The K to 12 Curriculum and Capacity
Building for Teachers
Brenda B. Corpuz, Ph.D
Official Launching
K to 12 Launched
officially in Malacanan
Palace , April 26, 2012
Updates
• Trainers’ Training for Grade 1 Teachers – April
23-27 , 2012 –
• Trainers’ Training for Grade 7 - April 18 May 4 , 2012 • Teachers’ Training - May, 2012
- Grade 1- c/o DepEd
- Grade 7 – c/o 50% DepEd and 50% TEIs
Schools Modeling Grades 11-12
•
•
•
•
University of Makati
Ateneo de Naga
Phil. Women’s University
Identified schools per region (mostly techvoc)
Grades 11-12 Modeling Schools
• Those offering post secondary courses
• With MOA with a college/university
• With strong LGU support
• Have linkage with industry
Relevant Teacher Education
Teacher
Education
Curriculum
K to 12
Curriculum
Senior High
School – Grades
11 and 12
BEEd
BSEd –
Adequate?
Proposed Subjects for Grades 11 and 12
Grade 11
Grade 12
English-Oral communication
Englsh or Filipino for Specific Purposes
Filipino:Retorika
Literature ( Phil Lit , 1st sem ; World Lit, 2nd
sem)
Math for Specific Purposes 1
Math for Specific Purposes 2
Life Sciences
Physical Sciences
Contemporary Local Issues
Contemporary Global Issues
Philosophy of the Human Person
Career Pathways ( Student’s Choice)
-Entrepreneurship
-TechVoc
-Academics
- Sports and Arts
- Journalism
Career Pathways ( Student’s Choice)
-Entrepreneurship
-TechVoc
-Academics
- Sports and Arts
- Journalism
Transition
• Grade 11 – 2016-2017 – No First Year College
• Grade 12- 2017-2018 – No Second Year
College
The instructors/professors of General
Education subjects in college are expected
to teach Grades 11 and 12 .
Transition
• Teachers teach the way they were taught.
• Not all Gen Ed teachers are Education
graduates – no preparation in Principles and
Methods of Teaching; Assessment, etc.
Gen Ed Instructors /Professors
• Need to go through capacity building
/Certificate of Teaching
- Philosophy of Education
- Adolescent Development
- Principles and Methods of Teaching
- Assessment plus 6 units more
• These may be offered by the College of
Education
The Licensure Examination for
Teachers
• A license for teaching is required of basic
education teachers ( R.A. 7836) .
• A license is an asset.
K to 12 Curriculum Model
Grades 11-12
(New HS Years 5-6)
Grades 9-10
(New HS Years 3-4)
• Science, Math, English,
Contemporary Issues and
Specializations
Academic
Specialization
Technical-Vocational
Specialization
• Core Learning Areas plus elective TLE
Sports and Arts
Specialization
Grades 7-8
(New HS Years 1-2)
Grades 1-6
Kindergarten
• Core Learning Areas and exploratory
TLE
• Core Learning Areas; Mother Tongue
until Grade 3; Science starting Grade
3; Edukasyong Pantahanan at
Pangkabuhayan starting Grade 4
• Learning Domains
Offers tracks that lead
to specializations in
Academics, Tech-Voc,
and Sports & Arts
Academic Track
Basic Education Program
Readiness of
BSEd
graduate???
SpecializationAcademic track
Basic Education Program
For Specializations in Academic
Track
Grade 11-12
Academic Track
Teacher specialization Graduate studies
(vertical) ; additional
specialization (
horizontal)
Basic Education Program
Tech-Voc Electives
Exploratory
Courses- TLE
Grades 7 and 8
BSEd major in
TLE?
TLE Courses
• TLE courses are based on
Training Regulations of TESDA .
• Teaching of TLE specializations (
Grades 9 and 10) requires
teachers with at least NC II
For TLE Teachers
• The attainment of NC 2 must
be built in in the academic
preparation of the TLE
teachers
Mother
Tongue as a
Subject
BEEd and
BSEd???
Mother Tongue
as Medium of
Instruction
Teacher
Preparation???
• Mother Tongue as a specialization for BEEd?
• Or 18 units of Mother Tongue?
Mandatory Kindergarten
(R.A.10157)
BEEd with Specialization
in Pre-school
BS Pre-school ; BS in Early
Childhood Education
Madrasah Education
in Elementary Public
Schools (2005)
Teacher EducationAccelerated Teacher
education Program
“ Every child a reader” by
Grade 1.
Developmental Reading –
BEEd (6 units) ???
BSEd- 3 units???
Need for Specialists in
Reading
MAPEH starting
Grade 1
BEEd Content
Courses – MAPEH
, adequate???
