k to 12 program updates
TRANSCRIPT
K to 12 Program Updates
Overview
1.The K12 Curriculum2.The K12 Assessment Framework3.The K12 Classroom Assessment
Policy4.The SHS Voucher Program5.Results of the SHS Tracer Study
among pilot schools
Department of Education’sMajor Final Output
DEPARTMENT OF EDUCATION
Access Quality Governance
Academic Track
Technical Vocational Livelihood
Track
Sports Track
Arts & Design Track
Basic Education Program
DEPARTMENT OF EDUCATION
Kinder to Grade 6Elementary
Grades 7 to 8(Exploratory TLE)
Junior High
School
Grades 9 to 10(Specialized TLE)
Core Subjects
Senior High
School
Applied Track Subjects
oGeneral Academic Strand
oSTEMoABMoHUMSS
o Home Economics
o Agri-Fishery
o Industrial Arts
o ICT
Tracks
K to 12 Curriculum Development
Process
Curriculum Guide Writing Workshops were held which were attended by the following:
– Bureau Focal Person– Field Person– External Reviewer– Internal Reviewer– Encoder
Who helped make the Curriculum Guide?Who helped make the Curriculum Guide
Bureau Focal Person
Field Person
Internal and External Reviewer
CHED Technical Panel Member / TESDA Crafters
Encoder
DEPARTMENT OF EDUCATION
Who helped make the Curriculum Guide?1. Ateneo de Manila High School 2. Ateneo de Manila University 3. Ballet Philippines 4. Cavite State University 5. Central Bicol State University 6. Centro Escolar University7. CHED8. Cultural Center of the
Philippines 9. Davao Wisdom Academy 10. De La Salle University -
Dasmariñas 11. De La Salle-College of St.
Benilde 12. De La Salle University –
Manila 13. Don Bosco School 14. Foundation for Information
Technology Education and Development
15. International Training for Pig Husbandry
16. Jose Rizal University
17. La Consolacion College Manila 18. Let’s GO Foundation 19. Lyceum of the Philippines 20. Mariano Marcos State
University 21. Miriam College 22. National Commission for
Culture and the Arts 23. National Historical Commission 24. Palawan State University 25. Philippine Center for Post-
Harvest Development and Mechanization
26. Philippine Educational Theater Association
27. Philippine High School for the Arts
28. Philippine National Historical Society
29. Philippine Normal University 30. Philippine Science High School 31. Philippine Society for Music
Education
32. Queen of Heart Academy Cavite
33. Raya School 34. San Beda College 35. St. Mary’s University – Nueva
Vizcaya 36. St. Paul University Manila37. Technological University of the
Philippines 38. TESDA 39. University of Asia and the
Pacific 40. University of Santo Tomas 41. University of the East42. UP Diliman 43. UP Integrated School 44. UP Los Baños 45. UP Manila 46. UP NISMED 47. UP Open University 48. USAID49. Xavier School
DEPARTMENT OF EDUCATION
The Curriculum Guide Process
DEPARTMENT OF EDUCATION
1. Content and Skills Review
Draft 1
Comments
Draft 2
Final Curriculum Guide
Technical Panel/Technical Committee/Drafting Committee
Review of CGs
Return to crafters of Draft 1
DepEd reads comments in a Curriculum Finalization Workshop
STEPS OUTPUT
2. Language Review
The Curriculum Guide Process
3. Copy and Proofreading
Select language editors
Send Curriculum Guides to selected language editors
Encoders key in revisions
DEPARTMENT OF EDUCATION
Coding of Learning Competencies of the Curriculum Guide per Learning Area. Ensure continuity of curriculum across stages See the interlacing connections and integration
across grade levels and learning areas Decongest the curriculum Identify the competencies without learning
materials and create materials for them
DEPARTMENT OF EDUCATION
Coding System
Sample Curriculum Guide
K to 12 Curriculum Guides
DEPARTMENT OF EDUCATION
Download them at: http://www.deped.gov.ph/k-to-12/About/curriculum-guides
Senior High School (SHS) Curriculum and Program
Requirements
SKILLSInformation, Media, and Technology Skills
Learning and Innovation SkillsCommunication SkillsLife and Career Skills
LEARNING AREASLanguage
Technology and Livelihood Education (TLE)Mathematics and Science
Arts and Humanities
Materials, Facilities,
and Equipment
ICTEnvironment Assessment
School Leadership
and Management
Schools Divisions Technical
Assistance
Community-Industry
Relevance and
Partnerships
Teachers
The K to 12 Philippine Basic Education Curriculum Framework
DEPARTMENT OF EDUCATION
Monitoring and Evaluation System
Curriculum Support System
Being and Becoming a Whole Person
Holistically Developed Filipino with 21st Century Skills
Senior High School Curriculum
DEPARTMENT OF EDUCATION
*The Academic track includes four (4) strands: Accountancy, Business and Management (ABM); General Academic; Humanities and Social Science (HUMSS); and Science, Technology, Engineering and Mathematics (STEM).
The Proposed Grades 11 and 12 will have 31 80-hour subjects, totalling 2,480 hours.
