The K-12 Language Arts and Multi-literacies Curriculum is anchored on the following language acquisition, learning, teaching and assessing principles. All languages are interrelated and interdependent. Facility in the first language (L1) strengthens and supports the learning of other languages (L2). Acquisition of sets of skills and implicit metalinguistic knowledge in one language (common underlying proficiency or CUP) provides the base for the development of both the first language (L1) and the second language (L2)2. It follows that any expansion of CUP that takes place in one language will have a beneficial effect on the other language(s). This principle serves to explain why it becomes easier and easier to learn additional languages. Language acquisition and learning is an active process that begins at birth and continues throughout life. It is continuous and recursive throughout students’ lives. Students enhance their language abilities by using what they know in new and more complex contexts and with increasing sophistication (spiral progression). They reflect on and use prior knowledge to extend and enhance their language and understanding. By learning and incorporating new language structures into their repertoire and using them in a variety of contexts, students develop language fluency and proficiency. Positive learning experiences in language-rich environments enable students to leave school with a desire to continue to extend their knowledge, skills and interests.
- Mathematics from K- 10 is a skills subject. By itself, it is all about quantities, shapes and figures, functions, logic, and reasoning. Mathematics is also a tool of science and a language complete with its own notations and symbols and “grammar” rules, with which concepts and ideas are effectively expressed. The contents of mathematics include Numbers and Number Sense, Measurement, Geometry, Patterns and Algebra and Statistics and Probability.
- Number and Number Sense as a strand include concepts of numbers, properties, operations, estimation, and their applications.
- Measurement as a strand includes the use of numbers and measures to describe, understand, and compare mathematical and concrete objects. It focuses on attributes such as length, mass and weight, capacity, time, money, and temperature, as well as applications involving perimeter, area, surface area, volume, and angle measure.
- Geometry as strand includes properties of two- and three – dimensional figures and their relationships, spatial visualization, reasoning, and geometric modelling and proofs.
- Patterns and Algebra as a strand studies patterns, relationships, and changes among shapes and quantities. It includes the use of algebraic notations and symbols, equations, and most importantly, functions, to represent and analyze relationships.
- Statistics and Probability as a strand is all about developing skills in collecting and organizing data using charts, tables, and graphs; understanding, analyzing and interpreting data; dealing with uncertainty; and making predictions about outcomes.
Conceptual Framework Science education aims to develop scientific literacy among learners that will prepare them to be informed and participative citizens who are able to make judgement and decisions regarding application of scientific knowledge that may have social, health or environmental impacts.
The science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and technology in the social, economic, personal and ethical aspects of life. The science curriculum promotes a strong link between science and technology, including indigenous technology, thus preserving our countries cultural heritage.
Science will provide learners repertoire of competencies important in world of work and in a knowledge-based society. It envisions the development of scientifically, technologically, and environmentally literate and productive members of society who are critical problem solvers, responsible stewards of nature, innovative and creative citizens, informed decision makers, and effective communicators.
It is designed around the three domains of learning science: understanding and applying scientific knowledge in local settings as well global context whenever possible, performing scientific processes and skills, and developing and demonstrating scientific attitudes and values. The acquisition of these domains is facilitated using the following approaches: multi/interdisciplinary approach, science technology-society approach, contextual learning, problem/issue-based learning, and inquiry-based approach.
K to 12 Basic Education Curriculum K to 12 Filipino Gabay Pangkurikulum Mayo 2016 Pahina 3 ng 190 Kaugnay nito, layunin ng pagtuturo ng Filipino na malinang ang (1) kakayahang komunikatibo, (2) replektibo / mapanuring pag-iisip at, (3) pagpapahalagang pampanitikan ng mga mag-aaral sa pamamagitan ng mga babasahin at teknolohiya tungo sa pagkakaroon ng pambansang pagkakakilanlan, kultural na literasi, at patuloy na pagkatuto upang makaagapay sa mabilis na pagbabagong nagaganap sa daigdig. Sa ikatatamo ng mithiing ito, kailangan ng mga kagamitang panturo ng mga guro bilang suporta sa kurikulum na magmumula sa administrasyon, ahensiyang panlipunan, pribado at publiko, pamahalaang lokal, midya, tahanan at iba pang sektor ng lipunan. 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.
