K to 12 Basic Education Program CHED | DepEd | TESDA

K TO 12 INFORMATION SHEET
I. Steering Committee and Technical Working Groups (TWGs) A. Members Steering Committee Chairperson Co-Chairs Members Name Br. Armin A. Luistro FSC Dr. Patricia Licuanan Sec. Joel Villanueva Senator Edgardo Angara (represented by Mr. Mark Yee) Representative Rosenda Ann Ocampo (represented by Ms. Maria Josefina J. Roque-Ricafort) Dir. Erlinda M. Capones (sometimes represented by Ms. Rhona CaoliRodriguez) Dr. Criselda Sy (sometimes represented by Ms. Evelyn Dacumos) USec. Alicia R. Bala (sometimes represented by Ms. Cynthia Diano and/or Ms. Anely A. Burgo) Ms. France Castro Ms. Zenaida Lao Mr. Redentor Quilala Dr. Herbert Glenn P. Reyes Dr. Chito Salazar (sometimes represented by Ms. Lovelaine Basillote) Dr. Jose Campos Advisers Dr. Isagani Cruz Dr. Ester Ogena Rep. Mariano Piamonte Rep. Antonio Tinio Mr. Ediciodela Torre Fr. Gregorio Baaga, Jr. Technical USec.Yolanda Quijano Working Group USec. Francisco Varela Chairpersons USec. Rizalino Rivera USec. Albert Muyot ASec. Tonisito Umali Institution Department of Education Commission on Higher Education Technical Skills and Development Authority Senate House of Representatives

National Economic Development Authority

Department of Labor and Employment Department of Social Welfare and Development Alliance of Concerned Teachers Parent Teacher Association Representative Philippine Association of State Universities and Colleges (PASUC) Philippine Business for Education (PBEd)

Coordinating Council of Private Educational Associations (COCOPEA) Academe (Private) Academe (Public) Partylist Representative Partylist Representative E-Net Academe (Private) DepEd, TWG on Curriculum DepEd, TWG on Research DepEd, TWG on Communications DepEd, TWG on Legislation DepEd, TWG on Transition Management

As of September 10, 2012

K to 12 Basic Education Program CHED | DepEd | TESDA Dr. Lolit Andrada DepEd, Curriculum sub-TWG on 11 and 12, Transition Management sub-TWG on SHS system readiness assessment DepEd, Curriculum sub-TWG on instructional materials Curriculum Sub-TWG on 1 to 10 DepEd, Curriculum sub-TWG on Assessment DepEd, Curriculum sub-TWG on teacher education DepEd, Transition Management sub-TWG on SHS modeling

Dr. Socorro Pilor Dr. Paraluman Giron Dr. Nelia Benito Dr. Beatrice Torno Dr. Milagros Valles

Technical Working Group on Transition Management Name Chairperson ASec. TonisitoUmali Members Mr. Napoleon Imperial Dr. Imelda Taganas Dr. Reynaldo Vea Dr. Vincent Fabella Dr. Amelou Reyes Dr. Carol Porio Dr. Arnie Azcarraga Engr. Alex Escano USec.Francis Varela USec. Rizalino Rivera ASec. Jess Mateo Dr. Brenda Corpuz Dir. LolitAndrada Dir. Milagros Valles Technical Working Group on Research Name Chairperson USec. Francis Varela Members Mr. Napoleon Imperial Dir. Erlinda M. Capones(represented by Ms. Rhona Caoli-Rodriguez) Dr. Vincent Fabella Mr. Jess Mateo Dr. Rosario Manasan Dr. Anicetor Orbeta

Institution DepEd CHED TESDA COCOPEA JRU PWU/ FAPE FAPE DLSU MFI DepEd, TWG on Research DepEd, TWG on Communications DepEd, Planning Office Curriculum Consultant DepEd, sub-TWG on SHS system readiness assessment DepEd, sub-TWG on SHS Modeling

