skills.
National achievement test results of 4rt year
students

Comparative levels in Comparative levels in Science

Mathematics SY SY
SY SY 2004- 2005-
2004- % 2oo5- 2005 % 2006
% %
2005 2006
Mastery Mastery
168,371 16.41% 149,922 15.21% 17,921 1.75% 29,479 2.99%

Near Near
321,305 31.31% 253,396 25.71% 246,207 23.99% 196,938 19.89%
mastery Mastery

Low Low
536,439 52.28% 149.922 59.09% 761,987 74.26% 759,337 77.03%
mastery Mastery

Total 1,026,11 100% 985,754 100.1% Total 1,026,11 100% 985,754 100%
5 5
 In international examination, the Philippines
performed poorly as revealed in 2003 TIMSS
(Trends in International Mathematics and Science)
scores.

 In Grade IV Science and Math, the Philippine

ranked 23 out of 25 participating countries. In High
school II Science, the Philippines ranked 43 out of
46 and in Math ranked 34 out of 38.
2. The Philippines is the only remaining
country in Asia with a 10 year basic education
program

 The Philippines is the only country in Asia that has

ten years basic education program. The short
duration of the basic education program also puts
millions of Filipino works, specially the
professionals and those who intend to study abroad
at a disadvantage
TABLE 5: RESEARCHES ON PHILIPPINE BASIC
EDUCATION CURRICULUM AND THEIR
RECOMMENDATIONS
Employability of Filipino high school graduates
 The K-12 Curriculum prepares the students for the world
of work, middle level skills development,
entrepreneurship and college education.

 As early Grade 7 and Grade 8, the student is made to

explore at least 8 subjects in the (4) areas of Technology
and Livelihood Education (TLE) namely: home
economics, ICT, industrial Arts and Fishery Arts.

 In grade 10 and Grade 12, the student is supposed to

have obtained a National Certificate (NC) level I and NC
level II from TESDA. NC I and NC II make a Grade 12
graduate employable.
The K to 12 Curriculum
 Section 5 of the Enhanced Basic Education Act of
2013, stipulates the following curricular
standards which the curriculum developers
adhered to in crafting the K to 12 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).
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
education and social contexts.
 Curriculum tracks
 Thestudent after undergoing Senior High School can
choose among four tracks; academic; Technical-
Vocational-Livelihood and sports track and Arts and
design track.

 Core Curriculum
 Below do the learning areas comprise the core
curriculum. The description is based from DepEd
Memo 13, 2013:
The Senior High School Curriculum
 There are four tracks in Senior High School. These are
Academic Tract, Tec Voc Track, Sports and Arts and
Design Track.The academic tract has four strands
namely;
 Science, technology, Engineering, and Math (STEM)
 Humanities and Social Sciences (HUMMS)
 Accounting Business and Management (ABM)
 General Academic Strand (GAS)
Figure 1: Tracks in senior High School
Academic

Grade 11 Tech Voc

Grade 12 Sports

Arts and Design

Figure 2: Academic Track – 4 Strands

 
ABM STEM

GAS GRADE 11
HUMMS
GRADE 12

The Senior High School Curriculum has a total of thirty-one

subjects. The thirty-one subjects are group into fifteen (15)
core subjects, (7) contextualize subjects and (9) specialization
subjects.
CORE SUBJECTS
Seven Contextualized Subjects
ACADEMIC
 English for Academic and Professional purposes
 Research in Daily Life 1
 Research in Daily Life 2
 Pagsulat sa Filipino sa Piling Larangan
 Entrepreneurship
 Empowerment
 Technologies (E-Tech)
 ICT for professional
 Tracks
 Research Project/Culminating activity
SPECIALIZATION SUBJECT, ACADEMIC TRACK,
ABM
 Applied Economics
 Business Ethics and Social Responsibility
 Fundamentals of Accountability, Business and
Management 1
 Fundamentals of Accountability, Business and
Management 2
 Business Math
 Business Finance
 Organization and Management
 Principles of Marketing
 Work Immersion/Research/Career
Advocacy/Culminating
Specialization STEM
 Pre-Calculus
 Basic Calculus
 General Biology 1
 General Biology 2
 General Physics 1
 General Physics 2
 General Chemistry 1
 General Chemistry 2
 Work Immersion/Research/Career
Advocacy/Culminating Activity
Specialization HUMMS
 Creative Writing
 Creative non-fiction: The Literacy Essay
 World Religions and Belief System
 Trends, Networks and critical thinking in the 21st
Century
 Philippine Politics and Governance
 Community Engagement, Social Participation and
Citizenship
 Disciplines and Ideas in the Social Science
 Disciplines and Ideas in the Applied Science
 Work Immersion/Research/Career
Advocacy/Culminating Activity
Specialization – General Academic
Strand
 Humanities 1
 Humanities 2
 Social Science 1
 Applied Economics
 Organization and management
 Disaster Readiness and Risk Reduction
 Elective 1 (from any track/strand
 Elective 2 (from any track/strand
 Work Immersion/Research/Career Advocacy/Culminating
Activity
Specialization – General Academic
Strand
 Safety and First Aid
 Human Movement
 Fundamentals of coaching
 Sports Officiating and Activity Management
 Fitness, Sports and Recreation Leadership
 Psychosocial Aspects and Sports and Exercise
 Fitness Testing and Exercise Programming
 Practicum ( in-campus)
 Work Immersion/Research/Career
Advocacy/Culminating Activity
Specialization Courses For Arts And Design Tracks

 Arts and Design Strands

 Art Assessment and Guidance
Specialization Courses For Sports Track
Sport Track Subjects
Sport Track 1: Safety and First Aid
Sport Track 2: Understanding Human Movement
Sport Track 3: General Coaching Courses
Sport Track 4: Sports Officiating
Sport Track 5: Fitness Leadership
Sport Track 6: Sports/Recreation/Fitness Management
Sport Track 7: Student-Athlete Enhancement and
Formation
Sport Track 8: Fitness Testing and Exercise
Prescription
Sport Track 9: Recreation Leadership
THANK YOU!!
Presented by:

Geralden A. Guita
Shiela Mae T. Evangelista
Jennery Dupz
Rhena Joy Garcia
Claire Adalla Geroy
John Guillemer
John Darryl M. Genio