JOCELYN DR ANDAYA Director III Bureau of SecJOCELYN DR ANDAYA Director III Bureau of Secondary Education ondary Education
Jocelyn DR Andaya Director III Bureau of Secondary Education
“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 Imperative for K to 12 • Streamline the curriculum to improve mastery of basic competencies • Ensure seamlessness of primary, secondary, and post-secondary competencies • Improve teaching through the use of enhanced pedagogies (e.g. spiral progression in Science & Math) and medium of instruction • Expand job opportunities (by reducing jobs-skills mismatch) and provide better preparation for higher learning
K to 12 and Further Education THE PHL QUALIFICATIONS FRAMEWORK BASIC EDUCATION
TESD
HIGHER EDUCATION
L8
DOCTORAL AND POST DOCTORAL
L7
POST BACCALAUREATE
L6
BACCALAUREATE
L5
DIPLOMA
L4
NC IV
L3
NC III
L2 L1
GRADE 12 GRADE 10
NC II NC I
Phased Introduction of Enhanced Curriculum in Public Schools
The K - 12 basic education curriculum framework shows that the K - 12 basic education curriculum has the following salient features: • It focuses on the holistic development of the learner. • It is outcome-based as it prepares learners for: – Higher education – Middle level skills – Employment and – Entrepreneurship • It is anchored on the principles of: – Inclusive education – Learners’ growth and development – Teaching and learning and – Assessment
K to 12 Features decongested
seamless
enriched
Developmentallyor age-appropriate
topics discussed were lessened to focus on the “essentials” and the “must teach” allows mastery of competencies vertical and horizontal articulation
horizontal – smooth transition between quarters vertical – smooth transition between grade levels
integration of and interconnection between and among subject areas sensitive to age level of the students different levels of complexity
Comparison of 2002 BEC and K to 12 Education Structure
Comparison of the Curriculum of the Old education and K to 12 Education Basic Education Curriculum (BEC) 2002 BEC is restructuring of the NESC (1983) and the NSEC (1989) in order to raise the quality of the Filipino learners and graduates and empower them for lifelong learning. OLD
2010 Secondary Education Curriculum The 2010 Secondary Education Curriculum (SEC) is the revised 2002 BEC incorporating Understanding by Design (UbD) which seeks to contribute to functional literacy for all and the development of 21st Century core skills needed for global competitiveness. NEW
K to 12 Curriculum 2012 The K to 12 Basic Education Curriculum is geared towards the development of holistically developed Filipino with 21st century skills who is ready for employment, entrepreneurship, middle level skills development and higher education upon graduation.
BEC vs. K-12 2002 BEC
K-12
Learning Areas
5 Learning Areas: MAKABAYAN (AP, TLE, MAPEH, EsP) Math Science English Filipino
AP, TLE, MAPEH, EsP, Math, Science, English, Filipino
Pedagogical Approaches
Integrative, and interactive teachinglearning approaches
Reflective, collaborative, constructivist, inquirybased
Grading System
Numerical using the cumulative method
Levels of Proficiency: Beginning – 74% & below Developing -75-79% Approaching Proficiency- 80-84% Proficient- 85-89% Advanced- 90% & above
Promotion and Retention
Promotions shall be by subject and by number of units. A student who fails in 3 units or less is promoted to the next curriculum level. On the other hand, a student who fails in more than three units is retained in the year level
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.
Over all Goal
Empower Filipino learners for lifelong learning
Functionally-literate and holistically developed Filipinos
K -12 Key Stages Grade 3 Grade 6 Grade 10 Grade 12
Standards
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.
Learning Area Standards Per Grade Level
General expectancies • Content Standards as Benchmarks of Knowledge and Skills • Define what the students are expected to know, what they should be able to do with what they know and the meanings or understandings that they should construct or make as they process the facts and information • Answer the question “What do we want the students to know, be able to do, and understand ?”
CONTENT STANDARDS • specify essential knowledge, skills and habits of mind that should be taught and learned • answer the question “What should students know and be able to do?”
General expectancies • Performance Standards as Benchmarks for the Transfer of Learning • Define the expected proficiency level expressed in 2 ways: students should be able to (1) use their learning or understanding in real-life situations and (2) do this on their own. • Answer the questions “What do we want students to do with their learning or understanding?” and“How do we want them to use their learning or understanding?”
PERFORMANCE STANDARDS • express the degrees or quality of proficiency that students are expected to demonstrate in relation to the content standards • answers the questions “How well must students do their work?” • at what level of performance would the students be appropriately qualified or certified?
