1. education
2. school

EMMA I. CORNEJO, CESO VI
Schools Division Superintendent
DepEd Division of City Schools of Naga
VISION, MISSION, GOAL AND
OBJECTIVES ARE COMPLIMENTARY
Graduates of K to 12 will be holistically developed
Filipinos with 21st Century Skills and are prepared for
higher education, middle – level skills development,
employment and entrepreneurship
 Acquire mastery of basic competencies
 Be emotionally mature and socially aware, proproactive, involved in public and civic affairs
 Be adequately prepared for higher education, the
world of work or entrepreneurship
21ST CENTURY SKILLS
1. Learning and innovation skills
1.1 Creativity and curiosity
1.2 Critical thinking, problem solving and risk taking
1.3 Adaptability, managing complexity and self-direction
1.4 Higher-order thinking and sound reasoning
2. Information, media and technology skills
2.1 Visual and information literacies
2.2 Media literacy
2.3 Basic, scientific, economic and technological literacies
2.4 multicultural literacy and global awareness
21ST CENTURY SKILLS
3. Effective Communication Skills
3.1 Teaming, collaboration and interpersonal skills
3.2 Personal, social and civic responsibility
3.3 Interactive communication
4. Life and Career Skills
4.1 Flexibility and adaptability
4.2 Initiative and self-direction
4.3 Social and cross-cultural skills
4.4 Productivity and accountability
4.5 Leadership and responsibility
GRADUATES OF K TO 12 WILL BE HOLISTICALLYDEVELOPED FILIPINOS WITH
21ST CENTURY SKILLS
 Acquire mastery of basic competencies
 Be emotionally mature
 Be socially aware, pro-active, involved in public and
civic affairs
 Be adequately prepared for the world of work or
entrepreneurship or higher education
 Be legally employable with potential for better
earnings
 Be globally competitive
K to 12 IS KINDERGARTEN AND 12
YEARS OF BASIC EDUCATION.
2 years of Senior
High School
Grade 12 (17 years old)
Grade 11 (16 years old)
Grade 10 (15 years old)
4 years of Junior
High School
Grade 9 (14 years old)
Grade 8 (13 years old)
Grade 7 (12 years old)
Grade 6 (11 years old)
Grade 5 (10 years old)
6 years of
Elementary
Grade 4 (9 years old)
Grade 3 (8 years old)
Grade 2 (7 years old)
Kindergarten
Grade 1 (6 years old)
Kindergarten (5 years old)
New HS Year 6
New HS Year 5
New HS Year 4
New HS Year 3
New HS Year 2
New HS Year 1
All schools must adhere to
the following standards:
1. Age requirement
2. Duration
3. Curriculum
SCHEMATIC IMPLEMENTATION PLAN OF
K TO
12
2011- 20122014- 20152017- 2018- 2019- 2020- 2021- 2022- 20232012
2013
20132014
2015
2016
20162017
2018
2019
2020
2021
2022
2023
2024
Grade 12
Grade 11
Grade 10
Implementation of
Grade 7 (HS Year 1)
in K to 12 curriculum
First batch of
senior high school
graduates
Grade 9
Grade 8
Grade 7
Grade 11 (HS Year 5)
implementation
First batch
of K to 12
graduates
Grade 6
Grade 5
K to 12 Modeling for Senior
High will begin in SY 2012-2013
for select schools that are ready
and willing
Grade 4
Grade 3
Grade 2
Grade 1
Kinder
Implementation of Grade 1
in K to 12 curriculum
o Two years of in-depth specialization for
students depending on the
occupation/ career track they wish to
pursue
o Skills and competencies relevant to the
job market
PHASED IMPLEMENTATION OF K TO 12
Phase 1:
Laying the
Foundations
Oct 2010-May 2012
Universal Kinder
Implementation
Enactment of
Universal
Kindergarten
Law
Phase 2:
Modeling
and Initial
Migration
June 2012-May 2016
Phase 3:
SHS Rollout
June 2016 – May 2018
Migration of Grade
1 and Grade 7
(roll forward)
Grades 11 and 12
implementation in
public schools
SHS Modeling
Complete migration
to new elementary
curriculum including
Grades 5 and 6
Enactment of K
to 12 Basic
Education Law
Phase 4:
Completion
of Reform
June 2018-May 2023
Complete migration
of K to 12 basic
education curriculum
THE BENEFITS OF THE K TO 12 PROGRAM FAR
OUTWEIGHS THE ADDITIONAL COST.
