k to 12 info sheet - sc, twgs, curriculum

K to 12 Basic Education Program CHED | DepEd | TESDA

As of September 10, 2012 1

K TO 12 INFORMATION SHEET I. Steering Committee and Technical Working Groups (TWGs)

A. Members Steering Committee

Name Institution

Chairperson Br. Armin A. Luistro FSC Department of Education

Co-Chairs Dr. Patricia Licuanan Sec. Joel Villanueva

Commission on Higher Education Technical Skills and Development Authority

Members Senator Edgardo Angara (represented by Mr. Mark Yee)

Senate

Representative Rosenda Ann Ocampo (represented by Ms. Maria Josefina J. Roque-Ricafort)

House of Representatives

Dir. Erlinda M. Capones (sometimes represented by Ms. Rhona Caoli-Rodriguez)

National Economic Development Authority

Dr. Criselda Sy (sometimes represented by Ms. Evelyn Dacumos)

Department of Labor and Employment

USec. Alicia R. Bala (sometimes represented by Ms. Cynthia Diano and/or Ms. Anely A. Burgo)

Department of Social Welfare and Development

Ms. France Castro Ms. Zenaida Lao

Alliance of Concerned Teachers

Mr. Redentor Quilala Parent Teacher Association Representative

Dr. Herbert Glenn P. Reyes Philippine Association of State Universities and Colleges (PASUC)

Dr. Chito Salazar (sometimes represented by Ms. Lovelaine Basillote)

Philippine Business for Education (PBEd)

Dr. Jose Campos Coordinating Council of Private Educational Associations (COCOPEA)

Advisers Dr. Isagani Cruz Academe (Private)

Dr. Ester Ogena Academe (Public)

Rep. Mariano Piamonte Partylist Representative

Rep. Antonio Tinio Partylist Representative

Mr. Ediciodela Torre E-Net

Fr. Gregorio Baaga, Jr. Academe (Private)

Technical Working Group Chairpersons

USec.Yolanda Quijano DepEd, TWG on Curriculum

USec. Francisco Varela DepEd, TWG on Research

USec. Rizalino Rivera DepEd, TWG on Communications

USec. Albert Muyot DepEd, TWG on Legislation

ASec. Tonisito Umali DepEd, TWG on Transition Management



Dr. Lolit Andrada DepEd, Curriculum sub-TWG on 11 and 12, Transition Management sub-TWG on SHS system readiness assessment

Dr. Socorro Pilor DepEd, Curriculum sub-TWG on instructional materials

Dr. Paraluman Giron Curriculum Sub-TWG on 1 to 10

Dr. Nelia Benito DepEd, Curriculum sub-TWG on Assessment

Dr. Beatrice Torno DepEd, Curriculum sub-TWG on teacher education

Dr. Milagros Valles DepEd, Transition Management sub-TWG on SHS modeling

Technical Working Group on Transition Management

Name Institution

Chairperson ASec. TonisitoUmali DepEd

Members Mr. Napoleon Imperial CHED

Dr. Imelda Taganas TESDA

Dr. Reynaldo Vea COCOPEA

Dr. Vincent Fabella JRU

Dr. Amelou Reyes PWU/ FAPE

Dr. Carol Porio FAPE

Dr. Arnie Azcarraga DLSU

Engr. Alex Escano MFI

USec.Francis Varela DepEd, TWG on Research

USec. Rizalino Rivera DepEd, TWG on Communications

ASec. Jess Mateo DepEd, Planning Office

Dr. Brenda Corpuz Curriculum Consultant

Dir. LolitAndrada DepEd, sub-TWG on SHS system readiness assessment

Dir. Milagros Valles DepEd, sub-TWG on SHS Modeling

Technical Working Group on Research

Name Institution

Chairperson USec. Francis Varela DepEd


Dir. Erlinda M. Capones(represented by Ms. Rhona Caoli-Rodriguez)

