K-12 BASIC EDUCATION PROGRAM

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K-12 BASIC EDUCATION PROGRAM

• AMOR Q DE TORRES, PhD

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What FILIPINO Students Need to Learn
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Our Filipino students should prepare for adult
life by studying subjects that suit their
talents, passions, and aspirations and enable
them to contribute to the sustainable future of
our country and the world.
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• Top performing nations set their instructional
  sights on far more than basic reading and math
  skills

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No nations that scores competitively on Program
for International Student Assessment (PISA) exam
puts skills before content or focuses chiefly on
reading and math.
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PROCESS IS KEY While more and more research is
emerging to suggest that breadth and depth of
content of education is important, education
reform stresses that students benefit most from
an education that focuses on process
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Who are the 21st Century Learners?

• As large in number as Baby Boomers
• Consumers- 150 billion annually
• Digital Media Users 6 ½ hrs daily (Exposed to 8
  ½ hours)
• Multi-taskers online - phone - print
• Hyper-Communicators -socially civically
• Gamers-interactive learning

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Who are the 21st Century Learners?

• Risk-Takers
• Pursuers of ongoing education
• Futurists Optimistic
• IQ is up by 17 points between 1947-2001 with most
  gains post 1972

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(No Transcript)
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More Questions

• Are our Filipino Learners

• Critical thinkers?
• Problem solvers?
• Good Communicators?
• Values-driven?
• ICT savvy?
• Flexible and adaptable?
• Innovative and creative?
• Globally competent and competitive?
• Environmentally literate?

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WHAT A DIFFERENCE A CENTURY MAKES!
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21ST Century Learning
20TH Century Learning
Time-based Outcome-based
Fragmented curriculum Integrated and interdisciplinary curriculum
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21ST Century Learning
20TH Century Learning
Focus memorization of discrete facts Focus What students know, can do and are like after all the details are forgotten
Lessons focus on the lower level of Blooms Taxonomy Learning is designed on upper levels of Blooms and the updated Blooms Digital Taxonomy
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21ST Century Learning
20TH Century Learning
Diversity in students is ignored Curriculum and instruction address student diversity
Literacy in the 3Rs Reading, Writing and Math Multiple literacies of the 21st Century- aligned to living and working in a globalized new millennium
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21ST Century Learning
20TH Century Learning
Textbook-driven Limited access to information and knowledge Research-driven infinite access to materials/ sources (information and knowledge multiple)
Passive learning Active learning
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21ST Century Learning
20TH Century Learning
Learners work in isolation Learners work collaboratively with classmates and others around the world-the global classroom
Teacher-centered-teacher is center of attention and provider of information Learner-centered teacher is facilitator/coach
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21ST Century Learning
20TH Century Learning
Low expectations High expectations- if it isnt good, it isnt done.
Curriculum is irrelevant and meaningless to the students Curriculum is connected to students interests, experiences, talents and the real world (community engagement)
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21ST Century Learning
20TH Century Learning
Print is the primary vehicle of learning and assessing Performances, projects and multiple forms of media are used for learning and assessment
Teacher as judge. No one else sees students work Self, peer and other assessments (public audiences.. Authentic assessments)
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21ST Century Learning
20TH Century Learning
Factory model, based upon the needs of employers for the industrial age of the 19th century Global model, based upon the needs of a globalized, high-tech society
Goal- to master content knowledge (literature, history, science) Goal to learn skills and strategies (access, analyze, evaluate, create) to solve problems
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21ST Century Learning
20TH Century Learning
Conceptual learning on individual basis Project-based learning on team basis

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K-12 Basic Education Program

• TRANSFORMING PHILIPPINE EDUCATION SYSTEM

A POTENTIAL SEA CHANGE IS UNDERWAY IN OUR COUNTRY
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THE PROPOSED K TO 12 PHILIPPINE BASIC EDUCATION
CURRICULUM FRAMEWORK
PHILOSOPHICAL and LEGAL BASIS The 1987 Phil. Constitution B.P. 232, Education Act of 1982 R.A. 9155, Philippine Governance Act The 4 pillars of education (UNESCO) The vision-mission statement of DepED The EDCOM Report of 1991 BESRA NATURE OF THE LEARNER Has a body and spirit, intellect, free will, emotions, multiple intelligences, learning styles Constructor of knowledge and active maker of meaning not a passive recipient of information NEEDS OF THE LEARNER Life skills Self-actualization Preparation for the world of the work, entrepreneurship, higher education NEEDS OF NATIONAL and GLOBAL COMMUNITY Poverty reduction and human development Strengthening the moral fiber of the Filipino people Development of a strong sense of nationalism Development of productive citizens who contribute to the building of a progressive, just and humane society Ensuring environment sustainability Global partnership for development
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• PHILOSOPHICAL
• and LEGAL BASIS
• The 1987 Phil. Constitution
• B.P. 232, Education Act of 1982
• R.A. 9155, Philippine Governance Act
• The 4 pillars of education (UNESCO)
• The vision-mission statement of DepED
• The EDCOM Report of 1991
• BESRA

