Public

School Curriculum
Philippines Public School Curriculum Model

Adora A. Barnachea
CE 217 Graduate Program, Miriam College
Sept. 20, 2013

Ma. Carmen R. Gaerlan, Ed.D

Professor
 Pre-assessment
(How Familiar Are You?)
Department of Education
* DepEd _______________________________________
* BEC _________________________________________
Basic Education Curriculum
New Elementary School Curriculum
* NESC ________________________________________
* NSEC ________________________________________
New Secondary Education Curriculum
Philippine Elementary Learning Competencies
* PELC ________________________________________
* PSLC ________________________________________
Philippine Secondary Learning Competencies
Dept. of Education, Culture & Sports
* DECS ________________________________________
* RBEC ________________________________________
Revised Basic Education Curriculum
 The Philippine Basic Education
Curriculum (BEC)

* National Elementary School Curriculum (1984 2002)

* New Secondary Education Curriculum (1991 2002)
* Revised Basic Education Curriculum 2002 (RBEC 2002)
* Secondary Education Curriculum Understanding by
Design Model (UBD) 2010
* K-12 Basic Education Curriculum 2012

The Philippine Basic Education
Curriculum (BEC)
Development of Philippine Education

Pre-Spanish Times
informal, unstructured, and devoid of methods.
Children were provided more vocational training and
less academics (3 Rs) by their parents and in the
houses of tribal tutors.


Development of Philippine Education
Spanish system
Education was religion-oriented; It was for the elite
class only
Liberalized through the enactment of the Educational
Decree of 1863 or the free public education system in
the Philippines; the rst in Asia
Provided for the establishment of at least one
primary school for boys and girls in each town under
the responsibility of the municipal government; and
the establishment of a normal school for male
teachers under the supervision of the Jesuits.
Primary instruction was free and available to every
Filipino regardless of ethnicity and socio-economic
status
Development of Philippine Education
Malolos Constitution - A system of free and
compulsory elementary education was established

Schurman Commission - An adequate secularized
and improved free public school system

Taft Commission English as medium of

instruction

1901 Philippine Commission installation of

highly centralized public school system and more than
600 American teachers were brought to the
Philippines (Thomasites)
 Development of Philippine Education

Japanese Education - the teaching of Tagalog, Philippine

History, and Character Education was reserved for Filipinos.
Love for work and dignity of labor was emphasized.

Education during pre-Martial Law The 2-2 plan which

provided common curriculum in the 1st and 2nd years,
vocational curricula was implemented.
 Development of Philippine Education
Education Under the New Society Pres. Marcos
formulated a 10 year national education development program.

In 1972, Department of Education became Department of

Education and Culture.

1973 Constitution Revised Secondary Education Program

and set out the 3 fundamental aims of Philippine Education:
1. Foster love of country;
2. Teach the duties of citizenship; and
3. Develop moral character, self-discipline, and scientic,
technological & vocational eciency.
 Development of Philippine Education
Education Under the New Society Pres. Marcos
formulated a 10 year national education development program.

1978 DECS became Ministry of Education & Culture

The Education Act of 1982 or BP 232

o provided for an integrated system of education covering
for both formal and non-formal education at all levels;
oalso created the Ministry of Education, Culture & Sports

 Development of Philippine Education
* The researches, surveys and experimental studies which
developed the National Elementary School Curriculum (NESC)
and the New Secondary Education Curriculum (NSEC) .

The Presidential Commission to Study Philippine Education 1970
(PCSPE)
Survey of the Outcomes of Elementary Education 1975
(SOUTELE)
Experimental Elementary Education Program 1978 (EEEP)
 National Elementary School
Curriculum (NESC)
* The rst research-based curriculum in the country.

* Fewer learning areas, emphasis on mastery learning, more
time allotment for the basic skills.

