K-12 BASIC EDUCATION PROGRAM AMOR Q DE TORRES, PhD

What FILIPINO Students Need to Learn

Our Filipino students should prepare for adult life by studying subjects that suit their talents, passions, and aspirations and enable them to contribute to the sustainable future of our country and the world.

Top performing nations set their instructional sights on far more than basic reading and math skills

No nations that scores competitively on Program for International Student Assessment (PISA) exam puts skills before content or focuses chiefly on reading and math.

PROCESS IS KEY While more and more research is emerging to suggest that breadth and depth of content of education is important, education reform stresses that students benefit most from an education that focuses on process

Who are the 21st Century Learners? As large in number as Baby Boomers Consumers- $150 billion annually Digital Media Users – 6 ½ hrs daily (Exposed to 8 ½ hours) Multi-taskers: online - phone - print Hyper-Communicators -socially & civically Gamers-interactive learning

Who are the 21st Century Learners? Risk-Takers Pursuers of ongoing education Futurists & Optimistic IQ is up by 17 points between 1947-2001 with most gains post 1972

More Questions Are our Filipino Learners: Critical thinkers? Problem solvers? Good Communicators? Values-driven? ICT savvy? Flexible and adaptable? Innovative and creative? Globally competent and competitive? Environmentally literate?

WHAT A DIFFERENCE A CENTURY MAKES!

21ST Century Learning 20TH Century Learning Time-based Outcome-based Fragmented curriculum Integrated and interdisciplinary curriculum

21ST Century Learning 20TH Century Learning Focus: memorization of discrete facts Focus: What students know, can do and are like after all the details are forgotten Lessons focus on the lower level of Bloom’s Taxonomy Learning is designed on upper levels of Bloom’s and the updated Bloom’s Digital Taxonomy

21ST Century Learning 20TH Century Learning Diversity in students is ignored Curriculum and instruction address student diversity Literacy in the 3R’s – Reading, Writing and Math Multiple literacies of the 21st Century- aligned to living and working in a globalized new millennium

21ST Century Learning 20TH Century Learning Textbook-driven Limited access to information and knowledge Research-driven infinite access to materials/ sources (information and knowledge multiple) Passive learning Active learning

21ST Century Learning 20TH Century Learning Learners work in isolation Learners work collaboratively with classmates and others around the world-the global classroom Teacher-centered-teacher is center of attention and provider of information Learner-centered – teacher is facilitator/coach

21ST Century Learning 20TH Century Learning Low expectations High expectations- “if it isn’t good, it isn’t done.” Curriculum is irrelevant and meaningless to the students Curriculum is connected to student’s interests, experiences, talents and the real world (community engagement)

21ST Century Learning 20TH Century Learning Print is the primary vehicle of learning and assessing Performances, projects and multiple forms of media are used for learning and assessment Teacher as judge. No one else sees students work Self, peer and other assessments (public audiences.. Authentic assessments)

21ST Century Learning 20TH Century Learning Factory model, based upon the needs of employers for the industrial age of the 19th century Global model, based upon the needs of a globalized, high-tech society Goal- to master content knowledge (literature, history, science) Goal – to learn skills and strategies (access, analyze, evaluate, create) to solve problems

21ST Century Learning 20TH Century Learning Conceptual learning on individual basis Project-based learning on team basis

K-12 Basic Education Program TRANSFORMING PHILIPPINE EDUCATION SYSTEM A POTENTIAL SEA CHANGE IS UNDERWAY IN OUR COUNTRY

THE PROPOSED K TO 12 PHILIPPINE BASIC EDUCATION CURRICULUM FRAMEWORK PHILOSOPHICAL and LEGAL BASIS The 1987 Phil. Constitution B.P. 232, Education Act of 1982 R.A. 9155, Philippine Governance Act The 4 pillars of education (UNESCO) The vision-mission statement of DepED The EDCOM Report of 1991 BESRA NATURE OF THE LEARNER Has a body and spirit, intellect, free will, emotions, multiple intelligences, learning styles Constructor of knowledge and active maker of meaning not a passive recipient of information NEEDS OF THE LEARNER Life skills Self-actualization Preparation for the world of the work, entrepreneurship, higher education NEEDS OF NATIONAL and GLOBAL COMMUNITY Poverty reduction and human development Strengthening the moral fiber of the Filipino people Development of a strong sense of nationalism Development of productive citizens who contribute to the building of a progressive, just and humane society Ensuring environment sustainability Global partnership for development CONTEXT