15Core Subjects
16Track Subjects
7Applied Track
Subjects
9Specialized
subjects
31 TOTAL SUBJECTS
Each subject will have 80 hours per semesterP.E. and Health will have 20 hours per semester for 4 semesters
DEPARTMENT OF EDUCATION
Core Subjects
AppliedTrack Subjects
SpecializedTrack Subjects
DEPARTMENT OF EDUCATION
same competencie
ssame
competencies
different competencie
s
same content
different content
different content
Senior High School Subjects
Senior High School Core SubjectsCore Learning Areas and Subjects hours per
semester
Language
Oral Communication 80Reading & Writing 80Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino 80Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik 80
Humanities 21st Century Literature from the Philippines and the World 80Contemporary Philippine Arts from the Regions 80
Communication Media & Information Literacy 80
Mathematics General Mathematics 80Statistics & Probability 80
ScienceEarth and Life Science (Lecture and Laboratory) 80Physical Science (Lecture and Laboratory) 80
Social SciencePersonal Development / Pansariling Kaunlaran 80Understanding Culture, Society and Politics 80
Philosophy Introduction to the Philosophy of the Human Person / Pambungad sa Pilosopiya ng Tao 80
PE and Health Physical Education and Health 20CORE Total Number of Hours 1,200
TRACK Total Number of Hours 1,280Total Number of Hours (CORE + TRACK) 2,480
Total Hours (CORE + TRACK) divided by Number of School Days in SHS (400) = average hours/day 6.2DEPARTMENT OF EDUCATION
Each subject will have 80 hours per semester
Applied Track Subjects
DEPARTMENT OF EDUCATION
Academic, Technical-Vocational-Livelihood, Sports, Arts & Design Tracks
1 English for Academic and Professional Purposes
2 Practical Research 1
3 Practical Research 2
4 Filipino sa Piling Larangan (Akademik, Isports, Sining at Tech-Voc)
5 Empowerment Technologies (for the Strand)
6 Entrepreneurship
7 Inquiries, Investigations and Immersion
Academic TrackSpecialized Subjects
General Academic Strand
8 Strand 1 Humanities 1
9 Strand 2 Humanities 2
10 Strand 3 Social Science 1
11 Strand 4 Applied Economics
12 Strand 5 Organization and Management
13 Strand 6 Disaster Readiness and Risk Reduction
14 Strand 7 Elective 1 (from any Track/Strand)
15 Strand 8 Elective 2 (from any Track/Strand)
16 Strand 9Work Immersion/Research/Career Advocacy/Culminating ActivityEach subject will have 80 hours per semester
DEPARTMENT OF EDUCATION
Academic TrackSpecialized Subjects
Accountancy, Business and Management Strand
8 ABM Strand 1 Applied Economics
9 ABM Strand 2 Business Ethics and Social Responsibility
10 ABM Strand 3 Fundamentals of Accountancy, Business and Management 1
11 ABM Strand 4 Fundamentals of Accountancy, Business and Management 2
12 ABM Strand 5 Business Math
13 ABM Strand 6 Business Finance
14 ABM Strand 7 Organization and Management
15 ABM Strand 8 Principles of Marketing
16 ABM Strand 9Work Immersion/Research/Career Advocacy/Culminating Activityi.e. Business Enterprise Simulation
Each subject will have 80 hours per semester
DEPARTMENT OF EDUCATION
Senior High School Core Subjects for the STEM Strand
DEPARTMENT OF EDUCATION
Core Learning Areas and Subjects hours per semester
Language
Oral Communication 80Reading & Writing 80Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino 80Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik 80
Humanities 21st Century Literature from the Philippines and the World 80Contemporary Philippine Arts from the Regions 80
Communication Media & Information Literacy 80
Mathematics General Mathematics 80Statistics & Probability 80
ScienceEarth Science 80Disaster Readiness and Risk Reduction 80
Social SciencePersonal Development / Pansariling Kaunlaran 80Understanding Culture, Society and Politics 80
Philosophy Introduction to Philosophy of the Human Person / Pambungad sa Pilosopiya ng Tao 80
PE and Health Physical Education and Health 20CORE Total Number of Hours 1,200
TRACK Total Number of Hours 1,280Total Number of Hours (CORE + TRACK) 2,480
Total Hours (CORE + TRACK) divided by Number of School Days in SHS (400) = average hours/day 6.2DEPARTMENT OF EDUCATION
Academic TrackSpecialized Subjects
Science, Technology, Engineering and Mathematics Strand
8 STEM Strand 1 Pre-Calculus
9 STEM Strand 2 Basic Calculus
10 STEM Strand 3 General Biology 1
11 STEM Strand 4 General Biology 2
12 STEM Strand 5 General Physics 1
13 STEM Strand 6 General Physics 2
14 STEM Strand 7 General Chemistry 1
15 STEM Strand 8 General Chemistry 2
16 STEM Strand 9Work Immersion/Research/Career Advocacy/Culminating Activity
Each subject will have 80 hours per semester
DEPARTMENT OF EDUCATION
Academic TrackSpecialized Subjects
Humanities and Social Sciences Strand8 HUMSS Strand 1 Creative Writing /Malikhaing Pagsulat
9 HUMSS Strand 2 Creative Nonfiction
10 HUMSS Strand 3 Introduction to World Religions and Belief Systems
11 HUMSS Strand 4 Trends, Networks and Critical Thinking in the 21st Century
12 HUMSS Strand 5 Philippine Politics and Governance
