Computer Game based on K to 12 curriculum

(Davao City Division)

Old Curriculum vs. New Curriculum: What are their differences?
Department of Education
Old Curriculum: 2002 Basic Education Curriculum BEC Reform
vs.
New Curriculum: K to 12 Curriculum
What are their differences?
School Year 2011-2012 was the last year for using the 2002 BEC Reform in grade 1 level in
the Philippines, for that reason the Department of Education under Aquinos administration
implemented the K to 12 Curriculum effective this School Year 2012-2013 in grade 1 level. As today,
this new curriculum was only implemented for all public schools in Philippines nation-wide. As for
now, private institutions were given a limited freedom to use their old curriculum and we do not
know when they will follow the K to 12 Curriculum in their schools.
Since this new curriculum was implemented in this school year, what kind of curriculum is K
to 12? How did it differ from the old one? Why did they implement this kind of curriculum? And
what are the effects of this curriculum to the Grade 1 teachers and Pupils? Before we can give our
conclusion from these questions, let us differentiate the new from the old one.

This table shows the Leveling of Pupils in the Old Curriculum.

In this curriculum, Pre-school is an optional choice for parents and exclusive for private school,
this level is not necessary in BEC. But children with the ages of 6 to 7 must be enrolled in the first
grade but children with ages 8 and above can be enroll in the grade level that they belong to, but if a
child cannot write or read in Filipino or English subjects he/she must enrolled in the Grade 1 level
regardless in his/her age.

This table shows the Leveling of Pupils in the New curriculum.

The new curriculum, K to 12 or K12 show means for Kinder, 6 years in elementary, 4 years in
Junior high school and additional two years in Senior high school. Unlike to the old curriculum,
children ages 5 to 6 years old must be enrolled in Kinder even in public schools and students in high
school must enroll in additional two years in high school for the reason that they can find a job even
not
taking
tertiary
education.

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Posted 2nd July 2012 by theBar_Queen

Philippine Basic Education

A blog that tackles issues on basic education (in the Philippines and the United
States) including early childhood education, the teaching profession, math and
science education, medium of instruction, poverty, and the role of research and
higher education.
"Bear in mind that the wonderful things you learn in your schools are the work of many generations,
produced by enthusiastic effort and infinite labor in every country of the world. All this is put into your
hands as your inheritance in order that you may receive it, honor it, add to it, and one day faithfully
hand it to your children. Thus do we mortals achieve immortality in the permanent things which we
create in common." - Albert Einstein

Thursday, July 12, 2012

A Tale of Two Curricula

What is basic education? A nation's answer to this question will be defined by the curriculum
it draws and implements. DepEd's K to 12 curriculum is not exactly limited to basic
education since it attempts to address both university preparation as well as vocational
training. In Finland, basic education is separate from these two tracks. Its nine-year system
is compulsory and only after these nine years do students begin to choose between
university preparation or vocational training. The difference likewise do not stop here. It is
important to note that higher institutions of learning in Finland, its universities, are in fact
research universities. But the differences between Finland and the Philippines are already
major at the level of basic education. First, there are no private schools for basic education
in Finland. Every child gets a free lunch too. The DepEd's K to 12 curriculum is also very
different from Finland's basic education curriculum.
In "K to 12 is still a work in progress", DepEd undersecretary for Programs and Projects, Dr.
Yolanda Quijano enumerates the contents of the new curriculum for Philippine basic
education:
"...Subjects or learning areas are clustered together to cut across grade levels from kinder
to Grade 12 to nurture holistic development. Language subjects are Mother Tongue, Filipino
and English. The Arts and Humanities are Edukasyon sa Pagpapakatao (Values Education
or formerly Edukasyon sa Pagpapahalaga), Araling Panlipunan, Music, Arts, Physical
Education and Health (MAPEH). Other subjects are Science, Math, and Technology and
Livelihood Education.
The formal teaching of Science as a separate subject will be taught starting Grade 3 but
Science concepts and processes are introduced in Language, Math and Health as early as
Kinder....

