1. Implementation Planning
Senior High School
Implementation Planning
Workshop

2. Curriculum Development Process
K to 12
Curriculum Development Process
Now let’s talk about how the curriculum was developed.

3. Who helped make the Curriculum Guide?
Curriculum Guide Writing Workshops were held which were attended by the following:
Bureau Focal Person
Field Person
External Reviewer
Internal Reviewer
Encoder
Bureau Focal Person
Field Person
Internal and External Reviewer
People involved in making the curriculum guides
CHED Technical Panel Member / TESDA Crafters
Encoder
DEPARTMENT OF EDUCATION

4. Who helped make the Curriculum Guide?
Ateneo de Manila High School
Lyceum of the Philippines
St. Paul University Manila
Ateneo de Manila University
Mariano Marcos State University
Technological University of the Philippines
Ballet Philippines
Miriam College
Cavite State University
National Commission for Culture and the Arts
TESDA
Central Bicol State University
University of Asia and the Pacific
Centro Escolar University
National Historical Commission
University of Santo Tomas
CHED
Palawan State University
UP Diliman
Cultural Center of the Philippines
Philippine Center for Post-Harvest Development and Mechanization
UP Integrated School
Davao Wisdom Academy
UP Los Baños
Philippine Educational Theater Association
De La Salle University - Dasmariñas
UP Manila
UP NISMED
Philippine High School for the Arts
De La Salle-College of St. Benilde
UP Open University
Philippine National Historical Society
De La Salle University – Manila
USAID
Don Bosco School
Xavier School
Philippine Normal University
Foundation for Information Technology Education and Development
Philippine Science High School
Philippine Society for Music Education
International Training for Pig Husbandry
Queen of Heart Academy Cavite
Jose Rizal University
Raya School
La Consolacion College Manila
San Beda College
Let’s GO Foundation
St. Mary’s University – Nueva Vizcaya
DEPARTMENT OF EDUCATION

5. The Curriculum Guide Process
1. Content and Skills Review
Draft 1
Comments
Draft 2
Final Curriculum Guide
Technical Panel/Technical Committee/Drafting Committee
Review of CGs
Return to crafters of Draft 1
DepEd reads comments in a
Curriculum Finalization Workshop
STEPS
OUTPUT
Draft 1: Created by a Technical Panel/Technical Committee/Drafting Committee
Comments for Draft 1: Curriculum guides are reviewed by internal and external reviewers
Draft 2: Crafters revise reviewed draft.
Final Curriculum guide: DepEd reads comments in a Curriculum Finalization Workshop
DEPARTMENT OF EDUCATION

6. The Curriculum Guide Process
2. Language Review
Select language editors
Send Curriculum Guides to selected language editors
Encoders key in revisions
After the Content and Skills Review, the curriculum guide goes through a language review
For final touches, the CG goes through copy and proofreading.
Language editors must have knowledge of the content.
3. Copy and Proofreading
DEPARTMENT OF EDUCATION

7. DEPARTMENT OF EDUCATION
Coding System
Coding of Learning Competencies of the Curriculum Guide per Learning Area.
Ensure continuity of curriculum across stages
See the interlacing connections and integration across grade levels and learning areas
Decongest the curriculum
Identify the competencies without learning materials and create materials for them
DEPARTMENT OF EDUCATION

8. Sample: TLE_HEFB9-12KS-Ia-1
Coding Legend
Sample: TLE_HEFB9-12KS-Ia-1
9-12
Grade 9-12
Found in every Curriculum Guide
Explains how to decipher the code

9. Harvesting of DepEd Learning Resources
Identifying, collating and collecting Instructional Materials that are DepEd-owned.
BEAM, PROBE, STRIVE
ESA, TEEP, ALS
eEskwela, Open HS, etc.
DEPARTMENT OF EDUCATION

10. Sample Curriculum Guide
Sample curriculum guide for Food and Beverage Services

11. Sample Curriculum Guide
Sample curriculum guide for Creative Industries I

12. K to 12 Curriculum Guides
Download them at:
Download curriculum guides at bit.ly/kto12curriculum
Refer to curriculum guides to aid decision making on programs and specializations
DEPARTMENT OF EDUCATION

13. Senior High School (SHS) Curriculum and Program Requirements

14. The K to 12 Philippine Basic Education Curriculum Framework
Holistically Developed Filipino with 21st Century Skills
Being and Becoming a Whole Person
SKILLS
Information, Media, and Technology Skills
Learning and Innovation Skills
Communication Skills
Life and Career Skills
LEARNING AREAS
Language
Technology and Livelihood Education (TLE)
Mathematics and Science
Arts and Humanities
Curriculum Support System
Teachers
Materials, Facilities, and Equipment
ICT
Environment
Assessment
School Leadership and Management
Schools Divisions Technical Assistance
Community-Industry Relevance and Partnerships
Holistically developed Filipino
21st century skills
Learning areas
Strong curriculum support system
Monitoring and evaluation system
Monitoring and Evaluation System
DEPARTMENT OF EDUCATION

15. Senior High School Curriculum
8 Learning Areas in the Core Curriculum
4 Tracks
*The Academic track includes four (4) strands: Accountancy, Business and Management (ABM); General Academic; Humanities and Social Science (HUMSS); and Science, Technology, Engineering and Mathematics (STEM).
DEPARTMENT OF EDUCATION

