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The K to 12 BASIC EDUCATION PROGRAMHistorical Development of the Basic Education ProgramLike the K to 12 curriculum, the curricular revisions were backed upby research findings and recommendations. The issue of curriculumcongestion which resulted to the learners’ lack of mastery of basiccompetencies was the reason behind the introduction of thedecongested New Elementary Education Curriculum (NESC) andNew Secondary Education Curriculum (NSEC) in 1983 and 1989,respectively and the 2002 Basic Education Curriculum. Forrelevance, the 2-2 plan was introduced for the secondary schools in1958 which was revised in the offering of electives for secondarystudents in 1973, to give students choice on career path.The historical development of the Philippine basic educationprogram proves the Department’s continuing effort at improving thequality and relevance of basic education. In terms of curriculumdevelopment, Table 47shows that since 1945, the elementarycurriculum underwent three (3) revisions while that of the secondarycurriculum underwent four (4) before the K to 12 curriculums. Thisis because the introduction of the 2-2 Plan, 2-year collegepreparatory and 2-year vocational curriculum, was relevant only tothe secondary.In the 2-2 Plan, both general and vocational secondary schoolsoffered the basic or common curriculum of academic courses withone unit of Practical Arts in the first two years. In the last two years,the general secondary schools offered a pre-college academiccurriculum with one unit of vocational elective each year while thevocational secondary schools offered more specialized vocationalcourses with one unit of academic elective each year. 8The 2-2 Plan was a differentiated curriculum leading either to acollege or a technical course. Similar to that of the K to 12curriculum, one of the guiding principles of the 2-2 Plan was that―the curriculum of each school should provide vocational courseswhich are geared to the occupations, resources and industries ofthe community or region where the school is located.‖9 It was seento be a very responsive curriculum, however, it was met withstrong opposition especially from the private sector whichrequested for its deferment due to lack of money, facilities,equipmentfor vocational education and lack of guidancecounselors10. The pitfalls of the 2-2 Plan implementation could beattributed to ―insufficient preparation before the plan wasTable 4. Basic Education Curricular Reforms8Board of National Education, General Policies on Education, 1967-1972,Board of National Education, General Education Policies : A Report , 1959-196110Board of National Education, General Education Policies : A Report , 1959-196179Prepared by Avelina T. Llagas , former Director of the Bureau of Secondary Education,DepEd6

The K to 12 BASIC EDUCATION PROGRAMimplemented and the continued high ’prestige’ value of the collegepreparatory course in the eyes of parents and students.11―backward design‖ which necessitates determining targets andgoals and assessment first beforei dentifying and planning learningactivities to ensure clarity of targets.To respond to the need on improving curriculum relevance toincreasing diverse contexts of learners as a result of globalizationand in addition to the issue of an overcrowded curriculum thathaunted basic education, the Department of Education restructuredthe NESC (1983) and the NSEC (1989) into the 2002 BasicEducation Curriculum (BEC).The issue on lack of mastery of concepts and skills partly due to acongested curriculum did not end even with the riculum decongestion. Thus the K to 12Basic Education Program is notonly concerned with curriculum decongestion but also with othercritical concerns like addressing shortages of educational inputs ,improving the quality of teachers and strengthened stakeholders’participation.The 2002 BEC, the forerunner of the K to 12 curriculum, is adecongested curriculum consisting of five (5) core learning areasfrom as many as ten (10).It had the following objectives: Connect related subjectsIncrease the time allotted for Science, English, andMathematics;Reduce congestion of subjects;Improve attitude towards work to increase productivity ;Increase individual's ability to cope in a fast changingworld;Increase the importance of the arts, music, sports,dance, and other aspects of Philippine culture; andDevelop nationalism among Filipino learners forresponsible citizenryThe K to 12 Basic Education Program is a comprehensive programin the sense that the support systems to ensure its implementation the family and other stakeholders, instructional, administrative andsociety as a whole are given the needed attention.After the introduction of the 2002 BEC, the Bureau of ElementaryEducation conducted a thorough review of the competencies toenhance the vertical articulation of competencies. In 2010, theBureau of Secondary Education implemented the 2002 BEC basedon UbD design for meaningful and integrative teaching. This wascalled 2010 SEC. This curriculum design is focused on teaching forunderstanding and on essential and big ideas. It makes use of the11Board of National Education, General Education Policies : A Report , 1959-19617

