The K to 12 Curriculum
from http://www.gov.ph/k-12/ created by: Marisol A. Palatino
What is K to 12 program?
The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship.
GRADES 1-10
Students in Grades 1 to 10 will experience an enhanced, context-based, and spiral progression learning curriculum with the following subjects:
Subjects
- Mother Tongue
- Filipino
- English
- Mathematics
- Science
- Araling Panlipunan
- Edukasyon sa Pagpapakatao (EsP)
- Music
- Arts
- Physical Education
- Health
- Edukasyong Pantahanan at Pangkabuhayan (EPP)
- Technology and Livelihood Education (TLE)
Core curriculum subjects
There are seven Learning Areas under the Core Curriculum: Languages, Literature, Communication, Mathematics, Philosophy, Natural Sciences, and Social Sciences.
- Oral comunication
- Reading and writing
- Komunikasyon at pananaliksik sa wika at kulturang Filipino
- 21st century literature from the Philippines and the world
- Contemporary Philippine arts from the regions
- Media and information literacy
- General mathematics
- Statistics and probability
- Earth and life science
- Physical science
- Introduction to philosophy of the human person/Pambungad sa pilosopiya ng tao
- Physical education and Health
- Personal development/pansariling kaunlaran
- Earth science (instead of Earth and life science for those in the STEM strand)
- Disaster readiness and risk reduction (taken instead of Physical science for those in the STEM strand)
Applied track subjects
- English for academic and professional purposes
- Practical research 1
- Practical research 2
- Filipino sa piling larangan
- Akademik
- Isports
- Sining
- Tech-voc
- Empowerment technologies (for the strand)
- Entrepreneurship
- Inquiries, investigatories, and immersion
Specialized subjects
- Accountancy, business, and and management strand
- Humanities and social sciences strand
- Science, technology, engineering, and mathematics strand
- General academic strand
Selected Curriculum:
Mother Tongue
K to 12 BASIC EDUCATION CURRICULUM
MTBMLE CURRICULUM FRAMEWORK
MTBMLE is education, formal or non - formal, in which the learner’s mother tongue and additional languages are used in the classroom. Learners begin their education in the language they understand best - their mother tongue - and develop a strong foundation in their mother language before adding additional languages. Research stresses the fact that children with a solid foundation in their mother tongue develop stronger literacy abilities in the school language. Their knowledge and skills transfer across languages. This bridge enables the learners to use both or all their languages for success in school and for lifelong learning. In terms of cognitive development, the school activities will engage learners to move well beyond th basic wh-questions to cover all higher order thinking skills in L1 which they can transfer to the other languages once enough Filipino or English has been acquired to use these skills in thinking and articulating thoughts.
MTBMLE provides:
K to 12 BASIC EDUCATION CURRICULUM
The following standards illustrate teaching for meaning and accuracy:
GUIDING PRINCIPLES FOR TEACHING AND LEARNING IN MTBMLE
Principle 1. Known to the unknown
1.1 Learning requires meaning. We learn when we use what we already know to help us understand what is new. “The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him/her accordingly.” Ausubel, D.P.(1968). Educational Psychology. A Cognitive View. New York: Holt, Rinehart & Winston
1.2 Second language learners use what they know in their own language to help develop other languages. This positive transfer effect has been found to be significant in reading.
Principle 2. Language and Academic Development
Students with well-developed skills in their first language have been shown to acquire additional languages more easily and fully and that, in turn, has a positive impact on academic achievement.
Principle 3. Cognitive Development
3.1 Students who use their multilingual skills have been shown to develop both cognitive flexibility and divergent thinking.
3.2 Higher Order Thinking Skills When we truly learn something, we can explain it, apply it, analyze it, evaluate it, and use it to create new ideas and information.
Principle 4. Discovery Learning
4.1 We learn when someone who already understands the new idea or task helps us to “discover” the new idea and then use it meaningfully.