Graduates will:
 Be holistically developed and
have 21st century skills
 Be prepared for higher
education
 Possess competencies and skills
relevant to the job market
 Better prepared to start their
own businesses
THE SENIOR HIGH SCHOOL PROGRAM
BENEFITS DIFFERENT STUDENTS IN
DIFFERENT WAYS.
Students who finish
high school then work
• Better income
opportunities; higher
income streams
• Cost due to delayed
employment offset by
higher income
streams
Students who
complete 2 years of
college or postsecondary
• Reduction in cost of
schooling with
additional 2 years of
“free” education
Students who
complete college
• Reduction in college
years offsets
additional years of
schooling
• Higher productivity
(about 9% income
premium)
• Higher college
completion rates
As of April 4, 2011
NATURE OF THE LEARNER
PHILOSOPHICAL and
LEGAL BASES
. The 1987 Phil. Constitution
. B.P. 232, Education Act of 1982
. R.A. 9155, Governance of Basic Education Act
of 2001
. The vision- mission statements of DepEd
. SOUTELE, 1976
. The EDCOM Report of 1991
. Basic Education Sector Reform Agenda
(BESRA)
. The 4 pillars of education ( UNESCO )
. Has a body and spirit, intellect, free will,
emotions, multiple intelligences, learning
styles
. Constructor of knowledge and active
maker of meaning not a passive recipient
of information
NEEDS OF THE LEARNER
. Life skills
. Self-actualization
. Preparation for the world of the work,
entrepreneurship, higher education
NEEDS OF NATIONAL
and GLOBAL COMMUNITY
. Poverty reduction and human development
. Strengthening the moral fiber of the Filipino
people
. Development of a strong sense of nationalism
. Development of productive and responsible
citizens who contribute to the building of a
progressive, just and humane society
. Ensuring environmental sustainability
. Global partnership for development and global
competence
CURRICULUM SUPPORT SYSTEM
FAMILY SUPPORT
INTERNAL AND EXTERNAL
STAKEHOLDERS’
SUPPORT
INSTRUCTIONAL SUPPORT
Teachers’ CPD
Textbooks and other I s
SOCIETAL SUPPORT
Public-Private Partnership
Media
GO, NGOs
ADMINISTRATIVE SUPPORT
CO, RO, DO, School
FIGURE 1. THE PROPOSED K TO 12 PHILIPPINE BASIC EDUCATION CURRICULUM FRAMEWORK
As of April
4, 2011
PHILOSOPHICAL and
LEGAL BASES
. The 1987 Phil.