The K to 12 BASIC EDUCATION PROGRAMOutcome Goals of the K to 12 Basic Education Program7. Institute reform in assessment framework and practicefor a learner-centered basic education8. Address basic input shortages in classrooms, teachers,textbooks9. Promote good education governance in the entireDepartment of EducationThe K to 12 Basic Education Program seeks to realize the following:1. Philippine education standards to be at parwithinternational standards2. more emotionally mature graduates equipped withtechnical and/ or vocational skills who are betterprepared for work, middle level skills development andhigher education3. significantly addressed shortages or gaps in educationalinputs (teacher items, school head items, classrooms,instructional materials) addressed significantly4. broadened and strengthened stakeholders’ support inthe improvement of basic education outcomes5. improved internal efficiency6. improved system of governance in the Department7. improved quality of teachers10. Pursue legislation to institutionalize K to 12 BasicEducation Program11. Formulate transition management plan for the K to 12implementation by including modeling per region perspecialization12. Identify K to 12 model schools per region and perspecialization tracks that will model senior high schoolby SY 2012-2013.Process Goals of the K to 12 Basic Education Program1. Decongest and reform the basic education curriculum incoordination with CHED, TESDA and other educationstakeholders2. Develop culture-sensitive, culture-responsive anddevelopmentally appropriate print/non-print onlinelearning resources for K to 123. Conduct in-service training for teachers relative to theimplementation of the K to 12 curriculum4. Focus on integrated instruction to equip learners withskills for future employment , critical and creativethinking and life skills5. Universalize kindergarten by 20126. Institutionalize school-based management for schoolempowerment8

The K to 12 BASIC EDUCATION PROGRAMII.THE K TO 12 BASIC EDUCATION CURRICULUMGoalAs Figure 6 shows, the K to 12 Basic Education Curriculum isgeared towards the development of a holistically developedFilipino with 21stcentury skills who is ready for employment,entrepreneurship, middle level skills development and highereducation upon graduation from Grade 12.9

The K to 12 BASIC EDUCATION PROGRAMFigure 6. The K to 12 Graduate10

The K to 12 BASIC EDUCATION PROGRAMof the K to 12 Curriculum is achieved when every K to 12 graduatedemonstrates the desired outcomes as illustrated below:The K to 12 graduate is equipped with the following 21st centuryskills: 1) information, media and technology skills, 2) learningand innovation skills, 3) effective communication skills, 3)effective communication skills and 4) life and career skills.Information, media and technology skills include 1) visual andinformation literacies, media literacy, basic, scientific, economic andtechnological literacies and multicultural literacy and globalawareness. The learning and innovation skills are 1) creativityand curiosity; 2) critical thinking problem solving skills and risktaking. To develop effective communication skills, the followingskills must be taught: 1) teaming, collaboration and interpersonalskills; 2) personal, social and civic responsibility and interactivecommunication, and local, national and global orientedness. Thelife and career skills are: 1) flexibility and adaptability; 2) initiativeand self-direction; 3) social and cross-cultural skills; 4) productivityand accountability, 5) leadership and responsibility, and 6) ethical,moral and spiritual values.The ideal K to 12 graduate is one who manifests patriotism andnationalism, love of humanity, respect for human rights,appreciation of the role of national heroes in the historicaldevelopment of the country, observance of rights and duties ofcitizenship, strong ethical and spiritual values, moral character andpersonal discipline, critical and creative thinking, scientific andtechnological knowledge, and vocational efficiency‖12.The ideal K to 12 graduate is one who has discovered his/herpotential in a child-centered and value-driven teaching-learningenvironment, one who is enabled to create his/her own destiny in aglobal community, one who is prepared to become a who loveshis/her country and is proud to be a Filipino.13The overarching goal1213Philippine Constitution, Article XIV, Section 3. (2)DepEd’s vision statement, http://www.deped.gov.ph11