CONTEXT B.P. 232, Education Act of 1982 PHILOSOPHICAL and LEGAL BASIS The 1987 Phil. Constitution B.P. 232, Education Act of 1982 R.A. 9155, Philippine Governance Act The 4 pillars of education (UNESCO) The vision-mission statement of DepED The EDCOM Report of 1991 BESRA

CONTEXT NATURE OF THE LEARNER Has a body and spirit, intellect, free will, emotions, multiple intelligences, learning styles Constructor of knowledge and active maker of meaning not a passive recipient of information NEEDS OF THE LEARNER Life skills Self-actualization Preparation for the world of work, entrepreneurship, higher education

NEEDS OF NATIONAL and GLOBAL COMMUNITY CONTEXT NEEDS OF NATIONAL and GLOBAL COMMUNITY Poverty reduction and human development Strengthening the moral fiber of the Filipino people Development of a strong sense of nationalism Development of productive citizen who contributes to the building of a progressive, just and humane society Ensuring environment sustainability Global partnership for development

CURRICULUM SUPPORT SYSTEM Creativity & Innovation ● Ethical, Moral, Spiritual Values ● Life & Career Competencies ● Development of Self & Sense of Community ● National & Global Orientedness ● Communications & Literacies ● Critical thinking & Problem Solving ● FAMILY SUPPORT INTERNAL AND EXTERNAL STAKESHOLDERS’ SUPPORT SOCIETY SUPPORT Public-Private Partnership Media GO, NGOs ARTS and HUMANITIES Co-Curricular Activities TECHNOLOGY and LIVELIHOOD EDUCATION LANGUAGES KNOWLEDGE and UNDERSTADING ESSENTIAL SKILLS ATTITUDE AND VALUES BEING AND BECOMING A WHOLE PERSON FUNCTIONALLY LITERATE and HOLISTICALLY DEVELOPED FILIPINO MATH and SCIENCE Community Involvement Program INSTRUCTIONAL SUPPORT Teachers’ CPD Textbooks and other I M s ADMINISTRATIVE SUPPORT CO, RO, DO, School MONITORING and EVALUATION SYSTEM

CURRICULUM SUPPORT SYSTEM Creativity & Innovation ● Ethical, Moral, Spiritual Values ● Life & Career Competencies ● Development of Self & Sense of Community ● National & Global Orientedness ● Communications & Literacies ● Critical thinking & Problem Solving ● FAMILY SUPPORT INTERNAL AND EXTERNAL STAKESHOLDERS’ SUPPORT SOCIETY SUPPORT Public-Private Partnership Media GO, NGOs ARTS and HUMANITIES Co-Curricular Activities TECHNOLOGY and LIVELIHOOD EDUCATION LANGUAGES KNOWLEDGE and UNDERSTADING ESSENTIAL SKILLS ATTITUDE AND VALUES BEING AND BECOMING A WHOLE PERSON FUNCTIONALLY LITERATE and HOLISTICALLY DEVELOPED FILIPINO MATH and SCIENCE Community Involvement Program INSTRUCTIONAL SUPPORT Teachers’ CPD Textbooks and other I M s ADMINISTRATIVE SUPPORT CO, RO, DO, School MONITORING and EVALUATION SYSTEM

