(2) senior high school dina ocampo 001
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(2) senior high school dina ocampo 001
- 1. Department of Education SENIOR HIGH SCHOOL CURRICULUM WORKING DRAFT October 18, 2013
- 2. 164 177 207 238 293 2.3 2.1 2.2 2.4 2.8 0 0.5 1 1.5 2 2.5 3 0 50 100 150 200 250 300 350 2009 2010 2011 2012 2013 PhP(billions) DepEd Budget % of GDP %ofGDP DepEd Budget Levels for 2009 - 2013 Year-on-year growth Source: NSCB and GAA, various years and Medium-Term Spending Plan 2012-2017 (April 14, 2012).
- 3. 39,136* Classroo ms 102,323** Teachers 62.1M*** Textbooks 1.3M*** Seats 12,668*** Water & Sanitation Facilities *Outputs from July 2010 to June 2013 **2010 to 2013 ***As of December 2012
- 4. RA 10533 The Enhanced Basic Education Act of 2013
- 5. Curriculum Exits DEPARTMENT OF EDUCATION
- 6. Phased Introduction of Enhanced Curriculum in Public Schools
- 7. Academic Track Tech-Voc Track Sports Track Arts & Design Track Basic Education Program DEPARTMENT OF EDUCATION Kinder to Grade 6Elementary Grades 7 to 8 (Exploratory TLE) Junior High School Grades 9 to 10 (Specialized TLE) Core Subjects Senior High School Common Subjects o Liberal Arts o STEM o BAM o HESS (Humanities, Education, Social Sciences) o Home Economics o Agri-Fishery o Industrial Arts o ICT Tracks
- 8. Curriculum Outcomes PQF DEPARTMENT OF EDUCATION Key Stage Outcomes G3 G6 G10 G12 Content and Performance STANDARDS LEARNING COMPETENCIES LEARNING RESOURCES Teacher’s Guides and Learner’s Materials Learning Areas / Grade LevelOutcomes / Standards
- 9. CHED Standards CHED MEMORANDUM ORDER NO. 20 General Education Curriculum: Understandings, Intellectual and Civic Competencies
- 10. Effect of K to 12 on Higher Education Degree Programs Reduction in GE units may lead to one- year: (1) reduction or (2) enrichment of degree programs 63 or 51 units of General Education Courses 36 units of GE Courses* Before K to 12 With K to 12 *CHED Memorandum Order No. 20, s.2012
- 11. New G.E. Courses by 2018 DEPARTMENT OF EDUCATION New GEC (CMO No. 20, s.2013) Core Courses (24 units) Understanding the Self Readings in Philippine History The Contemporary World Mathematics in the Modern World Purposive Communicatiion Art Appreciation Society, Technology and Society Ethics / Etika Electives (9 units) Mathematics, Science & Technology Social Sciences & Philosophy Arts & Humanities (3 units) The Life and Works of Rizal *The Core Subjects adhere to the College Readiness Standards (CRS) and New General Education Curriculum of CHED.
- 12. Proposed Core Subjects Core Subjects* Language Oral Communication Reading & Writing Komunikasyon at Pananaliksik sa Wikang Filipino at Kulturang Pilipino Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik Humanities 21st Century Literature from the Philippines and the World Philippine Music and Arts Communication Media & Information Literacy Mathematics General Mathematics Statistics & Probability Science Earth and Life Sciences (Lecture and Laboratory) Physical Sciences (Lecture and Laboratory) Social Science Personal Development / Understanding Society & Culture Philosophy Intro to Philosophy of the Human Person PE and Health Physical Education and Health DEPARTMENT OF EDUCATION New GEC (CMO No. 20, s.2013) Core Courses (24 units) Understanding the Self Readings in Philippine History The Contemporary World Mathematics in the Modern World Purposive Communicatiion Art Appreciation Society, Technology and Society Ethics / Etika Electives (9 units) Mathematics, Science & Technology Social Sciences & Philosophy Arts & Humanities (3 units) The Life and Works of Rizal *The Core Subjects adhere to the College Readiness Standards (CRS) and New General Education Curriculum of CHED.
