K To 12 Toolkit

K TO 12
TOOLKIT
Resource Guide for Teacher Educators, School
Administrators and Teachers
2012
Philiine !o"ri#ht 2012
Southeast Asian $inisters of Education Or#ani%ation &SEA$EO'
Re#ional !enter for Educational Inno(ation and Technolo#" &I))OTE!*'
IS+) ,-./,-1/00.-/1./1
All ri#hts reser(ed2
)o art of this u3lication ma" 3e reroduced or distri3uted in an" form or
an" means or stored in a data3ase or retrie(al s"stem 4ithout rior 4ritten
ermission of SEA$EO I))OTE!*2
htt5664442seameo/innotech2or#
$ESSAGE 7RO$ T*E 8EPART$E)T
O7
E89!ATIO)
:e are em3ar;in# on 4hat is ar#ua3l" the most comrehensi(e 3asic education reform
initiati(e e(er done in the countr" since the esta3lishment of the u3lic education s"stem
more than a centur" a#o2 The challen#es are #reat and the tas; is dauntin#, 3ut I am confident
that throu#h all of "ou, the 3ra(e and selfless men and 4omen 4ho ha(e ta;en u the no3le
(ocation of teachin#, there is nothin# 4e cannot accomlish to#ether2
And 4hat is it e<actl" 4e aim to achie(e= It is eas" to fi<ate on the o3(ious 4ith re#ard to
the K to 12 +asic Education Pro#ram2 >es, to#ether 4e 4ill ma;e earl" childhood education
a realit" for all 7iliinos and not ?ust for those 4ho can afford to a"2 >es, to#ether 4e
4ill fundamentall" reform the 3asic education curriculum so that our learners ha(e a
true master" of 3asic cometencies and a more deli3erate ath to the 4orld of 4or; and
entrereneurshi or are 3etter reared for hi#her learnin#2
+ut 3e"ond these loft" #oals, 4e are all here to re3uild the 3asic education s"stem that
7iliinos from e(er" 4al; of life, 3ac;#round, and ersuasion deser(e2 :e are here to ma;e
3asic education 4or;2
The imetus for meanin#ful education reform is clear5 the realities of our modern 4orld
re@uire a different ;ind of 7iliino2 The 7iliino must 3e a lifelon# learner2 The 7iliino must
3e holisticall" de(eloed2 The 7iliino must 3e #lo3all"/oriented and locall"/#rounded2
An# +a#on# Piliino A hi#it sa a#i#in# ma;a/tao, ma;a/8i"os, ma;a/3a"an, at ma;a/
;ali;asanBa" ;ailan#an ma#ta#la" n# ;asana"an at anana4 na an#;o sa 21st !entur"2 Ito
o an# la"unin n# K to 12 Pro#ram, na ma3i#"an n# saat at anta" na a#;a;ataon tun#o
sa isan# disente at maran#al na 3uha" an# 3a4at Piliino2
I hoe all of "ou are as e<cited and as fired u as I am, alon# 4ith the countless others 4ho
ha(e ainsta;in#l" 4or;ed on e(er" facet of the K to 12 Pro#ram, to see this reform measure
throu#h2 There 4ill al4a"s 3e those 4ho dou3t our caacit" and @uestion our sincerit"2
There 4ill al4a"s 3e those 4ho, 4hile resectful of our intentions, fundamentall" disa#ree
4ith the aroaches 4e choose to ta;e2 This ma" come as a surrise, 3ut I 4elcome the
scrutin" and to a certain e<tent, e(en the c"nicism2 +asic education should insire assions
or societ" 4rit lar#e is siml" ne#lectin# its resonsi3ilit" of nurturin# its mem3ers2 +ut
to e(er"one, those 4ho a#ree 4ith us and eseciall" to those 4ho disa#ree, I ha(e a simle
messa#e5 the 8eartment is here to ser(e all of "ou2 I #enuinel" 3elie(e that the K to 12
Pro#ram, alon# 4ith the 3roader 3asic education reform a#enda of this #o(ernment, 4ill
3enefit e(er" 7iliino2
$arami on# salamat sa 4alan# sa4a nin"on# a#lilin#;od sa atin# m#a ;a3ataan at ma#/
aaral2 Kadalasan o a" sad"an# mahira an# a#tu#on sa ta4a# n# atin# ;atun#;ulan2 The
?o3 ma" seem than;less and futile at times, 3ut lease ;ee the faith2
>ears and decades from no4, 4e 4ill all collecti(el" loo; 3ac; at this eriod as a time of
immense flu< and more imortantl", of incredi3le coura#e and dedication2 It is ne(er eas"
to reform a s"stem as hu#e and as entrenched as 3asic education2 +ut 4ith all of "ou in the
frontlines, hindi lan# o ;a;a"anin ;undi ;a"an#/;a"a natinC
+ro2 Armin A2 Luistro, 7S!
Secretar"
8eartment of Education
$ESSAGE 7RO$ SEA$EO
I))OTE!*
The 4idesread international commitment to reali%e Education for All &E7A' solidifies
the inherent (alue of 3asic education not onl" for indi(idual de(eloment 3ut also for the
o(erall social de(eloment of an" nation2
The PhiliinesD commitment to E7A is 3ein# reali%ed 4ith the fulfillment of E7A Plan of
Action 2011 !ritical Tas; )o2 1, 4hich mandates len#thenin# its c"cle of 3asic education
to 12 "ears2 As such, President +eni#no Simeon A@uino III, in his first State of the )ation
Address &SO)A' in Eul" 2010, made it a riorit" to len#then the education c"cle in the
countr"2 Ali#ned 4ith the current administrationDs commitment, the Philiine 8eartment
of Education &8eEd' is no4 imlementin# the K to 12 Education Pro#ram2
The Southeast Asian $inisters of Education Or#ani%ation Re#ional !enter for Educational
Inno(ation and Technolo#" &SEA$EO I))OTE!*' has 3een ro(idin# suort to
8eEd, first 3" underta;in# a re#ional re(ie4 of the curricula of four Southeast Asian
countriesB+runei 8arussalam, $ala"sia, Sin#aore, and the Philiines2 The stud"
affirmed that 3asic education in the countr" must under#o reforms to meet the demands of
the t4ent"/first centur"2 7urthermore, SEA$EO I))OTE!* has committed to allocate
funds to de(elo K to 12 collaterals, includin# a K to 12 Tool;it to assist the 8eEd in
rela"in# imortant information that is critical to the full understandin# of the K to 12
education reform initiati(e2
SEA$EO I))OTE!* hoes that 4ith the u3lication of this K to 12 Tool;it, the
teachers, school heads, and other education sta;eholders 4ill 3e 3etter informed and
3e more suorti(e of the critical and ur#ent tas; of reformin# education throu#h the
K to 12 Education Pro#ram2
8r2 Ramon !2 +acani
!enter 8irector
SEA$EO I))OTE!*
TA+LE O7 !O)TE)TS
Introduction
Section 15 General Information
The $eanin# of K to 12
The Fision of K to 12
The )e4 Learnin# Goals
Si#nificant !han#es in the !urriculum
Si#nificant !han#es in the Education Structure
The Transitional Arran#ement from the 2002 +E!62010 SE! to K to 12 !urriculum
Section 25 Reforms in Kinder#arten
The Imortance of Kinder#arten
The Imlementation of $andator" Kinder#arten
A#e Re@uirement for Kinder#arten Pro#ram
!urriculum for Kinder#arten !lasses
Learnin# Acti(ities in Kinder#arten
Assessment in Kinder#arten
$edium of Instruction in Kinder#arten
Section G5 Reforms in Elementar" Education
Ke" !han#es in the Elementar" Education Le(el
$other Ton#ue/+ased $ultilin#ual Education &$T+ $LE'
7irst Lan#ua#e as a Learnin# Area
$other Ton#ue as $edium of Instruction
Time Allotment er Learnin# Area
Section 05 Reforms in Secondar" Education
Ke" !han#es in the Secondar" Education Le(el
The !areer Path4a"s
$odels of !areer Path4a"s
Technical Focational Trac;
!ase 15 8on +osco Technical !olle#e *i#h School 8eartment
!ase 25 San Pedro Relocation !enter )ational *i#h School
Academic Trac;
!ase 15 $anila Science *i#h School
Time Allotment er Learnin# Area
1
-
-
-
,
10
1G
10
11
11
11
1H
1H
1.
1.
20
21
21
22
22
2G
2G
21
21
2-
2-
2,
2,
G0
G1
G2
GG
Section 15 The K to 12 Learnin# Areas
The Learnin# Areas
Inte#rated Lan#ua#e Arts
$athematics
Science
Edu;as"on sa Pa#aa;atao
Aralin# Panliunan
$usic, Arts, Ph"sical Education and *ealth &$APE*'
Technolo#" and Li(elihood Education &TLE'
The Learnin# Areas in Senior *i#h School
Section H5 The Alternati(e 8eli(er" $odes
Alternati(e 8eli(er" $odes &A8$s'5 Pro(idin# Access to Education
A8$s for Elementar"
A8$s for *i#h School
Section -5 The K to 12 for Alternati(e Learnin# S"stem
Education for All throu#h Alternati(e Learnin# S"stem &ALS'
ALS Pro#rams
!han#es to ALS under K to 12 Education Reform
Section .5 Reforms in the Assessment S"stem
7eatures of K to 12 Assessment
The !lassroom Assessment
The Ratin#s of Learnin# Outcomes
The )ational Assessment S"stem to K to 12 Education Pro#ram
Section ,5 The K to 12 Teacher
Attri3utes of K to 12 Teachers
Roles of Teachers in the K to 12 Education Pro#ram
Section 105 K to 12 7re@uentl" As;ed Iuestions
G1
G1
GH
G-
G,
00
02
0G
0H
0-
0,
0,
10
11
1G
1G
10
11
1-
1-
1.
1.
