The K to 12 Curriculum
From http://www.gov.ph/k-12/ created by: Marhiel M. Alano
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.
Grade 1-10
Students in Grades 1 to 10 will experience an enhanced, context-based, and spiral progression learning curriculum with the following subjects:
CORE CURRICULUM SUBJECTS
APPLIED TRACK SUBJECTS
SPECIALIZED SUBJECTS
SELECTED CURRICULUM;
| ENGLISH |
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Language is the basis of all communication and the primary instrument of thought. Thinking, learning, and language are interrelated. Language is governed by rules and systems (language conventions) which are used to explore and communicate meaning. It defines culture which is essential in understanding oneself (personal identity), forming interpersonal relationships (socialization), extending experiences, reflecting on thought and action, and contributing to a better society. Language, therefore, is central to the peoples’ intellectual, social and emotional development and has an essential role in all key learning areas.
Language is the foundation of all human relationships. All human relationships are established on the ability of people to communicate effectively with each other. Our thoughts, values and understandings are developed and expressed through language. This process allows students to understand better the world in which they live and contributes to the development of their personal perspectives of the global community. People use language to make sense of and bring order to their world. Therefore, proficiency in the language enables people to access, process and keep abreast of information, to engage with the wider and more diverse communities, and to learn about the role of language in their own lives, and in their own and other cultures.
| An effective language arts and multiliteracies curriculum satisfies the following principles |
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| 1. Develops thinking and language through interactive learning; |
| 2. Develops communicative competence and critical literacy; |
| 3. Draws on literature in order to develop students’ understanding of their literary heritage; |
| 4. Draws on informational texts and multimedia in order to build academic vocabulary and strong content knowledge; |
| 5. Develops students’ oral language and literacy through appropriately challenging learning; |
| 6. Emphasizes writing arguments, explanatory/informative texts and narratives; |
| 7. Provides explicit skill instruction in reading and writing; |
| 8. Builds on the language, experiences, knowledge and interests that students bring to school; |
| 9. Nurtures students’ sense of their common ground in using language/s for communication as present or future global citizens to prepare them to participate in school and in civic life, and; |
| 10. Assesses and reflects the students’ ability to interpret and/or communicate in the target language. |
The ultimate goal of the Language Arts and Multiliteracies Curriculum is to produce graduates who apply the language conventions, principles, strategies and skills in (1) interacting with others, (2) understanding and learning other content areas, and (3) fending for themselves in whatever field of endeavour they may engage in.
The Language Arts and Multiliteracies Curriculum (LAMC) addresses these needs. This is the rationale why Mother Tongue, Filipino and English follow a unified framework which allows easy transition from acquiring and learning one language to another. The curriculum has components;
| COMPONENT 1: Language Learning Process |
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For effective language acquisition and learning to take place, language teachers must be guided by the six (6) language teaching principles. These principles explain the natural process of language development.
1. Spiral Progression
2. Interaction
3. Integration
4. Learner-Centeredness
5. Contextualization
6. Construction
| COMPONENT 2: Effective Language Use |
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There are three major applications of the macro-skills of the language (Understanding of Cultures; Understanding Language; and Processes and Strategies). They are described as the knowledge and skill areas which are essential to effective language use demonstrated through the language macro-skills.
1. Understanding cultures
2.Understanding Language
3. Process and Strategies
Learners reflect on ethical considerations in the use of ideas and information. They recognize the importance of attributing sources of ideas and information, and of presenting or representing ideas and information in ways which are not misleading. They use quotation and sourcing conventions appropriately. They take into account the possible effects of and responses to the presentation of ideas and information.
| COMPONENT 3: Making Meaning through Language |
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Language is the major instrument in communication (oral and written) and the heart of which is the exchange of meaning. Language learning should focus on guiding students make meaning through language for different purposes on a range of topics and with a variety of audiences. Students must be able to adapt to various situations where communication demands greatly vary.