CURRICULUM SUPPORT SYSTEM Creativity & Innovation ● Ethical, Moral, Spiritual Values ● Life & Career Competencies ● Development of Self & Sense of Community ● National & Global Orientedness ● Communications & Literacies ● Critical thinking & Problem Solving ● FAMILY SUPPORT INTERNAL AND EXTERNAL STAKESHOLDERS’ SUPPORT SOCIETY SUPPORT Public-Private Partnership Media GO, NGOs ARTS and HUMANITIES Co-Curricular Activities TECHNOLOGY and LIVELIHOOD EDUCATION LANGUAGES KNOWLEDGE and UNDERSTADING ESSENTIAL SKILLS ATTITUDE AND VALUES BEING AND BECOMING A WHOLE PERSON FUNCTIONALLY LITERATE and HOLISTICALLY DEVELOPED FILIPINO MATH and SCIENCE Community Involvement Program INSTRUCTIONAL SUPPORT Teachers’ CPD Textbooks and other I M s ADMINISTRATIVE SUPPORT CO, RO, DO, School MONITORING and EVALUATION SYSTEM

CURRICULUM SUPPORT SYSTEM Creativity & Innovation ● Ethical, Moral, Spiritual Values ● Life & Career Competencies ● Development of Self & Sense of Community ● National & Global Orientedness ● Communications & Literacies ● Critical thinking & Problem Solving ● FAMILY SUPPORT INTERNAL AND EXTERNAL STAKESHOLDERS’ SUPPORT ARTS and HUMANITIES Co-Curricular Activities TECHNOLOGY and LIVELIHOOD EDUCATION SOCIETY SUPPORT Public-Private Partnership Media GO, NGOs LANGUAGES KNOWLEDGE and UNDERSTADING ESSENTIAL SKILLS ATTITUDE AND VALUES BEING AND BECOMING A WHOLE PERSON FUNCTIONALLY LITERATE and HOLISTICALLY DEVELOPED FILIPINO MATH and SCIENCE Community Involvement Program INSTRUCTIONAL SUPPORT Teachers’ CPD Textbooks and other I M s ADMINISTRATIVE SUPPORT CO, RO, DO, School MONITORING and EVALUATION SYSTEM

CURRICULUM SUPPORT SYSTEM Creativity & Innovation ● Ethical, Moral, Spiritual Values ● Life & Career Competencies ● Development of Self & Sense of Community ● National & Global Orientedness ● Communications & Literacies ● Critical thinking & Problem Solving ● FAMILY SUPPORT INTERNAL AND EXTERNAL STAKESHOLDERS’ SUPPORT SOCIETY SUPPORT Public-Private Partnership Media GO, NGOs ARTS and HUMANITIES Co-Curricular Activities TECHNOLOGY and LIVELIHOOD EDUCATION LANGUAGES KNOWLEDGE and UNDERSTADING ESSENTIAL SKILLS ATTITUDE AND VALUES BEING AND BECOMING A WHOLE PERSON FUNCTIONALLY LITERATE and HOLISTICALLY DEVELOPED FILIPINO MATH and SCIENCE Community Involvement Program INSTRUCTIONAL SUPPORT Teachers’ CPD Textbooks and other I M s ADMINISTRATIVE SUPPORT CO, RO, DO, School MONITORING and EVALUATION SYSTEM

CURRICULUM SUPPORT SYSTEM Creativity & Innovation ● Ethical, Moral, Spiritual Values ● Life & Career Competencies ● Development of Self & Sense of Community ● National & Global Orientedness ● Communications & Literacies ● Critical thinking & Problem Solving ● FAMILY SUPPORT INTERNAL AND EXTERNAL STAKESHOLDERS’ SUPPORT SOCIETY SUPPORT Public-Private Partnership Media GO, NGOs ARTS and HUMANITIES Co-Curricular Activities TECHNOLOGY and LIVELIHOOD EDUCATION LANGUAGES KNOWLEDGE and UNDERSTADING ESSENTIAL SKILLS ATTITUDE AND VALUES BEING AND BECOMING A WHOLE PERSON FUNCTIONALLY LITERATE and HOLISTICALLY DEVELOPED FILIPINO MATH and SCIENCE Community Involvement Program INSTRUCTIONAL SUPPORT Teachers’ CPD Textbooks and other I M s ADMINISTRATIVE SUPPORT CO, RO, DO, School MONITORING and EVALUATION SYSTEM