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• NATURE OF THE LEARNER
• Has a body and spirit, intellect, free will,
  emotions, multiple intelligences, learning styles
• Constructor of knowledge and active maker of
  meaning not a passive recipient of information
• NEEDS OF THE LEARNER
• Life skills
• Self-actualization
• Preparation for the world of work,
  entrepreneurship, higher education

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• NEEDS OF NATIONAL and GLOBAL COMMUNITY
• Poverty reduction and human development
• Strengthening the moral fiber of the Filipino
  people
• Development of a strong sense of nationalism
• Development of productive citizen who contributes
  to the building of a progressive, just and humane
  society
• Ensuring environment sustainability
• Global partnership for development

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CURRICULUM SUPPORT SYSTEM

• Creativity Innovation ? Ethical, Moral,
  Spiritual Values ? Life Career Competencies ?
  Development of Self Sense of Community ?
  National Global Orientedness ? Communications
  Literacies ? Critical thinking Problem Solving ?

SOCIETY SUPPORT Public-Private Partnership
Media GO, NGOs
ARTS and HUMANITIES Co-Curricular Activities
TECHNOLOGY and LIVELIHOOD EDUCATION
LANGUAGES
KNOWLEDGE and UNDERSTADING ESSENTIAL SKILLS
ATTITUDE AND VALUES
FUNCTIONALLY LITERATE and HOLISTICALLY
DEVELOPED FILIPINO
BEING AND BECOMING A WHOLE PERSON
MATH and SCIENCE Community Involvement Program
INSTRUCTIONAL SUPPORT Teachers CPD Textbooks and
other I M s
ADMINISTRATIVE SUPPORT CO, RO, DO, School
MONITORING and EVALUATION SYSTEM
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CURRICULUM SUPPORT SYSTEM

• Creativity Innovation ? Ethical, Moral,
  Spiritual Values ? Life Career Competencies ?
  Development of Self Sense of Community ?
  National Global Orientedness ? Communications
  Literacies ? Critical thinking Problem Solving ?

SOCIETY SUPPORT Public-Private Partnership
Media GO, NGOs
ARTS and HUMANITIES Co-Curricular Activities
TECHNOLOGY and LIVELIHOOD EDUCATION
LANGUAGES
KNOWLEDGE and UNDERSTADING ESSENTIAL SKILLS
ATTITUDE AND VALUES
FUNCTIONALLY LITERATE and HOLISTICALLY
DEVELOPED FILIPINO
BEING AND BECOMING A WHOLE PERSON
MATH and SCIENCE Community Involvement Program
INSTRUCTIONAL SUPPORT Teachers CPD Textbooks and
other I M s
ADMINISTRATIVE SUPPORT CO, RO, DO, School
MONITORING and EVALUATION SYSTEM
28
CURRICULUM SUPPORT SYSTEM

• Creativity Innovation ? Ethical, Moral,
  Spiritual Values ? Life Career Competencies ?
  Development of Self Sense of Community ?
  National Global Orientedness ? Communications
  Literacies ? Critical thinking Problem Solving ?

SOCIETY SUPPORT Public-Private Partnership
Media GO, NGOs
ARTS and HUMANITIES Co-Curricular Activities
TECHNOLOGY and LIVELIHOOD EDUCATION
LANGUAGES
KNOWLEDGE and UNDERSTADING ESSENTIAL SKILLS
ATTITUDE AND VALUES
FUNCTIONALLY LITERATE and HOLISTICALLY
DEVELOPED FILIPINO
BEING AND BECOMING A WHOLE PERSON
MATH and SCIENCE Community Involvement Program
INSTRUCTIONAL SUPPORT Teachers CPD Textbooks and
other I M s
ADMINISTRATIVE SUPPORT CO, RO, DO, School
MONITORING and EVALUATION SYSTEM
29
CURRICULUM SUPPORT SYSTEM

• Creativity Innovation ? Ethical, Moral,
  Spiritual Values ? Life Career Competencies ?
  Development of Self Sense of Community ?
  National Global Orientedness ? Communications
  Literacies ? Critical thinking Problem Solving ?