The K to 12 BASIC EDUCATION PROGRAMFigure 7. The K to 12 Philippine Basic Education Curriculum Framework12

The K to 12 BASIC EDUCATION PROGRAMcurricular programs in a large sense also serve as a laboratory oflife where what is learned in the classroom context can be appliedin practical terms yet be used as a further teachable opportunity.Co-curricular and community involvement programs areirreplaceable opportunities for the learner to reinforce and put intopractice the knowledge, skills, values and attitudes learned.The Learning AreasThe cluster of subjects of the K to 12 curriculum- Languages, Mathand Science, Arts and Humanities, and Technology and LivelihoodEducation – cuts across the grade levels from K to Grade 12 tonurture the learner’s holistic development. There is no demarcationline among the cluster of subjects- to indicate that the curriculum isorganized to cut across subject lines and to put across the conceptthat the whole curriculum is life itself.Co-curricular programs and community involvement programs arean extension of the core subject areas and the teaching andlearning process. They are an integral part of the school curriculumthat enhances the holistic development of the learner. The cocurricular programs in a large sense also serve as a laboratory oflife where what is learned in the classroom context can be appliedin practical terms yet be used as a further teachable opportunity.Co-curricular and community involvement programs areirreplaceable opportunities for the learner to reinforce and put intopractice the knowledge, skills, values and attitudes learned.The Language subjects are Mother Tongue, Filipino and English.The Arts and Humanities subjects are Edukasyon saPagpapakatao, Araling Panlipunan, Music, Arts, Physical Educationand Health (MAPEH). The other subjects are Science, Math andTechnology and Livelihood Education.There are changes in the nomenclature of some subjects.Edukasyonsa Pagpapahalaga for the secondary and Edukasyon saPagpapakatao for the elementary are now renamed Edukasyon saPagpapakatao. Science and Health is called Science. Health isjoined to MAPEH.The learning areas in the K to 12 curriculum can be groupedinto two: 1) core compulsory learning areas and 2) areas ofspecialization. These are enumerated in the discussion ofelementary and secondary education.Co-Curricular and Community Involvement ProgramsCo-curricular programs and community involvement programs arean extension of the core subject areas and the teaching andlearning process. They are an integral part of the school curriculumthat enhances the holistic development of the learner. The co-13

The K to 12 BASIC EDUCATION PROGRAMFigure 8. The Learning Areas of the K to 12 Curriculum INFORMATION, MEDIA, AND TECHNOLOGY SKILLS LEARNING INNOVATION SKILLS General Academic ProgramNONE Mother TongueFilipino English MathematicsScienceAraling PanlipunanEdukasyon saPagpapakataoMAPEHNONEDevelopment of knowledge, skills,attitude and values: mastery andapplication basic skills EnglishFilipinoMathematicsScienceAraling PanlipunanMAPEHEdukasyon sa PagpapakataoEPPTLE Exploratory Courses SubjectsLEARNING DOMAIN Values Education Physical Health &MotorDevelopment Social &EmotionalDevelopment CognitiveDevelopment Creative Arts LanguageLiteracyCommunication English Filipino Mathematics Science Music, Arts, PE & Health(MAPEH ) Araling Panlipunan Edukasyon sa Pagpapakatao Technology & LivelihoodEducationSpecializationin TLENONEDevelopment and masteryof complex knowledge andskills, developmentof attitudes and values. In Grade 1, oral Filipino is taught in 1st Semester and oral English in the Second SemesterConsolidation of complexknowledge and skills,development of attitudes, values,aptitudes and interest. For Grades 7 and 8 only LIFE AND CAREER SKILLS EFFECTIVE COMMUNICATION SKILLS 14 Languageso -Englisho -Filipino Literature Mathematics Science ContemporaryIssues AcademicSpecializationo Mathematicso Scienceo Languageso Journalismo Sports and Arts Technical- Vocational OthersConsolidation of complexknowledge and skills,development of attitudes,values as a result of astrong liberal education;adequate preparation for theworld of workentrepreneurship, middlelevel skills development andhigher education.

