k to 12 shs

K TO 12: EDUCATION FOR TRANSFORMATION

Core Curriculum and Career Paths

Grades 7-12

Academic Specialization: Engineering/

S&T/Journalism/

Foreign LanguageTech-Voc

Specialization

Sports/Arts Specialization

Junior-Senior HS Curriculum

Academic AreasEnglishScienceMathematicsEsPFilipinoAraling PanlipunanTLEMAPEH

Adv. Englis

h

Adv. Filipin

o

Adv. Scienc

eAdv. Math

Cont. Issues

21st Century Core Skills

Most Demanded Work Skills

Engineering / S&T; Arts; Sports; Journalism; Foreign Language; Tech-Voc; Entrepreneurship

Core

Cur

r.Pa

thwa

ysWorkplace Cert.

ProgramDegreeProgram

On-the-Job Training; Experiential Learning

Ladderized Program: Recognition of Work Experience and Prior Learning

Contextual Learning

College-Readiness StandardsPQF

COP/NCExitExams

NCAE

Qlty.Assurance

Grades 7-10Junior High School

In general terms, students are expected at the end of Grade 10 to be able to communicate competently and effectively; think intelligently, critically and creatively

in life situations; make informed and values-based

decisions; perform their civic duties; use resources sustainably; and participate actively in artistic and cultural

activities and in the promotion of wellness and lifelong fitness.

How will children learn?

Goal-Setting

Students should be able to set their learning goals, track their progress, and be accountable for their learning outcomes.

Content Standards

The content standards answer the question: “What do we want students to know, be able to do, and understand?”

Performance Standards

Digital Age Literacy Basic scientific, mathematical,

and technological literacies Visual and information literacies Cultural literacy and global

awareness

Inventive Thinking Adaptability/ability to manage

complexity Curiosity, creativity, and risk

taking Higher-order thinking and sound

reasoning

Effective Communication

Teaming, collaboration, and interpersonal skills

Personal and social responsibility Interactive communication skills

High Productivity Ability to prioritize, plan, and

manage for results Effective use of real-world tools Ability to create relevant, high-

quality products

Design of the Curriculum The overall design of the Junior

High School curriculum follows the spiral progression approach across subjects by building on the same concepts developed from grade school in increasing complexity and sophistication.

Learning Resources

Modules Web-based resources and video

materials Textbooks may be used as

references   

Subject Time Allotment/Week

English 4 hrs

Science 4 hrs

Math 4 hrs

Filipino 4 hrs

TLE 4 hrs

MAPEH 4 hrs

AP 3 hrs

EP 2 hrs

Independent/Cooperative Learning

2-4 hrs

Period for Independent/Cooperative Learning is provided to give students the option to learn on their own and/or with others those topics, content, or processes that they can handle by themselves.

Subject Area Teachers shall be around for consultation and for ensuring that students are on-task.

The time for classroom interaction for specific subject areas shall be devoted to topics, content or processes that may be too complex or challenging for students to learn by themselves.

Instruction shall be differentiated.

How will children be assessed and rated?

Holistic Assessment Diagnostic (assessment for learning) Formative/Developmental

(assessment for and assessment as learning)

Summative/Evaluative (assessment of learning/assessment as learning)

% WEIGHT

15%

LEVELS of ASSESSMENT

the substantive content of the curriculum; the facts and information that the student acquires

25%

Know

ledg

e

cognitive operations that the studentperforms on facts and information forthe purpose of constructing meaningsand understandings

Proc

ess

30%

Unde

rsta

ndin

g

Prod

uct/P

erfo

rman

ceenduring big ideas, principles and generalizations inherent to the discipline, and are assessed using any of the six facets of understanding or any measure of understanding

real-life application of understanding as evidenced by the student’s performance of authentic tasks

30%

(75-79%)

Begi

nnin

g

Deve

lopi

ngThe 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.

The student at this level possesses the minimum knowledge and skills and core understandings, but needs help throughout the performance of authentic tasks.

Levels of Proficiency

(74% & below)

(75-79%)

Appr

oach

ing

Profi

cienc

yPr

oficie

nt

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.

The student at this level has developed the fundamental knowledge and skills and core understandings, and can transfer them independently through authentic performance tasks.

The student at this level exceeds the core requirements in terms of knowledge, skills andunderstandings, and can transfer them automatically and flexibly through authentic performance tasks. Ad

vanc

ed

(85-89%)

(80-84%)

(90% & above)

Feedback Results of the assessment across

levels should be fed back immediately to the students, so that they know what to improve further, and then they can plan strategically how they can address any learning deficiency.