The K To 12 Curriculum

The K to 12 Curriculum
The K to 12 Basic Education

Curriculum Framework
The K to 12 Philippine Basic Education
SIDLAK Bukidnon beyond the horizon

Session Objectives:
1. Present K to 12 curriculum
framework; and
2. Explain the salient features and
guiding principles and standards
of K to 12 curriculum framework.

Temperature Check
.



How does tower

building relate to
mathematics
curriculum and
instruction?

The K to 12 Philippine Basic Education Curriculum Framework





Holistically Developed Filipino with 21st
Century Skills
Being and Becoming a Whole Person

SKILLS
LEARNING AREAS
 Information, Media, and
 Language
Technology Skills
 Technology and Livelihood
 Learning and Innovation
Education (TLE)
Skills
 Mathematics and Science
 Communication Skills
 Arts and Humanities
 Life and Career Skills
Monitoring and Evaluation System

21st Century Skills
1. Visual and 1. Creativity and Collaboration and 1. Flexibility and

information curiosity interpersonal skills adaptability
literacies 2. Critical thinking 2. Initiative and self-
2. Media literacy problem solving direction
skills 3. Social and cross-
3. Basic, scientific, cultural skills
economic and 3. Risk taking
4. Productivity and
technological accountability
literacies and
5. Leadership and
multicultural responsibility
literacy
6. Ethical, moral and
4. Global awareness spiritual values
DEPARTMENT OF EDUCATION
Holistically Developed Filipino with 21st Century Skills
Being and Becoming a Whole Person
Curriculum Support System
Teachers
Materials, Facilities, School Leadership and Schools Divisions

Management Technical Assistance
and Equipment
ICT Community-Industry
Assessment Relevance and
Environment Partnerships
Monitoring and Evaluation System


Curriculum Exits



K to 12 BEC: GUIDING PRINCIPLES AND
SALIENT FEATURES
Learner-centered
K to 12
Curriculum


Who are the

learners?
What are their

How should I
address their
Learner learning and
development
needs?
needs?
populations

What do the learners
of the 21st century
How do objectives seek?
change in the course
of a person’s life?
Learner
Objectives
What are their learning and

credential objectives?

What learning What options are open to 21st century

models are learners as they seek their objectives?
available to the
learners? What evidence
exists on the
Learning Models effectiveness and
What learning models, efficiency of the
teaching approaches,
various models?
strategies, techniques, and
assessment models are in What choices do various learner
play? populations make and why?

What learning theories and
methods are appropriate for How do we focus the
specific learners and the teaching-learning process
objectives they seek? on the individual learner?
Learning Theories
and Methods
What learning methods help inform us of the appropriate

curricular approach to take with specific learner
populations?

What is the existing

curriculum architecture of the
school/classroom?
Does the architecture provide an
alignment between the learner, the
curriculum, and society?
Learner-centered
curriculum
architecture

What specific curriculum/learning
activities can be configured to
meet the learning needs of the
learner population(s) an institution
Learner- has chosen or been charged to
Centered serve?
Curriculum
Configuration

What support services are

necessary to enable specific
learner population(s) to
successfully complete the Learner-Centered
curriculum and meet their Support Services
objectives?


K to 12 BEC Guiding principles and salient
features
Learner-centered
inclusive
K to 12
Curriculum

• Children with disabilities

• Child laborers
Inclusive education • Children of Indigenous
for:
peoples and Muslim
children
• Marginalized sectors
• Abused children
• Street children

Quality indicators for inclusive education


Quality
indicators
for
inclusive
education




Factors that underpin the development of inclusive education

features
Learner-centered
inclusive
K to 12 developmentally
Curriculum appropriate

Developmentally
appropriate practices:
-teaching and learning

experiences grounded in
what we know about how
children learn at different
ages and stages of
development.
.
Based on understanding the characteristics of a
“typically-developing” child and recognizing that
children vary within that norm.

use of senses
hands-on experiences
What strategies
can you use to
teach to children’s
concrete way of -Display real-life
thinking?
-Introduce sensory vocabulary.
-Encourage conversations
-Help inquisitive minds to test
theories and hypotheses.
Why is it important? How?

features
Learner-centered
inclusive
Gender and
Culture-sensitive

How to teach
children gender
equality!