NEDA

Dr. Vincent Fabella JRU

Mr. Jess Mateo DepEd, Planning Office

Dr. Rosario Manasan Consultant

Dr. Anicetor Orbeta Consultant



Technical Working Group on Communications

Name Institution

Chairperson USec. Rizalino Rivera DepEd

Members Dir. Tina Ganzon DepEd

Mr. Napoleon Imperial CHED

ASec. Jess Mateo DepEd, Planning Office

Mr. Kenneth Tirado DepEd Communications

Mr. Raul Limbo

Mr. Wadel Cabrera Philippine Business for Education

Ms. Rhodora Ferrer CEAP

ASec. Tonisito Umali TWG on Transition Management

Technical Working Group on Curriculum

Name Institution

Chairperson USec. Yolanda Quijano DepEd


Dr. Imelda Taganas TESDA

Dr. Lolit Andrada DepEd, sub-TWG on 11 and 12

Dr. Socorro Pilor DepEd, sub-TWG on instructional materials

Dr. Paraluman Giron Sub-TWG on 1 to 10

Dr. Nelia Benito DepEd, sub-TWG on Assessment

Dr. Beatrice Torno DepEd, sub-TWG on teacher education

Dr. Brenda Corpuz Curriculum Consultant

Dr. Maria Christina Padolina CEU

Learning Area Teams Convenors Dr. Dina Ocampo UP, Languages (English, Filipino, Mother

Tongue) Convenor

Dr. Maris Diokno UP, Araling Panlipunan Convenor

Dr. Ian Garces AdMU, Math Convenor

Dr. Merle Tan UP NISMED, Science Convenor

Dr. Dennis Faustino St. Marys, Music and Art Convenor

Dr. Alice Panares National Commission for Culture and the Arts, Art Convenor

Dr. Mauricia Borromeo UP, Music Convenor

Dr. Larry Gabao PNU, Physical Education Convenor

Dr. Evelina Vicencio UE, Health Convenor

Dr. Fe Hidalgo UST, Edukasyon sa Pagpapakatao Convenors

Dr. Imelda Taganas TESDA, EPP-TLE Convenor



B. Activities and Accomplishments

Roles and Functions of TWG on Curriculum

Develop a K to 12 Basic Education Curriculum Framework that: o is aligned to the Ten-Point Education Agenda of President Benigno Simeon Aquino III o is responsive to the needs of the local national and global community, and o attuned to the demands of the 21st century.

Design a research-based K to 12 Curriculum that is focused on the development of holistically developed graduates who are ready for employment, entrepreneurship, middle level skills development and higher education.



Work with teachers, curriculum experts and specialists from the academe in the development of enhanced curriculum standards and competencies.

Ensure a continuum of curriculum of standards and competencies from K to 12.

Develop policy guidelines in the implementation of the K to 12 Curriculum.

Enhance curriculum standards and competencies for tech-voc schools and special schools SPED, Science High Schools, special schools for the art.

Curriculum Sub-TWGs Sub-TWG on Grades 1 to 10 Curriculum (Chairperson: Dr. Paraluman Giron)

Develop the curriculum standards and competencies for all subjects from K to 10 in collaboration with practitioners, curriculum experts and experts from the academe.

Ensure vertical and horizontal articulation of curriculum standards and competencies. Sub-TWG on Grades 11 and 12 Curriculum (Chairperson: Dr. Lolit Andrada)

Identify the subjects for Grades 11 and 12, in coordination with the Commission on Higher Education and in accordance with the K to 12 Curriculum Framework.

Develop the curriculum standards and competencies for all subjects from Grades 11 to 12 in collaboration with practitioners, curriculum expert and experts from the academe.

Sub-TWG on Instructional Materials (Chairperson: Dr. Socorro Pilor)

Develop the Learners Materials and Teachers Guides based on the standards and competencies, in collaboration with teachers, curriculum specialists, and experts from the academe.

