SENIOR HIGH SCHOOLK to 12 Program

“A curriculum needs to be updated regularly, not only to incorporate new

knowledge but also to adapt to changing environmental, social, technological and

global contexts.”

-- Dr. Allan Bernardo

The Philippines is the only remaining country in Asia with a 10-year pre-university program.

Our graduates are being disadvantaged by their youth and inadequate preparation. . .

Only 23% who would proceed to tertiary education, usually have to undergo remedial and high school level classes in colleges and universities. Those who graduate (17%) may not be recognized as professionals abroad.

Why are we implementing 12 years of basic education and not 11 years?

•A 12-year program is found to be the adequate period for learning under basic education. It is also a standard for recognition of students and/or professionals abroad (i.e., the Bologna Process for the European Union and the Washington Accord for the United States).

•Other countries like Singapore have 11 years of compulsory education, but have 12 to 14 years of pre-university education, depending on the track.

•The Philippines is the LAST country in Asia and one of only three countries worldwide (the other two being Angola and Djibouti) with a 10-year pre-university cycle.

Washington Accord• prescribes 12 years of basic education as an

entry to recognition of engineering professionals

Bologna Accord• requires 12 years of education for

university admission and practice of profession in European countries

• starting 2010, undergraduate degrees in the Philippines are no longer recognized in most European countries

“We need to add two years to our basic education. Those who can afford pay up

to fourteen years of schooling before university. Thus, their children are getting

into the best universities and the best jobs after graduation. I want at least 12 years for our public school children to

give them an even chance at succeeding.”

-Pres. Benigno Simeon C. Aquino III

K-6-4-2 System

2 year

s

4 year

s

6 year

s

1 year

• Senior High School

• Junior High School

• Elementary

• Kindergarten

• Enhancement of the basic education curriculum

• Areas of specialization (electives)o Science and Technologyo Artso Sportso Journalismo Tech-Voco Foreign Languageo Entrepreneurshipo subjects for advanced placement

SENIOR HIGH SCHOOL

is two years of specialized upper secondary education; students may choose a specialization based on aptitude, interests, and school capacity. The choice of career track will define the content of the subjects a student will take in Grades 11 and 12. SHS subjects fall under either the Core Curriculum or specific Tracks.

CORE CURRICULUMa set of common academic subjects

required of all senior high school students regardless of track

o Languageso Literatureo Communicationo Mathematicso Philosophyo Natural Scienceso Social Sciences

Current content from some General Education subjects are embedded in the SHS curriculum.

CATEGORY SUBJECT NOMENCLATURE

Language

Oral Communication Reading and Writing Komunikasyon at Pananaliksik sa Wika at Kulturang

Filipino Pagbasa at Pagsuring Iba’t-Ibang Teksto Tungo sa

Pananaliksik

Humanities 21st Century Literature from the Philippines and the

World Contemporary Philippine Arts from the Regions

Communication

Media and Information Literacy

Mathematics General Mathematics Statistics and Probability

Science

Earth and Life Science Physical Science Earth Science (STEM Strand) Disaster Readiness and Risk Reduction (STEM Strand)

Social Science

Personal Development/ Pansariling Kaunlaran Understanding Culture, Society, and Politics

Philosophy  Introduction to Philosophy of the Human

Person / Pambungad sa Pilosopiya ng Tao

Physical Education and Health

CONTEXTUALIZED SUBJECTS

1.    English for Academic and Professional Purposes2.    Research in Daily Life 13.    Research in Daily Life 24.    Pagsulat sa Filipino sa Piling Larangan

• Akademik• Isports• Sining• Tech-Voc

5.    Empowerment Technologies (E-Tech): ICT for Professional Tracks

6.    Entrepreneurship7.    Research Project/Culminating Activity

TRACKa pathway that leads to a possible career

which a senior high school student chooses.

• AcademicStrand: a specialization within a track

o Business, Accountancy, Management (BAM)o Humanities, Education, Social Sciences (HESS)o Science, Technology, Engineering, Mathematics

(STEM)

• Technical-Vocational-Livelihood

• Sports and Arts

Students undergo immersion, which may include earn-while-you-learn opportunities, to provide them relevant exposure and actual experience in their chosen track.

Instruction that employs experiential learning to bridge the gap between theory and practice. It includes fieldwork and project-based or problem-based learning that simulates fieldwork.