H0
H1
H1
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H1
I)TRO89!TIO)
Imro(in# the Philiine Education S"stem throu#h the K to 12
Education Pro#ram
The Philiines is committed to achie(in# its Education for All &E7A' #oals not onl" for the
de(eloment of each 7iliino, 3ut also for the o(erall social and economic ro#ress of the
countr"2 Part of the Philiine Education 7or All Plan of Action 2011, is !ritical Tas; )o2
1, Jthe e<ansion of 3asic education, tar#etin# that 3" 2011, the Philiines has len#thened
its c"cle of 3asic education schoolin# to ma;e it t4el(e "ears2K
The 8eartment of Education &8eEd' and allied sta;eholders are resondin# to the
ur#ent and critical need to imro(e the @ualit" of 3asic education in the Philiines throu#h
a ma?or education reform ;no4n as K to 12, 4hich means ;inder#arten and the si< "ears
of elementar" and si< "ears of secondar" education2 The reform includes decon#estin#
and enhancin# the 3asic education curriculum for learners to master 3asic cometencies,
len#thenin# the c"cle of 3asic education to co(er ;inder#arten throu#h "ear 122 E<andin#
the 3asic education 3" addin# ;inder#arten and t4o "ears in hi#h school ensures that
#raduates earn the necessar" s;ills and reach the emlo"a3le a#e to @ualif" entrance into
the 4orld of 4or;, if the" desire or need to do so2 On the other hand, #raduates 4ho ot to
#o to tertiar" education are deemed 3etter reared for colle#e stud"64or;2
Reference Guide for Teacher Educators, School Administrators, and Teachers
K TO 12 TOOLKIT
L1
Educational Reforms
E<andin# the duration of 3asic education2 The Philiines is the onl" countr" in
Southeast Asia and one of the onl" three countries in the 4orld 4ith a ten/"ear ro#ram
rior to entr" to the uni(ersit"2
T4o more "ears of 3asic education 4ill 3e added to the e<istin# four/"ear hi#h school
ro#ram to e<tend the 3asic education from ten "ears to 12 "ears2 Aside from t4o "ears in
hi#h school, one "ear of ;inder#arten has no4 3ecome art of 3asic education2
The K to 12 3asic education curriculum 4ill reare students 4ith life s;ills that the" earn
4hile schoolin#2 The curriculum 4ill ena3le students to ac@uire !ertificates of !ometenc"
&!O!s' and )ational !ertifications &)!s' issued 3" the Technical S;ills 8e(eloment
Authorit" &TES8A'2 These )!s si#nif" that K to 12 #raduates ha(e ac@uired middle le(el
s;ills and 4ill ha(e 3etter oortunities for #ainful emlo"ment2 The additional "ears 4ill
also ensure that K to 12 #raduates are 3etter reared for colle#e2
2L
K TO 12 TOOLKIT
!omarison of the 8uration of Primar" to Pre/9ni(ersit" Education in
Southeast Asia
!ountr" >ears of>ears of
Primar" Secondar"
Education Education
Total
Primar"
and
Secondar"
11612
12
Pre/
uni(ersit"
Total +asic
and Pre/
uni(ersit"
Education
8uration
1G610611
11G
&foundation
"ear'
IndonesiaHGG1211G
&foundation
"ear'
Lao P8R1GG1121G
&foundation
"ears'
$ala"siaHG21126G1G610
$"anmar10211112
PhiliinesH0010/10
Sin#aoreH226G1061126G1261G610
ThailandHGG12/12
Timor/LesteHGG12/12
Fietnam10G1226G10611
&?unior
colle#e'
Source5 SEA$EO I))OTE!*, 20122 K to 12 in Southeast Asia5 Re#ional !omarison of the Structure,
!ontent, Or#ani%ation, and Ade@uac" of +asic Education, Philiines
+runei
8arussalam
!am3odia
H
H
26G
G
G
G
26G
$ain 7eatures of the Enhanced K to 12 !urriculum2 In the old curriculum, so much
;no4led#e, s;ills, and (alues 4ere e<ected to 3e learnt 3" students 4ithin a limited eriod
of time2 $oreo(er, learnin# tended to 3e more focused on content, 4hich 4as fra#mented
and disinte#rated2 These could 3e some reasons 4h" man" 7iliino students failed to master
the cometencies and #ain lifelon# learnin# s;ills necessar" for a roducti(e life2
The K to 12 Education Pro#ram addresses these shortcomin#s 3" reformin# the 3asic education
curriculum2 The follo4in# are some features of the curriculum5
M The K to 12 curriculum is decon#ested2 The ne4 curriculum focuses on
understandin# for master" and has remo(ed the unnecessaril" reeated
cometencies2
K TO 12 TOOLKIT
LG
M The K to 12 curriculum is seamless2 This ensures smooth transition 3et4een #rade
le(els and continuum of cometencies throu#h siral ro#ression 4here learnin#
of ;no4led#e, s;ills, (alues, and attitudes increases in deth and 3readth2 There is
also continuit" of cometencies and standards from elementar" to secondar" le(el
throu#h a unified curriculum frame4or;2 The unified standards and cometencies
ensures inte#ration of 4hat learners learn across #rade le(els and across learnin#
areas for a more meanin#ful learnin#2
The K to 12 curriculum is rele(ant and resonsi(e as it centers on the 7iliino
learnerN it is de(elomentall" aroriate &a#e aroriate' and focuses on
succeedin# in the 21st centur"2 $oreo(er, the curriculum resonds to the needs
of the communit"5 an a#ricultural to4n ma" offer a#ricultural electi(e coursesN a
coastal area, fisher" electi(e coursesN an ur3an area, industrial arts2 Learnin# 4ill
3e s"stematicall" matched 4ith la3or mar;et re@uirements2
K to 12 !urriculum is enriched2 It uses inte#rati(e, in@uir"/3ased and
constructi(e aroaches to de(elo the cometencies of learners2
K to 12 curriculum is learner/centered2 It focuses on the otimum de(eloment
of the 7iliino child2
M
M
M
0L
K TO 12 TOOLKIT
+enefits of the K to 12 Reforms
To Indi(iduals and 7amilies
The imro(ement that K to 12 education ro#ram 3rin#s 4ill ro(ide the follo4in# 3enefits
to 7iliino learners and their families5
M Learners 4ith decon#ested stud" loads ha(e more time to master the desired
learnin# cometencies2 7urther, the" 4ill 3e #i(en oortunit" to learn 3e"ond
academics throu#h a career ath4a"s ro#ram, thus allo4in# for a more holistic
de(eloment 4ith life s;ills2
Graduates 4ill not onl" #ain a hi#h school diloma 3ut the" 4ill ac@uire !ertificate
of !ometencies or )ational !ertitification in their field of seciali%ation2
Graduates 4ill 3e 3etter reared for hi#her education2
7amilies can 3etter afford education as the cost of the additional t4o "ears in hi#h
school is si#nificantl" lo4er than lon#er colle#iate or uni(ersit" le(el2
$oreo(er, one "ear reschool is no4 mandator" and is ro(ided for free throu#h
Reu3lic Act 1011-2
M
M
M
M
K TO 12 TOOLKIT
L1
7or the Societ" and the Econom"
K to 12 4ill contri3ute to economic #ro4th 3rin#in# ro#ress to societ" and to the nation2
Research studies sho4 that5
M
M
M
Each additional "ear 3rin#s 10O increase in 4a#e earnin#s12
Lon#er time sent in education increases li;elihood of emlo"ment22
An additional "ear increases the a(era#e 00/"ear #ro4th rate in Gross 8omestic
Product 3" a3out 02G- ercenta#e ointsG2
A "ear of schoolin# t"icall" sho4s a 21/G0 ercent rate of return02 M
A more educated societ" ma" lead to hi#her rates of in(estment, ma;e e(er"3od" more
roducti(e throu#h the a3ilit" to introduce ne4 and 3etter roduction methodsN and lead
to introduction of ne4 technolo#ies &*anushe;, 2001'2
7or Re#ional and International Reco#nition and !ometiti(eness
The K to 12 education ro#ram is desi#ned to o(ercome the inherent limitations of ten/"ear
3asic education2 :ith K to 12, learnin# and @ualit" of education 4ill imro(e2 As 7iliino
students learn 3etter, it is e<ected that the Philiines 4ill imro(e its erformance
in international academic e<aminations and #ain international reco#nition of 7iliino
rofessionals2
M Academic de#rees of 7iliino #raduates 4ill no4 3e reco#ni%ed in other
countries2
The K to 12 curriculum ensures that studies, dilomas, and de#rees of
7iliinos are reco#ni%ed as 4idel" as ossi3le2
Si#nificant chan#es in the 4orldDs education standards 3rou#ht 3" #lo3ali%ation
increased cross/3order ro(ision, and continued e<ansion of education that ha(e
resulted in increased @ualit" assurance of education2
M
M
HL
K TO 12 TOOLKIT
SE!TIO) I5 GE)ERAL
I)7OR$ATIO)
1212 The meanin# of K to 12
K to 12 means Kinder#arten and the 12 "ears of elementar" and secondar" education2
Kinder#arten refers to the fi(e/"ear old cohort that ta;es a standardi%ed ;inder#arten
curriculum2 Elementar" education refers to rimar" schoolin# that in(ol(es si<
"ears of education &Grades 1 to H'2 Secondar" education refers to four "ears of ?unior
hi#h school &Grades - to 10' and t4o "ears of senior hi#h school &Grades 11 to 12'2
1222 Fision of K to 12
J:e need to add t4o "ears to our 3asic education2 Those 4ho can afford a" u to 10 "ears of
schoolin# 3efore uni(ersit"2 Thus, their children are #ettin# into the 3est uni(ersities and the
3est ?o3s after #raduation2 I 4ant at least 12 "ears for our u3lic school children to #i(en them
an e(en chance of succeedin#2K
/President +eni#no A@uino III
K TO 12 TOOLKIT
L-
The K to 12 +asic Education Pro#ram aims to roduce 7iliino #raduates 4ho are
holisticall"/de(eloed 4ith 21st centur" s;ills reared for hi#her education, middle/le(el
s;ills de(eloment, emlo"ment, and entrereneurshi2 *a(in# @ualit" education as a lon#/
term solution to underemlo"ment, malnutrition, and o(ert" and is line 4ith the a#enda
of the A@uino administration2
7iliino #raduates are en(isioned to5
M Possess sufficient master" of 3asic cometencies &e2#2, literac", numerac", ro3lem
sol(in#, etc' to de(elo themsel(es to the fullestN
+e emotionall" de(eloed and cometent to li(e a meanin#ful lifeN
+e sociall" a4are, ro/acti(e, and in(ol(ed in u3lic and ci(ic affairs and contri3ute
to the de(eloment of a ro#ressi(e, ?ust and humane societ"N
+e ade@uatel" reared for the 4orld of 4or; or entrereneurshi or hi#her
educationN
+e le#all" emlo"a3leN and
+e #lo3all" cometiti(e2
M
M
M
M
M
In addition, the" are characteri%ed as #raduates 4ho5
M
M
M
M
Possess health" mind and 3od"
*a(e a solid moral and siritual #roundin#
Areciate and care for humanit", the 4orld, and en(ironment
Are roud to 3e a 7iliino
.L
K TO 12 TOOLKIT
The K to 12 Graduate
12G2 The )e4 Learnin# Goals
The K to 12 !urriculum is focused on the learnerDs ac@uisition of the 21st centur" s;ills as
follo4s5
12 Learnin# and Inno(ation s;ills
121 !reati(it" and curiosit"
122 !ritical thin;in#, ro3lem sol(in#, and ris;/ta;in#
12G Adata3ilit", mana#in# comle<it" and self/direction
120 *i#her/order thin;in# and sound reasonin#
22 Information, media, and technolo#" s;ills
221 Fisual and information literacies
222 $edia literac"
22G +asic, scientific, economic, and technolo#ical literacies
220 $ulticultural literac" and #lo3al a4areness
K TO 12 TOOLKIT
L,
G2 Effecti(e !ommunication S;ills
G21 Teamin#, colla3oration and interersonal s;ills
G22 Personal, social, and ci(ic resonsi3ilit"
G2G Interacti(e communication
02 Life and !areer S;ills
021 7le<i3ilit" and adata3ilit"
022 Initiati(e and self/direction
02G Social and cross/cultural s;ills
020 Producti(it" and accounta3ilit"
021 Leadershi and resonsi3ilit"
1202 Si#nificant !han#es in the !urriculum
Prior to K to 12 Education, the elementar" and secondar" schools 4ere usin# the 2002 +asic
Education !urriculum &+E!'2 Then in 2010, the Secondar" Education !urriculum &SE!'
4as introduced in hi#h school in school "ear 2010/20112 +oth the +E! and SE! aim for
functional literac"2 The K to 12 !urriculum aims for holistic de(eloment and ac@uisition
of 21st centur" s;ills2
The +E! 2002 focuses on the de(eloment of readin# s;ills and (alues of self/reliance and
atriotism2 It also uts emhasis on interacti(e learnin# aroaches and inte#rati(e teachin#
aroaches 4hich inte#rate cometencies and (alues 4ithin and across the learnin# areas2
On the other hand, SE! 2010, 4hich follo4s an 9nderstandin# 3" 8esi#n &938' frame4or;,
focuses on settin# of learnin# standards and teachin# for understandin#2 It ro(ides a
ersonali%ed aroach usin# secial curricular ro#rams2 It li;e4ise de(elos readiness
and assion for 4or; and lifelon# learnin#2 $oreo(er, SE! 2010 ta;es into consideration
the (arious conte<ts and suort s"stems surroundin# the 7iliino learners2
The K to 12 curriculum considers e(er" asect of de(eloment of the learners so that
#raduates 4ill 3e holisticall" de(eloed, e@uied 4ith 21st centur" s;ills and reared for
emlo"ment, entrereneurshi, middle le(el s;ills or hi#her education2
In de(eloin# the K to 12 curriculum, (arious hilosohical and le#al 3ases 4ere ta;en
into consideration2 As a learner/centered curriculum, K to 12 considers the nature and the
needs of the learners2 $oreo(er, it resonds to the local and #lo3al needs2
The K to 12 curriculum li;e4ise affirms the imortant role that (arious sta;eholders la" in
education such as administrators in the (arious le(els of 8eEd, other #o(ernment a#encies,
non/#o(ernment or#ani%ations, ri(ate sector, and the learnersD famil" and communit"2 It
also entails curriculum and instructional suorts2
10 L
K TO 12 TOOLKIT
!omarison of the !urriculum of the Old Education and K to 12 Education
The K to 12 3asic education curriculum frame4or; sho4s that the K to 12 3asic education
curriculum has the follo4in# salient features5
M It focuses on the holistic de(eloment of the learner 2
M It is outcome/3ased as it reares learners for5
1' hi#her education,
2' middle le(el s;ills,
G' emlo"ment, and
0' entrereneurshi
M It is anchored on the rinciles of5
1' inclusi(e education,
2' learnersD #ro4th and de(eloment,
G' teachin# and learnin#, and
0' assessment2
K TO 12 TOOLKIT
L 11
The desired outcomes of the K to 12 ro#ram are defined in e<ectancies 4hich are in the
form of content and erformance standards that are secified in the curriculum of each
learnin# area5
M !ontent standards are 4hat the students should ;no4 &facts and information',
4hat the" do &rocess or s;ills', and 4hat understandin# the" construct as the"
rocess the information2 The students are e<ected not onl" to understand 3ut also
to demonstrate 4hat the" learn, thus ro(idin# e(idence of learnin#2
M Performance standards are 4hat students do or ho4 the" use their learnin# and
understandin#2 The students are e<ected to roduce roducts and6or erformances
to ro(e that the" can al" 4hat the" learn in real/life situations2
K to 12 !urriculum 7rame4or;
12 L
K TO 12 TOOLKIT
1212 Si#nificant !han#es in the Education Structure
One of the ma?or chan#es 3rou#ht a3out 3" the K to 12 reform is on the education structure2
Pre(iousl", reschool 4as not comulsor", that is, uils could enrol in Grade 1 4ith or
4ithout ha(in# #one throu#h reschool2 9nder K to 12 and 4ith the Kinder#arten Act,
reschool education for fi(e/"ear/old children 3ecomes mandator" 3efore enterin#
elementar" school2
There 4ill 3e the same si< "ears of elementar" education, 3ut students enterin# secondar"
le(el 4ill 3e#in their ?unior hi#h school as Grade -2 Eunior *i#h School is for four "ears
&Grades - to 10' and Senior *i#h School &S*S' is for t4o "ears &Grades 11 to 12'2
The additional t4o "ears of S*S 4ould mean that the hi#h school #raduates are 3etter
reared for 4hate(er ath the" 4ill choose, and the" are of le#al a#e &1. "ears old' to 3e
la4full" emlo"ed2
!omarison of the 2002 +E! and K to 12 Education Structure
K TO 12 TOOLKIT
L 1G
12H2 The Transitional Arran#ement from the 2002 +E!62010 SE!