16. 16 15 7 9 Track Subjects Core Subjects 31 TOTAL SUBJECTS
The Proposed Grades 11 and 12 will have hour subjects, totalling 2,480 hours.
31 TOTAL SUBJECTS 15
Core Subjects 16
Track Subjects 7
Applied Track Subjects 9
Specialized subjects
31 subjects with 80 hours per subject totalling 2,480 hours for all 31
15 Core subjects
16 Track subjects have two categories: 7 Contextualized and 9 specialization subjects.
Core and Contextualized subjects are connected with the new GE Curriculum of CHED
Each subject will have 80 hours per semester
P.E. and Health will have 20 hours per semester for 4 semesters
DEPARTMENT OF EDUCATION

17. Senior High School Subjects
Core Subjects
same content
same competencies
Applied
Track Subjects
different content
same competencies
Specialized Track Subjects
different content
different competencies
Core Subjects = same content and competencies for all
Applied Track Subjects = different content, same competencies
Specialized Subjects = different content different competencies based on tracks
DEPARTMENT OF EDUCATION

18. Senior High School Core Subjects
Core Learning Areas and Subjects
hours per semester
Language
Oral Communication 80
Reading & Writing
Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino
Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik
Humanities
21st Century Literature from the Philippines and the World
Contemporary Philippine Arts from the Regions
Communication
Media & Information Literacy
Mathematics
General Mathematics
Statistics & Probability
Science
Earth and Life Science (Lecture and Laboratory)
Physical Science (Lecture and Laboratory)
Social Science
Personal Development / Pansariling Kaunlaran
Understanding Culture, Society and Politics
Philosophy
Introduction to the Philosophy of the Human Person / Pambungad sa Pilosopiya ng Tao
PE and Health
Physical Education and Health
 CORE Total Number of Hours
1,200
TRACK Total Number of Hours
1,280
Total Number of Hours (CORE + TRACK)
2,480
Total Hours (CORE + TRACK) divided by Number of School Days in SHS (400) = average hours/day
 6.2
Localization of Core subjects can be done in the regions by the regions.
In the STEM strand, their Science is different from the other tracks and strands.
PE and Health = only subject spread across 4 semesters
DEPARTMENT OF EDUCATION

19. Applied Track Subjects
Academic, Technical-Vocational-Livelihood,
Sports, Arts & Design Tracks 1
English for Academic and Professional Purposes 2
Practical Research 1 3
Practical Research 2 4
Filipino sa Piling Larangan (Akademik, Isports, Sining at Tech-Voc) 5
Empowerment Technologies (for the Strand) 6
Entrepreneurship 7
Inquiries, Investigations and Immersion
Practical Research 1: Qualitative
Practical Research 2: Quantitative
Research: Must be aligned to the track/ strand, for contextualization
Example for Empowerment Technologies: Drafting through Autocad, Excel for business
Entrepreneurship is for the graduates’ practical use
Give students enough time to decide what they really want to do
Each subject will have 80 hours per semester
DEPARTMENT OF EDUCATION

20. Academic Track Specialized Subjects
General Academic Strand 8
Strand 1
Humanities 1 9
Strand 2
Humanities 2 10
Strand 3
Social Science 1 11
Strand 4
Applied Economics 12
Strand 5
Organization and Management 13
Strand 6
Disaster Readiness and Risk Reduction 14
Strand 7
Elective 1 (from any Track/Strand) 15
Strand 8
Elective 2 (from any Track/Strand) 16
Strand 9
Work Immersion/Research/Career Advocacy/Culminating Activity
Most useful for those who are still exploring possibilities for the future
Good incubation for both the school and the student
The electives may be electives for TVL or for Academic ABM or HUMMS, etc.
All these strands come from existing strands
Each subject will have 80 hours per semester
DEPARTMENT OF EDUCATION

21. Academic Track Specialized Subjects
Accountancy, Business and Management Strand 8
ABM Strand 1
Applied Economics 9
ABM Strand 2
Business Ethics and Social Responsibility 10
ABM Strand 3
Fundamentals of Accountancy, Business and Management 1 11
ABM Strand 4
Fundamentals of Accountancy, Business and Management 2 12
ABM Strand 5
Business Math 13
ABM Strand 6
Business Finance 14
ABM Strand 7
Organization and Management 15
ABM Strand 8
Principles of Marketing 16
ABM Strand 9
Work Immersion/Research/Career Advocacy/Culminating Activity
i.e. Business Enterprise Simulation
ABM is formerly called BAM, changed to ABM so as not to sound like “bum” or “drop-out”
9th specialized subject is always Work Immersion, Research, Career Advocacy, or Culminating Activity for all track or strand
Each subject will have 80 hours per semester
DEPARTMENT OF EDUCATION

22. Academic Track – ABM Strand
Facilities, Materials and Equipment Requirements
Essential
program will not run/not be implemented without these
Supplemental
will enhance/enrich implementation 
Facilities
Materials,
Equipment
Computer laboratories
Lecture and discussion rooms
Library
Computer units (1:1 PC to student ratio and 1:1 PC to teacher ratio)
Audiovisual equipment
Multi-media materials relative to the strand

