MARVELOUS COLLEGE OF TECHNOLOGY, INC

Marcelo H. del Pilar St., Brgy. Zone IV

TABLE OF CONTENTS
City of Koronadal, South Cotabato
TITLE PAGE NUMBER
Vision and Mission 3
Overview 3
Orientation 4
Grading System 4
Lesson 1: History of Philippine Education * Pre-Colonial
Period 5
 Spanish Period 6
 American Period 8
 Japanese Period 9
 Evaluation 11
Lesson 2: Governing Bodies
 Circular Programs 14
 Evaluation 14
Lesson 3: Basic education
 Alternative Learning System 17
 Technical-Vocational school 17
 Tertiary and Higher Education 17
 Evaluation 19
Lesson 4: The Philippine Basic Education
 Why K to 12 20
 The Imperative of K to 12 21
 Phased Introduction of Enhanced
Curriculum in Schools 22
 The K to 12 Curriculum Model 22
 Comparison of the 2002 BEC and the
K to 12 Curriculum 24
 Evaluation 25

A Modular Approach in Teaching Introduction to Philippine Education

(Educ. 514)
Prepared by: Elizabeth C. Consular MAED

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2
 The Vision and Mission of Marvelous College of Technology, Inc.

VISION

The Marvelous College of Technology, Incorporated envisions its students

to be technically skilled, intellectually proficient, socially aware, and
endeavouring to transform the society in response to the signs of times.

MISSION
The institution commits to:

 provide quality education through continuous upgrading of programs

and services,
 develop and equip students with sufficient intellectual and occupational
skills to meet the demands of a globally changing environment,
 respect the dignity of the person especially the poor,
 design and enhance curricular offerings with lifelong learning skills
essential in responding to industry needs and better quality of life for
our graduates, and
 promote and strengthen our Filipino culture and values.

OVERVIEW

EDUCATION also called learning, teaching or schooling in the general

sense is any act or experience that has a formative effect on the mind,
character, or physical ability of an individual. In its technical sense, education
is the process by which society deliberately transmits its accumulated
knowledge, skills and values from one generation to another. Etymologically,
the word education is derived from the Latin ēducātiō (“a breeding, a bringing
up, a rearing) from ēdūcō (“I educate, I train”) which is related to the homonym
ēdūcō (“I lead forth, I take out; I raise up, I erect”) from ē- (“from, out of”) and
dūcō (“I lead, I conduct”).

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 ORIENTATION

1. Our class will be a combination of Modular and Online Modality of

Learning. For online learning, we have our google classroom and this
module is for our offline class.
2. All written works must be in a short bond paper. Always observe margin,
capitalization and spelling.
3. Always check our chatgroup for announcement.
4. Submit required outputs in the last day of this course.
5. If we need to have an online class, please feel free to comment on our
chatgroup so we could schedule the date and the time convenient to
everyone.
6. If you have any question, text me on this number 09202820936 or send
to my email, elizabeth.consular@deped.gov.ph

GRADING SYSTEM

Output Percentage (%)

Examinations 20%
Module Output 80%
Total 100%

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Lesson 1: History of Philippine Education System

Objective:
After the discussion, the students will be able to:
 trace the history of Philippine Education System and identify, describe
and critique the significant changes implemented during each period.

Let’s Discuss

The education system of the Philippines has been highly influenced by the
country’s colonial history.  That history has included periods of Spanish,
American and Japanese rule and occupation.  The most important and lasting
contributions came during America’s occupation of the country, which began
in 1898.  It was during that period that English was introduced as the primary
language of instruction and a system of public education was first established
—a system modeled after the United States school system and administered by
the newly established Department of Instruction.

Pre-Colonial Period:

During the pre-colonial period, most children were provided with solely
vocational training, which was supervised by parents, tribal tutors or those
assigned for specific, specialized roles within their communities (for example,
the babaylan). In most communities, stories, songs, poetry, dances, medicinal
practices and advice regarding all sorts of community life issues were passed
from generation to generation mostly through oral tradition. Some communities
utilized a writing system known as baybayin, whose use was wide and varied,
though there are other syllabaries used throughout the archipelago.

Writing implements during the pre-colonial period included bark of trees.