to the K to 12 !urriculum
The imlementation of the K to 12 ro#ram 4ill 3e hased2 9ni(ersal ;inder#arten 4as
offered startin# S> 2011/20122 +" S> 2012/201G, the ne4 curriculum 4ill 3e offered to
incomin# Grade 1 as 4ell as to incomin# ?unior hi#h school students &Grade -'2 The tar#et
of 8eEd is to ut in lace the necessar" infrastructure and other necessar" arran#ements
needed to ro(ide Senior *i#h School &S*S' education 3" S> 201H/201-2
Prior to the introduction of senior hi#h school in school "ear 201H/201-, 8eEd has
identified selected schools that can ser(e as model senior hi#h schools2 These schools 4ill
offer senior hi#h school 3" Eune 20122
Imlementation Schedule of K to 12
10 L
K TO 12 TOOLKIT
SE!TIO) II5 RE7OR$S I)
KI)8ERGARTE)
2212 Imortance of Kinder#arten
Education for children in the earl" "ears la"s the foundation for lifelon# learnin# and for the total
de(eloment of a child2 The earl" "ears of a human 3ein#, from 0 to H "ears, are the most
critical eriod 4hen the 3rain #ro4s to at least H0/-0O of adult si%e12
Education for All &E7A' 2011, to 4hich the Philiines is committed, emhasi%es the crucial
role that earl" childhood education &E!E' la"s in the childDs 3rain de(eloment, listin#
E!E as Goal 1, that is, to e<and and imro(e the comrehensi(e earl" childhood care and
education, eseciall" for the most (ulnera3le and disad(anta#ed children2
2222 Imlementation of $andator" Kinder#arten
:ith the enactment of Reu3lic Act 1011- on 20 Eanuar" 2012, ;inder#arten is no4
mandator" and comulsor" for all fi(e/"ear/old learners2 Kinder#arten, as the first sta#e of
the 3asic education s"stem, 3ecomes a re@uirement for entrance to Grade 12
K TO 12 TOOLKIT
L 11
The 8eEd is emo4ered to o(ersee and suer(ise the oeration of u3lic and ri(ate
;inder#arten ro#rams, to de(elo the ;inder#arten curriculum ali#ned 4ith the uni(ersall"
acceted standards, to de(elo teachin# strate#ies and introduce inno(ati(e ro#rams, and
to rescri3e recruitment standards and de(eloment ro#rams for ;inder#arten teachers2
22G2 A#e Re@uirement for Kinder#arten Le(el
All fi(e/"ear/old children shall a(ail of the free and comulsor" ;inder#arten education
ro#ram2
2202 !urriculum for Kinder#arten !lasses
!entral to the ;inder#arten curriculum is the child 4ho is en(isioned to 3e reared for
life2 It is anchored on the de(elomental ractices and leadin# earl" childhood education
rinciles and aroaches2
There are no formal su3?ects in ;inder#arten2 Instead, there are si< de(elomental domains,
namel"5
1' character6(alues de(eloment,
2' h"sical health and motor de(eloment,
G' social and emotional de(eloment,
0' co#niti(e6intellectual de(eloment,
1' creati(e6aesthetic de(eloment, and
H' lan#ua#e literac" and communication2
+ased on the a3o(e domains, learnin# areas are identified2 These domain/3ased learnin#
areas are desi#ned for the smooth transition into content/3ased curriculum of Grades 1 to
122 Thus, education from ;inder#arten, elementar", and secondar" is seamless2
!urricular themes inte#rate the learnin# and de(elomental domains2 There are si<
curricular themes, namel"5
12 $"self A concets and ideas that hel the learner understand himself6herself 3etter
so that he6she 4ill de(elo as an indi(idual2
22 $" 7amil" A concets, ideas, ractices that #uide the child to 3e resonsi3le and
roud of himself6herself and his6her famil"2
1H L
K TO 12 TOOLKIT
G2 $" School A concets, ideas, ractices, and situations that hel the child understand
ho4 to 3e an indi(idual and sociali%e 4ith other learners, teachers, school ersonnel,
and other mem3ers of the school2
02 $" !ommunit"A concets, ideas, ractices, situations, and resonsi3ilities that the
learner should ac@uire and understand so that he6she 4ill 3ecome a functional and
resonsi(e mem3er of the communit"2
12 $ore Thin#s Around $e A all other concets, ideas, ractices, situations, and
resonsi3ilities not co(ered 3" themes 1 to 0 3ut 4hich ma" 3e rele(ant to the
communit", culture, and interest of the learner2
Kinder#arten !urriculum 7rame4or;
K TO 12 TOOLKIT
L 1-
2212 Learnin# Acti(ities in Kinder#arten
Teachin#Alearnin# acti(ities are la"/3ased considerin# the de(elomental sta#e of
;inder#arten uils2 Some of the acti(ities cited in the ;inder#arten act are as follo4s5
M T4o/trac; method &stor"tellin# and readin#, listenin# to stories, oral communication
acti(ities'N
M Interacti(e acti(itiesN
M Pla"in# maniulati(e #amesN and
M E<eriential, small #rou discussions and total h"sical resonse2
22H2 Assessment in Kinder#arten
Kinder#arten follo4s se(eral #eneral #uidin# rinciles on learnin# assessment de(eloment5
M Assessment is done to monitor learnin#, ;no4 childDs ro#ress and reort this to
arents2
M Assessment is essential to identif"in# the childDs total de(elomental needs and does
not determine academic achie(ement2
M Assessment is 3est conducted on a re#ular 3asis so that a timel" resonse ma" 3e
made to imro(e learnin#2
M The results of the assessment of learnin# of a child shall 3e ;et strictl" confidential2
M Ratin#s should 3e @ualitati(e6descriti(e and not onl" numerical2
M The famil" and communit" ma" 3e informed of the #eneral outcomes of learnin# in
the earl" "ears so as to encoura#e further cooeration and artnershis2
To measure the childDs readiness for Grade 1, 8eEd 4ill use the School Readiness
Assessment E<amination &SReA'2 SReA is ali#ned 4ith the standards and cometencies for
fi(e/"ear/old children2 It is an assessment rior to entr" to Grade 1 of 3asic education The
lan#ua#e of the SReA 4ill 3e the mother ton#ue2
Throu#h SReA, Grade 1 teachers ha(e an accurate and relia3le (ie4 of the childDs concets
and s;ills 4hen the" 3e#in school2 This is helful in lannin# aroriate lessons, acti(ities,
and instructional materials2
1. L
K TO 12 TOOLKIT
The SReA assessment tool consists of t4o arts5
M Part 1 consists of 10 items that measure the de(eloment of 3asic cometencies2
M Part 2 consists of a list of @uestions for the arents to determine their childDs
de(elomental s;ills in socio/emotional and self/hel domains2
Kinder#arten to Grade 1 Transition Pro#ram
K TO 12 TOOLKIT
L 1,
22-2 $edium of Instruction in Kinder#arten
The ;inder#arten u to Grade G adots mother ton#ue/3ased multilin#ual education
&$T+ $LE'2 The mother ton#ue of the learners is the rimar" medium of instruction for
teachin# and learnin# in ;inder#arten le(el u to Grade G &see discussions on $T+ $LE
in Section G'2
20 L
K TO 12 TOOLKIT
SE!TIO) III5 RE7OR$S I)
ELE$E)TAR>
E89!ATIO)
G212 Ke" !han#es in the Elementar" !urriculum
There are se(eral chan#es in the ne4 K to 12 elementar" education curriculum2 These
chan#es include5
12 $edium of instruction5 7rom the use of 3ilin#ual education &En#lish and 7iliino',
the K to 12 4ill 3e institutionali%in# the $other Ton#ue/+ased $ultilin#ual
Education from Grades 1 to G2 The $other Ton#ue 4ill 3e the medium of instruction
from Grades 1 to G2
22 Learnin# areas5 $other Ton#ue 4ill 3e an additional learnin# area under K to 12
from Grades 1 to G2 $usic, Arts, Ph"sical Education and *ealth &$APE*' is tau#ht
startin# Grade 12
G2 Assessment5 Grade H )AT 4ill 3e relaced 3" an End/of/Grade H Assessment and
4ill ser(e 3oth as an e<it e<amination for Grade H and entrance e<amination for
Grade -2
K TO 12 TOOLKIT
L 21
G222 $other Ton#ue/+ased $ultilin#ual Education &$T+ $LE'
The mother ton#ue or the childDs first lan#ua#e 4ill 3e used as the rimar" medium of
instruction from reschool until at least Grade G2 The mother ton#ue 4ill 3e the main
(ehicle to teach understandin# and master" of all su3?ects such as mathematics, science,
Aralin# Panliunan, Edu;as"on sa Pa#aa;atao, $usic, Arts, Ph"sical Education and
*ealth &$APE*', 7iliino and En#lish2 $other ton#ue as a su3?ect and as a lan#ua#e of
teachin# 4ill 3e introduced in Grade 1 for concetual understandin#2 Other lan#ua#es are
introduced as searate su3?ects startin# Grade 22 Oral and 4ritten 7iliino are introduced
in the first semester and oral En#lish in the second semester2
!omarison of the 2002 +E! and the K to 12 Elementar" Education
G2221 7irst Lan#ua#e as Learnin# Area
T4el(e ma?or lan#ua#es shall 3e offered as a learnin# area and utili%ed as lan#ua#e of
instruction startin# school "ear 2012/201G2 The" are as follo4s5
M Ta#alo#
M Kaaman#an
M Pan#asinense
M Ilo;o
M +i;ol
M !e3uano
M *ili#a"non
M :ara"
M +ahasa/su#
M $a#uindanaoan
M $eranao
M !ha3acano
22 L
K TO 12 TOOLKIT
G22222 $other Ton#ue as $edium of Instruction
The mother ton#ue 4ill 3e the medium of instruction from ;inder#arten to Grade G2
+rid#in# or transition to 7iliino and En#lish as lan#ua#e of instruction 4ill 3e introduced
in Grade G2
$edium of Instruction at the Elementar" Le(el
Learnin# Area
Lan#ua#e Arts
/7iliino
/En#lish
/$other Ton#ue
Science
$athematics
Aralin# Panliunan &AP'
Edu;as"on# Pantahanan at
Pan#;a3uha"an &EPP'
$APE*
$edium of Instruction er Grade Le(el
G1 G2 GG G0 G1 GH
7iliino
En#lish
$other Ton#ue
$T
$other Ton#ue
$other Ton#ue
En#lish
En#lish
7iliino
7iliino
7iliino
7iliino
En#lish
$other Ton#ue
$other Ton#ue
G2G2 Time Allotment er Learnin# Area
Aside from scoe and content of the curriculum, time alloted to the stud" of each learnin#
area 4as also ad?usted under the K to 12 education ro#ram2 Time allotment er su3?ect is
the minimum eriod for class interaction2
At the elementar" le(el, the dail" time allotment for En#lish and 7iliino su3?ects has 3een
reduced 4hile additional time is #i(en to the ne4 learnin# area under lan#ua#e, 4hich
is $other Ton#ue2 The time allocation for $athematics and Aralin# Panliunan 4as
also decreased2 On the other hand, more time 4as added to Edu;as"on# Pantahanan at
Pan#;a3uha"an2 This reduction does not mean less time for stud" as K to 12 allo4s for
learnin# time to 3e e<tended to off/school learnin# e<eriences at home or in the communit"2
The uils are e<ected to roduce an outut or erform tas;s that 4ill 3e credited to them2
K TO 12 TOOLKIT
L 2G
!omarison of the Learnin# Areas and Time Allotment of the 2002 +E!