23. Academic Track – ABM Strand Draft Assessment Requirements
Entry Assessment
Classroom-Based Assessment
Exit Assessment
Career Assessment
Entrepreneurial skills
Numeracy skills
Literacy skills
Students graduating from the ABM strand are required to take the Applied Skills exit assessment through the preparation of business plan/feasibility study/project study. This assessment is designed specifically to test competencies and skills of globally competitive entrepreneurship
DEPARTMENT OF EDUCATION

24. Sample Community-Industry Partnerships and Linkage
Academic Track – ABM
Sample Community-Industry Partnerships and Linkage
Name of Company
Role of Partner
Role of DepEd
Location
(Region and Division)
Bangko Sentral ng Pilipinas
Provide Financial Literacy orientation/training
Work with DepEd in developing policy guidance and directions to ensure proper implementation of the partnership program
Execute a MOA with the partnering entity
Provide policy guidance and directions to ensure the proper implementation of the partnership program
Accept the package of assistance and execute the corresponding Deed of Acceptance through the School Head/Principal
Assist in the implementation and monitoring of the Program;
Review and endorse the application of the adopting private entity for tax incentive entitlement to the Revenue District Office
Nationwide
DEPARTMENT OF EDUCATION

25. Senior High School Core Subjects for the STEM Strand
Core Learning Areas and Subjects
hours per semester
Language
Oral Communication 80
Reading & Writing
Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino
Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik
Humanities
21st Century Literature from the Philippines and the World
Contemporary Philippine Arts from the Regions
Communication
Media & Information Literacy
Mathematics
General Mathematics
Statistics & Probability
Science
Earth Science
Disaster Readiness and Risk Reduction
Social Science
Personal Development / Pansariling Kaunlaran
Understanding Culture, Society and Politics
Philosophy
Introduction to Philosophy of the Human Person / Pambungad sa Pilosopiya ng Tao
PE and Health
Physical Education and Health
 CORE Total Number of Hours
1,200
TRACK Total Number of Hours
1,280
Total Number of Hours (CORE + TRACK)
2,480
Total Hours (CORE + TRACK) divided by Number of School Days in SHS (400) = average hours/day
 6.2
Core Science for STEM strand is different from the other tracks and strands
Earth Science, Disaster Readiness and Risk Reduction
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION

26. Academic Track Specialized Subjects
Science, Technology, Engineering and Mathematics Strand 8
STEM Strand 1
Pre-Calculus 9
STEM Strand 2
Basic Calculus 10
STEM Strand 3
General Biology 1 11
STEM Strand 4
General Biology 2 12
STEM Strand 5
General Physics 1 13
STEM Strand 6
General Physics 2 14
STEM Strand 7
General Chemistry 1 15
STEM Strand 8
General Chemistry 2 16
STEM Strand 9
Work Immersion/Research/Career Advocacy/Culminating Activity
Engineering requires calculus-based physics
For students who wish to pursue technically-related field in math and science, engineering, computer science, etc.
Each subject will have 80 hours per semester
DEPARTMENT OF EDUCATION

27. Academic Track – STEM Strand
List of Requirements
Materials, Equipment and Facilities
Engineering requires calculus-based physics
For students who wish to pursue technically-related field in math and science, engineering, computer science, etc.
DEPARTMENT OF EDUCATION

28. Academic Track – STEM Strand Draft Assessment Requirements
Entry Assessment
Classroom-Based Assessment
Exit Assessment
Admission test
Career Assessment
Science/ Technology/ Math Literacy skills
Research skills
Experimental skills
Math/Science/Technology /research/investigation with abstracts that are accessible in the world wide web
DEPARTMENT OF EDUCATION

29. Academic Track Specialized Subjects
Humanities and Social Sciences Strand 8
HUMSS Strand 1
Creative Writing /Malikhaing Pagsulat 9
HUMSS Strand 2
Creative Nonfiction 10
HUMSS Strand 3
Introduction to World Religions and Belief Systems 11
HUMSS Strand 4
Trends, Networks and Critical Thinking in the 21st Century 12
HUMSS Strand 5
Philippine Politics and Governance 13
HUMSS Strand 6
Community Engagement, Solidarity, and Citizenship 14
HUMSS Strand 7
Disciplines and Ideas in the Social Sciences 15
HUMSS Strand 8
Disciplines and Ideas in the Applied Social Sciences 16
HUMSS Strand 9
Work Immersion/Research/Career Advocacy/Culminating Activity
4 humanities subjects + 4 social science subjects
RA provides a window of 5 years so that one can get graduates of specialized courses to teach in Basic Education
Each subject will have 80 hours per semester
DEPARTMENT OF EDUCATION

30. Academic Track – HUMSS Strand
Facilities, Materials and Equipment Requirements
Essential
program will not run/not be implemented without these
Supplemental
will enhance/enrich implementation 
Facilities
Materials,
Equipment
Computer laboratories
Lecture and discussion rooms
Functional Library
Sufficient number of Computer units (1:1 PC to student ratio and 1:1 PC to teacher ratio)
Audio visual equipment
Blended resources relative to the strand

