DEPARTMENT OF EDUCATION STEERING COMMITTEE MEETING BULWAGAN NG KARUNUNGAN February 14, 2011 Department of Education

Excerpts from the TWG on Curriculum Enhancement a. Curriculum framework for K+12 Basic Education Program b. Mother-Tongue Based Multilingual Education (MTB-MLE) c. New TWG for Grades 11 and 12 February 14, 2011 Bulwagan ng Karunungan, DepEd

Context Philosophical and Legal Bases The 1987 Philippine Constitution BP 232, Education Act of 1982 RA 9155, Philippine Governance Act The 4 pillars of education (UNESCO) The vision-mission statements of DepEd Needs of National and Global Community Poverty reduction and human development Strengthening the moral fiber of the Filipino people Ensuring environmental sustainability Global partnership for development Nature of the Learner Embodied spirit Maker of meaning Needs of the Learner Life skills Self-actualization Preparation for the world of work, entrepreneurship, higher education Family Support Internal & External Stakeholders’ Support Societal Support Public-Private Partnership, Media, GO, NGOs Instructional Support Teachers’ CPD, Textbooks and other IMs Functionally literate and holistically developed Filipino Administrative Support CO, RO, DO, School Monitoring Evaluation System Curriculum Support System FUNCTIONAL LITERACY for ALL Figure 1. The Proposed K to 12 Philippine Basic Education Curriculum Framework The Proposed K to 12 Philippine Basic Education Curriculum Framework

DepEd’s Vision DepEd is globally recognized for good governance and for functionally literate and God-loving Filipinos DepEd’s Mission Provide quality basic education that is equitably accessible to all and lay the foundation for life-long learning and service for the common good Overall Goal Functional literacy for all and wholistic development of the learner Desired Outcomes Possess a healthy mind and body Has the passion to develop his/her potentials to the fullest Has solid moral and spiritual grounding Essential knowledge & skills to continuousl y develop himself/ herself Contributes to the development of a progressive, just & humane society Appreciates the beauty of the world around him/her & cares for the environ-ment for a sustain-able future Figure 2A. Summary of the Proposed K to 12 Basic Education Curriculum Framework – Part I Core Content 1.Communication & literacies; 6. Development of self & sense 2.Critical thinking& problem solving of community; and 3.Creativity & Innovation; 7. Expanding national orientedness 4.Civic & moral education; to global orientedness 5.Life & career competencies;

Learning Domains Knowledge & Understanding Essential SkillsAttitudes & Values Pedagogical Approaches Integrative, reflective, collaborative, constructivist Assessment Assessment as learning Assessment for learning Assessment of learning Balance of traditional & authentic assessment Monitoring & Evaluation System Standards-based comprehensive, systematic and valid monitoring and evaluation system set in place aimed at improving quality education Figure 2B. Summary of the Proposed K to 12 Basic Education Curriculum Framework – Part II Learning Areas LanguagesMath & Science Humanities & Arts Technology & Livelihood Education Co-curricular Activities & Community Involvement Program Curricular Program G e n e r a l A c a d e m i c P r o g r a m K – – 10 Grade 9 * Career Exploration and Exposure * Aptitude Test Grade 10 Special Curricular Programs (Arts, Sports, Journalism, Foreign Language, S & T, TechVoc) 11 – 12 Specialization to prepare students for any of the following: Employment Entrepreneurship Tertiary education Middle level skills education Higher education

Mastery and Application of Basic Knowledge and Skills Development of Personality, Attitudes and Values Mastery and Application of Basic Knowledge and Skills Development of Personality, Attitudes and Values Development of Complex Knowledge, Skills. Personality, Attitudes and Values Consolidation of Knowledge and Skills Development of Personality, Attitudes and Values Development of Aptitudes and Interests Grade 9 Career Exploration and Exposure Aptitude Test Grade 10 Special Curricular Programs (Arts, Sports, Journalism, Foreign Language, S & T, TechVoc) Consolidation of Knowledge and Skills Development of Personality, Attitudes and Values Development of Aptitudes and Interests Grade 9 Career Exploration and Exposure Aptitude Test Grade 10 Special Curricular Programs (Arts, Sports, Journalism, Foreign Language, S & T, TechVoc) Specialization to prepare students for any of the following: Employment Entrepreneurship Tertiary education o Middle level skills education o Higher education Specialization to prepare students for any of the following: Employment Entrepreneurship Tertiary education o Middle level skills education o Higher education K Figure 3. The Proposed K to 12 Basic Education Curricular Programs

