proposed k+12 phl bed curriculum
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PROPOSED K+12 PHL BED CURRICULUM. DEPARTMENT OF EDUCATION STEERING COMMITTEE MEETING BULWAGAN NG KARUNUNGAN February 14, 2011. Department of Education. February 14, 2011 Bulwagan ng Karunungan, DepEd -----------------------------------------. K+12 Steering Committee. - PowerPoint PPT PresentationTRANSCRIPT
DEPARTMENT OF EDUCATIONSTEERING COMMITTEE MEETING
BULWAGAN NG KARUNUNGANFebruary 14, 2011
Department of Education
Excerpts from the TWG on Curriculum Enhancement
a. Curriculum framework for K+12 Basic Education Program
b. Mother-Tongue Based Multilingual Education (MTB-MLE)
c. New TWG for Grades 11 and 12
February 14, 2011Bulwagan ng Karunungan, DepEd
-----------------------------------------
ContextPhilosophical and Legal Bases•The 1987 Philippine Constitution•BP 232, Education Act of 1982•RA 9155, Philippine Governance Act•The 4 pillars of education (UNESCO)•The vision-mission statements of DepEd
Needs of National and Global Community•Poverty reduction and human development•Strengthening the moral fiber of the Filipino people•Ensuring environmental sustainability•Global partnership for development
Nature of the Learner•Embodied spirit•Maker of meaningNeeds of the Learner•Life skills•Self-actualization•Preparation for the world of work, entrepreneurship, higher education
Family SupportInternal & External
Stakeholders’ Support
Societal SupportPublic-Private Partnership,
Media, GO, NGOs
Instructional SupportTeachers’ CPD, Textbooks and
other IMs
Functionally literate and holistically developed
Filipino
Administrative SupportCO, RO, DO, School
Mon
itori
ng
Evalu
atio
n S
yste
m
Curriculum Support System
FUNCTIONAL LITERACY for ALL
Figure 1. The Proposed K to 12 Philippine Basic Education Curriculum Framework
The Proposed K to 12 Philippine Basic Education Curriculum Framework
DepEd’s VisionDepEd is globally recognized for good governance and for functionally literate and God-loving Filipinos
DepEd’s Mission Provide quality basic education that is equitably accessible to all and lay the foundation for life-long learning and service for the common good
Overall Goal Functional literacy for all and wholistic development of the learner
Desired Outcomes
Possess a healthy mind and body
Has the passion to develop his/her potentials to the fullest
Has solid moral and spiritual grounding
Essential knowledge & skills to continuously develop himself/ herself
Contributes to the development of a progressive, just & humane society
Appreciates the beauty of the world around him/her & cares for the environ-ment for a sustain-able future
Figure 2A. Summary of the Proposed K to 12 Basic Education Curriculum Framework – Part I
Core Content
1. Communication & literacies; 6. Development of self & sense2. Critical thinking& problem solving of community; and 3. Creativity & Innovation; 7. Expanding national orientedness4. Civic & moral education; to global orientedness5. Life & career competencies;
Learning Domains Knowledge & Understanding
Essential Skills Attitudes & Values
Pedagogical Approaches Integrative, reflective, collaborative, constructivist
AssessmentAssessment as
learningAssessment
for learning
Assessment of learning
Balance of traditional &
authentic assessment
Monitoring & EvaluationSystem
Standards-based comprehensive, systematic and valid monitoring and evaluation system set in place aimed at improving quality education
Figure 2B. Summary of the Proposed K to 12 Basic Education Curriculum Framework – Part II
Learning AreasLanguages Math & Science
Humanities & Arts
Technology & Livelihood Education
Co-curricular Activities & Community Involvement Program
Curricular Program
G e n e r a l A c a d e m i c P r o g r a m
K – 3 4 - 6
7 – 10•Grade 9 * Career Exploration and Exposure * Aptitude TestGrade 10 Special Curricular Programs (Arts, Sports, Journalism, Foreign Language, S & T, TechVoc)