CURRICULUM SUPPORT SYSTEM Creativity & Innovation ● Ethical, Moral, Spiritual Values ● Life & Career Competencies ● Development of Self & Sense of Community ● National & Global Orientedness ● Communications & Literacies ● Critical thinking & Problem Solving ● FAMILY SUPPORT INTERNAL AND EXTERNAL STAKESHOLDERS’ SUPPORT SOCIETY SUPPORT Public-Private Partnership Media GO, NGOs ARTS and HUMANITIES Co-Curricular Activities TECHNOLOGY and LIVELIHOOD EDUCATION LANGUAGES KNOWLEDGE and UNDERSTADING ESSENTIAL SKILLS ATTITUDE AND VALUES BEING AND BECOMING A WHOLE PERSON FUNCTIONALLY LITERATE and HOLISTICALLY DEVELOPED FILIPINO MATH and SCIENCE Community Involvement Program INSTRUCTIONAL SUPPORT Teachers’ CPD Textbooks and other I M s ADMINISTRATIVE SUPPORT CO, RO, DO, School MONITORING and EVALUATION SYSTEM

DepEd’s VISION MISSION OVERALL GOAL DESIRED OUTCOMES LEARNING AREAS DepED IS GLOBALLY RECOGNIZED FOR THE DEVELOPMENT OF FUNCTIONALLY LITERATE AND GOD-LOVING FILIPINOS WHO HELP ATTAIN THE NATIONAL GOALS OF SOCIAL JUSTICE, UNITY, FREEDOM AND PROSPERITY PROVIDE QUALITY BASIC EDUCATION THAT IS EQUITABLY ACCESSIBLE TO ALL AND LAY THE FOUNDATION FOR LIFELONG LEARNING SELF-ACTULIZATION NEEDED FOR EFFECTIVE CITIZENSHIP AT THE LOCAL, NATIONAL AND GLOBAL LEVELS FUNCTIONALLY LITERATE AND HOLISTICALLY DEVELOPED FILIPINO POSSESSES A HEALTHY MIND AND BODY HAS SOLID MORAL AND SPIRITUAL GROUNDING HAS ESSENTIAL KNOWLEDGE , SKILLS TO CONTINUOUSLY DEVELOP HIMSELF/HER SELF TO THE FULLEST ENGAGES IN CRITICAL THINKING AND CREATIVE PROBLEM SOLVING CONTRIBUTE TO THE DEVELOPMENT OF A PROGRESSIVE, JUST NAD HUMANE SOCIETY APPRECIATES THE BEAUTY OF THE WORLD AROUND HIM/HER AND CARES FOR THE ENVIRONMENT FOR A SUSTAINABLE FUTURE LANGUAGES MATH and SCIENCE HUMANITIES and ARTS TECHNOLOGY and LIVELIHOOD EDUCATION INCLUSION OF CO-CURRICULAR ACTIVITIES AND COMMUNITY INVOLVEMENT PROGRAM

DepEd’s VISION DepED IS GLOBALLY RECOGNIZED FOR THE DEVELOPMENT OF FUNCTIONALLY LITERATE AND GOD-LOVING FILIPINOS WHO HELP ATTAIN THE NATIONAL GOALS OF SOCIAL JUSTICE, UNITY, FREEDOM AND PROSPERITY

DepEd’s MISSION PROVIDE QUALITY BASIC EDUCATION THAT IS EQUITABLY ACCESSIBLE TO ALL AND LAY THE FOUNDATION FOR LIFELONG LEARNING SELF-ACTULIZATION NEEDED FOR EFFECTIVE CITIZENSHIP AT THE LOCAL, NATIONAL AND GLOBAL LEVELS