and the K to 12 !urriculum
Learnin# Areas
En#lish
7iliino
$other Ton#ue &Grades 1
to G'
$athematics
Science &Grades G to H'
Aralin# Panliunan
$usic, Arts, PE, and *ealth
Edu;as"on# Pantahanan at
Pan#;a3uha"an &Grades 0
to H'
2002 +E! !urriculum
&minutes er da"'
H0/,0
H0/-0
none
H0/-0
00/H0
00/H0
20/G0
00
00
K to 12 Education
&minutes er da"'
G0/10
G0/10
LA)G9AGES
10
10
10
00
G0
00
10
$AKA+A>A)
Samle !lass Pro#ram for Grade 1
Time
-500/-511
-511/-521
-521/-511
$onda"
Pam3ansan#
A4it
*omeroom
Edu;as"on sa
Pa#aa;atao
$other Ton#ue
7iliino
Tuesda"
Pam3ansan#
A4it
*omeroom
Edu;as"on sa
Pa#aa;atao
$other Ton#ue
7iliino
Aralin#
Panliunan
En#lish &Oral
7luenc"' 2nd
semester
$athematics
Remediation,
Reinforcement,
Enrichment
Acti(ities
or Otional
Reli#ious
Instruction
$APE*
20062-0
:ednesda"
Pam3ansan# A4it
*omeroom
Edu;as"on sa
Pa#aa;atao
$other Ton#ue
7iliino
RE!ESS
Aralin#
Panliunan
En#lish &Oral
7luenc"' 2nd
semester
$athematics
L9)!*
Remediation,
Reinforcement,
Enrichment
Acti(ities
or Otional
Reli#ious
Instruction
$APE*
20062-0
Thursda"
Pam3ansan#
A4it
*omeroom
Edu;as"on sa
Pa#aa;atao
$other Ton#ue
7iliino
Aralin#
Panliunan
En#lish &Oral
7luenc"' 2nd
semester
$athematics
Remediation,
Reinforcement,
Enrichment
Acti(ities
or Otional
Reli#ious
Instruction
$APE*
20062-0
7rida"
Pam3ansan#
A4it
*omeroom
Edu;as"on sa
Pa#aa;atao
$other Ton#ue
7iliino
Aralin#
Panliunan
En#lish &Oral
7luenc"' 2nd
semester
$athematics
Remediation,
Reinforcement,
Enrichment
Acti(ities
or Otional
Reli#ious
Instruction
$APE*
20062-0
-511/.501
.501/,511
,511/,5G1
,5G1/10511 Aralin#
Panliunan
10511/10501 En#lish &Oral
7luenc"' 2nd
semester
10501/115G1 $athematics
115G1/1500
1500/15G0 Remediation,
Reinforcement,
Enrichment
Acti(ities
or Otional
Reli#ious
Instruction
15G0/2510 $APE*
TOTAL20062-0
Source5 8eEd Order G1, s2012
20 L
K TO 12 TOOLKIT
SE!TIO) IF5 RE7OR$S I)
SE!O)8AR>
E89!ATIO)
021 Ke" !han#es in Secondar" Education
Secondar" education is under#oin# si#nificant chan#es under the K to 12 Education
Pro#ram2 These chan#es are in structure, curriculum, and assessment2
Structure5 :ith the K to 12 curriculum, secondar" education consists of four "ears of ?unior
hi#h school, Grades - to 10, and t4o "ears of senior hi#h school, Grades 11 to 122
K TO 12 TOOLKIT
L 21
K to 12 Secondar" Education Structure
!omarison of the 2010 SE! and the K to 12 Secondar" Education
!urriculum5 In the SE! 2010, Science and $athematics are tau#ht usin# the disciline/
3ased aroach2 All su3?ects are tau#ht follo4in# the three sta#es of 9nderstandin# 3"
8esi#n &938' identif"in# desired results, determinin# acceta3le e(idence, and lannin#
instruction2
On the other hand, the K to 12 curriculum follo4s the siral aroach 4herein learnin# is
a rocess of 3uildin# uon re(iousl" learned ;no4led#e2 Throu#h this, students are a3le
to master the desired cometencies 3" re(isitin# the su3?ect se(eral times and relatin# ne4
;no4led#e or s;ills 4ith the re(ious one2 $oreo(er, students ro#ress in their learnin# as
it entails #oin# from simle to more comle< ;no4led#e or s;ills2
In the K to 12 Education Pro#ram, the siral ro#ression aroach 4ill 3e used in teachin#
Science, $athematics, Aralin# Panliunan, $APE* and Edu;as"on sa Pa#aa;atao2
2H L
K TO 12 TOOLKIT
Assessment5 The )ational Achie(ement Test &)AT' ta;en 3" second "ear students 4ill
3e relaced 3" an end/of/Grade 10 E<amination2 It is en(isioned that the end/of/Grade
12 E<amination is the e<it e<amination of the secondar" le(el and at the same time the
entrance e<amination for colle#e2
0222 !areer Path4a"s
K to 12 Education Pro#ram offers !areer Path4a"s or otional courses that students select
from a num3er of choices2 It offers oortunities for seciali%ation in academic, technical/
(ocational, and entrereneurshi2 At Grades - and ., students 4ill stud" e<lorator" su3?ects
3" ta;in# four Technolo#" and Li(elihood Education &TLE' courses for each Grade2 At
Grades , and 10, TLE seciali%ations are offered, then at Grades 11 and 12 career ath4a"
seciali%ations are offered2 !areer ath4a"s lead to eli#i3ilit" for !ertificate of !ometenc"
&!O!', 4hich TES8A issues to indi(iduals 4ho satisfactoril" demonstrate cometence
on a articular or cluster of units of cometenc"2 The !O! leads to certification 3e#innin#
4ith )! 1 4hich indicates the erformance of a routine and redicta3le tas;, re@uirin# little
?ud#ement and suer(ision, and )! 2, the erformance of a rescri3ed ran#e of functions2
Aside from certification of TES8A, other reco#nition ma" 3e issued 3" other #o(ernment
or non/#o(ernment a#encies2 7or instance, art/related career ath4a"s ma" 3e assessed 3"
the )ational !ommission for !ulture and Arts &)!!A'N sorts/related career ath4a"s
ma" 3e assessed 3" the Philiine Sorts !ommission &PS!'N and forei#n lan#ua#es ma" 3e
assessed 3" TES8A or forei#n lan#ua#e institutes2H
022212 $odels for !areer Path4a"s
:hen SEA$EO I))OTE!* 4as tas;ed to re(ie4 the Philiine curriculum in suort
of the K to 12 education reform, it made re#ional, as 4ell as national comara3ilit" of the
Philiine curricular offerin#s2 One articular area of stud" that SEA$EO I))OTE!*
undertoo; 4as the curriculum technical/(ocational schools, articularl" the ri(atel"/run
8on +osco Technical !olle#e and #o(ernment/run San Pedro Relocation !enter )ational
*i#h School, and science schools, articularl" $anila Science *i#h School of 8eEd2
Althou#h their curriculum 4ill 3e su3?ected to chan#e alon# 4ith the K to 12 education
reform, their curricular aroach can #i(e us a #limse of ath4a"s in academic and
technical/(ocational trac;s2
K TO 12 TOOLKIT
L 2-
!areer Path4a"s from Grade - to 12
Grade
Le(els
12
11
Academics
!ore
cometencies
P !areer
Path4a"s/
Seciali%ation
Academic
Ad(anced
Science
Ad(anced
$athematics
Lan#ua#es
Eournalism
Arts and
Sorts
10
,
!ore
cometencies
P TLE
Seciali%ation
Others
Electi(es!ertification
Tech/Foc Offerin# Entrereneurshi
12 )ail !are )! II)ational
22 !are Gi(in#!ertification
)! IIII *ori%ontal6
G2 Tailorin# )! IIFertical Transfer
02 8ressma;in#
)! II
12 !ommercial
!oo;in# )! II
H2 +read and Pastr"
Production )!
II
-2 *ousehold
Ser(ices )! II
.2 A#riculture)ational
!ro!ertification II
Production )! I
,2 *orticulture)ational
)! II!ertification I
102 Animal
Production )!!ertificate of
II!ometencies
112 A@uaculture
)o(elt" and !rafts
122 7ood J7ishK
Processin# )! II
1G2 Automoti(e
Ser(icin# )! I
102 !arentr" )! II
112 Plum3in# )! II
1H2 $asonr" )! I
1-2 Tiles Settin#
)! II
1.2 $echanical
8raftin# )! I
1,2 Electrical
Installation and
$aintenance
)! II
202 !onsumer
Electronics
Ser(icin# II
212 *andicrafts
Production )! I
222 Shielded $etal
Arc :eldin#
)! I
2G2 Refri#eration Q
Aircon Ser(icin#
&8O$RA!'
)! II
202 !omuter
*ard4are
Ser(icin# )! II
. E<lorator"
Tech/Foc
Electi(es
focused on
1 common
cometencies5
/ $ensuration
and !alculation
/9se of Tools
and E@uiment
/Interretation
of Plans68ra4in#
/Occuational
*ealth and
Safet"
/$aintenance
of Tools and
E@uiment
Source5 K to 12 +asic Education Pro#ram, $arch 2012
2. L
K TO 12 TOOLKIT
Industrial
Arts
A#ri/7isher"
*ome
Economics
Technical/Focational Trac;
Since 200-, technical/(ocational education has 3een #i(en emhasis 3" 8eEd throu#h the
Stren#thened Technical/Focational Education Pro#ram &STFEP' as a result of the )ational
!areer Assessment E<amination &)!AE' for school "ear 200H/200-2 )!AE re(ealed that
1.20GO of the 12G million #raduatin# students ha(e inclination to4ards entrereneurshi
and in the areas of technical/(ocational education 4hile onl" G2-HO ha(e the atitude
for colle#e2 STFEP li;e4ise resonded to the lar#e #a in unfilled technical ositions in
industr" 3" #earin# students into 3ecomin# dul" certified hi#hl" s;illed 4or;force2 Aside
from #oin# into the la3or mar;et, #raduates of technical/(ocational education ha(e the
otion to ursue ost secondar" education or colle#e or to (enture into entrereneurshi2
Students of the re#ular and techical/(ocational schools ta;e the same core su3?ects in re#ular
8eEd schools, i2e2, En#lish, 7iliino, Science, $athematics, Social Studies, $APE*, and
Falues Education2 The difference lies in the offerin# of e<lorator" technical and (ocational
su3?ects2
In the technical/(ocational schools, e<lorator" courses are offered in Grade -2 Seciali%ation
3e#ins in Grade .2 In the re#ular secondar" schools, e<lorator" courses are offered in
Grades - and . and seciali%ation starts in Grade ,2
!ase 15 8on +osco Technical !olle#e *i#h School 8eartment -
The 8on +osco Technical !olle#e &8+T!' is a ri(ate catholic institution that reares
learners for human, siritual, emotional, and moral formation so the" are read" to face the
challen#es of the 4orld, in a sirit of ser(ice and lo(e for others, eseciall" the mar#inali%ed2
The *i#h School 8eartment of 8+T! offers a dual curriculum ro#ram that co(ers the
8eEd curriculum &$athematics, Science, En#lish, 7iliino, Social Studies, !hristian Li(in#,
Ph"sical Education, and $usic' lus a technical curriculum, that is, #eneral technolo#" for
first and second "ears and technical seciali%ation in third and fourth "ears in the follo4in#
field5 electronics, industrial draftin#, industrial electronics, mechanics, and comuter2
8+T! reares its students for an" academic course that the" 4ish to ursue in colle#e and
its technical ro#ram2 Graduates 4ho 4ish to ursue en#ineerin# course are #i(en an ed#e2
The Technical *i#h School ro#ram aims to de(elo fundamental ;no4led#e, attitude,
s;ills and ha3its, 4hich 4ould reare the students for future studies in en#ineerin# and
other fields in technolo#"2
K TO 12 TOOLKIT
L 2,
Technical *i#h School Pro#ram of 8on +osco Technical !olle#e
!ase 25 San Pedro Relocation !enter )ational *i#h School .
San Pedro Relocation !enter )ational *i#h School &SPR!)*S' 4as transformed from a
traditional #eneral hi#h school to an alied academics school throu#h Pro?ect APER
&Alied Academics for E<cellence' iloted in 20022 APER is a fi(e/"ear education ro?ect
of the local #o(ernment of La#una in artnershi 4ith the Southeast Asian $inisters of
Education Or#ani%ation Re#ional !enter for Educational Inno(ation and Technolo#"
&SEA$EO I))OTE!*'2 The ro?ect focused on de(eloin# academicall" and technicall"
reared hi#h school #raduates read" to ursue hi#her education and or a career of choice2
Then in school "ear 200-/200., as a technical/(ocational hi#h school, SPR!)*S adoted
the Stren#thened Technical and Focational Education Pro#ram &STFEP', 4hich utili%es
the !ometenc"/+ased !urriculum &!+!'2 The salient comonents of the STFEP Pro#ram
include5
7irst "ear le(el is e<lorator" le(el A focusin# on the 3asic rinciles and ractices in each
of the areas of seciali%ation2
Seciali%ation starts in the second "ear le(el A 3ased on a studentDs interest, communit"
needs, and school resources2
It includes racticum, suer(ised industr" e<osure or on/the/?o3 trainin# &OET' as modes
of learnin#2
G0 L
K TO 12 TOOLKIT
To measure studentsD erformance, 4ritten and hands/on s;ills tests are administered 3" the
technolo#" teacher2 7ourth "ear students are encoura#ed to ta;e the )ational !ertification
&)!' II assessment from TES8A2 The schoolDs tar#et is that uon #raduation, the students
4ill ha(e t4o &2' dilomas5 one for comletin# the 3asic secondar" education and the other
)! II certificate2
Technical/Focational !urriculum of San Pedro Relocation !enter
)ational *i#h School
Academic Trac;5 Science Schools
Science schools offer a curriculum that emhasi%es science, mathematics and research,
thus, the" ro(ide for a hi#h standard of science and mathematics education for
e<cetional and ad(anced learners2
Science hi#h schools in the countr" 3uild a stron# science and technolo#" foundation for
learners 4ith the intention that in the future, their #raduates 4ill contri3ute to4ards the
de(eloment of the nation2
!omared to re#ular hi#h schools, science hi#h schools co(er additional science and
mathematics su3?ects2 $oreo(er, the" ha(e research and comuter su3?ects2 Aside from
intensi(e education in science and mathematics, science schools also offer a 4ide ran#e
of electi(es from ?ournalism and forei#n lan#ua#es to alied mathematics to science
internshi2
K TO 12 TOOLKIT
L G1
!ase 15 $anila Science *i#h School ,
$anila Science *i#h School &$aSci' is the PhiliinesD first science hi#h school, esta3lished on
G Octo3er 1,HG2 The ori#inal curriculum of $aSci is atterned after that of +ron< *i#h
School &)e4 >or;'2
The $anila Science !urriculum offers a secial science curriculum2 Its core curriculum is
ac;ed 4ith mathematics and science su3?ects2 Generall", math and science su3?ects are
hea(ier in scoe and more ad(anced comared to those of re#ular schools2
!omared to re#ular hi#h schools, $aSci re@uires assin# the $anila Science
Admission Test &$SAT' 4hich has a hi#her standard and more ri#orous screenin#
rocess2 $SAT co(ers En#lish Proficienc" Test, Atitude Test in $athematics and Science,
and Pro3lem Sol(in# in $athematics and Science2 On the other hand, assessment of students
and teacher recruitment and romotion follo4 the 8eEd #uidelines2
Su3?ects and their !orresondin# 9nits at $anila Science *i#h School
Summar"
of 9nits
!ORE
S9+EE!TS
Science
$athematics
En#lish
7iliino
Social Studies
$APE*6!AT
TLE
Falues
Education
Research
!omuter
Science
ELE!TIFES
TOTAL
7irst >ear
9nits
122G
220
220
121
122
122
122
122
02H
020
02H
)o2 of
Su3?ects
11
2
2
1
1
1
1
1
1
0
1
Second >ear
9nits
1G2.
220
G20
121
122
122
122
122
02H
02,
02H
Third >ear 7ourth >ear Total
9nits
102G
1121
1120
H2,
02.
02.
02.
02.
122
221
220
)o2 of
Su3?ects
0-
,
.
1
0
0
0
0
2
G
0
)o2 of9nits)o2 of9nits)o2 of
Su3?ectsSu3?ectsSu3?ects
12
2
2
1
1
1
1
1
1
1
1
102-
G2G
G20
220
122
122
122
122
020
02H
02H
1G
G
2
2
1
1
1
1
0
1
1
1G21
G20
G20
121
122
122
122
122
0
1
1
11
2
2
1
1
1
1
1
0
1
1
02,
1G22
1
12
02,
102-
1
1G
02,
112H
1
10
2
1G
2
1G
021
1.2.