Review developed Learners Materials and Teachers Guides.

Print the Learners Materials and Teachers Guides and distribute the same to the schools through the Divisions.

Sub-TWG on Assessment (Chairperson: Dr. Nelia Benito)

Develop Monitoring and Evaluation (M&E) Framework for K to 12 Basic Education Curriculum

Work with the Sub-TWGs on K to 12 and Grades 11 and 12 in the development of an assessment and grading system for the K to 12 Curriculum.

Sub-TWG on Teacher Development (Chairperson: Dr. Beatrice Torno)

Plan, organize, implement, monitor, and evaluate teacher training for the implementation of K to 12 Curriculum.

Sub-TWG on Alternative Learning System (Chairperson: Dr. Carol Guerrero)

Align the ALS framework, curriculum standards and competencies, and assessment policies with that of the K to 12.

Sub-TWG on ICT (Chairperson: ASec. Rey Laguda)

Enhance the K to 12 Curriculum by the utilization of ICT as tool for teaching and learning.

Work with the Sub-TWGs on K to 10 and Grades 11 and 12 for an ICT-enhanced curriculum

Work with the Sub-TWGs on K to 10 for the development of ICT standards as a component in Edukasyong Pantahanan at Pangkabuhayan (EPP) and TLE subjects.

Develop ICT competencies for teachers.



II. Comparison of Basic Education Curricula in the Past 30 Years

A. The 1983 New Elementary School Curriculum, 2002 Basic Education Curriculum, and K to 12 Curriculum (Grades 1-6)

Learning Areas

NESC BEC K to 12

1. English 2. Filipino 3. Science and Health 4. Math 5. Sibika/Kultura/Heograpiya Kasaysayan Sibika 6. EPP 7. MSEP 8. GMRC

1. English 2. Filipino 3. Science and Health 4. Math 5. Sibika at Kultura/HKS* 6. EPP* 7. MSEP* 8. EP/GMRC* * part of Makabayan

Gr 1-3 Gr 4-6

1. English 2. Filipino 3. Science 4. Math 5. AP 6. EsP 7. EPP 8. MAPEH 9. Mother Tongue

1. English 2. Filipino 3. Science 4. Math 5. AP 6. EsP 7. EPP/TLE 8. MAPEH

Time Allotment

NESC BEC K to 12

Grade 1 320 mins/day 320 mins/day 240 mins/day






NESC

Subject Area Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

GMRC 20 20 20 20 20 20

Filipino 60 60 60 60 60 60

English 80 80 80 80 80 80

Math 60 60 60 60 60 60

Sibika/Kultura/HKS 40 40 40 40 40 40

Science & Health 40 40 40 40 40 40

MSEP 20 20 40 40 40 40

EPP - - - 40 60 60

Total Mins Daily 320 320 340 360 380 380



BEC

Subject Area Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Filipino 80 80 80 60 60 60

English 100 100 100 80 80 80

Math 80 80 80 60 60 60

Science and Health Within English and

Makabayan 40 60 60 60

Mak

abay

an Sibika/Kultura/HKS 60 60 60 40 40 40

EPP - - - 40 40 40

MSEP Integrated in Sibika at Kultura 20 40 40

EP/GMRC Integrated in every Subject Area

Total Mins Daily 320 320 360 360 380 380

K to 12 Curriculum

Learning Area Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Mother Tongue 40 40 40 - - -

Filipino 40 40 40 40 40 40

English 40 40 40 40 50 50

Edukasyon sa Pagpapakatao

30 30 30 30 40 40

Araling Panlipunan

30 30 40 40 40 40

Math 30 30 40 40 50 50

MAPEH 30 30 30 30 40 40

Science - - 40 40 40 40

EPP/TLE - - - 60 60 60

Total Mins Daily 240 240 300 320 360 360



B. The 1989 New Secondary Education Curriculum, 2002 Basic Education Curriculum, and K to 12 Curriculum (Grades 7-10)

Learning Area

NSEC BEC K to 12

1. English 2. Filipino 3. Science and Technology 4. Math 5. Araling Panlipunan 6. Values Education 7. PE, Health and Music 8. THE

