1. 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

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

3. * 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)

4. The
Philippine
Basic
Education
Curriculum
(BEC)

5. 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.

6. 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
first
in
Asia
ü 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.
ü Primary
instruction
was
free
and
available
to
every
Filipino
regardless
of
ethnicity
and
socio-­‐economic
status

7. 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)

8. Development
of
Philippine
Education
• Japanese
Education
-­‐
the
teaching
of
Tagalog,
Philippine
History,
and
Character
Education
was
reserved
for
Filipinos.
ü 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.

9. Development
of
Philippine
Education
• Education
Under
the
New
Society
–
Pres.
Marcos
formulated
a
10
year
national
education
development
program.
ü In
1972,
Department
of
Education
became
Department
of
Education
and
Culture.
ü 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
scientific,
technological
&
vocational
efficiency.

10. Development
of
Philippine
Education
• Education
Under
the
New
Society
–
Pres.
Marcos
formulated
a
10
year
national
education
development
program.
ü 1978
DECS
became
Ministry
of
Education
&
Culture
ü 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;
o also
created
the
Ministry
of
Education,
Culture
&
Sports

11. 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)
.
Ø The
Presidential
Commission
to
Study
Philippine
Education
1970
(PCSPE)
Ø Survey
of
the
Outcomes
of
Elementary
Education
1975
(SOUTELE)
Ø Experimental
Elementary
Education
Program
1978
(EEEP)

12. National
Elementary
School
Curriculum
(NESC)
* The
first
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.

13. New
Secondary
Education
Curriculum
(NSEC)
* To
improve
performance
in
science,
math
and
communication
ü 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

14. New
Secondary
Education
Curriculum
(NSEC)
Studies/Researches
Findings/Recommendation
National
Elementary
Achievement
Test
(NEAT)
Grade
VI
students
were
able
to
answer
correctly
less
than
50%
of
questions
asked
in
Science,
Mathematics,
and
English
National
and
Secondary
Assessment
Test
(NSAT)
A
mean
percentage
score
of
only
50%
was
achieved.
Committee
on
Information
Technology,
Science,
Mathematics,
Education
&
other
Technology.
An’’
overcrowded
curriculum”
especially
in
Grade
I-­‐III
resulted
in
poor
performance
of
pupils
in
the
elementary
grades.
Students
needed
longer
time
in
science
and
mathematics
2002
Basic
Education
Curriculum–Bawat
Graduate
Bayani
at
Marangal
(DepED,
April
5,
2002).

15. New
Secondary
Education
Curriculum
(NSEC)
Studies/Researches
Findings/Recommendation
Aurora
Roldan,
“
Present
Realities
in
Reading
Education”
Our
students
are
deficient
in
reading
ability.
They
have
not
developed
the
higher
order
thinking
skills
even
at
Grade
V.
There
is
the
danger
of
reverting
to
illiteracy
if
the
students
dropped
out
before
completing
Grade
VI.
Third
International
Mathematics
&
Science
Study
(TIMMS)
The
Philippines
ranked
39th
out
of
42
countries
which
participated
in
the
study,
Allan
B.
I.
Bernardo,
“The
Learning
Process:
The
Neglected
Phenomenon
in
Science
and
Mathematics
Education
Reform
in
the
Philippines”
In
comparison
with
other
countries,
the
Philippine
“science
syllabus
contained
more
topics”
suggesting
that
the
curriculum
is
still
congested.
2002
Basic
Education
Curriculum–Bawat
Graduate
Bayani
at
Marangal
(DepED,
April
5,
2002).

17. * 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
effort
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

18. * 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

19. BEC
2002/RBEC
2002

20. BEC
2002/RBEC
2002

21. 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
one’s
relationship
with
fellow
human
beings
along
with
the
development
of
functional
literacy
which
involves
the
development
of
the
essential
skills
such
as
“linguistic
fluency
and
scientific
–
numerical
competence.

22. 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
fifth
subject
called
Makabayan,
which
is
envisioned
to
be
a
“laboratory
of
life”
or
practice
environment,
integrated
the
other
non-­‐tool
subjects.

23. 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.

24. 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.

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

26. Curriculum
Structure
of
2002
BEC/RBEC
Ø Medium of Instruction: Pursuant to the DepEd
Bilingual Policy (Dep.Ed Order No. 52, s,1987),
the media of instruction shall be as follows:
q For Elementary Education:
§ Filipino shall be used in the following areas:
Filipino; Makabayan
§ English shall be used in the following learning
areas: English; Science; Mathematics

27. Curriculum
Structure
of
2002
BEC/RBEC
q For 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

28. Curriculum
Structure
of
2002
BEC/RBEC
English (Listening
speaking, reading,
writing)
Access
varied
information
and
creatively
use
them
in
spoken
and
written
forms;
communicate
fluently
and
accurately
orally
and
in
writing,
for
a
variety
of
purposes
and
different
social
and
academic
contexts
at
their
level
while
carrying
out
activities
in
everyday
life
Science
Filipino Nagagamit
ang
Filipino
sa
mabisang
pakikipagtalastasan
(pasalita
at
pasulat);
nagpapamalas
ng
kahusayan
sa
pagsasaayos
ng
iba’t
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

29. Curriculum
Structure
of
2002
BEC/RBEC
Edukasyong
Pangtahanan at
Pangkabuhayan (EPP)
Grade (4-6)
• Nagagamit
ang
sariling
kaalaman
at
saloobin
sa
pagpapaunlad
ng
sarili
at
pamilya
• Nagagamit
ang
kaalaman,
kasanayan
at
saloobin
sa
pagpapaunlad
ng
pamayanan
Mathematics Demonstrate
understanding
and
skills
in
computing
with
considerable
speed
and
accuracy,
estimating,
communicating,
thinking
analytically
and
critically,
and
in
solving
problems
in
daily
life
using
appropriate
technology

30. Curriculum
Structure
of
2002
BEC/RBEC
Makabayan • sapat
na
kaalaman
at
kamalayan
sa
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

31. RBEC
Time
Allotment
Elementary
School
Curriculum
Learning
Areas
Daily
Time
Allotment
(in
minutes)
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

32. RBEC
Time
Allotment
Elementary
School
Curriculum
Learning
Areas
Daily
Time
Allotment
(in
minutes)
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

33. RBEC
Time
Allotment
Secondary
School
Curriculum
Subjects
Allotted
Time/
Week
Unit
Credit
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

34. RBEC
Secondary
School
Curriculum
Subjects
1st
Year
2nd
Year
3rd
Year
4th
Year
English
Grammar
&
Phil.
Lit
Grammar
&
Afro-­‐Asian
Lit
Grammar
&
American
Lit
Grammar
&
World
Lit
Filipino
Pang-­‐unawa
Gramatika
Panitikang
Pilipino
Panitikang
Asyano
Mathematics
Elem.
Algebra
Int.
Algebra
Geometry
Adv.
Algebra
Science
Gen.
Science
Biology
Chemistry
Physics
Social
Studies
(AP)
Phil.
History
&
Government
Asian
History
World
History
Economics
MAPEH
MAPEH
I
MAPEH
II
MAPEH
III
MAPEH
IV
&
CAT
I
TLE
Agri,
Cul.
Arts,
Electronics
&
Dressmaking
Agri,
Cul.
Arts,
Electronics
&
Dressmaking
Agri,
Cul.
Arts,
Electronics
&
Dressmaking
Basic
Comp
Literacy,
Agri,
Cul.
Arts,
Electro
&
Dressmaking
Values
(EPP)
VE
(Sarili)
VE
(Kapwa)
VE
(Lipunan)
VE
(Diyos)

36. 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

37. Rationale
of
UbD
Model
2010
Aside
from
the
issue
of
relevance,
the
refinement
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.

38. Rationale
of
UbD
Model
2010
* The
refinement
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

39. 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
offers
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).”

40. What
is
Understanding
by
Design
(UbD)
Model?
* This
implored
us
to
think
about
the
outcomes,
goals,
and
objectives
we
had
for
student
learning
first
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.

41. 3
Stages
of
UbD
Model
Identify
Desired
Results
Determine
Acceptable
Evidence
Plan
Learning
Experiences
&
Instructions
Graphic
representation
of
the
stages
in
the
backward
curriculum
design
process.
Stage
1
Stage
2
Stage
3

42. 3
Stages
of
UbD
Model
Identify
Desired
Results
Stage
1
It
is
the
identification
of
achievable
goals
for
students
Determine
Acceptable
Evidence/
Assessment
Stage
2
It
provides
a
personalized
approach
to
develop
diverse
learners
to
its
maximum.
It
recognizes
and
nurture
all
varied
human
intelligences
that
students
could
make
sense
on
any
subject
area.
Stage
3
Plan
Learning
Experiences
&
Instructions
It
is
achieved
by
following
this
sequence:
EXPLORE-­‐
FIRM-­‐UP-­‐DEEPEN-­‐
TRANSFER.

43. 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
Strengths
of
SEC
2010

45. 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
mapaunlad—hindi
lamang
ang
kanyang
sarili
at
pamilya—kundi
maging
ang
buong
bansa.
–
Pangulong
Benigno
S.
Aquino
III

46. 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
confident
that
through
all
of
you,
the
brave
and
selfless
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
different
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-­‐kalikasan—ay
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-­‐-­‐-­‐

47. 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

48. 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

49. K
–
12
Meaning
K
to
12
means
Kindergarten
and
the
12
years
of
elementary
and
secondary
education.
Kindergarten
refers
to
the
five-­‐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).

50. 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).

51. K
–
12
Vision
Filipino
graduates
are
envisioned:
* Possess
sufficient
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
affairs
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.

52. K
–
12
Vision
* 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
In
addition,
they
are
characterized
graduates
who:

53. K
–
12
Significant
Changes
2002
BEC
2010
SEC
(UbD
Model)
K-­‐12
Aim
for
functional
literacy
Aims
for
holistic
development
and
acquisition
of
21st
Century
skills

54. K
–
12
Significant
Changes
2002
BEC
2010
SEC
(UbD
Model)
K-­‐12
Focuses
on
the
development
of
reading
skills
and
values
of
self-­‐reliance
and
patriotism;
Focuses
on
setting
of
learning
standards
and
teaching
for
understanding.
It
provides
a
personalized
approach
using
special
curricular
programs.

55. K
–
12
Significant
Changes
2002
BEC
2010
SEC
(UbD
Model)
K-­‐12
Also
puts
emphasis
on
interactive
learning
approaches
and
integrative
teaching
approaches
which
integrate
competencies
and
values
within
and
across
the
learning
areas.
• Provides
a
personalized
approach
using
special
curricular
programs.
• Likewise
develops
readiness
and
passion
for
work
and
lifelong
learning.
• Moreover,
it
takes
into
consideration
the
various
contexts
and
support
systems
surrounding
the
Filipino
learners.
Considers
every
aspect
of
development
of
the
learners
so
that
graduates
will
be
holistically
developed,
equipped
with
21st
century
skills
and
prepared
for
employment,
entrepreneurship,
middle
level
skills
or
higher
education.

56. K
–
12
Significant
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.

57. K-­‐12
Comparison
to
Old
Curriculum

58. 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.

59. 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.

60. K
–
12
Significant
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
five-­‐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.

62. K
–
12
Implementation
Schedule
* The
implementation
of
the
K
to
12
program
will
be
phased.
Universal
kindergarten
was
offered
starting
SY
2011-­‐2012.
By
SY
2012-­‐2013,
the
new
curriculum
will
be
offered
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.

64. 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.

65. K
–
12
Key
Changes
in
the
Elementary
Curriculum
The
mother
tongue
or
the
child’s
first
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
first
semester
and
oral
English
in
the
second
semester.

67. Twelve
major
languages
shall
be
offered
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

68. K
–
12
Mother
Tongue
Learning
Areas
Medium
of
Instruction
per
Grade
Level
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
Pangkabuhayan
(EPP)
Filipino
Eng.
MAPEH
Mother
Tongue
Filipino
Edukasyon
sa
Pagpapakatao
Mother
Tongue
Filipino
Medium
of
Instruction
at
the
Elementary
Level

69. 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
off-­‐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.

70. Learning
Areas
2002
BEC
(minutes
per
day)
K-­‐12
Curriculum
(minutes
per
day)
English
60
-­‐
90
Languages
30
–
50
Filipino
60
-­‐
70
30
-­‐
50
MT
(G1
–
G3)
None
50
Mathematics
60
-­‐
70
50
Science
(G3
–
G6)
40
-­‐
60
50
Araling
Panlipunan
40
-­‐
60
40
Edukasyon
sa
Pagpapakatao
MAKABAYAN
20
-­‐
30
30
Music,
Arts,
PE
&
Health
40
40
Edukasyong
Pangtahanan
at
Pangkabuhayan
(G4
–
G6)
40
50
K-­‐12
Time
Allotment
per
Learning
Area

71. K-­‐12
Key
Changes
in
the
Secondary
Education
* Secondary
education
is
undergoing
significant
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.

72. K-­‐12
Key
Changes
in
the
Secondary
Education
K
to
12
Secondary
Education
Structure

73. K-­‐12
Key
Changes
in
the
Secondary
Education
Comparison
of
the
2010
SEC
and
the
K
to
12
Secondary
Education

74. * 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
Curriculum:

75. 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.

76. 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.

77. K
–
12
Time
Allotment
in
Secondary
Level
Learning
Areas
2002
BEC
(hours
per
week)
K
–
12
(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

78. 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

79. 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.

80. 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.

81. 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

82. 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