11 – 12 Specialization to prepare students for any of the following:• Employment• Entrepreneurship• Tertiary education
Middle level skills education
Higher education
• Mastery and Application of Basic Knowledge and Skills
• Development of Personality, Attitudes and Values
• Mastery and Application of Basic Knowledge and Skills
• Development of Personality, Attitudes and Values
• Development of Complex Knowledge, Skills. Personality , Attitudes and Values
• Development of Complex Knowledge, Skills. Personality , Attitudes and Values
• Consolidation of Knowledge and Skills• Development of Personality, Attitudes and Values• Development of Aptitudes and InterestsGrade 9• Career Exploration and Exposure• Aptitude TestGrade 10• Special Curricular Programs (Arts, Sports, Journalism,
Foreign Language, S & T, TechVoc)
• Consolidation of Knowledge and Skills• Development of Personality, Attitudes and Values• Development of Aptitudes and InterestsGrade 9• Career Exploration and Exposure• Aptitude TestGrade 10• Special Curricular Programs (Arts, Sports, Journalism,
Foreign Language, S & T, TechVoc)
Specialization to prepare students for any of the following:• Employment• Entrepreneurship• Tertiary education
o Middle level skills educationo Higher education
Specialization to prepare students for any of the following:• Employment• Entrepreneurship• Tertiary education
o Middle level skills educationo Higher education
K - 3
4 - 6
7 - 10
11 - 12
Figure 3. The Proposed K to 12 Basic Education Curricular Programs
Mother Tongue-Based Multilingual Education (MTB-MLE)Curriculum
An Overview
Build oral L1
Continue oral L1Introduce L1 literacyIntroduce Oral L2
Continue oral and written L1 & L2 written and literacy in L3
Continue oral and written L1 & L2 Literacy in L2 Introduce Written L3
Continue oral and written L1 & L2 Literacy in L2Introduce Oral L3 Introducing 3
languages in
“small steps” to build success
Kindergarten
Grade I Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 High School
Build fluency in oral L1 L1 Pre-reading & pre-writing
Build fluency in oral L1
L1 Pre-reading & pre-writing
Introduce L1 literacy
Begin oral Filipino, (second grading)
Begin Oral English (third grading)
MathMAKABAYAN in L1
L1 as subject L2 Pre-reading & pre-writing in Filipino Continue building oral English
MathMAKABAYAN in L1
L1 as subject Filipino as subject English as a subject Bridge to Filipino & English literacy (Math, Sibika at Kultura
L1 as subject Filipino asA subject English as subject Math & Science in L3 MAKABA-YAN in L2
L1 as subject Filipino as a subject English as subject Math & Science in L3 MAKABA-YAN in L2
L1 as subject Filipino as a subject English as subject Math & Science in L3 MAKABA-YAN in L2
L1 as subject Filipino as a subject English as subject Math & Science in L3 MAKABA-YAN in L2
L1 as LOI
L1 as LOI Begin introducing L2 & L3 “World Bank”
L2-pre reading & writing L3-oral L1 as LOI
L1-L2-L1 as LOIL1-L3-L1 as LOI
L1-L2-L1L1-L3-L1As LOI
L1L2L3as LOI
L1L2L3as LOI
L1L2L3as LOI
High School
Language Arts (MT)
Math(Eng)
Science (Eng)
MAKABAYAN(Fil)
Filipino English
Grade VI Language Arts/Culture (MT)
Math (Eng)
Science (Eng)
Makabayan (Fil)
Filipino English
Grade V Language Arts/Culture (MT)
Math (Eng)
Science (Eng)
Makabayan (Fil)
Filipino (Fil)
English
Grade IV Language Arts (MT)
Math (Eng)
Science (Eng)
Makabayan (Fil)
Filipino EnglishLSRW
Grade III Language Arts (MT)
Math(MT/Eng)
Science(MT/Eng)
Makabayan(MT/Fil)
FilipinoLSRW
EnglishLS - RW
Grade II Language Arts, Math, EKAWP or Edukasyong Pagpapakatao, Sibika at Kultura – Mother Tongue
FilipinoOral-LS
EnglishOral - LS
Grade ILanguage Arts, Math, EKAWP, Sibika at Kultura
in Mother Tongue
FilipinoOral
EnglishOral
Kindergarten Mother Tongue - all subjects
Strong MTPreschool Totally MT
I II III IV V VI
MT integrated 180 60 60 60 40 40 40
L2 Filipino 60 Oral 60 LS 60 LSRW 40 60 60
L3 English 60 Oral
60 oral 60 LSRW 40 60 60
Math 60 60 60 40 40 40
Science 60 40 40 40
MAKABAYAN 140 140 140
EKAWP/Eduk. Pagpapakatao(Character Educ.)