Sharpened pieces of iron, palm leaves and bamboo nodes. School existed where
children are taught reading, writing, religion and incantation and self-defense.
Most schools offered learning the Sanskrit and Arithmetic. Introduction was
also done at home where parents and other elders in the household taught
children obedience to elders and loyalty to tribal laws and traditions.

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 The existence of Alibata is one of the evidences of civilization

ALIBATA is a native alphabet and composed of 17 symbols representing the

letters of the alphabet. Among these seventeen symbols were three vowels and
fourteen consonants.

Spanish Period

The educational system of the Philippines during the Spanish times was
formal. The Religious congregations paved the way in establishing schools from
the primary level to the tertiary level of education. The schools focused on the
Christian Doctrines. There was a separate school for boys and girls. The

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wealthy Filipinos or the Ilustrados were accommodated in the schools. Colonial
education brought more non-beneficial effects to the Filipinos. With the coming
of the Spaniards, missionary teachers replaced the tribal tutors. The focus of
education during the Spanish Colonization of the Philippines was mainly
religious education. The Catholic doctrine schools that were set up initially
became parochial schools which taught reading and writing along with
catechism.
The first educational system for students in the country was established
by virtue of the Education Decree of 1863. This educational decree mandated
the establishment of free primary schools in each town, one for boys and one
for girls, with the precise number of schools depending on the size of the
population. There were 3 grades: entrada, acenso, and termino. The
curriculum required the study of Christian doctrine, values and history as well
as reading and writing in Spanish, mathematics, agriculture, etiquette, singing,
world geography, and Spanish history. Girls were also taught sewing. As a
consequence, the Spanish schools started accepting Filipino students. It was
during this time when the intellectual Filipinos emerged. The Normal School,
run by the Jesuits, was also established which gave men the opportunity to
study a three-year teacher education for the primary level. Normal schools for
women teachers were not established until 1875, in Nueva Caceres. Despite
the Decree of 1863, basic education in the Philippines remained inadequate for
the rest of the Spanish period. Often, there were not enough schools built.
Teachers tended to use corporal punishment.
The friars exercised control over the schools and their teachers and
obstructed attempts to properly educate the masses, as they considered
widespread secular education to be a threat to their hold over the population.
The schools were often poorly equipped, lacking the desks, chairs, and writing
materials that they were required to have under the decree. Though classes
were supposed to be held from 7-10 am and 2:30-5 pm throughout the year,
schools were often empty. Children skipped school to help with planting and
harvesting or even because their clothes were ragged. For higher education,
there were a few reputable private institutions such as the University of Santo
Tomas, Colegio de San Juan de Letran, and Ateneo Municipal. Though initially
an institute of higher education, UST was required by an 1865 decree to open
public secondary schools.

UST was the only institution

of higher learning offering
courses such as medicine,
pharmacy, midwifery and
law.

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 There are problems that that persisted during the Spanish period such
as lack of equipment, students were often absent and corporal punishment
were also given.

During the brief period after the success of the Philippine revolutionaries
against Spain, the leaders of the Republic tried to infuse nationalism in the
education system.

The Malolos Constitution stipulated Tagalog was the national language

but Spanish still dominated the curriculum.

The American Period

During the United States colonial period of the Philippines (1898-1946),

the United States government was in charge of providing education in the
Philippines.
Education became a very important issue for the United States colonial
government, since it allowed it to spread their cultural values, particularly the
English language, to the Filipino people. Instruction in English language, and
American history, lead to forming of a national identity and Filipino
nationalism.

Every child from age 7 was required to register in schools located in their
own town or province. The students were given free school materials. There
were three levels of education during the American period. The "elementary"
level consisted of four primary years and 3 intermediate years. The "secondary"
or high school level consisted of four years; and the third was the "college" or
tertiary level. Religion was not part of the curriculum of the schools. as it had
been during the Spanish period.

In some cases, those students who excelled academically were sent to the
U.S. to continue their studies and to become experts in their desired fields or
professions. They were called "scholars", and "pensionados" because the
government covered all their expenses. In return, they were to teach or work in
government offices after they finished their studies. Some examples of these
successful Filipino scholars were Judge José Abad Santos, Francisco Benitez,
Dr. Honoria Sison and Francisco Delgado.