31. Academic Track – HUMSS Strand Draft Assessment Requirements
Entry Assessment
Classroom-Based Assessment
Exit Assessment
Career Assessment
Critical thinking skills
Research skills
Literacy skills
Graduating students should be able to complete a simple research study/action research reflecting essential concepts under the HUMSS strand. This task will demonstrate the required skills that a graduate of the HUMSS strand should possess.
DEPARTMENT OF EDUCATION

32. Sample Community-Industry Partnerships and Linkage
Academic Track – HUMSS
Sample Community-Industry Partnerships and Linkage
Name of Company
Role of Partner
Role of DepEd
Location
(Region and Division)
ABS-CBN Foundation
Provide music workshops for teachers and students
 Execute a MOA with the partnering entity
Provide policy guidance and directions to ensure the proper implementation of the partnership program
Accept the package of assistance and execute the corresponding Deed of Acceptance through the School Head/Principal
Assist in the implementation and monitoring of the Program;
Review and endorse the application of the adopting private entity for tax incentive entitlement to the Revenue District Office
Schools in NCR, Ilocos Norte and Ilocos Sur
DEPARTMENT OF EDUCATION

33. Academic Track Specialized Subjects
General Academic Strand 8
Strand 1
Humanities 1 9
Strand 2
Humanities 2 10
Strand 3
Social Science 1 11
Strand 4
Applied Economics 12
Strand 5
Organization and Management 13
Strand 6
Disaster Readiness and Risk Reduction 14
Strand 7
Elective 1 (from any Track/Strand) 15
Strand 8
Elective 2 (from any Track/Strand) 16
Strand 9
Work Immersion/Research/Career Advocacy/Culminating Activity
Most useful for those who are still exploring possibilities for the future
Good incubation for both the school and the student
The electives may be electives for TVL or for Academic ABM or HUMMS, etc.
All these strands come from existing strands
Each subject will have 80 hours per semester
DEPARTMENT OF EDUCATION

34. Sports Track Specialized Subjects8
Sports Track 1
Safety and First Aid 9
Sports Track 2
Human Movement 10
Sports Track 3
Fundamentals of Coaching 11
Sports Track 4
Sports Officiating and Activity Management 12
Sports Track 5
Fitness, Sports and Recreation Leadership 13
Sports Track 6
Psychosocial Aspects of Sports and Exercise 14
Sports Track 7
Fitness Testing and Exercise Programming 15
Sports Track 8
Practicum (in-campus) 16
Sports Track 9
Work Immersion/Research/Career Advocacy/Culminating Activity
i.e. Apprenticeship (off-campus)
Focus more on sports science rather than the sport because the span of an athlete’s career isn’t too long
Leadership and management are included
Human movement = biomechanics
Track 7 is marketable in the spa and wellness industries
“Grow up” programs
Each subject will have 80 hours per semester
DEPARTMENT OF EDUCATION

35. DEPARTMENT OF EDUCATION
Sports Track
List of Requirements
Materials, Equipment and Facilities
Engineering requires calculus-based physics
For students who wish to pursue technically-related field in math and science, engineering, computer science, etc.
DEPARTMENT OF EDUCATION

36. Draft Assessment Requirements Classroom-Based Assessment
Sports Track
Draft Assessment Requirements
Entry Assessment
Classroom-Based Assessment
Exit Assessment
Physical Fitness exam to include medical history
Interest Inventory
Performance of Skills and Demonstration
Skills Demonstration
Cerfications (officiating, coaching, recreational sports instruction, group or personal training in fitness, standard first aid, BLS-CPR
Evaluation of apprenticeship performance
Portfolio of student’s performance

37. Arts and Design Track Specialized Subjects8
Arts Track 1
Creative Industries I: Arts and Design Appreciation and Production 9
Arts Track 2
Creative Industries II: Performing Arts 10
Arts Track 3
Physical and Personal Development in the Arts 11
Arts Track 4
Developing Filipino Identity in the Arts 12
Arts Track 5
Integrating the Elements and Principles of Organization in the Arts 13
Arts Track 6
Leadership and Management in Different Arts Fields 14
Arts Track 7
Apprenticeship and Exploration of Different Arts Fields 15
Arts Track 8 16
Arts Track 9
Work Immersion/Research/Career Advocacy/Culminating Activity
Exhibit for Arts Production/ Performing Arts Production
Focus more on the arts and design related career opportunities rather than just the artist
Understanding of arts industry vital for those in the arts field. This will teach them how to market themselves and earn using their talents/skills.
The track has to be in a form where the instrument and the skill is taught
Work with living artists in communities
Each subject will have 80 hours per semester except Apprenticeship and Exploration of Different Arts Fields which will have 160 hours
DEPARTMENT OF EDUCATION

38. Arts and Design Track Facilities, Materials and Equipment Requirements
Essential
program will not run/not be implemented without these
Supplemental
will enhance/enrich implementation 
Facilities
Materials,
Equipment
Music/ Dance/ Theater
Dance - 40 students
Music – 40 students
Standard sized music/ rehearsal studio for solo and group
Sound proofed Recording Studio
Spacious classrooms for ensemble rehearsals
Dance Studio with Wall to Wall Mirrors
High speed internet
1 Blackboard with musical staff
1 Music editing software: Sound Forge Pro 11 and Sibelius 7.5
1 Music sound tech board / equalizers for recording
1 Microphone: Vocal
Musical instrument (at least one of each of the ff):
piano
portable keyboard
violin
flute
banduria
octavina
laud
double bass
Amplifier:
bass
guitar/lead amplifier
Peavey Escort 6000 (portable PA system)
Steel Bar for Dance (Ballet)
guitar
drum set (snare, tom tom, crash cymbal, ride, bass)
cello
viola
contra bass
saxophone
clarinet
tuba
trumpet
french horn
baton