IMMERSION

TECHNICAL-VOCATIONAL-LIVELIHOODA track that prepares a Senior High School student to become a job-ready, skilled, middle-level worker leading to an appropriate National Certificate from TESDA.

SPORTS AND ARTSA track that prepares a Senior High School student to participate in national or international athletic tournaments before and after graduation. A track that prepares a Senior High School student to participate creatively at a high artistic level in art activities such as, but not limited to, literature, dance, music, architecture, painting, sculpture, theater, television, film, and multimedia art.

ACADEMIC

A track that prepares a Senior High School student to continue immediately after graduation to higher education.

Humanities, Education, and Social Sciences (HESS)

A strand within the Academic Track that prepares a Senior High School student to pursue college degrees focusing on human individuals and societies, such as Bachelor of Arts and Bachelor of Science in Education.

Science, Technology, Engineering, and Mathematics (STEM)

A strand in the Academic Track that prepares a Senior High School student to pursue college degrees that focus on the natural world, such as Bachelor of Science. Included in this strand, in addition to the areas enumerated in the title, are the Health Sciences, Agricultural Sciences, and Information Technology.

Business, Accountancy, and Management (BAM)

A strand in the Academic Track that prepares the Senior High School student to pursue college

degrees that focus on business and industry, such as Bachelor of Science in Business Administration and Bachelor of Science in Accountancy.

STRAND SUBJECTS

Accountancy, Business and Management (ABM/BAM)

Applied Economics Business Ethics and Social Responsibility Fundamentals of Accountancy, Business and

Management 1 Fundamentals of Accountancy, Business and

Management 2 Business Math Organization and Management Principles of Marketing

Science, Technology,

Engineering and Mathematics

(STEM)

Pre-Calculus Basic Calculus General Biology 1 General Biology 2 General Physics 1 General Physics 2 General Chemistry 1 General Chemistry 2

Humanities and Social Science

(HUMSS) Under deliberation

General Academic

Under deliberation

Work Immersion/ Research/ Career Advocacy/ Culminating Activity

TRACK SUBJECTS

Sports

Safety and First Aid Human Movement Fundamentals of Coaching Sports Officiating and Activity Management Fitness, Sports, and Recreation Leadership Psychosocial Aspects of Sports and Exercise Fitness Testing and Exercise Programming Practicum (in campus)

Arts and Design

Creative Industries I: Arts and Design Appreciation and Production

Creative Industries II: Performing Arts Physical and Personal Development in the Arts Integrating the Elements and Principles of Organization in

the Arts Leadership and Management in Different Arts Fields Apprenticeship and Exploration of Different Arts Fields

Work Immersion/ Research/ Career Advocacy/ Culminating Activity

STRAND SPECIALIZATIONS

Home Economics

Hairdressing Tailoring Caregiving Food and Beverage Services Bread and Pastry Production Housekeeping Tour Guiding Services Travel Services Attractions and Theme Parks Tourism Handicraft

Fashion Accessories Paper Craft Woodcraft Leathercraft

Information and Communication

Technology

Computer Programming Medical Transcription Animation

Industrial Arts

Automotive Servicing Refrigeration and Air Conditioning Consumer Electronics Servicing Electrical Installation and Maintenance Shielded Metal Arc Welding Carpentry Plumbing Masonry Tile Setting

STRAND SPECIALIZATIONS

Agri-Fishery Arts

Agricrop ProductionHorticultureLandscape Installation and MaintenanceOrganic Agriculture ProductionPest ManagementRice Machinery Operation

Animal ProductionArtificial InseminationRaising Large RuminantsRaising SwineSlaughtering

Fish ProductionFish Nursery OperationFish or Shrimp Grow Out OperationFishport/ Wharf Operation

TVET (TECHNICAL VOCATIONAL EDUCATION & TRAINING) NATIONAL CERTIFICATE

Grade 10• Certificates of Competency (COC)• National Certificate Level I (NC I)

Grade 12• National Certificate Level II (NC II)

o provided he/she passes the competency-based assessment of the Technical Education and Skills Development Authority (TESDA)

NC I and NC II improves employability of graduates in fields like Agriculture, Electronics, and Trade.

PROMOTION AND RETENTION

Promotion and retention shall be by subject. Students whose proficiency level is Beginning (B) at the end of the quarter or grading period shall be required to undergo remediation after class hours so that they can immediately catch up as they move to the next grading period. If by the end of the year, the students are still at the beginning (B) level, then they shall be required to take summer classes.