Many elementary and secondary schools from the Spanish era were
recycled and new ones were opened in cities and provinces, among which there
were normal, vocational, agricultural, and business schools. Among the most
important colleges during United States rule were: Philippine Normal School in
1901 ( Philippine Normal University) and other normal schools throughout the
country such as Silliman University (1901), Central Philippine University
(1905), Negros Oriental High School (1902),St. Paul University Dumaguete
(1904), Cebu Normal School (1915) also a university at present, Filamer

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 Christian University (1904), Iloilo Normal School in 1902 (now West Visayas
State University) and Zamboanga Normal School in 1904 (now Western
Mindanao State University) ; National University (1901); University of Manila
(1914); Philippine Women's University (1919); and Far Eastern University
(1933). Examples of vocational schools are: the Philippine Nautical School,
Philippine School of Arts and Trades (1901, now Technological University of the
Philippines) and the Central Luzon Agriculture School. The University of the
Philippines was also founded in 1908.

Schools were also built-in remote areas like Sulu, Mindanao, and the
Mountain Provinces, where attention was given to vocational and health
practice.

Thomasites

Volunteer American soldiers became the first teachers of the Filipinos.

Part of their mission was to build classrooms in every place where they were
assigned. The American soldiers stopped teaching only when a group of
teachers from the U.S. came to the Philippines in June 1901. They came
aboard the ship "Sheridan." In August 1901, 600 teachers called Thomasites
arrived. Their name derived from the ship they traveled on, the USS Thomas.
The original batch of Thomasites was composed by 365 males and 165 females,
who sailed from United States on July 23, 1901. The U.S. government spent
about $105,000 for the expedition. More American teachers followed the
Thomasites in 1902, making a total of about 1,074 stationed in the Philippines.

Japanese Period

Commission of Education, Health and Public Welfare. 

  JUNE 1942

 Schools were REOPENED with 300,000 students.

  
 

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CURRICULUM AND THE SIX PRINCIPLES OF THE JAPANESE REPUBLIC

 TAGALOG, PHILIPPINE HISTORY, and CHARACTER EDUCATION were

the focus.
 Love for WORK and DIGNITY FOR LABOR was emphasized.There was the
spread elementary and VOCATIONAL education
  NIPPONGO was used and the Japanese tried to stop the Filipino people
from using the English Language.

BASIC PRINCIPLES OF THE JAPANESE EDUCATION

 Realization of a NEW ORDER and promote friendly relations

between Japan and the Philippines to the farthest extent.
 Foster a new Filipino culture based.
 Endeavor to elevate the morals of the people, giving up over emphasis to
materialism.
 Diffusion of the Japanese language in the Philippines.
 Promotion of VOCATIONAL education.
 To inspire people with the spirit to love neighbor.

  

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 October 20, 1944

                MacArthur's Allied forces landed on the island of Leyte accompanied

by Osmeña, who had succeeded to the commonwealth presidency upon the
death of Quezon on August 1, 1944. Landings then followed on the island
of Mindoro and around Lingayen Gulf on the west side of Luzon, and the push
toward Manila was initiated. The Commonwealth of the Philippines was
restored, Philippine education continued with the American resolve and the
rest was history 

Evaluation

Direction: Circle the letter of the correct answer.

1. The American Teachers who were recruited to help set the public
educational system in the Philippines during the American regime were
called Thomasite’s because:
a. They were devotees of St. Thomas Aquinas
b. They disembarked from the CIS Transport called Thomas
c. They first taught at the University of Sto. Tomas
d. They arrived in the Philippines on the feast of St. Tomas
2. Spanish period: moral and religious person.
American period: _______
a. Productive citizen
b. Self-reliant citizen
c. Patriotic citizen
d. Caring citizen
3. Which is NOT a characteristic of education during the pre-Spanish era?a.
Vocational training-oriented
b. Structured
c. Unstructured
d. Informal
4.  You practice inclusive education. Which of these applies to you?