39. Draft Assessment Requirements Classroom-Based Assessment
Arts and Design Track
Draft Assessment Requirements
Entry Assessment
Classroom-Based Assessment
Exit Assessment
Interest Inventory
Audition
Career Assessment
Creativity skills test
Product presentation
Student performance/recital
Evaluation of apprenticeship performance
Certifications (from reputable institution e.g. TESDA, partner-universities, highly regarded arts organizations)
DEPARTMENT OF EDUCATION

40. Each subject will have 80 hours per semester.
Technical-Vocational-Livelihood Track TESDA Training Regulations-Based Specializations HE
ICT
Agri-Fishery Arts
Industrial Arts
Beauty/Nail Care
Wellness Massage
Dressmaking
Front Office Services
Travel Services
Cookery
Household Services
Hairdressing
Tailoring
Caregiving
Food and Beverage Services
Bread and Pastry Production
Housekeeping
Tour Guiding Services
Tourism Production
Attractions and Theme Parks Tourism
Handicraft (Needlecraft)
Handicraft (Fashion Accessories and Paper Craft)
Handicraft (Woodcraft)
Handicraft (Leathercraft)
Computer Hardware Servicing
Illustration
Technical Drafting
Contact Center Services
Computer Programming
Medical Transcription
Animation
AGRICROP PRODUCTION
Crop Production
Horticulture
Landscape Installation and Maintenance
Organic Agriculture Production
Pest Management
Rice Machinery Operation
Masonry
Automotive Servicing
Refrigeration and Air-Conditioning
Consumer Electronics Servicing
Electrical Installation and Maintenance
Shielded Metal-Arc Welding
Carpentry
Plumbing (NC I)
Plumbing (NC II)
Tile Setting
ANIMAL PRODUCTION
Animal Production
Artifical Insemmination
Raising Large Ruminants (Dairy Cattle and Buffaloes)
Raising Swine
Slaughtering
FISH PRODUCTION
Aquaculture
Food (Fish) Processing
Fish Nursery Operation
Fish or Shrimp Grow Out Operation
Fishport/Wharf Operation
Exit to NC II qualifications of TESDA
Aligned with Training Regulations
How TVL can lead to decent jobs in different fields
Each subject will have 80 hours per semester.
DEPARTMENT OF EDUCATION

41. Each subject will have 80 hours per semester.
Technical-Vocational-Livelihood Track 29 New Specializations with Curriculum Guides TESDA Training Regulations-Based Specializations HE
ICT
Agri-Fishery Arts
Industrial Arts
Fashion Design (NC III)
Hairdressing (NC III)
Barbering (NC II)
Bartending (NC II)
Commercial Cooking (NC III)
Event Management Services (NC III)
Broadband Installation (Fixed Wireless Systems) (NC II)
Telecom OSP and Subscriber Line Installation (Copper Cable/POTS and DSL) (NC II)
Telecom OSP Installation (Fiber Optic Cable) (NC II)
Electric Power Distribution Line Construction (NC II)
Fishing Gear Repair and Maintenance (NC III)
Agricultural Crop Production (NC III)
Horticulture (NC III)
Animal Health Care Management (NC III)
Rubber Production (NC I)
Rubber Processing (NC II)
Fish Products Packaging (NC II)
Automotive Servicing (NC II)
Motorcycle/Small Engine Servicing (NC II)
Driving (NC II)
Construction Painting (NC II)
Carpentry (NC III)
Instrumentation and Control Servicing (NC II)
Mechatronics Servicing (NC II)
Machining (NC II)
Gas Metal Arc Welding (GMAW) (NC II)
Gas Tungsten Arc Welding (GTAW) (NC II)
RAC (PACU/CRE) Servicing (NC II)
Exit to NC II qualifications of TESDA
Aligned with Training Regulations
How TVL can lead to decent jobs in different fields
Each subject will have 80 hours per semester.
Each subject will have 80 hours per semester.
DEPARTMENT OF EDUCATION

42. Technical-Vocational Track
List of Requirements
Materials, Equipment and Facilities
DEPARTMENT OF EDUCATION

43. Technical-Vocational Track Draft Assessment Requirements Strand
Entry Assessment
Classroom-Based Assessment
Exit Assessment
Industrial Arts
Career Assessment
Product presentation and manual and technical skills to work/operate tools and machinery
Competency assessment checklist prior to NAC
Industrial related research project
TESDA National Competency Assessment given to students who completed the training requirements of the qualification
ICT
Career Assessment and Technical Skills
ICT Literacy
Performance Appraisal / Demonstration
Home Economics
Product presentation and portfolio of practical skills
Experimental skills and product development
Agri-Fishery
Performance Appraisal of Apprenticeship
Feasibility study on aquaculture or canned factory
Research project on enviromental impact on aquaculture