EDUKASYON SA PAGPAPAKATAO
Ang Edukasyon sa Pagpapakatao (EsP) ay isa sa mga asignatura ng Pinaunlad na Programa ng Batayang Edukasyon na K to 12 na gagabay at huhubog sa mga kabataan. Tunguhin nito ang paghubog ng kabataang nagpapasya at kumikilos nang mapanagutan tungo sa kabutihang panlahat. Nangangahulugan ito na lilinangin at pauunlarin ang pagkataong etikal ng bawat mag-aaral. Upang maipamalas ito, kailangang magtaglay siya ng limang pangunahing kakayahan (macro skills): pag-unawa, pagninilay, pagsangguni, pagpapasya at pagkilos.
Nililinang sa apat na tema sa bawat antas mula Kindergarten hanggang Baitang 10 ang mga pangunahing kakayahang ito: (a) Pananagutang Pansarili at Mabuting Kasapi ng Pamilya, (b) Pakikipagkapwa-tao, (c) Paggawa Tungo sa Pambansang Pag-unlad at Pakikibahagi sa Pandaigdigang Pagkakaisa, at (d)Pananalig at Pagmamahal sa Diyos at Paninindigan sa Kabutihan.
Naging batayan ng K-12 Araling Panlipunan Kurikulum ang mithiin ng “Edukasyon para sa Lahat 2015” (Education for All 2015) at ang K-12 Philippine Basic Education Curriculum Framework. Layon ng mga ito na magkaroon ng mga kakayahang kinakailangang sa siglo 21 upang makalinang ng “functionally literate and developed Filipino.” Kaya naman, tiniyak na ang mga binuong nilalaman, pamantayang pangnilalalaman at pamantayan sa pagganap sa bawat baitang ay makapag-aambag sa pagtatamo ng nasabing mithiin. Sa pag-abot ng nasabing mithiin, tunguhin (goal) ng K-12 Kurikulum ng Araling Panlipunan ang makahubog ng mamamayang mapanuri, mapagmuni, mapanagutan, produktibo, makakalikasan, makabansa at makatao na may pambansa at pandaigdigang pananaw at pagpapahalaga sa mga usaping pangkasaysayan at panlipunan.
Katuwang sa pagkamit ng layuning ito ay ang pagsunod sa teorya sa pagkatuto na kontruktibismo, magkatuwang na pagkatuto (collaborative learning), at pagkatutong pangkaranasan at pangkonteksto at ang paggamit ng mga pamaraang tematiko-kronolohikal at paksain/ konseptuwal, pagsisiyat, intregratibo, interdesiplinaryo at multisiplinaryo. Sa pagkamit ng nasabing adhikain, mithi ng kurikulum na mahubog ang pag-iisip (thinking), perpekstibo at pagpapahalagang pangkasaysayan at sa iba pang disiplina ng araling panlipunan ng mag-aaral sa pamamagitan ng magkasabay na paglinang sa kanilang kaalaman at kasanayang pang-disiplina.
Mula sa unang baitang hanggang ika-labindalawang baitang, naka-angkla (anchor) ang mga paksain at pamantayang pang-nilalaman at pamantayan sa pagganap ng bawat yunit sa pitong tema: I) tao, kapaligiran at lipunan 2)panahon, pagpapatuloy at pagbabago, 3) kutlura, pananagutan at pagkabansa, 4) karapatan, pananagutan at pagkamamamayan 5) kapangyarihan, awtoridad at pamamahala, 6)produksyon, distibusyon at pagkonsumo 7) at ungnayang pangrehiyon at pangmundo Samantala, ang kasanayan sa iba’t-ibang disiplina ng araling panlipunan tulad pagkamalikhain, mapanuring pag-iisip at matalinong pagpapasya , pagsasaliksik/ pagsisiyasat, kasanayang pangkasaysayan at Araling Panlipunan, at pakikipagtalastasan at pagpapalawak ng pandaigdigan pananaw, ay kasabay na nalilinang ayon sa kinakailangang pag-unawa at pagkatuto ng mag-aaral sa paraang expanding.