I. You accept every student as full and valued member of the class and
school community
II. Your special attention is on learners with specific learning or social
needs
III. You address the needs of the class as a whole within the context of
the learners with specific learning or social needs

a. II only
b. I and II

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 c. I only
d. I and III
5. Teachers in colonial times:
a. were highly regarded for their public service
b. worked hard to earn their teaching credentials
c. often had no formal preparation for teaching
d. belonged to one of two professional teaching organizations: one labor
oriented, the other more professional in nature

6. In the colonial era, teachers:

a. earned as much as farmers, and even a bit more than merchants,
enjoying relatively high status
b. were trained in teaching academies and focused particularly on
maintaining good discipline and promoting Christian values
c. at the elementary level, typically had not even attended secondary
school
d. attended “normal schools” whose rising status enabled them to
compete successfully for the scarce teaching positions
7. Briefly explain the different types of education of the following period.
1. Pre- colonial period
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2. Spanish Period
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3.American Period
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4.Japanese Period
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Lesson 2: Governing Bodies

Objective:
At the end of the lesson the students should be able to:
 Differentiate the roles, responsibilities and accountabilities od each of
education sector.

Let’s Discuss

In 1972, it became the Department of Education and Culture by virtue of

Proclamation 1081 and the Ministry of Education and Culture in 1978 y virtue
of P.D. No. 1397. Thirteen regional offices were created and major
organizational changes were implemented in the educational system.

The Education Act of 1982 created the Ministry of Education, Culture and
Sports which later became the Department of Education, Culture and Sports in
1987 by virtue of Executive Order No. 117. The structure of DECS as embodied
in EO No. 117 has practically remained unchanged until 1994 when the
Commission on Higher Education (CHED), and 1995 when the Technical
Education and Skills Development Authority (TESDA) were established to
supervise tertiary degree programs and non-degree technical-vocational
programs, respectively.

The Congressional Commission on Education (EDCOM) report provided the

impetus for Congress to pass RA 7722 and RA 7796 in 1994 creating the
Commission on Higher Education (CHED) and the Technical Education and
Skills Development Authority (TESDA), respectively.

The trifocal education system refocused DECS’ mandate to basic education

which covers elementary, secondary and nonformal education, including
culture and sports. TESDA now administers the post-secondary, middle-level
manpower training and development while CHED is responsible for higher
education.

The Commission on Higher Education (CHED)  was created on May 18,

1994 through the passage of Republic Act No. 7722, or the Higher Education
Act of 1994. CHED, an attached agency to the Office of the President for
administrative purposes, is headed by a chairperson and four commissioners,
each having a term of office of four years. The Commission En Banc  acts as a
collegial body in formulating plans, policies and strategies relating to higher
education and the operation of CHED.

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The creation of CHED was part of a broad agenda of reforms on the country’s
education system outlined by the Congressional Commission on Education
(EDCOM) in 1992. Part of the reforms was the trifocalization of the education
sector into three governing bodies: the CHED for tertiary and graduate
education, the Department of Education (DepEd) for basic education and the
Technical Education and Skills Development Authority (TESDA) for technical-
vocational and middle-level education.

In 1997, Republic Act (RA) No. 8292, otherwise known as the “Higher

Education Modernization Act of 1997” was passed to establish a complete,
adequate and integrated system of higher education. The said law also modified
and made uniform the composition of the Governing Boards of chartered state
universities and colleges (SUCs) nationwide in order to:(a) achieve a more
coordinated and integrated system of higher education;(b) render them more
effective in the formulation and implementation of policies on higher education;
(c) provide for more relevant direction in their governance; and (d) ensure the
enjoyment of academic freedom as guaranteed by the Constitution.

The Early Childhood Care and Development

 Republic Act 8980 promulgated a comprehensive policy and a national
system for ECCD Act.
 The ECCD includes health, nutrition, early education and social services
programs that should provide for the basic holistic needs of young
children from 0 to 5 years old.

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  One of the program to be institutionalized is the Day Care Service.

The following are the objectives of the Early Childhood Care and
Development:
 To achieve improved infant and children survival rates;
 To enhance the physical, social, cognitive, psychological, spiritual and
language development of young children;
 To enhance the role of parents and other caregivers as the primary
caregivers and educators of their children.