1. English 2. Filipino 3. Science and Technology 4. Math 5. Social Studies* 6. TEPP* 7. MSEPP* 8. Edukasyon sa Pagpapahalaga* *part of Makabayan

1. English 2. Filipino 3. Math 4. Science 5. AP 6. EsP 7. TLE 8. MAPEH

Time Allotment

NSEC BEC K to 12

Grade 7/1st Year 400 mins/day 300-480 mins/day 348 mins/day

Grade 8/2nd Year 400 mins/day 300-480 mins/day 348 mins/day

Grade 9/3rd Year 400 mins/day 300-480 mins/day 348 mins/day

Grade 10/4th Year 400 mins/day 300-480 mins/day 348 mins/day

NSEC

Subject Area 1st Year 2nd Year 3rd Year 4th Year

Values Education 40 40 40 40

Filipino 40 40 40 40

English 40 40 40 40

Math 40 40 40 40

Araling Panlipunan 40 40 40 40

Science and Technology 80 80 80 80

PE, Health and Music 40 40 40 40

Technology & Home Economics 80 80 80 80

Total No. Minutes Daily 400 400 400 400



BEC

Subject Area 1st Year 2nd Year 3rd Year 4th Year


English 60 60 60 60

Math 60 60 60 60

Science & Technology 60 60 60 60 M

akab

ayan

Social Studies 60

TEPP 60 per day for 4 days

MSEPP 60 per day for 4 days

Edukasyon sa Pagpapahalaga

60 minutes per week on its own, but within every subject Area everyday

Total Mins Daily 300-480 300-480 300-480 300 480

K to 12 Curriculum (Junior High School)

Learning Areas Grade 7 Grade 8 Grade 9 Grade 10

English 48 48 48 48


Science 48 48 48 48

Math 48 48 48 48

Araling Panlipunan 36 36 36 36

Edukasyon sa Pagpapakatao 24 24 24 24

Music, Arts and Physical Education 48 48 48 48

Technology and Livelihood Education 48 48 48 48

Total Mins Daily 348 348 348 348



K to 12 Curriculum (Senior High School)

Competencies

Basis of Comparison

NESC/NSEC (1983) BEC (2002) K to 12 ( 2012)

Number of Elementary Subjects

In comparison to the 1970 curriculum, it covered fewer Learning Areas (8)

Reduced subjects to 5 with Makabayan integrating 4 subjects (Values Education, Musika, Sining, Edukasyong Pangkatawan(MSEP) , Edukasyong Pantahanan at Pangkabuhayan(EPP), Sibika at Kultura/Heograpiya, Kasaysayan at Sibika; the number of subjects (8) remain unchanged when subjects in Makabayan are counted separately

Has 9 Learning Areas from Grades 1 to 3 because of Mother Tongue but subject remains 8 from Grades 4 to 10

Focus/Emphasis

Put greater emphasis on intellectual skills and basic knowledge and skills Especially reading, writing, math and attitude formation; return to the basics

Learning to live together, learning to be; functional literacy, learning-to-learn skills; appreciation of the arts and sports and acquisition of desirable values

Aimed at the holistically developed Filipino with 21st century skills ready for employment, entrepreneurship, middle level skills



development and higher education

Content focused on the development of shared values and belief system which fosters humanism and sense of nationhood

Development of a person who is makabayan, makatao, makakalikasan at Maka-Diyos.

Holistically developed Filipino; proud to be a Filpino

Aimed at mastery learning; at least 75% mastery of required Minimum Learning Competencies

Aimed at mastery learning like NESC

Aimed at mastery learning

Emphasized the development of work skills which are as important as intellectual skills

Life skills for lifelong Acquisition of life and career skills to prepare the graduate for employment, entrepreneurship, middle level skills development, and higher education

The objectives were termed Minimum Learning Competencies (MLCs) or Desired Learning Competencies (DLC) in the secondary, a list of knowledge, skills and attitudes.

