o The government has not revised the

curriculum for public elementary schools

in 13 years.

o Meanwhile, the curriculum for public

high schools has not been changed for

almost two decades, in sharp contrast

to the general practice worldwide,

which calls for a revision every 10 years.

How it started?

o responded to the ever- changing

world, and is badly needed, senior

education department officials

argued.

How it started?

“To actualize a gracious life in our changing world, Filipino learners need an education system that empowers them for a lifelong

learning, or (the system) that enables them to be (more) competent in learning how to learn even when

they are left to themselves.”

-Dr. Fe Hidalgo, Education Undersecretary for Programs

o Desire to overcome an

overcrowded curriculum. It resulted

in the decongestion of the

curriculum with only five (5) five

learning areas: English, Filipino,

Mathematics, Science and

Makabayan – tool learning areas

Salient Features:

o Makabayan addresses primarily

societal needs. This is where the

learner can:

(1)Apply practical knowledge

(2)Demonstrate deeper

appreciation of Filipino culture

Salient Features:

o Formation of pupils who are

makabayan (patriotic), makatao

(humane), makakalikasan

(environmentally sensitive), and maka-

Diyos (God-fearing).

o Development of human being; not on

merely professional skills.

Salient Features:

o All the basic education

teachers in the five learning

areas: English, Filipino,

Mathematics, Science and

Makabayan are designated

as values education teachers.

Salient Features:

o The integration of English, Science and Mathematics will be emphasized through innovative and interdisciplinary modes of instructional delivery.

o The teaching of Filipino will be enriched through the integration of the vocabulary, values and competencies from the social sciences.

Salient Features:

Time Allotment For Secondary School:

RBEC Secondary School Curriculum

Time Allotment For Elementary School:

o At the secondary level, a critical reform is in the area of curriculum and instruction as an urgent response to declining school performance.

o After a four-year try out in a number of school nationwide, SEC was then ready for role-out in the First Year.

SY 2010-2011 – First Year Level

SY 2011-2012 – Second Year Level

SY 2012-2013 – Third Year Level

SY 2013-2014 – Fourth Year Level

o The main tenet of the curriculum

is understanding versus facts:

students must understand, not

just memorize facts.

The refinement of the curriculum

followed the Understanding by Design

(UbD) framework (developed by Jay

Mctighe and Grant Wiggins) which

offers a three-stage, backward process

to curriculum design. Hence, it is also

known as Backward Design Curriculum.

o This implores to think about the

outcomes we had for student learning

first and then plan instruction and

develop curriculum to close the gap between what the students already

know and what they need to know.

Three Stages of UbD ModelStage 1 Stage 2 Stage 3

Three Stages of UbD ModelStage 1 Stage 2 Stage 3

o Special program in the Arts (SPA)

o Special program in the Sports (SPS)

o Special program in Journalism (SPF)

o Special program in Foreign Language

(SPFL)

o Special Science/Math (S&T)/engineering

o Science Education Program (ESEP)

o Technical-vocational Program (Tech-Voc)

Special Curricular Programs

Subject Areas, Time Allotment and Unit Credits

Subject Areas, Time Allotment and Unit Credits

Subject Areas, Time Allotment and Unit Credits

The Philippines is committed to

achieving its Education for All

(EFA) goals not only for the

development of each Filipino,

but also for the overall social

economic progress of the

country.

Part of the Philippine Education For All

Plan of Action 2015, is Critical Task No.5:

the expansion of basic education.

Targeting that by 2015, the Philippines

has lengthened its cycle of basic

education schooling to make it twelve

years.

This means having

Kindergarten and the 12 years

of elementary end secondary

education.

o Kindergarten – five-year-old cohort thattakes a kindergarten curriculum

o Elementary Education – primary schoolingthat involves six years of education(Grades 1-6)

o Secondary Education – four years of juniorhigh school (Grades 7-10) and two yearsof senior high school (Grades 11-12)

Filipino graduates are envisioned:

o Possess sufficient mastery of basic

competencies (e.g., literacy,

numeracy, problem solving, etc) to

develop themselves to the fullest;

o Be emotionally developed and

competent to live a meaningful

life;

o Be socially aware, pro-active, and

involved in public and civic affairs and

contribute to the development of a

progressive, just and humane society;

o Be adequately prepared for the world

of work or entrepreneurship or higher

education

o Be legally employable;

o Be globally competitive;

o Be healthy in mind and in body

o Have a solid moral and spiritual grounding

o Appreciate and care for humanity, the

world. And environment;

o Are proud to be a Filipino

o basically seeks to enhance and develop

skills. In the Philippines, schools offering

technical and vocational courses and

programs, including their curricula,

undergo accreditation and approval by

the Technical Education and Skills

Development (TESDA)

o TESDA and other vocational schools offer short programs or two-year courses on technology and skills development.

Like:(1) automotive technology(2) nursing aide training(3) tourism(4) photography(5) computer technology(6) drafting

o Upon graduation from theaforementioned courses, students take alicensure examination from TESDA toobtain a certificate or diploma.

o Upon completion of a particular course,units taken can be credited if thegraduate decides to enroll in a relatedfield in a college or university.

o Through Republic Act 7796, TESDA was

established in 1994 during the term of the

former President Fidel V. Ramos.

o The law encourages the full participation

of industry, labor, local government units

and technical-vocational institutions in the

skills development of the country's human

resources.

o The institution creates and preparesmanpower and skills plans.

o Sets appropriate skills standardsand tests

o Coordinates and monitors policiesand programs regardingmanpower

o provides resource allocation policy

directions and guidelines for

technical-vocational education

and training institutions in both the

private and public sectors.