13 HUMSS Strand 6 Community Engagement, Solidarity, and Citizenship
14 HUMSS Strand 7 Disciplines and Ideas in the Social Sciences
15 HUMSS Strand 8 Disciplines and Ideas in the Applied Social Sciences
16 HUMSS Strand 9Work Immersion/Research/Career Advocacy/Culminating Activity
Each subject will have 80 hours per semester
DEPARTMENT OF EDUCATION
Arts and Design TrackSpecialized Subjects
Each subject will have 80 hours per semester except Apprenticeship and Exploration of Different Arts Fields which will have 160 hours
DEPARTMENT OF EDUCATION
Arts and Design Track
8 Arts Track 1Creative Industries I: Arts and Design Appreciation and Production
9 Arts Track 2 Creative Industries II: Performing Arts
10 Arts Track 3 Physical and Personal Development in the Arts
11 Arts Track 4 Developing Filipino Identity in the Arts
12 Arts Track 5Integrating the Elements and Principles of Organization in the Arts
13 Arts Track 6 Leadership and Management in Different Arts Fields
14 Arts Track 7Immersion and Exploration of Different Arts Fields
15 Arts Track 8
16 Arts Track 9Work Immersion/Research/Career Advocacy/Culminating ActivityExhibit for Arts Production/ Performing Arts Production
Sports TrackSpecialized Subjects
Each subject will have 80 hours per semester
DEPARTMENT OF EDUCATION
Sports Track8 Sports Track 1 Safety and First Aid
9 Sports Track 2 Human Movement
10 Sports Track 3 Fundamentals of Coaching
11 Sports Track 4 Sports Officiating and Activity Management
12 Sports Track 5 Fitness, Sports and Recreation Leadership
13 Sports Track 6 Psychosocial Aspects of Sports and Exercise
14 Sports Track 7 Fitness Testing and Exercise Programming
15 Sports Track 8 Practicum (in-campus)
16 Sports Track 9Work Immersion/Research/Career Advocacy/Culminating Activity
Technical-Vocational-Livelihood TrackTESDA Training Regulations-Based Specializations
HE ICT Agri-Fishery Arts Industrial Arts1. Beauty/Nail Care2. Wellness Massage3. Dressmaking4. Front Office Services5. Travel Services6. Cookery7. Household Services8. Hairdressing9. Tailoring10.Caregiving11.Food and Beverage
Services12.Bread and Pastry
Production13.Housekeeping14.Tour Guiding Services15.Tourism Production16.Attractions and Theme
Parks Tourism17.Handicraft (Needlecraft)18.Handicraft (Fashion
Accessories and Paper Craft)
19.Handicraft (Woodcraft)
1. ComputerHardware Servicing
2. Illustration3. Technical
Drafting4. Contact Center
Services5. Computer
Programming6. Medical
Transcription7. Animation
AGRICROP PRODUCTION1. Crop Production2. Horticulture3. Landscape Installation and
Maintenance4. Organic Agriculture Production5. Pest Management6. Rice Machinery Operation
1. Masonry2. Automotive Servicing3. Refrigeration and Air-
Conditioning4. Consumer Electronics
Servicing5. Electrical Installation
and Maintenance6. Shielded Metal-Arc
Welding7. Carpentry8. Plumbing (NC I)9. Plumbing (NC II)10.Tile Setting
ANIMAL PRODUCTION1. Animal Production2. Artifical Insemmination3. Raising Large Ruminants (Dairy
Cattle and Buffaloes)4. Raising Swine5. SlaughteringFISH PRODUCTION1. Aquaculture2. Food (Fish) Processing 3. Fish Nursery Operation4. Fish or Shrimp Grow Out
Operation5. Fishport/Wharf Operation
DEPARTMENT OF EDUCATION
Each subject will have 80 hours per semester.
Technical-Vocational-Livelihood Track 29 New Specializations with Curriculum Guides
TESDA Training Regulations-Based Specializations
DEPARTMENT OF EDUCATION
Each subject will have 80
hours per semester.
HE ICT Agri-Fishery Arts Industrial Arts1. Fashion Design (NC III)2. Hairdressing (NC III)3. Barbering (NC II)4. Bartending (NC II)5. Commercial Cooking
(NC III)6. Event Management
Services (NC III)
1. Broadband Installation (Fixed Wireless Systems) (NC II)
2. Telecom OSP and Subscriber Line Installation (Copper Cable/POTS and DSL) (NC II)
3. Telecom OSP Installation (Fiber Optic Cable) (NC II)
4. Electric Power Distribution Line Construction (NC II)
1. Fishing Gear Repair and Maintenance (NC III)
2. Agricultural Crop Production (NC III)
3. Horticulture (NC III)4. Animal Health Care
Management (NC III)5. Rubber Production (NC
I)6. Rubber Processing (NC
II)7. Fish Products
Packaging (NC II)
1. Automotive Servicing (NC II)
2. Motorcycle/Small Engine Servicing (NC II)
3. Driving (NC II)4. Construction Painting
(NC II)5. Carpentry (NC III)6. Instrumentation and
Control Servicing (NC II)7. Mechatronics Servicing
(NC II)8. Machining (NC II)9. Gas Metal Arc Welding
(GMAW) (NC II)10.Gas Tungsten Arc
Welding (GTAW) (NC II)11.RAC (PACU/CRE)
Servicing (NC II)Each subject will have 80 hours per semester.
Curriculum Flexibilities
DEPARTMENT OF EDUCATION
For core subjects 2 substitutionsFor an existing strand and only for specialized subjects(different content, different competencies)
3 substitutions
For a new strand 9 new specialized subjects or acombination of new and existing subjects for other strands
Number of hours per subject 1. constitutes total number of hours spent on the course for the semester
2. may be a combination of lecture and laboratory, field work, project work, etc.