Institution DepEd CHED NEDA JRU DepEd, Planning Office Consultant Consultant

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K to 12 Basic Education Program CHED | DepEd | TESDA Technical Working Group on Communications Name Chairperson USec. Rizalino Rivera Members Dir. Tina Ganzon Mr. Napoleon Imperial ASec. Jess Mateo Mr. Kenneth Tirado Mr. Raul Limbo Mr. Wadel Cabrera Ms. Rhodora Ferrer ASec. Tonisito Umali

Institution DepEd DepEd CHED DepEd, Planning Office DepEd Communications Philippine Business for Education CEAP TWG on Transition Management

Technical Working Group on Curriculum Name Institution Chairperson USec. Yolanda Quijano DepEd Members Mr. Napoleon Imperial CHED Dr. Imelda Taganas TESDA Dr. Lolit Andrada DepEd, sub-TWG on 11 and 12 Dr. Socorro Pilor DepEd, sub-TWG on instructional materials Dr. Paraluman Giron Sub-TWG on 1 to 10 Dr. Nelia Benito DepEd, sub-TWG on Assessment Dr. Beatrice Torno DepEd, sub-TWG on teacher education Dr. Brenda Corpuz Curriculum Consultant Dr. Maria Christina Padolina CEU Learning Area Teams Convenors Dr. Dina Ocampo UP, Languages (English, Filipino, Mother Tongue) Convenor Dr. Maris Diokno UP, Araling Panlipunan Convenor Dr. Ian Garces AdMU, Math Convenor Dr. Merle Tan UP NISMED, Science Convenor Dr. Dennis Faustino St. Marys, Music and Art Convenor Dr. Alice Panares National Commission for Culture and the Arts, Art Convenor Dr. Mauricia Borromeo UP, Music Convenor Dr. Larry Gabao PNU, Physical Education Convenor Dr. Evelina Vicencio UE, Health Convenor Dr. Fe Hidalgo UST, Edukasyon sa Pagpapakatao Convenors Dr. Imelda Taganas TESDA, EPP-TLE Convenor

As of September 10, 2012

K to 12 Basic Education Program CHED | DepEd | TESDA B. Activities and Accomplishments

Roles and Functions of TWG on Curriculum Develop a K to 12 Basic Education Curriculum Framework that: o is aligned to the Ten-Point Education Agenda of President Benigno Simeon Aquino III o is responsive to the needs of the local national and global community, and o attuned to the demands of the 21st century. Design a research-based K to 12 Curriculum that is focused on the development of holistically developed graduates who are ready for employment, entrepreneurship, middle level skills development and higher education.
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K to 12 Basic Education Program CHED | DepEd | TESDA Work with teachers, curriculum experts and specialists from the academe in the development of enhanced curriculum standards and competencies. Ensure a continuum of curriculum of standards and competencies from K to 12. Develop policy guidelines in the implementation of the K to 12 Curriculum. Enhance curriculum standards and competencies for tech-voc schools and special schools SPED, Science High Schools, special schools for the art.

Curriculum Sub-TWGs Sub-TWG on Grades 1 to 10 Curriculum (Chairperson: Dr. Paraluman Giron) Develop the curriculum standards and competencies for all subjects from K to 10 in collaboration with practitioners, curriculum experts and experts from the academe. Ensure vertical and horizontal articulation of curriculum standards and competencies. Sub-TWG on Grades 11 and 12 Curriculum (Chairperson: Dr. Lolit Andrada) Identify the subjects for Grades 11 and 12, in coordination with the Commission on Higher Education and in accordance with the K to 12 Curriculum Framework. Develop the curriculum standards and competencies for all subjects from Grades 11 to 12 in collaboration with practitioners, curriculum expert and experts from the academe. Sub-TWG on Instructional Materials (Chairperson: Dr. Socorro Pilor) Develop the Learners Materials and Teachers Guides based on the standards and competencies, in collaboration with teachers, curriculum specialists, and experts from the academe. Review developed Learners Materials and Teachers Guides. Print the Learners Materials and Teachers Guides and distribute the same to the schools through the Divisions. Sub-TWG on Assessment (Chairperson: Dr. Nelia Benito) Develop Monitoring and Evaluation (M&E) Framework for K to 12 Basic Education Curriculum Work with the Sub-TWGs on K to 12 and Grades 11 and 12 in the development of an assessment and grading system for the K to 12 Curriculum. Sub-TWG on Teacher Development (Chairperson: Dr. Beatrice Torno) Plan, organize, implement, monitor, and evaluate teacher training for the implementation of K to 12 Curriculum. Sub-TWG on Alternative Learning System (Chairperson: Dr. Carol Guerrero) Align the ALS framework, curriculum standards and competencies, and assessment policies with that of the K to 12. Sub-TWG on ICT (Chairperson: ASec. Rey Laguda) Enhance the K to 12 Curriculum by the utilization of ICT as tool for teaching and learning. Work with the Sub-TWGs on K to 10 and Grades 11 and 12 for an ICT-enhanced curriculum Work with the Sub-TWGs on K to 10 for the development of ICT standards as a component in Edukasyong Pantahanan at Pangkabuhayan (EPP) and TLE subjects. Develop ICT competencies for teachers.