- 13. Senior High School Curriculum DEPARTMENT OF EDUCATION
- 14. Proposed Core Subjects Core Subjects Language Oral Communication 80 Reading & Writing 80 Komunikasyon at Pananaliksik sa Wikang Filipino at Kulturang Pilipino 80 Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik 80 Humanities 21st Century Literature from the Philippines and the World 80 Contemporary Music and Visual Arts 80 Communication Media & Information Literacy 80 Mathematics General Mathematics 80 Statistics & Probability 80 Science Earth and Life Sciences Lecture and Laboratory 80 Physical Sciences Lecture and Laboratory 80 Social Science Personal Development 80 Understanding Society & Culture 80 Philosophy Intro to Philosophy of the Human Person 80 PE and Health Physical Education and Health 80 CORE Total Number of Hours 1,200 TRACK Total Number of Hours 1,280 Total Number of Hours (CORE + TRACK) 2,480 Total Hours (CORE + TRACK) divided by Number of School Days in SHS (400`) = hours/day 6.2 hours/day *hours per semester reflected here are indicative only DEPARTMENT OF EDUCATION
- 15. OLD CORE CURRICULUM LEARNING AREA CORE SUBJECT NO. OF HOURS Language Oral Communication 54 Reading and Writing 54 Talastasang Filipino sa Lipunang Pilipino 54 Pagbasa, Pagsulat, Pananaliksik sa Wika at Kulturang Filipino 54 Literature 21st Century Phil. Lit. from the Regions 54 21st Century Literatures of the World 54 Communication Media & Information Literacy 54 Mathematics General Mathematics 54 Statistics and Probability 54 Philosophy Intro to Philosophy of the Human Person 54 Natural Science Life/Physical Sciences – Lecture 108 Life/ Physical Sciences – Laboratory 108 Social Science Personal Development 54 Understanding Society and Culture 54 PROPOSED CORE CURRICULUM LEARNING AREA CORE SUBJECT NO. OF HOURS Language Oral Communication 80 Reading & Writing 80 Komunikasyon at Pananaliksik sa Wikang Filipino at Kulturang Pilipino 80 Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik 80 Humanities 21st Century Lit. from the Philippines and the World 80 *Contemporary Music and Arts 80 Communication Media & Information Literacy 80 Mathematics General Mathematics 80 Statistics and Probability 80 Philosophy Intro to Philosophy of the Human Person 80 Science Earth &Life Sciences : Lecture and Lab 80 Physical Sciences – Lecture and Lab 80 Social Science Personal Development 80 Understanding Society and Culture 80 *PE and Health Physical Education and Health 80 *Core Subjects added in accordance with the Revised CHED GE Core Courses
- 16. The Proposed Grades 11 and 12 will have 31 80-hour subjects, totalling 2,480 hours. 15 Core Subjects 16 Track Subjects 7 Common Subjects 9 Specialization subjects 33 TOTAL SUBJECTS Each subject will have 80 hours per semester P.E. and Health will have 20 hours per semester for 4 semesters DEPARTMENT OF EDUCATION
- 17. Give them time to decide DEPARTMENT OF EDUCATION But if they change their minds and move from one track to another or one strand to another, having commong track subjects that are similar across tracks and strands allows the students to go on without being penalized by having to take new courses. The Core Curriculum leads to COLLEGE READINESS. The Common Track Subjects give students time to decide on their CAREER OPTIONS.