Work Immersion/Research/Career Advocacy/CulminatingActivity
1. May be scheduled in coordinationwith industry partners
2. May be a combination of activities3. Must be clearly structured
CBCP Curriculum ComparisonCore Subjects
DEPARTMENT OF EDUCATION
CBCP Curriculum ComparisonApplied Subjects
DEPARTMENT OF EDUCATION
CBCP Curriculum ComparisonSpecialized Subjects
DEPARTMENT OF EDUCATION
Grade 11 Grade 12
1st Semester 2nd Semester 1st Semester 2nd Semester
Intro to Philosophy(Historical)
Intro to Philosophy(Thematic) Logic 1 (Traditional) Logic 2
Latin 1 Latin 2
Fundamentals of Prayers Fundamentals of Faith
Research Writing
CBCP Curriculum ComparisonSpecialized Subjects compared to HUMSS
DEPARTMENT OF EDUCATION
CBCP Curriculum ComparisonSpecialized Subjects compared to GAS
DEPARTMENT OF EDUCATION
K to 12 Assessment Framework
DEPARTMENT OF EDUCATION
1. Exit Assessment from Basic Education
2. Program Specific Assessments
1. National Certificate
2. Entry Assessment for Work Skills
Entry Assessment for Work Skills National Certificate
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Assessment
DEPARTMENT OF EDUCATION
FORM
ALNON‐FORM
ALSPED
CARE
Grades 7 to 10Regular JHSJHS with Special Programs
Science High SchoolsTech‐Voc JHS
Integrated Programs Basic Literacy Programs
Informal Education Programs
A & E JHS
Assessment and Intervention Programs
Hospital/ Institutional Care/ Home Care Programs
Grades 11 and 12GAS SHSHUMSS SHS
ABM SHS
STEM SHS
Sports SHS
Arts and Design SHS
TVL SHS
?
Assessment and Intervention Programs
Hospital/ Institutional Care/ Home Care Programs
Beyond DepEdHigher
Education
Middle Skills Development
Work
Continuing Education
Interest Assessm
ent
Nationa
l Career A
ssessm
ent E
xamination (NCA
E)
Hiring processes for work readinessHiring processes for work readiness
System Evaluation
System Evaluation
ECCD
ECCD Programs
?
ECCD Early Assessment and Intervention Programs
Hospital/ Institutional Care/ Home Care Programs
Kinder to Grade 6
Regular Elementary ProgramsMultigrade Elementary ProgramIntegrated Programs
Basic Literacy Programs
Informal Education Programs
A & E Elementary
Assessment and Intervention Programs
Hospital/ Institutional Care/ Home Care Programs
Scho
ol Entry
Assessmen
tsScho
ol Entry
Assessmen
ts
System Evaluation
Elem
entary Exit A
ssessm
ent
Exit Assessmen
t from Basic Edu
catio
n
Program Specific Assessments
Program Specific Assessments
Admissions to Higher EducationAdmissions to
Higher Education
Entry Assessment for Work Skills
Entry Assessment for Work Skills
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1. Finalized the assessment frameworka. Curriculum exits have corresponding assessmentsb. Identified possible pathways and corresponding assessments
Assessment
ASSESSMENT (Formal and
Alternative Learning System)
CURRICULUM(Formal and
Alternative Learning System)
Essential Skills connect curriculum and assessment in both Formal and Alternative Learning Systems.
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2. Identified essential skills and content per subject per key stage
Assessment
DEPARTMENT OF EDUCATION
3. Constructed the assessment cube based on the collated essential skillsAssessment
Information, Media and Technology SkillsLearning and Innovation Skills
Communication SkillsLife and Career Skills
Information, Media and Technology SkillsLearning and Innovation Skills
Communication SkillsLife and Career Skills
Information, Media and Technology SkillsLearning and Innovation Skills
Communication SkillsLife and Career Skills
Information, Media and Technology SkillsLearning and Innovation Skills
Communication SkillsLife and Career Skills
Math Communication Skills K to 61. Representing numbers using models, diagrams and symbols2. Representing operations using models, diagrams and symbols3. Displaying data 4. Interpreting5. Giving descriptive information6. Making connections7. Communicating results 39
Classroom Assessment in the K to 12 Basic Education Program
40
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DepEd Order No. 8 s. 2015Policy Guidelines on Classroom Assessment
for the K to 12 Basic Education Program
Zone of Proximal Development (Vygotsky, 1978)1. Appropriate assessment is committed to
a. ensuring learners’ success to move from guided to independent display of knowledge, understanding, and skills
b. enabling learners to transfer knowledge, understanding and skills successfully in future situations
2. Assessment facilitates the development of learners’ higher order thinking and 21st-century skills.
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Theoretical Basis
DEPARTMENT OF EDUCATION
Assessment in the K to 12 Basic Education Program recognizes: 1. diversity of learners inside the classroom
2. the need for multiple ways of measuring their varying abilities and learning potentials
3. the role of learners as co-participants in the assessment process
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Assessment in the K to 12 Basic Education Program
DEPARTMENT OF EDUCATION
1 2 3
A B C
1. Assessment is a joint process that involves both teachers and learners.
2. It should be in unity with instruction.
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What is Classroom Assessment?
DEPARTMENT OF EDUCATION
Instruction
Assessment
3. It is used to track learner progress in relation to learning standards and development of 21st-century skills.
4. It provides bases for the profiling of student performance on the learning competencies and standards of the curriculum.
5. It promotes self-reflection and personal accountability among students about their own learning.
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What is Classroom Assessment?
DEPARTMENT OF EDUCATION
A B C
Learning Standards
Development of 21st-century skills
6. Classroom assessment is a process of identifying, gathering, organizing and interpreting quantitative and qualitative information about what learners know and can do.
7. Classroom assessment methods should be consistent with curriculum standards.
8. It measures achievement of competencies by the learners.
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What is Classroom Assessment?
quantitative information
qualitative informatio
n
classroom assessment methods
curriculum standards
achieved competencies
✔
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What is assessed in the classroom?
DEPARTMENT OF EDUCATION
Content Standards1. These cover a
specified scope of sequential topics within each learning strand, domain, theme or component.
2. They answer the question “What should learners know?”
Content Standards1. These cover a
specified scope of sequential topics within each learning strand, domain, theme or component.
2. They answer the question “What should learners know?”
Performance Standards1.These describe the abilities and
skills that learners are expected to demonstrate in relation to the content standards and integration of 21st-century skills.