The K to 12 BASIC EDUCATION PROGRAM3. It is developmentally appropriate. –The K to 12 curriculumconsiders the various developmental stages of learners. Selectionof activities is informed by age-appropriateness, individualdifferences, and social and cultural diversity.Distinctive Features and Guiding Principles1. It is learner-centered.–The learner is the very reason of theentire curriculum system. Who the learner is in his/her totality, howhe/she learns and develops and what his/her needs are were highlyconsidered in the making of the K to 12 curriculum framework.4. It is standard-based and competency-based.–What learnersshould know and be able to do and the levels of proficiency atwhich they are expected to demonstrate what they know and cando are clearly stated in the form of standards unpacked intocompetencies. With a standards- and competencies-basedcurriculum, learners understand what are expected of them, parentsare clear on what are expected of their children, teachers areguided on what to teach and how to teach, and the DepEd isprovided with a common reference tool for national assessment.The holistic learning and development of the learner is its primaryfocus. Teacher creates a conducive atmosphere where the learnerenjoys learning, takes part in meaningful learning experiences andexperiences success because he/she is respected, accepted andfeels safe even if in his/her learning exploration he/she commitsmistakes. He/she learns at his/her own pace in his/her own learningstyle. He/she is empowered to make choices and to becomeresponsible for his/her own learning in the classroom and for alifetime.With standards, competencies are connected to ensure integratedand meaningful teaching instead of isolated, disconnected andmeaningless teaching.The learner-centered K to 12 curriculum gives prime importance todeveloping self-propelling and independent lifelong learners.5. It is research-based. –The new features of the K to 12curriculum are backed up by hard data. The use of Mother Tongueas a medium of instruction from K to Grade3is supported by aresearch finding that children learn better and are more active inclass and learn a second language even faster when they are firsttaught in a language they understand.2. It is inclusive.–The vision statement of DepEd states ―Weaffirm the right of every Filipino child especially the less advantagedto benefit from such system.‖14 (referring to the existing educationalsystem.) It reaches out to all kinds of learners regardless of ability,condition, age, gender, ethnicity, and social status. It is built on theprinciple that every child has a right to education and that theeducation system needs to be flexible to accommodate the learningneeds of all learners. The emphasis is on making schools learnerfriendly, mainstreaming learners with disability into general schools,and creating a non-discriminatory education system where alllearners have equal opportunity to learn.14The strengthening of ICT-integration in the basic educationcurriculum in order to meet the 21st century skills required byemployers, the use of the spiral progression approach in theteaching of Math and Science and the development of alternativedelivery modes to provide equal opportunity for all are backed up bythe recommendations of the DEpED-commissioned researchesconducted by SEAMEO-INNOTECH and University of Melbourne.DepEd’s vision statement, http://www.deped.gov.ph15

The K to 12 BASIC EDUCATION PROGRAMOther research recommendations that were integrated in the K to12 curriculum are the use of the expanding spiral progressionapproach in the teaching of Science, Mathematics, AralingPanlipunan, MAPEH and Edukasyon sa Pagpapakatao and thedeliberate teaching of the investigatory process in Science as aseparate topic by Grade 7.8. It is culture-responsive and culture-sensitive.-To be trulyinclusive, the K to 12 curriculum respects cultures and experiencesof various ethnic groups and uses these as resources for teachi

Mar 12, 2012 · Science Study (TIMMS) 2003 5 Figure 3 Average of TIMSS Scores, Philippines 5 . Figure 7 The K to 12 Philippine Basic Education Curriculum Framework 13 Figure 8 The Learning Areas of the K to 12 Curriculum 16 Figure 9 Structure of the K to 12 Curr