Chapter 5
Prepared by:
Roca, Ma. Jessabel M.
Curriculum Development
Reforms and Enhancement
Module 6
Gearing Up for the Future: Curriculum
Reforms
Fu tu re
C u rr iculu m
Refo rm
Are you aware of some
curricular reforms in
the Philippines and
other Countries?
Republic A c t 10533
•Known as Enhanced Basic Education Act
of 2013.
•The latest educational reform in
Philippine Education.
• Popularly known as K to 12.
Signed into law by President Benigno Aquino III last
May 15,2013
K to 1 2 includes:
(1) year of Kindergarten Education
(6) years of Elementary Education
(6) years of Secondary Education
(4) years of Junior High School
(2) years of Senior High School
Why K to 12?
•Makes the Philippine Education System at par
with the international standard of 12-year basic
education.
•Every K to 12 graduate is ready to go into
different paths:
Higher Education,
Middle level skills
development,
Employment or
Entrepreneurship.
Why K to 12?
Every K to 12 graduates are
also expected to be equipped
with 21st century skills like
information, media and
technology skills, learning and
innovation skills, effective
communication skills, and life
and career skills.
When K to 1 2 w a s launched
in 2012, many Filipinos
w e r e apprehensive.
An d some said:
The additional two
years are added
burden for the average
Filipino family.
K to 12 program is
doomed to fail!
Bases of the K to 1 2
implementation:
1. Mastery of basic competencies is
insufficient due to congested curriculum.
National Achievement Test
Results of 4th yr students in
Mathematics
Achievement
Comparative Achievement Levels in Mathematics
Level
SY
2004 - 2005
%
SY
2005 - 2006
&
Mastery
168, 371
16.41%
149, 922
15.21%
Near Mastery
321, 305
31.31%
253, 396
25.71%
Low Mystery
536, 439
52.28%
582, 436
59.09%
TOTAL
1, 026, 115
100.00%
985, 754
100.01%
National Achievement Test Results of 4th
yr students in Mathematics
Comparative Achievement Levels in Mathematics
Achievement
Level
SY
2004 - 2005
%
SY
2005 - 2006
Mastery
168, 371
16.41%
149, 922
15.21%
Near Mastery
321, 305
31.31%
253, 396
25.71%
Low Mystery
536, 439
52.28%
582, 436
59.09%
TOTAL
1, 026, 115
100.00%
985, 754
100.01%
&
In 2005-2006
Mathematics results, only
15% of the students acquired
mastery of the Mathematics
competencies while majority
(59.09%) of the high school
students belonged to the low
mastery level.
National Achievement Test
Results of 4th yr students in
Science
Achievement
Level
Comparative Achievement Levels in Science
SY
2004 - 2005
%
SY
2005 - 2006
&
Mastery
17, 921
1.75%
29, 479
2.99%
New
Mastery
246, 207
23.99%
196, 938
19.89%
Low
Mastery
761, 987
74.26%
759, 337
77.03%
tOTAL
1, 026, 115
100%
985, 784
100%
National Achievement Test Results of 4th
yr students in Science
Comparative Achievement Levels in Science
Achievement
Level
SY
2004 - 2005
%
SY
2005 - 2006
&
Mastery
17, 921
1.75%
29, 479
2.99%
New
Mastery
246, 207
23.99%
196, 938
19.89%
Low
Mastery
761, 987
74.26%
759, 337
77.03%
tOTAL
1, 026, 115
100%
985, 784
100%
The achievement results
in Science was even more
discouraging since only 3% of
the 4th year high school
students in 2005-2006
mastered the Science
processes and skills.
The Consequences:
The Philippines performed poorly as revealed
in 2003 TIMSS (Trends in International
Mathematics and Science) scores.
In Grade IV Science and Math, the
Philippines ranked 23 out of 25 participating
countries.
In High School II Science, the Philippines
ranked 43 out of 46 and in Math ranked 34 out
of 38.
Factors that contribute to the low
performance in achievement test is the
congested basic education curriculum.
Graduates of Philippine schools are not
automatically recognized as professionals
outside the country due to the lack of 2
years in basic education,
Imposes 12 years of
education for university
admission and practice
of procession in
European Countries.
Bologna
Accord
Prescribes 12 years
basic education as an
entry to recognition of
engineering
professionals.
Washingt on
Accord
Bases of the K to 1 2
implementation:
1. Mastery of basic competencies is
insufficient due to congested curriculum.
2.
The Philippines is the only
remaining country in Asia with a 10-year
basic education program.
Researches on Philippine Basic
Education Curriculum and their
Recommendations
Year
Source
Recommendation
1925
Training of graduate student in agriculture,
Monroe Survey commerce, and industry because secondary
education did not prepare students for life.