The ECCD curriculum has the following basic policies:

 It shall provide the delivery of complementary and integrative services for

health care, nutrition, early childhood education, sanitation and cultural
activities.
 It shall use the child’s first language as the medium of instruction.

Evaluation

Explain the Circular Programs of the Philippine Education.

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Lesson 3: Basic Education

Objective:

 At the end of the lesson, the students should be able to discuss the
different curriculum models in the Philippines.

Let’s Discuss

In Basic Education the following are the changes:

 Department of Education Culture and Sorts (DECS) was changed to

Department of Education ( DepEd)
 EDCOM recommended to “decongest” the DECS
 The sports function. Programs and activities were transferred to the
Philippine Sports Commission (PSC).
 Functions related to culture were assumed by the National Commission
for Culture and the Arts (NCAA).
 Republic Act 9155” Governance of the Basic Education Act of 2001”
spells out the framework of basic education and renames the institution
as Department of Education.
 It also underscores the inclusion of ALS for out-of-school youth and
adult learners.

 Despite the legal provisions, reports on students’ performance on the

basic subjects as Math. Science and English has not been anything but
dismal
 Experts point out that one reason for this problem is the overload
curriculum and the short duration cycle.
 The DepEd implemented the Revised Basic Education Curriculum
(RBEC) to decongest the curriculum and give more time to English, Math
and Science.

 DepEd prepared the “The Education National Development Plan” for

children (ENDP), 200-2025. This aims to provide the focus for setting
local as well as national priorities in education.
 DepEd considered key goals set forth at the Jontien Conference in 1990
to attain the goal of Education for All (EFA).

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 The Alternative Learning System

 ALS is the component that bridges the gap between Formal Basic
Education and Vocational-Technical Education.
 It is designed to be a parallel learning system that provides a viable
alternative to the existing nonformal and informal sources of knowledge
and skills
 By virtue of Executive Order No 356, the Bureau of Nonformal Education
was renamed to Bureau of Alternative Learning System.

The Alternative Learning System has three (3) major nonformal

programs.

1. Basic Literacy Program: community based program for non-

literates.
2. Accreditation and Equivalency Program: certification of learning for
out-of-school youths and adults, 15 years old and above who are
unable to avail of the formal school system, or who have dropped
out formal elementary and secondary education, therefore have not
completed ten years of basic education.
3. Indigenous People (IP) Education Program: a program that aims to
develop an IP culture-sensitive core curriculum, learning materials
and assessment tools instruments.

Vocational- Technical Education

TESDA was created through Republic Act 7796. It envisioned to offer

non-degree programs that will prepare middle-level personnel and para-
professional for national industries. The Polytechnic Education System/Voc-
Tech education is under the supervision of TESDA.

There are two important components of TESDA- recognized programs.

They were the following:
1. Apprenticeship – training within employment with compulsory
instruction.
2. Dual System Training – delivery system of quality technical and
vocational education which requires training carried out alternately in
two venue. ( The school provided theoretical and basic training.
Production plant develops skills and proficiency in actual working
conditions.

Tertiary and Higher Education

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 The Mission statement of higher education shall be geared toward the
pursuit of better quality of life for all Filipinos by emphasizing the acquisition
of knowledge and formation of those skills necessary to make the individual a
productive member of society. It shall accelerate the development of high level
professionals who will search for new knowledge , provide leadership in various
disciplines required by a dynamic and self-sustaining economy. Higher
education shall likewise be used to harness the productive capacity of the
country’s human resource base towards international competitiveness.

The Tertiary and Higher Education includes all post secondary courses
ranging from one-or-two-year course to the four-year degree and professional
programs, including graduate education offered by colleges and universities.

The Public Higher Education institutions (HEIs) are classified by CHED

as follows:

1. State Universities and Colleges ( SUCs): chartered public higher

education institutions established by law, administered and financially
subsidized by the government; a few have fiscal autonomy while others
don’t.
2. Local Universities and Colleges (LUCs); established by the local
government through resolutions or ordinance, financially supported by
the LGU concerned.
3. CHED Supervised Higher Education Institutions (CSIs); non-chartered
government post-secondary education institutions established by law,
administered, supervised and financially supported by the government.