6 Ways You Can Promote Gender
Equality In Your Classroom
•Be Reflective and Be Objective.
Use Gender-Neutral Language
When Appropriate.
•Get Feedback From Colleagues
and Students
Explain the Context.
•Seat and Group Students

Intentionally.
Use Project-Based Learning.

Strategies to promote gender equality in the

classroom
Playing
Active monitoring
Be a role model
Division of tasks
Choose the correct school material Activities that add value
Support straight-talk Woman visibility Involve families



features
Learner-centered
inclusive
Gender and
Culture-sensitive
Contextualized
and global



Indigenization

Contextualized Learning: Teaching made highly effective!
Contextualized teaching and learning

builds upon a similar concept of putting
academic activities into perspective to
achieve the best teaching and learning
outcomes.

features
Learner-centered
inclusive
Competency and Gender and

standard-based Culture-sensitive
Contextualized
and global
Learning Standards
 Learning standards refer to how well the

student must perform, at what kinds of
tasks, based on what content, to be
considered proficient or effective
 They define what learning should be
achieved in what grades or over certain
grade spans
Learning Standards
1. Key Stage Standards

2. Content Standards
3. Performance Standards
4. Learning Competency
features
Learner-centered
inclusive
Relevant

Contextualized
and global

Classroom Activities to Make Learning Relevant
1. Utilize Real World Problems
2. Plan a Field Trip
3. Connect to What Students Know
4. Use Primary Resources
5. Invite a Guest Speaker

Contextual learning strategies in practice
Design iteratively
Design with the most relevant approach in
mind
Design for groups
Design for effectiveness
Design
Design for transference assessments
appropriately
Design with social consciousness

features
research-based Learner-centered
responsive inclusive
Relevant

Contextualized
and global
Legal bases
Teachers’ researches
Student researches

features
constructivist
K to 12 Pedagogical
Curriculum Approaches

Constructivist teaching is …
learning occurs as learners are
actively involved in a process
of meaning and knowledge
construction as opposed to
passively receiving information.
Learners are the makers of
meaning and knowledge.

features
constructivist
inquiry-based
K to 12 Pedagogical
Approaches
reflective
Curriculum
collaborative
integrative
inquiry-based learning
"Tell me and I forget, show me

and I remember, involve me
and I understand."

Inquiry-based

BENEFITS OF INQUIRY-BASED LEARNING
Enhances learning experiences for children
Fosters curiosity in students
Deepens students’ understanding of topics

Increases engagement with the material
features
constructivist
inquiry-based
K to 12 Pedagogical
Approaches
reflective
Curriculum
collaborative
integrative
Reflective learning

features
constructivist
inquiry-based
K to 12 Pedagogical
Approaches
reflective
Curriculum
collaborative
integrative

features
constructivist
inquiry-based
K to 12 Pedagogical
Approaches
reflective
Curriculum
collaborative
integrative


features
constructivist
inquiry-based
K to 12 Pedagogical
Approaches
reflective
Curriculum
collaborative
integrative
features
Balanced-
assessment
Comprehensive Adherence to
and systematic MTBMLE principles
M&E system and framework
K to 12
seamless Curriculum Flexible
Competency and Spiral progression

standard-based
Mother Tongue-Based Multilingual Education
(MTB-MLE)
In Kinder to Grade 3, the child’s dominant language is used as the

language of learning.
Filipino and English language proficiency is developed from Kinder

to Grade 3 but very gradually.
Mother Tongue is used in instruction and learning materials of

other learning areas.
The learners retain their ethnic identity, culture, heritage and

values.
Children learn better and are more active in class and learn a
second language even faster when they are first taught in a
language they understand.
MTB-MLE Bridging Framework
A multi-literate
Filipino learner
Literate in
English
L1 and L2
Filipino
Literate in L1
Mother Tongue
flexible
to localize, indigenize
and enhance the
same based on their
respective
educational and
social contexts

Harvesting of DepEd Learning Resources
Identifying, collating and

collecting Instructional
Materials that are
DepEd-owned.
• BEAM, PROBE, STRIVE

• ESA, TEEP, ALS
• eEskwela, Open HS, etc.
spiral progression
approach

Spiralling of Content
Basic concepts/general concepts are first learned.
More complex and sophisticated versions of the basic/general

concepts are then rediscovered in the succeeding grades.
This strengthens retention and enhances mastery of topics

and skills as they are revisited and consolidated time and
again.
This also allows learners to learn topics and skills appropriate

to their developmental and cognitive stages.
Coding System
Coding of Learning Competencies of the Curriculum