Constitution
. B.P. 232, Education Act
of 1982
. R.A. 9155, Governance
of Basic Education Act
of 2001
. The vision- mission
statements of DepEd
. SOUTELE, 1976
. The EDCOM Report of
1991
. Basic Education Sector
Reform Agenda
(BESRA)
. The 4 pillars of
education ( UNESCO )
NATURE OF THE LEARNER
. Has a body and
spirit, intellect, free
will,
emotions, multiple
intelligences, learning
styles
. Constructor of
knowledge and active
maker of meaning
not a passive
recipient
of information
NEEDS OF THE
LEARNER
. Life skills
. Self-actualization
. Preparation for the
world of the work,
entrepreneurship,
higher education
NEEDS OF NATIONAL
and GLOBAL COMMUNITY
. Poverty reduction and
human development
. Strengthening the moral
fiber of the Filipino
people
. Development of a strong
sense of nationalism
. Development of
productive and responsible
citizens who contribute to
the building of a
progressive, just and
humane society
. Ensuring environmental
sustainability
. Global partnership for
development and global
competence
FIGURE 1. THE PROPOSED K TO 12 PHILIPPINE BASIC EDUCATION CURRICULUM FRAMEWORK
CURRICULUM SUPPORT SYSTEM
FAMILY SUPPORT
INTERNAL AND EXTERNAL
STAKEHOLDERS’
SUPPORT
INSTRUCTIONAL SUPPORT
Teachers’ CPD
Textbooks and other I s
SOCIETAL SUPPORT
Public-Private Partnership
Media
GO, NGOs
ADMINISTRATIVE SUPPORT
CO, RO, DO, School
FIGURE 1. THE PROPOSED K TO 12 PHILIPPINE BASIC EDUCATION CURRICULUM FRAMEWORK
NEW FEATURES OF THE K TO 12
BASIC EDUCATION CURRICULUM
 Continuum of competencies
 Kindergarten uses thematic approach
 Mother Tongue as a learning area and medium
of instruction
 MAPEH begins in Grade 1
 Spiral progression in Science and Math
 Horizontal articulation of competencies
COMPARISON IN THE LEARNING AREAS
Learning Area
2002 BEC
Proposed K to 12 BEP
Mother-Tongue
Used as auxiliary
• Separate learning area
language of instruction • Medium of instruction from
Kindergarten to Grade 3
• With Macro-Skill:VIEWING
• Use of spiral progression
Filipino
Learning area from
Grade 1
• Grade 1, Sem. 1: oral fluency
• Macro-Skill added: VIEWING
• Use of spiral progression
English
Learning area from
Grade I; (Secondary
level) Literature-based
approach
•
•
•
•
Grade 1, Sem. 2: oral fluency
Macro-Skill added: VIEWING
Use of spiral Progression
(Secondary Level) Proportionate
distribution of literary and
informational text.
COMPARISON IN THE LEARNING AREAS
Learning
Area
2002 BEC
Proposed K to 12 BEP
Araling
Panlipunan
• Discipline – based
• Use of spiral progression
approach from Gr. 1-10
Math
• (Elementary) uses spiral
progression approach
• (Secondary) uses disciplinebased approach
• Use of spiral progression
approach from Gr. 1-10
Science
• (Elementary) uses spiral
progression approach
• (Secondary) uses disciplinebased approach
• Use of spiral progression
approach from Gr. 1-10
Values
Education
• NOMENCLATURE:
• NOMENCLATURE:
Edukasyong Pagpapahalaga (EP)
Edukasyon sa
Pagpapakatao
COMPARISON IN THE LEARNING AREAS
Learning
Area
2002 BEC
Proposed K to 12 BEP
EPP/TLE
• Grade 4-6 Mode of Instruction • Technology and Livelihood
( MOI) is Filipino
Education (TLE) subjects
• 1st yr to 4th yr MOI is English
enable students to obtain
Certificate of
Competency (COC) and /
or National Certificate
Level 1 or 2.
