JOCELYN DR ANDAYA

Director III
Bureau of SecJOCELYN DR ANDAYA
Director III
Bureau of Secondary Education
ondary Education

Jocelyn DR Andaya
Director III
Bureau of Secondary Education

A curriculum needs to be updated

regularly, not only to incorporate
new knowledge but also to adapt to
changing environmental, social,
technological and global contexts.
-- Dr. Allan Bernardo

The Imperative for K to 12

Streamline the curriculum to improve mastery of
basic competencies
Ensure seamlessness of primary, secondary, and
post-secondary competencies
Improve teaching through the use of enhanced
pedagogies (e.g. spiral progression in Science &
Math) and medium of instruction
Expand job opportunities (by reducing jobs-skills
mismatch) and provide better preparation for
higher learning

K to 12 and Further Education

THE PHL QUALIFICATIONS FRAMEWORK
BASIC EDUCATION

TESD

HIGHER EDUCATION

L8

DOCTORAL AND
POST DOCTORAL

L7

POST BACCALAUREATE

L6

BACCALAUREATE

L5

DIPLOMA

L4

NC IV

L3

NC III

L2
L1

GRADE 12
GRADE 10

NC II
NC I

Phased Introduction of Enhanced

Curriculum in Public Schools

The K - 12 basic education curriculum framework shows

that the K - 12 basic education curriculum has the
following salient features:
It focuses on the holistic development of the learner.
It is outcome-based as it prepares learners for:
Higher education
Middle level skills
Employment and
Entrepreneurship
It is anchored on the principles of:
Inclusive education
Learners growth and development
Teaching and learning and
Assessment

K to 12 Features
decongested

seamless

enriched

Developmentallyor age-appropriate

topics discussed were lessened to focus on

the essentials and the must teach
allows mastery of competencies
vertical and horizontal articulation

horizontal smooth transition between quarters

vertical smooth transition between grade levels

integration of and interconnection between

and among subject areas
sensitive to age level of the students
different levels of complexity

Comparison of 2002 BEC and

K to 12 Education Structure

Comparison of the Curriculum of the Old education and

K to 12 Education
Basic Education Curriculum (BEC) 2002
BEC is restructuring of the NESC (1983) and the NSEC (1989) in
order to raise the quality of the Filipino learners and graduates
and empower them for lifelong learning.
OLD

2010 Secondary Education Curriculum

The 2010 Secondary Education Curriculum (SEC) is the revised
2002 BEC incorporating Understanding by Design (UbD) which
seeks to contribute to functional literacy for all and the
development of 21st Century core skills needed for global
competitiveness.
NEW

K to 12 Curriculum 2012
The K to 12 Basic Education Curriculum is geared towards the
development of holistically developed Filipino with 21st century
skills who is ready for employment, entrepreneurship, middle level
skills development and higher education upon graduation.

BEC vs. K-12

2002 BEC

K-12

Learning Areas

5 Learning Areas:
MAKABAYAN (AP, TLE, MAPEH, EsP)
Math
Science
English
Filipino

AP, TLE, MAPEH, EsP, Math, Science, English,

Filipino

Pedagogical Approaches

Integrative, and interactive teachinglearning approaches

Reflective, collaborative, constructivist, inquirybased

Grading System

Numerical using the cumulative method

Levels of Proficiency:
Beginning 74% & below
Developing -75-79%
Approaching Proficiency- 80-84%
Proficient- 85-89%
Advanced- 90% & above

Promotion and Retention

Promotions shall be by subject and by

number of units. A student who fails in 3
units or less is promoted to the next
curriculum level. On the other hand, a
student who fails in more than three
units is retained in the year level

Promotion and retention shall be by subject.

Students whose proficiency level is
Beginning(B) at the end of the quarter or
grading period shall be required to undergo
remediation after class hours so that they can
immediately catch up as they move to the next
grading period. If by the end of the year, the
students are still at the beginning (B) level, then
they shall be required to take summer classes.

Over all Goal

Empower Filipino learners for lifelong

learning

Functionally-literate and holistically developed

Filipinos

K -12 Key Stages

Grade
3
Grade
6
Grade
10
Grade
12

Standards

In general terms, students are expected at the end

of Grade 10 to be able to:
communicate competently and effectively;
think intelligently, critically and creatively in life
situations;
make informed and values-based decisions;
perform their civic duties;
use resources sustainably; and
participate actively in artistic and cultural
activities and in the promotion of wellness and
lifelong fitness.

Learning Area Standards Per Grade Level

General expectancies
Content Standards as Benchmarks of Knowledge
and Skills
Define what the students are expected to know,
what they should be able to do with what they
know and the meanings or understandings that they
should construct or make as they process the facts
and information
Answer the question What do we want the
students to know, be able to do, and understand ?

