Professional Documents
Culture Documents
Director III
Bureau of SecJOCELYN DR ANDAYA
Director III
Bureau of Secondary Education
ondary Education
Jocelyn DR Andaya
Director III
Bureau of Secondary Education
TESD
HIGHER EDUCATION
L8
DOCTORAL AND
POST DOCTORAL
L7
POST BACCALAUREATE
L6
BACCALAUREATE
L5
DIPLOMA
L4
NC IV
L3
NC III
L2
L1
GRADE 12
GRADE 10
NC II
NC I
K to 12 Features
decongested
seamless
enriched
Developmentallyor age-appropriate
K to 12 Curriculum 2012
The K to 12 Basic Education Curriculum is geared towards the
development of holistically developed Filipino with 21st century
skills who is ready for employment, entrepreneurship, middle level
skills development and higher education upon graduation.
K-12
Learning Areas
5 Learning Areas:
MAKABAYAN (AP, TLE, MAPEH, EsP)
Math
Science
English
Filipino
Pedagogical Approaches
Grading System
Levels of Proficiency:
Beginning 74% & below
Developing -75-79%
Approaching Proficiency- 80-84%
Proficient- 85-89%
Advanced- 90% & above
Standards
General expectancies
Content Standards as Benchmarks of Knowledge
and Skills
Define what the students are expected to know,
what they should be able to do with what they
know and the meanings or understandings that they
should construct or make as they process the facts
and information
Answer the question What do we want the
students to know, be able to do, and understand ?
CONTENT STANDARDS
specify essential knowledge, skills and
habits of mind that should be taught and
learned
answer the question What should students
know and be able to do?
General expectancies
Performance Standards as Benchmarks for the
Transfer of Learning
Define the expected proficiency level expressed in 2
ways: students should be able to (1) use their
learning or understanding in real-life situations and (2)
do this on their own.
Answer the questions What do we want students to
do with their learning or understanding? andHow
do we want them to use their learning or
understanding?
PERFORMANCE STANDARDS
express the degrees or quality of
proficiency that students are expected to
demonstrate in relation to the content
standards
answers the questions How well must
students do their work?
at what level of performance would the
students be appropriately qualified or
certified?
Force,
Motion and
Energy
Content
Standard
Performance
Standard
Learning
Competencies
Demonstrates
understanding
of Newtons
three (3) Laws
of Motion: Law
of Inertia, Law
of Acceleration,
and Law of
Interaction
Observes road
safety as a
motorist or
pedestrian
Investigates
the relationship
of the amount
of force applied
and the mass
of the object to
the amount of
change in the
objects motion
(EsP)
Content
Bullying
Content
Standard
Performance
Standard
Learning
Competencies
Naipamamalas
ng mag-aaral
ang pag-unawa
sa mga
konsepto sa
karahasan sa
paaralan
Naisasagawa
ng mag-aaral
ang mga
angkop na kilos
upang
maiwasan o
masupil ang
mga karahasan
sa kaniyang
paaralan
Natutukoy ang
mga umiiral na
karahasan sa
paaralan
Area:
Filipino (Grade 7)
Pamantayang Pangnilalaman:
Naipapamalas ng mag aaral ang pag-unawa sa paksa
ng akdang napakinggan
Pamantayan sa Pagganap:
Ang mga mag aaral ay nakasusulat ng talata na may
kaugnayan sa paksa ng akdang napakinggan
Design
Desired Outcomes
Content Standards
Performance Standards
Spiral Progression
The spiral curriculum theory revolves around the
understanding that human cognition evolved in a
step-by-step process of learning, which relied on
environmental interaction and experience to form
intuition and knowledge
In simpler terms, one learns best through the
repeated experience of a concept.
Nomenclature/
Learning Areas
Filipino
English
Science
Mathematics
Araling Panlipunan
TLE
MAPEH
EsP
Medium of
Instruction
Filipino
English
English
English
Filipino
English
English
Filipino
Time
Allotment
4 hrs.
4 hrs.
4 hrs.
4 hrs.
3 hrs.
4 hrs.
4 hrs.
2 hrs.