Mother Tongue-Based Multilingual Education (MTB-MLE)Curriculum An Overview

Build oral L1 Continue oral L1 Introduce L1 literacy Introduce Oral L2 Continue oral and written L1 & L2 written and literacy in L3 Continue oral and written L1 & L2 Literacy in L2 Introduce Written L3 Continue oral and written L1 & L2 Literacy in L2 Introduce Oral L3 Introducing 3 languages in “small steps” to build success

Kindergar ten Grade IGrade 2Grade 3Grade 4Grade 5Grade 6High School Build fluency in oral L1 L1 Pre- reading & pre-writing Build fluency in oral L1 L1 Pre- reading & pre-writing Introduce L1 literacy Begin oral Filipino, (second grading) Begin Oral English (third grading) Math MAKABAYAN in L1 L1 as subject L2 Pre- reading & pre-writing in Filipino Continue building oral English Math MAKABAYAN in L1 L1 as subject Filipino as subject English as a subject Bridge to Filipino & English literacy (Math, Sibika at Kultura L1 as subject Filipino as A subject English as subject Math & Science in L3 MAKABA- YAN in L2 L1 as subject Filipino as a subject English as subject Math & Science in L3 MAKABA- YAN in L2 L1 as subject Filipino as a subject English as subject Math & Science in L3 MAKABA- YAN in L2 L1 as subject Filipino as a subject English as subject Math & Science in L3 MAKABA- YAN in L2 L1 as LOI L1 as LOI Begin introducing L2 & L3 “World Bank” L2-pre reading & writing L3- oral L1 as LOI L1-L2-L1 as LOI L1-L3-L1 as LOI L1-L2-L1 L1-L3-L1 As LOI L1 L2 L3 as LOI L1 L2 L3 as LOI L1 L2 L3 as LOI

High School Language Arts (MT) Math (Eng) Science (Eng) MAKABAY AN(Fil) FilipinoEnglish Grade VI Language Arts/Culture (MT) Math (Eng)Science (Eng) Makabayan (Fil) FilipinoEnglish Grade V Language Arts/Culture (MT) Math (Eng) Science (Eng) Makabayan (Fil) Filipino (Fil) English Grade IV Language Arts (MT) Math (Eng) Science (Eng) Makabayan (Fil) FilipinoEnglish LSRW Grade III Language Arts (MT) Math (MT/Eng) Science (MT/Eng) Makabayan (MT/Fil) Filipino LSRW English LS - RW Grade II Language Arts, Math, EKAWP or Edukasyong Pagpapakatao, Sibika at Kultura – Mother Tongue Filipino Oral-LS English Oral - LS Grade I Language Arts, Math, EKAWP, Sibika at Kultura in Mother Tongue Filipino Oral English Oral Kindergarten Mother Tongue - all subjects

Strong MT Preschool Totally MT IIIIIIIVVVI MT integrated L2 Filipino 60 Oral 60 LS60 LSRW4060 L3 English 60 Oral 60 oral60 LSRW4060 Math Science 6040 MAKABAYAN 140 EKAWP/Eduk. Pagpapakatao (Character Educ.) 20 Sibika at Kultura60 40 HKS* (40) EPP** (40) MSEP*** (40) Total MTB - MLE Time Allotment

 Primary medium of instruction for all pre-school subjects and Language Arts, Math, Educ. Pagpapakatao, Sibika at Kultura for grades I & II  Strongly scaffold English/Filipino as MOI in grade 3  Language Arts/Culture subjects from grade 3 to high school will  strengthen literacy in L1  develop awareness on local socio-cultural concerns  address learning difficulties in classes with L2/L3 MOI

