4:27 PM 3/16/2016
The K to 12 Curriculum
from http://www.gov.ph/k-12/ created by: Sharmaine I. Radam
What is K to 12 program?
The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary
education, four years of Junior High School, and two years of Senior High School [SHS]) to provide
sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for
tertiary education, middle-level skills development, employment, and entrepreneurship.
GRADES 1-10
Students in Grades 1 to 10 will experience an enhanced, context-based, and spiral progression
learning curriculum with the following subjects:
Subjects
- Mother Tongue
- Filipino
- English
- Mathematics
- Science
- Araling Panlipunan
- Edukasyon sa Pagpapakatao (EsP)
- Music
- Arts
- Physical Education
- Health
- Edukasyong Pantahanan at Pangkabuhayan (EPP)
- Technology and Livelihood Education (TLE)
Core curriculum subjects
There are seven Learning Areas under the Core Curriculum: Languages, Literature, Communication,
Mathematics, Philosophy, Natural Sciences, and Social Sciences.
- Oral comunication
- Reading and writing
- Komunikasyon at pananaliksik sa wika at kulturang Filipino
- 21st century literature from the Philippines and the world
- Contemporary Philippine arts from the regions
- Media and information literacy
- General mathematics
- Statistics and probability
- Earth and life science
- Physical science
- Introduction to philosophy of the human person/Pambungad sa pilosopiya ng tao
- Physical education and health
- Personal development/pansariling kaunlaran
- Earth science (instead of Earth and life science for those in the STEM strand)
- Disaster readiness and risk reduction (taken instead of Physical science for those in the STEM
strand)
Applied track subjects
- English for academic and professional purposes
- Practical research 1
- Practical research 2
- Filipino sa piling larangan? Akademik
- Isports
- Sining
- Tech-voc
- Empowerment technologies (for the strand)
- Entrepreneurship
- Inquiries, investigatories, and immersion
Specialized subjects
- Accountancy, business, and and management strand
- Humanities and social sciences strand
- Science, technology, engineering, and mathematics strand
- General academic strand
Selected Curriculum:
PHYSICAL EDUCATION
CURRICULAR FRAMEWORK
K to 12 Basic Education Program: An Overview
Essentially, the K to 12 curriculum proposed in 2011 seeks to develop 21st century skills among its
learners. These include the cognitive skills of critical thinking
problem-solving and creative thinking; the social or interpersonal skills of communication, collaboration,
leadership and cross-cultural skills; self- management skills of self monitoring and self-direction, as well
as task or project management skills, and personal characteristics which are part of ethics, civic
responsibility and accountability.
The Curricular Philosophy of the K to 12 PE Curriculum
Fitness and movement education content is the core of the K to 12 PE Curriculum. It includes value,
knowledge, skills and experiences in physical activity participation in order to (1) achieve and maintain
health-related fitness (HRF), as well as (2) optimize health. In particular, it hopes to instill an
understanding of why HRF i important so that the learner can translate HRF knowledge into action. Thus,
self-management is an important skill. In addition, this curriculum recognizes the view tha fitness and
healthy physical activity (PA) behaviors must take the family and other environmental settings (e.g.
school, community and larger society) into consideration. Thi curricular orientation is a paradigm shift
from the previous sports-dominated PE curriculum aimed at athletic achievement.
Move to learn is the context of physical activity as the means for learning, while Learn to move embodies
the learning of skills, and techniques and the acquisition of understanding that are requisites to
participation in a variety of physical activities that include exercise, games, sports, dance and recreation.
Learning Outcomes
The K to 12 PE Curriculum develops the students’ skills in accessing, synthesizing and evaluating
information, making informed decisions, enhancing and advocating their own and others’ fitness and
health. The knowledge, understanding and skills underpin the competence, confidence and commitment
required ofall students to live an active life for fitness and health.
Learning Approaches
Physical literacy is consists of movement, motor- and activity-specific skills. In the early grades the
learners are taught the ‘what,’ ‘why’ and ‘how’ of the movement This progresses to an understanding of
the ‘why’ of the movement which is achieved by developing more mature movement patterns and motor
skills in a wide range and variety of exercise, sports and dance activities to specifically enhance fitness
parameters. The learners builds on these knowledge and skills in order to plan, set goals and monitor their
participation in physical activities (exercise, sports and dance) and constantly evaluate how well they
have integrated this their personal lifestyle. This implie the provision of ongoing and developmentally-
appropriate activities so that the learners can practice, create, apply and evaluate the knowledge,
understanding and skill necessary to maintain and enhance their own as well as others’ fitness and health
through participation in physical activities.
The curriculum also allows for an inclusive approach that understands and respects the diverse range of
learners; thus, the program takes into account their needs strengths and abilities. This is to ensure that all
learners have equivalent opportunities and choices in Physical Education.
The curriculum emphasizes knowing the ‘what’, ‘how’ and ‘why’ of movement. It focuses on developing
the learners’ understanding of how the body responds adjusts and adapts to physical activities. This will
equip the learner to become self-regulated and self-directed as a result of knowing what should be done
and actually doing it; is the learners are equally confident in influencing their peers, family, immediate
community, and ultimately, society. These are all valuable 21st century skills which the K to 12 PE
Curriculum aspires for the learners to develop.