1949
UNESCO
Mission Survey
1950
Swanson Survey
1953
Educational Act
Revising the primary school system by
adding one year (Grade VII)
1960
Swanson Survey
Restoring grade 7 in Primary Education
Restoration of Grade VII in Primary
Education
Researches on Philippine Basic
Education Curriculum and their
Recommendations
Year
Source
Recommendation
PCSPE
Extending secondary education by one year to
better prepare students who have no plans to
take up university education
1991
EDCOM
Report
Retaining the 10-year basic education phase
while institutionalizing career counseling in
Primary and secondary schools in preparation
for higher education
1998
Philippine
Education
Sector Study
(World Bank
and ADB)
Prioritizing student learning through curricular
reforms, the provision of textbooks, the use of
the vernacular in lower Primary grades, and
the institution of a longer basic education
cycle.
1970
Researches on Philippine Basic
Education Curriculum and their
Recommendations
Year
Source
Recommendation
2000
PCER
Implementing a compulsory one-yea prebaccalaureate stage as prerequisite for
students interested in enrolling in higher
education degree programs
2006
Philippine EFA
2015 National
Action Plan
Lengthening the educational cycle by
adding two years to formal basic
education (one each for Primary and high
School)
Extending pre-university education to a
total of 12 years, benchmarking the
Presidential Task
2008
Force on Education content of the eleventh and twelfth years
with international programs.
Employability of
Filipino High School
Graduates
K to 12 curriculum
preparers the students for
the world of work, middle
level skills development,
entrepreneurship and
college education.
Grade 7 and
Grade 8
Subjects in the four
areas of Technology
and Livelihood
Education (TLE)
• Home Economics
• ICT
•Industrial Arts and
Agriculture
• Fishery Arts
Grade 10 and
Grade 12
Students is supposed
to have obtained a:
•National Certificate
(NC) Level 1
•NC Level II From
TESDA
•NC I and NC II make
a Grade 12 graduate
employable.
The Graduates of Senior High is 18 years
old who is legally employable.
The K to 12
C u rr iculum
Curricular standards which
the curriculum developers adhered
to in crafting the K to 12
curriculum:
1. The
curriculumshall be
learner-centered,inclusive
and developmentally
appropriate;
2. The curriculumshall be
relevant, responsive and
research-based;
5. Curriculum shall use
pedagogical approaches
that areconstructivist,
inquiry-based,;
3. curriculum
shall be culturesensitive;
4. The
curriculum shall be
contextualized
and global;
6. The
curriculumshall adhereto
the principles and
framework of Mother
Tongue-Based Multilingual
Education (MTB-MLE)
7. The
curriculumshall use the
spiral progression
approachto ensure
mastery of knowledge
and skills after eachlevel;
and
8. The
curriculumshall be
flexible enoughto enable
and allow schools to
localize, indigenize and
enhancethe samebased
on theirrespective
educational and social
contexts.
C u rr iculum
Tracks
Senior High School can
choose among four
tracks:
• Academic
• Technical-Vocational-Livelihood
• Sports track and Arts
• DesignTrack
Curriculum Tracks
The Academic track includes four strands:
Business, Accountancy, Management ( BAM )
Humanities and Social Sciences ( HUMSS)
Science, Technology, Engineering, Mathematics
( STEM )
General AcademicStrand ( GAS )
Core curriculum
Learning areas comprising the core
curriculum are:
Nomenclature/
Learning Area
Integrated
Language
Arts
Mother
Tongue
Filipino
English
Description
Grade 1 to 6
Grade 7 to 10
•Focuses on the
development of
literacy and numeracy
•Ang Filipino ay
naglalayong malinang
ang:
skills and learning of
concepts first in the
(1) kakayahang
Mother Tongue from
grades 1-3 and later
transfer for to second
language (Filipino and
English)
• The ultimate goal is
communicative
competence both oral
and written in three
komunikatibo at
(2) kahusayan sa pagunawa at
pagpapahalagang
pampanitikan ng mga
mag-aaral.
Nomenclature/
Learning Area
Description
Grade 1 to 6
• Science education
Science
aims to develop
scientific literacy
among students.
• Science Curriculum
recognizes the place of
science and
technology in everyday
human affairs.
• Science Curriculum
promotes a strong link
between science and
technology, including
indigenous technology.
Grade 7 to 10
• This course deals
with the basic
concepts in Biology,
Chemistry, Physics and
Earth/Space Science.
Nomenclature/
Learning Area
Description
Grade 1 to 6
• Elementary
Mathematics
mathematics covers
basic concepts and
ideas, skills and
processes on numbers
and number sensegeometry,
measurement,
patterns and algebra,
probability and
statistics as enlist.
Grade 7 to 10
• Includes key concepts
and principles of
number sense
measurement, algebra,
geometry, probability
and statistics as
applied.