Senior High School
Program of the K to 12
Sports and Arts Tracks
JOSE D. TUGUINAYO JR.
Asst. Chief, Officer-In-Charge
Curriculum Development Division
BUREAU OF SECONDARY EDUCATION
Department of Education
Senior High School Program
2 years of in-depth
specialization for students
depending on the career
path they wish to pursue.
 Focuses on skills and
competencies relevant to
their career path

Core
Learning
Areas
Core
Learning
Area
Language
Subject
Description
Oral
Communication
The development of listening and
speaking skills and strategies for
effective communication in various
situations
Reading and
Writing
The development of reading and
writing skills as applied to a wide
range of materials other than poetry,
fiction and drama.
Talastasang
Filipino
Pag-aaral ito sa katangian,
tungkulin, gamit at paggamit ng
wikang Filipino sa iba’t ibang
sitwasyon.
Pagbasa, Pagsulat Pag-aaral ito sa mga konseptong
at Pananaliksik
kaugnay ng wika, ugnayan ng wika
sa kultura, at sa mga isyu patungo
sa pananaliksik.
Core
Learning
Area
Subject
Description
21st Century
Phil. Lit. from
the region
Study and appreciation of the
literatures of the region where the
school is located in relation to the
literatures of the other regions of the
country.
21st Century
Lit. of the
World
Study and appreciation of literatures
of the world originally written in the
21st century.
Media and
Information
Literacy
•Basic understanding of media and
information as channels of
communication and tools for the
development of individuals and
societies.
•Recognizes that this foundation is
necessary to develop in the students
the ability to be creative and critical
thinkers as well as responsible users
and producers of media and
information.
Literature
Communication
Core
Learning
Area
Mathematics
Subject
Description
General
Mathematics
The course will introduce to students
how to solve problems involving
polynomial, rational, exponential and
logarithmic functions, to solve businessrelated problems, and to apply logic to
real-life situations
Statistics and The course will introduce to students
Probability
how to find the standard deviation of a
random variable, to solve problems
involving binomial, Poisson and normal
distributions, to apply sampling
techniques and distributions, to
estimate population invariants,
and to apply basic hypothesis-testing
methods to statistical claims.
Core
Learning
Area
Social
Sciences
Subject
Personal
Development
Description
This course makes senior high school
students aware of the developmental
stage that they are in, in order to
understand themselves and their
significant persons better as they
make important career decisions as
adolescents. It consists of modules,
each of which addresses a key concern
in personal development. Using the
experiential learning approach, each
module invites students to explore
specific themes in their development.
Personal reflections, sharing and
lectures help to surface and articulate
relevant concepts, theories and tools in
different areas in psychology.
Core
Learning
Area
Natural
Sciences
Subject
Description
Life/Physical
Sciences 1
(Physics and
Chemistry)
This course will focus on the evolution
of our understanding of matter,
motion, electricity, magnetism, light,
and the universe from ancient times to
the present; applications of physics
and chemistry concepts in contexts
such as atmospheric phenomena,
cosmology, astronomy, vision, medical
instrumentation, space technology,
drugs, sources of energy, pollution and
recycling, fitness and health, and
cosmetics.
Core
Learning
Area
Natural
Sciences
Subject
Life/Physical
Sciences II
(Fundamentals
of Biology and
Earth Science)
Description
The course is designed to provide a
general background for the
understanding of earth science and
biology. It covers the earth structure,
composition and processes. Issues,
concerns and problems pertaining to
earth’s resources and natural hazards
are also included. It also deals with
the basic principles of plant and animal
biology which contain the life
processes at the cellular, organism,
population, community and ecosystem
levels.
Core
Learning
Area
Subject
Description
P.E. 1 (Fitness
or Exercise)
These courses will provide students
with moderate to vigorous physical
activities (PAs) for at least 60 minutes.
P.E. 2 (Sports)
Physical
Education
P.E. 3 (Dance)
P.E. 4
(Recreation:
Aquatics and
Mountaineering)
These PAs should include fitness/
exercise, sports, dance, and recreation
activities. Students can select from
the menu of PA courses classified
accordingly:
1. Fitness/Exercise
2. Sports
3. Dance
4. Recreation (aquatics and
mountaineering)
Participation in these PAs should result
to improvements in physical fitness
and the pursuit of an active lifestyle
for optimum health.
