policy guidelines on the k to 12 implementation

POLICY GUIDELINES ON THE IMPLEMENTATION OF GRADES 1 TO 10 OF THE K TO 12 BASIC EDUCATION CURRICULUM EFFECTIVE SY 2012-2013

DepEd Order No. 31, s. 2012

OUTLINE OF PRESENTATION Features of the K to 12 Curriculum Learning Standards Desired Outcomes Learning Areas General Description of the Science Course in Junior High

School Time Allotment and Medium of Instruction Independent/Cooperative Learning Class Programming Learning Resources Culminating Activity/Performance Reporting

FEATURES OF THE K TO 12 CURRICULUM

Follows the Spiral Progression Approach

Promotes enduring understanding of the different topics and concepts across disciplines and across subject areas

Is defined in terms of standards – expressed in terms of what students should know and the quality and proficiency of the skill that they are expected to demonstrate as evidence of learning

Core CurriculumSPJ

LEARNING STANDARDS

They express what students should know and be able to do to demonstrate their learning.

They set clear performance expectations for students, helping them understand what they need to do to meet the expectations.

They guide teachers in designing instruction and assessment around what is important to learn.

Performance

Standards

Content Standards

Learning Standards

EU

What students should know, understandand be able to do

What students shouldcreate/add value to/ transfer

Demon

strate

unde

rstan

ding

Perform understanding

What is the relationship between the two (EU

and learning Standards)?

LEARNING STANDARDS MAY BE CLASSIFIED INTO

Content standards, which specify the essential knowledge (includes the most important and enduring ideas, issues, principles and concepts from the disciplines), skills and habits of mind that should be taught and learned. They answer the question, “What should students know and be able to do?”

LEARNING STANDARDS MAY BE CLASSIFIED INTO

Performance standards, which express the degree or quality of proficiency that students are expected to demonstrate in relation to the content standards. They answer the question, “How well must students do their work?” or “At what level of performance would the student be appropriately qualified or certified?”

COMMUNICATION SKILLS Ability to clearly express one’s

ideas and feelings orally and non-verbally

Ability to listen Ability to read, comprehend and

respond to ideas presented Ability to write clearly one’s ideas

and feelings Ability to access, process and

utilize available basic and multimedia information

CRITICAL PROBLEM SOLVING Numeracy skills Ability to make critical and

informed decisions Innovativeness and creativity Scientific thinking Future orientation

Ability to earn a living Sustainable use of resources

(including time) and appropriate technology

Entrepreneurship Productivity Financial literacy

Sustainable Use of Resources/Productivity

Self-development: self awareness; self-discipline; sense of responsibility; self-worth; self-realization

Sense of personal and national identity

Knowledge of one’s history, pride in one’s culture and respect for that of others

Recognition and practice of civil and political rights

Development of Self and a Sense of Community

Knowledge, acceptance, respect, and appreciation

of diversity Peace Non-violent resolution of conflicts Global awareness, interdependence

and solidarity

Expanding one’s world vision

LEARNING AREAS AND DESCRIPTION Eight (8) learning areas of the core

curriculum namely Filipino, English, Science, Mathematics, Araling Panlipunan (AP), Technology and Livelihood Education, Music, Art, Physical Education and Health (MAPEH) and Edukasyon sa Pagpapakatao (EsP)

SCIENCE – GRADES 7 TO 10The course deals with the basic concepts in Biology, Chemistry, Physics and Earth & Space Science. Every quarter presents a different science discipline across grade levels in increasing level of complexity and sophistication. The course is focused on the development of awareness and understanding of practical everyday problems that affect the learners’ lives and those around them.

TIME ALLOTMENT/MEDIUM OF INSTRUCTION

Subject Medium Hours Per Week

Filipino Filipino 4 hoursEnglish English 4 hoursScience English 4 hoursMathematics English 4 hoursAraling Panlipunan Filipino 3 hoursTechnology & Livelihood Education

English 4 hours

Music, Art, Physical Education, Health

English 4 hours

Edukasyon sa Pagpapakatao Filipino 2 hours Hours Per Day:

5.8

TIME ALLOTMENT Minimum period for interaction Can be extended to include off-

school experiences at home or in the community for transfer of learning to real-life situations

Outputs are in the form of products and performances that should be monitored and credited accordingly

INDEPENDENT/COOPERATIVE LEARNING

A separate period ranging from two to four hours weekly may be provided as open time for learning in order to give the students the option to learn on their own and/or with others those topics, content, or processes that they can handle by themselves.

INDEPENDENT/COOPERATIVE LEARNING The provision of a seperate period foer

independent and coorperative learning (on top of their adoption by teachers as a teaching strategie or instructional activity) is an option that schools might wish to consider for classes that can benefit the most from such class programming.

LEARNING RESOURCES Modules as basic learning resource Web-based resources and video

materials to enrich and deepen understanding

Textbooks and other instructional materials where appropriate

Teaching guides, exemplars and workbooks as teaching resources

CULMINATING ACTIVITY/PERFORMANCES

At the end of each quarter, schools may put up exhibits for student products across subjects areas as culminating activity and as evidence of their learning or attainment of content and performance standards

HOW SHOULD TEACHERS PREPARE FOR THE K TO 12?

Clarify outcomes Plan for assessment Identify tools for assessment Plan for differentiated instruction