emma i cornejo ceso vi schools division superintendent deped division of city schools of naga n.
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K to 12. Basic Education Program. EMMA I. CORNEJO, CESO VI Schools Division Superintendent DepEd Division of City Schools of Naga. VISION, MISSION, GOAL AND OBJECTIVES ARE COMPLIMENTARY.

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EMMA I. CORNEJO, CESO VI Schools Division Superintendent DepEd Division of City Schools of Naga


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    1. K to 12 Basic Education Program EMMA I. CORNEJO, CESO VI Schools Division Superintendent DepEd Division of City Schools of Naga

    2. 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, pro-proactive, involved in public and civic affairs • Be adequately prepared for higher education, the world of work or entrepreneurship

    3. 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

    4. 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

    5. Graduates of K to 12 will be holistically-developed 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

    6. K to12 is Kindergarten and 12 years of Basic Education. 2 years of Senior High School Grade 12 (17 years old) New HS Year 6 Grade 11 (16 years old) New HS Year 5 Grade 10 (15 years old) New HS Year 4 4 years of Junior High School Grade 9 (14 years old) New HS Year 3 Grade 8 (13 years old) New HS Year 2 New HS Year 1 Grade 7 (12 years old) Grade 6 (11 years old) • All schools must adhere to the following standards: • Age requirement • Duration • Curriculum Grade 5 (10 years old) Grade 4 (9 years old) 6 years of Elementary Grade 3 (8 years old) Grade 2 (7 years old) Grade 1 (6 years old) Kindergarten Kindergarten (5 years old)

    7. Schematic implementation plan of K to 12 Implementation of Grade 7 (HS Year 1) in K to 12 curriculum First batch of senior high school graduates Grade 11 (HS Year 5) implementation First batch of K to 12 graduates K to 12 Modeling for Senior High will begin in SY 2012-2013 for select schools that are ready and willing Implementation of Grade 1 in K to 12 curriculum

    8. What is Senior High School? • Two years of in-depth specialization for students depending on the occupation/ career track they wish to pursue • Skills and competencies relevant to the job market

    9. Phased implementation of K to 12 Oct 2010-May 2012 June 2012-May 2016 June 2016 – May 2018 June 2018-May 2023 Migration of Grade 1 and Grade 7 (roll forward) Enactment of Universal Kindergarten Law Grades 11 and 12 implementation in public schools Complete migration of K to 12 basic education curriculum Universal Kinder Implementation SHS Modeling Complete migration to new elementary curriculum including Grades 5 and 6 Enactment of K to 12 Basic Education Law

    10. 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

    11. The Senior High School Program benefits different students in different ways.

    12. As of April 4, 2011 NATURE OF THE LEARNER 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 PHILOSOPHICAL and LEGAL BASES . 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 . 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 ) NEEDS OF THE LEARNER . Life skills . Self-actualization . Preparation for the world of the work, entrepreneurship, higher education CURRICULUM SUPPORT SYSTEM FAMILY SUPPORT INTERNAL AND EXTERNAL STAKEHOLDERS’ SUPPORT SOCIETAL SUPPORT Public-Private Partnership Media GO, NGOs INSTRUCTIONAL SUPPORT Teachers’ CPD Textbooks and other I s ADMINISTRATIVE SUPPORT CO, RO, DO, School FIGURE 1. THE PROPOSED K TO 12 PHILIPPINE BASIC EDUCATION CURRICULUM FRAMEWORK

    13. As of April 4, 2011 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 PHILOSOPHICAL and LEGAL BASES 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 . 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 ) NEEDS OF THE LEARNER . Life skills . Self-actualization . Preparation for the world of the work, entrepreneurship, higher education FIGURE 1. THE PROPOSED K TO 12 PHILIPPINE BASIC EDUCATION CURRICULUM FRAMEWORK

    14. CURRICULUM SUPPORT SYSTEM FAMILY SUPPORT INTERNAL AND EXTERNAL STAKEHOLDERS’ SUPPORT SOCIETAL SUPPORT Public-Private Partnership Media GO, NGOs INSTRUCTIONAL SUPPORT Teachers’ CPD Textbooks and other I s ADMINISTRATIVE SUPPORT CO, RO, DO, School FIGURE 1. THE PROPOSED K TO 12 PHILIPPINE BASIC EDUCATION CURRICULUM FRAMEWORK

    15. 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

    16. COMPARISON IN THE LEARNING AREAS

    17. COMPARISON IN THE LEARNING AREAS

    18. COMPARISON IN THE LEARNING AREAS

    19. K to 12 Curriculum Model Academic Specialization Technical-Vocational Specialization Sports and Arts Specialization Offers tracks that lead to specializations in Academics, Tech-Edu. and Sports & Arts

    20. Learning Areas in the K to 12 Basic Education Curriculum

    21. TVET in K to 12

    22. TVET in K to 12

    23. Frequently Asked Questions

    24. When will the K to 12 be implemented?

    25. 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 2016-2017, Grade 12 (HS Year 6) in SY 2017-2018. • The first batch of students to go through K to 12 will graduate in 2018.

    26. Where will the additional two years be added?

    27. 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.

    28. Why is the K to 12 program better than the current program?

    29. 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.

    30. How will K to 12 program help working students (college level)?

    31. 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.

    32. How will K to 12 program help students intending to pursue higher education?

    33. 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

    34. What will happen to the curriculum? What subjects will be added and removed?

    35. 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.

    36. What specializations will be offered in senior high school?

    37. 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.

    38. How will students choose their specializations?

    39. 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.

    40. 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?

    41. 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.

    42. Will teachers be burdened by additional teaching load due to the K to 12 program?

    43. 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.

    44. How will teachers be prepared for the K to 12 program?

    45. 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

    46. Thank you. Prepared by: Ma. Salve III “Mave” Gutierrez