SOCIETY SUPPORT Public-Private Partnership
Media GO, NGOs
ARTS and HUMANITIES Co-Curricular Activities
TECHNOLOGY and LIVELIHOOD EDUCATION
LANGUAGES
KNOWLEDGE and UNDERSTADING ESSENTIAL SKILLS
ATTITUDE AND VALUES
FUNCTIONALLY LITERATE and HOLISTICALLY
DEVELOPED FILIPINO
BEING AND BECOMING A WHOLE PERSON
MATH and SCIENCE Community Involvement Program
INSTRUCTIONAL SUPPORT Teachers CPD Textbooks and
other I M s
ADMINISTRATIVE SUPPORT CO, RO, DO, School
MONITORING and EVALUATION SYSTEM
30
CURRICULUM SUPPORT SYSTEM

• Creativity Innovation ? Ethical, Moral,
  Spiritual Values ? Life Career Competencies ?
  Development of Self Sense of Community ?
  National Global Orientedness ? Communications
  Literacies ? Critical thinking Problem Solving ?

SOCIETY SUPPORT Public-Private Partnership
Media GO, NGOs
ARTS and HUMANITIES Co-Curricular Activities
TECHNOLOGY and LIVELIHOOD EDUCATION
LANGUAGES
KNOWLEDGE and UNDERSTADING ESSENTIAL SKILLS
ATTITUDE AND VALUES
FUNCTIONALLY LITERATE and HOLISTICALLY
DEVELOPED FILIPINO
BEING AND BECOMING A WHOLE PERSON
MATH and SCIENCE Community Involvement Program
INSTRUCTIONAL SUPPORT Teachers CPD Textbooks and
other I M s
ADMINISTRATIVE SUPPORT CO, RO, DO, School
MONITORING and EVALUATION SYSTEM
31
CURRICULUM SUPPORT SYSTEM

• Creativity Innovation ? Ethical, Moral,
  Spiritual Values ? Life Career Competencies ?
  Development of Self Sense of Community ?
  National Global Orientedness ? Communications
  Literacies ? Critical thinking Problem Solving ?

SOCIETY SUPPORT Public-Private Partnership
Media GO, NGOs
ARTS and HUMANITIES Co-Curricular Activities
TECHNOLOGY and LIVELIHOOD EDUCATION
LANGUAGES
KNOWLEDGE and UNDERSTADING ESSENTIAL SKILLS
ATTITUDE AND VALUES
FUNCTIONALLY LITERATE and HOLISTICALLY
DEVELOPED FILIPINO
BEING AND BECOMING A WHOLE PERSON
MATH and SCIENCE Community Involvement Program
INSTRUCTIONAL SUPPORT Teachers CPD Textbooks and
other I M s
ADMINISTRATIVE SUPPORT CO, RO, DO, School
MONITORING and EVALUATION SYSTEM
32
CURRICULUM SUPPORT SYSTEM

• Creativity Innovation ? Ethical, Moral,
  Spiritual Values ? Life Career Competencies ?
  Development of Self Sense of Community ?
  National Global Orientedness ? Communications
  Literacies ? Critical thinking Problem Solving ?

SOCIETY SUPPORT Public-Private Partnership
Media GO, NGOs
ARTS and HUMANITIES Co-Curricular Activities
TECHNOLOGY and LIVELIHOOD EDUCATION
LANGUAGES
KNOWLEDGE and UNDERSTADING ESSENTIAL SKILLS
ATTITUDE AND VALUES
FUNCTIONALLY LITERATE and HOLISTICALLY
DEVELOPED FILIPINO
BEING AND BECOMING A WHOLE PERSON
MATH and SCIENCE Community Involvement Program
INSTRUCTIONAL SUPPORT Teachers CPD Textbooks and
other I M s
ADMINISTRATIVE SUPPORT CO, RO, DO, School
MONITORING and EVALUATION SYSTEM
33
DepEds VISION
DepEds MISSION
OVERALL GOAL
DESIRED OUTCOMES
LEARNING AREAS
DepED IS GLOBALLY RECOGNIZED FOR THE DEVELOPMENT
OF FUNCTIONALLY LITERATE AND GOD-LOVING FILIPINOS
WHO HELP ATTAIN THE NATIONAL GOALS OF SOCIAL
JUSTICE, UNITY, FREEDOM AND PROSPERITY
PROVIDE QUALITY BASIC EDUCATION THAT IS EQUITABLY
ACCESSIBLE TO ALL AND LAY THE FOUNDATION FOR
LIFELONG LEARNING SELF-ACTULIZATION NEEDED FOR
EFFECTIVE CITIZENSHIP AT THE LOCAL, NATIONAL AND
GLOBAL LEVELS
FUNCTIONALLY LITERATE AND HOLISTICALLY DEVELOPED
FILIPINO
LANGUAGES
MATH and SCIENCE
HUMANITIES and ARTS
TECHNOLOGY and LIVELIHOOD EDUCATION
INCLUSION OF CO-CURRICULAR ACTIVITIES AND
COMMUNITY INVOLVEMENT PROGRAM
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DepEds VISION

