1. Basic Education Curriculum 2002
2010 Secondary Education Curriculum
K-12 Basic Education Curriculum

2. The Basic Education
Curriculum of 2002
Based on the module:
The Philippine Education Curriculum
(Teacher Education Council, DepEd)
Written by:
Lidinila M. Luis-Santos, Ed. D.

3. Historical Background
 Education For All (EFA) part of the Millennium
Development Goal (MDG) by the United Nations.
(Philippine Education For All 2015 Plan)
Goals:
 Universal Functional Literacy
“A range of skills and competencies – cognitive (Intellectual)
affective (emotional) and behavioral - which enables
individuals to live and work as human persons, develop their
potential, make critical and informed decisions and function
effectively in the context of their environment and that of
the wider community (local, regional, national, global) in
order to improve the quality of their life and that of society.”

4.  Universal coverage of quality Early Childhood
Education (ECE) for all 3-5 year-old children.
 Universal school participation and total elimination of
drop-outs and repetition from Grades I-III.
 Universal completion of the full cycle of basic
education schooling with satisfactory achievement
levels by all at every grade level.

5.  Expand the coverage of the Basic Literacy Program for
the 16 year old and- above and the Alternative Learning
System (ALS) Accreditation and Equivalency Program
for the 16 year–old and above who have less than 10
years of basic education.
 Commitment of all Philippine communities to the
attainment of basic education competencies for all–
Education for All by ALL. The ALL here again refers to
the Filipino children in need of education. It also refers
to ALL the stakeholders, most especially you.

6.  The researches, surveys and experimental studies
which developed the National Elementary School
Curriculum (NESC) and the New Secondary
Education Curriculum (NSEC) .
The Presidential Commission to Study Philippine
Education 1970 (PCSPE)
Survey of the Outcomes of Elementary Education 1975
(SOUTELE)
Experimental Elementary Education Program 1978
(EEEP)

7. National Elementary School
Curriculum (NESC)
 The first research-based curriculum in the country.
 Development of the learning competencies known as
the Minimum Learning Competencies (MLC)
 The mastery of learning was emphasized wherein it
is expected that the students will acquire the 75%
mastery of the listed competencies or 7 out of 10
questions in the formative test.

8. The New Secondary Education Curriculum
(NSEC)
 When the first batch of students who went through
the NESC graduated, the Bureau of Secondary
Education (BSE) implemented the NSEC in the
schools.
 The NSEC included the following learning areas to be
taught for 400 minutes daily from First Year to Fourth
Year:
Values Education Araling Panlipunan
Filipino Science and Technology
English Physical Education, Health and Music
Mathematics Technology and Home Economics

9. Evaluation of NESC and NSEC
Studies/Researches Findings/Recommendation
National Elementary Achievement Test
(NEAT)
Grade VI students were able to answer
correctly less than 50% of questions asked
in
National and Secondary Assessment Test
(NSAT)
A mean percentage score of only 50% was
achieved.
Committee on Information Technology,
Science, Mathematics, Education & other
Technology.
An’’ overcrowded curriculum” especially
in Grade I-III resulted in poor
performance of pupils in the elementary
grades. Students needed longer time in
science and mathematics

10. Aurora Roldan, “ Present Realities in
Reading Education”
Our students are deficient in reading
ability. They have not developed the
higher order thinking skills even at
Grade V. There is the danger of
reverting to illiteracy if the students
dropped out before completing Grade
VI.
Third International Mathematics &
Science Study (TIMMS)
The Philippines ranked 39th out of 42
countries which participated in the study,
Allan B. I. Bernardo, “The Learning
Process: The Neglected Phenomenon in
Science and Mathematics Education
Reform in the Philippines”
In comparison with other countries, the
Philippine “science syllabus contained
more topics” suggesting that the
curriculum is still congested.
2002 Basic Education Curriculum–Bawat Graduate Bayani at Marangal (DepED,
April 5, 2002).

11.  Committee on Curriculum Reform was established
which then came out with the 2002 Basic Education
Curriculum that piloted in the school year 2002.

