k to 12 shs
TRANSCRIPT
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K TO 12: EDUCATION FOR TRANSFORMATION
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Core Curriculum and Career Paths
Grades 7-12
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Academic Specialization: Engineering/
S&T/Journalism/
Foreign LanguageTech-Voc
Specialization
Sports/Arts Specialization
Junior-Senior HS Curriculum
Academic AreasEnglishScienceMathematicsEsPFilipinoAraling PanlipunanTLEMAPEH
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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
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Grades 7-10Junior High School
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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.
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How will children learn?
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Goal-Setting
Students should be able to set their learning goals, track their progress, and be accountable for their learning outcomes.
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Content Standards
The content standards answer the question: “What do we want students to know, be able to do, and understand?”
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Performance Standards
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Digital Age Literacy Basic scientific, mathematical,
and technological literacies Visual and information literacies Cultural literacy and global
awareness
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Inventive Thinking Adaptability/ability to manage
complexity Curiosity, creativity, and risk
taking Higher-order thinking and sound
reasoning
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Effective Communication
Teaming, collaboration, and interpersonal skills
Personal and social responsibility Interactive communication skills
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High Productivity Ability to prioritize, plan, and
manage for results Effective use of real-world tools Ability to create relevant, high-
quality products
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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.
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Learning Resources
Modules Web-based resources and video
materials Textbooks may be used as
references
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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
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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.
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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.
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Instruction shall be differentiated.
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How will children be assessed and rated?
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Holistic Assessment Diagnostic (assessment for learning) Formative/Developmental
(assessment for and assessment as learning)
Summative/Evaluative (assessment of learning/assessment as learning)
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% 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%
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(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%)
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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)
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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.
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