The Language Arts and Multiliteracies Curriculum (LAMC) is composed of five (5) intricately intertwined and integrated sub-strands (listening, speaking, reading, writing, and viewing) that serve as building blocks for understanding and creation of meaning and for effective communication across curricula (Matrix 1).
| Integrated Language Arts Domains | LISTENING | SPEAKING | READING | WRITING | VIEWING |
|---|---|---|---|---|---|
| 1. Phonological Awareness | / | ||||
| 2. Book and Print Knowledge | / | ||||
| 3. Alphabet Knowledge | / | / | / | / | / |
| 4. Phonics and Word Recognition | / | / | / | ||
| 5. Fluency | / | / | |||
| 6. Spelling | / | / | |||
| 7. Writing and Composition | / | / | / | / | |
| 8. Grammar Awareness & Structure | / | / | / | / | |
| 9. Vocabulary Development | / | / | / | / | / |
| 10. Reading Comprehension | / | / | / | ||
| 11. Listening Comprehension | / | / | |||
| 12. Attitudes towards language, literacy and literature | / | / | / | / | / |
| 13. Study Strategies | / | / | / | / | / |
| COMPONENT 4: Holistic Assessment |
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Assessment is an important aspect of learning and teaching. It should be effectively used to support the holistic development of our pupils. Our assessment practices should go beyond summative evaluation and move towards a more holistic approach.
Holistic assessment refers to the ongoing gathering of information on different facets of a child from various sources, with the aim of providing qualitative and quantitative feedback to support and guide the child's development. Holistic assessment informs our teachers of their teaching practices and guides them in the design and delivery of student learning. It will also enable parents to support their children's development and growth.
Characteristics of Assessment
1. Proximity to actual language use and performance
2. A holistic view of language
3. An integrative view of learning
4. Developmental appropriateness
5. Multiple referencing
| SCIENCE |
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Science education aims to develop scientific literacy among learners that will prepare them to be informed and participative citizens who are able to make judgments and decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts.
The science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and technology in the social, economic, personal and ethical aspects of life. The science curriculum promotes a strong link between science and technology, including indigenous technology, thus preserving our country’s cultural heritage.
As a whole, the K to 12 science curriculum is learner-centered and inquiry-based, emphasizing the use of evidence in constructing explanations. Concepts and skills in Life Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of complexity from one grade level to another in spiral progression, thus paving the way to a deeper understanding of core concepts. The integration across science topics and other disciplines will lead to a meaningful understanding of concepts and its application to real-life situations.
CORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K TO 12)
| The learners demonstrate understanding of basic science concepts and application of science-inquiry skills. They exhibit scientific attitudes and values to solve problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and wellness of people, make informed decisions, and engage in discussions of relevant issues that involve science, technology, and environment. |
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KEY STAGE STANDARDS: (STANDARDS FOR SCIENCE LEARNING AREAS FOR K-3, 4-6, 7-10 AND 11-2)
| K–3 | 4–6 | 7–10 | 11-12 |
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| At the end of Grade 3, the learners should have acquired healthful habits and havedeveloped curiosity about self and their environment using basic process skills of observing, communicating, comparing, classifying, measuring, inferring and predicting. This curiosity will help learners value science as an important tool in helping them continue to explore their natural and physical environment. This should also include developing scientific knowledge or concepts. | At the end of Grade 6, the learners should have developed the essential skills of scientific inquiry – designing simple investigations, using appropriate procedure, materials and tools to gather evidence, observing patterns, determining relationships,drawing conclusions based on evidence, and communicating ideas in varied ways to make meaning of the observations