The Imperative for K to 12
Improve teaching through the
use of enhanced
pedagogies (e.g. spiral
progression in Science &
Math, integrative approach
Discipline-based Approach
First Year – Integrated Science
Second Year - Biology
Third Year – Chemistry
Fourth Year – Physics
Content and Connections
Living Things & Their
Environment
Characteristics
Structure and Function
Processes
Interactions
Force, Motion and Energy
Movement
Effects of Force
Forms of Energy and
Transformation
Science
Content
(G3-10)
Matter
Diversity of materials
Properties and Structure
Changes
Interactions
Earth and Space
Surroundings: Land, Water, Air,
Weather and Climate
Solar system
Discipline-based approach
First Year – Elem Algebra
Second Year – Intermediate
Algebra
Third Year – Geometry
Fourth Year – Trigonometry
Grades
7- 10
Grades
4-6
Grades
1-3
K–
Algebra,
Geometry ,
Statistics
and
Probability
Integrative Approach
• Integration of Science
content, processes and
values in all subjects
possible
AusAid Study
• Recommends articulation of
subject matter within and
across learning areas which is
found to be wanting in the
Philippine basic education
curriculum
Basic Science
Processes
Observing
Asking
questions
Measuring
Classifying
Inferring
Finding patterns
Predicting
Communicating
Integrated
Skills
Formulating
hypothesis
Fair testing
- Identifying
variables
- Controlling
variables
Collecting and
organizing data
Interpreting data
Making
conclusions
Scientific Inquiry Skills
Higher Order
Thinking Skills
Critical thinking
Creative thinking
Problem solving
Decision making
(Real-life context)
STE Literacy
Skills
Scientific Attitudes and Values
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Intellectual honesty
Accuracy
Objectivity
Perseverance
Active listening
Responsibility
Sense of initiative
Independent learning
Analytical observation and evaluation
Sound judgment and logical reasoning
Informed /data-based decision making
Integrative Approach
• Science concepts & skills
are integrated in Health,
Languages, Math, and other
subjects in Grades 1-2
Advantages of Spiral Progression
• Avoids disjunctions between stages of
schooling
• Allows learners to learn topics & skills
appropriate to their
developmental/cognitive stages
• Strengthens retention & mastery of topics
& skills as they are revisited & consolidated
Teacher Preparation
Spiral Progression
Approach
BSEd major in Bio
Sciences /Physical
Sciences ???
Constructivist Approach
Less Teacher
More student
talk
talk
Constructivist Approach
Teacher tells
Students construct
knowledge with
teachers facilitating
Constructivist approach
Teacher gives
meaning
Learner makes
meaning
Constructivist Approach
Reflective
learning
Promotes selfassessment
Effective
Communication Skills
Learning and
Innovation Skills
21st Century
Skills
Info, Media and
Technology Skills
Life and Career Skills
Viewing as a 5th
macro skill in the
languages; ICT
Info, media and
technological
literacy
“Netizen”
“Webinar”
“Digital
native”
“Digital
immigrant”
•1) creativity
and curiosity;
Learning • 2) critical
thinking
and
Innovation problem
solving
skills
skills
and
•3) risk taking
Effective communication skills
• The following skills must be taught:
1) teaming, collaboration and interpersonal skills;
2) personal, social and civic responsibility
3) interactive communication,
4) local, national and global orientedness
Life and Career Skills
flexibility and
adaptability
initiative and selfdirection
leadership and
responsibility
social and crosscultural skills
productivity and
accountability
ethical, moral and
spiritual values
Demand for holistic and
constructivist teaching
Community
Involvement
Co-curricular
activities
Learning
Area
Time Allotment
G1
G2
G3
G4
G5
G6
Grade 710(Weekly)
MT
50/50
50
50
Fil
30/30
30
50
50
50
50
4 hrs
Engl
__/30
50
50
50
50
50
4 hrs
Science
-
-
-
50
50
50
4 hrs
Math
50/50
50
50
50
50
50
4 hrs
AP
40/40
40
40
40
40
40
3 hrs
EPP/TLE
-
-
-
50
50
50
4 hrs
MAPEH
40/40
40
40
40
40
40
4hrs
EsP
30/30
30
30
30
30
30
2 hrs
240/270
310
360
360
360
360
29 hrs.