1
12
Source5 Orines, 72, 2011
G2 L
K TO 12 TOOLKIT
02G Time Allotment in Secondar" Le(el
!omarin# the time allotment er su3?ect in the re(ious secondar" education curriculum
and the K to 12 curriculum, one sees a reduction of time articularl" in En#lish, $athematics
and Science2 *o4e(er, 4hen the time allotment allotted to these su3?ects in Eunior *i#h
School is com3ined 4ith those ro(ided in the S*S, it 4ill 3e seen that there is actuall" an
increase in time allocation2 As art of the rocess of decon#estin# the curriculum, the K to
12 reform sreads out the learnin# time o(er the si< "ears of secondar" education2
7or Grades - to 10, there is a ro(ision of time for indeendent and cooerati(e learnin#
for t4o to four hours a 4ee;2 This time 4ill 3e sent for self/directed learnin#, team4or;,
#oal/orientation and de(eloin# sense of resonsi3ilit" and accounta3ilit"2
!omarison of the Learnin# Areas and Time Allotment of the Secondar"
+E! 2002 and K to 12 !urriculum
Learnin# Areas 2002 +E!
&hours er
4ee;'
1
0
1
H
0
2/G
0
0
K to 12 Education
&hours er 4ee;'
0
0
0
0
G
2
0
0
En#lish
7iliino
$athematics
Science
Aralin# Panliunan
$usic, Arts, Ph"sical Education,
and *ealth &$APE*'
Technolo#" and Li(elihood
Education
$AKA+A
>A)
K TO 12 TOOLKIT
L GG
Samle of !lass Pro#ram for Grade - to 10
Time
-500/.500
$onda"Tuesda"
*omeroom Indeendent6
Guidance!ooerati(e
Imro(ementLearnin#
$APE*Edu;as"on sa
Pa#aa;atao
En#lish
Science Science
AP
TLE
:ednesda"
Indeendent6
!ooerati(e
Learnin#
Thursda"
Indeendent6
!ooerati(e
Learnin#
En#lish
7rida"
.500/,500
,500/10500
10500/10511
10511/11511
$APE*
En#lish
RE!ESS
Science
AP
L9)!*
$athematics
7iliino
RE!ESS
1 hours
Science
7iliino
TLE
11511/12511AP
12511/1511
1511/2511$athematics
2511/G511
G511/G5G0
G5G0/05G0
TOTALH hours
Source5 8eEd Order G1, s 2012
Edu;as"on sa
Pa#aa;atao
7iliino
$athematics
7iliino
H hours H hours H hours
G0 L
K TO 12 TOOLKIT
SE!TIO) F5 K TO 12 LEAR)I)G
AREAS
1212 The Learnin# Areas
The learnin# areas of the K to 12 curriculum cut across the #rade le(els from Grade 1 to
Grade 122 The learnin# areas are5
M Lan#ua#es5 $other Ton#ue, 7iliino, and En#lish
M Arts and *umanities5 $usic, Arts, Ph"sical Education and *ealth &$APE*',
Edu;as"on sa Pa#aahala#a, Aralin# Panliunan
M Science and $athematics
M Technolo#" and Li(elihood Education
There are chan#es in the nomenclature of some su3?ects2 Edu;as"on# Pa#aahala#a for the
secondar" and Edu;as"on# Pa#;a;atao for the elementar" are no4 renamed Edu;as"on sa
Pa#aa;atao2 Science and *ealth is no4 called Science2 *ealth is included in the $APE*2
$oreo(er, su3?ects that are inte#rated under $AKA+A>A) &Aralin# Panliunan, Falues
Education, $APE* and TLE' are no4 searate su3?ects2
K TO 12 TOOLKIT
L G1
!o/curricular ro#rams and communit" in(ol(ement ro#rams are an e<tension of the
core su3?ect areas and the teachin# and learnin# rocess2 The" are an inte#ral art of the
school curriculum that enhances the holistic de(eloment of the learner2 The co/curricular
ro#rams in a lar#e sense also ser(e as a la3orator" of life 4here 4hat is learned in the
classroom conte<t can 3e alied in ractical terms "et can 3e used as a further teachin#
oortunit"2
121212 Inte#rated Lan#ua#e Arts
The Inte#rated Lan#ua#e Arts aims for the de(eloment of oral and 4ritten communicati(e
cometence of learners in three lan#ua#es5 $other Ton#ue, 7iliino, and En#lish2
Anchored on multilin#ualism, the Inte#rated Lan#ua#e Arts curriculum 3uilds uon the
natural a3ilit" of 7iliinos for lan#ua#e learnin#2 $other Ton#ue 4ill 3e used to de(elo
lan#ua#e and literac" for Grades 1 to G, then after Grade G, 7iliino and En#lish 4ill 3e used2
Oral and 4ritten 7iliino are introduced in the first semester in Grade 1 and oral En#lish in
the second semester2
The curriculum o3ser(ed a siral ro#ression of the cometencies across the le(els 3ut in
the hi#h school le(el, there is #reater emhasis on readin# comrehension of (arious te<ts,
4ritin# and comosition, stud" and thin;in# strate#ies 4hich are all in suort of critical
and creati(e thin;in# de(eloment2 $oreo(er, (ie4in# 4ill 3e an addition to the listenin#,
sea;in#, readin# and 4ritin# learnin# macro/s;ills that 4ill 3e de(eloed2 !ontent includes
rint and electronic te<ts that are a#e/, conte<t/, and culture/aroriate2
GH L
K TO 12 TOOLKIT
Inte#rated Lan#ua#e Arts !urriculum 7rame4or;
121222 $athematics
$athematics is one su3?ect that er(ades life at an" sta#e2 Its (alue #oes 3e"ond the lesson
and the school2 In the K to H $athematics curriculum, mathematics must 3e learned
comrehensi(el" and 4ith much deth2
The ne4 $athematics curriculum ensures continuit" of learnin# from K to Grade 102
$oreo(er, ro#ression of toics at the secondar" le(el is siral, as oosed to the disciline/
3ased mathematics in the old curriculum2 The addition of Grades 11 and 12 ro(ides
additional time for master" of ;e" mathematics concets, lus an oortunit" for students
to choose ad(ance mathematics as an electi(e &e2#2, en#ineerin# and sciences, 3usiness and
entrereneurshi, technical or alied mathematics'2
K TO 12 TOOLKIT
L G-
There are fi(e content areas in the mathematics curriculum5 1')um3ers and )um3er Sense,
2' Geometr", G' Patterns and Al#e3ra, 0' $easurement, and 1' Statistics and Pro3a3ilit"2
The secific s;ills and rocesses to 3e de(eloed are5 1' Kno4in# and 9nderstandin#N 2'
Estimatin#, !omutin#, and Sol(in#N G' Fisuali%in# and $odellin#N 0' Reresentin# and
!ommunicatin#N 1' !on?ecturin#, Reasonin#, Pro(in#, and 8ecision/ma;in#, and5 H'
Al"in# and !onnectin#2
Oerations 4ill in(ol(e fe4er num3er of di#its 3ut 4ill 3e more focused on understandin#,
critical thin;in#, ro3lem sol(in#, reasonin#, communicatin#, and ma;in# connections,
reresentations and decisions in real life2
$athematics !urriculum 7rame4or;
G. L
K TO 12 TOOLKIT
1222G2 Science
The Science curriculum aims to de(elo scientific literac" amon# students to4ards
alication of scientific ;no4led#e that 4ill ha(e social, health, and en(ironmental imact2
The curriculum stron#l" lin;s science and technolo#", includin# indi#enous technolo#ies to
reser(e the countr"Ds distinct culture2
In the ne4 curriculum, science content and rocess s;ills for Grades 1 and 2 are inte#rated
not onl" in En#lish 3ut also in mathematics, *ealth, Aralin# Panliunan, $usic, Arts, and
Ph"sical Education2 7or Grades G to H, the science curriculum follo4s the siral ro#ression
aroach, 4ith content re(ol(in# around four science discilines2 In the old curriculum,
science su3?ects, e<cet in >ear 1, 4ere offered one in each "ear le(el &+iolo#" in 2nd >ear,
!hemistr" in Grd >ear, Ph"sics in 0th >ear'2 Science 4as tau#ht usin# the disciline/3ased
aroach2 In the ne4 curriculum, science concets and alications in all su3?ects are #i(en
in a siral ro#ression aroach2
As a 4hole, the K to 12 science curriculum is learner/centered and in@uir"/3ased,
emhasi%in# the use of e(idence in constructin# e<lanations2 !oncets and s;ills in Life
Sciences, Ph"sics, !hemistr", and Earth Sciences are resented 4ith increasin# le(els of
comle<it" from one #rade le(el to another &siral ro#ression', thus a(in# the 4a" for
deeer understandin# of ;e" concets2
K TO 12 TOOLKIT
L G,
Science !urriculum 7rame4or;
121202 Edu;as"on sa Pa#aa;atao &Falues Education'
At the elementar" le(el, !haracter Education is relaced 3" Edu;as"on sa Pa#aa;atao
4hich focuses on honin# an indi(idualDs caacit" to ma;e moral and ethical decisions and
actions2 There 4ill 3e less learnin# cometencies and more time allocated in this su3?ect2
Edu;as"on sa Pa#aa;atao at the secondar" le(el is 3ased on ethics and career #uidance2 It
co(ers concets of self and humanit", moral (alues, career choices, and resonsi3ilit"2
Edu;as"on sa Pa#aa;atao is e<ected to de(elo ethics of "outh to ma;e resonsi3le
decisions and actions for the common #ood2 It encomass fi(e macro/s;ills5 understandin#,
reflectin#, consultin#, decision/ma;in#, and erformin#6actin#2
00 L
K TO 12 TOOLKIT
It has four themes from Kinder#arten to Grade 105
1' Self and 7amil" Resonsi3iit"
2' Treatin# others as fello4 human 3ein#s &Pa;i;ia#;a4a'
G' !ontri3ution to )ational 8e(eloment and :orld 9nit"
0' God/centeredness and Preference to Goodness
Edu;as"on sa Pa#aa;atao !urriculum 7rame4or;
K TO 12 TOOLKIT
L 01
121212 Aralin# Panliunan
In the ne4 curriculum, Aralin# Panliunan 4ill contain concets a3out self, communit",
local histor" of the learner2 $oreo(er, the ne4 Aralin# Panliunan co(ers a deeer
understandin# of the histor", #eo#rah", olitics, econom", and national de(eloment in
the Philiines, in Asia and in the 4orld2 At the Senior *i#h School le(el, students 4ill learn
a3out current issues and challen#es and roose solutions to them2
The s;ills to 3e de(eloed amon# learners include critical thin;in#, lo#ical reasonin#,
creati(it", areciation of oneDs culture, research s;ills, communication s;ills, resonsi3ilit",
roducti(it", en(ironmental consciousness, and ha(in# a #lo3al (ision2
Aralin# Panliunan 7rame4or;
02 L
K TO 12 TOOLKIT
1212H2 $usic, Arts, Ph"sical Education, and *ealth &$APE*'
The $usic and Art curricula focus on the learner as 3oth the reciient and constructor of
;no4led#e, s;ills, and (alues necessar" for artistic e<ression and cultural literac"2 The
desi#n of the curricula is student/centered, 3ased on siral ro#ression, and #rounded on
erformance/3ased learnin#2 Thus, the learner is emo4ered, throu#h acti(e in(ol(ement
and articiation, to effecti(el" correlate music and art to the de(eloment of his6her o4n
cultural identit" and e<and his6her (ision of the 4orld2
As $usic and Art are erformance/3ased discilines, effecti(e learnin# occurs throu#h
acti(e e<erience, articiation, and erformance, creati(e e<ression, aesthetic (aluation,
critical resonse, and interretation2 The s;ills that are de(eloed include readin#6anal"%in#,
listenin#6o3ser(in#, erformin# &sin#in#, usin# musical instruments, mo(ement, actin#,
and la"in#', resondin#, comosin#, and creatin#2
$usic and Art !urriculum 7rame4or;
:ith the K to 12 *ealth curriculum, a learner should 3e a3le to achie(e, sustain, and romote
lifelon# 4ellness2 The ro#ramDs rich and challen#in# learnin# e<eriences romote the
de(eloment of the macro s;ills of racticin# desira3le health ha3its2
K TO 12 TOOLKIT
L 0G
*ealth Education from Kinder#arten to Grade 10 focuses on the h"sical, mental, emotional,
social, moral and siritual dimensions of holistic health and ena3les the learners to ac@uire
essential ;no4led#e, attitudes, and s;ills necessar" to romote #ood nutrition, re(ent and
control diseases and su3stance misuse and a3use, reduce health/related ris; 3eha(iors to
re(ent and control in?uries 4ith the end in (ie4 of maintainin# and imro(in# ersonal,
famil", communit", and en(ironmental health2
In order to facilitate the de(eloment of macro s;ills, the teacher is encoura#ed to use
aroriate learner/centered teachin# aroaches, such as e<eriential6conte<tual learnin#N
ro3lem/3ased action learnin#N differentiated instructionN health s;illsA3ased education
4ith life s;ills and (alue/3ased strate#ies2 This is not to e<clude teacher/centered eda#o#ical
strate#ies, 4hich are li;e4ise alied, 3ut to a lesser e<tent2 Each learner/centered strate#"
is anchored on educational theories de(eloed 3" theorists, e<anded 3" other educators,
and (alidated 3" ractitioners2
*ealth !urriculum 7rame4or;
00 L
K TO 12 TOOLKIT
The Ph"sical Education curriculum under the K to 12 +asic Education Pro#ram is anchored
on the tenet, J$o(e to Learn, Learn to $o(eK 4ith the ultimate #oal of achie(in# lifelon#
fitness2
This curriculum contri3utes to the de(eloment of fitness, health, and 4ellness amon#
school/a#e students as ro(ided in the ro#ramDs rich and challen#in# h"sical acti(it"
e<eriences2 It romotes the de(eloment of a articiati(e and acti(e 3od", learnin# to use
the 3od" in mo(in# efficientl" and effecti(el" in a #i(en sace, time, effort and assurance of
@ualit" mo(ement2 The desire to 3ecome a h"sicall" educated erson hels an indi(idual in
successfull" selectin# and in articiatin# in acti(ities aroriate for (arious sta#es of life2