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K to 12 Basic Education Program CHED | DepEd | TESDA

II.

Comparison of Basic Education Curricula in the Past 30 Years

A. The 1983 New Elementary School Curriculum, 2002 Basic Education Curriculum, and K to 12 Curriculum (Grades 1-6)
Learning Areas NESC 1. English 2. Filipino 3. Science and Health 4. Math 5. Sibika/Kultura/Heograpiya Kasaysayan Sibika 6. EPP 7. MSEP 8. GMRC BEC 1. English 2. Filipino 3. Science and Health 4. Math 5. Sibika at Kultura/HKS* 6. EPP* 7. MSEP* 8. EP/GMRC* * part of Makabayan Gr 1-3 1. English 2. Filipino 3. Science 4. Math 5. AP 6. EsP 7. EPP 8. MAPEH 9. Mother Tongue K to 12 Gr 4-6 1. English 2. Filipino 3. Science 4. Math 5. AP 6. EsP 7. EPP/TLE 8. MAPEH

Time Allotment NESC Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 NESC Subject Area GMRC Filipino English Math Sibika/Kultura/HKS Science & Health MSEP EPP Total Mins Daily Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 20 60 80 60 40 40 20 320 20 60 80 60 40 40 20 320 20 60 80 60 40 40 40 340 20 60 80 60 40 40 40 40 360 20 60 80 60 40 40 40 60 380 Grade 6 20 60 80 60 40 40 40 60 380 320 mins/day 320 mins/day 340 mins/day 360 mins/day 380 mins/day 380 mins/day BEC 320 mins/day 320 mins/day 360 mins/day 360 mins/day 380 mins/day 380 mins/day K to 12 240 mins/day 240 mins/day 300 mins/day 320 mins/day 360 mins/day 360 mins/day

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K to 12 Basic Education Program CHED | DepEd | TESDA BEC Subject Area Filipino English Math Science and Health Makabayan Sibika/Kultura/HKS EPP MSEP EP/GMRC 320 320 Grade 1 80 100 80 Grade 2 80 100 80 Grade 3 80 100 80 40 60 Grade 4 60 80 60 60 40 40 20 360 Grade 5 60 80 60 60 40 40 40 380 Grade 6 60 80 60 60 40 40 40 380

Within English and Makabayan 60 60 -

Integrated in Sibika at Kultura 360

Integrated in every Subject Area

Total Mins Daily K to 12 Curriculum Learning Area Mother Tongue Filipino English Edukasyon sa Pagpapakatao Araling Panlipunan Math MAPEH Science EPP/TLE Total Mins Daily

Grade 1 40 40 40 30 30 30 30 240

Grade 2 40 40 40 30 30 30 30 240

Grade 3 40 40 40 30 40 40 30 40 300

Grade 4 40 40 30 40 40 30 40 60 320

Grade 5 40 50 40 40 50 40 40 60 360

Grade 6 40 50 40 40 50 40 40 60 360

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K to 12 Basic Education Program CHED | DepEd | TESDA