- 18. Common Subjects 1 English for Academic and Professional Purposes 2 Introduction to Research Methods – Quantitative 3 Introduction to Research Methods – Qualitative 4 Filipino course 5 ICT for Learners 6 Entrepreneurship 7 Research Project Common Subjects will be offered to all Tracks Each subject will have 80 hours per semester Proposed Common Track Subjects DEPARTMENT OF EDUCATION Common Subjects 1 English for the Professions 2 Research Skills 1 and 2 3 4 Mga Diskurso sa Trabaho 5 ICT Applications 6 Entrepreneurship 7 Research Project / Culminating Activity Academic Track Technical-Vocational-Livelihood, Sports, Arts & Design Tracks
- 19. Proposed Academic Track Academic Strands Liberal Arts HESS BAM STEM 8 Literature 1 Literature 1: Fiction and Drama Applied Economics 1 Pre-Calculus 9 Humanities 1 Literature 2 Applied Economics 2 Basic Calculus 10 Social Science 1 Humanities 1: Popular Art as Text Accounting 1 General Chemistry 1 11 Economics 1 Humanities 2 Accounting 2 General Chemistry 2 12 Organization and Management Education 1 / Foreign Language 1 Business Math General Physics 1 13 Foreign Language 1 Education 2 / Foreign Language 2 Business Finance General Physics 2 14 Applied Science Social Science 1 Organization and Management General Biology 1 15 Pre-Calculus Social Science 2 Principles of Marketing General Biology 2 16 Work Immersion / Career Advocacy / Research / Culminating Activity DEPARTMENT OF EDUCATION Each subject will have 80 hours per semester *For finalization
- 20. Revised Technical-Vocational-Livelihood Track* (Table 1) and TESDA Training Regulations-Based Specializations** (Table 2) HE ICT Agri-Fishery Arts Industrial Arts 1 Hairdressing Cable TV Installation Rice Machinery Operation Automotive Servicing 2 Bread and Pastry Production Visual Graphic Design Landscape Installation and Maintenance Refrigeration and Air conditioning 3 Tailoring Animation Organic Agriculture Production Carpentry 4 Tour Guiding Services Medical/Judicial Transcription Rubber Production Consumer Electronics Servicing 5 Travel Services Horticulture Electrical Installation and Maintenance 6 Caregiving Animal Production Plumbing 7 Food and Beverage Services Aquaculture Shielded Metal- Arc Welding 8 Housekeeping Food Processing Masonry 9 Attractions and Theme Parks Tourism Crop Production 10 Handicraft: Fashion Accessories **Aligned with Technology and Livelihood Education (TLE) in Grades 7 to 10. *For finalization 11 Handicraft: Paper Craft 12 Handicraft: Woodcraft 13 Handicraft: Leathercraft Revised Tech-Voc Track TESDA Training Regulations-Based Specializations TVL Track Subjects Subjects Example 8 Tech-Voc Track 1 Beauty Care / Nail Care9 Tech-Voc Track 2 10 Tech-Voc Track 3 Hairdressing 11 Tech-Voc Track 4 12 Tech-Voc Track 5 13 Tech-Voc Track 6 14 Tech-Voc Track 7 15 Tech-Voc Track 8 16 Tech-Voc Track 9 DEPARTMENT OF EDUCATION Each subject will have 80 hours per semester.
