Features of the K to 12

Curriculum
 The K to 12 Philippine Basic Education
Curriculum Framework
CONTEXT

PHILOSOPHICAL NATURE OF NEEDS OF NATIONAL

& LEGAL BASES
 RA 10533 The Enhanced Basic
Education Act
 The 1987 Phil. Constitution
 BP 232, Education Act of 1982
 RA 9155, Philippine Governance Act
 The vision, mission statements of
DepEd
 SOUTELE, 1976
 The EDCOM Report of 1991
 Basic Education Sector Reform
Agenda (BESRA)
 The four pillars of education
(UNESCO)
THE LEARNER
 Has a body and spirit, intellect, free
will, emotions, multiple intelligence,
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 the
work, entrepreneurship, higher
education
& 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 citizens
who contribute to the building of a
progressive, just, and humane society
 Ensuring environmental sustainability
 Global partnership for development

DEPARTMENT OF EDUCATION
 Enhanced Basic Education Curriculum Standards & Principles
(Sec 8.3, RA 105 33)
Standards and Principles Pedagogy
1. Learner-centered, inclusive & developmentally appropriate constructivist,
inquiry-based,
2. Relevant, responsive and research-based
reflective,
3. Culture-sensitive collaborative and
4. Contextualized and global integrative
5. Use pedagogical approaches
6. Adhere to the principles & framework of MTB-MLE
7. Use the spiral progression approach to ensure mastery of knowledge &
skills in each level
8. Be flexible enough to enable and allow schools to localize, indigenize
and enhance the same based on their educational and social contexts.
 Features of the K to 12 Curriculum

The key features embedded in all the curriculum

documents include:
a. spiral progression
b. integration
c. differentiated instruction
d. 21st century skills
e. learner-centeredness
f. contextualization
g. constructivism

DEPARTMENT OF EDUCATION
 HOW THESE FEATURES RESPOND
TO GOVERNMENT THRUSTS
Government Thrusts Features Where to find in
the document
GAD 21st Century Skills
Climate Change Spiral Progression Curriculum Guide
Peace Education Differentiated instruction Learner’s Material
ARH Integration Teaching Guides
Road Safety Learner-centeredness
Disaster Risk Reduction Contextualization and
Management Localization
Anti-Bullying Act Constructivism
 INSTRUCTION
21CENTURYSKILLS
CRITICAL THINKING AND
PROBLEM-SOLVING Teacher poses a problem and asks students
to solve it or research for answers.
COMMUNICATION Teacher raises an issue or topic and
students express their ideas with varied
media.
COLLABORATION Teacher provides a task and students work
in teams.
CREATIVITY
Teacher presents a challenge and students
design a solution or an innovation.
 Learning
and
Innovation
Skills
Creativity and innovation

Critical thinking and problem solving

Communication and collaboration

 Info,
Media,
Tech
skills
Access and evaluate
information
Use and manage information
Analyze media
Create media products
Apply technology effectively
Life and
Career
Skills
Flexibility and adaptability
Initiative and self-direction
Social and cross-cultural skills
Productivity and Accountability
Leadership and responsibility
 DIFFERENTIATED
INSTRUCTION

(FLEXIBLE INSTRUCTION
RESPONSIVE to
LEARNERS)
 ACKNOWLEDGMENT

This PowerPoint presentation was prepared for the

DEPARTMENT OF EDUCATION by

EVELINA MACLANG-VICENCIO, PhD

Dean, College of Education
University of the East
 Differentiation
Is a teacher's response to learner’s needs

Respectful tasks Flexible grouping Continual assessment

Teachers can differentiate through

Content Process Product

According to students’

Readiness Interests Learning Profile Environment

Through a variety of instructional strategies

Carol Ann Tomlinson (2006)

 What Differentiation Is …
• Student Centered
• Best practices
• Different approaches
• 3 or 4 different activities
• Multiple approaches to
content, process, and
product
• A way of thinking and
planning
• Flexible grouping
What Differentiation Isn’t…
• One Thing • 35 different plans for one
classroom
• A Program
• A chaotic classroom
• The Goal
• Just homogenous grouping
• Hard questions for some and
easy for others
 Differentiation

Is a teacher's response to learner’s need

Respectful tasks Flexible grouping Continual assessment

Graffiti Four Corners Preassessment

 Interesting
Rally Table Jigsaw
 Engaging
 Challenging Formative
Round Robin Place Mat
 In the ZONE
Gallery Walk

Summative Assessment
Think Pad Brainstorming

Think, write, pair, share

Think Pair Share

 Teaching according to:
READINESS INTEREST LEARNING ENVIRONMENT
PROFILE
• Interest Surveys •Still/Active
• Interest Centers •Areas of Strength •Flexible/Fixed
• Self-Selection and Weakness •Warm/Cool
•Work Preferences •Quiet/Noisy
Content •Self Awareness
Skills •Many Displays/
Knowledge Few Displays

Concepts
Environment (Where of teaching)

“He who wishes to teach, teaches everywhere, in the open air.

