K to 12 ENHANCED BASIC EDUCATION

CURRICULUM

K to 12

Basic Education Program

Batang K-12, Handa sa Trabaho o Kolehiyo,

Handa sa Mundo

“We need to add two years to our basic education. Those who can afford pay up to fourteen years of schooling before university. Thus, their children are getting into the best universities and the best job after graduation.

I want at least 12 years for our public school children to give them an even chance at succeeding.”

President Benigno S. Aquino III

K-12 Basic Education Program

K-12Basic Education

Program 2 years Senior HS

4 years Junior HS

6 years Elementary

Kindergarten

K+6+4+2

2 years of in-depth specialization for students depending on the occupation / career track they wish to pursue

What is Senior High School?

Skills and competencies relevant to the job market

CONTEXT

PHILOSOPHICAL and LEGAL BASIS

• The 1987 Phil. Constitution• B.P. 232, Education Act of 1982

• R.A. 9155, Philippine Governance Act

• The 4 pillars of education (UNESCO)

• The vision-mission statement of DepED

• The EDCOM Report of 1991• BESRA

NATURE OF THE LEARNER

•Has a body and spirit, intellect, free will, emotions, multiple intelligences, learning styles

•Constructor of knowledge and active maker of meaning not a passive recipient of information

NEEDS OF THE LEARNER

• Life skills• Self-actualization• Preparation for the world of work, entrepreneurship, higher education

CONTEXT

NEEDS OF NATIONAL and GLOBAL COMMUNITY

•Poverty reduction and human development

•Strengthening the moral fiber of the Filipino people

•Development of a strong sense of nationalism

•Development of productive citizen who contributes to the building of a progressive, just and humane society

•Ensuring environment sustainability

• Global partnership for development

CONTEXT

PHILOSOPHICAL and LEGAL BASES

. The 1987 Phil. Constitution. B.P. 232, Education Act of 1982. R.A. 9155, Governance of Basic EducationAct of 2001

. The 4 pillars of education ( UNESCO ). The vision- mission statements of DepEd. The EDCOM Report of 1991. Basic Education Sector Reform Agenda(BESRA)

NATURE OF THE LEARNER

. Has a body and spirit, intellect, free will,emotions, multiple intelligences, learning styles

. Constructor of knowledge and activemaker of meaning not a passive recipientof information

NEEDS OF THE LEARNER. Life skills. Self-actualization. Preparation for the world of the work,entrepreneurship, higher education

NEEDS OF NATIONALand GLOBAL COMMUNITY

. Poverty reduction and human development

. Strengthening the moral fiber of the Filipinopeople

. Development of a strong sense of nationalism

. Development of productive citizens who contribute to the building of a progressive, just and humane society

. Ensuring environmental sustainability

. Global partnership for development

CURRICULUM SUPPORT SYSTEM

FAMILY SUPPORTINTERNAL AND EXTERNAL STAKEHOLDERS’ SUPPORT

SOCIETAL SUPPORTPublic-Private Partnership

Media, GO,NGO

INSTRUCTIONAL SUPPORTTeachers’ CPD , Textbooks

and other IMs

ADMINISTRATIVE SUPPORTCO, RO, DO School

DepEd IS GLOBALLY RECOGNIZED FOR THE DEVELOPMENT OF FUNCTIONALLY LITERATE ANDGOD-LOVING FILIPINOS WHO HELP ATTAIN THE NATIONAL GOALS OF SOCIAL JUSTICE, UNITY,

FREEDOM AND PROSPERITY.

PROVIDE QUALITY BASIC EDUCATION THAT IS EQUITABLY ACCESSIBLE TO ALL AND LAY THE FOUNDATION FOR LIFELONG LEARNING AND SELF-ACTUALIZATION NEEDED FOR RESPONSIBLE AND PRODUCTIVE CITIZENSHIP

AT THE LOCAL, NATIONAL AND GLOBAL LEVELS

FUNCTIONALLY LITERATE AND HOLISTICALLY DEVELOPED FILIPINO

POSSESSES AHEALTHY

MINDAND BODY

HAS SOLID MORAL & SPIRITUAL

GROUNDING

HAS ESSENTIAL KNOWLEDGE AND

SKILLS FOR LIFELONG LEARNING AND SELF-

ACTUALIZATION

ENGAGES IN CRITICALTHINKING AND

CREATIVE PROBLEMSOLVING

CONTRIBUTES TO THE DEVELOPMENTOF A PROGRESSIVE, JUST AND HUMANE

SOCIETY

APPRECIATES THE BEAUTY OF THE WORLDAROUND HIM/HER AND

CARES FOR THEENVIRONMENT FOR ASUSTAINABLE FUTURE

LANGUAGES MATH and SCIENCE HUMANITIES and ARTS TECHNOLOGY and LIVELIHOOD EDUCATION

INCLUSION OF CO-CURRICULAR ACTIVITIES AND COMMUNITY INVOLVEMENT PROGRAM

1. COMMUNICATION AND LITERACIES 5. LIFE AND CAREER COMPETENCIES 2. CRITICAL THINKING AND PROBLEM SOLVING 6. DEVELOPMENT OF SELF AND SENSE OF 3. CREATIVITY AND INNOVATION COMMUNITY4. ETHICAL, MORAL AND SPIRITUAL VALUES 7. NATIONAL AND GLOBAL ORIENTEDNESS