Sa ibang salita, layunin ng pagtuturo ng K-12 Araling Panlipunan na malinang sa mag-aaral ang pag-unawa sa mga pangunahing kaisipan at isyung pangkasaysayan, pangheograpiya, pampulitika, ekonomiks at kaugnay na disiplinang panlipunan upang siya ay makaalam, makagawa, maging ganap at makipamuhay (Pillars of Learning). Binibigyang diin sa kurikulum ang pag-unawa at hindi pagsasaulo ng mga konsepto at terminolohiya. Bilang pagpapatunay ng malalim na pag-unawa, ang mag-aaral ay kinakailangang makabuo ng sariling kahulugan at pagpapakahulugan sa bawat paksang pinag-aaralan at ang pagsasalin nito sa ibang konteksto lalo na ang aplikasyon nito sa tunay na buhay na may kabuluhan mismo sa kanya at sa lipunang kanyang ginagalawan.
Christian Living as a learning area is intended for the students to understand the basic core of our Catholic Faith with the hope of providing them a more solid foundation in appreciating these key themes to form the core of what we believe, pray, and do as Catholics. They help us understand our identity and by so doing bring to light our mission as disciples of Jesus.
Christian Living aims to make Faith education alive, interesting, dynamic, and experimental among
the learners. The learners will appreciate and understand the main content of the lesson and in different learning experiences. The learners will be given the opportunity to live/ practice the faith in concrete ways and strengthen their spirituality. The life of the learners becomes a well-reflected life in the light of the teachings of Jesus
Throughout the journey, the students will be guided by God’s word in the Sacred Scripture. Instead of narratives or stories, though, the focus will be on the moral teachings found in the Old Testaments, particularly in the Ten Commandments, the Beatitudes, and Christ’s two commandment of love. They will also turn to the teachings of the Church, which continue to interpret the Bible faithfully and relate it to contemporary issues and challenges. Through this learning area, students will gain a more critical understanding of what it means to be a disciple of Christ and a deeper appreciation for the rich heritage of the Catholic faith, which guides us in confronting modern-day problems and issues. The church is the family of God. The teachings of the Church, therefore, are best understood in the sense of love within a family – like that of a
mother teaching and guiding her children to grow in love and virtue.
The learner demonstrates basic understanding of the fundamental processes in music and art, through performing, creating, listening and observing, and responding. This subject is taken by the students to enhance their understanding of fundamental processes in music. The learner demonstrate their understanding through performing, creating, and responding, aimed towards the development of appreciation of music and art, and acquisition of basic knowledge and skills.
The students will identify and create artwork based on the elements of art and principles of design, demonstrate through their artwork how to use the elements of art to show movement and express feelings, recognize, compare and use different media to create their artwork, develop a respect and appreciation for the artwork of artists, including classmates’ art, recognize and compare differences in several art mediums, create representational and abstract art, learn to create depth in 2-dimensional artwork using one point perspective, communicate thoughts, feelings and experiences to others through art, develop creative problem solving and higher-level thinking skills, learn about modern and contemporary art, develop critical thinking and imagination, understand terms that are basic to art media, procedures and techniques, as well as appreciation, maintain a sketchbook for a variety of drawings assignments to perfect their hand-eye ability and drawing skills.
Physical Education is composed of various lessons that will cover content units in Body Management, Movement Skills and Relationships. It will let the students be knowledgeable and familiarize with the basic components of Body and Space Awareness, Locomotor and Non-locomotor movements, Quality of Effort, and Relationship to a moving and stationary object/person. The students are encouraged to be well-involved, participative and active towards physical activities and collaboration towards others.
TLE is geared toward the development of technological proficiency and is anchored on knowledge and information, entrepreneurial concepts, process and delivery, work values, and lifeskills. This means that the TLE that works is one which is built on adequate mastery of knowledge and information, skills and processes, and the acquisition of right work values and life skills. The TLE that is functional is one which equips students with skills for lifelong learning.
Information and Communications Technology or ICT has changed the world of business with the integration of technological applications in different enterprises. The use of computers and information processing system in the business has ensured that viewing or introducing processing systems in the business has ensured that viewing or introducing changes in the global market will be achieved rapidly, knowledge, conceptual understanding, and skills in Entrepreneurship and ICT will direct you toward exploring different business opportunities and being selfsufficient of the society.