FUNCTIONALLY LITERATE AND HOLISTICALLY DEVELOPED FILIPINO OVERALL GOAL FUNCTIONALLY LITERATE AND HOLISTICALLY DEVELOPED FILIPINO

DESIRED OUTCOMES POSSESSES A HEALTHY MIND AND BODY HAS SOLID MORAL AND SPIRITUAL GROUNDING HAS ESSENTIAL KNOWLEDGE , SKILLS TO CONTINUOUSLY DEVELOP HIMSELF/HER SELF TO THE FULLEST ENGAGES IN CRITICAL THINKING AND CREATIVE PROBLEM SOLVING CONTRIBUTE TO THE DEVELOPMENT OF A PROGRESSIVE, JUST NAD HUMANE SOCIETY APPRECIATES THE BEAUTY OF THE WORLD AROUND HIM/HER AND CARES FOR THE ENVIRONMENT FOR A SUSTAINABLE FUTURE

DESIRED OUTCOMES POSSESSES A HEALTHY MIND AND BODY HAS SOLID MORAL AND SPIRITUAL GROUNDING HAS ESSENTIAL KNOWLEDGE , SKILLS TO CONTINUOUSLY DEVELOP HIMSELF/HER SELF TO THE FULLEST ENGAGES IN CRITICAL THINKING AND CREATIVE PROBLEM SOLVING CONTRIBUTE TO THE DEVELOPMENT OF A PROGRESSIVE, JUST NAD HUMANE SOCIETY APPRECIATES THE BEAUTY OF THE WORLD AROUND HIM/HER AND CARES FOR THE ENVIRONMENT FOR A SUSTAINABLE FUTURE

DESIRED OUTCOMES POSSESSES A HEALTHY MIND AND BODY HAS SOLID MORAL AND SPIRITUAL GROUNDING HAS ESSENTIAL KNOWLEDGE , SKILLS TO CONTINUOUSLY DEVELOP HIMSELF/HER SELF TO THE FULLEST ENGAGES IN CRITICAL THINKING AND CREATIVE PROBLEM SOLVING CONTRIBUTE TO THE DEVELOPMENT OF A PROGRESSIVE, JUST NAD HUMANE SOCIETY APPRECIATES THE BEAUTY OF THE WORLD AROUND HIM/HER AND CARES FOR THE ENVIRONMENT FOR A SUSTAINABLE FUTURE

DESIRED OUTCOMES POSSESSES A HEALTHY MIND AND BODY CONTRIBUTE TO THE DEVELOPMENT OF A PROGRESSIVE, JUST NAD HUMANE SOCIETY APPRECIATES THE BEAUTY OF THE WORLD AROUND HIM/HER AND CARES FOR THE ENVIRONMENT FOR A SUSTAINABLE FUTURE POSSESSES A HEALTHY MIND AND BODY HAS SOLID MORAL AND SPIRITUAL GROUNDING HAS ESSENTIAL KNOWLEDGE , SKILLS TO CONTINUOUSLY DEVELOP HIMSELF/HER SELF TO THE FULLEST ENGAGES IN CRITICAL THINKING AND CREATIVE PROBLEM SOLVING

DESIRED OUTCOMES POSSESSES A HEALTHY MIND AND BODY HAS SOLID MORAL AND SPIRITUAL GROUNDING HAS ESSENTIAL KNOWLEDGE , SKILLS TO CONTINUOUSLY DEVELOP HIMSELF/HER SELF TO THE FULLEST ENGAGES IN CRITICAL THINKING AND CREATIVE PROBLEM SOLVING CONTRIBUTE TO THE DEVELOPMENT OF A PROGRESSIVE, JUST NAD HUMANE SOCIETY APPRECIATES THE BEAUTY OF THE WORLD AROUND HIM/HER AND CARES FOR THE ENVIRONMENT FOR A SUSTAINABLE FUTURE