- 21. Revised Sports Track* Sports Track Subjects 8 Sports Track 1 Safety and First Aid 9 Sports Track 2 Understanding Human Movement 10 Sports Track 3 General Coaching Course 11 Sports Track 4 Sports Officiating 12 Sports Track 5 Fitness Leadership 13 Sports Track 6 Sports/Recreation/Fitness Management 14 Sports Track 7 Student-Athlete Enhancement and Formation 15 Sports Track 8 Fitness Testing and Exercise Prescription 16 Sports Track 9 Recreation Leadership Specializations: Particular Sports or Fitness Each subject will have 80 hours per semester *For finalization DEPARTMENT OF EDUCATION
- 22. Revised Arts and Design Track* Arts and Design Strands Art Assessment and Guidance 8 Arts Track 1 Introduction to Applied Arts and Design Production 9 Arts Track 2 Introduction to Performing Arts 10 Arts Track 3 Understanding Elements and Principles of the Different Arts 11 Arts Track 4 Work Environment in Various Arts Fields 12 Arts Track 5 Developing Filipino Identity in the Arts 13 Arts Track 6 Leadership and Management in Different Arts Fields 14 Arts Track 7 Apprenticeship and Exploration of Different Arts Fields (Production and Performing: Music, Dance and Theater)15 Arts Track 8 16 Arts Track 9 Apprenticeship and Exploration of Different Arts Design Production (Media Arts, Visual Arts and Literary Arts) Each subject will have 80 hours per semester *For finalization DEPARTMENT OF EDUCATION
- 24. K to 12 and Further Education TVET HIGHER EDUCATION POST BACCALAUREATE DOCTORAL AND POST DOCTORAL BACCALAUREATE GRADE 12 GRADE 10 NC I THE PHL QUALIFICATIONS FRAMEWORK BASIC EDUCATION L 8 L 7 L 6 L 5 L 4 L 3 L 2 L 1 DIPLOMA NC III NC II NC IV
- 25. 25 25 Level 1 = NC1 = Grade 10 • KSV – Knowledge and skills that are manual or concrete or practical and/or operational in focus • Application – Applied in activities that are set in a limited range of highly familiar and predictable contexts; involve straightforward, routine issues which are addressed by following set rules, guidelines or procedures. • Degree of Independence – In conditions where there is very close support, guidance or supervision; minimum judgement or discretion is needed.
- 26. 26 26 Level 2 = NC2 = Grade 12 • KSV – Knowledge and skills that are manual, practical and/or operational in focus with a variety of options • Application – Applied in activities that are set in a limited range of highly familiar and predictable contexts; involve straightforward, routine issues which are addressed by selecting from and following set rules, guidelines or procedures. • Degree of Independence – In conditions where there is substantial support, guidance or supervision; limited judgement or discretion is needed.
- 27. Draft 1 Comments Draft 2 Final Curriculum Guide The Curriculum Guide Process DEPARTMENT OF EDUCATION Technical Panel/Technical Committee/Drafting Committee Review of CGs Return to crafters of Draft 1 DepEd reads comments in a Curriculum Finalization Workshop STEPS OUTPUT
- 28. LEGEND SAMPLE First entry Learning Area/Component and Grade Level Physical Education PE1 Grade 1 Two capital lettersDomain/Strand Body Management BM - Roman Numeral Quarter First Quarter I Lowercase Letter Week Week one a - Arabic Number Competency Identify story elements 1 PE1BM-Ia-1 Coding
- 29. Harvesting and Matching 2.Collected instructional materials produced over many years of education interventions such as BEAM, TEEP, STRIVE, SEDP, PRODED, eSkwela, Open High School, MISOSA, IMPACT, etc
- 30. LM and TG Preparation 2.We collated the matched competencies and IMs from the harvesting process. 3. We checked what needed re-development, some editing or replacement. 4.The learner modules will NOT look like a textbook. They will look like compiled learning sheets/worksheets/activity sheets.
- 31. But not everything is about curriculum….. There are many other factors that will enable K12 to succeed.
- 32. 32 Community Relevance • Collaboration and dialogue with local government, industry, and other stakeholders are key to strengthening the relevance and applicability of our program offering for Grade 11-12 • Space • Faculty • Equipment and Facilities
- 33. 33 Schedule and Partnerships • SHS will be first implemented nationwide in SY 2016-2017 • Absorptive capacity study – just how much the various education sectors can currently bear, • how much additional capacity we need to build (for the public sector) • or unlock (for the private sector) to ensure adequate spaces for SHS in the public and private school systems • Public-Private Partnership (PPP) scheme for SHS • Models derived from various experiences in
- 34. K12 Curriculum Teachers Materials, Facilities and Equipment School Leadership and Management Community- Industry relevance and partnerships Assessme nt Work and Contribution to Society
- 35. 35 35 How do we know we have succeeded? • when our graduates get employed • when our graduates employ themselves or others • when our families and citizens are a step or two farther from poverty • when we build our own industries and collaborate with other players • when we recognize the techvoc-higher educ bridges for equivalence
- 36. 36 On Paving the Way for Lifelong Learning and Education For All (EFA) • Douglas North said “Institutional change is overwhelmingly incremental.” • First -- increase access. • Second -- keep children in school. • Third -- make learning relevant. CONNECT SCHOOL WITH LIFE. • Fourth -- Create options for all learners and graduates.