• DepED IS GLOBALLY RECOGNIZED FOR THE DEVELOPMENT
  OF FUNCTIONALLY LITERATE AND GOD-LOVING FILIPINOS
  WHO HELP ATTAIN THE NATIONAL GOALS OF SOCIAL
  JUSTICE, UNITY, FREEDOM AND PROSPERITY

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DepEds MISSION

• PROVIDE QUALITY BASIC EDUCATION THAT IS EQUITABLY
  ACCESSIBLE TO ALL AND LAY THE FOUNDATION FOR
  LIFELONG LEARNING SELF-ACTULIZATION NEEDED FOR
  EFFECTIVE CITIZENSHIP AT THE LOCAL, NATIONAL AND
  GLOBAL LEVELS

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OVERALL GOAL

• FUNCTIONALLY LITERATE AND HOLISTICALLY DEVELOPED
  FILIPINO

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DESIRED OUTCOMES
POSSESSES A HEALTHY MIND AND BODY
HAS SOLID MORAL AND SPIRITUAL GROUNDING
HAS ESSENTIAL KNOWLEDGE , SKILLS TO CONTINUOUSLY
DEVELOP HIMSELF/HER SELF TO THE FULLEST
ENGAGES IN CRITICAL THINKING AND CREATIVE PROBLEM
SOLVING
CONTRIBUTE TO THE DEVELOPMENT OF A PROGRESSIVE,
JUST NAD HUMANE SOCIETY
APPRECIATES THE BEAUTY OF THE WORLD AROUND
HIM/HER AND CARES FOR THE ENVIRONMENT FOR A
SUSTAINABLE FUTURE
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DESIRED OUTCOMES
POSSESSES A HEALTHY MIND AND BODY
HAS SOLID MORAL AND SPIRITUAL GROUNDING
HAS ESSENTIAL KNOWLEDGE , SKILLS TO CONTINUOUSLY
DEVELOP HIMSELF/HER SELF TO THE FULLEST
ENGAGES IN CRITICAL THINKING AND CREATIVE PROBLEM
SOLVING
CONTRIBUTE TO THE DEVELOPMENT OF A PROGRESSIVE,
JUST NAD HUMANE SOCIETY
APPRECIATES THE BEAUTY OF THE WORLD AROUND
HIM/HER AND CARES FOR THE ENVIRONMENT FOR A
SUSTAINABLE FUTURE
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DESIRED OUTCOMES
POSSESSES A HEALTHY MIND AND BODY
HAS SOLID MORAL AND SPIRITUAL GROUNDING
HAS ESSENTIAL KNOWLEDGE , SKILLS TO CONTINUOUSLY
DEVELOP HIMSELF/HER SELF TO THE FULLEST
ENGAGES IN CRITICAL THINKING AND CREATIVE PROBLEM
SOLVING
CONTRIBUTE TO THE DEVELOPMENT OF A PROGRESSIVE,
JUST NAD HUMANE SOCIETY
APPRECIATES THE BEAUTY OF THE WORLD AROUND
HIM/HER AND CARES FOR THE ENVIRONMENT FOR A
SUSTAINABLE FUTURE
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DESIRED OUTCOMES
CONTRIBUTE TO THE DEVELOPMENT OF A PROGRESSIVE,
JUST NAD HUMANE SOCIETY
APPRECIATES THE BEAUTY OF THE WORLD AROUND
HIM/HER AND CARES FOR THE ENVIRONMENT FOR A
SUSTAINABLE FUTURE
POSSESSES A HEALTHY MIND AND BODY
HAS SOLID MORAL AND SPIRITUAL GROUNDING
HAS ESSENTIAL KNOWLEDGE , SKILLS TO CONTINUOUSLY
DEVELOP HIMSELF/HER SELF TO THE FULLEST
ENGAGES IN CRITICAL THINKING AND CREATIVE PROBLEM
SOLVING
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DESIRED OUTCOMES
POSSESSES A HEALTHY MIND AND BODY
HAS SOLID MORAL AND SPIRITUAL GROUNDING
HAS ESSENTIAL KNOWLEDGE , SKILLS TO CONTINUOUSLY
DEVELOP HIMSELF/HER SELF TO THE FULLEST
ENGAGES IN CRITICAL THINKING AND CREATIVE PROBLEM
SOLVING
CONTRIBUTE TO THE DEVELOPMENT OF A PROGRESSIVE,
JUST NAD HUMANE SOCIETY
APPRECIATES THE BEAUTY OF THE WORLD AROUND
HIM/HER AND CARES FOR THE ENVIRONMENT FOR A
SUSTAINABLE FUTURE
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DESIRED OUTCOMES
POSSESSES A HEALTHY MIND AND BODY
HAS SOLID MORAL AND SPIRITUAL GROUNDING
HAS ESSENTIAL KNOWLEDGE , SKILLS TO CONTINUOUSLY
DEVELOP ONESELF TO THE FULLEST
ENGAGES IN CRITICAL THINKING AND CREATIVE PROBLEM
SOLVING
CONTRIBUTE TO THE DEVELOPMENT OF A PROGRESSIVE,
JUST NAD HUMANE SOCIETY
APPRECIATES THE BEAUTY OF THE WORLD AROUND
HIM/HER AND CARES FOR THE ENVIRONMENT FOR A
SUSTAINABLE FUTURE
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CORE CONTENT
LEARNING DOMAINS
PEDAGOGICAL APPROACHES