The objectives were expressed in terms of competencies (Philippine Elementary Learning Competencies /Philippine Secondary Learning Competencies)

The learning outcomes are specifically stated as content standards and performance standards and competencies for each Learning Area in every grade level

Goal in Reading

Improve students reading ability based on the research finding that students were deficient in reading ability

Every child a reader by Grade 3 (ECARP)

Every child a reader in Grade 1 in Mother Tongue

Other goals

Develops health values in the whole curriculum

Health is part of science Health is part of MAPEH and is given separate time allotment

Develops competencies and values for social living

Emphasizes learning to live together and learning to be

holistically developed Filipino

Teaching approach

Value-driven Mastery teaching

Interactive, collaborative , integrated, value-driven

Interactive, collaborative, integrated, constructivist, inquiry-based, value-driven

Teaching approach for Science & Math

Spiral approach Discipline-based Spiral approach



Comparison of Math in 2002 BEC and in K to 12

Unit of Comparison 2002 BEC K to 12 Remarks

Scope

Grades 1-6 - Whole

numbers - Rational

numbers - Geometry - Measurement - Graphics

1st year Elem. Algebra 2nd year Intermediate Algebra 3rd Year Geometry 4th Year - Choice between Business Math and Statistics and Trigonometry and Advanced Algebra

Grades 1-7 -Numbers and number sense -Measurement -Geometry -Patterns and Algebra -Statistics and Probability Grade 8-10 -Algebra( with Trigonometry in Grade 9) - Geometry - Probability and Statistics

1. In K to 12, there is a very clear vertical articulation of Math concepts from Grades 1 to 10. This is not so in the 2002 BEC where there is a disjoint between elementary and high school Math.

2. This can be explained by the fact that Math in K to 12 is taught with the spiral progression approach while in the 2002 BEC, the spiral progression of Math concepts that start in elementary is not continued in high school because Math shifts to a discipline-based approach starting 1st Year. In the spiral progression approach, the content covered in Math like Probability and Statistics are taught as early as Grade 1 and becomes more complex with each grade level. In the discipline-based approach, a student waits until 4th Year to learn Probability and Statistics.

No. of Competencies & Standards

Elem Competencies - Grade 1 - 26 - Grade 2 - 47 - Grade 3 - 35

Content Standards Grade 1 - 7 Grade 2 - 7

Performance Standards Grade 1 -14 Grade 2 - 28

K to 12 Math is a decongested version of 2002 BEC in terms of standards.



- Grade 4 - 50 - Grade 5 - 48 - Grade 6 - 76

Secondary - 1st Year - 33 - 2nd Year - 39 - 3rd Year - 25 - 4th Year - 56

Grade 3 - 8 Grade 4 - 8 Grade 5 - 9 Grade 6 - 8 Grade 7 - 5 Grade 8 - 5 Grade 9 - 4 Grade 10 - 4

Grade 3 - 19 Grade 4 -21 Grade 5 - 22 Grade 6 - 21 Grade 7 - 9 Grade 8 - 14 Grade 9 -10 Grade 10 -7

Content Standards are what the students should know and be able to do. Performance Standards refer to the level of proficiency by which the student is able to demonstrate what he/she knows and is able to do.

Comparison of Science in 2002 BEC and in the K to 12 Curriculum

Unit of Comparison 2002 BEC K to 12 Remarks

Scope

Elementary Grade 3 - People, Animals, Plants, Matter, Energy, Earth, Sun Grade 4 - People, Animals, Plants, Mixtures and Solutions, Energy, Earth, Moon, Sun Grade 5 - People, Plants, Physical and Chemical Change, Animals, Energy, Earth, Solar System Grade 6 - People, Animals, Plants and Environment (interrelationships in the ecosystem), Materials and Their Uses, Force and Motion, Energy, Earth, Beyond the Solar System

From Grades 3 to 10, Science teaching consists of Biology, Chemistry, Physics and Earth Science. The depth and breadth of the Science lessons increase as one goes up the rung of the educational ladder.