B. The 1989 New Secondary Education Curriculum, 2002 Basic Education Curriculum, and K to 12 Curriculum (Grades 7-10)
Learning Area NSEC 1. English 2. Filipino 3. Science and Technology 4. Math 5. Araling Panlipunan 6. Values Education 7. PE, Health and Music 8. THE BEC 1. English 2. Filipino 3. Science and Technology 4. Math 5. Social Studies* 6. TEPP* 7. MSEPP* 8. Edukasyon sa Pagpapahalaga* *part of Makabayan Time Allotment NSEC Grade 7/1 Year Grade 8/2nd Year Grade 9/3 Year Grade 10/4th Year NSEC Subject Area Values Education Filipino English Math Araling Panlipunan Science and Technology PE, Health and Music Technology & Home Economics Total No. Minutes Daily 1st Year 40 40 40 40 40 80 40 80 400 2nd Year 40 40 40 40 40 80 40 80 400 3rd Year 40 40 40 40 40 80 40 80 400 4th Year 40 40 40 40 40 80 40 80 400
rd st

K to 12 1. English 2. Filipino 3. Math 4. Science 5. AP 6. EsP 7. TLE 8. MAPEH

BEC 300-480 mins/day 300-480 mins/day 300-480 mins/day 300-480 mins/day

K to 12 348 mins/day 348 mins/day 348 mins/day 348 mins/day

400 mins/day 400 mins/day 400 mins/day 400 mins/day

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K to 12 Basic Education Program CHED | DepEd | TESDA BEC Subject Area Filipino English Math Science & Technology Social Studies Makabayan TEPP MSEPP Edukasyon sa Pagpapahalaga 1st Year 60 60 60 60 2nd Year 60 60 60 60 60 60 per day for 4 days 60 per day for 4 days 60 minutes per week on its own, but within every subject Area everyday 300-480 300-480 300-480 300 480 3rd Year 60 60 60 60 4th Year 60 60 60 60

Total Mins Daily K to 12 Curriculum (Junior High School) Learning Areas English Filipino Science Math Araling Panlipunan Edukasyon sa Pagpapakatao Music, Arts and Physical Education

Grade 7 48 48 48 48 36 24 48 48 348

Grade 8 48 48 48 48 36 24 48 48 348

Grade 9 48 48 48 48 36 24 48 48 348

Grade 10 48 48 48 48 36 24 48 48 348

Technology and Livelihood Education Total Mins Daily

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K to 12 Basic Education Program CHED | DepEd | TESDA K to 12 Curriculum (Senior High School)

Competencies Basis of Comparison

NESC/NSEC (1983) In comparison to the 1970 curriculum, it covered fewer Learning Areas (8)

BEC (2002) Reduced subjects to 5 with Makabayan integrating 4 subjects (Values Education, Musika, Sining, Edukasyong Pangkatawan(MSEP) , Edukasyong Pantahanan at Pangkabuhayan(EPP), Sibika at Kultura/Heograpiya, Kasaysayan at Sibika; the number of subjects (8) remain unchanged when subjects in Makabayan are counted separately Learning to live together, learning to be; functional literacy, learning-to-learn skills; appreciation of the arts and sports and acquisition of desirable values

K to 12 ( 2012) Has 9 Learning Areas from Grades 1 to 3 because of Mother Tongue but subject remains 8 from Grades 4 to 10

Number of Elementary Subjects

Focus/Emphasis

Put greater emphasis on intellectual skills and basic knowledge and skills Especially reading, writing, math and attitude formation; return to the basics

Aimed at the holistically developed Filipino with 21st century skills ready for employment, entrepreneurship, middle level skills
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K to 12 Basic Education Program CHED | DepEd | TESDA development and higher education Holistically developed Filipino; proud to be a Filpino

Content focused on the development of shared values and belief system which fosters humanism and sense of nationhood Aimed at mastery learning; at least 75% mastery of required Minimum Learning Competencies Emphasized the development of work skills which are as important as intellectual skills

Development of a person who is makabayan, makatao, makakalikasan at Maka-Diyos. Aimed at mastery learning like NESC