1. COMMUNICATION AND LITERACIES
2. CRITICAL THINKING AND PROBLEM SOLVING
3. CREATIVITY AND INNOVATION
4. ETHICAL, MORAL and SPIRITUAL VALUES
5. LIFE and CAREER COMPETENCIES
6. DEVELOPMENT OF SELF AND SENSE OF COMMUNITY
7. NATIONAL and GLOBAL ORIENTEDNESS

INTEGRATIVE, REFLECTIVE, COLLABORATIVE,
CONSTRUCTIVIST
ASSESSMENT
MONITORING And EVALUATION SYSTEM
OUTCOME-and STANDARDS-BASED, COMPREHENSIVE,
SYSTEMATIC, and VALID MONITORING and EVALUATION
SYSTEM SET IN PLACE AIMED AT IMPROVING THE
QUALITY OF BASIC EDUCATION
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CORE CONTENT

1. COMMUNICATION AND LITERACIES
2. CRITICAL THINKING AND PROBLEM SOLVING
3. CREATIVITY AND INNOVATION
4. ETHICAL, MORAL and SPIRITUAL VALUES
5. LIFE and CAREER COMPETENCIES
6. DEVELOPMENT OF SELF AND SENSE OF COMMUNITY
7. NATIONAL and GLOBAL ORIENTEDNESS

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• LEARNING AREAS
• Languages
• MTB
• Filipino
• English
• 2. Science,
• Mathematics
• 3. Languages, Science, Mathematics, MAPEH

• CORE CONTENT
• Communication and Literacies
• Critical Thinking and Problem Solving
• Creativity and Innovation

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• 4. Ethical, Moral and Spiritual Values
• 5. Life and Career Competencies
• 6. Development of Self and Sense of Community
• 7. National and Global Competencies

• 4. Edukasyon sa Pagpapakatao (EsP)
• 5. Technology and Livelihood Education
• (TLE)
• 6. Araling Panlipunan,
• EsP
• 7. Languages, MAPEH, TLE, Math, Science

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ASSESSMENT
ASSESSMENT as LEARNING
ASSESSMENT for LEARNING
BALANCE OF TRADITIONAL and AUTHENTIC ASSESSMENT
ASSESSMENT of LEARNING
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MONITORING And EVALUATION SYSTEM

• OUTCOME-and STANDARDS-BASED, COMPREHENSIVE,
  SYSTEMATIC, and VALID MONITORING and EVALUATION
  SYSTEM SET IN PLACE AIMED AT IMPROVING THE
  QUALITY OF BASIC EDUCATION

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PROPOSED ROADMAP FOR THE K TO 12 PHILIPPINE BASIC
EDUCATION PROGRAM
COMMUNICATION LITERACIES CRITICAL THINKING
PROBLEM SOLVING CREATIVITY INNOVATION
Grade Level K 1 2 3 4 5 6 7 8 9 10 11 12
Curriculum Program
Core Learning Area
Speciali- zation
Key Stage Outcomes
General Academic Program
Learning Domains
EMPLOYMENT

• Adv English
• Adv Science
• Adv Math
• Adv Filipino
• Contemporary Issues
• (includes work, ethics, business ethics, etc.)

