1. The K to 12 Curriculum and Capacity Building for Teachers
Brenda B. Corpuz, Ph.D

2. K to 12 Launched officially in Malacanan Palace , April 26, 2012
Official Launching
K to 12 Launched officially in Malacanan Palace , April 26, 2012

3. Updates Trainers’ Training for Grade 1 Teachers – April 23-27 , 2012 –
Trainers’ Training for Grade 7 - April May 4 ,
Teachers’ Training - May, 2012
- Grade 1- c/o DepEd
- Grade 7 – c/o 50% DepEd and 50% TEIs

4. Schools Modeling Grades 11-12
University of Makati
Ateneo de Naga
Phil. Women’s University
Identified schools per region (mostly techvoc)

5. Grades 11-12 Modeling Schools
Those offering post secondary courses
With MOA with a college/university
With strong LGU support
Have linkage with industry

6. Relevant Teacher Education
Teacher Education Curriculum
K to 12 Curriculum

7. Senior High School – Grades 11 and 12
BSEd – Adequate?
BEEd

8. English-Oral communication Englsh or Filipino for Specific Purposes
Proposed Subjects for Grades 11 and 12
Grade 11
Grade 12
English-Oral communication
Englsh or Filipino for Specific Purposes
Filipino:Retorika
Literature ( Phil Lit , 1st sem ; World Lit, 2nd sem)
Math for Specific Purposes 1
Math for Specific Purposes 2
Life Sciences
Physical Sciences
Contemporary Local Issues
Contemporary Global Issues
Philosophy of the Human Person
Career Pathways ( Student’s Choice)
-Entrepreneurship
-TechVoc
-Academics
- Sports and Arts
- Journalism

9. Transition Grade 11 – 2016-2017 – No First Year College
Grade – No Second Year
College
The instructors/professors of General Education subjects in college are expected to teach Grades 11 and 12 .

10. Transition Teachers teach the way they were taught.
Not all Gen Ed teachers are Education graduates – no preparation in Principles and Methods of Teaching; Assessment, etc.

11. Gen Ed Instructors /Professors
Need to go through capacity building /Certificate of Teaching
- Philosophy of Education
- Adolescent Development
- Principles and Methods of Teaching
- Assessment plus 6 units more
These may be offered by the College of Education

12. The Licensure Examination for Teachers
A license for teaching is required of basic education teachers ( R.A. 7836) .
A license is an asset.

13. K to 12 Curriculum Model
Academic Specialization
Grades 11-12
(New HS Years 5-6)
Science, Math, English, Contemporary Issues and Specializations
Grades 9-10
(New HS Years 3-4)
Core Learning Areas plus elective TLE
Grades 7-8
(New HS Years 1-2)
Core Learning Areas and exploratory TLE
Grades 1-6
Core Learning Areas; Mother Tongue until Grade 3; Science starting Grade 3; Edukasyong Pantahanan at Pangkabuhayan starting Grade 4
Kindergarten
Learning Domains
Technical-Vocational Specialization
Sports and Arts Specialization
Offers tracks that lead to specializations in Academics, Tech-Voc, and Sports & Arts
Core Academic Areas include Math, Filipino, English, Araling Panlipunan, Edukasyon sa Pagpapakatao, and MAPEH (Music, Arts, PE and Health). Technology and Livelihood Education or TLE areas and techvoc specializations will be consistent with TESDA training regulations and efforts on ASEAN and APEC mutual recognition.
A K to 12 student will go to Kindergarten at 5 years then successfully transition to Grade 1 where the curriculum will include Mother Tongue to facilitate student learning.
Science as a separte subject will commence in Grade 3, but science concepts and skills will be integrated in other subjects like Health under MAPEH, Math, and Languages in Grades 1 to 2. Edukasyong Pangtahanan at Pangkabuhayan or EPP starts in Grade 4.
The K to 12 student will graduate from the critical primary grade levels (where dropout is highest) due to effective teaching and a decongested curriculum.
The student will enter intermediate grades (Grade 4) successfully transitioning from Mother Tongue to Filipino and English.
S/he will then be exposed to exploratory TLE tracks by Grade 7 (HS Year 1), and will be eligible for COC and can build on competencies to acquire up to NC II.
By Grade 11 (HS Year 5), the K to 12 student may choose from an academic, technical-vocational, or sports and arts track depending on their interest, the community needs, and assessment results.
By Grade 12 (HS Year 6) graduation, the K to 12 graduate has mastered core competencies that will allow for lifelong learning and the choice to go to work, higher education, middle-level skills development, or entrepreneurship.