CONTENT STANDARDS
specify essential knowledge, skills and
habits of mind that should be taught and
learned
answer the question What should students
know and be able to do?

General expectancies
Performance Standards as Benchmarks for the
Transfer of Learning
Define the expected proficiency level expressed in 2
ways: students should be able to (1) use their
learning or understanding in real-life situations and (2)
do this on their own.
Answer the questions What do we want students to
do with their learning or understanding? andHow
do we want them to use their learning or
understanding?

PERFORMANCE STANDARDS
express the degrees or quality of
proficiency that students are expected to
demonstrate in relation to the content
standards
answers the questions How well must
students do their work?
at what level of performance would the
students be appropriately qualified or
certified?

Force, Motion and Energy (Science)

Content

Force,
Motion and
Energy

Content
Standard

Performance
Standard

Learning
Competencies

Demonstrates
understanding
of Newtons
three (3) Laws
of Motion: Law
of Inertia, Law
of Acceleration,
and Law of
Interaction

Observes road
safety as a
motorist or
pedestrian

Investigates
the relationship
of the amount
of force applied
and the mass
of the object to
the amount of
change in the
objects motion

(EsP)
Content
Bullying

Content
Standard

Performance
Standard

Learning
Competencies

Naipamamalas
ng mag-aaral
ang pag-unawa
sa mga
konsepto sa
karahasan sa
paaralan

Naisasagawa
ng mag-aaral
ang mga
angkop na kilos
upang
maiwasan o
masupil ang
mga karahasan
sa kaniyang
paaralan

Natutukoy ang
mga umiiral na
karahasan sa
paaralan

Area:
Filipino (Grade 7)
Pamantayang Pangnilalaman:
Naipapamalas ng mag aaral ang pag-unawa sa paksa
ng akdang napakinggan
Pamantayan sa Pagganap:
Ang mga mag aaral ay nakasusulat ng talata na may
kaugnayan sa paksa ng akdang napakinggan

Steps in Curriculum Design

1. Outcomes(General Expectancies
in each key stage)

2. Standards (Content and

Performance)
3. Curriculum Guide
(Learning Competencies)
4. Instructional Objectives

Design
Desired Outcomes
Content Standards
Performance Standards

Spiral Progression
The spiral curriculum theory revolves around the
understanding that human cognition evolved in a
step-by-step process of learning, which relied on
environmental interaction and experience to form
intuition and knowledge
In simpler terms, one learns best through the
repeated experience of a concept.

Nomenclature/
Learning Areas
Filipino
English
Science
Mathematics
Araling Panlipunan
TLE
MAPEH
EsP

Medium of
Instruction
Filipino
English
English
English
Filipino
English
English
Filipino

Time
Allotment
4 hrs.
4 hrs.
4 hrs.
4 hrs.
3 hrs.
4 hrs.
4 hrs.
2 hrs.

Time allotment
Minimum period for interaction
Can be extended to include off-school
experiences, outputs of which are in the form
of products and performances that should be
monitored and credited accordingly
A one-hour period for Homeroom Guidance is
provided for weekly meeting with teacher
adviser and the class

Independent/cooperative learning
A separate period ranging from two to four
hours weekly may be provided as open
time for learning in order to give the
students the option to learn on their own
and/or with others those topics, content,
or processes that they can handle by
themselves

Learning/Teaching Resources
Learning Modules
- self-instructional materials (independent
and cooperative learning)
Teaching Guides
- contain both the LMs and the TGs for
easy reference

Learning Resources
Modules are provided as basic learning
resource; self-instructional and lend
themselves to independent and
cooperative learning
For schools with connectivity, web-based
resources and video materials are
encouraged
Textbooks may still be used where
appropriate

Assessment
holistic with emphasis on formative or
developmental purpose of quality- assuring
student learning
standards-based

 Assessment
as learning (self- assessment)
for learning (formative)
of learning (summative)
Balance of traditional and
authentic assessment

Levels of Assessment

Knowledge
15%

30%

25%
30%

Process/Skills
Leadership
Products/Performance

Knowledge
Content of curriculum, facts and
information that students acquire
What do we want students to know?
ex. paper & pencil tests, multiple
choice, true or false

Process
-Skills or cognitive operations that the
students perform on facts &
information for the purpose of
constructing meanings
-what do we want students to do with
what they know? How do we want
them to provide evidence of what
they can do with what they know?