In order to facilitate the de(eloment of an acti(e lifest"le, selected and aroriate acti(ities
are desi#ned in line 4ith the fi(e strands of learnin#, 4hich include 3od" mana#ement,
mo(ement s;ills, #ames and sorts, rh"thms and dance, and h"sical fitness2
Ph"sical Education !urriculum 7rame4or;
K TO 12 TOOLKIT
L 01
1212-2 Technolo#" and Li(elihood Education
Technolo#" and Li(elihood Education &TLE' e@uis learners 4ith ;no4led#e and
information, s;ills and rocesses, ri#ht 4or; (alues and life s;ills in the field of *ome
Economics, Industrial Arts, A#ri/7isher" Arts, and Information !ommunication
Technolo#" &I!T'2 The 20 TLE courses can 3e cate#ori%ed under an" of these fields2 It is
inte#rati(e in aroach2 7or instance, it inte#rates entrereneurshi 4ith all the areas of
TLE so students could later set u their o4n 3usinesses in an" field of TLE2
In the K to 12 curriculum, the TLE courses are tau#ht 3ased on the learnin# outcomes and
erformance criteria stated in the Trainin# Re#ulations &TR' from Technical Education
S;ills and 8e(eloment Authorit" &TES8A'2 The ali#nment of TLE curriculum 4ith
the TES8A Trainin# Re#ulations 4ill ena3le the #raduates to o3tain certification for
emlo"ment2
Technolo#" and Li(elihood Education !urriculum 7rame4or;
0H L
K TO 12 TOOLKIT
1222 Learnin# Areas in Senior *i#h School
Senior *i#h School &S*S' consists of Grades 11 and 122 The ro#ram for S*S consists
of a core curriculum that reares students for colle#e and career ath4a"s that reare
students for emlo"ment or en#a#in# in a rofita3le enterrise after hi#h school2 In Grade
11, more time of the student 4ill 3e sent stud"in# core su3?ects 4hile in Grade 12, more
time of the student 4ill 3e sent on internshi or immersion210
The contents of the (arious learnin# areas are 3ased on the !olle#e Readiness Standards
of the !ommission on *i#her Education &!*E8'N the" 4ill 3e e@ui(alent to the courses
offered under the General Education !urriculum of hi#her education2 The core su3?ects
are En#lish, 7iliino, $athematics, and Science2 !ontents of the $athematics and
Lan#ua#e curriculum in Grade 12 4ill deend on the seciali%ation of the student2
!ontemorar" issues on olitics and #o(ernance, societ" and culture in the countr" and
around the 4orld are the Aralin# Panliunan su3?ects in the S*S2 Su3?ects of the General
Education !urriculum such as Literature of the Philiines, Literature of the :orld, and
Philosoh" of the *uman Person are also offered in S*S2
Su3?ects Offered in Senior *i#h School
Learnin# Areas
Lan#ua#esS
LiteratureS
$athematicsS
ScienceS
!ontemorar" IssuesS
Social SciencesS
!areer Path4a"s &Trac;/
deendent'
$ath for Secific Puroses I
Life Sciences
Local Issues
Philosoh"
Entrereneurshi, Tech/Foc,
AcademicS &e2#2, en#ineerin#,
sciences, ?ournalism', Arts6
Sorts, others
Grade 11
En#lish5 Oral !ommunication
7iliino5 Retori;a
Grade 12
En#lish or 7iliino for Secific
Puroses
Philiine Literature &1st sem'
:orld Literature &2nd sem'
$ath for Secific Puroses II
Ph"sical Sciences
Glo3al Issues
Entrereneurshi, Tech/Foc,
AcademicS &e2#2, en#ineerin#,
sciences, ?ournalism', Arts6
Sorts, others
)ational Ser(ice Trainin#
Pro#ram
Others
Le#end5 SAnchored on the !olle#e Readiness Standards of !*E8
K TO 12 TOOLKIT
L 0-
SE!TIO) FI5 ALTER)ATIFE 8ELIFER> $O8ES
7OR
K TO 12 RE7OR$
H212 Alternati(e 8eli(er" $odes5 Pro(idin# Access to Education
E<tendin# the educational c"cle re@uires an increase in resource re@uirements such as
teachers, classrooms, instructional materials, and others2
In resonse to this, 8eEd is loo;in# into the alternati(e deli(er" modes &A8$s' that ha(e
3een ro(en to 3e effecti(e in addressin# the ro3lems of educational access2 A8$s are
uncon(entional means 3" 4hich students learn in formal education2 A8$s ensure that
e(en 4ith the lac; of teachers and classrooms, 7iliino learners ha(e access to education2
K TO 12 TOOLKIT
L 0,
H2121 A8$ for Elementar" Puils
$ulti#rade Instruction
At the elementar" le(el, multi#rade instruction is an alternati(e deli(er" of formal education
4here3" there is one teacher for t4o, three or four different #rade le(els of students in a
sin#le class2 7or instance, in remote areas 4here enrolment rate is lo4 and une(en, classes
are com3ined such as Grades 1 and 2, Grades G and 0, and Grades 1 and H2
To ensure @ualit" of instruction, there are se(eral aroaches or strate#ies used in multi#rade
classes2 One is the differentiated instruction 4herein teachers lan strate#icall" to address
(arious learnin# needs of uils2 Another strate#" is the #rouin#s of uils 3" a3ilit"
or mi<ed a3ilit" deendin# on the teacherDs urose for instruction2 There is also the
modular aroach 4hich in(ol(es di(idin# the curriculum into secific o3?ecti(es and
roducin# associated learnin# materials in module form2 These are made a(aila3le to
children #roued accordin# to a3ilit" or for indeendent self/stud"2
$odified In/School Off/School Aroach &$ISOSA'
$odified In School Off School Aroach &$ISOSA' frees the children from the confines
of the four corners of the classroom as it allo4s uils to learn e(en 4hile at home or in the
communit"2
$ISOSA com3ines formal and non/formal learnin# acti(ities to meet the needs for
classrooms, learnin# materials, and teachers2 It li;e4ise tas communit" resources for
instructional materials or sources of ;no4led#e2 9nder $ISOSA, a class of uils is di(ided
into t4o #rous2 Grou 1 #oes to class for a eriod of time 4hile the Grou 2 learns at home
or in other learnin# (enues such as a +aran#a" *all learnin# throu#h modules or erformin#
assi#ned tas;s2 At the end of one 4ee;, Grou 1 sends time learnin# outside the school
4hile Grou 2 attends formal classes2 At certain times, the t4o #rous are #athered in one
class to learn to#ether as one #rou2
Instructional $ana#ement 3" Parents, the !ommunit", and Teachers &I$PA!T'
The e<tension of educational ser(ices 3e"ond formal elementar" education is also ro(ided
3" I$PA!T or Instructional $ana#ement 3" Parents, the !ommunit", and Teachers2
This 4as de(eloed 3" SEA$EO I))OTE!* to address hi#h student oulation and
hi#h ercenta#e of droouts2 It is a mana#ement s"stem 4here the arents, teachers and
communit" colla3orate to ro(ide the child 4ith @ualit" education at less costs2
10 L
K TO 12 TOOLKIT
Learnin# materials are 3ased on the national curriculum standards of the 8eartment of
Education2 It uses audio and (ideo taes in En#lish, Science, $athematics, 7iliino, and
Information and !ommunications Technolo#" &I!T' in teachin# the lessons2
It offers three deli(er" modes5 1' ro#rammed teachin# or emlo"in# 3ri#ht uils as
ro#rammed teachers 4ho use secific teachin# rocedures, 2' eer/#rou learnin# or the
#rouin# of H to . uils 4ho are hetero#eneous in a3ilit" 3ut 4ho are stud"in# the same
core modules, and G' indi(idual stud" or self/instruction that allo4s learner to learn at his6
her o4n ace2 $oreo(er, I$PA!T ma;es use of colla3orati(e and self/directed aroaches2
H2122 A8$ for *i#h School Students
Effecti(e and Afforda3le Secondar" Education &EASE'
One of the A8$s at the secondar" le(el is the Effecti(e and Afforda3le Secondar" Education
&EASE' Pro#ram 4hich 4as desi#ned and imlemented to comlement the e<istin# formal
s"stem2 It is alica3le to students 4ho cannot attend schools for a short 4hile or can onl"
attend classes seasonall" due to socio/economic, #eo#rahical, and h"sical circumstances2
In addition, EASE Pro#ram aims to cater to ad(anced students 4hose learnin# needs are not
met 3" the con(entional learnin# s"stem2
EASE Pro#ram ma;es it ossi3le for students to learn outside the school throu#h self/
instructional modules2 :hen the student #oes 3ac; to school, he6she 4ill 3e tested on ho4
4ell he6she has learned his6her lessons2
Oen *i#h School S"stem
7or hi#h school students 4ho incur lon#/term a3sences or 4ho are ermanentl" una3le to
attend school due to time, distance, h"sical imairment, financial constraints, social, and
famil" ro3lems, the" ma" a(ail of the Oen *i#h School Pro#ram &O*SP'2
It uses the concet of distance education as it offers indeendent, self/acin#, and fle<i3le
stud" ro#rams usin# self/instructional learnin# materials2 The" are suorted 4ith tutors
4hom the" could meet occasionall" for #uidance and tutorial suort2
The su3?ects and the #radin# s"stem for O*SP is the same as that of the re#ular hi#h schools2
As such, OS*P students #raduate after comletin# the secondar" education2
+oth EASE and O*SP are art of the 8eEd +ureau of Secondar" EducationDs 8ro Out
Reduction Pro#ram &8ORP' to address the needs of students at ris; of droin# out
&SAR8Os'2
K TO 12 TOOLKIT
L 11
9nder 8ORP, SAR8Os are ro(ided three modes of learnin# to 3e a3le to continue their
schoolin# e(en 4ithout attendin# formal classes2 The" are5
M modular s"stem 4herein students are #i(en learnin# modules 4hich the" can
3rin# home for self/stud"
M internet/3ased learnin# 4hich is an online learnin# that is still 3ein# iloted
M 3lended technolo#" 4hich is a mer#er of the modular and internet/3ased
modes of teachin# and learnin#
12 L
K TO 12 TOOLKIT
SE!TIO) FII5 RE7OR$S I) T*E
ALTER)ATIFE
LEAR)I)G S>STE$
-212 Education for All throu#h Alternati(e Learnin# S"stem &ALS'
The Alternati(e Learnin# S"stem comlements the effort of the formal education s"stem in
addressin# the 3asic learnin# needs of e(er" 7iliino, articularl" those 4ho are
disad(anta#ed and mar#inali%ed2
ALS is a arallel learnin# s"stem that ro(ides a (ia3le alternati(e to the e<istin# formal
education instruction2 It encomasses 3oth the nonformal and informal sources of
;no4led#e and s;ills2
The ALS curriculum contains fi(e strands 3ased on the oerational definition of functional
literac"2 These s;ills are5
M communication,
M ro3lem sol(in# and critical thin;in#,
K TO 12 TOOLKIT
L 1G
M sustaina3le use of resources and roducti(it",
M de(eloment of self and a sense of communit",
M e<andin# oneDs 4orld (ision2
7or ALS, mother ton#ue is necessar" for the ac@uisition of 3asic literac" s;ills2 $other
ton#ue or the lan#ua#e used 3" the ma?orit" in the area are used as medium of instruction
and the lan#ua#e of the learnin# materials such as modules2
-222 ALS Pro#rams
!urrentl", the 8eEd ro(ides ALS ro#rams throu#h the +ureau of Alternati(e Learnin#2
The Pro#rams are5
+asic Literac" Pro#ram caters to the illiterates2 It is a communit"/3ased educational
ro#ram for out/of/school children, "outh and adults to de(elo 3asic literac" s;ills2
Accreditation and E@ui(alenc" &AQE' Pro#ram is offered for literates 4ho ha(e not
comleted ten "ears of 3asic education2 A Q E is a certification of learnin# for out/of/school
"outh and adults a#ed 11 "ears old and a3o(e, 4ho are una3le to a(ail of the formal school
s"stem, or 4ho ha(e droed out of formal elementar" or secondar" education2
After assin# the A Q E e<amination, assers ha(e the follo4in# oortunities5
M Enter colle#e6uni(ersit"
M Enter other nonformal trainin# ro#rams
M Enter formal trainin# ro#rams
M Enter6re/enter the 4orld of 4or;
M Enter6re/enter elementar" or secondar" formal school s"stem
M Learn essential life s;ills to articiate more full" and acti(el" in the olitical, social,
and economic li(es in the communit"
Indi#enous Peoles &IP' Education is a ro#ram that aims to de(elo an IP culture/
sensiti(e core curriculum, learnin# materials and assessment tools6 instruments2
10 L
K TO 12 TOOLKIT
7or IP Education, the core areas of the curriculum are5
M famil" life
M ci(ic consciousness
M en(ironment
M health, sanitation and nutrition
M economics and income
Informal Education Pro#ram ro(ides oortunities for adolescents, arents, and street
children to ac@uire and accumulate ;no4led#e, s;ills, attitudes, and (alues from dail"
e<eriences at home, at 4or;, at la", and from life itself2
To 3e a3le to reach as man" learners as ossi3le, ALS uses (arious modes of learnin# such
as face/to/face instruction, radio/3ased instruction, comuter/3ased instruction, and
indeendent learnin#2
-2G2 !han#es to the Alternati(e Learnin# S"stem &ALS'
under K to 12
