K to 12

Topics: High school, College, Education Pages: 10 (2899 words) Published: June 18, 2013
K to 12 Basic Education Curriculum
School Year 2013-2014 marks the second year of Baguio City National High School’s implementation of the Enhanced K+12 Basic Education Program. POLICY GUIDELINES ON THE IMPLEMENTATION OF GRADES 1 TO 10 OF THE K TO 12 BASIC EDUCATION CURRICULUM (BEC) EFFECTIVE SCHOOL YEAR 2012-2013 (DepEd Order No. 31, s. 2012)

1. Effective School Year (SY) 2012-2013, the K to 12 Basic Education Curriculum (BEC) shall be implemented starting with the roll-out of Grades 1 and 7 in all public elementary and secondary schools. Private schools are enjoined to do the same. 2. Schools are challenged to implement the guidelines in creative and innovative ways, for the curriculum can be localized without compromising the philosophy of total learner development. IMPLEMENTING GUIDELINES OF GRADES 1 TO 10 TO ENHANCED BASIC EDUCATION CURRICULUM (Excerpts from Enclosure No. 1 to DepEd Order No. 31, s. 2012) A. Design of the Curriculum

The overall design of Grades 1 to 10 curriculum follows the spiral approach across subjects by building on the same concepts developed in increasing complexity and sophistication starting from grade school. Teachers are expected to use the spiral/progression approach in teaching competencies. B. Desired Outcomes of Grades 1 to 10 Program

The desired outcomes of grades 1 to 10 program are defined in terms of expectancies as articulated in the learning standards. In general terms, students are expected at the end of Grade 10 to demonstrate communicative competence; think intelligently, critically and creatively in life situations; make informed and values-based decisions; perform their civic duties; use resources sustainably; and participate actively in artistic and cultural activities and in the promotion of wellness and lifelong fitness. These general expectancies are expressed in specific terms in the form of content and performance standards. Content Standards as Benchmarks of Knowledge and Skills

The content standards define what students are expected to know (knowledge: facts and information), what they should be able to do (process or skills) with what they know, and the meanings or understandings that they construct or make as they process the facts and information. Thus, the content standards answer the question: “What do students want to know, be able to do, and understand?” These expectations are unpacked in the Curriculum Guide in terms of learning competencies which can be adopted in the teaching-learning plan as instructional objectives. The content standards are stated in broad terms, i.e., “students are expected to demonstrate understanding of…” so that teachers, on the one hand, can differentiate how students will manifest their understanding, and students, on the other hand, can have the option to express their understanding in their own way. Thus, students are not just expected to understand, but they should be able to demonstrate or provide evidence of that understanding. Evidence-based understanding, therefore, makes the content standards measurable. Performance Standards as Benchmarks of Transfer of Learning

The performance standards define the expected proficiency level which is expressed in two ways: students should be able to use their learning or understanding in real-life situations; and they should be able to do this on their own. Students are expected to produce products and/or performances as evidence that they can transfer or use their learning in real-life situations. The performance standards answer the questions: “What do we want students to do with their learning or understanding?” and “How do we want them to use their learning or understanding?” C. Nomenclature/Learning Area and its Description (Grades 7-10) There are eight learning areas comprising the core curriculum each of which is described in the following matrix: Nomenclature/Learning Area| Description|

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