Time allotment
Minimum period for interaction
Can be extended to include off-school
experiences, outputs of which are in the form
of products and performances that should be
monitored and credited accordingly
A one-hour period for Homeroom Guidance is
provided for weekly meeting with teacher
adviser and the class
Independent/cooperative learning
A separate period ranging from two to four
hours weekly may be provided as open
time for learning in order to give the
students the option to learn on their own
and/or with others those topics, content,
or processes that they can handle by
themselves
Learning/Teaching Resources
Learning Modules
- self-instructional materials (independent
and cooperative learning)
Teaching Guides
- contain both the LMs and the TGs for
easy reference
Learning Resources
Modules are provided as basic learning
resource; self-instructional and lend
themselves to independent and
cooperative learning
For schools with connectivity, web-based
resources and video materials are
encouraged
Textbooks may still be used where
appropriate
Assessment
holistic with emphasis on formative or
developmental purpose of quality- assuring
student learning
standards-based
Assessment
as learning (self- assessment)
for learning (formative)
of learning (summative)
Balance of traditional and
authentic assessment
Levels of Assessment
Knowledge
15%
30%
25%
30%
Process/Skills
Leadership
Products/Performance
Knowledge
Content of curriculum, facts and
information that students acquire
What do we want students to know?
ex. paper & pencil tests, multiple
choice, true or false
Process
-Skills or cognitive operations that the
students perform on facts &
information for the purpose of
constructing meanings
-what do we want students to do with
what they know? How do we want
them to provide evidence of what
they can do with what they know?
Process
Examples
1) asking learners to outline, organize, analyze,
interpret or translate, convert, or express the
information in another forum or format, draw
analogies, construct graphs, models , flowcharts
2) focus of assessment is on how logically,
analytically or critically students make sense of or
process the information or use it
Understanding
Enduring big ideas, principles & generalizations
inherent to the discipline
Products/Performance
real-life application of understanding as
evidenced by the students performance of
authentic tasks
answer the question what products or
performance do we want students to produce
as evidence of their learning or
understanding?
reflective of what students are able to do with
their learning
Culminating activity/performances
At the end of each quarter, schools may
put up exhibits for student products across
subjects areas as culminating activity and
as evidence of their learning or attainment
of content and performance standards
When parents receive the report card and
confer with teachers, they will be
witnessing what the students are learning
in school
Step 1: Define
expected
OUTCOMES/RESULTS
Step 2: Prepare
plan for
ASSESSMENT
Learning Outcomes
Teacher should be clear about the learning
outcomes and be guided by the content and
performance standards when defining the
intended learning outcome
1) Know
2)
Process/Do
4) Transfer
(Produce a
product/Perf
ormance)
A MODEL OF THE
LEARNING PROCESS
3) Reflect,
Understand
What to Assess
Knowledge (15%)
Identify the
dimensions of
health
One-Minute papers
Frequency of
correct answers
*STEM students will go through enriched Natural Science subjects instead of Life and Physical
Sciences
*STEM students will go through enriched Natural Science subjects instead of Life and Physical
Sciences
GLOSSARY OF TERMS
(6th Draft, February 27, 2013)
Core Curriculum A set of common academic
subjects required of all Senior High school
students regardless of track.
Immersion Instruction that employs
experiential learning to bridge the gap between
theory and practice. It includes fieldwork and
project-based or problem-based learning that
simulates fieldwork.
GLOSSARY OF TERMS
th
(6 Draft, February 27, 2013)
Track A pathway that leads to a possible
career which a Senior High School student
chooses.
Strand A specialization within a track.
Technical-Vocational-Livelihood A track that
prepares a Senior High School student to
become a job-ready, skilled, middle-level worker
leading to an appropriate National Certificate
from TESDA.
GLOSSARY OF TERMS
(6th Draft, February 27, 2013)
Sports and Arts A track that prepares a Senior
High School student to participate in national or
international athletic tournaments before and
after graduation. A track that prepares a Senior
High School student to participate creatively at a
high artistic level in art activities such as, but not
limited to, literature, dance, music, architecture,
painting, sculpture, theater, television, film, and
multimedia art.
GLOSSARY OF TERMS
(6th Draft, February 27, 2013)
Academic A track that prepares a Senior High
School student to continue immediately after
graduation to higher education.
Humanities, Education, and Social Sciences
(HESS) A strand within the Academic Track that
prepares a Senior High School student to pursue
college degrees focusing on human individuals
and societies, such as Bachelor of Arts and
Bachelor of Science in Education.
GLOSSARY OF TERMS
(6th Draft, February 27, 2013)
Science,
Technology,
Engineering,
and
Mathematics (STEM) A strand in the Academic
Track that prepares a Senior High School student
to pursue college degrees that focus on the
natural world, such as Bachelor of Science.
Included in this strand, in addition to the areas
enumerated in the title, are the Health Sciences,
Agricultural
Sciences,
and
Information
Technology.
GLOSSARY OF TERMS
(6th Draft, February 27, 2013)
Business, Accountancy, and Management
(BAM) A strand in the Academic Track that
prepares the Senior High School student to
pursue college degrees that focus on business
and industry, such as Bachelor of Science in
Business Administration and Bachelor of Science
in Accountancy.