and/or changes that occur in the environment. The content and skills learned will be applied to maintain good health, ensure the protection and improvement of the environment, and practice safety measures. | At the end of Grade 10, the learners should have developed scientific, technological, and environmental literacyand can make that would lead to rational choices on issues confronting them. Having been exposed to scientific investigations related to real life, they should recognize that the central feature of an investigation is that if one variable is changed (while controlling all others), the effect of the change on another variable can be measured. The context of the investigation can be problems at the local or national level to allow them to communicate with learners in other parts of the Philippines or even from other countries using appropriate technology. The learners should demonstrate an understanding of science concepts and apply science inquiry skills in addressingreal-world problems through scientific investigations. | At the end of Grade 12, the learners should have gained skills in obtaining scientific and technological information from varied sources about global issues that have impact on the country. They should have acquired scientific attitudes that will allow them to innovate and/or create products useful to the community or country. They should be able to process information to get relevant data for a problem at hand. In addition, learners should have made plans related to their interests and expertise, with consideration forthe needs of their community and the country — to pursue either employment, entrepreneurship, or higher education. |
SEQUENCE OF DOMAIN/STRANDS PER QUARTER
| G3 | G4 | G5 | G6 | G7 | G8 | G9 | G10 | |
|---|---|---|---|---|---|---|---|---|
| 1st Quarter | Matter | Matter | Matter | Matter | Matter | Force, Motion,& Energy | Living Things and Their Environment | Earth & Space |
| 2nd Quarter | Living Things and Their Environment | Living Things and Their Environment | Living Things and Their Environment | Living Things and Their Environment | Living Things and Their Environment | Earth & Space | Matter | Force, Motion,& Energy |
| 3rd Quarter | Force, Motion,& Energy | Force, Motion,& Energy | Force, Motion,& Energy | Force, Motion,& Energy | Force, Motion,& Energy | Matter | Earth & Space | Living Things and Their Environment |
| 4th Quarter | Earth & Space | Earth & Space | Earth & Space | Earth & Space | Earth & Space | Living Things and Their Environment | Force, Motion,& Energy | Matter |
| HEALTH |
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The Kindergarten to Grade 12 (“K to 12”) Health curriculum aims to assist the Filipino learner in attaining, sustaining and promoting life-long health and wellness. The learning experience through the program provides opportunities for the development of health literacy competencies among students and to enhance their over-all well-being.
Health Education from Kindergarten to Grade 10 focuses on the physical, mental, emotional, as well as the social, moral and spiritual dimensions of holistic health. It enables the learners to acquire essential knowledge, attitudes, and skills that are necessary to promote good nutrition; to prevent and control diseases; to prevent substance misuse and abuse; to reduce health-related risk behaviors; to prevent and control injuries with the end-view of maintaining and improving personal, family, community, as well as global health.
Health Education emphasizes the development of positive heath attitudes and relevant skills in order to achieve a good quality of living. Thus, the focus on skills development is explicitly demonstrated in the primary grade levels. Meanwhile, a comprehensive body of knowledge is provided in the upper year levels to serve as a foundation in developing desirable health attitudes, habits and practices.
In order to facilitate the development of health literacy competencies, the teacher is highly encouraged to use developmentally-appropriate learner-centered teaching approaches. This includes scaffolding on student experience and prior learning; utilizing culture-responsive scenarios and materials; incorporating arts, and music in imparting health messages; engaging learners in meaningful games and cooperative learning activities; and using life skills and value-based strategies particularly in discussing sensitive topics such as substance abuse and sexuality. The teacher is also advised to use differentiated instruction in order to cater to the learners’ various needs and abilities.
HEALTH CONTENT AREAS
Injury Prevention, Safety and First Aid
Community and Environmental Health
Consumer Health
Family Health
Growth and Development
Nutrition
Personal Health
Prevention and Control of Diseases and Disorders
Substance Use and Abuse
CHARACTERISTICS OF THE HEALTH CURRICULUM
Culture-responsive
Epidemiological
Health and Life skills-based
Holistic
Learner-centered
Preventive
Rights-based
Standards and outcomes-based
Values-based
Key Stage Standards
| K – 3 | 4 – 6 | 7 – 10 |
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| The learner demonstrates an understanding and observance of healthy habits and practices in achieving wellness. | The learner demonstrates an understanding of how changes, which are part of growth and development, impact health practices that help achieve and sustain optimum health and well-being. | The learner demonstrates an understanding of key health concepts related to the achievement, sustainability and promotion of wellness as it improves the quality of life of the individual, the family and the larger community. |
| EDUKASYON SA PAGPAPAKATAO |
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Ang tunguhin o ”outcome” ng pag-aaral sa batayang edukasyon ay ang panlahatang pag–unlad taglay ang mga kasanayan sa ika–dalawampu’t isang siglo. Taglay ito ng isang mag-aaral kung mayroon siyang mga kakayahang pangkaalaman, pandamdamin at pangkaasalan na magbibigay sa kanya ng kakayahan upang:
1. mamuhay at magtrabaho
2. malinang ang kanyang mga potensiyal
3. magpasiya nang mapanuri at batay sa impormasyon
4. makakilos nang epektibo sa lipunan at pamayanan sa konteksto ng sandaigdigan upang mapabuti ang uri ng kanyang pamumuhay at ng kanyang lipunan (Literacy Coordinating Council, Setyembre 1997).
Ibinatay ang kahulugan at ang limang palatandaan nito sa Apat na Batayan (Pillar) ng Edukasyon at sa konsepto ng UNESCO tungkol sa mga panghabambuhay na kakayahan (life skills) na binuo ng International Commission on Education para sa ika-21 siglo. Ang sumusunod ang limang palatandaan nito: (a) may kakayahang makipagtalastasan, (b) nag-iisip nang mapanuri at may kakayahang lumutas ng suliranin, (c) ginagamit ang mga likas na yaman nang mapanagutan para sa susunod na salinlahi at (d) produktibo, napauunlad ang sarili at ang pakikipagkapwa, at (e) may malawak na pananaw sa daigdig.
Sa Edukasyon sa Pagpapakatao (EsP), ang palatandaan o batayang kakayahan ng functional literacy ay nagpapasya at kumikilos nang mapanagutan tungo sa kabutihang panlahat. Ibig sabihin, nilalayon ng EsP na linangin at paunlarin ang pagkataong etikal ng mag-aaral. Ang EsP ay naglalayong gabayan ang mag-aaral na mahanap / matagpuan ang kabuluhan ng kanyang buhay, ang papel niya sa lipunang Pilipino upang makibahagi siya sa pagtatayo ng pamayanang pinaiiral ang katotohanan, kalayaan, katarungan at pagmamahal. Upang maipamalas ito, kailangang taglay niya ang limang pangunahing kakayahan (macro skills)*: pag-unawa, pagninilay, pagsangguni, pagpapasiya at pagkilos.
1. Pag-unawa - Mahalagang maipamalas niya ang kakayahang mahinuha ang mga konsepto at prinsipyong nagbibigay-paliwanag sa sariling karanasan, mga sitwasyong namasid, sinuri at pinagnilayan gamit ang obhektibong pamantayan ng moral na pamumuhay.
2. Pagninilay - Sa gitna ng mabilis na daloy ng impormasyon at ingay ng kapaligiran, kailangang mag-ukol ng panahon ang mag-aaral sa maingat at malalim na pag-iisip sa mga sitwasyong naobserbahan at mga konseptong natutuhan tungkol sa moral na pamumuhay.
3. Pagsangguni. Kailangang humingi siya ng payo o gabay sa mga taong may higit na kaalaman o kasanayan sa moral na pamumuhay at marunong magsala (weigh) ng mga impormasyong mula sa iba’t ibang uri ng media batay sa obhektibong pamantayan ng moral na pamumuhay.
4. Pagpapasiya - Kailangang matuto siyang bumuo ng sariling posisyon, paniniwala, paninindigan o kilos na isasagawa batay sa obhektibong pamantayan ng moral na pamumuhay.
5. Pagkilos - Mahalagang mailapat niya ang konsepto o prinsipyong nahinuha mula sa mga konkretong sitwasyon ng buhay at maipakita ang kahandaang isabuhay ang mga mabuting ugali (virtues) na natutuhan batay sa obhektibong pamantayan ng moral na pamumuhay.
