V1_PPT_DO-10_Guidelines_Revised_K_to_10_Curriculum.pptx

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1. DOs 10 & 12, s. 2024: KEY GUIDELINES ON THE IMPLEMENTATION OF THE REVISED K TO 10 CURRICULUM 1 February 14, 2025   Pasig City

2. 2 At the end of the session, participants are expected to: Session Objectives: demonstrate understanding of the core principles in implementing the revised K to 10 Curriculum; explain the provisions in DO 10, s. 2024 and DO 12, s. 2024 for the effective implementation of the revised curriculum; and show appreciation of the provisions in the guidelines through sharing of insights gained from the session.

3. 3 Professional Standards addressed: Domain 1: Content Knowledge and Pedagogy Strand 1.1. Content knowledge and its application within and across curriculum areas Strand 1.2. Research-based knowledge and principles of teaching and learning Strand 1.3. Positive use of ICT Strand 1.4. Strategies for promoting literacy and numeracy Strand 1.5. Strategies for developing critical and creative thinking, as well as other higher-order thinking skills

4. 4 Domain 2: Learning Environment Strand 2.3. Management of classroom structure and activities Strand 2.4. Support for learner participation Strand 2.5. Promotion of purposive learning   Domain 3: Diversity of Learners Strand 3.1. Learners’ gender, needs, strengths, interests and experiences Strand 3.2. Learners’ linguistic, cultural, socio-economic and religious backgrounds Continuation…

5. 5 Domain 4: Curriculum and Planning Strand 4.1. Planning and management of teaching and learning process Strand 4.2. Learning outcomes aligned with learning competencies Strand 4.3. Relevance and responsiveness of learning programs Strand 4.4. Professional collaboration to enrich teaching practice Strand 4.5. Teaching and learning resources including ICT Continuation…

6. 6 Continuation… Domain 5: Assessment and Reporting Strand 5.1. Design, selection, organization and utilization of assessment strategies Strand 5.2. Monitoring and evaluation of learner progress and achievement Strand 5.3. Feedback to improve learning Strand 5.5. Use of assessment data to enhance teaching and learning practices and programs

7. 7 I am a Kindergarten teacher and I my class schedule is based on ___________________. I am a supervisor and I understand that_____________ is the core principle of the revised K to 10 curriculum. The Alternative Learning System emphasizes 21 st century skills and addresses the diverse needs of learners through _______________________. I am a Grade 8 teacher and I Know that ______________ is a comprehensive guide for teachers in planning lessons which strongly emphasizes learner-centered education. I am a schools division personnel and I am mandated to provide ______________ to schools and community learning centers (CLCs) in implementing the revised K to 10 Curriculum. Activity: I Know, Right !

8. 8 Answering Questions:

9. 9 I am a Kindergarten teacher and I my class schedule is based on Block s of Time . I am a supervisor and I understand that Inclusive Education is the core principle of the revised K to 10 curriculum. The Alternative Learning System emphasizes 21 st century skills and addresses the diverse needs of learners through contextualization . I am a Grade 7 teacher and I Know that Instructional Design Framework is a comprehensive guide for teachers in planning lessons which strongly emphasizes learner-centered education. I am a schools division personnel and I am mandated to provide technical assistance to schools and community learning centers (CLCs) in implementing the revised K to 10 Curriculum. Correct Answers:

10. 10 Source : https://www.linkedin.com/pulse/effective-policy-implementation-building/

11. 11 Sharing of Insights:

12. 12 DO 10, s. 2024 DO 12, s. 2024

13. 13 prescribe minimum standards to all public and private schools, state universities and colleges, (SUCs), local universities and colleges, (LUCs), and Philippine Schools in basic education; provide guidelines to teachers and instructional leaders in the implementation of the revised K to 10 Curriculum; Purpose of the Issuance

14. 14 Purpose of the Issuance amend DepEd Order No. 21, s. 2019 or the Policy Guidelines on the K to 12 Basic Education Program, specifically: Annex 1: Elementary Education; Secondary Education; Annex 4: Guidelines on the Mother Tongue-based Multilingual Education Program Implementation; and inform public on the phased implementation of the revised curriculum starting from Kindergarten, Grade 1, 4, and 7 beginning the SY 2024-2025.