12. Rationale of 2002 BEC
 The 2002 Basic Education Curriculum (DepEd, Apr.
5, 2002), cited several reasons why the basic education
curriculum should be restructured.
 Along with the development of functional literacy
which involves the development of the essential skills
such as “linguistic fluency and scientific – numerical
competence.

13.  To further decongest the curriculum and to provide
more contact time for the tool subjects, the
restructured curriculum emphasizes the enhanced
teaching of the four (4) core subjects Filipino,
English, Mathematics and Science. A fifth subject
called Makabayan, which is envisioned to be a
“laboratory of life” or practice environment, integrated
the other non-tool subjects.

14. Features of BEC
 Greater emphasis on helping every learner
become a successful reader.
 Emphasis on interactive/collaborative
learning approaches.
 Emphasis on the use of integrative learning
approaches.

15.  Development of self-reliant and
patriotic citizens.
 Teaching of values in all learning areas.
 Development of creative and critical
thinking skills.

16. Curriculum (BEC)
1. Legal bases
2. Objectives of elementary
and secondary education
3. Objectives / Competencies
as given in the PELC or PSLC
Instruction
1. Pedagogical
approaches and your
teaching strategies
2. Materials of
instruction
3. Learning activities
Assessment
1. Formative
2. Summative
Different types of
evaluation measures
1
2 3The Curriculum, Instruction and Assessment Model

17. Choose
Objective/s
from PELC/PSLC
Pretest
(On the pre-
requisite skill or
the objective for
the day)
Instruction
(Teaching)
Evaluation
(Formative)
Re-Teach
No
Yes
Goal Oriented Instructional Model
(GOIM)

18. Mga Naging Pananaw sa
implementasyon ng 2002 BEC
 Hindi nagtutugma ang inaasahang bunga/resulta sa
pamamaraan.
 Pagnanais ng mga gurong maragdagan ang kanilang
kaalaman tungkol sa integratibong pagtuturo.
 Limitado ang kaalaman ng mga guro sa Teoryang
Konstruktibismo at iba pang teorya sa pagtuturo-
pagkatuto.

19.  Nahihirapan ang mga mag-aaral sa paggamit ng
English bilang midyum sa pagtuturo.
 Maraming salik na nakahahadlang upang
magampanan ng mga guro ang pagiging mahusay na
pasiliteytor ng pagkatuto.
 Maraming mabisang pamamaraan na magagamit sa
pagmamasid sa klase/superbisyon.
 Ang mga guro ay nangangailangan ng karagdagang
kaalaman sa pagtuturo ng MAKABAYAN bilang
asignaturang “Laboratoryo ng Buhay”

20. 2010 Secondary Education
Curriculum
Department Of Education
Bureau of Secondary Education
Curriculum Development Division
DepEd Order No. 76 series of 2010

21. Naging Batayan sa Pagsasa-ayos ng
Kurikulum
 Mithiin ng Education For All 2015.
 Ginawang ebalwasyon at implementasyon
ng 2002 BEC
 Ginawang pagsasanay ng mga guro at
pagpapaunlad sa kakayahan ng mga
punong-guro ng 23 Pilot Schools.

22. Sa pagsasa-ayos ng kurikulum, inilapat
ang Understanding By Design (UbD)
na modelo nina Jay McTighe at Grant
Wiggins.

23. Understanding by Design (UbD)
It is the proposed curriculum model designed by
Grant Wiggins and Jay McTighe (1998) which is
also known as the “Backward Design
Curriculum” .
This implored us to think about the outcomes,
goals, and objectives we had for student learning
first and then plan instruction and develop
curriculum to close the gap between what the
students already know and what they need to
know.

24. Identify desired
results.
Determine
acceptable
evidence.
Plan learning
experiences and
instruction.
Graphic representation of the stages in the
backward curriculum design process.