K to 12 !urriculum for +oth 7ormal Education and Alternati(e Learnin#
S"stem
K TO 12 TOOLKIT
L 11
7or an inte#rated s"stem of 3asic education, the K to 12 curriculum structure includes an
alternati(e learnin# s"stem &ALS' 4hich is a arallel learnin# or deli(er" s"stem to ro(ide
a (ia3le alternati(e to the e<istin# formal education instruction2 It caters to secific learner
needs and re@uirements, 3ecause aart from droouts 4ho are mostl" from oor households,
there are secial #rous not reached 3" the formal education s"stem5 the indi#enous eoles,
$uslim communities, (ictims of armed conflict, child and "outh la3orers, differentl"/a3led,
inmates, homeless and street children, and sin#le arents2
7or ALS to 3e trul" arallel 4ith the formal s"stem and for ALS #raduates not to 3e
mar#inali%ed, ALS focuses on the teachin# of the same standards and cometencies of
the formal s"stem2 It 4ill ro(ide (arious deli(er" modes such as #raded and non/#raded
modules, rint or non/rint 4hich 4ill 3e made a(aila3le online2 An accreditation and
e@ui(alenc" test for 3oth academic and technical s;ills is an imortant comonent of the
ro#ram2
1H L
K TO 12 TOOLKIT
SE!TIO) FIII5 RE7OR$S I) T*E
ASSESS$E)T
S>STE$
.212 The 7eatures of the K to 12 Assessment
The K to 12 curriculum 4ill ha(e secific assessment secifications and desi#n for each of
the t4o deli(er" modes, the formal education and the alternati(e learnin# s"stem2
K to 12 assessment is learner/centered and carefull" considers its learnin# en(ironment
s"stem2 It includes indicators of 21st centur" s;ills such as research, anal"tical6critical,
ractical, and creati(e2 +oth co#niti(e and non/co#niti(e s;ills6tas;s such as (alues,
moti(ation, attitude, 3eha(ior traits, and interersonal are included in the assessment2
$oreo(er, there is no dulication of testin# efforts and aroaches in the K to 12 assessment2
K TO 12 TOOLKIT
L 1-
.222 The !lassroom Assessment under K to 12 Education Pro#ram
!lassroom assessment is one of the dail" tas;s of teachers and students in indi(idual
classrooms to ;no4 the le(el of learnin# of students and the effect of teachersD instruction2
Thus, formati(e assessment &assessment 7OR learnin#' is emhasi%ed to ensure learnin#2
E(er" learner is also encoura#ed to en#a#e in the rocess of self/assessment &assessment
AS learnin#'2 Summati(e forms of assessment &assessment O7 learnin#' are also a art of
curriculum assessment under the K to 12 curriculum2
In the K to 12 curriculum, the assessment rocess in(ol(es the use of a 4ide arra" of
traditional and authentic assessment tools and techni@ues for a (alid, relia3le, and realistic
assessment of learnin#2 Traditional and authentic assessments comlement each other2 The"
are not mutuall" e<clusi(e2 $oreo(er, it uts #reater emhasis on assessin# understandin#
and s;ills de(eloment rather than on mere accumulation of content2
.2G2 The Ratin# of Learnin# Outcomes
To ensure that there is standardi%ation in teachin# and learnin#, assessment 4ill 3e standard/
3ased2 As such 8eEd issued an order statin# that assessment 4ill 3e done at four le(els and
4ill 3e 4ei#hed accordin#l"2 The le(els are defined as follo4s5
M Kno4led#e refers to the su3stanti(e content of the curriculum, the facts and
information that the student ac@uires2
M Process refers to co#niti(e oerations that the student erforms on facts and
information for the urose of constructin# meanin#s and understandin#s2
M 9nderstandin# refers to endurin# 3i# ideas, rinciles, and #enerali%ations inherent
to the disciline, 4hich ma" 3e assessed usin# the facets of understandin#2
M Products6Performances refers to real/life alication of understandin# as e(idenced
3" the studentDs erformance of authentic tas;s2
The assi#ned 4ei#ht er le(el of assessment is listed in the ta3le 3elo42
Le(el of Assessment
Kno4led#e
Process of S;ills
9nderstandin#
Products6Performances
TOTAL
Percenta#e :ei#ht
11O
21O
G0O
G0O
100O
1. L
K TO 12 TOOLKIT
At the end of the @uarter, the studentDs erformance 4ill 3e descri3ed 3ased on the rescri3ed
le(el of roficienc" 4hich has e@ui(alent numerical (alues2 The roficienc" le(el is comuted
from the sum of all the erformances of students in (arious le(els of assessment2 Each le(el
is descri3ed as5
M +e#innin#/ The student at this le(el stru##les 4ith his6her understandin#N
rere@uisite and fundamental ;no4led#e and6or s;ills ha(e not 3een ac@uired or
de(eloed ade@uatel" to aid understandin#2
M 8e(eloin#/ The student at this le(el ossesses the minimum ;no4led#e and s;ills
and core understandin#s 3ut needs hel throu#hout the erformance of authentic
tas;s2
M Aroachin# Proficienc"/ The student at this le(el has de(eloed the fundamental
;no4led#e and s;ills and core understandin#s and, 4ith little #uidance from the
teacher and6or 4ith some assistance from eers, can transfer these understandin#s
throu#h authentic erformance tas;s2
M Proficient/ The student at this le(el has de(eloed the fundamental ;no4led#e
and s;ills and core understandin#s, and can transfer them indeendentl" throu#h
authentic erformance tas;s2
M Ad(anced/ The student at this le(el e<ceeds the core re@uirements in terms of
;no4led#e, s;ills and understandin#s, and can transfer them automaticall" and
fle<i3l" throu#h authentic erformance tas;s2
The e@ui(alent numerical (alues of each le(el are listed 3elo42
Le(el of Proficienc"
+e#innin#
8e(eloin#
Aroachin# Proficienc"
Proficient
Ad(anced
E@ui(alent )umerical Falue
-0O and 3elo4
-1/-,O
.0/.0O
.1/.,O
,0O and a3o(e
K TO 12 TOOLKIT
L 1,
.202 The )ational Assessment S"stem of K to 12 Education Pro#ram
)ational assessment is a countr"/4ide collection of information on 4hat students ;no4,
understand, and erform2 The result of national assessment can 3e used 3" indi(idual
students as a 3asis on 4here to roceed in the ne<t ste in the educational ladder or can 3e
used 3" educators for ma;in# an informed decision a3out 4hat to do ne<t in the educational
rocess2
+efore the imlementation of the K to 12 education ro#ram, students too; the )ational
Achie(ement Test &)AT' 4hich ro(ided information to schools, di(isions, re#ions, and the
countr" as to the le(el of academic achie(ement of 7iliino students in elementar" &ta;en at
Grade H' and in hi#h school &ta;en at >ear 2' le(el2
In the K to 12, national assessments 4ill 3e conducted at the end of each le(el of schoolin#/
elementar", ?unior hi#h school, and senior hi#h school2 $oreo(er, there 4ill 3e summati(e
assessment at the national le(el conducted at the end of Grade G to determine the imact
of the use of mother ton#ue as medium of instruction2 The assessment in Grade 12 is
concei(ed to accomlish se(eral uroses such as to assess the achie(ement of the K to 12
standards and to ser(e as colle#e entrance e<amination2
!omarison of the )ational Assessment 3et4een the 2002 +E! and the
K to 12 !urriculum
H0 L
K TO 12 TOOLKIT
SE!TIO) IR5 K TO 12
TEA!*ERS
,212 The Attri3utes of a K to 12 Teacher
The K to 12 education reform 4ill u#rade the countr"Ds education s"stem and ali#n it to the
re@uirements of the 21st centur"2 This 4ill re@uire a K to 12 teacher to de(elo the essential
;no4led#e, s;ills, attitudes, and (alues of the students to ena3le them to coe 4ith these
chan#es2
It is imerati(e for K to 12 teachers to ;no4 the characteristics or attri3utes critical to 21st
centur" education so that the" ma" 3e a3le to inte#rate them in their teachin#2
The follo4in# are the attri3utes of the K to 12 Teacher5
M $ulti/literate/ As the 21st centur" e<ands our learnin#, literac" or Jthe a3ilit"
to identif", understand, interret, create, communicate and comute rinted and
4ritten materialsK &9)ES!O, 2001' must also e<and to include media and di#ital
literac"2 A multiliterate teacher ;no4s ho4 to use (arious technolo#ies in teachin#2
K TO 12 TOOLKIT
L H1
M $ultisecialist/ K to 12 education #ears for the holistic de(eloment of learners2 In
de(eloin# the 4hole child, (arious learnin#s and e<eriences must 3e inte#rated2
7or this, teachers must 3e multisecialist, that is, the" must 3e ;no4led#ea3le not
onl" in the su3?ect area the" are teachin# 3ut in other areas as 4ell so that the" can
hel the learner 3uild u 4hat the" #ain in classrooms and outside the school and
ma;e sense of 4hat 4as learned2
M $ultis;illed/ K to 12 ushers in (arious 4a"s of learnin#2 7or teachers to coe 4ith
the demand for 4idenin# learnin# oortunities, the" must 3e s;illful not ?ust in
teachin# 3ut also in facilitatin#, or#ani%in# #rous and acti(ities2
M Self/directed/ Teachers 4ho are resonsi3le in (arious asects of school life must
;no4 ho4 to initiate action and 3rin# to fruition the learnin# #oals of the students
and the educational #oals of the countr"2
M Lifelon# learner/7or K to 12 teachers, learnin# ne(er ends2 Teachers must 3e
constantl" udated on the latest information related to their su3?ect and the trends
in eda#o#"2 $oreo(er, the" should also 3e sharin# and al"in# 4hat the" are
learnin# 4ith their students and collea#ues2
M 7le<i3le/ K to 12 education is student/centered2 Thus, teachers must 3e a3le to adat
to (arious learnin# st"les and needs of the learners2 Teachers must also 3e fle<i3le
enou#h to ensure that learnin# ta;es lace all the time usin# alternati(e modes2
M !reati(e ro3lem sol(er/Pro(idin# @ualit" education is not 4ithout hurdles2
Pro3lems 4ill 3e there inside the classroom and 4ithin the school2 Teachers must
3e there to offer inno(ati(e ideas and creati(e solutions to ro3lems2
M !ritical thin;er/The de(eloment of hi#her order thin;in# s;ills is an imortant
#oal of K to 12 Education2 Teachers need to 3e critical thin;ers so that the" could
stir students to thin; a3out 4hat the" ha(e learned, as; @uestions, reason out, ro3e,
and esta3lish their o4n ;no4led#e and 3elief2
M *as assion for e<cellent teachin#/ *a(in# the assion to teach effecti(el" ensures
that students learn under the care and #uidance of a teacher2 An ordinar" teacher
merel" tal;s and #i(es instruction to students, 3ut a K to 12 teacher has a assion
that moti(ates students to learn and succeed in life2
M *i#h Emotional Iuotient &EI'/ To 3e a successful K to 12 teacher, one must not
onl" ha(e the head 3ut also the heart to teach2 Teachin# is an emotionall" ta<in#
and influential ?o3 as it in(ol(es interaction 4ith human 3ein#s2 This demands that
H2 L
K TO 12 TOOLKIT
ne#ati(e emotions 3e held in chec; to a(oid intimidatin# students, thus stuntin#
learnin#2 On the other hand, teachin# also demands for some le(el of emotional
connections to create a conduci(e learnin# en(ironment2
,222 Roles of Teachers in the K to 12 Education Pro#ram
Teachers are the ;e" to achie(in# the (ision of K to 12 education ro#ram2 :ith this hi#h
demand for teachers, 8eEd 4ill #i(e due consideration and aroriate suort to ensure
that teachers 4ill 3e a3le to fulfill their si#nificant role in the K to 12 education ro#ram2
M K to 12 education does not mean that teachers 4ill ha(e more 4or;load2
M 8econ#estion of the curriculum 4ill hel teachers focus on masterin# cometencies2
M Pre/ser(ice and in/ser(ice trainin# is in lace to reare teachers for the
imlementation of K to 122
Teachers are the critical la"ers in the K to 12 Education Pro#ram2 Thus their suort is
necessar" to 3rin# the (ision of K to 12 closer to realit"2 Teachers are en?oined to5
M 9nderstand the rationale of K to 12 and the imlications it 4ill 3rin#,
M Ac@uire the attri3utes and s;ills of a K to 12 teacherN
M +e reared to imlement K to 12 education ro#ram 3" articiatin# in K to 12
orientations and trainin#s,
M +e a3le to e<lain K to 12 education ro#ram to sta;eholders such as students,
arents, and mem3ers of the communit"2
K TO 12 TOOLKIT
L HG
SE!TIO) R5 K TO 12 7REI9E)TL>
ASKE8
I9ESTIO)S
12 :hen 4ill the K to 12 ro#ram 3e imlemented=
M 9ni(ersal Kinder#arten started in S> 2011/20122
M The ne4 curriculum for Grade 1 and Grade - &*i#h School >ear 1' 4ill 3e
imlemented in S> 2012/201G and 4ill ro#ress in the succeedin# school "ears2
M Grade 11 &*S >ear 1' 4ill 3e introduced in S> 201H/201-, Grade 12 &*S >ear H' in