15. 15 The revised K to 10 Curriculum envisions producing lifelong and peace-loving Filipino learners who are holistic and future-ready and embody the core values of Maka-Diyos, Makatao, Makakalikasan, and Makabansa. Curriculum Goal

16. 16 Curriculum Review Results Curriculum Content is Congested Imbalance of Cognitive Demand Misplaced Prerequisite Learning Competencies 1 2 3

17. 17 The revised K to 10 Curriculum incorporates relevant provisions from the recent basic education reforms: RA 10410 – Early Years Act of 2013 RA 10157 ­– Kindergarten Act RA 10968 – Philippine Qualifications Framework (PQF) Act RA 11510 – Alternative Learning System (ALS) Act RA 11476 – GMRC and Values Education Act RA 11650 – Instituting a Policy of Inclusion and Services for Learners with Disabilities in Support to Inclusive Education Act RA 11713 – Excellence in Teacher Education Act

18. 18 Phased Implementation of the Revised K to 10 Curriculum S.Y. 2024 - 2025 Kinder Grade 1 Grade 4 Grade 7 S.Y. 2025 - 2026 Grade 2 Grade 3 Grade 5 Grade 8 S.Y. 2026 - 2027 Grade 6 Grade 9 Grade 10

19. 19 the policy shall be implemented by all schools in the country, including those in administrative and autonomous region, and those Philippine Schools Overseas (PSOs) that offer basic education; the revised curriculum shall serve as the fundamental blueprint for teachers at the classroom level; the policy shall help instructional leaders to create supervisory and management plans; Provisions from DO 10, s. 2024

20. 20 Provisons from DO 10, s. 2024 the policy shall provide parents and other external education stakeholders direction and opportunity to support the achievement of the revised curriculum’s goals; and the policy shall recognize particular context and educational concerns through the implementation of: Inclusive education programs Alternative Learning System Special Needs Education (SNED) Madrasah Education Program (MEP) Indigenous Peoples Education (IPEd) Special Curricular Programs (SCP)

21. 21 The revised K to 10 Curriculum shall prepare learners for the future by integrating contemporary themes and issues, fostering 21 st century skills, promoting inclusivity, and encouraging futures thinking. Policy Statement

22. 22 Features of the Revised K to 10 Curriculum

23. 23 ALS Learning Strands Key Stage 1 Basic Literacy Program Key Stage 2 Accreditation & Equivalency (A&E) Program (Elementary) Key Stage 3 A&E Program (JHS) Key Stage 4 ALS SHS

24. 24 Vision for the Filipino Learners under the Revised Curriculum equipped with the skills of the future; prepared to become lifelong learners; and imbued with strong nationalism and appropriate Filipino values to make them peace advocates.

25. 25 instructional designers advocates of lifelong learning promoters of ethical digital literacy catalysts of transformation Roles of Teachers under the Revised Curriculum

26. 26 The K-10 Instructional Design Framework

27. 27 Inclusive Ideational Integrative Innovative Instructional Principles

28. 28 Learning Delivery development of future-ready skills integration of socio-emotional learning differentiation approach content and technology integration

29. 29 Pedagogical Approaches for Learning Delivery across Learning Areas Constructivist Approach Inquiry-based Approach Reflective Approach Integrative Approach

30. 30 Principles on Assessment assessment should be holistic and authentic in capturing the attainment of the most essential learning competencies assessment is integral for understanding student learning and development variety of assessment strategies is necessary with formative assessment taking priority to inform teaching and promote growth and mastery assessment and feedback should be a shared responsibility among teachers, learners, and their families assessment and grading should have a positive impact on learning

31. 31 Tools on Assessment Philippine Early Childhood Development (Phil. ECD Checklist) Philippine Informal Reading Inventory (Phil-IRI) Comprehensive Rapid Literacy Assessment (CRLA) Rapid Mathematics Assessment (RMA)

32. 32 Curriculum Support Professional Development Program Instructional Leadership and Supervision Monitoring and Evaluation Research-based Instructional Practice Learning Resources Assessment Practices Physical and Technological Facilities External Partnership and Engagement

33. 33 HEALTH BREAK!

