K to 12 CURRICULUM GUIDES

From http://www.gov.ph/k-12/

Submitted by Kolleen Cariño

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.

K TO 12 GABAY PANGKURIKULUM

Baitang 1 to 10

ARALING PANLIPUNAN

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BALANGKAS NG ARALING PANLIPUNAN

Deskripsyon

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.

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Batayan ng K to 12 Araling Panlipunan Kurikulum

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.” Nilalayon din ng batayang edukasyon ang pangmatagalang pagkatuto pagkatapos ng pormal na pag-aaral (lifelong learning). Ang istratehiya sa pagkamit ng mga pangkalahatang layuning ito ay alinsunod sa ilang teorya sa pagkatuto na konstruktibismo, magkatuwang na pagkatuto (collaborative learning), at pagkatutong pangkaranasan at pangkonteksto.

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Ang sakop at daloy ng AP kurikulum ay nakabatay sa kahulugan nito:

Ang Araling Panlipunan ay pag-aaral ng mga tao at grupo, komunidad at lipunan, kung paano sila namuhay at namumuhay, ang kanilang ugnayan at interaksyon sa kapaligiran at sa isa’t isa, ang kanilang mga paniniwala at kultura, upang makabuo ng pagkakakilanlan bilang Pilipino, tao at miyembro ng lipunan at mundo at maunawaan ang sariling lipunan at ang daigidig, gamit ang mga kasanayan sa pagsasaliksik, pagsisiyasat, mapanuri at malikhaing pag-iisip, matalinong pagpapasya, likaskayang paggamit ng pinagkukunang-yaman, at mabisang komunikasyon. Layunin ng Araling Panlipunan ang paghubog ng mamamayang mapanuri, mapagmuni, responsable, produktibo, makakalikasan, makabansa, at makatao, na may pambansa at pandaigdigang pananaw at pagpapahalaga sa mga usapin sa lipunan sa nakaraan at kasalukuyan, tungo sa pagpanday ng kinabukasan.

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Layunin ng AP Kurikulum

Nilalayon ng AP kurikulum na makalinang ng kabataan na may tiyak na pagkakakilanlan at papel bilang Pilipinong lumalahok sa buhay ng lipunan, bansa at daigdig. Kasabay sa paglinang ng identidad at kakayanang pansibiko ay ang pag-unawa sa nakaraan at kasalukuyan at sa ugnayan sa loob ng lipunan, sa pagitan ng lipunan at kalikasan, at sa mundo, kung paano nagbago at nagbabago ang mga ito, upang makahubog ng indibiduwal at kolektibong kinabukasan. Upang makamit ang mga layuning ito, mahalagang bigyang diin ang mga magkakaugnay na kakayahan sa Araling Panlipunan: (i) pagsisiyasat; (ii) pagsusuri at interpretasyon ng impormasyon; (iii) pananaliksik; (iv) komunikasyon, lalo na ang pagsulat ng sanaysay; at (v) pagtupad sa mga pamantayang pang-etika.

Grade 1 to 10 Subject

ENGLISH

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THE FRAMEWORK

I. Philosophy and Rationale

Language is the basis of all communication and the primary instrument of thought. Thinking, learning, and language are interrelated. Language is governed by rules and systems (language conventions) which are used to explore and communicate meaning. It defines culture which is essential in understanding oneself (personal identity), forming interpersonal relationships (socialization), extending experiences, reflecting on thought and action, and contributing to a better society. Language, therefore, is central to the peoples’ intellectual, social and emotional development and has an essential role in all key learning areas.

> Language is the foundation of all human relationships. All human relationships are established on the ability of people to communicate effectively with each other. Our thoughts, values and understandings are developed and expressed through language. This process allows students to understand better the world in which they live and contributes to the development of their personal perspectives of the global community. People use language to make sense of and bring order to their world. Therefore, proficiency in the language enables people to access, process and keep abreast of information, to engage with the wider and more diverse communities, and to learn about the role of language in their own lives, and in their own and other cultures.

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II. Guiding Principles

The K-12 Language Arts and Multiliteracies 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.

Learning requires meaning. We learn when we use what we know to understand what is new. Start with what the students know; use that to introduce new concepts. They use language to examine new experiences and knowledge in relation to their prior knowledge, experiences, and beliefs. They make connections, anticipate possibilities, reflect upon ideas, and determine courses of action.

Learners learn about language and how to use it effectively through their engagement with and study of texts. The term ‘text’ refers to any form of written (reading and writing), oral (listening and speaking) and visual communication involving language4. The texts through which students learn about language are wide-ranging and varied, from brief conversations to lengthy and complex forms of writing. The study of specific texts is the means by which learners achieve the desired outcomes of language, rather than an end in itself. Learners learn to create texts of their own and to engage with texts produced by other people.

Successful language learning involves viewing, listening, speaking, reading and writing activities5. Language learning should include a plethora of strategies and activities that helps students focus on both MEANING and ACCURACY.

Language learning involves recognizing, accepting, valuing and building on students’ existing language competence, including the use of non-standard forms of the language, and extending the range of language available to students. Through language learning, learners develop functional and critical literacy skills. They learn to control and understand the conventions of the target language that are valued and rewarded by society and to reflect on and critically analyze their own use of language and the language of others.

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An effective language arts and multiliteracies curriculum satisfies the following principles.

1. develops thinking and language through interactive learning;

2. develops communicative competence and critical literacy;

3. draws on literature in order to develop students’ understanding of their literary heritage;

4. draws on informational texts and multimedia in order to build academic vocabulary and strong content knowledge;

5. develops students’ oral language and literacy through appropriately challenging learning;

6. emphasizes writing arguments, explanatory/informative texts and narratives;

7. provides explicit skill instruction in reading and writing;

8. builds on the language, experiences, knowledge and interests that students bring to school;

9. nurtures students’ sense of their common ground in using language/s for communication as present or future global citizens to prepare them to participate in school and in civic life, and;

10. assesses and reflects the students’ ability to interpret and/or communicate in the target language.

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III. Needs of the Learners : The Context

The generation born after the year 1994 until 2004 is referred to as Generation Z. This is the first generation to be born with complete technology. They were born with PCs, mobile phones, gaming devices, MP3 players and the ubiquitous Internet. They do not know life without technology. Hence, they are often termed as digital natives and are extremely comfortable with technology. They can email, text and use computers without any problems. In addition, members of Generation Z can understand and master advancement in technology. Unfortunately, this reliance on technology and gadgets has had a negative effect on the members. They rather stay indoors and use their electronics than play outdoors and be active. They are leading a sedentary life that can result in health problems later on.

For them, social media platforms are a way to communicate with the outside world. They are not bothered about privacy and are willing to share intimate details about themselves with complete strangers. They have virtual friends and for them hanging out with friends means talking to them over the cell phones, emails and text messages. However, at the same time, this generation is considered to be creative and collaborative and will have a significant impact on the way companies work when they join the workforce.

Members of Generation Z are adept at multi-tasking. They can text, read, watch, talk and even eat simultaneously. However, this has also led to reduced attention span leading to what psychologists call acquired attention deficit disorder. This generation is unable to analyze complex data and information as they cannot focus for very long.

While we don’t know much about Gen Z yet...we know a lot about the environment they are growing up in. This highly diverse environment will make the grade schools of the next generation the most diverse ever. Higher levels of technology will make significant inroads in academics allowing for customized instruction, data mining of student histories to enable diagnostics and remediation or accelerated achievement opportunities.

Gen Z kids will grow up with a highly sophisticated media and computer environment and will be more Internet savvy and expert than their Gen Y forerunners.

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IV. Outcomes

The ultimate goal of the Language Arts and Multiliteracies Curriculum is to produce graduates who apply the language conventions, principles, strategies and skills in (1) interacting with others, (2) understanding and learning other content areas, and (3) fending for themselves in whatever field of endeavour they may engage in.

1. Communicative Competence

Communicative Competence is a synthesis of knowledge of basic grammatical principles, knowledge of how language is used in social settings to perform communicative functions, and how knowledge of utterances and communicative functions can be combined according to the principles of discourse.

Communicative competence is classified into the following competencies.

1. Grammatical/Linguistic Competence means the acquisition of phonological rules, morphological words, syntactic rules, semantic rules and lexical items.

2. Sociolinguistic Competence refers to the learning of pragmatic aspect of various speech acts, namely, the cultural values, norms, and other sociocultural conventions in social contexts. They are the context and topic of discourse, the participant’s social status, sex, age, and other factors which influence styles and registers of speech. Since different situations call for different types of expressions as well as different beliefs, views, values, and attitudes, the development of sociolinguistic competence is essential for communicative social action.

3. Discourse Competence is the knowledge of rules regarding the cohesion (grammatical links) and coherence (appropriate combination of communicative actions) of various types of discourse (oral and written). Sociolinguistic rules of use and rules of discourse are crucial in interpreting utterances for social meaning, particularly when the literal meaning of an utterance does not lead to the speaker’s intention easily.

4. Strategic Competence is to DO with the knowledge of verbal and non-verbal strategies to compensate for breakdown such as self-correction and at the same time to enhance the effectiveness of communication such as recognizing discourse structure, activating background knowledge, contextual guessing, and tolerating ambiguity.

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2. Multiliteracies

Multiliteracies (multi literacy practices) recognize that there are many kinds of literacy at work within our society. These include traditional literacy practices using texts as well as new literacy practices using texts of popular culture such as films. Social literacy encompasses how we communicate and exchange meaning in our society while professional literacy links with the notion of literacy for school of the workplace.

The curriculum aims to help learners acquire highly-developed literacy skills that enable them to understand that English language is the most widely used medium of communication in Trade and the Arts, Sciences, Mathematics, and in world economy. Furthermore, the curriculum aims to help learners understand that English language is a dynamic social process which responds to and reflects changing social conditions, and that English is inextricably involved with values, beliefs and ways of thinking about ourselves and the world we dwell in. Through multi-literacy skills, learners will be able to appreciate and be sensitive to sociocultural diversity and understand that the meaning of any form of communication depends on context, purpose and audience.

Grade 1 to 10 Subject

MATHEMATICS

Figure 1. The Conceptual Framework of Mathematics Education

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IV. CONCEPTUAL FRAMEWORK

Mathematics is one subject that pervades life at any age and in any circumstance. Thus, its value goes beyond the classroom and the school. Mathematics as a school subject, therefore, must be learned comprehensively and with much depth.

The twin goals of mathematics in the basic education levels, K-10, are Critical Thinking and Problem Solving.

Critical thinking, according to Scriven and Paul (1987) is the intellectually disciplined process of actively and skilfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.

On the other hand, according to Polya (1945 & 1962), mathematical problem solving is finding a way around a difficulty, around an obstacle, and finding a solution to a problem that is unknown.

These two goals are to be achieved with an organized and rigorous curriculum content, a well-defined set of high-level skills and processes, desirable values and attitudes, and appropriate tools, taking into account the different contexts of Filipino learners.

There are five content areas in the curriculum, as adopted from the framework prepared by MATHTED & SEI (2010): Numbers and Number Sense, Measurement, Geometry, Patterns and Algebra, and Probability and Statistics.

The specific skills and processes to be developed are: knowing and understanding; estimating, computing and solving; visualizing and modelling; representing and communicating; conjecturing, reasoning, proving and decision-making; and applying and connecting.

The following values and attitudes are to be honed as well: accuracy, creativity, objectivity, perseverance, and productivity.

We recognize that the use of appropriate tools is necessary in teaching mathematics. These include: manipulative objects, measuring devices, calculators and computers, smart phones and tablet PCs, and the Internet.

We define context as a locale, situation, or set of conditions of Filipino learners that may influence their study and use of mathematics to develop critical thinking and problem solving skills. Contexts refer to beliefs, environment, language and culture that include traditions and practices, as well as the learner’s prior knowledge and experiences.

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.

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BRIEF COURSE DESCRIPTION

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 & Algebra and Statistics and Probability.

Numbers 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 a 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.

The K to 10 Mathematics Curriculum provides a solid foundation for Mathematics at Grades 11 to 12. More importantly, it provides necessary concepts and life skills needed by Filipino learners as they proceed to the next stage in their life as learners and as citizens of the Philippines.

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LEARNING AREA STANDARD:

The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied - using appropriate technology - in problem solving, critical thinking, communicating, reasoning, making connections, representations, and decisions in real life.

Grade 3 to 10 Subject

SCIENCE

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 judgments and decisions regarding applications 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 country’s cultural heritage.

The K to 12 science curriculum will provide learners with a repertoire of competencies important in the 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. This curriculum is designed around the three domains of learning science: understanding and applying scientific knowledge in local setting as well as 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, sciencetechnology-society approach, contextual learning, problem/issue-based learning, and inquiry-based approach. The approaches are based on sound educational pedagogy namely, constructivism, social cognition learning model, learning style theory, and brain-based learning.

Science content and science processes are intertwined in the K to 12 Curriculum. Without the content, learners will have difficulty utilizing science process skills since these processes are best learned in context. Organizing the curriculum around situations and problems that challenge and arouse learners’ curiosity motivates them to learn and appreciate science as relevant and useful. Rather than relying solely on textbooks, varied hands-on, minds-on, and hearts-on activities will be used to develop learners’ interest and let them become active learners.

As a whole, the K to 12 science curriculum is learner-centered and inquiry-based, emphasizing the use of evidence in constructing explanations. Concepts and skills in Life Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of complexity from one grade level to another in spiral progression, thus paving the way to a deeper understanding of core concepts. The integration across science topics and other disciplines will lead to a meaningful understanding of concepts and its application to real-life situations.

The Conceptual Framework of Science Education