• Values Education
• Physical health motor devt
• Social emotional devt
• Cognitive devt
• Creative Arts
• Language Readiness for Reading Writing
• Language, Literacy Communication

• English
• Filipino
• Mathematics
• Science Health
• Heograpiya, Kasaysayan at Sibika
• MSEP
• EPP
• Edukasyong Pagpapakatao

• English
• Science
• Mathematics
• Filipino
• MSEP
• Social Studies
• Values Education
• TLE

• Eng
• Fil
• Math

• Science Health

ENTREPRENEUR- SHIP
THE LEARNER

• Sibika at Kultura
• MSEP

MIDDLE LEVEL SKILLS DEVELOPEMENT

• Aptitude test

Exploratory stage of career paths/choices

• Special Program in
• Arts
• Sports
• Journalism
• Engineering Science Education Program (ESEP)
• Mother Tongue foreign Languages
• Technical-Vocational advocation
• - Agriculture/Fisheries
• - Arts Trades

NONE
NONE
NONE
HIGHER EDUCATION
Consolidation of complex knowledge skills
devt of attitude values as a result of a
strong liberal education. Adequate preparation
for the world of work, entrepreneurship, middle
level skills devt higher education
Development mastery of complex knowledge
skills devt of attitude values
Development of knowledge, skills, attitudes and
values mastery application of basic skill
Consolidation of knowledge skills development
of attitudes, values, aptitudes interest
ETHICAL, MORAL, SPIRITUAL VALUES LIFE
CAREER COMPETENCIES DEVELOPMENT OF SELF SENSE
OF COMMUNITY NATIONAL GLOBAL ORIENTEDNESS
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Guiding Principles and Features of K-12 Curriculum
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K-12 CURRICULUM
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TEACHERS COMPETENCIES
CO NS TR UC TI VI ST

• STANDARDS BASED
• COMPETENCY BASED

OUTCOMES BASED STANDARDS BASED COMPETENCY BASED
LEARNER CENTERED
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K-12 CURRICULUM
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AREAS
INCLUSION OF CO-CURRICULAR ACTIVITIES AND
COMMUNITY INVOLVEMENT PROGRAM
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LEARNING DOMAINS
KNOWLEDGE and UNDERSTANDING
ESSENTIAL SKILLS
ATTITUDES AND VALUES
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PEDAGOGICAL APPROACHES

• INTEGRATIVE
• REFLECTIVE
• COLLABORATIVE
• CONSTRUCTIVIST
• INQUIRY-BASED

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K-12 Basic Education Program
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa
Mundo
TEACHERS CONCERNS
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K-12 Basic Education Program
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa
Mundo
1. Will teachers have additional work load?
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K-12 Basic Education Program
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa
Mundo
No additional work. Magna Carta 6 hours of
actual teaching and 2 hours related
jobs/activities focus on subject specialization
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K-12 Basic Education Program
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa
Mundo
2. How will DepED prepare teachers in handling
the enhanced curriculum?
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K-12 Basic Education Program
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa
Mundo
Teacher training coordination with CHED to align
pre-service education Pilot testing to prepare
teachers and refine instruction
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K-12 Basic Education Program
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa
Mundo
STUDENTS CONCERNS
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K-12 Basic Education Program
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa
Mundo
1. Will there be more school work?
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K-12 Basic Education Program
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa
Mundo
No. You will have lighter school work because
more time will be given to focus on each subject
65
K-12 Basic Education Program
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa
Mundo
2. Will this mean, I will have to wait for 2 more
years to graduate and be employed?
66
K-12 Basic Education Program
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa
Mundo
Yes. But after the 12 years you will be more
ready to get a better job, start your own
business or continue your college life
67
K-12 Basic Education Program
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa
Mundo
K-12 is the key to the development of Philippine
Economy.