2.They answer the following questions:i. What can learners do with
what they know?ii. How well must learners do
their work?iii. How well do learners use
their learning or understanding in different situations?
iv. How do learners apply their learning or understanding in real-life contexts?
v. What tools and measures should the learners use to demonstrate what they
Performance Standards1.These describe the abilities and
skills that learners are expected to demonstrate in relation to the content standards and integration of 21st-century skills.
2.They answer the following questions:i. What can learners do with
what they know?ii. How well must learners do
their work?iii. How well do learners use
their learning or understanding in different situations?
iv. How do learners apply their learning or understanding in real-life contexts?
v. What tools and measures should the learners use to demonstrate what they
Learning Competencies
Learning competencies refer to the knowledge, understanding, skills and attitudes that learners need to demonstrate in every lesson and/or learning activity.
Learning Competencies
Learning competencies refer to the knowledge, understanding, skills and attitudes that learners need to demonstrate in every lesson and/or learning activity.
To align the assessment process with the K to 12 curriculum, the adapted Cognitive Process Dimensions may be used as a guide in the formulation of assessment tasks and activities.
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What is assessed in the classroom?
DEPARTMENT OF EDUCATION
Remembering
The learner can recall information and retrieve relevant knowledge from long-term memory: identify, retrieve, recognize, duplicate, list, memorize, repeat, reproduce
Understanding
The learner can construct meaning from oral, written and graphic messages: interpret, exemplify, classify, summarize, infer, compare, explain, paraphrase, discuss
ApplyingThe learner can use information to undertake a procedure in familiar situations or in a new way: execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discover
AnalyzingThe learner can distinguish between parts and determine how they relate to one another, and to the overall structure and purpose: differentiate, distinguish, compare, contrast, organize, outline, attribute, deconstruct
Evaluating The learner can make judgments and justify decisions: coordinate, measure, detect, defend, judge, argue, debate, critique, appraise, evaluate
CreatingThe learner can put elements together to form a functional whole, create a new product or point of view: generate, hypothesize, plan, design, develop, produce, construct, formulate, assemble, design, devise
What is the connection between and among Curriculum Standards, Cognitive Process Dimensions and KPUP?
DEPARTMENT OF EDUCATION
Curriculum Standards
Cognitive Process DimensionsLevels of Assessment (DO 73, s. 2012)
Content Standards“What should the learners know?”
Performance Standard“What can learners do with what they know?”
ApplyingThe learner can execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discoverAnalyzing
Evaluating
Creating
RememberingThe learner can identify, retrieve, recognize, duplicate, list, memorize, repeat, reproduce
Understanding
Knowledge1. “What should students
know?” 2. “How are they to
express or provide evidence of what they know?”
What is the connection between and among Curriculum Standards, Cognitive Process Dimensions and KPUP?
DEPARTMENT OF EDUCATION
Curriculum Standards
Cognitive Process DimensionsLevels of Assessment (DO 73, s. 2012)
Content Standards“What should the learners know?”
Performance Standard1. “How well do
learners use their learning or understanding in different situations?”
2. “How do learners apply their learning or understanding in real-life contexts?”
ApplyingThe learner can execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discover
AnalyzingThe learner can differentiate, distinguish, compare, contrast, organize, outline
Evaluating
Creating
Remembering
UnderstandingThe learner can interpret, classify, summarize, infer, compare, explain, paraphrase
Process1. “What can students do
with the information or facts they have in relation to familiar situations?”
2. “What are the evidence of what they can do with the information and facts they have?”
What is the connection between and among Curriculum Standards, Cognitive Process Dimensions and KPUP?
DEPARTMENT OF EDUCATION
Curriculum Standards
Cognitive Process DimensionsLevels of Assessment (DO 73, s. 2012)
Content Standards“What should the learners know?”
Performance Standard1. “What can
learners do with what they know?”
2. “How well must learners do their work?”
3. “How well do learners use their learning or understanding in different situations?”
ApplyingThe learner can demonstrate, dramatize, interpret, illustrate, convert, discover
AnalyzingThe learner can differentiate, distinguish, compare, contrast, organize, outline, attributeEvaluatingThe learner can coordinate, measure, detect, judge, argue, debate, critique, evaluate
Creating
Remembering
UnderstandingThe learner can interpret, exemplify, infer summarize, compare, explain, paraphrase
Understanding1. “What breadth
(connection to a wider context) and depth (insights and reflection) of understanding do the students have regarding the information and facts that they know?”
2. “What are the evidence of the breadth and depth understanding that the students have reached?”
What is the connection between and among Curriculum Standards, Cognitive Process Dimensions and KPUP?
DEPARTMENT OF EDUCATION
Curriculum Standards
Cognitive Process DimensionsLevels of Assessment (DO 73, s. 2012)
Content Standards“What should the learners know?”
Performance Standard1. “How well do
learners use their learning or understanding in different situations?”
2. “How do learners apply their learning or understanding in real-life contexts?”
3. “What tools and measures should learners use to demonstrate what they know?”
ApplyingThe learner can execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discoverAnalyzing
Evaluating
CreatingThe learner can generate, hypothesize, plan, design, develop, produce, construct, formulate, assemble, design, devise
Remembering
Understanding
Performance orProduct1. “What innovations in
terms of products and performances are learners able to do?”
2. “What are the evidence that the learners can use or transfer their learning in real-life and/or different situations?”
Formative Assessment1. According to the UNESCO Program on Teaching
and Learning for a Sustainable Future (UNESCO-TLSF):a. Formative assessment refers to ongoing forms
of assessment closely linked to the learning process.
b. It is informal.2. It provides immediate feedback to both learner
and teacher.3. It helps prepare learners for summative
assessments.4 It is recorded but not included as basis for
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How are learners assessed in the classroom?
