Where Are We Now?

Millennium Development Goal (2015) • Achieve universal primary education

EFA Goal and Objectives (2015) • GOAL: Basic Competencies for Everyone to

Achieve Literacy for All

Development goals agreed upon by 192 States and 23 organization to be achieved in 2015

Eradicate extreme poverty and hunger Achieve universal primary education Promote gender equality and empower women Reduce child mortality Improve maternal health Combat HIV/AIDS, malaria and other diseases Ensure environmental sustainability Develop a global partnership for development

The education sector shall seek to achieve improvement in education performance indicators in both access and quality.

▪ For basic education, the target are consistent with the country’s EFA and MDG goals

▪ By 2016, the country should have achieved a universal and atleast a 92 percent participation or net enrolment rate among elementary and secondary-age children, respectively. A gender partly index (GPI) of 1 shall be targeted in basic education indicators.

Component I: Universal Coverage of Out-of-School Youth and Adults in the Provision of Basic Learning Needs.

Component 2: Universal school participation and total elimination of drop-out and repetition in Grades 1 to 3.

Component 3: Universal completion of full cycle of basic education schooling with satisfactory achievement by all.

Component 4: Total community commitment to attainment of basic education competencies for all.

1. Make every schools continuously improve its performance;

2. Expand early childhood care and development coverage to yield more EFA benefits;

3. Transform existing non-formal and informal learning options into a truly viable alternative learning system yielding more EFA benefits;

4. Get all teachers to continuously improve their teaching practices;

5. Increase the cycle of schooling to reach 12 years of formal basic education;

6. Continue enrichment of curriculum development in the context of pillars of new functional literacy;

7. Provide adequate and stable public funding for country-wide attainment of EFA goals;

8. Create network of community-based groups for local attainment of EFA goals; and

9. Monitor progress in effort towards attainment of EFA goals.

SBM

K to 12 CURRICULUM REFORM

NLS

and

QUAAF

K

and

ALS

ICC

and

RMM

TED

Basic Education Sector Reform Agenda

(BESRA)

ACCESS TO BASIC EDUCATION IMPROVED QUALITY OF BASIC EDUCATION

LEAR

NING

FOR

ALL

2020

EFA

MDG

2015

Education reform is a movement

from darkness to light.

Its whole purpose is to create

change

and promote progress for better

quality life.

Kindergarten (5 years old) Kindergarten

6 years of Elementary

Grade 1 (6 years old)

Grade 2 (7 years old)

Grade 3 (8 years old)

Grade 4 (9 years old)

Grade 5 (10 years old)

Grade 6 (11 years old)

Grade 7 (12 years old)

Grade 8 (13 years old)

Grade 9 (14 years old)

Grade 10 (15 years old)

Grade 11 (16 years old)

Grade 12 (17 years old)

4 years of Junior High School

2 years of Senior High School

New HS Year 1

New HS Year 2

New HS Year 3

New HS Year 4

New HS Year 5

New HS Year 6

All schools must adhere to

the following standards:

1. Age requirement

2. Duration

3. Curriculum

2011-2012

2012-2013

2013-2014

2014-2015

2015-2016

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

2021-2022

2022-2023

2023-2024

Grade 1

Kinder

Grade 12

Grade 11

Grade 10

Grade 9

Grade 8

Grade 7

Grade 6

Grade 5

Grade 4

Grade 3

Grade 2

Implementation of Grade 7 (HS Year 1) in

K to 12 curriculum

Implementation of Grade 1 in K to 12 curriculum

Grade 11 (HS Year 5) implementation

First batch of senior high school

graduates

First batch of K to 12 graduates

K to 12 Modeling for Senior High will begin in SY 2012-2013 for select schools that are ready and willing

FIGURE 1. THE PROPOSED K TO 12 PHILIPPINE BASIC EDUCATION CURRICULUM FRAMEWORK

PHILOSOPHICAL and

LEGAL BASES

. The 1987 Phil. Constitution

. B.P. 232, Education Act of 1982

. R.A. 9155, Governance of Basic Education Act of 2001 . The vision- mission statements of DepEd . SOUTELE, 1976 . The EDCOM Report of 1991 . Basic Education Sector Reform Agenda (BESRA) . The 4 pillars of education ( UNESCO )