44. Tech-Voc Track ICT Strand
Sample Community-Industry Partnerships and Linkage
Name of Company
Role of Partner
Role of DepEd
Location
(Region and Division)
Huawei Philippines
Provide Cloud Based Virtual Desktop Infrastructure System
Work with DepEd in the development of policy guidance and directions to ensure the proper implementation of the partnership program
Execute a MOA with the private entity
Provide policy guidance and directions to ensure the proper implementation of the partnership program
Accept the package of assistance and execute the corresponding Deed of Acceptance through the School Head/Principal
Assist in the implementation and monitoring of the Program;
Review and endorse the application of the adopting private entity for tax incentive entitlement to the Revenue District Office
Provide proper management, maintenance, and care for the improvement received by the beneficiary school/s, through the School Head/s or Principals.
Rizal
Mustard Seed Systems Corp.
Provide Ncomputing Technology equipment
Taguig , Iloilo, Bulacan, Apayao
MySolid Technologies and Devices Corp.
PLDT
Lapu Lapu City and Cebu Province
PLDT-Smart Communications Foundation
Provide ICT related training for both teachers and students (on trouble shooting and maintenance, web development and content generation);
Provide hardware and peripherals to schools
Select schools
Toshiba Information Equipment
Provide laptops and funding for internet connectivity
Laguna
Far Eastern University
Provide laptops for training use
Isabela, Ilocos Norte, Dagupan City, San Fernando City, Calapan City and Cagayan Valley

45. Tech-Voc Track Agri-Fishery Strand
Sample Community-Industry Partnerships and Linkage
Name of Company
Role of Partner
Role of DepEd
Location
(Region and Division)
East West Seed Co.
 Provide expertise on modern vegetable production technology
Execute a Deed of Donation , upon the completion of the program
work with DepEd in the development of policy guidance and directions to ensure proper implementation of the partnership program
Execute a MOA with the private entity
Provide policy
guidance and directions to ensure the proper implementation of the partnership program
Accept the package of assistance and execute the corresponding Deed of Acceptance through the School Head/Principal
Assist in the implementation and monitoring of the Program;
Review and endorse the application of the adopting private entity for tax incentive entitlement to the Revenue District Office
Nationwide
DEPARTMENT OF EDUCATION

46. Senior High School School Leadership and Management Requirements
EDUCATIONAL ATTAINMENT
REQUIRED SPECIAL TRAINING ATTENDED 
PROFESSIONAL EXPERIENCE
ATTITUDES AND SCHOOL LEADERSHIP QUALITIES
Bachelor's degree in Secondary Education; or
Bachelor's degree with 18 professional education units with appropriate field of specialization plus preferably
15 units of Management courses 
Attended at least 40 hours of relevant training including:
Orientation on the SHS curriculum and implementation
School-Based Management/ Continuous Improvement training
Training relevant to school leadership (instructional leadership, transformative leadership, change management, effective communications, partnerships/ networking, building of professional learning communities, strategic planning, monitoring and evaluation, etc.)
At least 2 years as Principal 
From National Competency Based Standards for School Heads (NCBSSH):
Professionalism
Manifests genuine enthusiasm and pride in the nobility of the teaching profession
Observes and demonstrates desirable personal and professional (RA 6713 & Code of Ethics RA 7836) behaviors like respect, honesty, dedication, patriotism and genuine concern for others at all times
Maintains harmonious and pleasant personal official relations with superiors, colleagues, subordinates, learners, parents and other stakeholders
Recommends appointments, promotions and transfers on the bases of merit and needs in the interest of the service
Maintains good reputation with respect to financial matters such as the settlement of his/her debts, loans and other financial affairs
Develops programs and projects for continuing personal and professional development including moral recovery and values formation among teaching and non-teaching personnel
Communication
Communicates effectively both in speaking and writing to staff and other stakeholders
Listens to stakeholders’ needs and concerns and responds appropriately in consideration of the political, social, legal and cultural context
Interpersonal Sensitivity
Interacts appropriately with a variety of audiences
Demonstrates ability to empathize with others
Fairness, Honesty, and Integrity
Observes Award System and a system of assistance for teachers staff to sustain integrity, honesty and fairness
Demonstrates integrity, honesty and fairness in all his/her dealings and transactions
Makes individuals accountable for their actions

47. Schools Division Office Technical Assistance Requirements
Senior High School
Schools Division Office Technical Assistance Requirements
Before the Beginning of School Year
Trainings to Organize
During the School Year
Year-round
Facilitates the formulation of the Senior High School plan for the Division by doing the following:
Gather and consolidate data on learners, resources, and program needs
Together with DepEd personnel and other stakeholders, perform internal and external assessments to determine the tracks to be offered in senior high schools
Recommends track offerings of senior high schools among public schools to the Regional Office to seek approval and develop a division wide map showing senior high school program offerings
Recommends the number of slots for each track that can be offered by each public senior high school
Assesses qualifications of teachers for senior high school
Identifies experts and reputable individuals from the community who will serve as resource persons/facilitators
Ensures that partnership agreements between the schools and industries, business enterprises, local governments, non-government organizations and communities for the OJT, work immersion, research, career advocacy, culminating activity or apprenticeship of students meet quality standards of DepEd
Ensures proper allocation of classrooms, teachers, and other resources for SHS implementation in schools
Conducts periodic visits to private schools to check compliance with standards in the implementation of curricular requirements and programs/projects (Approval is the responsibility of the RO)
Designates guidance supervisors at the division level and ensures that there are career advocates in each senior high school
Other steps deemed necessary by the Division
Provides orientation on the SHS Curriculum and DepEd’s organization, system, and procedures to SHS teachers and identified experts
Training for teacher mentors/ guidance counsellors/ career advocates/ peer facilitators during OJT, work immersion, research, career advocacy, apprenticeship, or the conduct of culminating activity
Facilitates with TESDA the training of teachers to obtain National Certificate
Assess the implementation of senior high school
Conducts regular coaching, mentoring, and supervision to schools and teachers
Ensures smooth conduct of work immersion/ research/ career advocacy / culminating activity and apprenticeship
Conducts follow through trainings for the different tracks/strands
Establishes the enabling conditions for the growth of professional learning communities or communities of practice that will serve as venue for sharing of effective senior high school practices
Technical Assistance to the senior high schools
Monitoring and Evaluation of program implementation
Recommends policy creation/adjustments to the Regional Office, for further recommendation to Central Office
Communications and Change Management Interventions
Social Marketing

