o The government has not revised the
curriculum for public elementary schools
in 13 years.
o Meanwhile, the curriculum for public
high schools has not been changed for
almost two decades, in sharp contrast
to the general practice worldwide,
which calls for a revision every 10 years.
How it started?

o responded to the ever- changing
world, and is badly needed, senior
education department officials
argued.
How it started?

“To actualize a gracious life in our
changing world, Filipino learners
need an education system that
empowers them for a lifelong
learning, or (the system) that enables
them to be (more) competent in
learning how to learn even when
they are left to themselves.”
-Dr. Fe Hidalgo, Education
Undersecretary for Programs

o Desire to overcome an
overcrowded curriculum. It resulted
in the decongestion of the
curriculum with only five (5) five
learning areas: English, Filipino,
Mathematics, Science and
Makabayan – tool learning areas
Salient Features:

o Makabayan addresses primarily
societal needs. This is where the
learner can:
(1)Apply practical knowledge
(2)Demonstrate deeper
appreciation of Filipino culture
Salient Features:

o Formation of pupils who are
makabayan (patriotic), makatao
(humane), makakalikasan
(environmentally sensitive), and maka-
Diyos (God-fearing).
o Development of human being; not on
merely professional skills.
Salient Features:

o All the basic education
teachers in the five learning
areas: English, Filipino,
Mathematics, Science and
Makabayan are designated
as values education teachers.
Salient Features:

o The integration of English, Science and
Mathematics will be emphasized
through innovative and
interdisciplinary modes of instructional
delivery.
o The teaching of Filipino will be
enriched through the integration of
the vocabulary, values and
competencies from the social
sciences.
Salient Features:

Time Allotment For Secondary School:

RBEC Secondary School Curriculum

Time Allotment For Elementary School:

o At the secondary level, a critical
reform is in the area of curriculum and
instruction as an urgent response to
declining school performance.
o After a four-year try out in a number
of school nationwide, SEC was then
ready for role-out in the First Year.

SY 2010-2011 – First Year Level
SY 2011-2012 – Second Year Level
SY 2012-2013 – Third Year Level
SY 2013-2014 – Fourth Year Level

o The main tenet of the curriculum
is understanding versus facts:
students must understand, not
just memorize facts.

The refinement of the curriculum
followed the Understanding by Design
(UbD) framework (developed by Jay
Mctighe and Grant Wiggins) which
offers a three-stage, backward process
to curriculum design. Hence, it is also
known as Backward Design Curriculum.

o This implores to think about the
outcomes 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.

Three Stages of UbD Model
Stage 1 Stage 2 Stage 3

Three Stages of UbD Model
Stage 1 Stage 2 Stage 3

o Special program in the Arts (SPA)
o Special program in the Sports (SPS)
o Special program in Journalism (SPF)
o Special program in Foreign Language
(SPFL)
o Special Science/Math (S&T)/engineering
o Science Education Program (ESEP)
o Technical-vocational Program (Tech-Voc)
Special Curricular Programs

Subject Areas, Time Allotment and Unit Credits

Subject Areas, Time Allotment and Unit Credits

Subject Areas, Time Allotment and Unit Credits

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
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.

This means having
Kindergarten and the 12 years
of elementary end secondary
education.

o Kindergarten – five-year-old cohort that
takes a kindergarten curriculum
o Elementary Education – primary schooling
that involves six years of education
(Grades 1-6)
o Secondary Education – four years of junior
high school (Grades 7-10) and two years
of senior high school (Grades 11-12)

Filipino graduates are envisioned:
o Possess sufficient mastery of basic
competencies (e.g., literacy,
numeracy, problem solving, etc) to
develop themselves to the fullest;
o Be emotionally developed and
competent to live a meaningful
life;

o Be socially aware, pro-active, and
involved in public and civic affairs and
contribute to the development of a
progressive, just and humane society;
o Be adequately prepared for the world
of work or entrepreneurship or higher
education

o Be legally employable;
o Be globally competitive;
o Be healthy in mind and in body
o Have a solid moral and spiritual grounding
o Appreciate and care for humanity, the
world. And environment;
o Are proud to be a Filipino

o basically seeks to enhance and develop
skills. In the Philippines, schools offering
technical and vocational courses and
programs, including their curricula,
undergo accreditation and approval by
the Technical Education and Skills
Development (TESDA)

o TESDA and other vocational schools
offer short programs or two-year
courses on technology and skills
development.

Like:
(1) automotive technology
(2) nursing aide training
(3) tourism
(4) photography
(5) computer technology
(6) drafting

o Upon graduation from the
aforementioned courses, students take a
licensure examination from TESDA to
obtain a certificate or diploma.
o Upon completion of a particular course,
units taken can be credited if the
graduate decides to enroll in a related
field in a college or university.

o Through Republic Act 7796, TESDA was
established in 1994 during the term of the
former President Fidel V. Ramos.
o The law encourages the full participation
of industry, labor, local government units
and technical-vocational institutions in the
skills development of the country's human
resources.

o The institution creates and prepares
manpower and skills plans.
o Sets appropriate skills standards
and tests
o Coordinates and monitors policies
and programs regarding
manpower

o provides resource allocation policy
directions and guidelines for
technical-vocational education
and training institutions in both the
private and public sectors.