Ang mga pangunahing kakayahang ito ay nililinang sa apat na tema sa bawat taon sa paraang “expanding spiral” mula Kindergarten hanggang Grade 12. Ang sumusunod ang apat na tema: (a) Pananagutang Pansariliat Pagiging Kasapi ng Pamilya , (b) Pakikipagkapwa at Katatagan ng Pamilya, (c) Paggawa Tungo sa Pambansang Pag-unlad at Pakikibahagi sa Pandaigdigang Pagkakaisa, at (d) Pagkamaka-Diyos at Preperensya sa Kabutihan. Pitong pangunahing pagpapahalaga (core values) ang nililinang sa mga temang ito: Kalusugan at Pakikiisa sa Kalikasan, Katotohanan at Paggalang, Pagmamahal at Kabutihan, Ispiritwalidad, Kapayapaan at Katarungan, Likas-kayang Pag-unlad, Pagkamaka-Pilipino at Pakikibahagi sa Pambansang Pagkakaisa (Values Education for the Filipino: 1997 Revised Version of the DECS Values Education Program, ph. 10-11).
Mga Disiplina ng Edukasyon sa Pagpapakatao
Ang nilalaman at istraktura ng Edukasyon sa Pagpapakatao ay nakaankla sa dalawang disiplina: Ethics at Career Guidance. Ang Etika ay ang siyensya ng moralidad ng kilos ng tao. Samantalang Career Guidance naman ang paggabay sa mag-aaral na magpasiya ng kursong akademiko, sining at isports o teknikal-bokasyonal na tugma sa kanyang mga talento, kakayahan at aptitude at mga trabahong kailangan ng industriya.
Deskripsyon ng Asignatura
Ang Edukasyon sa Pagpapakatao (EsP) ay isa sa mga asignatura ng Pinaunlad na Programa ng Batayang Edukasyon na K to 12 na gagabay at huhubog sa mga kabataan. Tunguhin nito ang paghubog ng kabataang nagpapasya at kumikilos nang mapanagutan tungo sa kabutihang panlahat. Nangangahulugan ito na lilinangin at pauunlarin ang pagkataong etikal ng bawat mag-aaral. Upang maipamalas ito, kailangang magtaglay siya ng limang pangunahing kakayahan (macro skills): pag-unawa, pagninilay, pagsangguni, pagpapasya at pagkilos.
Nililinang sa apat na tema sa bawat antas mula Kindergarten hanggang Baitang 10 ang mga pangunahing kakayahang ito: (a) Pananagutang Pansarili at Mabuting Kasapi ng Pamilya, (b) Pakikipagkapwa-tao, (c) Paggawa Tungo sa Pambansang Pag-unlad at Pakikibahagi sa Pandaigdigang Pagkakaisa, at (d) Pananalig at Pagmamahal sa Diyos at Paninindigan sa Kabutihan.
PANGUNAHING PAMANTAYAN NG BAWAT YUGTO (KEYSTAGE STANDARDS)
| K – Baitang 3 | Baitang 4 – 6 | Baitang 7 – 10 |
|---|---|---|
| Naipamamalas ng mag-aaral ang pag-unawa sa konsepto at gawaing nagpapakita ng pananagutang pansarili, pampamilya, pagmamahal sa kapwa/ pamayanan, sa bansa at sa Diyos tungo sa maayos at masayang pamumuhay. | Naipamamalas ng mag-aaral ang pag-unawa sa konsepto at gawaing nagpapakita ng pananagutang pansarili, pampamilya, pagmamahal sa kapwa, sa bansa/ daigdig at sa Diyos tungo sa kabutihang panlahat. | Naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto sa pananagutang pansarili, pagkatao ng tao, pamilya at pakikipagkapwa, lipunan, paggawa at mga pagpapahalagang moral at nagpapasiya at kumikilos nang mapanagutan tungo sa kabutihang panlahat upang mamuhay nang may kaayusan at kaligayahan. |
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