Process
Examples
1) asking learners to outline, organize, analyze,
interpret or translate, convert, or express the
information in another forum or format, draw
analogies, construct graphs, models , flowcharts
2) focus of assessment is on how logically,
analytically or critically students make sense of or
process the information or use it

Understanding
Enduring big ideas, principles & generalizations
inherent to the discipline

-Answers the questions: What do we want

students to understand? How do we want them
to provide evidence of this understanding?

Products/Performance
real-life application of understanding as
evidenced by the students performance of
authentic tasks
answer the question what products or
performance do we want students to produce
as evidence of their learning or
understanding?
reflective of what students are able to do with
their learning

Culminating activity/performances
At the end of each quarter, schools may
put up exhibits for student products across
subjects areas as culminating activity and
as evidence of their learning or attainment
of content and performance standards
When parents receive the report card and
confer with teachers, they will be
witnessing what the students are learning
in school

General Description of the

Teachers Guide
Defining Learning Outcomes
Planning for Assessment
Developing the Teaching/
Learning Plan

Instructional Planning Framework

Step 3: Develop
INSTRUCTIONAL
PLAN

Step 1: Define
expected

OUTCOMES/RESULTS

Step 2: Prepare
plan for
ASSESSMENT

Learning Outcomes
Teacher should be clear about the learning
outcomes and be guided by the content and
performance standards when defining the
intended learning outcome

Planning for Assessment

The logic behind the planning for
assessment before planning for
instruction is to ensure the alignment
between desired outcomes and how
these will be tracked and measured

Developing the TeachingLearning Plan

After the assessment plan has been
prepared, the teacher can then plan for how
teaching and learning shall be approached:
the teaching strategies to be adapted,
student activities to be conducted,
instructional materials and devices to be
used, and how much time

1) Know

2)
Process/Do

4) Transfer
(Produce a
product/Perf
ormance)

A MODEL OF THE
LEARNING PROCESS

3) Reflect,
Understand

Area: Health Education

Quarter: First
Unit/Topic: Growth and Development
Content Standard: Demonstrates understanding of holistic health and its management
of health concerns, growth and development of adolescents and how to manage its
challenges
Performance: Appropriately manages concerns and challenges during adolescence to
achieve holistic health
Assessment: Use of multiple measures
Level of
Assessment

What to Assess

How will I Assess

How will I Score

Knowledge (15%)

Identify the
dimensions of
health

One-Minute papers

Frequency of
correct answers

*STEM students will go through enriched Natural Science subjects instead of Life and Physical
Sciences

*STEM students will go through enriched Natural Science subjects instead of Life and Physical
Sciences

GLOSSARY OF TERMS
(6th Draft, February 27, 2013)
Core Curriculum A set of common academic
subjects required of all Senior High school
students regardless of track.
Immersion Instruction that employs
experiential learning to bridge the gap between
theory and practice. It includes fieldwork and
project-based or problem-based learning that
simulates fieldwork.

GLOSSARY OF TERMS
th
(6 Draft, February 27, 2013)
Track A pathway that leads to a possible
career which a Senior High School student
chooses.
Strand A specialization within a track.
Technical-Vocational-Livelihood A track that
prepares a Senior High School student to
become a job-ready, skilled, middle-level worker
leading to an appropriate National Certificate
from TESDA.

GLOSSARY OF TERMS
(6th Draft, February 27, 2013)
Sports and Arts A track that prepares a Senior
High School student to participate in national or
international athletic tournaments before and
after graduation. A track that prepares a Senior
High School student to participate creatively at a
high artistic level in art activities such as, but not
limited to, literature, dance, music, architecture,
painting, sculpture, theater, television, film, and
multimedia art.

GLOSSARY OF TERMS
(6th Draft, February 27, 2013)
Academic A track that prepares a Senior High
School student to continue immediately after
graduation to higher education.
Humanities, Education, and Social Sciences
(HESS) A strand within the Academic Track that
prepares a Senior High School student to pursue
college degrees focusing on human individuals
and societies, such as Bachelor of Arts and
Bachelor of Science in Education.

GLOSSARY OF TERMS
(6th Draft, February 27, 2013)
Science,
Technology,
Engineering,
and
Mathematics (STEM) A strand in the Academic
Track that prepares a Senior High School student
to pursue college degrees that focus on the
natural world, such as Bachelor of Science.
Included in this strand, in addition to the areas
enumerated in the title, are the Health Sciences,
Agricultural
Sciences,
and
Information
Technology.

GLOSSARY OF TERMS
(6th Draft, February 27, 2013)
Business, Accountancy, and Management
(BAM) A strand in the Academic Track that
prepares the Senior High School student to
pursue college degrees that focus on business
and industry, such as Bachelor of Science in
Business Administration and Bachelor of Science
in Accountancy.