SPORTS TRACK
Foundation Courses
Core
Learning
Areas
Specializations Courses
Elective Courses
Foundation Courses
•Safety and First Aid
•Understanding Human Movement
•General Coaching
•Understanding Social, Psychological &
Cognitive Development
•Student-athlete Enhancement and
Formation
Specialization
Elective Courses
Courses
•Fitness Testing &
Exercise Prescription
•Sports/Recreation/
Fitness Management
•Sports Coaching and
Officiating
•Recreational Leader
•Fitness Leader
Foundation Courses
Foundation and
Specialization Courses
Specialization and
Elective Courses
Immersion/Practicum
Trainer, Coach, Gym
Instructor, Officiating
Official, Masseur, Sports
and recreation attendant
Certificate in PE
Certificate in Sports
Studies
BSE major in PE
Bachelor of PE or
Sports Science
BS in Sports, Kinesiology
or Physical Therapy
ARTS TRACK
Regular High Schools
Special Program
in the Arts
Philippine HS
for the Arts
ARTS
TRACK
Strand
Music
Theater
Visual Art
Area for Specialization
•Singing
•Solo Vocal Performance
•Live Sound Technician
•Acting
•Technical Lights Crew
•Props and Set Designing
•Script Writing
•Illustration
•Product Designing
•Production Designing
•Graphic Designing
Strand
Media Arts
Dance
Area for Specialization
•2D Animation Artist
•3D Animation Artist
•Web Designing
•Film Video Utility
•Game Arts Developing
•Photography
•Dancing
•Ballroom Dancing
•Dance Choreography
•Dance Instruction
Foundation Courses
Foundation and
Specialization Courses
Specialization
Immersion/Practicum
MUSIC Strand
Solo Singer/Performer
Musical Instrument Player
Pop/Commercial Music
Performer
Song Composer
BSE major in Music
Bachelor of Music major in:
-Music Education
-Piano/Voice or other Solo
Instrument
-Composition
-Conducting
THEATER ART Strand
Stage Play Performer
Actor/Actress
Stage Technical Assistant
Bachelor of Performing Arts
major in Theater Arts
VISUAL ART STRAND
Illustrator
Sketch Artist
Painter
Sculptor
Glass Artist
Bachelor of Science in
Fine Arts
Bachelor of Science in Art
Studies
MEDIA ART STRAND
Photographer
Cameraman
Videographer
Bachelor of Arts in:
-Mass Communication
-Advertising
-Photography
-Film
DANCE STRAND
Folk Dancer
Contemporary Dancer
Valley Dancer
Dance Choreograher
BSE major in Physical
Education
Bachelor of Performing Arts
major in Dance
IMPERATIVES FOR OFFERING
THE SPORTS AND THE ARTS TRACKS
I. Laying the ground work
1. Formation of TWG
• Assessment of school readiness;
• Identification of key partners;
• Baseline survey of the environment;
• Identification of resource
requirements of the sports and arts
tracks
IMPERATIVES FOR OFFERING
THE SPORTS AND THE ARTS TRACKS
The profiling of the community should
include:
• Survey of secondary schools offering the tracks;
• Survey of sports and arts sectors in community;
• Survey of tertiary institutions offering related
degree courses; and
• Survey of students who will enter the sports and
arts tracks
IMPERATIVES FOR OFFERING
THE SPORTS AND THE ARTS TRACKS
2. Network and Linkage with Key Partners and
Stakeholders
• Organize consultation meetings;
• Establish formal partnership with key
institutional partners such as TESDA, CHED,
TEIs, LGUs, NCCA, and NSAs;
• Link up with other support groups such as
PASUC, DOLE, PTA, and with program
beneficiaries and implementers
IMPERATIVES FOR OFFERING
THE SPORTS AND THE ARTS TRACKS
The basic areas for collaboration involve the following:
 Linkage with HEIs, NCCA, NSAs for resource
persons, trainers/teachers with expertise;
 Linkage with LGUs for sports and arts facilities; and
 Linkage with PTA for the promotion of sports and arts
tracks.
IMPERATIVES FOR OFFERING
THE SPORTS AND THE ARTS TRACKS
II. Formalizing the mechanism for
strengthening partnership
• Aligning key policies for school to college and school to
work transition;
• Provision of skills certification and accreditation of the
courses in college or post secondary schools; and
• SHS assessment and college placement.
IMPERATIVES FOR OFFERING
THE SPORTS AND THE ARTS TRACKS
III. Determining standards of performance
necessary for admission
• Setting criteria for admission;
• Profiling of enrolees (Matching interest with
industries); and
• Setting selection process (Completion of academic
requirements, NCAE results, and interview of the
student with the parents).
THANK YOU