• Grade 4-5 MOI is Filipino
• Grade 6-10 MOI is English
MAPEH
• Introduced in Grade 4
• Grade 4-6 MOI is Filipino
• 1st yr-4th yr MOI is English
• Introduced in Grade 1
• Grade 1-3 MOI is MT;
Grade onwards, MOI is
English
K to 12 Curriculum Model
Grades 11-12
(New HS Years 5-6)
Grades 9-10
(New HS Years 3-4)
Grades 7-8
(New HS Years 1-2)
Grades 1-6
Kindergarten
• Science, Math, English,
Contemporary Issues and
Specializations
• Core Learning Areas plus TLE
of the student’s choice
Academic
Specialization
TechnicalVocational
Specialization
Sports and Arts
Specialization
• Core Learning Areas and TLE
• Core Learning Areas plus Mother
Tongue until Grade 3; Science
starting Grade 3; EPP starting
Grade 4
• Learning Domains
Offers tracks that
lead to specializations
in Academics, TechEdu. and Sports &
Arts
LEARNING AREAS IN THE K TO 12 BASIC
EDUCATION CURRICULUM
ELEMENTARY
Learning Areas
Mother Tongue
Grade Levels
1-3
SECONDARY
English
English
1 (2nd sem) –
6
Filipino
1-6
Mathematics
Mathematics
1-6
Science
Araling Panlipunan
1-6
Araling Panlipunan
Edukasyon sa Pagpapakatao
1-6
Edukasyon sa Pagpapakatao
Science
3-6
Music,Arts, Physical Education and
Health (MAPEH)
Music,Arts, Physical Education
and Health (MAPEH)
1-6
Edukasyong Pantahanan at
Pangkabuhayan (EPP)
Technology and Livelihood
Education (TLE)
4-5
Technology and Livelihood
Education
6
Filipino
Grade
Level
Secondary DepEd TechVoc Schools
General Education Curriculum
(Based on Approved Model II)
12
TVET Courses to be offered
shall be based on:
1. The current program
offerings in accordance with
the TESDA Training
Regulations;
2. Additional courses to be
offered shall be based on
local industry-based demand
and availability of resourcebased materials;
3. Horizontal progression of
related qualifications is the
vertical progression for a
particular qualification has
been reached.
1.
11
10
9
8
Entrepreneurship module of the
ILO
2.
TVET Courses to be offered are of
higher technology or NC level (NCIII)
or horizontal progression of related
TVET qualifications depending on local
industry demand/resource-based
materials. Higher Level
Entrepreneurship (ILO Model)
incorporated;
Higher Education Core subjects (e.g.
advanced Math, advanced English;
advanced Physics.
The TLE subjects to be offered shall be in
accordance with the TESDA TRs at NC
I/NC II based on:
1. The local industry demand;
2. Available resource-based materials;
3. Horizontal progression of related
TVET qualifications if NCI/NCII level
in the vertical progression for a
particular program has been reached.
Specialized
Secondary
Schools
(Sciences,
Mathematics,
Arts, etc.
c/o other
Committee
Convenor
Group
Grade
/Level
Secondary DepEd TechVoc Schools
General Education
Curriculum (Based on
Approved Model II
Socialized
Secondary
Schools
EXPLORATION (Mandatory
across the board TVET
qualifications which a student
must possess.
EXPLORATORY
(Mandatory across-theboard TVET qualifications
which a student must
possess.
EXPLORATORY
(Mandatory across –
the board TVET
qualifications which a
student must posses.
1. Food Processing NCI (304
hrs)
1. Food Processing
1. Food Processing
NCI (304 hrs)
2. Plumbing (NCI) 80 hrs)
2. Plumbing (NCI) 80 hrs)
2. Plumbing (NCI) 80
hrs)
3. Electrical Installation and
Maintenance NC II (360
hours)
3. Electrical Installation and 3. Electrical
Maintenance NC II (360
Installation and
hours)
Maintenance NC II
(360 hours)
4. Dressmaking NCII and/or
Tailoring NC II (240 hrs)
4. Dressmaking NCII
4. Dressmaking NCII
and/or Tailoring NC II (240 and/or Tailoring NC
hrs)
II (240 hrs)
5. Small Engine Repair NCII
(for Agri-Fisheries School (40
hrs)
Frequently
Asked
Questions
When will the K to 12 be
implemented?
WHEN WILL THE K TO 12 BE
IMPLEMENTED?
 Universal Kindergarten started in SY 2011-2012
 The new curriculum for Grade 1 and Grade 7 (High
School Year 1) will be implemented in SY 2012-2013
and will progress in the succeeding school years.
 Grade 11 (HS Year 5) will be introduced in SY 20162017, Grade 12 (HS Year 6) in SY 2017-2018.