GRADING SYSTEM

Levels of Proficiency:

• Beginning (B) – 74% & below

• Developing (D) -75-79%

• Approaching Proficiency (AP) - 80-84%

• Proficient (P) - 85-89%

• Advanced (A)- 90% & above

LEVELS OF ASSESSMENT

30%

30%

25%

15%

Products/PerformanceUnderstandingProcess/Skillsknowledge

KNOWLEDGE

• Content of curriculum, facts and information that students acquire

• What do we want students to know?o ex. paper & pencil tests, multiple choice, true or false

PROCESS

• Skills or cognitive operations that the students perform on facts & information for the purpose of constructing meanings

• What do we want students to do with what they know? How do we want them to provide evidence of what they can do with what they know?

o asking learners to outline, organize, analyze, interpret or translate, convert, or express the information in another forum or format, draw analogies, construct graphs, models , flowcharts

o focus of assessment is on how logically, analytically or critically students make sense of or process the information or use it

UNDERSTANDING

• Enduring big ideas, principles & generalizations inherent to the discipline

• What do we want students to understand?

• How do we want them to provide evidence of this understanding?

PRODUCTS/PERFORMANCE

• real-life application of understanding as evidenced by the students’ performance of authentic tasks

• What products or performance do we want students to produce as evidence of their learning or understanding?

• reflective of what students are able to do with their learning

TWO PROGRAMS FOR TRANSITION MANAGEMENT

Senior HS System Readiness Assessment

(1) To determine current absorptive capacity per region of all educational institutions (i.e. ‘supply’),

(2) To ascertain current industry & employment demand and anticipate future opportunities (i.e. ‘demand’)

(3) and to ensure the SHS system will be instrumental in adequately addressing both.

Modeling Best Practices For Senior High School

SY 2012-2013, there are 33 public high schools, public technical-vocational high schools, and higher education institutions (HEIs) that have implemented Grade 11. This is a Research and Design (R&D) program to simulate different aspects of Senior High School in preparation for full nationwide implementation in SY 2016-2017. Modeling programs offered by these schools are based on students’ interests, community needs, and their respective capacities.

NURTURING THE HOLISTICALLY DEVELOPED FILIPINO (COLLEGE AND LIVELIHOOD READINESS, 21ST CENTURY SKILLS)

After going through Kindergarten, the enhanced Elementary and Junior High curriculum, and a specialized Senior High program, every K to 12 graduate will be ready to go into different paths – may it be further education, employment, or entrepreneurship.

Every graduate will be equipped with:

1.Information, media and technology skills,2.Learning and innovation skills,3.Effective communication skills, and4.Life and career skills.

BENEFITS OF K TO 12 TO INDIVIDUALS AND FAMILIES• enhanced curriculum will decongest academic workload,

give students more time to master competencies and time for extra-curricular activities, thus, allowing for their more holistic development.

• competencies and skills relevant to the job market.

• better prepared for higher education.

• higher wages and/or better prepared to start their own business. Studies in the Philippines have shown that an additional year of schooling increases earnings by 7.5%.

• Filipino graduates could be recognized abroad.

• K to 12 will contribute to economic growth. Improvements in the quality of education will increase GDP growth by as much as 2%.

• A better educated society provides a sound foundation for long-term socio-economic development.

SENIOR HIGH SCHOOL BENEFITS DIFFERENT STUDENTS IN DIFFERENT

WAYS.Students who

finish high school then

work• Better income opportunities; higher income streams• Cost due to delayed employment offset by higher income streams

Students who complete 2 years of college or post-secondary• Reduction in cost of schooling with additional 2 years of “free” education

Students who complete college

• Reduction in college years offsets additional years of schooling• Higher productivity (about 9% income premium)• Higher college completion rates

A full 12 years of basic education will be required for entry into tertiary level

education by SY 2018-2019.

FAQs about Senior High School

Who will cover the cost of the additional two years in high school?

• Free for those in public schools

• Subsidized by the Government for those in the ESC program

What will happen to colleges and universities during the initial

nationwide implementation of Senior High School in SY 2016–2017 and SY

2017–2018?