DEPARTMENT OF EDUCATION
Purposes of Formative Assessment
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How are learners assessed in the classroom?
DEPARTMENT OF EDUCATION
lesson
beforethe lesson
duringthe lesson
after the lesson
For the Learner For the Teacher1. Know what s/he
knows about the topic/lesson
2. Understand the purpose of the lesson and how to do well in the lesson
3. Identify ideas or concepts s/he misunderstands
4. Identify barriers to learning
1. Get information about what the learner already knows and can do about the new lesson
2. Share learning intentions and success criteria to the learners
3. Determine misconceptions
4. Identify what hinders learning
Purposes of Formative Assessment
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How are learners assessed in the classroom?
DEPARTMENT OF EDUCATION
lesson
beforethe lesson
duringthe lesson
after the lesson
For the Learner1. Identify one’s strengths
and weaknesses 2. Identify barriers to
learning3. Identify factors that help
him/her learn4. Know what s/he knows
and does not know5. Monitor his/her own
progress
For the Teacher1. Provide immediate
feedback to learners2. Identify what hinders
learning3. Identify what facilitates
learning4. Identify learning gaps5. Track learner progress in
comparison to formative assessment results prior to the lesson proper
6. To make decisions on whether to proceed with the next lesson, re-teach, or provide for corrective measures or reinforcements
Purposes of Formative Assessment
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How are learners assessed in the classroom?
DEPARTMENT OF EDUCATION
lesson
beforethe lesson
duringthe lesson
after the lesson
For the Learner For the Teacher1. Tell and recognize
whether s/he met learning objectives and success criteria
2. Seek support through remediation, enrichment, or other strategies
1. Assess whether learning objectives have been met for a specified duration
2. Remediate and/or enrich with appropriate strategies as needed
3. Evaluate whether learning intentions and success criteria have been met
Summative Assessment1. Summative Assessment may be seen as
assessment of learning which occurs at the end of a particular unit.
2. It usually occurs towards the end of a period of learning in order to describe the standard reached by the learner.
3. Judgements derived from summative assessment are usually for the benefit of people other than the learner (UNESCO-TLSF).
4. Results of summative assessment are recorded and are included in the computation f h f l d
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How are learners assessed in the classroom?
Components of Summative Assessment
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How are learners assessed in the classroom?
Performance Tasks
Quarterly Assessment
Written Work
1.Ensures that students are able to express learned skills and concepts in written form.
2.May include essays, written report, long quizzes and other written output
1. Allows learners to show what they know and are able to do in diverse ways
2. Learners may create or innovate products or do performance-based tasks
3. Written output may also be considered as performance tasks
1. Measures student learning at the end of the quarter
2. This may be in the form of objective tests, f b d b
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How are learners assessed in the classroom?
DEPARTMENT OF EDUCATION
Individual Assessment
Collaborative Assessment
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What is the Grading System?
DEPARTMENT OF EDUCATION
Kindergarten
Checklists, anecdotal records and portfolios are used instead of numerical grades which are based on the Kindergarten curriculum guide.
Grades 1 to 12
1. Learners are graded on three components every quarter: Written Work, Performance Tasks and Quarterly Assessment.
2. These components are given specific weights which vary.
3. All grades will be based on weighted raw score of the learner’s summative assessments
4. The minimum grade needed to pass a specific learning area is 60 which is then transmuted to 75 in the report card.
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How is learner progress recorded and computed?
Transmute the Initial Grade using the given Transmutation Table in Appendix B of DepEd Order No. 8
s 2015
Add the Weighted Scores of each component. The result will be the Initial Grade.
Convert Percentage Scores to Weighted Score. Multiply the Percentage Score by the weight of the component
indicated in Tables 4 and 5 of the Classroom Assessment Policy.
Divide the total raw score by the highest possible score then multiply the quotient by 100%. This will result in a
Percentage Score.
Add the grades from all learner’s work. This will result in the total score for each component.
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How are grades computed at the end of the School Year?
DEPARTMENT OF EDUCATION
KindergartenChecklists, anecdotal records and portfolios are presented to the parents at the end of each quarter for discussion.
Grades 1 to 10
1. The average of the Quarterly Grades produces the Final Grade.
2. The General Average is computed by dividing the sum of all final grades by the total number of learning areas. Each learning area has equal weight.
Grades 11 to 12
1. The average of the Quarterly Grades produces the Semestral Final Grade.
2. The General Average is computed by dividing the sum of all Semestral Final Grades by the total number of learning areas.
The summary of learner progress is shown quarterly to parents and guardians through a parent-teacher conference, in which the report card is discussed.
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How is the learner’s progress reported?
DEPARTMENT OF EDUCATION
Descriptor Grading ScaleOutstanding 90-100
Very Satisfactory 85-89
Satisfactory 80-84
Fairly Satisfactory 75-79
Did Not Meet Expectations Below 75
1. Summative Assessments are also given during remedial classes. These are computed, weighted and transmuted in the same way as the Quarterly Grade.
2. The equivalent of the Final Grade for remedial classes is the Remedial Class Mark.
3. The Final Grade at the end of the School Year and the Remedial Class Mark are averaged.
4. If the Recomputed Final Grade is 75 or better:
5. If the Recomputed Final Grade is below 75:
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How are learners promoted and retained at the end of the School Year?
Grades 1 to 10 Student is promoted to next grade levelGrades 11 to 12(for subjects that are pre-requisites for other subjects)
Student is able to enroll in the higherlevel learning area
Grades 1 to 10 Student is retained in the grade level
Grades 11 to 12 Student needs to retake the subject.