 The first batch of students to go through K to 12 will
graduate in 2018.
Where will the additional
two years be added?
WHERE WILL THE ADDITIONAL TWO
YEARS BE ADDED?
 The two years will be added after the
existing four-year high school
program. This will be called Senior
High School.
Why is the K to 12 program
better than the current
program?
WHY IS THE K TO 12 PROGRAM
BETTER THAN THE CURRENT
PROGRAM?
 It offers a more balanced approach to learning
that will enable children to acquire and master
lifelong learning skills
 It will help in freeing parents of the burden of
having to spend for college just to make their
children employable.
How will K to 12 program
help working students
(college level)?
HOW WILL K TO 12 PROGRAM HELP
WORKING STUDENTS (COLLEGE LEVEL)?
 DepEd is in collaboration with CHED to provide
more opportunities for working students to
attend classes.
 DepEd is working with the DOLE to ensure that
jobs will be available to K to 12 graduates and
that consideration will be given to working
students.
How will K to 12 program
help students intending to
pursue higher education?
HOW WILL K TO 12 PROGRAM HELP
STUDENTS INTENDING TO PURSUE
HIGHER EDUCATION?
 The curriculum will be in accordance with the
college readiness standards from CHED which
sets the skills and competencies needed of K to
12
What will happen to the
curriculum? What subjects
will be added and removed?
WHAT WILL HAPPEN TO THE
CURRICULUM? WHAT SUBJECTS WILL
BE ADDED AND REMOVED?
 There will be continuum from Kinder to Grade 12;
and to technical and higher education.
 The current curriculum will be decongested to
allow mastery of learning.
 In Grades 11 and 12 (HS Years 5 and 6), core
subjects like Math, Science and English will be
strengthened. Specializations in the students’ areas
of interest will also be offered.
What specializations will
be offered in senior high
school?
WHAT SPECIALIZATIONS WILL BE
OFFERED IN SENIOR HIGH SCHOOL?
 Specializations offered will be on academics,
middle-level skills development, sports and
arts.
 Specializations will also be guided by local
needs and conditions.
How will students choose
their specializations?
HOW WILL STUDENTS CHOOSE THEIR
SPECIALIZATIONS?
 Students will undergo several assessments to
determine their interests and strengths.
 These will include an aptitude test, a career
assessment exam, and an occupational interest
inventory for high schools, and should help
students decide on their specialization.
For senior high school,
what will happen if
majority of our students
want to specialize in
agriculture and only one is
interested to take math or
academics? How will this
be accommodated?
FOR SENIOR HIGH SCHOOL, WHAT WILL HAPPEN IF
MAJORITY OF OUR STUDENTS WANT TO
SPECIALIZE IN AGRICULTURE AND ONLY ONE IS
INTERESTED TO TAKE MATH OR ACADEMICS? HOW
WILL THIS BE ACCOMMODATED?
 This is an extreme situation.
 The areas of specialization will be offered
according to the resources available in a
locality and the needs of students.
Will teachers be burdened
by additional teaching load
due to the K to 12 program?
WILL TEACHERS BE BURDENED BY
ADDITIONAL TEACHING LOAD DUE TO
THE K TO 12 PROGRAM?
 There will be no additional workload due to the
program.
 The Magna Carta for Public School Teachers
provides that teachers should only teach up to six
hours a day.
 The decongested K to 12 curriculum will allow
teachers to master the context and competencies
that they will develop among the students and will
enable them to focus on their areas of expertise.
How will teachers be
prepared for the K to 12
program?
HOW WILL TEACHERS BE PREPARED
FOR THE K TO 12 PROGRAM?
 Teachers will be given sufficient in-service
training to implement this program. The
pre-service training for aspiring teachers will
also be modified to conform to the
requirements of the program.
Prepared by:
Ma. Salve III “Mave” Gutierrez
THANK YOU.
Prepared by:
Ma. Salve III “Mave” Gutierrez