* Development of the learning competencies known as the
Minimum Learning Competencies (MLC)

* The mastery of learning was emphasized wherein it is

expected that the students will acquire the 75% mastery of
the listed competencies or 7 out of 10 questions in the
formative test.
 New Secondary Education
Curriculum (NSEC)
* To improve performance in science, math and communication
Focus on process, values development, productivity and
technology

* The NSEC included the following learning areas to be taught for

400 minutes daily from First Year to Fourth Year:
Values Education Araling Panlipunan
Filipino Science and Technology
English Physical Education, Health and Music
Mathematics Technology and Home Economics
 New Secondary Education
Curriculum (NSEC)
Studies/Researches Findings/Recommendation

Grade VI students were able to answer

National Elementary Achievement Test correctly less than 50% of questions
(NEAT) asked in Science, Mathematics, and
English

National and Secondary Assessment A mean percentage score of only 50%

Test (NSAT) was achieved.

An overcrowded curriculum
Committee on Information Technology,
especially in Grade I-III resulted in poor
Science, Mathematics, Education &
performance of pupils in the
other Technology.
elementary grades. Students needed

longer time in science and mathematics
2002 Basic Education CurriculumBawat Graduate Bayani at Marangal (DepED, April 5, 2002).
 New Secondary Education
Curriculum (NSEC)
Studies/Researches Findings/Recommendation
Our students are decient in reading ability.
Aurora Roldan, Present Realities in They have not developed the higher order
thinking skills even at Grade V. There is the
Reading Education
danger of reverting to illiteracy if the
students dropped out before completing
Grade VI.

Third International Mathematics & The Philippines ranked 39th out of 42
Science Study (TIMMS) countries which participated in the
study,
Allan B. I. Bernardo, The Learning In comparison with other countries, the
Process: The Neglected Phenomenon in Philippine science syllabus contained
Science and Mathematics Education more topics suggesting that the
Reform in the Philippines curriculum is still congested.

2002 Basic Education CurriculumBawat Graduate Bayani at Marangal (DepED, April 5, 2002).
 BEC 2002/RBEC 2002
* According to then-Sec. of Education Raul Roco, the 2002 BEC was
based on a 16-year study (starting in 1986). Implementation of RBEC
was based on Executive Order No. 46, which in turn was based on
recommendations of the Philippine Commission on Educational
Reforms (PCER), created on Dec. 7, 1998.

* The restructuring of the curriculum is part of an ongoing eort to

improve the quality of learning. We are focusing on the basics of
improving literacy and numeracy while inculcating values across
learning areas to make it dynamic. (Raul Roco)

* The 2002 BEC is a restructuring and not a sweeping change of the
elementary and secondary curricula (NESC & NSEC)

 BEC 2002/RBEC 2002
* The implementation of the 2002 Basic Education Curriculum was
announced in DepEd Order No. 25, s. 2002, issued on June 17,
2002.

* The actual implementing guidelines were found in DepEd Order
No. 43, s. 2002, dated Aug. 29, 2002.

* Less than a year later (on June 12, 2003), a new curriculum
(the Revised BEC) was signed into law.


BEC 2002/RBEC 2002
BEC 2002/RBEC 2002
Rationale of 2002 BEC/RBEC 2002
* The 2002 Basic Education Curriculum (DepEd, Apr. 5,
2002), cited several reasons why the basic education
curriculum should be restructured.

* Aside from results of the evaluation of the NESC and

NSEC, foremost was the UNESCO Report on the Four
Pillars of Education which emphasize using the
knowledge gained to improve oneself and ones
relationship with fellow human beings along with the
development of functional literacy which involves the
development of the essential skills such as linguistic
uency and scientic numerical competence.
Rationale of 2002 BEC/RBEC 2002
* To further decongest the curriculum and to provide
more contact time for the tool subjects, the
restructured curriculum emphasizes the enhanced
teaching of the four (4) core subjects Filipino, English,
Mathematics and Science. A fth subject called
Makabayan, which is envisioned to be a laboratory
of life or practice environment, integrated the other
non-tool subjects.

Features of 2002 BEC/RBEC
1. Greater emphasis on helping every learner become
a successful reader.

2. Emphasis on interactive/collaborative learning

approaches.