Force, Motion and Energy (Science) Content
Force, Motion and Energy
Content Standard
Performance Standard
Learning Competencies
Demonstrates understanding of Newton’s three (3) Laws of Motion: Law of Inertia, Law of Acceleration, and Law of Interaction
Observes road safety as a motorist or pedestrian
Investigates the relationship of the amount of force applied and the mass of the object to the amount of change in the objects’ motion
(EsP) Content Bullying
Content Standard
Performance Standard
Learning Competencies
Naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto sa karahasan sa paaralan
Naisasagawa ng mag-aaral ang mga angkop na kilos upang maiwasan o masupil ang mga karahasan sa kaniyang paaralan
Natutukoy ang mga umiiral na karahasan sa paaralan
Area: Filipino (Grade 7) Pamantayang Pangnilalaman: Naipapamalas ng mag aaral ang pag-unawa sa paksa ng akdang napakinggan Pamantayan sa Pagganap: Ang mga mag aaral ay nakasusulat ng talata na may kaugnayan sa paksa ng akdang napakinggan
Steps in Curriculum Design 1. Outcomes(General Expectancies in each key stage)
2. Standards (Content and Performance) 3. Curriculum Guide (Learning Competencies) 4. Instructional Objectives
Design Desired Outcomes Content Standards Performance Standards
Spiral Progression • The spiral curriculum theory revolves around the understanding that human cognition evolved in a step-by-step process of learning, which relied on environmental interaction and experience to form intuition and knowledge • In simpler terms, one learns best through the repeated experience of a concept.
Nomenclature/ Learning Areas Filipino English Science Mathematics Araling Panlipunan TLE MAPEH EsP
Medium of Instruction Filipino English English English Filipino English English Filipino
Time Allotment 4 hrs. 4 hrs. 4 hrs. 4 hrs. 3 hrs. 4 hrs. 4 hrs. 2 hrs.
Time allotment • Minimum period for interaction • Can be extended to include off-school experiences, outputs of which are in the form of products and performances that should be monitored and credited accordingly • A one-hour period for Homeroom Guidance is provided for weekly meeting with teacher adviser and the class
Independent/cooperative learning • A separate period ranging from two to four hours weekly may be provided as open time for learning in order to give the students the option to learn on their own and/or with others those topics, content, or processes that they can handle by themselves
Learning/Teaching Resources Learning Modules - self-instructional materials (independent and cooperative learning) Teaching Guides - contain both the LMs and the TGs for easy reference
Learning Resources • Modules are provided as basic learning resource; self-instructional and lend themselves to independent and cooperative learning • For schools with connectivity, web-based resources and video materials are encouraged • Textbooks may still be used where appropriate
Assessment • holistic with emphasis on formative or developmental purpose of quality- assuring student learning • standards-based
• Assessment as learning (self- assessment) for learning (formative) of learning (summative) • Balance of traditional and authentic assessment
Levels of Assessment
Knowledge 15%
30%
25% 30%
Process/Skills Leadership Products/Performance
Knowledge Content of curriculum, facts and information that students acquire What do we want students to know? 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?
Process Examples 1) 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 2) 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
-Answers the questions: 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 answer the question “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
Culminating activity/performances At the end of each quarter, schools may put up exhibits for student products across subjects areas as culminating activity and as evidence of their learning or attainment of content and performance standards When parents receive the report card and confer with teachers, they will be witnessing what the students are learning in school
General Description of the Teachers’ Guide • Defining Learning Outcomes • Planning for Assessment • Developing the Teaching/ Learning Plan
Instructional Planning Framework Step 3: Develop INSTRUCTIONAL PLAN
Step 1: Define expected
OUTCOMES/RESULTS
Step 2: Prepare plan for ASSESSMENT
Learning Outcomes Teacher should be clear about the learning outcomes and be guided by the content and performance standards when defining the intended learning outcome
Planning for Assessment The logic behind the planning for assessment before planning for instruction is to ensure the alignment between desired outcomes and how these will be tracked and measured
Developing the TeachingLearning Plan After the assessment plan has been prepared, the teacher can then plan for how teaching and learning shall be approached: the teaching strategies to be adapted, student activities to be conducted, instructional materials and devices to be used, and how much time
1) Know
2) Process/Do
4) Transfer (Produce a product/Perf ormance)
A MODEL OF THE LEARNING PROCESS
3) Reflect, Understand
Area: Health Education Quarter: First Unit/Topic: Growth and Development Content Standard: Demonstrates understanding of holistic health and its management of health concerns, growth and development of adolescents and how to manage its challenges Performance: Appropriately manages concerns and challenges during adolescence to achieve holistic health Assessment: Use of multiple measures Level of Assessment
What to Assess
How will I Assess
How will I Score
Knowledge (15%)
Identify the dimensions of health
One-Minute papers
Frequency of correct answers
*STEM students will go through enriched Natural Science subjects instead of Life and Physical Sciences
*STEM students will go through enriched Natural Science subjects instead of Life and Physical Sciences
GLOSSARY OF TERMS (6th Draft, February 27, 2013) Core Curriculum – A set of common academic subjects required of all Senior High school students regardless of track. Immersion – 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.
GLOSSARY OF TERMS th (6 Draft, February 27, 2013) Track – A pathway that leads to a possible career which a Senior High School student chooses. Strand – A specialization within a track. Technical-Vocational-Livelihood – A 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.
GLOSSARY OF TERMS (6th Draft, February 27, 2013) Sports and Arts – A 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.
GLOSSARY OF TERMS (6th Draft, February 27, 2013) 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.
GLOSSARY OF TERMS (6th Draft, February 27, 2013) 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.
GLOSSARY OF TERMS (6th Draft, February 27, 2013) 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.