Principle 5. Active Learning
5.1 Peer interaction. Children learn best through peer interactions in which they work together creatively to solve problems.
5.2 Second language active learning. Young children gain confidence in learning a new language when they begin with “hear-see-do” (Total Physical Response ) activities.
5.3 Purposeful Talk. Talking helps us make sense of new ideas and information.
Principle 6. Meaning and Accuracy
Successful language learning involves hearing, speaking, reading and writing activities that focus on both meaning and accuracy.
Principle 7. Language Learning/Language Transfer
7.1 We learn a new language best when the learning process is non-threatening and meaningful and when we can take “small steps” that help us gain confidence in our ability to use the language meaningfully.
7.2 Research in second-language acquisition indicates that it takes a minimum of 2 years to learn basic communicative skills in a second language when society supports that learning.It takes five years or more to learn enough L2 for learning complex academic concepts. Thomas & Collier; 2003, Cummins, 2006
7.3 “Errors” are a normal part of second-language learning. Second language learners benefit from opportunities to receive feedback in a respectful and encouraging way. It is helpful when teachers respond first to the content of what the student is saying or writing… focusing on one or two errors at a time. Patsy M. Lightbown and Nina Spada. How Languages Are Learned, 3rd ed., Oxford University Press, 2006.
Principle 8. Affective component: Valuing the home language/culture
8.1 Valuing students with talents in their home language more powerfully enables learning than just valuing learners of English whose home language is irrelevant to academic success.
8.2 The classroom environment Children from ethno-linguistic language groups thrive in a welcoming environment in which teachers and peers value them as a positive presence in the classroom and the school; encourage their use of their L1; provide books, visual representations, and concrete objects that reflect their backgrounds and interests.
Filipino Sign Language as Mother Tongue
Filipino Sign Language (FSL) refers to the sign language used by the Deaf community in the Philippines. It is distinct from spoken Filipino. Sign languages, such as FSL, are visual-spatial while spoken languages, such as spoken Filipino, are auditory-vocal languages. In sign language, information is conveyed through the shape, placement, movement and orientation of the hands as well as movement of the face and the body. Linguistic information is received through the eyes.
FSL is rule-governed, having its own linguistic structure -- phonology, morphology, syntax, and discourse. It belongs to the branch of visual languages with influence from American Sign Language (ASL). The structure of FSL has significantly changed over the years and is considered a language distinct from ASL.
FSL, as with all other sign languages in the world, does not have a written form. Deaf people do not read and write in sign language, rather they become literate in a second language. Using Filipino Sign Language as the mother language, Deaf children will learn to read and write in other languages such as Filipino and English. It is expected that Filipino deaf children will develop metalinguistic awareness and transfer knowledge, concepts and thinking skills about language from FSL to written Filipino or written English.
Mathematics
Figure 1.The Conceptual Framework of Mathematics Education
Mathematics is one subject that pervades life at any age and in any circumstance. Thus, its value goes beyond the classroom and the school. Mathematics as a school subject, therefore, must be learned comprehensively and with much depth.
The twin goals of mathematics in the basic education levels, K-10, are Critical Thinking and Problem Solving.
Critical thinking, according to Scriven and Paul (1987) is the intellectually disciplined process of actively and skilfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.
On the other hand, according to Polya (1945 & 1962), mathematical problem solving is finding a way around a difficulty, around an obstacle, and finding a solution to a problem that is unknown.
These two goals are to be achieved with an organized and rigorous curriculum content, a well-defined set of high-level skills and processes, desirable values and attitudes, and appropriate tools, taking into account the different contexts of Filipino learners.
There are five content areas in the curriculum, as adopted from the framework prepared by MATHTED & SEI (2010): Numbers and Number Sense, Measurement, Geometry, Patterns and Algebra, and Probability and Statistics.