14. Academic Track

15. Readiness of BSEd graduate??? Specialization- Academic track

16. For Specializations in Academic Track
Grade 11-12
Teacher specialization - Graduate studies (vertical) ; additional specialization ( horizontal)

18. Tech-Voc Electives

20. Exploratory Courses- TLE Grades 7 and 8
BSEd major in TLE?

21. TLE Courses
TLE courses are based on Training Regulations of TESDA .
Teaching of TLE specializations ( Grades 9 and 10) requires teachers with at least NC II

22. For TLE Teachers
The attainment of NC 2 must be built in in the academic preparation of the TLE teachers

23. Mother Tongue as a Subject
BEEd and BSEd???

24. Mother Tongue as Medium of Instruction
Teacher Preparation???

25. Mother Tongue as a specialization for BEEd?
Or 18 units of Mother Tongue?

26. Mandatory Kindergarten (R.A.10157)
BS Pre-school ; BS in Early Childhood Education
BEEd with Specialization in Pre-school

27. Accelerated Teacher education Program
Madrasah Education in Elementary Public Schools (2005)
Teacher Education-
Accelerated Teacher education Program

28. “ Every child a reader” by Grade 1.
Developmental Reading – BEEd (6 units) ???
Need for Specialists in Reading
BSEd- 3 units???

29. BEEd Content Courses – MAPEH , adequate???
MAPEH starting Grade 1
BEEd Content Courses – MAPEH , adequate???

30. The Imperative for K to 12
Improve teaching through the use of enhanced pedagogies (e.g. spiral progression in Science & Math, integrative approach

31. Discipline-based Approach
First Year – Integrated Science
Second Year - Biology
Third Year – Chemistry
Fourth Year – Physics

32. Living Things & Their Environment Force, Motion and Energy
Content and Connections
Living Things & Their Environment
Characteristics
Structure and Function
Processes
Interactions
Force, Motion and Energy
Movement
Effects of Force
Forms of Energy and Transformation
Science
Content
(G3-10)
Earth and Space
Surroundings: Land, Water, Air,
Weather and Climate
Solar system
Matter
Diversity of materials Properties and Structure
Changes
Interactions

33. Discipline-based approach
First Year – Elem Algebra
Second Year – Intermediate Algebra
Third Year – Geometry
Fourth Year – Trigonometry

34. K – Algebra, Geometry , Statistics and Probability
Grades
Grades 4-6
Grades 1-3
K – Algebra, Geometry , Statistics and Probability

35. Integrative Approach
Integration of Science content, processes and values in all subjects possible

36. AusAid Study
Recommends articulation of subject matter within and across learning areas which is found to be wanting in the Philippine basic education curriculum

37. Basic Science Processes Integrated Skills Higher Order Thinking Skills
Formulating hypothesis
Fair testing
- Identifying variables
- Controlling variables
Collecting and organizing data
Interpreting data
Making conclusions
Observing
Asking questions Measuring
Classifying
Inferring
Finding patterns
Predicting
Communicating
Critical thinking
Creative thinking
Problem solving
Decision making
(Real-life context)
STE Literacy Skills
Scientific Inquiry Skills