25. Inaasahang
Bunga/Resulta
Pagtataya
Plano sa
Pagkatuto
Mga Pamantayang
Pangnilalaman/Pagganap Mga Layuning
Kaalaman/Ka
kayahan
Mga
kakailanganing
Pang-unawa
Mahahalagang
Tanong
Mga
Produkto/Pagganap
Kraytirya/
Kagamitan
Mga Gawaing
Instruksyonal
Mga Kagamitan

26. The Six Facets of Understanding
Facet 1: EXPLANATION
Sophisticated and apt theories and
illustrations, which provide knowledgeable and
justified accounts of events, actions and ideas.
Example:
A physic student provides a well-argued
account of why the car on the air track
accelerates the way it does when the incline of
the roadway is varied.

27. Facet 2: INTERPRETATION
Narratives and translations that
provide meaning.
Example:
A college freshmen shows how
Gulliver’s Travel can be read as a satire
on British intellectual life; it’s not just a
fairy tale.

28. Facet 3: APPLICATION
Ability to use knowledge effectively in new
situations and diverse, realistic contexts.
Example:
A young couple uses their knowledge of
economics (e.g., the power of compound
interest and the high cost of credit cards) to
develop an effective financial plan for saving
and investing.

29. Facet 4: PERSPECTIVE
Critical and insightful points of
view.
Example:
A 10-year-old girl recognizes in TV
advertising the fallacy of using popular
figures to promote products.

30. Facet 5: EMPATHY
The ability to get inside another
person’s feelings and worldview.
Example:
An adolescent empathizes with the
restrictive lifestyle of his bedridden
grandmother.

31. Facet 6: SELF-KNOWLEDGE
The wisdom to know one’s ignorance
and how one’s pattern of thought and
action inform as well as prejudice
understanding.
Example:
A mother realizes that her frustrations
with her daughter’s shyness is rooted in
issues from her own childhood.

32. Balangkas-Konseptwal ng Araling Panlipunan
Kapakipakinabang na Literasi Para sa Lahat
Makaalam Makagawa
Maging
Ganap
Makipam
uhay
Mapanag
utang
Pagkama
mamayan
Pagkamali
khain
Mapanurin
g Pag-iisip
at
Matalinong
Pagpapasiy
a
Likas-kayang
Paggamit ng
Pinagkukuna
ng Yaman
Pakikipagtal
astasan at
Pagpapalaw
ak ng
Pandaigdiga
ng Pananaw
Pagsasali
ksik/
Pagsisiya
sat
Pamamaraang
Tematiko-
Kronolohikal/Topikal/
Konseptwal
Pamaraang Pasiyasat
Integrasyon/Interdi
siplinari/Multidisip
linari
Konstruktibismo
Magkatuwang na
Pagkatuto
Pagkatutong
Pangkaranasan/
Pangkonteksto

33. Katangian ng SEC 2010
 Nakatuon sa mahahalagang konsepto at
kakailanganing pag-unawa.
 Mataas ang inaasahan (batay sa mga
pamantayan)-tinitiyak kung ano ang dapat
matutuhan at ang antas ng pagganap ng mag-
aaral.
 Mapanghamon-gumagamit ng mga angkop na
istratehiya upang malinang ang kaalaman at
kakayahan ng mga mag-aaral.

34.  Inihahanda ang mag-aaral tungo sa
paghahanapbuhay kung di man
makapagpatuloy sa kolehiyo.
 Tinitiyak na ang matututuhan ng mga mag-
aaral ay magagamit sa buhay.

35. K-12 Basic Education Curriculum
Department of Education
Official Gazette

36. Naninindigan pa rin po tayo sa ipinangako nating
pagbabago sa edukasyon: ang gawin itong sentral
na estratehiya sa pamumuhunan sa
pinakamahalaga nating yaman: ang mamamayang
Pilipino. Sa K to 12, tiwala tayong mabibigyang-
lakas si Juan dela Cruz upang mapaunlad—hindi
lamang ang kanyang sarili at pamilya—kundi
maging ang buong bansa.
– Pangulong Benigno S. Aquino III

37. K-12 Basic Education Curriculum
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.

39. Features of K-12

40. Implementation and Transition Process

41. Achievements and Plans