Hinweis der Redaktion
- [Adequate Resources] There is little debate that education is important and it is a worthwhile area of public investment and spending. But not all administrations have followed through on their own rhetoric. The Aquino administration along with its partners in Congress have given the kind of attention and prioritization basic education so richly deserves. From a budget of PhP164Bn in 2009, this has increased significantly to PhP293Bn this year. DepEd’s budget has consistently grown at least in-step with the growth of the national budget.
- [Adequate Resources] DepEd has made significant progress in wiping out all of its input gaps. From 2010 to this year, more than 39 thousand classrooms were built, more than 102 thousand new teachers items were allocated, and millions of textbooks and seats were procured and delivered to our schools. By the end of this year, the government is committed to its targets of zero deficits in seats, textbooks, classrooms, water and sanitation facilities, and teacher items – a first for our country since after World War II.
- [Curriculum Reform and Teacher Development] President Noynoy Aquino, when he was running for the presidency in 2010, laid out his ten-point basic education reform agenda. Foremost in this list was the shift to a K to 12 system. At that time, the Philippines was the last remaining country in Asia and one of only three countries worldwide (Angola and Djibouti are the other two) with less than 12 years of pre-university education. Republic Act No. 10533, the Enhanced Basic Education Act of 2013 or “The K to 12 Law”, changes this. With this Act, our basic education system now consists of one year of free and compulsory Kindergarten followed by 12 years of free and compulsory basic education. The fact that even secondary education is now both free and compulsory – it used to be merely free – is a significant change. This signals that our government – the Filipino people as a single polity – must invest in the development of its human capital. This is the essence of the K to 12 Program, and what basic education must be for every Filipino – the means to a better life.
- Overall, the K to 12 program is a necessity given the need to: Enhance the curriculum to improve mastery of basic competencies, Ensure seamlessness of primary, secondary, and post-secondary education, Improve teaching and learning outcomes through the use of enhanced pedagogies – such as spiral progression in Science and Math – and the rationalization of the medium of instruction in our schools, especially for Kindergarten and the early primary levels, and Expand job opportunities for both graduates and school leavers alike by reducing the mismatch between acquired skills and available jobs, and provide a stronger foundation for post-secondary education and the world of work. We want to produce holistically developed graduates with 21st century skills. We want to nurture lifelong learners who are better prepared for the rigours of post-secondary education and the world of work.
- It will take the Department and the entire country six school years to fully implement the K to 12 Curriculum. DepEd introduced the enhanced curriculum for public schools beginning with Grades 1 and 7 in SY 2012-2013, Grades 2 and 8 this school year, Grades 3 and 9 next school year, and so on and so forth. Under this plan, Grade 11 will be first introduced nationwide in SY 2016-2017 followed by Grade 12 in SY 2017-2018.
- Given the changes in basic education, higher education will similarly change through the revision of the General Education Curriculum (GEC) in particular. From 63 (for non-science/engineering) or 51 (for science/engineering courses) units of GE today, the GEC will be reduced to 36 units beginning SY 2018-2019, in time for the first cohort of Grade 12 graduates. The current GEC takes 3-4 semesters to complete (at 18 units per semester) while the revised GEC will only take 2 semesters. Degree programs will be revised to either be a year shorter or have a year more of specialization and elective courses. These options are being considered by the various CHED Technical Panels, and recommendations will be made within the 2013-2014 timeframe.