38. Analytical observation and evaluation
Scientific Attitudes and Values
Intellectual honesty
Accuracy
Objectivity
Perseverance
Active listening
Responsibility
Sense of initiative
Independent learning
Analytical observation and evaluation
Sound judgment and logical reasoning
Informed /data-based decision making

39. Integrative Approach
Science concepts & skills are integrated in Health, Languages, Math, and other subjects in Grades 1-2
Read contents of the slide

40. Advantages of Spiral Progression
Avoids disjunctions between stages of schooling
Allows learners to learn topics & skills appropriate to their developmental/cognitive stages
Strengthens retention & mastery of topics & skills as they are revisited & consolidated

41. Teacher Preparation Spiral Progression Approach
BSEd major in Bio Sciences /Physical Sciences ???

42. Constructivist Approach
Less Teacher talk
More student talk

43. Constructivist Approach
Teacher tells
Students construct knowledge with teachers facilitating

44. Constructivist approach
Teacher gives meaning
Learner makes meaning

45. Constructivist Approach
Reflective learning
Promotes self-assessment

46. HOLISTIC DEVELOPED FILIPINO WITH 21ST CENTURY SKILLS

47. Effective Communication Skills Learning and Innovation Skills
21st Century Skills
Effective Communication Skills
Learning and Innovation Skills
Info, Media and Technology Skills
Life and Career Skills

48. Viewing as a 5th macro skill in the languages; ICT
Info, media and technological literacy

49. “Netizen”
“Webinar”

50. “Digital native”
“Digital immigrant”

51. Learning and Innovation skills
1) creativity and curiosity;
2) critical thinking problem solving skills and
3) risk taking

52. Effective communication skills
The following skills must be taught:
1) teaming, collaboration and interpersonal skills;
2) personal, social and civic responsibility
3) interactive communication,
4) local, national and global orientedness

53. Life and Career Skills flexibility and adaptability
leadership and responsibility
social and cross-cultural skills
initiative and self-direction
productivity and accountability
ethical, moral and spiritual values

54. Demand for holistic and constructivist teaching
Community Involvement
Co-curricular activities

55. Learning Area
Time Allotment
G 1 G2 G3 G4 G5 G6
Grade 7-10(Weekly) MT
50/50 50
Fil
30/30 30
4 hrs
Engl
__/30
Science -
Math AP
40/40 40
3 hrs
EPP/TLE
MAPEH
4hrs
EsP
2 hrs
240/270
310
360
29 hrs.

56. Time Allotment
The total time daily does not include off-school learning experiences that teachers may require outside of school hours
This is for the production of products and performances as evidence of transfer of learning

57. Teacher preparation to include Community involvement
Organizing , advising co-curricular organizations

58. Assessment
Assessment
Authentic
Traditional

59. Under the K to 12 curriculum, pupils will be assessed at four levels and shall be weighted as follows: (DepEd Order No. 31, s. 2012)
Level of Assessment
Percentage Weight
Knowledge
15%
Process or Skills
25%
Understanding(s)
30%
Products/Performances
100%

60. The levels are defined as follows:
1. Knowledge – refers to the substantive content of the curriculum, the facts and information that the student acquires 2. Process – refers to cognitive operations that the student performs on facts and information for the purpose of constructing meanings and understandings

61. The levels are defined as follows:
3.Understandings – refers to enduring big ideas, principles and generalizations inherent to the discipline, which may be assessed using the facets of understanding a. Explanation – give examples, make insightful connections b. Interpretation – make it personal through images, anecdotes, analogies c. Application – can adapt/transfer understanding into real contexts

62. 3.Understandings d. Perspective – understand different points of view, sees the big picture e. Empathy – understand and value the perspectives/point of view of others f. Self-Knowledge – show metacognitive awareness, perceive the prejudices and habits mind that shape and impede self understanding

63. 4. Products/Performances – refers to real-life application of understandings as evidenced by the student’s performance of authentic tasks. It considers children’s MI.

