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Secondary education curriculum

  1. 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?
  2. o responded to the ever- changing world, and is badly needed, senior education department officials argued. How it started?
  3. “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
  4. 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:
  5. 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:
  6. 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:
  7. 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:
  8. 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:
  9. Time Allotment For Secondary School:
  10. RBEC Secondary School Curriculum
  11. Time Allotment For Elementary School:
  12. 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.
  13. SY 2010-2011 – First Year Level SY 2011-2012 – Second Year Level SY 2012-2013 – Third Year Level SY 2013-2014 – Fourth Year Level
  14. o The main tenet of the curriculum is understanding versus facts: students must understand, not just memorize facts.
  15. 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.
  16. 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.
  17. Three Stages of UbD Model Stage 1 Stage 2 Stage 3
  18. Three Stages of UbD Model Stage 1 Stage 2 Stage 3
  19. 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
  20. Subject Areas, Time Allotment and Unit Credits
  21. Subject Areas, Time Allotment and Unit Credits
  22. Subject Areas, Time Allotment and Unit Credits
  23. 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.
  24. 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.
  25. This means having Kindergarten and the 12 years of elementary end secondary education.
  26. 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)
  27. 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;
  28. 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
  29. 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
  30. 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)
  31. o TESDA and other vocational schools offer short programs or two-year courses on technology and skills development.
  32. Like: (1) automotive technology (2) nursing aide training (3) tourism (4) photography (5) computer technology (6) drafting
  33. 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.
  34. 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.
  35. 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
  36. o provides resource allocation policy directions and guidelines for technical-vocational education and training institutions in both the private and public sectors.