Socrates taught in the public street,
Plato in the gardens of the Academy,
Even Christ among the mountains and lakes.”

-Jose Rizal
 Content: What is
taught and how all
students are provided
access to the program
of study.
 Vocabulary
Essential Instructi on
Questions

Learning Reading
contracts comprehension

Content
Minilessons
Using varied text
and resource
material s
Compacting

Audio/V ideo
recorders Varied Highl ighted P rint
Support Material s
Systems

Lists of Key Ideas Note-taking

Organizers
Peer or Adult
mentors
Process: How students
develop the knowledge,
understanding and skills
to master the learner
outcomes.
 Learning
contracts
Writing Anchor Activities
Workshops

Tiered
assignments Literature Ci rcles

Process
Graphic
Organizers Flexible grouping

Learning Centres Learning Logs

Framing
Questions
Product: How the student
is able to demonstrate what
he/she knows, understands
and is able to do as a result
of learning.
 Develop games Write books
Conduct a
debate

Present a Develop web

puppet show pages

Products

Write a photo
Make a video essay
documentary

Give a
presentation
Write a song
How to start?
• Do a formative assessment
• Create an individual profile of each of his/her
student in each class he/she is handling.
• Using the results of the assessment, teachers can
modify/differentiate content, process or product
along with the learning area.
 Localization and Contextualization
LEGAL BASIS

RA 10533
Enhanced Basic Education
Act of 2013
 Sec. 10.2 (d) and (h) – Implementing Rules and
Regulations for RA 10533

“The curriculum shall be CONTEXTUALIZED and

global;”

“The curriculum shall be flexible enough to

enable and allow schools to LOCALIZE,
INDIGENIZE, and enhance [the curriculum]
based on their respective educational and
social contexts.”
Contextualization
Refers to the educational process of
relating the curriculum to a particular
setting, situation or area of application to
make the competencies relevant,
meaningful and useful to the learners
Localization
As one of the degree of contextualization,
localization is defined as:

The process of relating learning

content specified in the curriculum
to local information and materials
from the learner’s community
 Why do we need to localize and contextualize
the curriculum and the use of learning
materials?
GEOGRAPHY

CULTURAL
DIVERSITY PEOPLE
 Localization and Contextualization
The curriculum is alive, it changes depending who is
implementing it, where and when it is implemented.

In order for you to localize and contextualize the curriculum,

“you have to think of where you are so that you can make the
curriculum relevant to you.” – Usec. Dina Ocampo

When we localize [the curriculum], we agree to it.

This means that different areas in the country will use

different materials, they will use different instruments so that
they can deliver the standards of the curriculum.
Localization and
Contextualization
HOW?
 Contextualization and Localization

•Localization and contextualization can be done in all

subject areas

•Localization maximizes materials that are locally

available

•To contextualize, teachers use authentic materials,

activities, interests, issues, and needs from learners’ lives
The REACT Strategy
Curricula and instruction based on contextual learning strategies should be
structured to encourage five essential forms of learning:

RELATING
EXPERIENCING
APPLYING
COOPERATING
TRANSFERRING
 Development of Sample Instructional Plan

Overview…

• Effective teachers carefully plan their instruction. They decide

what to teach and how to teach it. They also communicate their
expectations for learning to their students.
PARTS OF AN INSTRUCTIONAL PLAN
Grade Level: Learning Area: Quarter:
A. Content Standard
B. Performance Standard
C. Learning Competencies
D. Objectives
I. CONTENT
II. LEARNING RESOURCES
III. PROCEDURES
DAILY ROUTINE
A. ACTIVITY
B.ANALYSIS
C.ABSTRACTION
D. APPLICATION
4. ASSESSMENT
5. ASSIGNMENT
The learner . . .
1. describes the different parts of the body and their movements through
enjoyable physical activities
2. creates shapes by using different body parts
3. shows balance on one, two, three, four and five body parts
4. exhibits transfer of weight
5. recognizes the importance of participating in fun and enjoyable physical
activities
6. engages in fun and enjoyable physical activities with coordination
 Session Objectives