64. APPROACHING PROFICIENCY DEVELOPING BEGINNING
A D V A N C E D
Performance Standard
P R O F I C I E N T
APPROACHING PROFICIENCY
DEVELOPING
Performance
BEGINNING
L E V E L S OF A S S E S S M E N T
PRODUCTS/
PERFORMANCES
(30%)
UNDERSTANDING(S)
(30%)
Understanding
PROCESS(SKILLS)
(25%)
KNOWLEDGE
(15%)
Content Standard
L E V E L S OF P R O F I C I E N C Y

65. Report Card (DepED Order No. 31, s. 2012)
At the end of the quarter, the performance of students shall be described based on the following levels of proficiency:
Level of Proficiency
Equivalent Numerical Value
Beginning
74% and below
Developing
75-79%
Approaching Proficiency
80-84%
Proficient
85-89%
Advanced
90% and above

66. Definition of Levels of Proficiency
Beginning – 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.
Developing – The student at this level possesses the minimum knowledge and skills and core understandings, but needs help throughout the performance of authentic tasks

67. Definition of Levels of Proficiency
Approaching Proficiency – 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.

68. Definition of Levels of Proficiency
Proficient – The student at this level has developed the fundamental knowledge and skills and core understandings and, and can transfer them independently through authentic performance tasks.

69. Definition of Levels of Proficiency
Advanced – 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.

71. Ulat Tungkol Sa Pag-unlad ng Marka
Larangan ng Pag-aaral
Markahan
Huling Marka
Pasya 1 2 3 4
Filipino P A
Promoted
English
Mathematics
Science
Araling Panlipunan (AP)
Technology and Livelihood Education (TLE)
MAPEH

72. Assessment of Learning 1 Assessment of Learning 2
Adequate???

73. Implications to Teacher Education
Prepare teachers to
develop the holistically developed child
equipped with 21st century skills
ready for work , for middle level skills development , for higher education

74. The K to 12 teacher- Multi-specialist

75. Implication to Teacher Education
The ideal K to 12 Teacher
Has self direction and sense of initiative
Engages in CPD/CPE
Has high EQ
Is grounded on spiritual and moral values

76. Implication to Teacher Education
The K to 12 Teacher
Multi-literate
Multi-specialist
Multi-lingual
Equipped with 21st Century Skills
Lifelong learner

77. The K to 12 Teacher
ICT competent – Digital native not a digital immigrant
Innovative
Flexible/adaptable
Accountable for results
Effective Communicator

78. The Philippines must catch up with the rest of the world.
World Economic Forum Global Competitiveness Report
Country and Overall Rank
2008
2009
2010
2011
Singapore 5 3 2
Malaysia 21 24 26
Brunei Darussalam 39 32 28
Thailand 34 36 38
Indonesia 55 54 44 46
Vietnam 70 75 59 65
Philippines 71 87 85
Cambodia
109
110 97
In ASEAN:
5th in Quality of Education
Last (8th)* in Quality of Science & Math Education and Capacity for Innovation
Let me begin by saying that the imperative for reforms all across the education sector is perhaps best underscored by the 2011 Global Competitiveness Report from the World Economic Forum. While we moved 10 spots up to a rank of 75th out of 142 countries in the overall rankings, we continue to lag behind nearly all ASEAN countries except for Cambodia (while Laos, Myanmar, and Timor-Leste are not included in the survey). In education, we ranked 5th out of 8 ASEAN countries surveyed in Quality of Education (ahead of Cambodia, Vietnam, and Thailand), and 8th or last in Quality of Science & Math Education and Capacity for Innovation.
Plugging input gaps will go a long way towards improving education outcome, but that in itself is not enough. The Department believes that we must transform our basic education system so that it adequately responds to local needs while allowing our graduates to maximize opportunities beyond our shores. This is what K to 12 is all about.
*Laos, Myanmar, and Timor-Leste are not included in the survey.

80. “ We look back with appreciation to our brilliant teachers but with gratitude to those who touch our hearts.” – Carl Jung

81. God bless us all!