Grades 11 to 12 (for subjects that are pre-requisites for other subjects)
Student will not be allowed to enroll in the higher level learning area
Sample Scenario 1 for Senior High School:Grade 11 1st Semester of STEM Track
The learner will have to: 1. Take remedial classes/sessions for specific competencies failed.2. Re-take Pre-Calculus as a back subject.
Guidance teachers/career advocates must provide support to the Senior High School student for his/her choices in Senior High School tracks.
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How are learners promoted and retained at the end of the School Year?
Subjects Third Quarter Fourth Quarter Semestral Final Grade
Core SubjectsOral Communication in Context 85 85 85Komunikasyon at Pananaliksiksa Wika at Kulturang Pilipino 84 80 82
General Mathematics 81 81 81Earth Science 79 73 76Introduction to the Philosophy of the Human Person 88 90 89
PE and Health 90 88 89Applied and Specialized Track Subjects
Empowerment Technologies (for the Strand) 80 83 82
Pre-Calculus 74 73 74
Sample Scenario 2 for Senior High School:Grade 11 2nd Semester of STEM Track
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How are learners promoted and retained at the end of the School Year?
DEPARTMENT OF EDUCATION
Subjects Third Quarter Fourth Quarter
Semestral Final Grade
Core SubjectsReading and Writing Skills 80 83 82
Pagbasa at Pagsusuri ngIba’t-ibang Teksto Tungosa Pananaliksik
86 85 86
Disaster Readiness and Risk Reduction 82 87 85
Personal Development 71 73 72PE and Health 90 88 89
Applied and Specialized Track SubjectsPractical Research 1 80 83 82Basic Calculus 87 88 88General Chemistry 1 78 70 74
After remedial classes, Learner A gets the following grades:
Learner A has to retake both learning areas in the next semester.
After remedial classes, Learner B gets the following grades:
Learner B has to retake Personal Development but can now enroll in General Chemistry 2. 67
How are learners promoted and retained at the end of the School Year?
Learning Area Final Grade Remedial Class Mark
Recomputed Final Grade
Personal Development 72 76 74
General Chemistry 1 74 74 74
Learning Area Final Grade Remedial Class Mark
Recomputed Final Grade
Personal Development 72 76 74
General Chemistry 1 74 78 76
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How are the Core Values of the Filipino child reflected in the Report Card?
DEPARTMENT OF EDUCATION
Maka-Diyos Makakalikasan
Makatao Makabansa
1. Development of learners’ cognitive competencies and skills must be complemented by the formation of their values and attitudes anchored on the Vision, Mission and Core Values of the Department of Education (DepEd Order No. 36, s. 2013).
2. Core Values have been translated into behavior statements and indicators have been formulated for each behavior statement.
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How are the Core Values of the Filipino child reflected in the Report Card?
DEPARTMENT OF EDUCATION
Core Values
Behavior Statements Indicators
Makatao
Is sensitive to individual, social and cultural differences
1. Shows respect for all2. Waits for one’s turn3. Takes good care of borrowed things4. Views mistakes as learning opportunities5. Upholds and respects the dignity and equality of all including those
with special needs6. Volunteers to assist others in times of need7. Recognizes and respects people from different economic, social, and
cultural backgroundsDemonstrates contributions towards solidarity
1. Cooperates during activities2. Recognizes and accepts the contribution of others towards a goal3. Considers diverse views4. Communicates respectfully 5. Accepts defeat and celebrates others’ success6. Enables others to succeed7. Speaks out against and prevents bullying
3.Non-DepEd schools may modify or adapt these guidelines as appropriate to the Philosophy, Vision, Mission and Core Values of their schools.
4.Schools may craft additional indicators for the behavior statements.
5.Schools must ensure that these are child-centered, gender-fair, and age- and culture-appropriate.
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How are the Core Values of the Filipino child reflected in the Report Card?
DEPARTMENT OF EDUCATION
6. A non-numerical rating scale will be used to report on learners’ behavior demonstrating the Core Values.
7. The Class Adviser and other teachers shall agree on how to conduct these observations and discuss how each child will be rated.
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How are the Core Values of the Filipino child reflected in the Report Card?
DEPARTMENT OF EDUCATION
Marking Non-Numerical RatingAO Always ObservedSO Sometimes ObservedRO Rarely ObservedNO Not Observed
1. Learners’ attendance shall be recorded by teachers daily.
2. The attendance is reflected in the report card at the end of each quarter.
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How is attendance reported?
DEPARTMENT OF EDUCATION
Jun Jul Aug Sept Oct Nov Dec Jan Feb Mar TotalNo. of schooldays
21 21 22 21 21 20 14 21 21 18 200
No. of days present
21 21 22 21 21 20 11 21 21 18 197
No. of days absent
0 0 0 0 0 0 3 0 0 0 3
3. Incurred absences of more than 20% of the prescribed number of class or laboratory periods during the school year or semester will result in a failing grade.
3.Exemptions may be given by the school head should a learner have reasons considered valid by the school.
4.When absences cannot be avoided, the school must give the learner alternative methods and materials that correspond to the topics/competencies that were or will be missed. 73
How is attendance reported?
DEPARTMENT OF EDUCATION
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Sample Report Card Grades 11 to 12
DEPARTMENT OF EDUCATION
75
Sample Report Card Grades 11 to 12
DEPARTMENT OF EDUCATION
Maraming Salamat!
