Deped K12
Download as PPTX, PDF69 likes42,734 views
The K to 12 education system in the Philippines includes kindergarten and 12 years of basic education aimed at producing graduates with 21st-century skills necessary for higher education, employment, and entrepreneurship. It enhances students' competencies in creativity, critical thinking, and effective communication while focusing on holistic development. The curriculum features a core curriculum and various tracks in senior high school, allowing students to prepare for specific career paths or further education.
Deped K12
- 2. K to 12 means Kindergarten and the 12 years of elementary and secondary education. Kindergarten refers to the five-year old cohort that takes a standardized kindergarten curriculum. Elementary education refers to primary schooling that involves six years of education (Grades 1 to 6). Secondary education refers to four years of junior high school (Grades 7 to 10) and two years of senior high school (Grades 11 to 12). THE MEANING OF K12
- 3. “We need to add two years to our basic education. Those who can afford pay up to 14 years of schooling before university. Thus, their children are getting into the best universities and the best jobs after graduation. I want at least 12 years for our public school children to given them an even chance of succeeding.” -President Benigno Aquino III
- 4. The K to 12 Basic Education Program aims to produce Filipino graduates who are holistically-developed with 21st century skills prepared for higher education, middle-level skills development, employment, and entrepreneurship. Having quality education as a long-term solution to underemployment, malnutrition, and poverty and is line with the agenda of the Aquino administration. VISION OF K TO 12
- 5. • Possess sufficient mastery of basic competencies (e.g., literacy, numeracy, problem solving, etc) to develop themselves to the fullest; • Be emotionally developed and competent to live a meaningful life; • Be socially aware, pro-active, and involved in public and civic affairs and contribute to the development of a progressive, just and humane society; • Be adequately prepared for the world of work or entrepreneurship or higher education; • Be legally employable; and • Be globally competitive. FILIPINO GRADUATES ARE ENVISIONED TO:
- 6. • Possess healthy mind and body • Have a solid moral and spiritual grounding • Appreciate and care for humanity, the world, and environment • Are proud to be a Filipino THEY ARE CHARACTERIZED AS GRADUATES WHO:
- 8. The K to 12 Curriculum is focused on the learner’s acquisition of the 21st century skills as follows:
- 9. 1.1 Creativity and curiosity 1.2 Critical thinking, problem solving, and risk-taking 1.3 Adaptability, managing complexity and self-direction 1.4 Higher-order thinking and sound reasoning 1. LEARNING AND INNOVATION SKILLS
- 10. 2.1 Visual and information literacies 2.2 Media literacy 2.3 Basic, scientific, economic, and technological literacies 2.4 Multicultural literacy and global awareness 2. INFORMATION, MEDIA, AND TECHNOLOGY SKILLS
- 11. 3.1 Teaming, collaboration and interpersonal skills 3.2 Personal, social, and civic responsibility 3.3 Interactive communication 3. EFFECTIVE COMMUNICATION SKILLS
- 12. 4.1 Flexibility and adaptability 4.2 Initiative and self-direction 4.3 Social and cross-cultural skills 4.4 Productivity and accountability 4.5 Leadership and responsibility 4. LIFE AND CAREER SKILLS
- 13. Prior to K to 12 Education, the elementary and secondary schools were using the 2002 Basic Education Curriculum (BEC). Then in 2010, the Secondary Education Curriculum (SEC) was introduced in high school in school year 2010-2011. Both the BEC and SEC aim for functional literacy. The K to 12 Curriculum aims for holistic development and acquisition of 21st century skills. SIGNIFICANT CHANGES IN THE CURRICULUM
- 14. The BEC 2002 focuses on the development of reading skills and values of self-reliance and patriotism. It also puts emphasis on interactive learning approaches and integrative teaching approaches which integrate competencies and values within and across the learning areas.
- 15. On the other hand, SEC 2010, which follows an Understanding by Design (UbD) framework, focuses on setting of learning standards and teaching for understanding. It provides a personalized approach using special curricular programs. It likewise develops readiness and passion for work and lifelong learning. Moreover, SEC 2010 takes into consideration the various contexts and support systems surrounding the Filipino learners.
- 16. The K to 12 curriculum considers every aspect of development of the learners so that graduates will be holistically developed, equipped with 21st century skills and prepared for employment, entrepreneurship, middle level skills or higher education.
- 17. In developing the K to 12 curriculum, various philosophical and legal bases were taken into consideration. As a learner-centered curriculum, K to 12 considers the nature and the needs of the learners. Moreover, it responds to the local and global needs.
- 18. The K to 12 curriculum likewise affirms the important role that various stakeholders play in education such as administrators in the various levels of DepEd, other government agencies, non-government organizations, private sector, and the learners’ family and community. It also entails curriculum and instructional supports.
- 26. The college readiness standards serve as the partial basis of the curricula of Grades 11 and 12, especially for students aiming to take higher education. In broad strokes (since the details are still in the process of finalization), the senior high school curriculum possesses the following features. SENIOR HIGH SCHOOL CURRICULUM AND GENERAL EDUCATION
- 27. 1. It consists of: (i) a core curriculum for all SHS students consisting of subjects in English (108 hours), Filipino, literature, communication, mathematics, natural science, social science, and philosophy, which conform to the college readiness standards; and (ii) three tracks that will prepare the student for either work or college.
- 28. 2. Students shall choose from among three tracks: (i) Technical- Vocational-Livelihood (TVL); (ii) Academic (humanities, education and social sciences (HESS); science, technology, engineering and math (STEM); and business, accountancy, and management (BAM); and (iii) Sports and Arts. The specific subjects within the different strands of the academic track are currently being fleshed out. The academic track as a whole appears in Table 2 (next page).
- 29. Putting the college readiness standards together with the foregoing features of the senior high school curriculum, one can safely assume that: Core subjects in grades 11 and 12 will consume the remedial courses in the present GE curriculum, especially in communication, mathematics and science; and Certain specialized courses in the academic track will exceed the remedial level of current GE courses. As a result of changes in the basic education curriculum, portions of the present GE program will become unnecessary or irrelevant.