DESIRED OUTCOMES HAS SOLID MORAL AND SPIRITUAL GROUNDING POSSESSES A HEALTHY MIND AND BODY HAS SOLID MORAL AND SPIRITUAL GROUNDING HAS ESSENTIAL KNOWLEDGE , SKILLS TO CONTINUOUSLY DEVELOP ONESELF TO THE FULLEST ENGAGES IN CRITICAL THINKING AND CREATIVE PROBLEM SOLVING CONTRIBUTE TO THE DEVELOPMENT OF A PROGRESSIVE, JUST NAD HUMANE SOCIETY APPRECIATES THE BEAUTY OF THE WORLD AROUND HIM/HER AND CARES FOR THE ENVIRONMENT FOR A SUSTAINABLE FUTURE

CORE CONTENT LEARNING DOMAINS PEDAGOGICAL APPROACHES ASSESSMENT COMMUNICATION AND LITERACIES LIFE and CAREER COMPETENCIES CRITICAL THINKING AND PROBLEM SOLVING DEVELOPMENT OF SELF AND SENSE OF COMMUNITY CREATIVITY AND INNOVATION ETHICAL, MORAL and SPIRITUAL VALUES NATIONAL and GLOBAL ORIENTEDNESS KNOWLEDGE and UNDERSTANDING ESSENTIAL SKILLS ATTITUDE AND VALUES INTEGRATIVE, REFLECTIVE, COLLABORATIVE, CONSTRUCTIVIST ASSESSMENT MONITORING And EVALUATION SYSTEM ASSESSMENT as LEARNING ASSESSMENT of LEARNING ASSESSMENT for LEARNING BALANCE OF TRADITIONAL and AUTHENTIC ASSESSMENT OUTCOME-and STANDARDS-BASED, COMPREHENSIVE, SYSTEMATIC, and VALID MONITORING and EVALUATION SYSTEM SET IN PLACE AIMED AT IMPROVING THE QUALITY OF BASIC EDUCATION

CORE CONTENT COMMUNICATION AND LITERACIES LIFE and CAREER COMPETENCIES CRITICAL THINKING AND PROBLEM SOLVING DEVELOPMENT OF SELF AND SENSE OF COMMUNITY CREATIVITY AND INNOVATION NATIONAL and GLOBAL ORIENTEDNESS ETHICAL, MORAL and SPIRITUAL VALUES

3. Languages, Science, Mathematics, MAPEH Communication and Literacies LEARNING AREAS Languages: MTB Filipino English 2. Science, Mathematics 3. Languages, Science, Mathematics, MAPEH CORE CONTENT Communication and Literacies Critical Thinking and Problem Solving Creativity and Innovation

5. Technology and Livelihood Education (TLE) 6. Araling Panlipunan, 4. Ethical, Moral and Spiritual Values 5. Life and Career Competencies 6. Development of Self and Sense of Community 7. National and Global Competencies 4. Edukasyon sa Pagpapakatao (EsP) 5. Technology and Livelihood Education (TLE) 6. Araling Panlipunan, EsP 7. Languages, MAPEH, TLE, Math, Science

ASSESSMENT as LEARNING ASSESSMENT for LEARNING BALANCE OF TRADITIONAL and AUTHENTIC ASSESSMENT ASSESSMENT of LEARNING

MONITORING And EVALUATION SYSTEM OUTCOME-and STANDARDS-BASED, COMPREHENSIVE, SYSTEMATIC, and VALID MONITORING and EVALUATION SYSTEM SET IN PLACE AIMED AT IMPROVING THE QUALITY OF BASIC EDUCATION