20 20 20 20 20 20
Sibika at Kultura 60 60 40
HKS* (40) (40) (40)
EPP** (40) (40) (40)
MSEP*** (40) (40) (40)
Total 180 320 320 360 360 380 380
MTB - MLE Time Allotment
Primary medium of instruction for all pre-school subjects and Language Arts, Math, Educ. Pagpapakatao, Sibika at Kultura for grades I & II
Strongly scaffold English/Filipino as MOI in grade 3
Language Arts/Culture subjects from grade 3 to high school will strengthen literacy in L1 develop awareness on local socio-cultural concerns address learning difficulties in classes with L2/L3 MOI
Time Minutes
Subject
AM 1st Grading 2nd Grading 3rd Grading 4th Grading
7:00 – 7:15 15 Environmental Sanitation
7:15 – 7:30 15 Pagtataas ng Watawat
7:30 – 7:50 20 Edukasyong Pagpapakatao/EKAWP
8:00 - 9:00 60 MT integrated
9:00 – 9:20 20 RECESS
9:20 – 10:20 60 Use for Writing Activity (MT)
Oral Filipino
10:20 – 11:20 60 Sibika at Kultura
P.M.
1:00 – 2:00 60 Use for story telling activity to develop genuine love for reading
Oral English
2:00 – 3:00 60 Mathematics
3:00 – 4:00 60 Remediation & other related activities
4:00 – 4:20 20 Flag Retreat
Time Minutes
Subject
AM P.M.
7:00 – 7:15 15 Environmental Sanitation
7:15 – 7:30 15 Pagtataas ng Watawat
7:30 – 8:00 / 1:00 – 1:30 30 Meeting Time
8:00 - 8:30 / 1:30 – 2:00 30 Big Group Activity
8:30 – 9:00 / 2:00 - 2:30 30 Small Group Activity
9:00 – 9:30 / 2:30 – 3:00 30 Supervised Recess
9:30 – 10:00 / 3:00 – 3:30 30 Story Telling
10:00 – 10:20 / 3:30 – 3:50 20 Indoor/Outdoor
10:20 – 10:30 / 3:50 – 4:00 10 Dismissal Time
Framework for the Design of the K+12 Curriculum
SENIOR
FRESHMAN
Job CollegeVocational-Technical
Education
GR 12
GR 1
Values Citizenship
Work backwards to build curriculum to support the common core
Design a seamless coherent curriculum
Work forward from Grade 1
If there is room put in electives
for Jobs, College and
Voc-Tech
Determine intersection set of DLC’s
Only for those intending to go to College
Transition Curriculum
Survey of Industry Desired
Competencies Across Jobs
Determine Desired Learning Competencies (DLC’s) for College Graduates
Determine No. of years of College = Internationally Accepted No. of Yrs of Formation -12
Work backwards to determine academic admissions requirements which are now the
DLC’s of the basic education program
SENIOR
FRESHMAN
GR 10
EXISTING
GR 1
Determine Competencies of Graduates of Existing Curriculum
Determine the GAP and Design the Transition Curriculum to Bridge the GAP
Will it Fill Up 2 Years? What if NOT?
The nationwide consultation is aimed to: Educate the public about the Enhanced
K+12 reform
Understand the concerns of stakeholders on the Enhanced K+12
Provide substantive inputs to the Steering Committee in refining the K+12 reform to address the concerns of the stakeholders
TIME STAKEHOLDER SPECIFIC ORIENTATION
8:00 – 10:00am Enhanced K+12 Basic Education Reform OrientationQuestionnaire provided to all participants
10:00 – 12:00nn Focus Group DiscussionsGroup 1: Local business groupsGroup 2: Local government officialsGroup 3: Private HEIs
Option to travel to district level school to conduct another orientation for parents, teachers, students
2:00 – 4:00pm Enhanced K+12 Basic Education Reform OrientationQuestionnaire provided to all participants
4:00 – 6:00pm Focus Group DiscussionsGroup 1: ParentsGroup 2: TeachersGroup 3: Students
Team 1 Team 2
February 7 Region IV-B Region II
February 10 Region IV - A
February 11 Region III
February 15 NCR
February 28 Region VI CAR
March 1 Region I
March 3 Region VIII ARMM
March 8 Region V Region XII
March 11 Region XI CARAGA
March 15 Region IX CDO