3. Emphasis on the use of integrative learning

approaches.
Features of 2002 BEC/RBEC

4. Teaching of values in all learning areas.

5. Development of self-reliant and patriotic citizens.

6. Development of creative and critical thinking skills.

Curriculum Structure
of 2002 BEC/RBEC
The CORE SUBJECTS: Filipino; English; Math;
Science (Science and Health for Elem.); Science and
Technology for Secondary

The Experiential Area:

Makabayan: Araling Panlipunan; MAPEH (Music,
Arts, PE and health); TLE; Edukasyon sa
Pagpapahalaga (the practice environment for
holistic learning to develop a healthy personal and
national self-identity.
Curriculum Structure
of 2002 BEC/RBEC
Medium of Instruction: Pursuant to the DepEd
Bilingual Policy (Dep.Ed Order No. 52, s,1987),
the media of instruction shall be as follows:

qFor Elementary Education:

Filipino shall be used in the following areas:
Filipino; Makabayan
English shall be used in the following learning
areas: English; Science; Mathematics
Curriculum Structure
of 2002 BEC/RBEC
qFor Secondary Education:

English: Mathematics, Science and

Technology, English, Technology and
Livelihood Education, Music, Arts, Physical
Education and Health/CAT

Filipino: Edukasyon sa Pagpapahalaga (Values

Education), Araling Panlipunan, Filipino
Curriculum Structure
of 2002 BEC/RBEC
Access varied information and creatively use
English (Listening them in spoken and written forms;
speaking, reading, communicate uently and
writing) accurately orally and in writing, for a variety of
purposes and dierent social and academic
contexts at their level while carrying out
activities in everyday life

Science
Nagagamit ang Filipino sa mabisang
Filipino pakikipagtalastasan (pasalita at pasulat);
nagpapamalas ng kahusayan sa
pagsasaayos ng ibat ibang impormasyon at
mensaheng narinig at nabasa para sa
kapakinabangang pansarili atpangkapwa at sa
patuloy na pagkatuto upang makaangkop sa
mabilis na pagbabagong nagaganap sa daigdig
Curriculum Structure
of 2002 BEC/RBEC
Nagagamit ang sariling kaalaman at
Edukasyong saloobin sa pagpapaunlad ng sarili at
Pangtahanan at pamilya
Pangkabuhayan (EPP) Nagagamit ang kaalaman, kasanayan
at saloobin sa pagpapaunlad ng
Grade (4-6) pamayanan

Demonstrate understanding and skills

Mathematics in computing with considerable speed
and accuracy, estimating,
communicating, thinking analytically
and critically, and in solving problems
in daily life using appropriate
technology
Curriculum Structure
of 2002 BEC/RBEC
sapat na kaalaman at kamalayan sa
Makabayan mga pambansang pagkakakilanlan,
kapaligiran at pagpapaunlad ng
kabuhayan,agham at teknolohiya;
mapanuri at malikhaing pag- iisip
tungo sa mapanagutang pagpapasya sa
mga isyu o usaping kinakaharap;
pagpapahalaga sa sining, musika,
laro, sayaw at iba pang bahagi ng
kultura gayundin sa pagiging Pilipino at
sa kanyangmga karapatan at
pananagutan bilang mamamayan;
positibong saloobin sa paggawa
upang makapamuhay nang produktibo
sa isang bansang mapayapa; at
kakayahang makaagapay sa mabilis
na pagbabagong nagaganap sa mundo
RBEC Time Allotment
Elementary School Curriculum
Daily Time Allotment (in minutes)
Learning Areas
Gr. 1 Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6
English 100 100 100 80 80 80
Filipino 80 80 80 60 60 60
Mathematic 80 80 80 60 60 60
Science and Health Within English 40 60 60 60
MAKABAYAN 60 60 60 100 120 120
* Sibika at Kultura 60 60 60
* HEKASI 40 40 40
* EPP/HELE Introduced only in Gr. 4-6 40 40 40
* MSEP/MAPE Integrated in Sibika 20 40 40
GMRC/ Values/EP Within every learning area
Total No. of Minutes Daily 320 320 360 360 380 380
RBEC Time Allotment
Elementary School Curriculum
Daily Time Allotment (in minutes)
Learning Areas
Gr. 1 Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6
English 90 90 90 60 60 60
Filipino 70 70 70 60 60 60
Mathematics 70 70 70 60 60 60
Science and Health Within English 40 60 60 60
MAKABAYAN 60 60 60 100 120 120
* Sibika at Kultura 60 60 60
* HEKASI 40 40 40
* EPP/HELE Introduced only in Gr. 4-6 40 40 40
* MSEP/MAPE Integrated in Sibika 20 40 40
GMRC/ Values 30 30 30 20 20 20
Total No. of Minutes Daily 320 320 360 360 380 380
RBEC Time Allotment
Secondary School Curriculum
Allotted Unit
Subjects Time/ Credit
Week
English 300 min 1.5
Filipino 240 min 1.2
Mathematics 300 min 1.5
Science 400 min 1.8
MAKABAYAN
* Social Studies 240 min 1.2
* TLE (Technology & Livelihood Education) 240 min 1.2
* MAPEH 240 min 1.2
* Values Education 120 min 0.6
CAT 35 hrs/yr 0.3
RBEC Secondary School Curriculum
Subjects 1st Year 2nd Year 3rd Year 4th Year
English Grammar & Grammar & Grammar & Grammar &
Phil. Lit Afro-Asian Lit American Lit World Lit
Filipino Pang-unawa Gramatika Panitikang Panitikang
Pilipino Asyano
Mathematics Elem. Algebra Int. Algebra Geometry Adv. Algebra
Science Gen. Science Biology Chemistry Physics
Social Studies Phil. History & Asian History World History Economics
(AP) Government
MAPEH MAPEH I MAPEH II MAPEH III MAPEH IV &
CAT I
TLE Agri, Cul. Arts, Agri, Cul. Arts, Agri, Cul. Arts, Basic Comp
Electronics & Electronics & Electronics & Literacy,
Dressmaking Dressmaking Dressmaking Agri, Cul. Arts,
Electro &
Dressmaking
Values (EPP) VE (Sarili) VE (Kapwa) VE (Lipunan) VE (Diyos)
 Rationale of UbD Model 2010
As a matter of practice, the curriculum in the Philippines
is revised every ten years, but the rapid rate of change
in education and the fast obsolescence of knowledge
necessitate a continual revisiting and updating of the
curriculum to make it responsive to emerging changes
in the needs of the learner and the society.
Rationale of UbD Model 2010
Aside from the issue of relevance, the renement of the
secondary education curriculum was guided by the
need, as articulated in the Education Plan 2015, to
streamline its content in order to improve student
mastery and contribute to the attainment of functional
literacy. This became the primary consideration in the
design of the curriculum and the formulation of
standards and the essential understandings from which
the content of the curriculum was derived.
 Rationale of UbD Model 2010
* The renement of the curriculum followed the
Understanding by Design (UbD) model developed by
Jay Mctighe and Grant Wiggins.

* DepEd considered this as a new hope for our

educational system because it attains mastery of the
subject area in the secondary education
What is Understanding by Design
(UbD) Model?
* Understanding by Design (UbD) is a curriculum
framework, i.e., it is a way of looking at a curriculum.
It oers a three-stage, backward process to
curriculum design, hence, it is also known as the
Backward Design Curriculum.
* Some educators contest that it is not a curriculum by
itself, so technically, to say 'UbD curriculum' is wrong;
instead we can say 'UbD-ized curriculum' (that is, a
curriculum which is designed using the UbD
process).
What is Understanding by Design
(UbD) Model?
* This implored us to think about the outcomes, goals,
and objectives we had for student learning rst and
then plan instruction and develop curriculum to close
the gap between what the students already know and
what they need to know.
* The main tenet of the curriculum is understanding
versus facts, in which students must understand not
just to memorize facts.


 3 Stages of UbD Model

Stage 1 Stage 2 Stage 3

Identify Determine Plan Learning

Desired Acceptable Experiences &
Results Evidence Instructions

Graphic representation of the stages in the backward

curriculum design process.
 3 Stages of UbD Model

Stage 1 Stage 2 Stage 3

Determine
Identify Plan Learning
Acceptable
Desired Evidence/ Experiences &
Results Assessment Instructions

It is the It provides a personalized It is achieved by

identication of approach to develop following this
achievable goals diverse learners to its sequence: EXPLORE-
maximum. It recognizes and
for students FIRM-UP-DEEPEN-
nurture all varied human
intelligences that students TRANSFER.
could make sense on any
subject area.
 Strengths of SEC 2010
1. Lean. It focuses on essential understandings.