The private higher education institutions are established under the

Corporate Code are governed by the special laws and general provisions of this
Code.

1. Non-sectarian institutions are duly incorporated, owned and operated by

private entities that are not affiliated with any religious organization.
2. Sectarian institutions are usually non-stock, non-profit but duly
incorporated, owned and operated by a religious organization.

CHED requires offering of subjects that cover the General Education

Program; The minimum requirements for the mandatory general education
curriculum (GEC) leading to initial bachelor’s degree covering four (4)
curriculum years shall be sixty-three (63) units.

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 Evaluation

Explain the following briefly:

1. What is ALS and its legal basis?

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2. Who are the target learners of ALS?
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3. What is TESDA? What are the benefits that TESDA could give to the
learners?
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4. Differentiate sectarian and non-sectarian schools and give at least
three(3) examples of schools.
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5. Name at least three (3) SUCs, LUCs and CSIs that could be found in the
locality.
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Lesson 4: The Philippine Basic Education Curriculum

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Objective:

 At the end of the lesson, the students should be able to:

compare the 2002 BEC and the K to 12 Curriculum.

Let’s Discuss

The following are the stages of the Philippine Basic Education

Curriculum:

 1984- 2002 : National Elementary School Curriculum

 1991 – 2002 : New Secondary Education Curriculum
 2002; Revised Basic Education Curriculum
 2010 : Secondary Education Curriculum UbD
 2012: to present K to 12 Enhanced Basic Education curriculum


Why K to 12?

Legal Basis:

1. Global Competitiveness
 The World is undergoing unprecedented changes brought about by rapid
advancement in information and communication technologies, trade,
liberalization, and globalization _ UNESCO, 2010.
 Aside from the basic literacy tools of reading, writing and numeracy,
tomorrow’s individuals will need knowledge and skills that will equip
them to participate productively in their societies- ADB 2008.
 Many countries in the world have at least 12 to 13 years of combined
primary and secondary education. At present, Philippine is one of the few
countries in the world with 10 years of elementary and seconday
education – UNACOM, 2010
 Universal secondary education is now seen as a precondition for
countries to move beyond traditional primary commodity- based
economies (Porter et,al, 2002)
 Philippines is no exceptions to the countries that are affected by massive
technological changes. In the tide of changes, education remains the
most important key to enhancing the knowledge, abilities, attitudes and
values of children to keep up with the demands of the 21st century.

The Imperative of K to 12

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 Streamline the curriculum to improve mastery of basic competencies
 Ensure seamlessness of primary, secondary, and post-secondary
competencies.
 Improve teaching through the use of enhanced pedagogies ( e.g.spiral
progression in Science and Math) and medium of instruction
 Expand job opportunities ( by reducing jobs-skills mismatch) and provide
better preparation for higher learning.

For basic education, it includes Level 1 or Grade 1 to Grade 12.

Elementary includes Grade 1 to Grade 6, Grade 7 to Grade 10 for Junior
High school and Grade 11 and 12 for Senior High School. After graduation
of the Senior High School, the student is now a holder of NC 1 and etc. with
diploma that could help them in their planning whether to proceed to
college or to apply for work. Baccalaureate means college, post
baccalaureate is masteral degree followed by doctoral degree.

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 The illustration above shows the start of K to 12 Curriculum in the year
2012-2013 with grade 1 and Grade 7. And completed the cycle in the year
2017-2018.

Above is the Curriculum Model of the K to 12. Kindergarten focuses on

the different Learning Domain. Grade 1 to 6 focuses on the Core Learning
Areas which includes Araling Panllipunan, English, Edukasyong
Pantahanan at Pangkabuhayan(EPP)/ Technical and Livelihood Edcuation
(TLE), Edukasyon sa Pagpapakatao ( EsP) Filipino, Math, MAPEH, Mother
Tongue, Science, MTB-MLE from Kindergarten to Grade 3. Grade 7-8
includes Core Learning Areas and exploratory Technology and Livelihood
Education, Grades 9-10 includes Core Learning Areas plus elective

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 Technology and Livelihood Education and Grades 11-12 includes CORE
( Languages, Literature, Communication, Math, Philosophy, Science, social
Sciences) + TRACKS

