educational-reforms-k-to-12-curiculum.pptx

curricilum of k-12

1. educational reform : k to 12 curiculum

2. Republic Act 10533, otherwise known as the Enhanced Basic Education Act of 2013 latest educational reform in the Philippine Education signed into law by President Benigno Aquino III last May 15, 2013 It is an act enhancing the Philippine Basic Education system by strengthening its curriculum and increasing the number of years for basic education appropriating funds therefore and for other purposes. what is k to 12 ?

3. K to 12 makes the Philippine education system at par with the international standard of 12- year basic education thereby contributing to better educated society capable of pursuing productive employment, entrepreneurship, or higher education studies. why k to 12?

4. SAMPLE EXISTING REALITY BASED SCENARIO WHY THEY IMPLEMENT K TO 12 The Philippines is the only remaining country in Asia with a 10 – year basic education program. Mastery of basic competencies is insufficient due to congested curriculum.

5. The K to 12 Curriculum prepares the students for the world of work, middle level skills development, entrepreneurship and college education. As early as Grade 7 and Grade 8, the student is made to explore at least 8 subjects in the four (4) areas of Technology and Livelihood Education (TLE) namely: Home Economics, ICT, Industrial Arts and Agriculture and Fishery Arts. In grade 10 and Grade 12, the students supposed to have obtained a National Certificate (NC) Level I and NC Level II from TESDA. NC I And NC II make a Grade 12 graduate employable. Employability of Filipino high school graduates

6. Section 5 of the Enhanced Basic Education Act of 2013, stipulates the following curricular standards which the curriculum developers adhered to in crafting the K to 12 curriculum: The K to 12 Curriculum

7. a. The curriculum shall be learner–centered, inclusive and developmentally appropriate; b. The curriculum shall be relevant, responsive and research–based ; c. The curriculum shall be culture–sensitive; d. The curriculum shall be contextualized and global; e. The curriculum shall use pedagogical approaches that are constructivists, inquiry–based, reflective, collaborative, and integrative;

8. f. The curriculum shall adhere to the principles and framework of the Mother Tongue –Based Multilingual Education (MTB –MLE) which starts from where the learners are and from what they already know from the known to the unknown; instructional materials and capable teachers to implement the MTB–MLE curriculum shall be available ; g. The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills after each level; h. The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their respective educational and social contexts. The production and development of locally produced teaching materials shall be encouraged and approval of these materials shall devolve to the regional and division education units.

9. 4 tracks in Senior High School Academic Track Technical Vocational Track (techvoc track) Sports Track Arts and Design track. The Senior High School Curriculum

10. ad 4 tracks academic track technical vocational track sports track arts and design track

11. ACADEMIC STRAND GENERAL ACADEMIC ACCOUNTING, BUSINESS AND MANAGEMENT (ABM) HUMANITIES AND SOCIAL SCIENCES (HUMSS) SCIENCE, TECHNOLOGY, ENGINEERING AND MATH (STEM)