Filipino
Isinaalang-alang sa pagbuo ng kurikulum ang pangangailangang panlipunan, lokal at global na
pamayanan, maging ang kalikasan at pangangailangan ng mga magaaral.
Pinagbatayan din ang mga legal na batas pang-edukasyon, at mga teoryang pilosopikal ng edukasyon at
wika nina Jean Piaget (Developmental Stages of Learning),
Leo Vygotsky (Cooperative Learning), Jerome Bruner (Discovery Learning), Robert Gagne (Heirarchical
Learning ), David Ausubel (Interactive/Integrated Learning),Cummins
(Basic Interpersonal Communication Skills-BICS at Cognitive Academic Language Proficiency Skills-
CALPS) at ng ating pambansang bayaning si Dr. Jose P. Rizal na nagsabing
“nasa kabataan ang pag-asa ng bayan”. Dahil ang Filipino ay nasa disiplina ng wika, pinagbatayan ang
mga teorya sa kalikasan at pagkatuto ng wika, mga teorya / simulain
sa pagsusuring panliterasi at mga pagdulog sa pagtuturo ng wika (W1, W2, W3) at pagtuturo ng mga
akdang pampanitikan at tekstong palahad.
English
"
There are three major applications of the macro-skills of the language (Understanding of Cultures;
Understanding Language; and Processes and Strategies). They are
described as the knowledge and skill areas which are essential to effective language use demonstrated
through the language macro-skills.
1. UNDERSTANDING CULTURES. Learning language through text types and literary appreciation
exposes learners to different cultures of the world,
including one’s culture. Learners develop sociolinguistic and sociocultural understandings and apply them
to their use of the language (Mother Tongue, Filipino, and
English). Sociolinguistic understanding refers to appropriate language use. It is defined in this document
as taking into account the social significance of linguistic forms
and the linguistic implications of social facts. Language is a complex social practice that reflects and
reinforces shared understandings about appropriate actions, values,
beliefs and attitudes within a community. These shared understandings determine not only what is
communicated and when and how it is communicated, but also who
does the communicating. These collectively constitute the sociolinguistic features of language.
Sociocultural understanding refers to knowing about the language speaking communities. It means taking
into account the non-linguistic features in the life of a society.
Learners broaden their frame of reference beyond their own social and cultural experiences. They gain
insights into different values and belief systems and acknowledge
the cultural contexts which underpin them. They make sense of the social fabric of the target language
community. They understand that the natural and physical
environments – as well as the social, economic, historical and political environments – influence the
language speaking groups and their cultural traditions.
2. UNDERSTANDING LANGUAGE. Learners apply their knowledge of the system of the language to
assist them to make meaning and to create meaning. They come to
recognize the patterns and rules of the language which emerge as they interact with a plethora of texts
(literary and informational) to make meaning. They apply this
knowledge and understanding to create their own spoken, written and visual texts. Differences in
language systems are expressed in a variety of ways: for example, in
grammatical differentiations, variations in word order, word selection, or general stylistic variations in
texts. By comparing the system of the language with the systems of
other languages, students understand that each language is different, but has identifiable patterns within its
own system.
3. PROCESS AND STRATEGIES. Learners select from a repertoire of processes and strategies by
reflecting on their understanding of the way language works for a
variety of purposes in a range of contexts. They deliberate on how they use language and apply different
language strategies, depending on their purpose, context and
audience. They use language as a way of coming to grips with new ideas, resolving difficulties or solving
problems. They use strategies such as brainstorming and
discussion as a way of developing ideas. They experiment, take risks and make approximations with
language as a way of developing their language skills. They clarify
what they need to know when seeking information for particular purposes. They use key-word searches
and their understanding of the conventions of informational texts
such as tables of contents, headings, indexes, forewords and glossaries as aids in locating information.
They assess the usefulness of information for particular purposes.
They treat information and ideas critically and evaluate information in terms of its reliability and
currency. They make notes and graphic representations of information
and combine information from different sources into a coherent whole by summarizing, comparing and
synthesizing.
Mathematics
The framework is supported by the following underlying learning principles and theories: Experiential
and Situated Learning, Reflective Learning, Constructivism,
Cooperative Learning and Discovery and Inquiry-based Learning. The mathematics curriculum is
grounded in these theories.
Experiential Learning as advocated by David Kolb is learning that occurs by making sense of direct
everyday experiences. Experiential Learning theory defines learning
as "the process whereby knowledge is created through the transformation of experience. Knowledge
results from the combination of grasping and transforming experience"
(Kolb, 1984, p. 41). Situated Learning, theorized by Lave and Wenger, is learning in the same context in
which concepts and theories are applied.
Reflective Learning refers to learning that is facilitated by reflective thinking. It is not enough that
learners encounter real-life situations. Deeper learning occurs when
learners are able to think about their experiences and process these, allowing them the opportunity to
make sense of and derive meaning from their experiences.
Constructivism is the theory that argues that knowledge is constructed when the learner is able to draw
ideas from his/her own experiences and connect them to new
ideas.
Cooperative Learning puts premium on active learning achieved by working with fellow learners as they
all engage in a shared task.
The mathematics curriculum allows for students to learn by asking relevant questions and discovering
new ideas. Discovery Learning and Inquiry-based Learning
(Bruner, 1961) support the idea that students learn when they make use of personal experiences to
discover facts, relationships, and concepts.