SENIOR HIGH SCHOOL SPECIALIZED TRACKS AND STRANDS

1.Academic Track
 Accountancy and Business Management (ABM) strand
 Humanities and Social Science Strand (HUMSS)
 Science, Technology, Engineering and Mathematics (STEM)
 General Academic Strand (GAS)

2.Sports Track
3.Arts and Design
 Music
 Theater
 Visual Arts
 Media Arts
 Dance

4.Technical-Vocational And Livelihood Track

 Home Economics
 Information and Communications Technology
 Agri- Fishery Arts
 Industrial Arts

Salient Features of the K to 12

 It focuses on the holistic development of the learner.
 It is outcome-based as it prepares learners for: Higher Education
- Middle level skills
- Employment and
- Entrepreneurship
 It is anchored on the principles of
- Inclusive Education
- Learners’ growth and development
- Teaching and Learning and
- Assessment

Key Features of the K to 12

Decongested - topics discussed were lessened to focus on the

“essentials” and the “must teach” allows mastery of
Competencies.

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 Seamless- vertical and horizontal articulation
Horizontal- smooth transitions between quarters.
Vertical – smooth transition between grade levels

Enriched – integration of and interconnection between and among

subjects.
Developmentally-or age-appropriate – sensitive to age level of the
Students’ different levels of complexity

Comparison of 2002 BEC and K to 12 Education Structure

2002 BEC Curriculum Age K to 12 Structure

16-17 Senior high School

Grades 11 to 12
High School 12-15 Junior High School
Year 1 to 4 Grades 7 to 10
Elementary 6-11 Elementary
1 to 6 Grades 1 to 6
Optional Pre-school 5 Mandatory Kindergarten

COMPARISON OF THE 2002 BEC AND K TO 12 CURRICULUM

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In terms of assessment the following is the comparison

2002 BEC K to 12

Bilingual Medium of Mother Tongue-

(English and Instruction Based Multi
Filipino Lingual Education
National Assessment End-of Grade 6 Assessment as
Achievement test exit assessment and as
readiness test for Junior High
for Grade 6
School

Evaluation

1. The K-12 Basic Education Curriculum was officially implemented by

virtue of what law?
a. R.A. 7836
b. R.A. 7610
c. R.A. 10533
d. R.A 10353
2. The Filipino learner envisioned by the Department of Education is one
who is imbued with the desirable values of person who is:
a. Makabayan, makatao, makakalikasan at maka-Diyos
b. Makabayan, makatao, makahalaman, at maka-Diyos
c. Makabayan, makasarili, makakalikasan, at maka-Diyos
d. Makabayan, makakaragatan, makatao, at maka-Diyos
3. Which goals of educational institution, as provided for by the
Constitution, is the development of work skills aligned?
a. To develop moral character
b. To develop vocational efficiency
c. To teach the duties of citizenship
d. To inculcate love of country

4. Which curriculum envisions a learner to become a person who is

makabayan, mmakatao, makakalikasan at maka-Diyos?

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 a. 2002 Basic Education Curriculum
b. K-12 Curriculum
c. UbD-Based Education
d. New Secondary Education Curriculum
5. The vernacular has been used in schools since 1929 and must be
applied from ________.
a. Grades 1 to 3
b. Grades 1 to 5
c. Grades 1 to 6
d. Grades 1 to 7
6. Do parents have a role in curriculum implementation and instruction?
a. No, they have no formal training in pedagogy.
b. Yes, they may provide insights on the curriculum.
c. Yes, but only in helping their children with school work.
d. It depends on a school's private or public status.
7. Based on the curriculum requirement provided by all countries sampled,
the language which is seemingly universal is?
a. Spanish
b. Chinese
c. English
d. French
8.What is true about K to 12 Curriculum?
a. To decongest learning competencies
b. it is a spiral curriculum
c. it suggests that all subject should be taught in Mother tongue
d. It is unique curriculum compared to other countries.
9. Explain briefly: Why are we implementing K to 12 Curriculum?
____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________
10. How will K to 12 helped in ensuring employment for our graduates?
_____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________

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II. Explain the Conceptual Framework of the K to 12 Curriculum

27