PROPOSED ROADMAP FOR THE K TO 12 PHILIPPINE BASIC EDUCATION PROGRAM COMMUNICATION & LITERACIES CRITICAL THINKING & PROBLEM SOLVING CREATIVITY & INNOVATION Grade Level K 1 2 3 4 5 6 7 8 9 10 11 12 Curriculum Program Core Learning Area Speciali- zation Key Stage Outcomes General Academic Program Learning Domains Values Education Physical health & motor dev’t Social & emotional dev’t Cognitive dev’t Creative Arts Language & Readiness for Reading & Writing Language, Literacy & Communication Eng Fil Math English Filipino Mathematics Science & Health Heograpiya, Kasaysayan at Sibika MSEP EPP Edukasyong Pagpapakatao English Science Mathematics Filipino MSEP Social Studies Values Education TLE Adv English Adv Science Adv Math Adv Filipino Contemporary Issues (includes work, ethics, business ethics, etc.) EMPLOYMENT Science & Health ENTREPRENEUR- SHIP THE LEARNER Sibika at Kultura MSEP Aptitude test MIDDLE LEVEL SKILLS DEVELOPEMENT Exploratory stage of career paths/choices Special Program in: Arts Sports Journalism Engineering Science Education Program (ESEP) Mother Tongue & foreign Languages Technical-Vocational advocation - Agriculture/Fisheries - Arts & Trades NONE NONE NONE HIGHER EDUCATION Consolidation of complex knowledge & skills; dev’t of attitude & values as a result of a strong liberal education. Adequate preparation for the world of work, entrepreneurship, middle level skills dev’t & higher education Development of knowledge, skills, attitudes and values; mastery & application of basic skill Development & mastery of complex knowledge & skills; dev’t of attitude & values Consolidation of knowledge & skills; development of attitudes, values, aptitudes & interest ETHICAL, MORAL, SPIRITUAL VALUES LIFE & CAREER COMPETENCIES DEVELOPMENT OF SELF & SENSE OF COMMUNITY NATIONAL & GLOBAL ORIENTEDNESS

Guiding Principles and Features of K-12 Curriculum

K-12 CURRICULUM Lean but meaty Value-laden Decongested and enriched Developmentally appropriate Lean but meaty Value-laden

TEACHERS’ COMPETENCIES: NS TR UC TI VI ST TEACHERS’ COMPETENCIES: STANDARDS BASED COMPETENCY BASED OUTCOMES BASED STANDARDS BASED COMPETENCY BASED LEARNER CENTERED

K-12 CURRICULUM Inclusive Integrative Flexible Research driven Inquiry-based Research driven K-12 CURRICULUM Balanced-assessment Comprehensive Systematic M&E System

CO-CURRICULAR ACTIVITIES AND COMMUNITY INVOLVEMENT PROGRAM AREAS INCLUSION OF CO-CURRICULAR ACTIVITIES AND COMMUNITY INVOLVEMENT PROGRAM

KNOWLEDGE and UNDERSTANDING LEARNING DOMAINS KNOWLEDGE and UNDERSTANDING ESSENTIAL SKILLS ATTITUDES AND VALUES

INTEGRATIVE REFLECTIVE COLLABORATIVE CONSTRUCTIVIST INQUIRY-BASED PEDAGOGICAL APPROACHES INTEGRATIVE REFLECTIVE COLLABORATIVE CONSTRUCTIVIST INQUIRY-BASED

K-12 Basic Education Program Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo TEACHERS’ CONCERNS

1. Will teachers have additional work load? Basic Education Program Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo 1. Will teachers have additional work load?

K-12 Basic Education Program Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo No additional work. Magna Carta: 6 hours of actual teaching and 2 hours related jobs/activities focus on subject specialization

K-12 Basic Education Program Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo 2. How will DepED prepare teachers in handling the enhanced curriculum?

K-12 Basic Education Program Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo Teacher training coordination with CHED to align pre-service education Pilot testing to prepare teachers and refine instruction

K-12 Basic Education Program Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo STUDENTS’ CONCERNS

K-12 1. Will there be more school work? Basic Education Program Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo 1. Will there be more school work?

K-12 Basic Education Program Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo No. You will have lighter school work because more time will be given to focus on each subject

K-12 Basic Education Program Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo 2. Will this mean, I will have to wait for 2 more years to graduate and be employed?

K-12 Basic Education Program Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo Yes. But after the 12 years you will be more ready to get a better job, start your own business or continue your college life

K-12 is the key to the development of Philippine Economy. Basic Education Program Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo K-12 is the key to the development of Philippine Economy.