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PROPOSED K+12 PHL BED CURRICULUM

PROPOSED K+12 PHL BED CURRICULUM. DEPARTMENT OF EDUCATION STEERING COMMITTEE MEETING BULWAGAN NG KARUNUNGAN February 14, 2011. Department of Education. February 14, 2011 Bulwagan ng Karunungan, DepEd -----------------------------------------. K+12 Steering Committee.

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PROPOSED K+12 PHL BED CURRICULUM

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  1. PROPOSED K+12 PHL BED CURRICULUM DEPARTMENT OF EDUCATION STEERING COMMITTEE MEETING BULWAGAN NG KARUNUNGAN February 14, 2011 Department of Education

  2. February 14, 2011Bulwagan ng Karunungan, DepEd ----------------------------------------- K+12 Steering Committee Excerpts from the TWG on Curriculum Enhancement a. Curriculum framework for K+12 Basic Education Program b. Mother-Tongue Based Multilingual Education (MTB-MLE) c. New TWG for Grades 11 and 12

  3. The Proposed K to 12 Philippine Basic Education Curriculum Framework Context • Philosophical and Legal Bases • The 1987 Philippine Constitution • BP 232, Education Act of 1982 • RA 9155, Philippine Governance Act • The 4 pillars of education (UNESCO) • The vision-mission statements of DepEd • Needs of National and Global Community • Poverty reduction and human development • Strengthening the moral fiber of the Filipino people • Ensuring environmental sustainability • Global partnership for development • Nature of the Learner • Embodied spirit • Maker of meaning • Needs of the Learner • Life skills • Self-actualization • Preparation for the world of work, entrepreneurship, higher education FUNCTIONAL LITERACY for ALL Curriculum Support System Societal Support Public-Private Partnership, Media, GO, NGOs Family Support Internal & External Stakeholders’ Support Monitoring Evaluation System Functionally literate and holistically developed Filipino Instructional Support Teachers’ CPD, Textbooks and other IMs Administrative Support CO, RO, DO, School Figure 1. The Proposed K to 12 Philippine Basic Education Curriculum Framework

  4. DepEd’s Vision DepEd is globally recognized for good governance and for functionally literate and God-loving Filipinos DepEd’s Mission Provide quality basic education that is equitably accessible to all and lay the foundation for life-long learning and service for the common good Overall Goal Functional literacy for all and wholistic development of the learner Desired Outcomes Has the passion to develop his/her potentials to the fullest Has solid moral and spiritual grounding Essential knowledge & skills to continuously develop himself/ herself Contributes to the development of a progressive, just & humane society Appreciates the beauty of the world around him/her & cares for the environ-ment for a sustain-able future Possess a healthy mind and body Core Content • Communication & literacies; 6. Development of self & sense • Critical thinking& problem solving of community; and • Creativity & Innovation; 7. Expanding national orientedness • Civic & moral education; to global orientedness • Life & career competencies; Figure 2A. Summary of the Proposed K to 12 Basic Education Curriculum Framework – Part I

  5. Learning Domains Knowledge & Understanding Essential Skills Attitudes & Values Pedagogical Approaches Integrative, reflective, collaborative, constructivist Assessment Assessment as learning Assessment for learning Assessment of learning Balance of traditional & authentic assessment Learning Areas Languages Math & Science Humanities & Arts Technology & Livelihood Education Co-curricular Activities & Community Involvement Program Curricular Program K – 3 4 - 6 • 7 – 10 • Grade9 * Career Exploration and Exposure • * Aptitude Test • Grade 10 Special Curricular Programs (Arts, Sports, Journalism, Foreign Language, S & T, TechVoc) • 11 – 12 • Specialization to prepare students for any of the following: • Employment • Entrepreneurship • Tertiary education • Middle level skills education • Higher education G e n e r a l A c a d e m i c P r o g r a m Monitoring & Evaluation System Standards-based comprehensive, systematic and valid monitoring and evaluation system set in place aimed at improving quality education Figure 2B. Summary of the Proposed K to 12 Basic Education Curriculum Framework – Part II

  6. Specialization to prepare students for any of the following: • Employment • Entrepreneurship • Tertiary education • Middle level skills education • Higher education 11 - 12 • Consolidation of Knowledge and Skills • Development of Personality, Attitudes and Values • Development of Aptitudes and Interests • Grade 9 • Career Exploration and Exposure • Aptitude Test • Grade 10 • Special Curricular Programs (Arts, Sports, Journalism, Foreign Language, S & T, TechVoc) 7 - 10 General Academic Program 4 - 6 • Development of Complex Knowledge, Skills. Personality , Attitudes and Values • Mastery and Application of Basic Knowledge and Skills • Development of Personality, Attitudes and Values K - 3 Figure 3. The Proposed K to 12 Basic Education Curricular Programs

  7. Mother Tongue-Based Multilingual Education (MTB-MLE)Curriculum An Overview

  8. Bridging between languages in MTB- MLE

  9. Continue oral and written L1 & L2 written and literacy in L3 Continue oral and written L1 & L2 Literacy in L2 Introduce Written L3 Continue oral and written L1 & L2 Literacy in L2 Introduce Oral L3 Introducing 3 languages in “small steps” to build success Continue oral L1 Introduce L1 literacy Introduce Oral L2 Build oral L1

  10. Here is what that might look like in an 8-year program

  11. MOI per Grade Level and Subject Area

  12. MTB - MLE Time Allotment

  13. How mother tongue will bridge learning • Primary medium of instruction for all pre-school subjects and Language Arts, Math, Educ. Pagpapakatao, Sibika at Kultura for grades I & II • Strongly scaffold English/Filipino as MOI in grade 3 • Language Arts/Culture subjects from grade 3 to high school will • strengthen literacy in L1 • develop awareness on local socio-cultural concerns • address learning difficulties in classes with L2/L3 MOI

  14. Sample Class Program-Grade I

  15. Sample Class Program-Kindergarten

  16. Framework for the Design of the K+12 Curriculum Vocational-Technical Education Job College Determine intersection set of DLC’s Work backwards to build curriculum to support the common core If there is room put in electives for Jobs, College and Voc-Tech Design a seamless coherent curriculum Values Citizenship Work forward from Grade 1

  17. Only for those intending to go to College Transition Curriculum Survey of Industry Desired Competencies Across Jobs Determine Desired Learning Competencies (DLC’s) for College Graduates Determine No. of years of College = Internationally Accepted No. of Yrs of Formation -12 Work backwards to determine academic admissions requirements which are now the DLC’s of the basic education program Determine the GAP and Design the Transition Curriculum to Bridge the GAP Determine Competencies of Graduates of Existing Curriculum Will it Fill Up 2 Years? What if NOT?

  18. Nationwide Consultation The nationwide consultation is aimed to: • Educate the public about the Enhanced K+12 reform • Understand the concerns of stakeholders on the Enhanced K+12 • Provide substantive inputs to the Steering Committee in refining the K+12 reform to address the concerns of the stakeholders

  19. Consultation Itinerary

  20. Regional Consultation Schedule

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