Aimed at mastery learning

Life skills for lifelong

Goal in Reading

The objectives were termed Minimum Learning Competencies (MLCs) or Desired Learning Competencies (DLC) in the secondary, a list of knowledge, skills and attitudes. Improve students reading ability based on the research finding that students were deficient in reading ability Develops health values in the whole curriculum

The objectives were expressed in terms of competencies (Philippine Elementary Learning Competencies /Philippine Secondary Learning Competencies) Every child a reader by Grade 3 (ECARP)

Acquisition of life and career skills to prepare the graduate for employment, entrepreneurship, middle level skills development, and higher education The learning outcomes are specifically stated as content standards and performance standards and competencies for each Learning Area in every grade level Every child a reader in Grade 1 in Mother Tongue

Health is part of science

Other goals Develops competencies and values for social living Value-driven Mastery teaching Emphasizes learning to live together and learning to be Interactive, collaborative , integrated, value-driven

Health is part of MAPEH and is given separate time allotment holistically developed Filipino Interactive, collaborative, integrated, constructivist, inquirybased, value-driven Spiral approach

Teaching approach Teaching approach for Science & Math

Spiral approach

Discipline-based

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K to 12 Basic Education Program CHED | DepEd | TESDA Comparison of Math in 2002 BEC and in K to 12 2002 BEC K to 12 Grades 1-6 Grades 1-7 - Whole -Numbers and number sense numbers -Measurement - Rational -Geometry numbers -Patterns and Algebra - Geometry -Statistics and Probability - Measurement - Graphics Grade 8-10 1st year Elem. -Algebra( with Trigonometry Algebra in Grade 9) 2nd year - Geometry Intermediate Algebra - Probability and Statistics 3rd Year Geometry 4th Year - Choice between Business Math and Statistics and Trigonometry and Advanced Algebra

Unit of Comparison Scope

No. of Competencies & Standards

Elem Competencies - Grade 1 - 26 - Grade 2 - 47 - Grade 3 - 35

Content Standards Grade 1 - 7 Grade 2 - 7

Remarks 1. In K to 12, there is a very clear vertical articulation of Math concepts from Grades 1 to 10. This is not so in the 2002 BEC where there is a disjoint between elementary and high school Math. 2. This can be explained by the fact that Math in K to 12 is taught with the spiral progression approach while in the 2002 BEC, the spiral progression of Math concepts that start in elementary is not continued in high school because Math shifts to a discipline-based approach starting 1st Year. In the spiral progression approach, the content covered in Math like Probability and Statistics are taught as early as Grade 1 and becomes more complex with each grade level. In the discipline-based approach, a student waits until 4th Year to learn Probability and Statistics. Performance K to 12 Math is a Standards decongested version of Grade 1 -14 2002 BEC in terms of Grade 2 - 28 standards.
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K to 12 Basic Education Program CHED | DepEd | TESDA - Grade 4 - 50 - Grade 5 - 48 - Grade 6 - 76 Secondary - 1st Year - 33 - 2nd Year - 39 - 3rd Year - 25 - 4th Year - 56 Grade 3 - 8 Grade 4 - 8 Grade 5 - 9 Grade 6 - 8 Grade 7 - 5 Grade 8 - 5 Grade 9 - 4 Grade 10 - 4 Grade 3 - 19 Grade 4 -21 Grade 5 - 22 Grade 6 - 21 Grade 7 - 9 Grade 8 - 14 Grade 9 -10 Grade 10 -7 Content Standards are what the students should know and be able to do. Performance Standards refer to the level of proficiency by which the student is able to demonstrate what he/she knows and is able to do.