In this learning session, the participants should be

able to:
1. discuss the MAPEH Conceptual Framework by:
• distinguishing its major components
• showing relationship among the components
• explaining how the Curriculum Guide (CG),
Learner’s Material (LM) and Teacher’s Guide
(TG) are aligned with the Conceptual
Framework

DEPARTMENT OF EDUCATION
 Session Objectives

In this learning session, the participants should be able to:

2. organize learning sessions using the contents of

the Curriculum Guide, Learner’s Material (LM),
and Teacher’s Guide (TG)
3. show appreciation of the curriculum in developing
and producing a holistic Filipino learner/child

DEPARTMENT OF EDUCATION
Understanding and Appreciating the CF, CG, LM &
TG

What do you dream of

these Filipino
learners?
DEPARTMENT OF EDUCATION
 Activity 1

• On the meta cards provided, write key words to

come up with a vision on a typical Filipino
learner/child
• Brainstorm as a learning team and come up with a
vision on a typical Filipino learner/child.

DEPARTMENT OF EDUCATION
 ANALYSIS

1. How do you feel about your group’s output? Why?

2. What have you envisioned for these children?

3. How can this vision be achieved?

4. What is your role in realizing this vision?

5. What have you realized from this activity?

DEPARTMENT OF EDUCATION
 ABSTRACTION

A Curriculum should…
...have a clear framework that outlines the expectations or outcomes
desired, theories and principles, goals and objectives, themes, scope and
sequence, values, competencies, strategies, and clear context for learning

...be one that responds to the holistic development of the child. Each
subject area contributes to holistic development of the child.
 ABSTRACTION

Then,
Teachers should have a clear
understanding of what the whole framework is
all about in order to make teaching and
learning responsive and relevant to the needs
of the child.
 STANDARDS IN EDUCATION
• They are also called • They are not
Learning Standards BENCHMARKS- the
best performance or
product that can be
• They refer to how well accomplished by
the student must anyone.
perform, at what kinds of
tasks, based on what • They are not NORMS-
content, to be even if norms are used
considered proficient or to determine age
effective. appropriate standards.
What are standards for?

• They provide focus for the curriculum

• They provide direction for instruction

• They provide guidance for assessment

• Learning Area Standard
The learner demonstrates understanding of the concept of physical
fitness in achieving, sustaining, and promoting an active lifestyle for
lifelong fitness and wellness.
• Key Stage Standard
The learner demonstrates understanding of integrating physical
activity behaviors in achieving an active lifestyle.

• Grade 9 Standard
The learner demonstrates understanding of environmental and
community fitness in sustaining and promoting an active lifestyle.

Grade 9 Standards_PE
GENERAL STANDARD

CONTENT STANDARD PERFORMANCE STANDARD

• What should the • How well must the

students know and students do their
be able to do? work? (rubrics and
(Input) benchmarks)
 Content Standard

Performance
Standard

Competencies
 Parts of the TG and LM
TEACHING GUIDE LEARNING MATERIAL
Defining the Learning Outcomes Planning for teaching-learning plan
• Grade Level Standard • Introduction;
• Content and Performance Standards • Objectives;
• Learning Competencies • Pre-Assessment;
Planning for Assessment • Learning Goals and Targets;
• Product/Performance • What to know;
• Assessment at the level of understanding • What to process;
• Assessment at the level of Performance • What to understand;
Planning for teaching-Learning • What to transfer;
Introduction; • Summary/Synthesis/Generalization;
Objectives; • Glossary of terms; and
Pre-Assessment; • Resources
Learning Goals and Targets;
What to know;
What to process;
What to understand;
What to transfer;
Summary/Synthesis/Generalization;
Glossary of terms; and
Resources
TEACHING GUIDE (TG)
Features
• Guide only
• Directions for each activity
• Reminders/tips about the topics
• Alternative materials for listening and viewing
• Key to corrections for summative assessment
• No key to corrections for varied answers
 "A hundred years from now, it will not
matter what kind of car I drove, what kind of
house I lived in, how much money I had in the
bank...but the world may be a better place
because I made a difference in the life of a
child." -
Forest Witcraf