Guide per Learning Area.
 Ensure continuity of curriculum across stages
 See the interlacing connections and integration
across grade levels and learning areas
 Decongest the curriculum
 Identify the competencies without learning materials
and create materials for them
Coding Legend
Sample: H9S-IVg-h-34
LEGEND SAMPLE
Learning Area and Strand/

Health
First Entry Subject or Specialization H9
Grade Level Grade 9
Domain/Content/ Prevention of Substance Use and
Uppercase Letter/s
Component/ Topic Abuse
S
-
Roman Numeral
*Zero if no specific Quarter Fourth Quarter IV
quarter
Lowercase Letter/s
*Put a hyphen (-) in
between letters to indicate
Week Week seven to eight g-h
more than a specific week
-
Suggests healthy alternatives to cigarettes
Arabic Number Competency and alcohol to promote healthy lifestyle 34
Activity 2: Playing Cards
Mechanics:
1. Each of you is given three cards.
2. Form yourselves into two groups and create inner and outer
circles with equal number.
3. Face your partner to the inner circle.
4. Let each one take a card and answer the question written on
each card one at a time in one minute.
5. After answering the first question, wait for a “go” signal then
the outer circle will revolve in clockwise direction for the
second round then pick another card and answer. The inner
circle shall stay in place.
6. And so on…
K to 12 BEC

The K To 12 Curriculum

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The K To 12 Curriculum

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The K to 12 Curriculum

The K to 12 Basic Education

SIDLAK Bukidnon beyond the horizon

SIDLAK Bukidnon beyond the horizon

SIDLAK Bukidnon beyond the horizon

SIDLAK Bukidnon beyond the horizon

SIDLAK Bukidnon beyond the horizon

How does tower

SIDLAK Bukidnon beyond the horizon

SIDLAK Bukidnon beyond the horizon

SIDLAK Bukidnon beyond the horizon

SIDLAK Bukidnon beyond the horizon

SIDLAK Bukidnon beyond the horizon

SIDLAK Bukidnon beyond the horizon

Being and Becoming a Whole Person

Monitoring and Evaluation System

SIDLAK Bukidnon beyond the horizon

1. Visual and 1. Creativity and Collaboration and 1. Flexibility and

Holistically Developed Filipino with 21st Century Skills

Being and Becoming a Whole Person

Curriculum Support System

Materials, Facilities, School Leadership and Schools Divisions

SIDLAK Bukidnon beyond the horizon

SIDLAK Bukidnon beyond the horizon

SIDLAK Bukidnon beyond the horizon

SIDLAK Bukidnon beyond the horizon

SIDLAK Bukidnon beyond the horizon

SIDLAK Bukidnon beyond the horizon

SIDLAK Bukidnon beyond the horizon

Who are the

What are their

SIDLAK Bukidnon beyond the horizon

What are their learning and

SIDLAK Bukidnon beyond the horizon

What learning What options are open to 21st century

SIDLAK Bukidnon beyond the horizon

What learning methods help inform us of the appropriate

SIDLAK Bukidnon beyond the horizon

What is the existing

SIDLAK Bukidnon beyond the horizon

SIDLAK Bukidnon beyond the horizon

What support services are

SIDLAK Bukidnon beyond the horizon

SIDLAK Bukidnon beyond the horizon

SIDLAK Bukidnon beyond the horizon

• Children with disabilities

SIDLAK Bukidnon beyond the horizon

SIDLAK Bukidnon beyond the horizon

SIDLAK Bukidnon beyond the horizon

SIDLAK Bukidnon beyond the horizon

Quality indicators for inclusive education

SIDLAK Bukidnon beyond the horizon

SIDLAK Bukidnon beyond the horizon

Quality indicators for inclusive education

SIDLAK Bukidnon beyond the horizon

SIDLAK Bukidnon beyond the horizon

SIDLAK Bukidnon beyond the horizon

-teaching and learning

SIDLAK Bukidnon beyond the horizon

Why is it important? How?

SIDLAK Bukidnon beyond the horizon

SIDLAK Bukidnon beyond the horizon