48. Curriculum Flexibilities
For core subjects
2 substitutions
For an existing strand and only for specialized subjects
(different content, different competencies)
3 substitutions
For a new strand
9 new specialized subjects or a combination of new and existing subjects for other strands
Number of hours per subject
constitutes total number of hours spent on the course for the semester
may be a combination of lecture and laboratory, field work, project work, etc.
Work Immersion/Research/Career Advocacy/Culminating Activity
May be scheduled in coordination with industry partners
May be a combination of activities
Must be clearly structured
DEPARTMENT OF EDUCATION

49. CBCP Curriculum Comparison
Core Subjects
DEPARTMENT OF EDUCATION

50. CBCP Curriculum Comparison
Applied Subjects
DEPARTMENT OF EDUCATION

51. CBCP Curriculum Comparison
Specialized Subjects
Grade 11
Grade 12
1st Semester
2nd Semester
Intro to Philosophy (Historical)
Intro to Philosophy (Thematic)
Logic 1 (Traditional)
Logic 2
Latin 1
Latin 2
Fundamentals of Prayers
Fundamentals of Faith
Research Writing
DEPARTMENT OF EDUCATION

52. CBCP Curriculum Comparison Specialized Subjects compared to HUMSS
DEPARTMENT OF EDUCATION

53. CBCP Curriculum Comparison Specialized Subjects compared to GAS
DEPARTMENT OF EDUCATION

54. Technical-Vocational Livelihood Track Scheduling of Subjects

55. Technical-Vocational-Livelihood Track (Table 1) and TESDA Training Regulations-Based Specializations* (Table 2)
Table 1. Tech-Voc Track
Table 2. TESDA Training Regulations-Based Specializations
TVL Track Subjects
Subjects
Example 8
Tech-Voc Track 1
Bread and Pastry Production 9
Tech-Voc Track 2
Food and Beverage Services 10
Tech-Voc Track 3 11
Tech-Voc Track 4 12
Tech-Voc Track 5
Tour Guiding Services 13
Tech-Voc Track 6 14
Tech-Voc Track 7
Tourism Promotion Services 15
Tech-Voc Track 8
Work Immersion 16
Tech-Voc Track 9 HE
ICT
Agri-Fishery Arts
Industrial Arts
Beauty/Nail Care
Wellness Massage
Dressmaking
Front Office Services
Travel Services
Cookery
Household Services
Hairdressing
Tailoring
Caregiving
Food and Beverage Services
Bread and Pastry Production
Housekeeping
Tour Guiding Services
Tourism Production
Attractions and Theme Parks Tourism
Handicraft (Needlecraft)
Handicraft (Fashion Accessories and Paper Craft)
Handicraft (Woodcraft)
Handicraft (Leathercraft)
Computer Hardware Servicing
Illustration
Technical Drafting
Contact Center Services
Computer Programming
Medical Transcription
Animation
AGRICROP PRODUCTION
Crop Production
Horticulture
Landscape Installation and Maintenance
Organic Agriculture Production
Pest Management
Rice Machinery Operation
Masonry
Automotive Servicing
Refrigeration and Air-Conditioning
Consumer Electronics Servicing
Electrical Installation and Maintenance
Shielded Metal-Arc Welding
Carpentry
Plumbing (NC I)
Plumbing (NC II)
Tile Setting
ANIMAL PRODUCTION
Animal Production
Artifical Insemmination
Raising Large Ruminants (Dairy Cattle and Buffaloes)
Raising Swine
Slaughtering
FISH PRODUCTION
Aquaculture
Food (Fish) Processing
Fish Nursery Operation
Fish or Shrimp Grow Out Operation
Fishport/Wharf Operation
Exit to NC II qualifications of TESDA
Aligned with Training Regulations
How TVL can lead to decent jobs in different fields
Each subject will have 80 hours per semester.
*Aligned with Technology and Livelihood Education (TLE) in Grades 7 to 10.
DEPARTMENT OF EDUCATION

56. Sample Information Communication and Technology (ICT) Curriculum Map
Curriculum Map for ICT
Add more specializations
DEPARTMENT OF EDUCATION