- The Philippine Qualifications Framework was approved by the President on October 2012 through Executive Order No. 83, s. 2012. The PQF is a national policy that describes the levels of educational qualifications and sets the standards for qualification outcomes. Our PQF features eight levels of qualifications descriptors based on the following three dimensions: (1) knowledge, skills, and values (from manual/operational/practical to highly specialized/complex/multi-disciplinary); (2) application (from highly familiar/predictable/routinary to application for leadership/innovation/research); and (3) degree of independence (from high supervision/guidance to high independence/leadership). Of the eight levels in the PQF, our graduates are expected to attain Level 1 qualification at the end of Grade 10 and Level 2 at the end of Grade 12. Today, these qualifications are equivalent to the National Certificate Levels I and II, respectively, of TESDA. DepEd, CHED, and TESDA are beginning the work of ensuring that our respective programs and curricula fulfill and realize the intent of the PQF. For DepEd, the PQF will be part of the considerations for the review of the Grades 1 to 10 standards and competencies, and the finalization of the Grades 11 to 12 curriculum. Beyond fulfilling national development goals, the PQF also ensures that our graduates and professionals are able to compete with their counterparts in the region and the rest of the world. In 2015, the ASEAN Economic Community (AEC) puts pressure on all ten member countries to strengthen the mobility of their respective workforce. To do this, member countries have began discussing the ASEAN Qualifications Reference Framework (AQRF) early this year and aim to complete the framework within the year. The AQRF will allow member countries to determine the equivalency of qualifications across the region, and pave the way for mutual recognition of these qualifications. The good news: the Philippines along with Brunei and Malaysia are ahead of our counterparts in the region. The Philippines chairs the AQRF Task Force and will host its discussion meetings to finalize the framework later in the year. ASEAN is also looking to adopt an eight-level qualifications framework, similar to what we have in the PQF. Aligning Senior HS with the PQF allows us to fulfil one of the promises of K to 12: that of providing stronger work prospects for our students and graduates domestically and elsewhere.
- * Collaboration and dialogue with local government, industry, and other stakeholders are key to strengthening the relevance and applicability of our program offerings for Grades 11-12. Your experiences as modelling schools and the kind of partnerships you were able to forge will serve as useful case studies for education managers and planners.
- * Senior HS will be first implemented nationwide in SY 2016-2017 starting with Grade 11. We have 3 years to plan and execute this plan. DepEd, CHED, and TESDA have began the planning for 2016 last year. This year, we aim to complete the absorptive capacity study that will tell us just how much the various education sectors can currently bear, and how much additional capacity we need to build (for the public sector) or unlock (for the private sector) to ensure adequate spaces for Senior HS in the public and private school systems. This absorptive capacity study will also inform the design of the Public-Private Partnership (PPP) scheme for Senior HS. The PPP scheme will enable students who finish Grade 10 in public Junior HS to enroll in private Senior HS through government funding, similar to the Education Service Contracing (ESC) for private Grades 7-10 today. We will be sharing more details about this PPP scheme to all relevant stakeholders in the next few months. There should be greater clarity on the definite plans and strategies of DepEd for public schools, and incentive and regulatory mechanisms for private Senior HS within the fourth quarter of 2013 until the first half of 2014. Again, we want to give as much time and regulatory certainty to our partners in the private and non-DepEd sectors to allow them to adjust and respond accordingly to the challenges and opportunities of Senior HS implementation.
- Let me count some ways that we will know we have succeeded.
- K to 12 is about nurturing lifelong learners, and making our students and graduates better prepared for higher education and the world of work (i.e, employment or entrepreneurship). Senior HS is possibly the clearest expression of this intent, and the starkest contrast to how we aim to achieve this goal vis-a-vis the previous basic education system. As Douglas North said, "institutional change is overwhelmingly incremental." The transition to a fully functioning and stable Senior HS system will take time, resources, and a lot of successes and setbacks. We want to maximize the former and minimize the latter of course. Increase access. Keep children in school. Make learning relevant. Connect to life. Create options for all learners and graduates. It is important to remind ourselves that we are doing all of this, and going through this significant upheaval and transition, to provide better opportunities for every Filipino learner. For most of our citizens, basic education provides their lone ticket to a better life. We recognize and understand this solemn duty, and we will not relent in our work to build a genuinely accessible, equitable, and high-quality basic education system.