The specific skills and processes to be developed are: knowing and understanding; estimating, computing and solving; visualizing and modelling; representing and communicating; conjecturing, reasoning, proving and decision-making; and applying and connecting.
The following values and attitudes are to be honed as well: accuracy, creativity, objectivity, perseverance, and productivity.
We recognize that the use of appropriate tools is necessary in teaching mathematics. These include: manipulative objects, measuring devices, calculators and computers, smart phones and tablet PCs, and the Internet.
We define context as a locale, situation, or set of conditions of Filipino learners that may influence their study and use of mathematics to develop critical thinking and problem solving skills. Contexts refer to beliefs, environment, language and culture that include traditions and practices, as well as the learner’s prior knowledge and experiences.
Araling Panlipunan
Figure 1. The Conceptual Framework of Araling Panlipunan
BALANGKAS NG ARALING PANLIPUNAN
Deskripsyon
Naging batayan ng K-12 Araling Panlipunan Kurikulum ang mithiin ng “Edukasyon para sa Lahat 2015” (Education for All 2015) at ang K-12 Philippine Basic Education Curriculum Framework. Layon ng mga ito na magkaroon ng mga kakayahang kinakailangang sa siglo 21 upang makalinang ng “functionally literate and developed Filipino.” Kaya naman, tiniyak na ang mga binuong nilalaman, pamantayang pangnilalalaman at pamantayan sa pagganap sa bawat baitang ay makapag-aambag sa pagtatamo ng nasabing mithiin. Sa pag-abot ng nasabing mithiin, tunguhin (goal) ng K-12 Kurikulum ng Araling Panlipunan ang makahubog ng mamamayang mapanuri, mapagmuni, mapanagutan, produktibo, makakalikasan, makabansa at makatao na may pambansa at pandaigdigang pananaw at pagpapahalaga sa mga usaping pangkasaysayan at panlipunan.
Batayan ng K to 12 Araling Panlipunan Kurikulum
Naging batayan ng K-12 Araling Panlipunan Kurikulum ang mithiin ng “Edukasyon para sa Lahat 2015” (Education for All 2015) at ang K-12 Philippine Basic Education Curriculum Framework. Layon ng mga ito na magkaroon ng mga kakayahang kinakailangang sa siglo 21 upang makalinang ng “functionally literate and developed Filipino.” Nilalayon din ng batayang edukasyon ang pangmatagalang pagkatuto pagkatapos ng pormal na pag-aaral (lifelong learning). Ang istratehiya sa pagkamit ng mga pangkalahatang layuning ito ay alinsunod sa ilang teorya sa pagkatuto na konstruktibismo, magkatuwang na pagkatuto (collaborative learning), at pagkatutong pangkaranasan at pangkonteksto.
Ang sakop at daloy ng AP kurikulum ay nakabatay sa kahulugan nito:
Ang Araling Panlipunan ay pag-aaral ng mga tao at grupo, komunidad at lipunan, kung paano sila namuhay at namumuhay, ang kanilang ugnayan at interaksyon sa kapaligiran at sa isa’t isa, ang kanilang mga paniniwala at kultura, upang makabuo ng pagkakakilanlan bilang Pilipino, tao at miyembro ng lipunan at mundo at maunawaan ang sariling lipunan at ang daigidig, gamit ang mga kasanayan sa pagsasaliksik, pagsisiyasat, mapanuri at malikhaing pag-iisip, matalinong pagpapasya, likas-kayang paggamit ng pinagkukunang-yaman, at mabisang komunikasyon. Layunin ng Araling Panlipunan ang paghubog ng mamamayang mapanuri, mapagmuni, responsable, produktibo, makakalikasan, makabansa, at makatao, na may pambansa at pandaigdigang pananaw at pagpapahalaga sa mga usapin sa lipunan sa nakaraan at kasalukuyan, tungo sa pagpanday ng kinabukasan.