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The Filipino Reading Teacher’s Need for Sustained
Professional Development
OverviewA. Teacher as primary support system in the DepEd
framework1. Hiring guidelines2. National Educators Academy of the Philippines 3. Teacher Education Council
B. Teacher Professional Development (TPD) Models1. Cascade2. Teacher Induction Program for newly hired DepEd teachers
(to be revived)3. National English Proficiency Program (to be revived)4. Learning Action Cell
C. People DepEd needs1. Policy level2. Schools level
D. Research 1. Research Center for Teacher Quality 2. Assessment, Curriculum and Technology Research Centre
SKILLSInformation, Media, and Technology Skills
Learning and Innovation SkillsCommunication SkillsLife and Career Skills
LEARNING AREASLanguage
Technology and Livelihood Education (TLE)Mathematics and Science
Arts and Humanities
Materials, Facilities,
and Equipment
ICTEnvironment Assessment
School Leadership
and Management
Schools Divisions Technical
Assistance
Community-Industry
Relevance and
Partnerships
Teachers
The K to 12 Philippine Basic Education Curriculum Framework of the DepEd
DEPARTMENT OF EDUCATION
Monitoring and Evaluation System
Curriculum Support System
Being and Becoming a Whole Person
Holistically Developed Filipino with 21st Century Skills
D.O. No. 7, s. 2015HIRING GUIDELINES FOR TEACHER I POSITIONS
EFFECTIVE SCHOOL YEAR (SY) 2015-2016
Hiring Process of Teacher I Positions
Monitoring of Division Office Compliance with Hiring Guidelines by the Regional Office
Appointment of Qualified Applicants
Evaluation and Selection of Qualified Applicants
Verification and Validation of Documents Submitted
Announcement of Vacancies and Receipt of Applications
National Educators Academy of the Philippines (NEAP)
Created through Administrative Order 282, s. 1992, NEAP is tasked to:
1. Provide continuing strategic human resource development programs for school managers and leaders within context of emerging legitimate demands on scarce human and material resources;
2. Promote synergetic partnerships and linkages with centers of excellence locally and internationally, from both government and non-government sectors;
3. Develop programs that address career planning and pathing for potential educational managers and leaders;
4. Promote intellectual inquiry into non-traditional and innovative alternatives and strategies in educational management;
5. Serve as a venue and a forum for individual and institutional academic exchange;
6. Initiate an assessment and evaluation mechanism to ensure the sustenance of quality development, recruitment, selection, and promotion.
Teacher Education Council (TEC)
Created through Republic Act 7784, TEC is tasked to strengthen teacher education in the country and:
1. To design collaboration programs or projects that will enhance pre-service teacher training, re-training, orientation and teacher development.
2. To call upon any department, bureau office or government corporation, local government offices and agencies for assistance in area falling within their mandate.
Teacher Professional Development (TPD) Models
Cascade (NTOT and MTOT)
National English Proficiency
Program (NEPP)
Teacher Induction
Program (TIP)Learning Action
Cell (LAC)
Cascade Model
External Trainer
Master Trainers
Facility Trainers
Facility Staff
Teacher Induction ProgramTeacher Induction Program for new teachers (1-3 years in the service)
K to 12 Trainings
In Service Training (INSET) done twice a year (Summer and Semestral Break in October)
National English Proficiency Program (NEPP)
1.NEPP was designed to improve the English proficiency of our teachers, particularly those teaching Reading/English, Math and Science.
2. It was envisioned that the NEPP will eventually be a school-based English mentoring program that will be institutionalized in the schools and districts.
3.The high school level was targeted for 2003-2007, while the elementary level was for 2006-2011 in the 17 regions of the Philippines.
D.O. No. 12, s. 2015 Guidelines on the Early Language and, Literacy, and Numeracy Program: Professional Development ComponentAnnex 6: School-Based Learning Action Cell (SLAC) Guidelines
Learning Action Cell
Evaluation
1. Identification of training needs or problems of school personnel through TNA (may include instructional problems or least-learned skills, further training on subject matter content, etc.)
2. Setting desired objectives
3. Determining alternative strategies
1. Employment of appropriate strategies:
2. (e.g. Lectures, Discussion,
3. Practicum, Orientation,4. Meetings, Cliniquing,5. Coaching, Workshops,
etc.)6. Development of
instructional materials (IMs)
7. Utilization of IMs
1. Determining performance efficacy
2. (e.g. impact on students)
3. Assessment of training strategies
4. Application of skills learned in training
1. Corrective measures
2. Policy decisions
3. Reassignment4. Retraining
Follow-up
ImplementationPlanning
Framework for School or Cluster-Based INSET
DepEd Needs at the policy level
Teachers LM and TG Writers IM Reviewers
Trainer of Teachers
Supervisors within DepEd
Formative Assessment
Mentors
Reading coaches, mentors,
specialists
DepEd Needs in schools
Support mechanisms that will promote teacher professional development:
Supportive school heads/principals
Substitution mechanism
Technical assistance from Division Offices
in the form of competent supervision
Teacher-friendly academic loading
system
Opportunities for teacher professional
development and utilization of skills
learned
Research Center for Teacher Quality (RCTQ)
RCTQ was established through the efforts of the Science, ICT and Mathematics Education for Rural and Regional Australia (SiMERR) Research Centre based at the University of New England (UNE) in partnership with the Philippine Normal University (PNU), the National Center for Teacher Education.
ObjectivesTo assist in the implementation of the K to 12 Reform by providing nationally consistent policy advice focused on:
1. Pre-Service Teacher Growth and Development2. In-service Teacher Professional Growth and Development3. Teacher and Teacher Educator Subject and Academic
Renewal
Assessment, Curriculum and Technology Research Centre
1. ACTRC is a partnership between the University of Melbourne and the University of the Philippines.
2. The Centre is an Australian Aid initiative and seeks to advise and inform the Philippine system of education through curriculum, teaching and assessment research that is based on empirical studies of curriculum innovation and implementation.
Maraming Salamat!
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