S> 201-/201.2
M The first 3atch of students to #o throu#h K to 12 4ill #raduate in 201.2
22 :here 4ill the additional t4o "ears 3e added=
M The t4o "ears 4ill 3e added after the e<istin# four/"ear hi#h school ro#ram2 This
4ill 3e called Senior *i#h School &S*S'2
K TO 12 TOOLKIT
L H1
G2 :h" is the K to 12 ro#ram 3etter than the current ro#ram=
M K to 12 offers a more 3alanced aroach to learnin# that 4ill ena3le children to
ac@uire and master lifelon# learnin# s;ills &as a#ainst a con#ested curriculum'2
M It 4ill hel in freein# arents of the 3urden of ha(in# to send for colle#e ?ust to
ma;e their children emlo"a3le2
02 :ill this address the droout ro3lem=
M The decon#ested curriculum 4ill allo4 master" of cometencies and ena3le
students to 3etter coe 4ith the lessons2 This should artl" address those 4ho dro
out 3ecause the" cannot coe 4ith school4or;2
M The curriculum 4ill 3e learner/centered, enriched, and resonsi(e to local needs2
It 4ill also allo4 students to choose career ath4a"s that suit their interest2 This
should artl" address those 4ho dro out 3ecause of lac; of ersonal interest2
M 8eEd 4ill also continue to offer ro#rams such as home schoolin# for elementar"
students and the droout reduction ro#ram for hi#h schools2 These ro#rams
address the learnin# needs of mar#inali%ed students and learners at ris; of
droin# out2
12 *o4 4ill K to 12 hel in ensurin# emlo"ment for our #raduates=
M The K to 12 3asic education curriculum 4ill 3e sufficient to reare students for
4or;2
M The curriculum 4ill ena3le students to ac@uire !ertificates of !ometenc" &!O!s'
and )ational !ertifications &)!s'2 This 4ill 3e in accordance 4ith TES8A trainin#
re#ulations2 This 4ill allo4 #raduates to ha(e middle le(el s;ills and 4ill offer them
3etter oortunities to 3e #ainfull" emlo"ed2
M There 4ill 3e school/industr" artnershi for tech(oc trac;s to allo4 students #ain
4or; e<erience 4hile stud"in# and offer the oortunit" to 3e a3sor3ed 3" the
comanies2
HH L
K TO 12 TOOLKIT
H2 *o4 4ill the K to 12 ro#ram hel 4or;in# students &colle#e le(el'=
M 8eEd is 4or;in# in colla3oration 4ith !*E8 to ro(ide more oortunities for
4or;in# students to attend classes2
M 8eEd is 4or;in# 4ith the 8eartment of La3or and Emlo"ment to ensure that
?o3s 4ill 3e a(aila3le to K to 12 #raduates and that consideration 4ill 3e #i(en to
4or;in# students2
-2 *o4 4ill the K to 12 ro#ram hel students intendin# to ursue hi#her education=
M The K to 12 3asic education curriculum 4ill 3e in accordance 4ith the colle#e
readiness standards from !*E8 4hich sets the s;ills and cometencies needed of K
to 12 #raduates 4ho 4ish to ursue hi#her education2
M !*E8 4ill re(ie4 its #eneral education su3?ects to a(oid reetition of Grades
11 and 12 content and learnin# areas2 The !*E8 curricular re(ie4 ma" lead to
a si#nificant reduction in the num3er of "ears of colle#e courses resultin# in a
decrease in educational e<enses of households2
.2 *o4 close is 8eEd to addressin# the resource #as &i2e2, classroom, teachers'=
M 8eEd has tar#eted to close the resource #as in the ne<t t4o "ears2
M Aside from increase in the national education 3ud#et, 8eEd is en?o"in# suort
from local #o(ernments, ri(ate artners, and donor a#encies2
,2 *o4 a3out the additional cost to arents=
M Grades 11 and 12 &*S >ears 1 and H' 4ill 3e offered for free in u3lic schools2
M K to 12 #raduates 4ill ha(e hi#her earnin# otential since the" 4ill 3e more
cometent and s;illed comared to #raduates of the current 10/"ear s"stem2
M 8eEd is in discussion 4ith !*E8 on the ossi3ilit" of decreasin# the num3er of
"ears of certain courses in colle#e2
M K to 12 #raduates 4ill ha(e national certification from TES8A, 4hich 4ill ena3le
them to ha(e hi#her emlo"ment oortunities2
K TO 12 TOOLKIT
L H-
102 :hat 4ill haen to the colle#e and uni(ersities durin# the 2/"ear transition eriod
&S> 201H/201- and S> 201-/201.'=
M 8eEd is in the rocess of formulatin# a transition mana#ement lan 4hich includes
4or;in# in colla3oration 4ith other educational institutions durin# the t4o/"ear #a
3et4een the end of secondar" education and start of colle#e due to the introduction
of Senior *i#h School2 The arran#ements ma" include usin# ri(ate school facilities
and teachers for senior hi#h school durin# the transition eriod2
M 8eEd is 4or;in# closel" 4ith ri(ate educational institutions to address these
transition mana#ement issues2
112 :ill senior hi#h school 3e imlemented in e<istin# hi#h schools or 4ill ne4 schools
3e 3uilt=
M E<istin# schools 4ill 3e used for the additional 2/"ear ro#ram2 8eEd is li;e4ise in
discussions 4ith !*E8, TES8A, and ri(ate schools to use their e<istin# facilities
durin# the transition eriod and 3e"ond2
122 Is K to 12 re@uired for ri(ate schools as 4ell= :ill the same imlementation
timeline al" to ri(ate schools=
M Since ri(ate schools follo4 the 8eEd curriculum, the" 4ill also 3e imlementin#
the 12/"ear 3asic education ro#ram, 3ut the imlementation lan 4ill differ2 This
4ill 3e discussed 4ith the reresentati(es of the ri(ate schools2
M Pri(ate schools are acti(e articiants in de(eloin# the K to 12 ro#ram2 )ote
that a num3er of ri(ate schools offer at least 12 "ears of 3asic education5 2/G
"ears of re/elementar" &nurser", ;inder#arten and rearator"', H or - "ears of
elementar", and 0 "ears of hi#h school2
1G2 *o4 4ill the colle#e and technical/(ocational courses 3e ad?usted due to the K to
12 curriculum= :ill ad?ustments 3e made in time for the first #raduates of K to 12=
M TES8A 4ill #i(e certification to technical and (ocational courses in the secondar"
le(els 4hile !*E8 4ill reduce the #eneral education su3?ects in hi#her education to
a(oid dulication or reetition of su3?ects2
H. L
K TO 12 TOOLKIT
M !*E8 4ill 3e releasin# its udated colle#e readiness standards 4hich 4ill 3e the
3asis for the cometencies in Grades 11 and 12 &*S >ears 1 and H'2
M These acti(ities 4ill 3e comleted 3efore S> 201H/201-2
102 :hat 4ill haen to the curriculum= :hat su3?ects 4ill 3e added and remo(ed=
M There 4ill 3e continuum from Kinder to Grade 12 and to technical and hi#her
education2
M The current curriculum 4ill 3e decon#ested to allo4 for master" of learnin#2
M In Grades 11 and 12 &*S >ears 1 and H', core su3?ects li;e $ath, Science and En#lish 4ill 3e
stren#thened2 Seciali%ations in the studentsD areas of interest 4ill also 3e offered2
M Ri#ht no4, a technical 4or;in# #rou has formulated the ne4 curriculum
frame4or;, standards, and cometencies for K to 122 E<erts from !*E8, TES8A,
and other sta;eholders are art of this 4or;in# #rou2 The enhancement of the
curriculum frame4or;, standards, and cometencies continues as the" #o throu#h
the (alidation rocess2
112 :hat seciali%ations 4ill 3e offered in senior hi#h school=
M Amon# the seciali%ations offered 4ill 3e on academics, technical and (ocational
courses, sorts and arts2 The seciali%ations that schools offer 4ill also 3e determined
3" local needs and conditions and their caacit"2
1H2 *o4 4ill students choose their seciali%ations=
M Students 4ill under#o se(eral assessments to determine their interests and stren#ths2
These 4ill include an atitude test, a career assessment e<amination, and an
occuational interest in(entor" for hi#h schools2 Results of these tests should hel
students decide on their seciali%ation2
1-2 7or senior hi#h school, 4hat 4ill haen if ma?orit" of our students 4ant to seciali%e
in a#riculture and onl" one is interested to ta;e math or academics= *o4 4ill this
3e accommodated=
M The areas of seciali%ation in Senior *i#h School 4ill 3e offered accordin# to the
resources a(aila3le in a localit" and the needs of students2
K TO 12 TOOLKIT
L H,
1.2 :ill teachers 3e 3urdened 3" additional teachin# load due to the K to 12 ro#ram=
M There 4ill 3e no additional 4or;load due to the K to 12 ro#ram2 The $a#na !arta
for Pu3lic School Teachers ro(ides that teachers should onl" teach u to si< hours
a da"2
M The decon#ested K to 12 curriculum 4ill allo4 teachers to master the conte<t and
cometencies that the" 4ill de(elo amon# the students and 4ill ena3le them to
focus on their areas of e<ertise2
1,2 *o4 4ill teachers 3e reared for the K to 12 ro#ram=
M Teachers 4ill 3e #i(en sufficient in/ser(ice trainin# to imlement this ro#ram2 The
re/ser(ice trainin# for asirin# teachers 4ill also 3e modified to conform to the
re@uirements of the ro#ram2
202 :here can 4e #et the K to 12 modules and curriculum=
>ou ma" contact the K to 12 Pro#ram Secretariat at5
Address5
Telefa<5
Email5
8eartment of Education !entral Office
8eEd !omle<, $eralco A(enue, Pasi# !it"
&02' HG1/101-6 HG./G-0G
;to122secretariatT#mail2com
-0 L
K TO 12 TOOLKIT
E)8)OTES
12 Psacharooulos, G2 Q Patrinos, *2A2, 20002 JReturns to in(estment in education5 a
further udate,K Education Economics, (ol2 12&2', a#es 111/1G02
22 Or#anisation for Economic !o/oeration and 8e(eloment &OE!8', 200-2 JEducation
at a Glance5 OE!8 IndicatorsK
G2 *anushe;, E2, et al2, 200.2 JEducation and Economic Gro4th5 ItDs not ?ust #oin# to
school, 3ut learnin# somethin# 4hile there that matters,K Education )e<t, Srin#, a#es
H2/-02
02 *anushe;, E, 20012 JEconomic Outcomes and School Iualit",K Education Polic" Series,
Fol2 02 Paris5 International Institute for Educational Plannin# and International Academ"
of Education2
12 8e Fera/$ateo, L2 20112 Imro(in# the Iualit" of E!!E 5 The Glo3al E<erience
UPo4eroint resentation durin# the Re#ional !onsultation 7orum on Earl" Learnin#
7rame4or;s, Policies and Pro#ramsV SEA$EO I))OTE!*, Philiines2
H2 !ru%, I2, 2012, $arch 2,2 JSenior *i#h School2K $ini !riti@ue2 Philiine Star2 Retrie(ed
from htt5664442hilstar2com6Article2as<=articleIdW-,20G.Qu3licationSu3!ate#or"
IdW0022
-2 8omin#ue%, $L and Guito, E2, 20112 8on +osco Technical !olle#e *i#h School
8eartment !urriculum2 In5 7orum on 8ifferentiated Secondar" Schools in the Philiines2
$arch 0, 2011, SEA$EO I))OTE!*, Philiines2
.2 $edrano, F2, 20112 San Pedro Relocation !enter )ational *i#h School !urriculum2 In5
7orum on 8ifferentiated Secondar" Schools in the Philiines22 $arch 0, 2011, SEA$EO
I))OTE!*, Philiines2
,2 Orines, 72, 20112 $anila Science *i#h School !urriculum2 In5 7orum on 8ifferentiated
Secondar" Schools in the Philiines22 $arch 0, 2011, SEA$EO I))OTE!*, Philiines2
102 !ru%, I2, 20122
K TO 12 TOOLKIT
L -1
RE7ERE)!ES
8eEd Order G2 s2 2012 JImlementin# Rules and Re#ulation of the Reu3lic Act 1011-K
8eEd Order G1 s2 2012 JPolic" Guidelines on the Imlementation of the Grade 1 to 10 of
the K to12 +asic Education !urriculum &+E!' Effecti(e School >ear 2012/201GK
8eEd Order 1H2 s2 2012 JGuidelines on the Imlementation of the $other Ton#ue/+ased
$ultilin#ual Education &$T+ $LE'K
8eEd Order -0 s2 200, JInstitutionali%ation of the $other Ton#ue/+ased $ultilin#ual
Education&$T+ $LE'K
8eEd 8iscussion Paer on The Enhanced K to 12 +asic Education Pro#ram, 01 Octo3er
2010
8eEd K to 12 +asic Education Pro#ram, $arch 2012
8eEd K to 12 7re@uentl" As;ed Iuestions, 8ecem3er 2011
8eEd K to 12 Primer, 8ecem3er 2011
Reu3lic Act 1011- JThe Kinder#arten Education ActK
SEA$EO I))OTE!*, 20122 K to 12 in Southeast Asia5 Re#ional !omarison of the
Structure, !ontent, Or#ani%ation and Ade@uac" of +asic Education2 Iue%on !it"5
Philiines2
-2 L
K TO 12 TOOLKIT
T*E K TO 12 TOOLKIT PROEE!T
TEA$
Pro?ect Ad(isers
SEA$EO I))OTE!*
8r2 Ramon !2 +acani
!enter 8irector
$r2 Phili E2 Purnell
$ana#er
Educational Research and Inno(ation Office
8eartment of Education
8r2>olanda S2 Iui?ano
9ndersecretar" for Pro#rams and Pro?ects
8r2 +renda +2 !oru%
Technical Ad(iser to the 9ndersecretar" for
Pro#rams and Pro?ects
Research Team
8r2 Ethel A#nes P2 Falen%uela
Senior Secialist
Team Leader
$s2 Rhea !hristina 92 Ra3in
Pro?ect !onsultant, $em3er
$s2 $er?iel"n $2 !alima#
Research Assistant, $em3er
The ro?ect team is #rateful to the K to 12 Tas; 7orce6!ommittee6Secretariat articularl" to
$r2 El(in 9" and $s2 Priscilla On# for their in(alua3le assistance to SEA$EO I))OTE!*
in rearin# the K to 12 Tool;it2
K TO 12 TOOLKIT
L -G

K To 12 Toolkit

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