2. Sets High Expectations (standard-based). Expressed

in terms of what students should know and the
quality of the skills that they are expected to
demonstrate as evidence of learning.

3. Rich and Challenging. It provides a personalized

approach to developing the students multiple
intelligences

4. Develops readiness and passion for work and

lifelong learning
 Naninindigan pa rin po tayo sa ipinangako nating
pagbabago sa edukasyon: ang gawin itong sentral
na estratehiya sa pamumuhunan sa
pinakamahalaga nating yaman: ang mamamayang
Pilipino. Sa K to 12, tiwala tayong mabibigyang-lakas
si Juan dela Cruz upang mapaunladhindi lamang
ang kanyang sarili at pamilyakundi maging ang
buong bansa.

Pangulong Benigno S. Aquino III


We are embarking on what is arguably the most
comprehensive basic education reform initiative ever done in
the country since the establishment of the public education
system more than a century ago. The challenges are great
and the task is daunting, but I am condent that through all
of you, the brave and seless men and women who have
taken up the noble vocation of teaching, there is nothing we
cannot accomplish together The impetus for meaningful
education reform is clear: the realities of our modern world
require a dierent kind of Filipino. The Filipino must be a
lifelong learner. The Filipino must be holistically developed.
The Filipino must be globally-oriented and locally-grounded.
Ang Bagong Pilipino higit sa pagiging maka-tao, maka-
Diyos, maka-bayan, at maka-kalikasanay kailangan
magtaglay ng kasanayan at pananaw na angkop sa 21st
Century. Ito po ang layunin ng K to 12 Program, na mabigyan
ng sapat at pantay na pagkakataon tungo sa isang disente at
marangal na buhay ang bawat Pilipino.
--- Bro. Armin A. Luistro, DepEd Secretary---

K 12 Basic Education Curriculum
The Philippines is committed to achieving its Education
for All (EFA) goals not only for the development of each
Filipino, but also for the overall social and economic
progress of the country. Part of the Philippine Education
For All Plan of Action 2015, is Critical Task No. 5, the
expansion of basic education, targeting that by 2015,
the Philippines has lengthened its cycle of basic
education schooling to make it twelve years.
K 12 Basic Education Curriculum
The Philippines is committed to achieving its Education
for All (EFA) goals not only for the development of each
Filipino, but also for the overall social and economic
progress of the country. Part of the Philippine Education
For All Plan of Action 2015, is Critical Task No. 5, the
expansion of basic education, targeting that by 2015,
the Philippines has lengthened its cycle of basic
education schooling to make it twelve years.
K 12
Meaning
K to 12 means Kindergarten and the 12 years of
elementary and secondary education. Kindergarten
refers to the ve-year old cohort that takes a
standardized kindergarten curriculum. Elementary
education refers to primary schooling that involves six
years of education (Grades 1 to 6). Secondary education
refers to four years of junior high school (Grades 7 to 10)
and two years of senior high school (Grades 11 to 12).
K 12 Basic Education Curriculum

Figure shows the distribution of 12 years in the Enhanced Basic Education Cycle of
the country. Schooling will commence at Kindergarten (K), then the primary
education (Grades 1-6), then the junior high school (Grades 7-10), and senior high
school (Grades 11 & 12).
K 12
Vision
Filipino graduates are envisioned:
* Possess sucient mastery of basic competencies
(e.g., literacy, numeracy, problem solving, etc) to
develop themselves to the fullest;
* Be emotionally developed and competent to live a
meaningful life;
* Be socially aware, pro-active, and involved in public
and civic aairs and contribute to the development of
a progressive, just and humane society;
* Be adequately prepared for the world of work or
entrepreneurship or higher education;
* Be legally employable; and
* Be globally competitive.
K 12
Vision
In addition, they are characterized graduates who:
* Possess healthy mind and body;

* Have a solid moral and spiritual grounding;