Layunin ng AP Kurikulum
Nilalayon ng AP kurikulum na makalinang ng kabataan na may tiyak na pagkakakilanlan at papel bilang Pilipinong lumalahok sa buhay ng lipunan, bansa at daigdig. Kasabay sa paglinang ng identidad at kakayanang pansibiko ay ang pag-unawa sa nakaraan at kasalukuyan at sa ugnayan sa loob ng lipunan, sa pagitan ng lipunan at kalikasan, at sa mundo, kung paano nagbago at nagbabago ang mga ito, upang makahubog ng indibiduwal at kolektibong kinabukasan. Upang makamit ang mga layuning ito, mahalagang bigyang diin ang mga magkakaugnay na kakayahan sa Araling Panlipunan: (i) pagsisiyasat; (ii) pagsusuri at interpretasyon ng impormasyon; (iii) pananaliksik; (iv) komunikasyon, lalo na ang pagsulat ng sanaysay; at (v) pagtupad sa mga pamantayang pang-etika.
Health
Conceptual Framework of Health Education
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HEALTH CONTENT AREAS
Injury Prevention, Safety and First Aid:
Discusses the causes, costs, and prevention of accidents and injuries while performing various activities at home, in school or in the community. Prevention can be done through the promotion of safe environments, the development of safety programs, procedures and services, which includes first aid education and disaster preparedness programs.
Community and Environmental Health:
Situates the learner as an integral part of the community and the environment, with a great responsibility of protecting the environment, with the support of individual and community actions and legislation promoting a standard of health, hygiene and safety in food and water supply, waste management, pollution control, pest control, as well as the delivery of primary health care.
Consumer Health:
Focuses on the application of consumer knowledge and skills in the effective evaluation, selection and use of health information, products, and services.
Family Health:
Covers information on the human life cycle and also on family dynamics that influence an individual’s development of ideals, values and standards of behavior with regard to sexuality and responsible parenthood.
Growth and Development
Emphasizes developmental milestones and health concerns during puberty and adolescence with focus on personal health and the development of self-management skills to cope with life’s changes.
Nutrition:
Addresses the importance of eating healthy and establishing good eating habits especially for children and adolescents as a way to enhance health and prevent diseases.
Personal Health:
Comprises personal health habits and practices that promote physical, mental, social, emotional, and moral-spiritual health and prevent or manage personal health issues and concerns.
Prevention and Control of Diseases and Disorders:
Involves the prevention and control of both communicable and non-communicable diseases and disorders through the development of health habits and practices and the adoption of health programs supported by legislation with provisions on school and community health services.
Substance Use and Abuse:
Highlights the prevention and control of the use, misuse, and abuse of substances and drugs by providing comprehensive information on the nature of abused substances, the negative impact of substance abuse on the individual, family and society in general; and the importance of learning and using resistance skills to protect oneself from drug risk-taking behaviors.
CHARACTERISTICS OF THE HEALTH CURRICULUM
Culture-responsive:
Uses the cultural knowledge, prior experiences, and performance styles of the diverse student body to make learning more appropriate and effective for them (Gay, 2000).
Epidemiological:
Relates to the incidence, prevalence and distribution of diseases in populations, including detection of the sources and causes of epidemics.
Health and Life skills-based:
Applies life skills to specific health choices and behaviors.
Holistic:
Analyzes the interrelationship among the factors that influence the health status, the areas of health, and the dimensions of health (physical, mental, social, emotional, moral and spiritual).
Learner-centered:
Focuses on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of learning.
Preventive:
Characterizes something that helps people take positive health action in order to prevent diseases and to achieve optimum health.
Rights-based:
Advances the understanding and recognition of human rights, as laid down in the Universal Declaration of Human Rights and other international human rights instruments.
Standards and outcomes-based:
Requires students to demonstrate that they have learned the academic standards set on specific content and competencies.
Values-based:
Promotes an educational philosophy based on valuing self, others and the environment, through the consideration of ethical values as the bases of good educational practice.