34. 34

35. 35 Time Allotment based on DepEd Order No. 12, s. 2024 Schools are given the flexibility in the implementation of the revised K to 10 Curriculum in consideration of the schools’ specific contexts: All learning areas for 45 minutes a day each for five days, and the Homeroom Guidance Program for 45 minutes once a week; or Learning areas may be given uniform time allotments of 50, 55, or 60 per learning area based on the following: Five times a week (English, Mathematics, Science, and GMRC/VE) Four times a week (Edukasyong Pantahanan at Pangkabuhayan/Technology and Livelihood Education, and Music, Arts, Physical Education and Health, Araling Panlipunan, and Filipino; and Once a week (Homeroom Guidance Program).

36. 36 Time Allotment based on DepEd Order No. 12, s. 2024 In circumstances where any of the given options is not applicable, schools may propose other combinations, provided that: the learning contact time is at least five hours and 30 minutes a day: the time allotment for English, Mathematics, Science, and GMRC/VE shall not be less than 225 minutes per week; the time allotment for Edukasyong Pantahanan at Pangkabuhayan/Technology and Livelihood Education, and Music, Arts, Physical Education and Health, Araling Panlipunan, and Filipino shall not be less than 200 minutes per week; and the time allotment for the Homeroom Guidance Program shall not be less than 45 minutes per week. Note that the proposed combination shall be subject to the approval of the schools division superintendent or authorized representative.

37. 37 Functions of the Offices Central Office (CO) CT Strand in coordination with Operations Strand and NEAP Provide the overall policy direction to support the implementation of the MATATAG Curriculum. Oversee the nationwide pilot and phased implementation of the MATATAG Curriculum. Collaborate with private sector including industry, academic institutions and organizations in strengthening the curriculum. Assess the achievement of the objectives of the MATATAG Curriculum through monitoring and evaluation.

38. 38 Continuation… Central Office (CO) Spearhead the development and implementation of nationally developed tests and participate in international large-scale assessments (ILSAs) to provide evidence-based feedback on the MATATAG Curriculum implementation Collaborate with relevant government and non-government agencies and other stakeholders to ensure that the standards and guidelines that are being implemented are up-to-date. Spearhead the program designing, development, and quality assurance of training resource packages (TRPs), and the M&E of the delivery of the MATATAG Curriculum Implementation Training Program across governance levels. Oversee the conduct of capacity-building activities for teachers and school leaders in support of the implementation of the MATATAG Curriculum at the regional to the school level.

39. 39 Continuation… Central Office (CO) Acquire and provide learning resources to learners and teachers in support of the implementation of the MATATAG Curriculum. Mobilize resources to meet the implementation requirements of the MATATAG Curriculum. Collaboratively work with other strands on matters concerning thrusts and programs to be integrated in the curriculum. Regularly report the results of the MATATAG curriculum implementation on learners’ performance to the Secretary.

40. 40 Continuation… Regional Office (RO) Oversee the implementation of the MATATAG Curriculum in the region. Spearhead the delivery of the MATATAG Training Program and the M&E at the division and school levels. Mobilize resources to support the delivery of the MATATAG Curriculum. Organize region-wide training on the effective and efficient implementation of the MATATAG Curriculum. Engage stakeholders and partners in implementing the MATATAG Curriculum. Provide technical assistance to SDOs in implementing the MATATAG Curriculum. Ensure that every Schools Division Office has learning resources. Submit a monitoring and evaluation report on the implementation of the MATATAG Curriculum to the CO.