Time Allotment
• The total time daily does not include
off-school learning experiences that
teachers may require outside of school
hours
• This is for the production of products
and performances as evidence of
transfer of learning
Teacher preparation to
include
Organizing ,
Community advising cocurricular
involvement
organizations
Assessment
Assessment
Assessment
Authentic
Traditional
Under the K to 12 curriculum, pupils will be
assessed at four levels and shall be
weighted as follows: (DepEd Order No. 31,
s. 2012)
Level of Assessment
Knowledge
Process or Skills
Understanding(s)
Products/Performances
Percentage Weight
15%
25%
30%
30%
100%
The levels are defined as follows:
1. Knowledge – refers to the substantive content of the
curriculum, the facts and information that the student
acquires
2. Process – refers to cognitive operations that the student
performs on facts and information for the purpose of
constructing meanings and understandings
The levels are defined as follows:
3.Understandings – refers to enduring big ideas, principles
and generalizations inherent to the discipline, which may
be assessed using the facets of understanding
a. Explanation – give examples, make insightful
connections
b. Interpretation – make it personal through images,
anecdotes, analogies
c. Application – can adapt/transfer understanding into
real contexts
3.Understandings
d. Perspective – understand different points of view,
sees the big picture
e. Empathy – understand and value the
perspectives/point of view of others
f. Self-Knowledge – show metacognitive awareness,
perceive the prejudices and habits
mind that shape
and impede self understanding
4.
Products/Performances – refers
to real-life application of
understandings as evidenced by
the student’s performance of
authentic tasks. It considers
children’s MI.
Performance Standard
KNOWLEDGE
(15%)
Content Standard
L E V E L S OF P R O F I C I E N C Y
ADVANCED
PROFICIENT
APPROACHING PROFICIENCY
PROCESS(SKILLS)
(25%)
DEVELOPING
Understanding
UNDERSTANDING(S)
(30%)
BEGINNING
Performance
L E V E L S OF A S S E S S M E N T
PRODUCTS/
PERFORMANCES
(30%)
Report Card (DepED Order No. 31, s. 2012)
At the end of the quarter, the performance of students
shall be described based on the following levels of
proficiency:
Level of Proficiency
Equivalent Numerical Value
Beginning
Developing
Approaching Proficiency
74% and below
75-79%
80-84%
Proficient
Advanced
85-89%
90% and above
Definition of Levels of Proficiency
• Beginning – The student at this level struggles
with his/her understanding; prerequisite and
fundamental knowledge and/or skills have not
been acquired or developed adequately to aid
understanding.
• Developing – The student at this level
possesses the minimum knowledge and skills
and core understandings, but needs help
throughout the performance of authentic
tasks
Definition of Levels of Proficiency
• Approaching Proficiency – The student at this
level has developed the fundamental
knowledge and skills and core understandings
and, with little guidance from the teacher
and/or with some assistance from peers, can
transfer these understandings through
authentic performance tasks.
Definition of Levels of Proficiency
• Proficient – The student at this level has
developed the fundamental knowledge and
skills and core understandings and, and can
transfer them independently through
authentic performance tasks.
Definition of Levels of Proficiency
• Advanced – The student at this level
exceeds the core requirements in
terms of knowledge, skills and
understandings and can transfer
them automatically and flexibly
through authentic performance
tasks.
Ulat Tungkol Sa Pag-unlad ng
Marka
Larangan ng Pagaaral
Filipino
English
Mathematics
Science
Araling
Panlipunan (AP)
Technology and
Livelihood
Education (TLE)
MAPEH
Markahan
Huling Pasya
Marka
1
2
3
4
P
P
A
A
A
Promote
d
Assessment
Assessment of
Learning 1
Assessment of
Learning 2
Adequate???
Implications to Teacher Education
• Prepare teachers to
develop the holistically developed child
equipped with 21st century skills
ready for work , for middle level skills
development , for higher education
The K to 12 teacher- Multispecialist
Implication to Teacher Education
The ideal K to 12 Teacher
• Has self direction and sense of initiative
• Engages in CPD/CPE
• Has high EQ
• Is grounded on spiritual and moral values
Implication to Teacher Education
The K to 12 Teacher
• Multi-literate
• Multi-specialist
• Multi-lingual
• Equipped with 21st Century Skills
• Lifelong learner
The K to 12 Teacher
• ICT competent – Digital native not a digital
immigrant
• Innovative
• Flexible/adaptable
• Accountable for results
• Effective Communicator
The Philippines must catch up
with the rest of the world.
World Economic Forum Global Competitiveness Report
Country and Overall Rank
Singapore
Malaysia
2008
2009
2010
2011
5
3
3
2
In ASEAN:
21
5th in Quality
of Education
Last (8th)*
21
24
26
Brunei Darussalam
39
32
28
28
Thailand
34
36
38
39
Indonesia
55
54
44
46
Vietnam
70
75
59
65
Philippines
71
87
85
75
Cambodia
109
110
109
97
*Laos, Myanmar, and Timor-Leste are not included in the survey.
in Quality of
Science & Math
Education and
Capacity for
Innovation
“ We look back with appreciation to our
brilliant teachers but with gratitude to those
who touch our hearts.” – Carl Jung
God bless us all!
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