In the elementary level, Science teaching in both 2002 BEC and K to 12 Curriculum is done via the spiral progression approach. The spiral progression approach contributes to the mastery of concepts as topics are covered each year and revisited in each year level and are developed to higher levels of sophistication.

Secondary 1st Year - Integrated Science 2nd Year - Biology 3rd Year - Chemistry 4th Year - Physics

In the 2002 BEC, Science teaching in the secondary was discipline-based unlike that in the K to 12 Curriculum which makes use of the spiral progression approach.



Number of Competencies and Standards

Grade 3 - 53 Grade 4 - 41 Grade 5 - 40 Grade 6 - 39 1st Year - 25 2nd Year - 32 3rd Year - 25 4th Year - 19

Content S Standards Gr 3 - 14 Gr 4 -21 Gr 5 - 20 Gr 6 - 18 Gr 7 - 17 Gr 8 - 21 Gr 9 - 19 Gr 10 - 26

Performance Standards Gr 3 - 14 Gr 4 - 20 Gr 5 - 22 Gr 6 - 23 Gr 7 - 21 Gr 8 - 19 Gr 9 - 17 Gr 10 - 17

When the competencies of the 2002 BEC Science are compared to the Content and Performance Standards of the K to 12 Curriculum, the latter is streamlined.

Integration of Science Concepts in Grades 1 and 2 English

In the 2002 BEC, Science was formally taught only in Grade 3 but Science concepts were integrated in Grades 1 and 2 English

In the K to 12, the same thing applies.

Even in the 1983 NESC, Science was integrated in Grades 1 and 2 English to devote more time to the tool subjects to be mastered. In the K to 12 Curriculum, there are many entry points of the integration of Science concepts in Health and in PE, even in Music and Arts.



III. K to 12 Curriculum

A. Curriculum Model

B. Technology and Livelihood Education Some Explanatory Notes on Technology and Livelihood Education

Grade Subject/s Taught Comments

10 Specialization The school offers the specialization from among the 23:

a) which it is capable to offer b) that is most responsive to community need c) chosen from among the 8 specializations

that the students explored d) so that the student will be able to obtain at

least a National Certificate, Level 1

The standards and competencies of these specializations are TR-based.

TESDA requires a minimum number of hours per course in order to qualify for an assessment. The number of hours differs among courses. Most of them, however, require a total number of hours that is as good as one school year. This means that if one does not comply with the minimum number of hours per course, he/she may not be able to obtain at least an NC1. In effect, the students may be able to study only one specialization in Grade 10.

9

8 Exploratory TLE These courses are TR-based to ensure that students obtain at least a Certificate of Competency in this level. Only the following common

School chooses 4 from the 23 focus areas for Grade 7 and another 4 for Grade 8. As much as possible, to give the students opportunity to explore various courses, the school should choose the 4

7



competencies of TESDA courses regardless of the chosen area are taught. These are: o use and maintenance of tools, o mensuration and computation o occupational health & safety o interpreting technical drawing. This means that in every specialization like Commercial Cooking, Tailoring, Welding, and Hardware Servicing these common competencies are taught in the context of the exploratory course.

exploratory subjects from Home Economics (HE), Industrial Arts (IA),Information Communication Technology (ICT), and Agriculture and Fishery, and not just from one field like Agriculture and Fishery . One exploratory course is taken per quarter. The student studies 4 exploratory courses in Grade 7 and another 4 in Grade 8. Fast learners may have more than four exploratory courses.