41. 41 Continuation… Schools Division Office (SDO) Oversee the implementation of the MATATAG Curriculum in schools and CLCs. Spearhead the delivery of the MATATAG Curriculum Implementation Training Program and the M&E at the school level. Work with the local school boards to mobilize and utilize resources to improve learning performance. Organize division-wide training on the effective and efficient implementation of the MATATAG Curriculum. Ensure that every school has learning resources.

42. 42 Continuation… Schools Division Office (SDO) Engage stakeholders and partners in supporting the implementation and assessing the impact of the MATATAG Curriculum on learning performance. Monitor the conduct of professional development activities, (e.g., Collaborative Expertise Sessions, INSET, LACs). Provide technical assistance to schools and CLCs in implementing the MATATAG Curriculum. Submit a monitoring and evaluation report on the implementation of the MATATAG Curriculum to the Regional Office.

43. 43 Continuation… Schools and Community Learning Centers Boost learners. Performance and achievement through the effective delivery of the MATATAG Curriculum. Ensure that the MATATAG Curriculum standards and learning competencies are effectively implemented with the support of teaching-related personnel, parents, school governing council, and other education stakeholders. Design learning activities that will enable learners to connect with the learning opportunities in their own communities. Implement school-based professional development activities (e.g., Collaborative Expertise Sessions, INSET, Lacs) and suggest relevant training for improving teaching competence that may be provided in support of the effective implementation of the MATATAG Curriculum.

44. 44 As stipulated in DO 10, s. 2024, the capacity building of school leaders and teachers in the implementation of the MATATAG Curriculum shall be a collaboration among the Bureaus of the Curriculum and Teaching (CT) Strand and the National Educators’ Academy of the Philippines (NEAP), such as but not limited to the shape of the curriculum, curriculum standards per learning area, instructional design, collaborative expertise, and school supervision including school curriculum planning and contextualization across governance levels. Capacity Building of Implementers

45. 45 Provisions on Learning Resources For the procurement and quality assurance of textbooks and teacher’s manuals, the BLR shall be guided by the provisions stipulated in DO 25, s. 2023, Guidelines on the Procurement and Quality Assurance of Textbooks and Teacher’s Manual. On matters pertaining to the set standards on the provision of supplementary learning resources for public schools libraries and library hubs, BLR shall be guided by the provisions of DO, 24, s. 2023, Guidelines on the Provision of Supplementary Learning Resources for Public School Libraries and Library Hubs. DO 020, s. 2022, Multi-Year Guidelines of the Decentralization of the Procurement, including the Quality Assurance, Delivery, Documentation, Storage and Safekeeping of Learning Tools and Equipment for Science, Mathematics and Technical and Livelihood Education (LTE-SME and TVL), and the Downloading of Funds Allotted Therefor, shall be the basis for the provision of LTE_SME and TVL tools and equipment in schools.

46. 46 Monitoring and Evaluation Establish baseline data and information relative to the implementation of the MATATAG Curriculum; Measuring the effectiveness of curriculum implementation; and Providing evidence for planning, programming, and policy formulation for efficient and effective curriculum implementation.

47. 47 Key takeaways from the session Strategies to implement right away Questions in mind Activity: 3-2-1 Exit Ticket! 3 2 1 Mechanics: Participants will be grouped into five (5) to brainstorm and share their answers within 5 minutes. Call one (1) participant to share answer to the big group.

48. 48 HEALTH BREAK!

49. 49 Sharing of Insights:

50. 50 Link: https://www.azquotes.com/author/7659-Carl_Jung?p=22

51. 51 References: DepEd Order No. 10, s. 2024 – Policy Guidelines on the Implementation of the MATATAG Curriculum DepEd Order No. 12, s. 2024 – Amendment to DO 10 s. 2024 References:

52. 52

53. 53 Brainstorming: