I. school of tomorrow : a pioneer in k-12 curriculum. Our system is K-12. Looking at two parallel tracks

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2 I. school of tomorrow : a pioneer in k-12 curriculum Our system is K-12 Looking at two parallel tracks

3 II. school of tomorrow and department of education: recognizing our common grounds What we did with the BEC, RBEC, and the UbD.

4 the k-12 program 1. It is - centered. The learner is the very reason of the entire curriculum system. Who the learner is in his/ her totality, how he/she learns and develops and what his/her needs are were highly considered in the making of the K to 12 curriculum framework.

5 the k-12 program 1. It is - centered. The holistic learning and development of the learner is its primary focus.

6 the k-12 program 1. It is - centered. He/she learns at his/her own in his/her own learning style. He/she is empowered to make choices and to become responsible for his/her own learning in the classroom and for a lifetime.

7 the k-12 program 1. It is - centered. The learner-centered K to 12 curriculum gives prime importance to developing and lifelong learners.

8 2. It is. It reaches out to all kinds of learners regardless of ability, condition, age, gender, ethnicity, and social status. It is built on the principle that every child has a right to education and that the education system needs to be flexible to accommodate the learning needs of all learners.

9 3. It is appropriate. The K to 12 curriculum considers the various developmental of learners. Selection of activities is informed by age-appropriateness, individual differences, and social and cultural diversity.

10 4. It is standard-based and -based. What learners should know and be able to do and the levels of proficiency at which they are expected to demonstrate what they know and can do are clearly stated in the form of standards unpacked into competencies. With a standardsand competencies-based curriculum, learners understand what are expected of them, parents are clear on what are expected of their children, teachers are guided on what to teach and how to teach, and the DepEd is provided with a common reference tool for national assessment.

11 5. It is -based. The new features of the K to 12 curriculum are backed up by hard data: The use of Mother Tongue as a medium of instruction from K to Grade 3.

12 5. It is -based. The strengthening of ICT-integration in the basic education curriculum in order to meet the 21st century skills required by employers, the use of the approach in the teaching of Math and Science and the development of alternative delivery modes to provide equal opportunity for all.

13 5. It is -based. The use of the expanding spiral progression approach in the teaching of Science, Mathematics, Araling Panlipunan, MAPEH and Edukasyon sa Pagpapakatao.

14 6. it is and responsive. The K to 12 curriculum is aligned with national education and development goals enunciated in the laws of the country and to the ten-point education agenda of the President Noynoy Aquino. It also responds to the Millennium Development and Education for All goals.

15 6. it is and responsive. As the curriculum framework shows, the K to 12 curriculum is designed to respond to the need for a and productive citizenry who contributes to the building of a progressive, just, and humane society and whose personal is grounded on ethical, moral and values The curriculum likewise addresses the demands of citizenship...

16 7. it is -driven. every teacher is a Values Education teacher as all subject matter is a potent vehicle for values.

17 8. it is culture-responsive and -sensitive. To be truly inclusive, the K to 12 curriculum respects cultures and experiences of various ethnic groups and uses these as resources for teaching and learning. Teachers are expected to provide lessons that cater to a culturally diverse population and honor the cultural heritage of all learners.

18 9. it is. To allow for of competencies and to give more emphasis to the development of student understanding and on learning how to learn, repetitions of competencies were weeded out.

19 10. it is. The K to 12 curriculum consists of a of competencies which provides transition from one Grade level to another without unnecessary duplication. The continuum of standards and competencies from the elementary to secondary level is ensured by the unified curriculum framework for each learning area from elementary to high school.

20 10. it is. The standards and competencies are developed following expanding progression model. This means that learning is built upon prior knowledge, skills, values and attitude of students to ensure vertical continuity.

21 11. it is. The flexibility of the curriculum is in keeping with the constitutional mandate of schools to encourage non-formal, informal, and indigenous learning systems, as well as, independent, and out-of-school study programs particularly those that respond to community needs (Article XIV, Section 2(1).

22 12. it is - Based. ICT is taught in the junior high school as one of the Technology and Livelihood Education Courses and is now integrated starting Grade 1 not Grade 4 as it is done in the 2002 Basic Education Curriculum. The K to 12 curriculum promotes the use of technology for an engaging, effective, and efficient instruction.

23 13. it is. The K to 12 curriculum is with curricula of other countries. It meets international standards not merely by adding two years to the ten years of basic education but also by ensuring that the standards of the twelve-year basic education is equivalent to the twelve-year basic education offered in other countries. Graduates of the K to 12 curriculum will be as such in other countries.

24 14. it is and contextualized. For holistic learning, subjects are taught using the interdisciplinary and multidisciplinary approach. Learners do not learn isolated facts and theories divorced from their lives. Learning involves change in knowledge, skills, values and attitudes.

25 14. it is and contextualized. Learning is organized around the 4 fundamental types of learning: 1) learning to know 2) learning to do 3) learning to be, and 4) learning to live together.

26 14. it is and contextualized. The K to 12 curriculums emphasizes the significant role that activities and community involvement play in the holistic development of the learner.

27 14. it is and contextualized. As early as Grade 9, the learner is offered multiple for technology and livelihood education continued on Grades 11 and 12 where he/she is offered other specializations such as academics, sports and the arts in addition to technical and vocation education.

28 14. it is and contextualized. Schools are encouraged to localize the curriculum to respond to their teaching-learning needs. They can likewise the curriculum without sacrificing the established content and performance standards and competencies to make the curriculum responsive to their needs Schools and learning centers shall be empowered to make decisions on what is best for the learners they serve.

29 14. it is and contextualized. The K to 12 curriculum lends itself to delivery modes of instruction which support self-paced study options such as Open High School Program, computer-aided instruction, modular teaching, Drop-out Reduction Program (DORP) and Alternative Learning System (ALS), and multi grade classes as these programs target learners who have unique needs not addressed by the formal school system.

30 15. it is - BASED. K to 12 curriculum provides for a broad general education that will assist each individual in the peculiar ecology of his own society, to (a) attain his potentials as a human being; (b) enhance the range and quality of individual and group participation in the basic functions of society; and (c) acquire the essential educational foundation of his development.

31 16. it is. The K to 12 curriculum is a product of the collaborative effort of curriculum specialists, subject specialists, practitioners and education stakeholders

32 16. it is. The K to 12 curriculum builds on the previous curricular reforms.

33 16. it is. The K to 12 curriculum outshines the past curricula in addressing the demands of a knowledge-based economy for local, national and global development. It provides multiple for further studies and career aligned to international standards and manpower requirement of the 21st century.

34 III. school of tomorrow : strengthening our position on our strengths. the gaps. our influence.

35 in closing, another scenario: What happens when a government becomes totally antagonistic of a Christian-based curriculum? The importance of making a Godly appeal.