What should we know about K TO 12 SHS

1. K TO 12: EDUCATION
FOR
TRANSFORMATION

2. Core Curriculum
and Career Paths
Grades 7-12

3. Academic
Specialization:
Engineering/
S&T/Journalism/
Foreign
Language
Academic
Specialization:
Engineering/
S&T/Journalism/
Foreign
Language
Tech-Voc
Specialization
Tech-Voc
Specialization
Sports/Arts
Specialization
Sports/Arts
Specialization
Junior-Senior HS
Curriculum
Academic Areas
English
Science
Mathematics
EsP
Filipino
Araling Panlipunan
TLE
MAPEH

4. Adv.
English
Adv.
Filipino
Adv.
Science
Adv.
Math
Cont.
Issues
21st Century Core Skills
Most Demanded WorkSkills
Engineering / S&T; Arts; Sports; Journalism; Foreign
Language; Tech-Voc; Entrepreneurship
CoreCurr.Pathways
Workplace Cert.
Program
Degree
Program
On-the-Job Training; Experiential Learning
Ladderized Program: Recognition of
Work Experience and Prior Learning
Contextual Learning
College-Readiness Standards
PQF
COP/NC
Exit
Exams
NCAE
Qlty.
Assurance

5. Grades 7-10
Junior High School

6. In general terms, students are
expected at the end of Grade 10 to
be able to
 communicate competently and effectively;
 think intelligently, critically and creatively
in life situations;
 make informed and values-based
decisions;
 perform their civic duties;
 use resources sustainably; and
 participate actively in artistic and cultural
activities and in the promotion of wellness
and lifelong fitness.

8. How will children learn?

9. Goal-Setting
 Students should be able to set their learning
goals, track their progress, and be
accountable for their learning outcomes.

11. Content Standards
 The content standards answer the
question: “What do we want students to
know, be able to do, and understand?”

12. Performance Standards

15. Digital Age Literacy
 Basic scientific, mathematical, and
technological literacies
 Visual and information literacies
 Cultural literacy and global
awareness

16. Inventive Thinking
 Adaptability/ability to manage
complexity
 Curiosity, creativity, and risk taking
 Higher-order thinking and sound
reasoning

17. Effective Communication
 Teaming, collaboration, and
interpersonal skills
 Personal and social responsibility
 Interactive communication skills

18. High Productivity
 Ability to prioritize, plan, and manage
for results
 Effective use of real-world tools
 Ability to create relevant, high-quality
products

20. Design of the Curriculum
 The overall design of the Junior High
School curriculum follows the spiral
progression approach across subjects
by building on the same concepts
developed from grade school in
increasing complexity and
sophistication.

21. Learning Resources
 Modules
 Web-based resources and video
materials
 Textbooks may be used as references

23. Subject Time Allotment/Week
English 4 hrs
Science 4 hrs
Math 4 hrs
Filipino 4 hrs
TLE 4 hrs
MAPEH 4 hrs
AP 3 hrs
EP 2 hrs
Independent/Cooperative Learning 2-4 hrs

24.  Period for Independent/Cooperative
Learning is provided to give students the
option to learn on their own and/or with
others those topics, content, or processes
that they can handle by themselves.

25.  Subject Area Teachers shall be around for
consultation and for ensuring that students
are on-task.
 The time for classroom interaction for
specific subject areas shall be devoted to
topics, content or processes that may be
too complex or challenging for students to
learn by themselves.

26. Instruction shall be
differentiated.

27. How will children be assessed and
rated?

29. Holistic Assessment
 Diagnostic (assessment for learning)
 Formative/Developmental (assessment
for and assessment as learning)
 Summative/Evaluative (assessment of
learning/assessment as learning)

30. % WEIGHT
15%
LEVELS of ASSESSMENT
the substantive
content of the curriculum;
the facts and information
that the student acquires
25%
Knowledge
cognitive operations that the student
performs on facts and information for
the purpose of constructing meanings
and understandings
Process
30%
Understanding
Product/Performance
enduring big ideas, principles and
generalizations inherent to the discipline, and
are assessed using any of the six facets of
understanding or any measure of
understanding
real-life application of understanding as evidenced by
the student’s performance of authentic tasks
30%

31. (75-79%)
Beginning
Developing
The student at this level struggles
with his/her understanding;
prerequisite and fundamental
knowledge and/or skills have not
been acquired or developed
adequately to aid understanding.
The student at this level possesses the
minimum knowledge and skills and core
understandings, but needs help
throughout the performance of authentic
tasks.
Levels of
Proficiency
(74% & below)
(75-79%)

32. Approaching
Proficiency
Proficient
The student at this level has developed the
fundamental knowledge and skills and core
understandings and, with little guidance from
the teacher and/or with some assistance from
peers, can transfer these understandings
through authentic performance tasks.
he student at this level has developed the
undamental knowledge and skills and core
nderstandings, and can transfer them
ndependently through authentic performance tasks.
The student at this level exceeds the core
requirements in terms of knowledge, skills and
understandings, and can transfer them automatically
and flexibly through authentic performance tasks.
Advanced
(85-89%)
(80-84%)
(90% & above)

33. Feedback
 Results of the assessment across levels
should be fed back immediately to the
students, so that they know what to
improve further, and then they can plan
strategically how they can address any
learning deficiency.