TimeMinute s Subject AM1 st Grading2 nd Grading3 rd Grading4 th Grading 7:00 – 7:1515Environmental Sanitation 7:15 – 7:3015Pagtataas ng Watawat 7:30 – 7:5020Edukasyong Pagpapakatao/EKAWP 8:00 - 9:00 60MT integrated 9:00 – 9:2020RECESS 9:20 – 10:2060 Use for Writing Activity (MT) Oral Filipino 10:20 – 11:2060Sibika at Kultura P.M. 1:00 – 2:0060 Use for story telling activity to develop genuine love for reading Oral English 2:00 – 3:0060Mathematics 3:00 – 4:0060Remediation & other related activities 4:00 – 4:2020Flag Retreat

TimeMinutesSubject AM P.M. 7:00 – 7:1515Environmental Sanitation 7:15 – 7:3015Pagtataas ng Watawat 7:30 – 8:00 / 1:00 – 1:30 30Meeting Time 8:00 - 8:30 / 1:30 – 2:00 30Big Group Activity 8:30 – 9:00 / 2:00 - 2:30 30Small Group Activity 9:00 – 9:30 / 2:30 – 3:00 30Supervised Recess 9:30 – 10:00 / 3:00 – 3:30 30Story Telling 10:00 – 10:20 / 3:30 – 3:50 20Indoor/Outdoor 10:20 – 10:30 / 3:50 – 4:00 10Dismissal Time

Framework for the Design of the K+12 Curriculum Survey of Industry-Desired Competencies Across Jobs Determine DLC’s for Voc- Tech Grads Work backwards to determine Academic Admissions requirements, Which now become the DLC’s of basic Education program 2 yrs of training Determine No. of years of College = Internationally Accepted No. of Yrs of Formation -12 Define Set of Courses to attain the Common DLC’s (The Common Core) Work backwards to determine academic admissions requirements which now become the DLC’s of the basic education program Determine Desired Learning Competencies (DLC’s) for College Graduates Get Common DLC’s for 12- year Basic Education Graduate SENIOR FRESH MAN JobCollege Vocational-Technical Education GR 12 GR 1 Values Citizenship Work backwards to build curriculum to support the common core Design a seamless coherent curriculum Work forward from Grade 1 If there is room put in electives for Jobs, College and Voc-Tech Determine intersection set of DLC’s

Only for those intending to go to College Transition Curriculum Survey of Industry Desired Competencies Across Jobs Determine Desired Learning Competencies (DLC’s) for College Graduates Determine No. of years of College = Internationally Accepted No. of Yrs of Formation -12 Work backwards to determine academic admissions requirements which are now the DLC’s of the basic education program SENIOR FRESH MAN GR 10 EXISTING GR 1 Determine Competencies of Graduates of Existing Curriculum Determine the GAP and Design the Transition Curriculum to Bridge the GAP Will it Fill Up 2 Years? What if NOT?

The nationwide consultation is aimed to: Educate the public about the Enhanced K+12 reform Understand the concerns of stakeholders on the Enhanced K+12 Provide substantive inputs to the Steering Committee in refining the K+12 reform to address the concerns of the stakeholders

TIMESTAKEHOLDER SPECIFIC ORIENTATION 8:00 – 10:00amEnhanced K+12 Basic Education Reform Orientation Questionnaire provided to all participants 10:00 – 12:00nnFocus Group Discussions Group 1: Local business groups Group 2: Local government officials Group 3: Private HEIs Option to travel to district level school to conduct another orientation for parents, teachers, students 2:00 – 4:00pmEnhanced K+12 Basic Education Reform Orientation Questionnaire provided to all participants 4:00 – 6:00pmFocus Group Discussions Group 1: Parents Group 2: Teachers Group 3: Students

Team 1Team 2 February 7Region IV-BRegion II February 10Region IV - A February 11Region III February 15NCR February 28Region VICAR March 1Region I March 3Region VIIIARMM March 8Region VRegion XII March 11Region XICARAGA March 15Region IXCDO