KNOWLEDGE and UNDERSTANDING ESSENTIAL SKILLS ATTITUDES and VALUES

INTEGRATIVE, REFLECTIVE, COLLABORATIVE, CONSTRUCTIVIST, INQUIRY-BASED

ASSESSMENT as LEARNING

ASSESSMENT for LEARNING

ASSESSMENT of LEARNING

BALANCE OF TRADITIONAL andAUTHENTIC ASSESSMENT

OUTCOME- and STANDARDS- BASED, COMPREHENSIVE, SYSTEMATIC, and VALID MONITORING and EVALUATION SYSTEM SET IN PLACE AIMED AT IMPROVING THE QUALITY OF BASIC EDUCATION

IS PROUD TO BE A FILIPINO

ARALING PANLIPUNAN

CONCEPTUAL FRAMEWORKARALING PANLIPUNAN

• Social studies is the integrated study of the social sciences and humanities to promote civic competence…Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world

• (National Council for the Social Studies, NCCS, 1993).

PHYSICAL EDUCATION and HEALTH PROGRAM Conceptual Framework

A graduate of the Physical Education and Health Program should be able to achieve, sustain and promote lifelong fitness and wellness. The program’s rich and challenging learning experiences promote the development of the macro skills of practicing desirable health habits and performing movement skills.

In order to facilitate the development of macro skills, the teacher is encouraged to use appropriate learner-centered teaching approaches, such as experiential/contextual learning; problem-based action learning; differentiated instruction; life skills–based, value-based and movement skills-based strategies; personalized/coaching approach; and teaching games for understanding. This is not to exclude teacher-centered pedagogical strategies which are likewise applied. Each learner-centered is anchored on educational theories developed by theorists, expanded by other educators and validated by practitioners.

Edukasyon sa Pagpapakatao Conceptual /Theoretical Framework

• Moral values, as defined by Esteban (1989), refer to:• universal truths which man holds to be good and important; they are

the ethical principles which he struggles to attain and implement in his daily life. They are the ideals which transcend all time and space; those which are valid for all men regardless of race or religion; the ones which unite strangers, families, nations—all of humanity—with God (p.7).

• • Moral values and universal truths must become the point of reference

for individual and societal conduct. During these times of moral confusion and doubt, however, truth is often blurred and ethical principles are unclear. That is WHY the child needs education in values. He has a natural right to truth. He needs guidance and direction as he undergoes the process of internalizing values. He needs to conform his mind continually to truth and reality (p.37).

MUSIC AND ARTCONCEPTUAL FRAMEWORK

• The Music and Art Program focuses on the learner as the recipient of the knowledge, skills, and values necessary for artistic expression and cultural literacy. The curriculum design is student-centered, based on spiral progression, and grounded in performance-based learning. Thus, the learner is empowered, through active involvement and participation, to effectively correlate music and art to the development of his own cultural identity and expand his vision of the world.

• • As Music and Art are performance-based disciplines, effective learning occurs

through active experience, participation, and performance, creative expression, aesthetic valuation, critical response, and interpretation. The skills that are developed include reading/analyzing, listening/observing, performing (singing, using musical instruments, movement, acting, and playing), responding, composing, and creating.

• • The philosophical foundations from which standards and competencies are based

include: A Process of Education by Jerome Bruner, Performance-Based Learning by Cleve Miller, Aesthetic Education by Bennett Reimer, Multiple Intelligences by Howard Gardner, and A Structure for Music Education by Ronald Thomas.

THE MATHEMATICS FRAMEWORK• Mathematics is one subject that pervades life at any age, in any circumstance. Thus,

its value goes beyond the classroom and the school. Mathematics as a school subject, therefore, must be learned comprehensively and with much depth.

• • The twin goals of mathematics in the basic education levels, K-10 are Critical Thinking

and Problem Solving. We adopt the definition of critical thinking by Scriven and Paul (1987):

• • Critical thinking is the intellectually disciplined process of actively and skillfully

conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.

• • On the other hand, we define Problem Solving in mathematics using Polya’s (1945 &

1962) definition:• • Mathematical problem solving is finding a way around a difficulty, around an

obstacle, and finding a solution to a problem that is unknown.

Framework for Science• The Curriculum Framework for Science articulates goal and desired

outcomes of the learners for Basic Education in the country. The framework is constructed around the development of functionally literate Filipinos who manifest scientific and technological literacy by being critical problem solvers, responsible stewards of nature, innovative/inventive thinkers, informed decision makers, and effective communicator.

• To advance this vision, the curriculum is designed and developed around the three domains of learning Science namely: understanding and applying scientific knowledge, performing scientific processes skills and developing and demonstrating attitudes and values.

• The acquisition of these domains can only be facilitated and manifested with the use of the following approaches: multi/interdisciplinary approach, Science – Technology/, contextual learning, problem/issue-based learning and inquiry-based approach. The approaches are largely constructed based on sound educational pedagogy namely: constructivism, social cognition learning model, learning style theory and Gestalt psychology.

Edukasyong Pantahanan at PangkabuhayanFramework (for the entire K to 12)

• The learner demonstrates understanding of knowledge, skills, values and attitudes (KSVA) of Technology and Vocational Education (EPP+TLE+TVE=T&VE), and develop middle level skills that will enable him/her to start a business, gain employment, and /or pursue higher education.

Career Pathways in Technology and Livelihood Education

• Career Pathways in Technology and Livelihood Education (CP-TLE) provides an enriched general education that will prepare our graduates for higher education, world of work and lifelong learning. At the end of the course the students will have the competencies for gainful employment and to set up their own business in the areas of Agri-Fishery Arts, Industrial Arts, Home Economics, Information and Communication Technology

LANGUAGE ARTS AND MULTILITERACIESFramework

• The world is now in the “Knowledge age” where the challenge of education is to prepare learners in the information drift and rapidly changing world. Students in this age must be prepared to compete in a global economy, understand and operate complex communication and information systems, and apply higher level thinking skills to make decisions and solve problems.

• The Language Arts and Multiliteracies Curriculum (LAMC) addresses these needs. This is the rationale why Mother Tongue, Filipino and English follow a unified framework which allows easy transition from acquiring and learning one language to another.

• The curriculum has five (5) components. Each component is essential to the learners’ ability to communicate effectively in a language leading them to achieve communicative competence and multiliteracies in the Mother Tongue, Filipino and English. The diagram in the shows that the heart and core of LAMC is making meaning through language and aims to develop graduates who are communicatively competent and multiliterates.

LANGUAGE ARTS AND MULTILITERACIES

• The curriculum has five (5) components. Each component is essential to the learners’ ability to communicate effectively in a language leading them to achieve communicative competence and multiliteracies in the Mother Tongue, Filipino and English. The diagram in the previous page shows that the heart and core of LAMC is making meaning through language and aims to develop graduates who are communicatively competent and multiliterates.

LANGUAGE ARTS AND MULTILITERACIESPhilosophy

• Language is the basis of all communication and the primary instrument of thought. Thinking, learning, and language are interrelated. It is governed by rules and systems (language conventions) which are used to explore and communicate meaning.

• Language is the foundation of all human relationships

LANGUAGE ARTS AND MULTILITERACIESPhilosophy

• Successful language learning involves viewing, listening, speaking, reading and writing activities and accuracy. Language learning should include a plethora of strategies and activities that helps students focus on both MEANING and ACCURACY.

• Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO

LANGUAGE ARTS AND MULTILITERACIESGuiding Principles

• All languages are interrelated and interdependent. Facility in the first language (L1) strengthens and supports the learning of other languages (L2). Acquisition of sets of skills and implicit metalinguistic knowledge in one language (common underlying proficiency or CUP) provides the base for the development of both the first language (L1) and the second language (L2)

LANGUAGE ARTS AND MULTILITERACIESGuiding Principles

• Language acquisition and learning is an active process that begins at birth and continues throughout life.

• Learning requires meaning. We learn when we use what we know to understand what is new. Start with what the students know; use that to introduce new concepts.

• Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO

LANGUAGE ARTS AND MULTILITERACIESGuiding Principles

• Successful language learning involves viewing, listening, speaking, reading and writing activities and accuracy. Language learning should include a plethora of strategies and activities that helps students focus on both MEANING and ACCURACY.

• Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO

Current Curricular Innovations for Inclusion in the K+12 BEP

4. Mother Tongue Based-Multilingual Education

- MOI – K to 3

- Subject

• Aurora

• Nueva Ecija• Cabanatuan•Gapan City

• Pampanga

• Tarlac•Tarlac city

• San Fernando

• Angeles city

• Munoz City

• San Jose City

•Zambales

•Olongapo City

•Bulacan

•San Jose Del• Monte City

•Malolos City

• Bataan

•Balanga

Ilocano(dominant)TagalogZambal

Tagalog(dominant)Ilocano Ilongot(IPs language)

Tagalog (Dominant)

IlocanoKapampangan(Very small number)

TagalogKapampanganIlocanoPangasinense(Very small number)

TagalogKapampangan(Very small number)

TagalogKapampangan(Very small number)

Kapampangan

Tagalog(dominant)Ilocano

STATEMENT FROM PRES. NOYNOY AQUINO…

“My view on this is larger than

just the classroom. We should

become tri-lingual as a country; Learn English well and connect

to the world. Learn Filipino well and connect

to our country. Retain your mother tongue and

connect to your heritage."

vision: MTB MLE For Relevant And Quality Education For All Children

Desired Impact: Learners are enjoying relevant and quality education which supports their home languages and cultures; learning outcomes are improved countrywide; and the Philippine is succeeding in its goal for Education for All.

What is Multilingual Education

Mother tongue-based multilingual education (MLE) is education, formal or non - formal, in which the learner’s mother tongue and additional languages are used in the classroom. Learners begin their education in the language they understand best - their mother tongue - and develop a strong foundation in their mother language before adding additional languages.

Multilingual Education

• The purpose of a multilingual education program is to develop appropriate cognitive and reasoning skills enabling children to operate equally in different languages - starting in the mother tongue.

Multilingual Education• is a structured program of language

learning and cognitive development providinga strong educational foundation in

the first languagesuccessful bridging to one or more

additional languagesenabling the use of both/all

languages for life-long learning• is based in the child’s own known

environment and bridges to the wider world.

FOUR ASPECTS OF DEVELOPMENT

1. Language Development

2. Cognitive Development

3. Academic Development

4. Social-Cultural Development

THE END RESULT: CHILDREN WHO ARE …

Multilingual

Multi-literate

Multi-cultural

Competencies to be achieved by the end of Grade 3

Same competencies but different paths

Mainstream children who speak the school language

L1 (school language)

L1 (home language)

+ L2 (sc

hool language)

Mainstream children who do NOT speak the school language

TrainorsTraining

Teachers/

Mentors

Training

Continuing

Teachers Education

Needs Assessment

(TSINA)Assessment of Language Proficiencies

•Mother Tongue•Filipino•English

1. Sustained Culture of Learning Organization

2. Improved Teachers Competencies

3. Enhanced Leadership Management skills

4. Strengthened Support System

• Improved Student Learning Outcomes &Performance Indicators

Mode of Delivery •Face to Face•Web, E/ Learning•School-Based Mentoring

PROFESSIONAL DEVELOPMENTPROFESSIONAL DEVELOPMENT

Figure I – Framework for MTBMLE CAPACITY DEVELOPMENT SYSTEM

Sample Class Program-Grade ITime 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

8:00 - 9:00 60 MT integrated (Reading and Writing)

9:00 – 9:20 20 RECESS

9:20 – 10:20 60 Use for Writing Activity (MT)

Oral Filipino

10:20 – 11:20 60 Araling Panlipunan

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

Class ModelsSituation Class Model

1. One School – One Class One Language

2. One School – Two Classess – Two Languages

3. One School – Several Classess – Several Languages

• Basic Monolingual

• Basic Monolingual (group students according to

language & match it with the teacher)

• Modified Monolinguala. Group the class according to

Language & match it with the teacher

a.1 One class can be monolinguala.2 One or two classes can be bi- or tri-

lingual (assistance from the parents who are native speakers are necessary)

Class Models

4. One School- Multiple Languages – Multiple Classess

• Lingua Franca (use of the community language)

MTBMLE Bridging Plan in a 3 year program First Language as L1, Filipino as L2, English as L3

Grade III

L1 Math Sci MAPE Edukasyon sa Pagpapakatao

Araling Panlipunan

Fil Eng

Grade II

L1 Math MAPE Edukasyon sa Pagpapakatao

Araling Panlipunan

Fil LSRW

Oral then RW Eng

Grade I L1 - L, S, R, W, V

Math MAPE Edukasyon sa Pagpapakatao

Araling Panlipunan

Oral Fil

Oral Eng

K Mother Tongue - language, math, values etc.

Grade III L1 Math Sci MAPE Edukasyon sa Pagpapakatao

L2 Araling Panlipunan

L4 Eng

Grade II L1 Math MAPE Edukasyon sa Pagpapakatao

L2 LSRW Araling Panlipunan

L4

Oral then RWEng

Grade I L1 - L, S, R, W, V

Math MAPE Edukasyon sa Pagpapakatao

Oral L2 Araling Panlipunan

L4 Oral Eng

K Mother Tongue - language, math, values, socio-cultural processes etc.

MTBMLE Bridging Plan in a 3 year program L1 First Language, L2 Filipino, L3 English, L4 Arabic