Quijano explains that subjects are grouped into core compulsory learning areas and areas
of specialization. Math, Filipino, English, Araling Panlipunan, Edukasyon sa Pagpapakatao
and MAPEH are for Grades 1 to 10. Edukasyong Pantahanan at Pangkabuhayan will be
taught in Grades 4 and 5 while TLE will start in Grade 6.
Students in Grades 7 and 8 will study a maximum of four exploratory TLE or tech-voc mini
courses depending on community needs and school resources. The TLE subjects will equip
them with competencies in mensuration and calculation, use of tools and equipment,
interpretation of plans and drawing, occupational health and safety in the workplace, and
maintenance of tools and equipment.
Students can choose from 24 TESDA courses on entrepreneurship and tech- voc skills
which include Automotive Servicing, Mechanical Drafting, Computer Hardware Servicing,
Horticulture, Shielded Metal Arc Welding, Consumer Electronics Servicing, Aqua Culture,
Dressmaking, Tailoring, Masonry, Caregiving, Household Services, Plumbing, Agri Crop
Production, Fish Capture, Handicraft, Carpentry, RAC Servicing, Electrical Installation and
Maintenance, Bread and Pastry, Tile Setting, Animal Production, Food Processing, and
Beauty Care.
Moreover, students in Grades 9 and 10 can also specialize in academic tracks or electives
such as advanced Science or Math, Philippine and Foreign Languages, Journalism, and
Arts and Sports.
In senior high school or Grades 11 and 12, the subjects are Languages, Literature, Math,
Science, Contemporary Issues (global issues, politics and governance, society and culture)
Social Sciences or Humanities and track-specific subjects. Those who will go to college will
take any specialization in academics while students who prefer tech-voc will continue to
specialize in the course they took in Grades 9 and 10. At the end of the school year,
students will earn a Certificate of Competency (COC) in Grade 9 and a National Certificate
1 or II in Grade 10.
Students in Grades 11 and 12 will undergo apprenticeship or practicum at companies
identified by their schools. Quijano says the TLE courses are according to labor demands
and in partnership with the business sector and the community."
I am not sure if "choose" is really the correct word to describe the options for the 24 TESDA
courses mentioned above. No school could possibly offer all of these options unless
schools in the Philippines still teach in high school the same way when I took "Retail and
Merchandising". When I took that subject, I remember all we did was to take turns writing on
the blackboard text from a textbook on retail and merchandising while the rest of the class
simply copies what is written on the board. Then, we have periodical exams in which we
simply regurgitate what we have written down on our notebooks.
One day. when I was in fifth grade, my mother was called to meet my teacher in school. I

was making trouble in class. I was refusing then to participate in projects that were forced
on students. We were being taught how to paint clay pots, do some sort of embroidery, and
other skills associated with cottage industry. My teacher thought that I was just being
uncooperative. After having a conversation with my mother, my teacher was surprised to
hear that I was objecting to these projects because I did not want to ask my mother for
money to pay for these projects. I did not think it was right for any school to force products
(that are probably difficult to sell) on their students just to make business with the pretense
of providing basic education.
The smorgasbord of courses outlined above makes one wonder how, for example,
the thousands of students from public schools in Quezon City who had been forced to be
home-schooled would be provided this curriculum. The lack of uniformity will not work for
the objective of education for all. By providing too many options, schools' resources will be
stretched further. And by providing too many choices, parents are then brainwashed to hunt
for the best programs for their children. Soon, even some exclusive kindergarten schools
would require letters of recommendation just to be admitted, like some schools in
Manhattan, New York City. I wonder what one writes in those letters: "My child is gifted
because at the age of two he/she is now toilet trained?"
Before the above is compared to Finland's curriculum, it should be noted that Finland's
students do not have as much options until they finish the nine-year curriculum. It is only
after basic education do Finland students choose between vocational or college education:

From http://curriculumredesign.org/wp-content/uploads/CCR_seminar_Paris_2012_FINLAND.pdf

Betsy Brown Ruzzi has nicely compiled on a table the contents of Finland's basic education
curriculum in her 2005 report to the National Center on Education and Economy: New
Commission on the Skills of the American Workforce:

http://www.ncee.org/wp-content/uploads/2010/04/Finland-Education-Report.pdf

DepEd's K to 12 maybe a work in progress, but a comparison at this point shows one major
difference. Finland's curriculum covers basic education in a general fashion by providing an
outline that can still be suited to a community. On the other hand, DepEd's K to 12 seems

more like preparing a buffet just to make its curriculum attractive or interesting to the public.
The Philippines' DepEd dreams of a restaurant with an all-encompassing menu. At the early
years, students are already segregated. A few will be given special entrees. A few will have
dessert. And all of these are offered despite of not having enough chefs (teachers) to
prepare whatever is listed on the menu. In the end, not everyone will get a serving of all the
basic food groups.

Congressman Palatino shares his opinion regarding the new curriculum of DepEd
with Abante-Tonight:
Tinuturuan na ng Department of Education (DepEd) ang mga estudyante sa mga
pampublikong paaralan na maging domestic helper at maging tagapag-alaga o
caregiver... (The Department of Education is now teaching students in public schools on
how to become domestic helpers or caregivers)
...Pipili ang isang school ng 8 sa 24 Voctech subject, ani Palatino kung saan kabilang dito
ang caregiving course o pag-aalaga, household o domestic helper, masonry, tailoring,
dressmaking, electrical course, aquaculture, agriculture, aircon technician, nail care o
manikurista, paggugupit at kung anu-ano pa. (Schools will choose 8 out of 24 Voctech
subjects which include, caregiving, domestic help, masonry, tailoring ....)
Sinabi ng kongresista, walang ibang pupuntahan ng mga kursong ito kundi sa ibang bansa
kaya hindi makakaahon ang mga Filipino lalo na ang mga limitado ang pinag-aralan kundi
magpaalila sa ibayong dagat. (According to the congressman, these subjects have nowhere
to go but supply domestic labor to foreign countries.)

Sumber :http://www.philippinesbasiceducation.us/2012/07/tale-of-twocurricula.html#ixzz4IWMWY7Bo

http://www.philippinesbasiceducation.us/2012/07/tale-of-two-curricula.html

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