NATURE OF THE LEARNER . Has a body and spirit, intellect, free will, emotions, multiple intelligences, learning styles, culture . Constructor of knowledge and active maker of meaning not a passive recipient of information

NEEDS OF THE LEARNER . Life skills . Self-actualization

. Preparation for the world of work,

entrepreneurship, middle level skills’

development & higher education

NEEDS OF NATIONAL and GLOBAL COMMUNITY

. Poverty reduction and human development . Strengthening the moral fiber of the Filipino people . Development of a strong sense of nationalism . Development of a productive and responsible citizen who contributes to the building of a progressive, just and humane society . Ensuring environmental sustainability . Global partnership for development and global competence

CURRICULUM SUPPORT SYSTEM

FAMILY SUPPORT INTERNAL AND EXTERNAL

STAKEHOLDERS’ SUPPORT

SOCIETAL SUPPORT Public-Private Partnership Media, LGUs, GOs, NGOs,

Industry and religious sectors

ADMINISTRATIVE SUPPORT from CO, RO, DO, School

Administrators’ CPD

INSTRUCTIONAL SUPPORT Teachers’ CPD

Learning Resources

Offers tracks that lead to

specializations in Academics, Tech-Edu. and Sports &

Arts

Academic Specialization

Technical-Vocational

Specialization

Sports and Arts Specialization

• Science, Math, English, Contemporary Issues and Specializations

Grades 11-12

(New HS Years 5-6)

• Core Learning Areas plus TLE of the student’s choice

Grades 9-10

(New HS Years 3-4)

• Core Learning Areas and TLE Grades 7-8

(New HS Years 1-2)

• Core Learning Areas plus Mother Tongue until Grade 3; Science starting Grade 3; EPP starting Grade 4

Grades 1-6

• Learning Domains Kindergarten

K to 12 Curriculum Model

ELEMENTARY

Learning Areas Grade Levels

Mother Tongue 1-3

English 1 (2nd sem) – 6

Filipino 1-6

Mathematics 1-6

Araling Panlipunan 1-6

Edukasyon sa Pagpapakatao 1-6

Science 3-6

Music, Arts, Physical Education

and Health (MAPEH) 1-6

Edukasyong Pantahanan at

Pangkabuhayan (EPP) 4-5

Technology and Livelihood

Education 6

SECONDARY

English

Filipino

Mathematics

Science

Araling Panlipunan

Edukasyon sa Pagpapakatao

Music, Arts, Physical Education

and Health (MAPEH)

Technology and Livelihood

Education (TLE)

Continuum of competencies

Kindergarten uses thematic approach

Mother Tongue as a learning area and medium

of instruction

MAPEH begins in Grade 1

Spiral progression in Science and Math

Horizontal articulation of competencies

Mother tongue is taught as a learning area and is used as language of instruction from Kindergarten to Grade 3

Oral fluency in Filipino starts in the first semester of Grade 1

Oral fluency in English is introduced in the second semester and will continue until grade

“My view on this is larger than just the classroom. We should become trilingual as a country;

Learn English well and connect to the world.

Learn Filipino well and connect to our country.

Retain your mother tongue and connect to your heritage.”

Graduates of K to 12 will be

holistically-developed Filipinos

with 21st

Century Skills and are

prepared for higher education,

middle-level skills development,

employment and

entrepreneurship

20

• Acquire mastery of basic

competencies.

• Be emotionally mature.

• Be socially aware, pro-

active, involved in public

and civic affairs.

• Be adequately prepared for

the world of work or

entrepreneurship or higher

education.

• Be legally employable with

potential for better

earnings.

• Be globally competitive.

Graduates of K to 12 Basic

Education Program will:

is OUR shared responsibility

“We live in the moment. But

we don’t see the future as a

fixed destination.

Instead, we see it as place

that we create out of the

CHOICES and DECISIONS

that

WE MAKE RIGHT NOW. . .”