The K to 12 Curriculum and Capacity

Building for Teachers

Brenda B. Corpuz, Ph.D

 Official Launching

K to 12 Launched
officially in Malacanan
Palace , April 26, 2012
 Updates
Trainers Training for Grade 1 Teachers April
23-27 , 2012
Trainers Training for Grade 7 - April 18 -
May 4 , 2012 -
Teachers Training - May, 2012
- Grade 1- c/o DepEd
- Grade 7 c/o 50% DepEd and 50% TEIs
Schools Modeling Grades 11-12

University of Makat
Ateneo de Naga
Phil. Womens University
Identfied schools per region (mostly techvoc)
 Grades 11-12 Modeling Schools
Those offering post secondary courses

With MOA with a college/university

With strong LGU support

Have linkage with industry

Relevant Teacher Education
 Proposed Subjects for Grades 11 and 12

Grade 11 Grade 12
English-Oral communicaton Englsh or Filipino for Specific Purposes

Filipino:Retorika Literature ( Phil Lit , 1st sem ; World Lit, 2nd

sem)

Math for Specific Purposes 1 Math for Specific Purposes 2

Life Sciences Physical Sciences
Contemporary Local Issues Contemporary Global Issues
Philosophy of the Human Person
Career Pathways ( Students Choice) Career Pathways ( Students Choice)
-Entrepreneurship -Entrepreneurship
-TechVoc -TechVoc
-Academics -Academics
- Sports and Arts - Sports and Arts
- Journalism - Journalism
 Transition
Grade 11 2016-2017 No First Year College

Grade 12- 2017-2018 No Second Year

College

The instructors/professors of General

Education subjects in college are expected
to teach Grades 11 and 12 .
 Transition

Teachers teach the way they were taught.

Not all Gen Ed teachers are Education

graduates no preparation in Principles and
Methods of Teaching; Assessment, etc.
 Gen Ed Instructors /Professors

Need to go through capacity building

/Certficate of Teaching
- Philosophy of Educaton
- Adolescent Development
- Principles and Methods of Teaching
- Assessment plus 6 units more
These may be offered by the College of
Educaton
 The Licensure Examination for
Teachers

A license for teaching is required of basic

educaton teachers ( R.A. 7836) .

A license is an asset.
K to 12 Curriculum Model
Academic
Specializaton

Technical-Vocatonal
Specializaton

Sports and Arts

Specializaton

Offers tracks
that lead to
specializations
in Academics,
Tech-Voc, and
Sports & Arts
Academic Track

Basic Educaton Program

Basic Educaton Program
For Specializatons in Academic
Track

Basic Educaton Program

Tech-Voc Electives
 TLE Courses
TLE courses are based on
Training Regulatons of TESDA .
Teaching of TLE specializatons
( Grades 9 and 10) requires
teachers with at least NC II
 For TLE Teachers

The attainment of NC 2 must

be built in in the academic
preparaton of the TLE
teachers
 Mother Tongue as a specializaton for BEEd?

Or 18 units of Mother Tongue?

 The Imperatve for K to 12

Improve teaching
through the use of
enhanced
pedagogies (e.g.
spiral progression in
Science & Math,
Discipline-based Approach
 Content and Connections

Living Things & Their

Force, Motion and Energy
Environment
Movement
Characteristics
Effects of Force
Structure and Function
Forms of Energy and
Processes
Transformation
Interactions

Science
Content
(G3-10)
Matter Earth and Space
Diversity of materials Surroundings: Land, Water, Air,
Properties and Structure Weather and Climate
Changes Solar system
Interactions
Discipline-based approach
 Integratve Approach

Integraton of Science
content, processes and
values in all subjects
possible
 AusAid Study
Recommends artculaton of
subject matter within and
across learning areas which is
found to be wantng in the
Philippine basic educaton
curriculum
Basic Science Integrated Higher Order
Processes Skills Thinking Skills

Formulating
Observing hypothesis
Asking questions Fair testing Critical thinking
Measuring - Identifying Creative thinking
Classifying variables Problem solving
Inferring - Controlling Decision making
Finding patterns variables
Predicting Collecting and (Real-life context)
Communicating organizing data
Interpreting data
Making
conclusions
Scientific Inquiry Skills STE Literacy
Skills
 Scientific Attitudes and Values

Intellectual honesty
Accuracy
Objectivity
Perseverance
Active listening
Responsibility
Sense of initiative
Independent learning
Analytical observation and evaluation
Sound judgment and logical reasoning
Informed /data-based decision making
 Integratve Approach

Science concepts &

skills are integrated
in Health, Languages,
Math, and other
subjects in Grades 1-
2
Advantages of Spiral Progression

Avoids disjunctions between

stages of schooling
Allows learners to learn topics
& skills appropriate to their
developmental/cognitive stages
Strengthens retention &
mastery of topics & skills as
they are revisited &
consolidated
Teacher Preparation
Constructivist Approach
Constructivist Approach
Constructivist approach
Constructvist Approach
Netizen

Webinar
 Effectve communicaton skills
The following skills must be taught:
1) teaming, collaboraton and interpersonal skills;
2) personal, social and civic responsibility
3) interactve communicaton,
4) local, natonal and global orientedness
Life and Career Skills
Demand for holistc and
constructvist teaching
Learning Time Allotment
Area

G1 G2 G3 G4 G5 G6 Grade 7-
10(Weekly)

MT 50/50 50 50

Fil 30/30 30 50 50 50 50 4 hrs

Engl __/30 50 50 50 50 50 4 hrs

Science - - - 50 50 50 4 hrs

Math 50/50 50 50 50 50 50 4 hrs

AP 40/40 40 40 40 40 40 3 hrs

EPP/TLE - - - 50 50 50 4 hrs

MAPEH 40/40 40 40 40 40 40 4hrs

EsP 30/30 30 30 30 30 30 2 hrs

240/270 310 360 360 360 360 29 hrs.