* Appreciate and care for humanity, the world, and

environment; and

* Are proud to be a Filipino

K 12
Signicant Changes

2002 BEC 2010 SEC (UbD Model) K-12

Aims for holistic
development and
Aim for functional literacy
acquisition of 21st
Century skills
K 12
Signicant Changes
2002 BEC 2010 SEC (UbD Model) K-12
Focuses on the Focuses on setting of
development of learning standards and
reading skills and teaching for
values of self-reliance understanding. It
and patriotism; provides a personalized
approach using special
curricular programs.
K 12
Signicant Changes
2002 BEC 2010 SEC (UbD Model) K-12
Also puts emphasis on Provides a Considers every aspect
interactive learning personalized of development of the
approaches and approach using learners so that
integrative teaching special curricular graduates will be
approaches which programs. holistically developed,
integrate competencies Likewise develops equipped with 21st
and values within and readiness and century skills and
across the learning passion for work prepared for
areas. and lifelong employment,
learning. entrepreneurship,
Moreover, it takes middle level skills or
into consideration higher education.
the various contexts
and support systems
surrounding the
Filipino learners.
K 12
Signicant Changes
2002 BEC 2010 SEC (UbD Model) K-12
Considers the nature
and the needs of the
learners.
Moreover, it
responds to the
local and global
needs.
K-12
Comparison to
Old Curriculum
K 12
Salient Features
* It focuses on the holistic development of the learner .

* It is outcome-based as it prepares learners for:
1) higher education,
2) middle level skills,
3) employment, and
4) entrepreneurship

* It is anchored on the principles of:
1) inclusive education,
2) learners growth and development,
3) teaching and learning, and
4) assessment.
K 12
Desired Outcomes
* Content standards are what the students should know
(facts and information), what they do (process or skills),
and what understanding they construct as they process
the information. The students are expected not only to
understand but also to demonstrate what they learn, thus
providing evidence of learning.

* Performance standards are what students do or how they
use their learning and understanding. The students are
expected to produce products and/or performances to
prove that they can apply what they learn in real-life
situations.
 K 12 Signicant Changes in the
Education Structure
* Previously, preschool was not compulsory, that is, pupils could enrol in
Grade 1 with or without having gone through preschool. Under K to 12 and
with the Kindergarten Act, preschool education for ve-year-old children
becomes mandatory before entering elementary school.

* There will be the same six years of elementary education, but students
entering secondary level will begin their junior high school as Grade 7. Junior
High School is for four years (Grades 7 to 10) and Senior High School (SHS) is
for two years (Grades 11 to 12).

* The additional two years of SHS would mean that the high school graduates
are better prepared for whatever path they will choose, and they are of
legal age (18 years old) to be lawfully employed.
K 12 Implementation Schedule
* The implementation of the K to 12 program will be
phased. Universal kindergarten was oered starting
SY 2011-2012. By SY 2012-2013, the new curriculum will
be oered to incoming Grade 1 as well as to incoming
junior high school students (Grade 7). The target of
DepEd is to put in place the necessary infrastructure
and other necessary arrangements needed to provide
Senior High School (SHS) education by SY 2016-2017.
K 12 Key Changes in the
Elementary Curriculum
Medium of instruction: From the use of bilingual
education (English and Filipino), the K to 12 will be
institutionalizing the Mother Tongue-Based Multilingual
Education from Grades 1 to 3. The Mother Tongue will
be the medium of instruction from Grades 1 to 3.
Learning areas: Mother Tongue will be an additional
learning area under K to 12 from Grades 1 to 3. Music,
Arts, Physical Education and Health (MAPEH) is taught
starting Grade 1.
Assessment: Grade 6 NAT will be replaced by an End-of-
Grade 6 Assessment and will serve both as an exit
examination for Grade 6 and entrance examination for
Grade 7.
K 12 Key Changes in the
Elementary Curriculum
The mother tongue or the childs rst language will be
used as the primary medium of instruction from
preschool until at least Grade 3. The mother tongue will
be the main vehicle to teach understanding and mastery
of all subjects such as mathematics, science, Araling
Panlipunan, Edukasyon sa Pagpapakatao, Music, Arts,
Physical Education and Health (MAPEH), Filipino and
English. Mother tongue as a subject and as a language
of teaching will be introduced in Grade 1 for conceptual
understanding. Other languages are introduced as
separate subjects starting Grade 2. Oral and written
Filipino are introduced in the rst semester and oral
English in the second semester.
K 12 Mother Tongue
Twelve major languages shall be oered as a learning area
and utilized as language of instruction starting school year
2012-2013. They are as follows:
Tagalog
Kapampangan
Pangasinense
Iloko
Bikol
Cebuano
Hiligaynon
Waray
Bahasa-sug
Maguindanaoan
Meranao
Chabacano
K 12 Mother Tongue
Medium of Instruction per Grade Level
Learning Areas
G1 G2 G3 G4 G5 G6
Language Arts
- Filipino Filipino
- English English
- Mother Tongue Mother Tongue
Science MT English
Mathematics Mother Tongue English
Araling Panlipunan (AP) Mother Tongue Filipino
Edukasyong Pantahanan at
Filipino Eng.
Pangkabuhayan (EPP)
MAPEH Mother Tongue Filipino
Edukasyon sa Pagpapakatao Mother Tongue Filipino