6 TLE Technology and Livelihood Education

5 EPP- Edukasyon sa Pagpapakatao at Pangkabuhayan ( TLE in elementary)

4

The 23 Exploratory Courses in Technology and Livelihood Education (TLE) in Grades 7-8 TLE specializations fall under four areas, namely:

1) Home Economics 2) Agriculture and Fishery 3) Industrial Arts 4) Information Communication Technology

The Training Regulations (TR)-based specializations per area are given below:

Home Economics Agriculture and Fisheries Industrial Arts Information

Communication Technology

1. Beauty Care 1. Animal Production 1. Automotive Servicing

Computer Hardware Servicing

2. Commercial Cooking 2. Crop Production 2. Electrical installation and Maintenance

3. Household Services 3. Horticulture 3. Handicraft

4. Caregiving 4. Aquaculture 4. Mechanical Drafting

5. Dressmaking- Tailoring

5. Food Processing 5. Refrigeration and Air Conditioning

6. Bread and Pastry Production

6. Tile Setting

7. Carpentry

8. Electronics Servicing

9. Masonry

10. Plumbing



11. Shield Metal Arc Welding

Total: 23 Specializations

Note: The titles of the specializations are the titles of the TESDA courses. Changing them may create confusion and may complicate assessment with TESDA. IV. Decongestion For elemenatry, the number of subjects (nine) in the K to 12 Curriculum increased when compared with BEC and NESC which has only eight. The nine subjects in the K to 12 elementary is due to the addition of Mother Tongue as a subject from Grades 1 to 3, otherwise the number of subjects should remain eight.

The previous curricula contain a listing of topics as content and competencies. The K to 12

Curriculum contains content standards, performance standards and competencies. The specific competencies are anchored on these broad content and performance standards. With these standards, teaching will be focused on the most essential as defined in the standards. With the standards, there is a better integration of competencies within and across the learning areas and so the teaching of so many competencies taught in isolation from the rest which makes the curriculum highly congested is avoided. The decongestion in K to 12 is not in terms of the number of subjects nor in the number of competencies but in the integrative teaching of competencies made possible by the identification of content and performance standards in each Learning Area. V. Relationship pf DepEd, TESDA and CHED After these three agencies have been divorced, with K to 12 Basic Education Program, they come together again. The K to 12 Basic Education Curriculum is a product of the collaborative effort of the three lead agencies in education. The TLE courses are TR-based. DepEd curriculum specialists and subject specialists worked together with TESDA specialists to craft the content and performance standards and competencies for the TR-based TLE exploratory and specialization courses based on Training regulations. DepEd continues to work with TESDA for the curriculum standards and competencies for the TechVoc career paths in Grades 11 and 12. o The Learners Materials and Teachers Guides in TLE exploratory courses in Grades 7 and 8 were

developed by DepEd experts with the help of TESDA experts. o The consultant in the writing of curriculum standrads and competencies for TLE is a Director from

TESDA. o The training of Grade 7 TLE teachers for was conducted by TESDA last May 2012. o The TESDA General Director is co-chair of the Steering Committee chaired by the DepEd Secretary. o TESDA will also be consulted by DepEd in the development of standards for the Tech-Voc

specializations that will be taught for Tech-Vocbound Grade 12 graduates. They will also be consulted on how the Core Subjects like Math will be taught for Tech-Voc bound Grade 12 graduates.

o The number of hours for OJT in Grades 11 and 12 was an advice from TESDA.

The Chair of CHED is co-chair of the Steering Committee. o The standards for Grades 11and 12 will be worked on by DepEd and the members of the various

Technical Panels of the Commission on Higher Education. It is the experts from CHED who are in the



best position to tell how Math can be taught differently for college students pursuing Humanities and Social Sciences and students pursuing Math, Science, and Engineering courses.

o The College Readiness Standards preapred by CHED were considered by DepEd in the identification of subjects to offer in Grades 11 and 12 and in the development of curriculum standards and competencies for the subjects in Grades 11 and 12.

k to 12 info sheet - sc, twgs, curriculum

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