To manage the initial implementation of the K to 12 Program and mitigate the expected multi-year low enrolment turnout for colleges, universities,

and Technical-Vocational Institutions (TVI) starting SY 2016-2017, DepEd shall engage in

partnerships with them to use their existing facilities and teaching staff. This ensures that during the transition period, the reduction in

enrollment in these colleges and universities may be offset.

Where will Senior High School be implemented?

Existing public schools may implement Senior High School. DepEd will be in partnerships with CHED, TESDA, and private schools to use their facilities, especially for the transition years. In

addition, new standalone Senior High Schools will be built.

How will DepEd recruit enough teachers for SY 2016-2017 onwards?

•With the continuous increase of the DepEd budget, more teachers are being hired to fill all necessary gaps in schools.

•To aid transition, hiring of:(1) graduates of Science, Mathematics, Statistics,

Engineering, and other specialists in subjects with a shortage of qualified Licensure Examination for Teachers (LET) applicants

(2) graduates of Technical-Vocational courses(3) Higher Education Institution faculty(4) Practitioners will be allowed.

What are the guidelines for graduates of Science, Mathematics, Statistics, Engineering, and other

specialists in subjects with a shortage of qualified Licensure Examination for Teachers (LET)

applicants?

• These graduates will be permitted to teach in their specialized subjects in elementary and secondary education. They must pass the LET within five years after their date of hiring to remain employed full-time.

• They will no longer be required to pass the LET if these graduates are willing to teach on a part-time basis.

What are the guidelines for hired technical-vocational course graduates, faculty of Higher Education Institutions, and

practitioners?

• Graduates of technical-vocational courses must have necessary certification issued by TESDA and undergo training to be administered by DepEd or a Higher Education Institutions (HEI).

• Faculty of colleges and universities must be full-time professors and be holders of a relevant Bachelor’s degree.

• Faculty of TVIs and HEIs will be given priority in hiring for the transition period.

• DepEd and Private Education Institutions may also hire practitioners with expertise in the specialized learning areas offered by the K to 12 Program as part-time teachers.

For Senior High School, what will happen if majority of our students

want to specialize in Agriculture and only one is interested to take

Mathematics or Business? How will this be accommodated?

•This is an extreme situation.

•The areas of specialization will be offered according to the resources available in a locality and the needs of students.

How will K to 12 affect the college curriculum? 

The college General Education Curriculum is being revised. It will have fewer units with the removal of unnecessary remediation as K to 12 graduates adhere to the College Readiness Standards. With K to 12, the college curriculum will comprise of a year’s worth of General Education subjects and at

least two years of major subjects.

Will students choose specializations or will this be determined by

assessment?

• Students will undergo several assessments to determine their interests and strengths. These will include an aptitude test, a career assessment exam, and an occupational interest inventory for high schools, and should help students decide on their specialization.

• To help guide students in choosing career tracks they intend to pursue, career advocacy activities will be regularly conducted, which will be supported by career and employment guidance counsellors

I like this program but I’m worried about additional cost to families.

How will government respond to this difficulty?

As a result of the K to 12 Program particularly the more specialized education in Senior High School, CHED is exploring the possibility of decreasing the number of years of certain degree programs in college.

THIS IS NOT A PERFECT CURRICULUM. THERE IS MUCH FOR US TO WORK ON. THERE WILL BE

LEARNING CURVES THAT WE WILL NEED TO MEET AND CHALLENGES

TO BE RESOLVED. BUT WITH EVERYONE’S HELP, WE WILL BE ABLE TO ROLL OUT THE PROGRAM THAT

WE CAN KEEP IMPROVING OVER THE NEXT COUPLE OF YEARS.

-- BRO. ARMIN LUISTRO, FSC

Sources: Andaya, Jocelyn D.R. The K-12 Enhanced Basic

Education Program Corpuz, Brenda B. Ph.D. The K-12 Curriculum Quijano, Yolanda S. Ed.D. Updates on the K to 12 BEP

Implementation. October 2012. Understanding the K-12 Basic Education Program. April

2012.

Internet References: http://www.deped.gov.ph/index.php/resources/curriculum-

guides/shs-contextualized-subjects http://www.deped.gov.ph/index.php/resources/curriculum-

guides/shs-core-subjects http://www.deped.gov.ph/index.php/resources/curriculum-

guides/shs-specialized-subjects http://www.gov.ph/k-12/

THANK YOU

presented by:

jewell ann p. manabat