Comparison of Science in 2002 BEC and in the K to 12 Curriculum Unit of Comparison 2002 BEC K to 12 Remarks Elementary From Grades 3 to 10, In the elementary Science teaching consists level, Science teaching Grade 3 - People, of Biology, Chemistry, in both 2002 BEC and Animals, Plants, Matter, Physics and Earth Science. K to 12 Curriculum is Energy, Earth, Sun The depth and breadth of done via the spiral the Science lessons progression approach. Grade 4 - People, increase as one goes up Animals, Plants, Mixtures the rung of the educational The spiral progression and Solutions, Energy, ladder. approach contributes Earth, Moon, Sun to the mastery of concepts as topics are Grade 5 - People, Plants, covered each year and Physical and Chemical revisited in each year Change, Animals, Energy, level and are Earth, Solar System developed to higher levels of Grade 6 - People, sophistication. Animals, Plants and Scope Environment (interrelationships in the ecosystem), Materials and Their Uses, Force and Motion, Energy, Earth, Beyond the Solar System Secondary 1st Year - Integrated Science 2nd Year - Biology 3rd Year - Chemistry 4th Year - Physics In the 2002 BEC, Science teaching in the secondary was discipline-based unlike that in the K to 12 Curriculum which makes use of the spiral progression approach.

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K to 12 Basic Education Program CHED | DepEd | TESDA Grade 3 - 53 Grade 4 - 41 Grade 5 - 40 Grade 6 - 39 1st Year - 25 2nd Year - 32 3rd Year - 25 4th Year - 19 Content S Standards Gr 3 - 14 Gr 4 -21 Gr 5 - 20 Gr 6 - 18 Gr 7 - 17 Gr 8 - 21 Gr 9 - 19 Gr 10 - 26 Performance Standards Gr 3 - 14 Gr 4 - 20 Gr 5 - 22 Gr 6 - 23 Gr 7 - 21 Gr 8 - 19 Gr 9 - 17 Gr 10 - 17 When the competencies of the 2002 BEC Science are compared to the Content and Performance Standards of the K to 12 Curriculum, the latter is streamlined.

Number of Competencies and Standards

Integration of Science Concepts in Grades 1 and 2 English

In the 2002 BEC, Science was formally taught only in Grade 3 but Science concepts were integrated in Grades 1 and 2 English

In the K to 12, the same thing applies.

Even in the 1983 NESC, Science was integrated in Grades 1 and 2 English to devote more time to the tool subjects to be mastered. In the K to 12 Curriculum, there are many entry points of the integration of Science concepts in Health and in PE, even in Music and Arts.

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K to 12 Basic Education Program CHED | DepEd | TESDA III. K to 12 Curriculum A. Curriculum Model

B. Technology and Livelihood Education Some Explanatory Notes on Technology and Livelihood Education
Grade Subject/s Taught Specialization The school offers the specialization from among the 23: a) which it is capable to offer b) that is most responsive to community need c) chosen from among the 8 specializations that the students explored d) so that the student will be able to obtain at least a National Certificate, Level 1 The standards and competencies of these specializations are TR-based. Comments TESDA requires a minimum number of hours per course in order to qualify for an assessment. The number of hours differs among courses. Most of them, however, require a total number of hours that is as good as one school year. This means that if one does not comply with the minimum number of hours per course, he/she may not be able to obtain at least an NC1. In effect, the students may be able to study only one specialization in Grade 10.

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8 7

Exploratory TLE These courses are TR-based to School chooses 4 from the 23 focus areas ensure that students obtain at least a Certificate for Grade 7 and another 4 for Grade 8. As of Competency in this level. much as possible, to give the students opportunity to explore various courses, Only the following common the school should choose the 4

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K to 12 Basic Education Program CHED | DepEd | TESDA competencies of TESDA courses regardless of the chosen area are taught. These are: o use and maintenance of tools, o mensuration and computation o occupational health & safety o interpreting technical drawing. This means that in every specialization like Commercial Cooking, Tailoring, Welding, and Hardware Servicing these common competencies are taught in the context of the exploratory course. exploratory subjects from Home Economics (HE), Industrial Arts (IA),Information Communication Technology (ICT), and Agriculture and Fishery, and not just from one field like Agriculture and Fishery . One exploratory course is taken per quarter. The student studies 4 exploratory courses in Grade 7 and another 4 in Grade 8. Fast learners may have more than four exploratory courses.