 Time Allotment
The total tme daily does not include off-
school learning experiences that teachers
may require outside of school hours

This is for the producton of products and

performances as evidence of transfer of
learning
Assessment
 Under the K to 12 curriculum, pupils will be
assessed at four levels and shall be
weighted as follows: (DepEd Order No. 31,
s. 2012)
Level of Assessment Percentage Weight
Knowledge 15%
Process or Skills 25%
Understanding(s) 30%
Products/Performances 30%
100%
The levels are defined as follows:

1. Knowledge refers to the substantive content of the

curriculum, the facts and information that the student
acquires

2. Process refers to cognitive operations that the student

performs on facts and information for the purpose of
constructing meanings and understandings
 The levels are defined as follows:
3.Understandings refers to enduring big ideas, principles
and generalizations inherent to the discipline, which may
be assessed using the facets of understanding
a. Explanation give examples, make insightful connections
b. Interpretation make it personal through images,
anecdotes, analogies
c. Application can adapt/transfer understanding into
real contexts
3.Understandings

d. Perspective understand different points of view,

sees the big picture
e. Empathy understand and value the
perspectives/point of view of others
f. Self-Knowledge show metacognitive awareness,
perceive the prejudices and habits mind that shape
and impede self understanding
4. Products/Performances refers
to real-life application of
understandings as evidenced by
the students performance of
authentic tasks. It considers
childrens MI.
 Performance Standard

Performance

APPROACHING PROFICIENCY
PRODUCTS/
L E V E L S OF A S S E S S M E N T

PERFORMANCES

PROFICIENT
(30%)

ADVANCED
DEVELOPING
BEGINNING
UNDERSTANDING(S)
(30%)
Understanding

PROCESS(SKILLS)
(25%)

KNOWLEDGE
(15%)

Content Standard
L E V E L S OF P R O F I C I E N C Y
 Report Card (DepED Order No. 31, s. 2012)
At the end of the quarter, the performance of students
shall be described based on the following levels of
proficiency:
Level of Proficiency Equivalent Numerical Value

Beginning 74% and below

Developing 75-79%
Approaching Proficiency 80-84%

Proficient 85-89%
Advanced 90% and above
Definiton of Levels of Proficiency
Beginning The student at this level struggles
with his/her understanding; prerequisite and
fundamental knowledge and/or skills have not
been acquired or developed adequately to aid
understanding.
Developing The student at this level
possesses the minimum knowledge and skills
and core understandings, but needs help
throughout the performance of authentic
tasks
Definiton of Levels of Proficiency
Approaching Proficiency The student at this
level has developed the fundamental
knowledge and skills and core understandings
and, with little guidance from the teacher
and/or with some assistance from peers, can
transfer these understandings through
authentic performance tasks.
Definiton of Levels of Proficiency
Proficient The student at this level has
developed the fundamental knowledge and
skills and core understandings and, and can
transfer them independently through
authentic performance tasks.
Definiton of Levels of Proficiency

Advanced The student at this level

exceeds the core requirements in
terms of knowledge, skills and
understandings and can transfer
them automatcally and flexibly
through authentic performance
tasks.
 Ulat Tungkol Sa Pag-unlad ng
Marka
Larangan ng Pag- Markahan Huling Pasya
aaral Marka
1 2 3 4
Filipino P P A A A Promote
d
English
Mathematics
Science
Araling
Panlipunan (AP)
Technology and
Livelihood
Education (TLE)

MAPEH
Implications to Teacher Education
Prepare teachers to
develop the holistcally developed child
equipped with 21st century skills
ready for work , for middle level skills
development , for higher educaton
The K to 12 teacher- Multi-
specialist
 Implication to Teacher Education
The ideal K to 12 Teacher
Has self direction and sense of initiative
Engages in CPD/CPE
Has high EQ
Is grounded on spiritual and moral values
Implication to Teacher Education
The K to 12 Teacher
Multi-literate
Multi-specialist
Multi-lingual
Equipped with 21st Century Skills
Lifelong learner
 The K to 12 Teacher
ICT competent Digital native not a digital
immigrant
Innovative
Flexible/adaptable
Accountable for results
Effective Communicator
 The Philippines must catch up
with the rest of the world.
World Economic Forum Global
Competitiveness Report
Country and Overall 2008 200 2010 2011 In ASEAN:
Rank 9
Singapore 5 3 3 2
5th in
Quality of
Malaysia 21 24 26 21 Education
Brunei 39 32 28 28
Last
Darussalam (8th)* in
Quality of
Thailand 34 36 38 39
Science &
Indonesia 55 54 44 46 Math
Vietnam 70 75 59 65 Education
and
Philippines 71 87 85 75 Capacity for
*Laos, Myanmar, and Timor-Leste are not included in the survey.
 We look back with appreciaton to our
brilliant teachers but with grattude to those
who touch our hearts. Carl Jung
God bless us all!