57. Sample Agri-Fishery Arts Curriculum Map
Curriculum map for Agri-Fishery Arts
DEPARTMENT OF EDUCATION

58. Sample Industrial Arts Curriculum Map
Curriculum map for Industrial Arts
DEPARTMENT OF EDUCATION

59. Sample Home Economics Curriculum Map
Curriculum map for Home Economics
DEPARTMENT OF EDUCATION

60. Sample TVL Track Schedule of Subjects (per semester)
Example 1
Curriculum map for Industrial Arts
DEPARTMENT OF EDUCATION

61. Sample TVL Track Schedule of Subjects (per semester)
Example 2
Curriculum map for Industrial Arts
DEPARTMENT OF EDUCATION

62. Sample TVL Track Schedule of Subjects (per semester)
Example 3
Curriculum map for Industrial Arts
DEPARTMENT OF EDUCATION

63. Sample Daily Schedule of Subjects Example 1 Grade 11 1st Semester
Curriculum map for Industrial Arts
DEPARTMENT OF EDUCATION

64. Sample Daily Schedule of Subjects Example 1 Grade 11 2nd Semester
Curriculum map for Industrial Arts
DEPARTMENT OF EDUCATION

65. Sample Daily Schedule of Subjects Example 1 Grade 12 1st Semester
Curriculum map for Industrial Arts
DEPARTMENT OF EDUCATION

66. Sample Daily Schedule of Subjects Example 1 Grade 12 2nd Semester
Curriculum map for Industrial Arts
DEPARTMENT OF EDUCATION

67. Sample Arts and Design Track Schedule of Subjects (per semester)
Curriculum map for Industrial Arts
DEPARTMENT OF EDUCATION

68. Sample Daily Schedule of Subjects
Arts and Design Track Grade 11 1st Semester
Curriculum map for Industrial Arts
DEPARTMENT OF EDUCATION

69. Sample Daily Schedule of Subjects
Arts and Design Track Grade 11 2nd Semester
Curriculum map for Industrial Arts
DEPARTMENT OF EDUCATION

70. Sample Daily Schedule of Subjects
Arts and Design Track Grade 12 1st Semester
Curriculum map for Industrial Arts
DEPARTMENT OF EDUCATION

71. Sample Daily Schedule of Subjects
Arts and Design Track Grade 12 2nd Semester
Curriculum map for Industrial Arts
DEPARTMENT OF EDUCATION

72. Schedule of Subjects (per semester)
Sample HUMSS Track
Schedule of Subjects (per semester)
Curriculum map for Industrial Arts
DEPARTMENT OF EDUCATION

73. Schedule of Subjects (per semester)
Sample STEM Track
Schedule of Subjects (per semester)
Curriculum map for Industrial Arts
DEPARTMENT OF EDUCATION

74. Hypothesized Ratio for Tracks and Strands
Hypothesized Ratio by Community Type
Academic
TVL
Sports
Arts & Design
Urban
45% 5%
Rural
35%
55%
Remote
25%
70% 0%
Hypothesized Ratio for Academic Strands
STEM
GAS
ABM
HUMSS
30%
40%
20%
10%
DEPARTMENT OF EDUCATION

75. SHS Modelling Schools
Tracer Study Results

76. DEPARTMENT OF EDUCATION
Enrolment Data
8 Learning Areas in the Core Curriculum
4 Tracks
DEPARTMENT OF EDUCATION

77. Modelling Schools
Enrolment Data
Enrollment SY
Enrollment SY
graduates
did not graduate
Asia Pacific College 21 6 5 1
2.  
Ateneo de Naga University 20 16 9 7
3.  
Bataan School of Fisheries 77 58 57
4.  
Bukidnon NHS 47 15
5.  
Bukig National Agricultural and Technical School 31 28
6.  
Davao Doctor's College 11 10
7. 
Don Alejandro Roces Sr. Science and Technology HS 37 25
8. 
Iligan City National School of Fisheries 23 2
9. 
Merida Vocational School 94 56 48 8
10. 
Negros Occidental High School 54 40
11. 
Palo NHS
102 51 49
12. 
Rogongon Agricultural High School 14
13. 
San Pedro Relocation Center NHS
251
192
14. 
Sangley Point NHS 44 29
15. 
Subangdaku Technical Vocational School 41 4
16. 
Sum-ag NHS 13 12
17. 
Tagum Trade School 39
TOTAL
936
644
617 27

78. Total Enrolees per Track/Strand
8 Learning Areas in the Core Curriculum
4 Tracks
TOTAL ACAD
TOTAL HE
TOTAL ICT
TOTAL IA
TOTAL AF 14
397
168
231 84
DEPARTMENT OF EDUCATION

79. After graduation, the graduates went to:
8 Learning Areas in the Core Curriculum
4 Tracks
Total Students
Private Employment
Public Employment
Self-Employed
Higher Education
TESDA
No Data
Unemployed
617
350 15 23
101 3 44 81
DEPARTMENT OF EDUCATION

80. Total Enrolees per Track/Strand
8 Learning Areas in the Core Curriculum
4 Tracks
Total Students
with 1 NC
with 2 NCs
with 3 NCs
with 4 NCs
COC
other test
failed the NC
617
306
197 50 7 4 5 2
DEPARTMENT OF EDUCATION

81. Maraming Salamat!