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TLE Technology and Livelihood Education EPP- Edukasyon sa Pagpapakatao at Pangkabuhayan ( TLE in elementary)

The 23 Exploratory Courses in Technology and Livelihood Education (TLE) in Grades 7-8 TLE specializations fall under four areas, namely: 1) Home Economics 2) Agriculture and Fishery 3) Industrial Arts 4) Information Communication Technology The Training Regulations (TR)-based specializations per area are given below:
Home Economics 1. Beauty Care 2. Commercial Cooking 3. Household Services 4. Caregiving 5. DressmakingTailoring 6. Bread and Pastry Production Agriculture and Fisheries 1. Animal Production 2. Crop Production 3. Horticulture 4. Aquaculture 5. Food Processing Industrial Arts 1. Automotive Servicing 2. Electrical installation and Maintenance 3. Handicraft 4. Mechanical Drafting 5. Refrigeration and Air Conditioning 6. Tile Setting 7. Carpentry 8. Electronics Servicing 9. Masonry 10. Plumbing
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Information Communication Technology Computer Hardware Servicing

K to 12 Basic Education Program CHED | DepEd | TESDA 11. Shield Metal Arc Welding Total: 23 Specializations Note: The titles of the specializations are the titles of the TESDA courses. Changing them may create confusion and may complicate assessment with TESDA. IV. Decongestion For elemenatry, the number of subjects (nine) in the K to 12 Curriculum increased when compared with BEC and NESC which has only eight. The nine subjects in the K to 12 elementary is due to the addition of Mother Tongue as a subject from Grades 1 to 3, otherwise the number of subjects should remain eight. The previous curricula contain a listing of topics as content and competencies. The K to 12 Curriculum contains content standards, performance standards and competencies. The specific competencies are anchored on these broad content and performance standards. With these standards, teaching will be focused on the most essential as defined in the standards. With the standards, there is a better integration of competencies within and across the learning areas and so the teaching of so many competencies taught in isolation from the rest which makes the curriculum highly congested is avoided. The decongestion in K to 12 is not in terms of the number of subjects nor in the number of competencies but in the integrative teaching of competencies made possible by the identification of content and performance standards in each Learning Area. V. Relationship pf DepEd, TESDA and CHED After these three agencies have been divorced, with K to 12 Basic Education Program, they come together again. The K to 12 Basic Education Curriculum is a product of the collaborative effort of the three lead agencies in education. The TLE courses are TR-based. DepEd curriculum specialists and subject specialists worked together with TESDA specialists to craft the content and performance standards and competencies for the TRbased TLE exploratory and specialization courses based on Training regulations. DepEd continues to work with TESDA for the curriculum standards and competencies for the TechVoc career paths in Grades 11 and 12. o The Learners Materials and Teachers Guides in TLE exploratory courses in Grades 7 and 8 were developed by DepEd experts with the help of TESDA experts. o The consultant in the writing of curriculum standrads and competencies for TLE is a Director from TESDA. o The training of Grade 7 TLE teachers for was conducted by TESDA last May 2012. o The TESDA General Director is co-chair of the Steering Committee chaired by the DepEd Secretary. o TESDA will also be consulted by DepEd in the development of standards for the Tech-Voc specializations that will be taught for Tech-Vocbound Grade 12 graduates. They will also be consulted on how the Core Subjects like Math will be taught for Tech-Voc bound Grade 12 graduates. o The number of hours for OJT in Grades 11 and 12 was an advice from TESDA. The Chair of CHED is co-chair of the Steering Committee. o The standards for Grades 11and 12 will be worked on by DepEd and the members of the various Technical Panels of the Commission on Higher Education. It is the experts from CHED who are in the
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K to 12 Basic Education Program CHED | DepEd | TESDA best position to tell how Math can be taught differently for college students pursuing Humanities and Social Sciences and students pursuing Math, Science, and Engineering courses. The College Readiness Standards preapred by CHED were considered by DepEd in the identification of subjects to offer in Grades 11 and 12 and in the development of curriculum standards and competencies for the subjects in Grades 11 and 12.

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