Medium of Instruction at the Elementary Level

K 12
Time Allotment Per Learning Area
* Aside from scope and content of the curriculum, time
alloted to the study of each learning area was also
adjusted under the K to 12 education program. Time
allotment per subject is the minimum period for class
interaction.

* At the elementary level, the daily time allotment for
English and Filipino subjects has been reduced while
additional time is given to the new learning area under
language, which is Mother Tongue. The time allocation for
Mathematics and Araling Panlipunan was also decreased.
On the other hand, more time was added to Edukasyong
Pantahanan at Pangkabuhayan. This reduction does not
mean less time for study as K to 12 allows for learning time
to be extended to o-school learning experiences at home
or in the community. The pupils are expected to produce
an output or perform tasks that will be credited to them.
K-12
Time Allotment per Learning Area
2002 BEC K-12 Curriculum
Learning Areas
(minutes per day) (minutes per day)
English 60 - 90 30 50
Filipino 60 - 70 Languages 30 - 50
MT (G1 G3) None 50
Mathematics 60 - 70 50
Science (G3 G6) 40 - 60 50
Araling Panlipunan 40 - 60 40
Edukasyon sa
20 - 30 30
Pagpapakatao
MAKABAYAN

Music, Arts, PE & Health 40 40

Edukasyong Pangtahanan
at Pangkabuhayan (G4 40 50
G6)
K-12 Key Changes in the
Secondary Education
* Secondary education is undergoing signicant
changes under the K to 12 Education Program. These
changes are in structure, curriculum, and assessment.

* Structure: With the K to 12 curriculum, secondary
education consists of four years of junior high school,
Grades 7 to 10, and two years of senior high school,
Grades 11 to 12.
K-12 Key Changes in the
Secondary Education

K to 12 Secondary Education Structure

K-12 Key Changes in the
Secondary Education

Comparison of the 2010 SEC and the K to 12 Secondary Education

K-12 Key Changes in the
Secondary Education
Curriculum:
* In the SEC 2010, Science and Mathematics are taught using the
discipline-based approach. All subjects are taught following the
three stages of Understanding by Design (UbD) identifying
desired results, determining acceptable evidence, and planning
instruction.
* On the other hand, the K to 12 curriculum follows the spiral
approach wherein learning is a process of building upon
previously learned knowledge. Through this, students are able to
master the desired competencies by revisiting the subject
several times and relating new knowledge or skills with the
previous one. Moreover, students progress in their learning as it
entails going from simple to more complex knowledge or skills.
* In the K to 12 Education Program, the spiral progression
approach will be used in teaching Science, Mathematics, Araling
Panlipunan, MAPEH and Edukasyon sa Pagpapakatao.
K-12 Key Changes in the
Secondary Education
Assessment:

The National Achievement Test (NAT) taken by second

year students will be replaced by an end-of-Grade 10
Examination. It is envisioned that the end-of-Grade 12
Examination is the exit examination of the secondary
level and at the same time the entrance examination for
college.
K 12
Time Allotment in Secondary Level
* Comparing the time allotment per subject in the previous
secondary education curriculum and the K to 12 curriculum,
one sees a reduction of time particularly in English,
Mathematics and Science. However, when the time
allotment allotted to these subjects in Junior High School is
combined with those provided in the SHS, it will be seen
that there is actually an increase in time allocation. As part
of the process of decongesting the curriculum, the K to 12
reform spreads out the learning time over the six years of
secondary education.
* For Grades 7 to 10, there is a provision of time for
independent and cooperative learning for two to four
hours a week. This time will be spent for self-directed
learning, teamwork, goal-orientation and developing sense
of responsibility and accountability.
K 12
Time Allotment in Secondary Level
2002 BEC K 12
Learning Areas
(hours per week) (hours per week)
English 5 4
Filipino 4 4
Mathematics 5 4
Science 6 4
Araling Panlipunan MAKABAYAN 4 3
Edukasyon sa Pagpapakatao 2 3 2
MAPEH 4 4
TLE 4 4
Comparison of the Learning Areas and Time Allotment of the Secondary
BEC 2002 and K to 12 Curriculum
K 12
The Learning Areas
The learning areas of the K to 12 curriculum cut across
the grade levels from Grade 1 to Grade 12.

Languages: Mother Tongue, Filipino, and English
Arts and Humanities: Music, Arts, Physical Education
and Health (MAPEH), Edukasyon sa Pagpapahalaga,
Araling Panlipunan
Science and Mathematics
Technology and Livelihood Education
K 12
The Learning Areas
There are changes in the nomenclature of some subjects.
* Edukasyong Pagpapahalaga for the secondary and
Edukasyong Pagkakatao for the elementary are now
renamed Edukasyon sa Pagpapakatao.

* Science and Health is now called Science.

* Health is included in the MAPEH.

* Moreover, subjects that are integrated under
MAKABAYAN (Araling Panlipunan, Values Education,
MAPEH and TLE) are now separate subjects.
K 12
The Learning Areas
Co-curricular programs and community involvement
programs are an extension of the core subject areas and
the teaching and learning process. They are an integral
part of the school curriculum that enhances the holistic
development of the learner. The co-curricular programs
in a large sense also serve as a laboratory of life where
what is learned in the classroom context can be applied
in practical terms yet can be used as a further teaching
opportunity.
 References
Basic Education Curriculum (PPT)
By: Lilibeth A. Roldan & Mary-Ann M. Villasenor
http://www.slideshare.net/lilibeth_roldan05/basic-education-curriculum

The Philippine Basic Education Curriculum (Module 2)
Lidinila M. Luis-Santos, Ed.D
Teacher Education Council, Department of Education
http://www.slideshare.net/methusael_cebrian/the-philippine-bec

Philippine Education (PPT)
By Carlo Magno, Ph.D
http://www.slideshare.net/crlmgn/philippine-education-presentation

K to 12 Enhanced Basic Education Curriculum
By: Ma. Lyn Igliane-Villenes
http://www.slideshare.net/ejuliosVillenes/k-to-12-enhanced-basic-ed-by-mi-villenes-proj-in-ed-m514






 References
2010 SEC adapting UbD: A new hope
By Jeane C. Democrito, MT II -ICNHS
http://www.thenewstoday.info/2010/06/23/2010.sec.adapting.ubd.a.new.hope.html

Future Curriculum and Design
Mr. Joel Paraiso Deuda
Oct. 26, 2010
http://www.slideshare.net/joelparaiso/understanding-by-design-5747702

http://eduphil.org/what-is-ubd.html?pid=9244#pid9244

Curriculum Design and Instructional Design
By Mr. Mark Anthony R. Peralta
http://www.slideshare.net/anthonyperalta/curriculum-and-instruction-14630886

K to 12 Tool Kit (2012)
(Resource Guide for Teacher Educators, School Administrators and Teachers)
By: Marco Med
For: Southeast Asian Ministers of Education Organization (SEAMEO)
Regional Center for Educational Innovation and Technology (INNOTECH)
http://www.slideshare.net/marcomed/deped-k-to-12-resource-guide-for-teacher-educators-school-
administrators-and-teachers