This document provides an overview and agenda for an orientation on the K to 12 program for division coordinators. It includes:
1) A presentation outline covering the vision of K to 12 graduates, the accomplishments and ongoing activities of the Technical Working Group on Curriculum, the curriculum framework, and features of the K to 12 basic education curriculum.
2) Details on the curriculum structure, time allotments, and learning areas for grades 1-10 and 11-12.
3) A schedule for summer training programs for teachers on specific learning areas like Science, English, and Mathematics.
This reflection was used as my project in social dimensions of education during my third year in college. It is about the implemented curriculum here in the Philippines and its advantages and disadvantages - the K-12 program. :)
This reflection was used as my project in social dimensions of education during my third year in college. It is about the implemented curriculum here in the Philippines and its advantages and disadvantages - the K-12 program. :)
Its implications to preservice teacher educationmavs morales
Hi. This is Marvin Morales, i hope this slide will help you in your studies in as an Bachelor of Secondary Education Major in English. i just want to share.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. 1
Orientation for K to 12 Division Coordinators
20 April 2012 | Bulwagan ng Karunungan | DepED Complex
For discussion purposes only. Email kto12.secretariat@gmail.com for questions & clarifications.
YOLANDA S. QUIJANO
Undersecretary
Chair, TWG on Curriculum
Presentation Outline
1. Vision of a K to 12 Graduate
2. TWG on Curriculum
Accomplishments
On-Going Activities
3. Curriculum Framework
4. Features of the K to 12 Basic Education
Curriculum
5. Curriculum Model & Learning Areas
2. 2
Orientation for K to 12 Division Coordinators
20 April 2012 | Bulwagan ng Karunungan | DepED Complex
For discussion purposes only. Email kto12.secretariat@gmail.com for questions & clarifications.
Basic Education Program
3
o Acquire mastery of basic competencies
o Be emotionally mature and socially aware, pro-
active, involved in public and civic affairs
o Be adequately prepared for higher education
or for the world of work (employment or
entrepreneurship)
TWG Structure
Steering
Committee
TWG on
Communication
TWG on
Curriculum
TWG on
Transition
Management
TWG on
Legislation
TWG on
Research
Program
Management
Office
Gr. 1-10
Gr. 11& 12
(SHS)
Assessment
Learning
Resources
Teacher
Education and
Development
Alternative
Learning
Systems
ICT
3. 3
Orientation for K to 12 Division Coordinators
20 April 2012 | Bulwagan ng Karunungan | DepED Complex
For discussion purposes only. Email kto12.secretariat@gmail.com for questions & clarifications.
Accomplishments
General
Conceptual
Framework
Performance
Standards for All
Learning Areas &
Competencies for
Grds. 1 and 7
Competencies for 6
Learning Areas
(Grds. 2-10)
√ DONE
1 2 3
√ DONE √ DONE
2 LAs to be
completed
Consultations with experts and practitioners from public and private schools
Results of curriculum comparison studies by the Univ. of Melbourne and SEAMEO
Innotech inform the processes
Curriculum development done in close coordination with education institutions, TESDA, CHED;
curriculum standards also submitted to CHED and TESDA
On-Going Activities
Teaching Guides
& Activity
Sheets / Modules
for Grds 1 & 7
Training Design
for Teachers,
Administrators
& Supervisors
Guidelines on the National
Implementation of K to 12
Curriculum (K, MTB-MLE,
Description & Time Allotment
of Learning Areas, Assessment
& Rating System)
4 5 6
For Information: List of Existing Learning Resources that can
be used for Grades 1 & 7; Addressing Learning Gaps
including Reading Interventions in Grade 7
4. 4
Orientation for K to 12 Division Coordinators
20 April 2012 | Bulwagan ng Karunungan | DepED Complex
For discussion purposes only. Email kto12.secretariat@gmail.com for questions & clarifications.
Figure 6. The K to 12 Graduate
Figure 7. The K to 12 Philippine Basic Education Curriculum Framework
5. 5
Orientation for K to 12 Division Coordinators
20 April 2012 | Bulwagan ng Karunungan | DepED Complex
For discussion purposes only. Email kto12.secretariat@gmail.com for questions & clarifications.
New Features of the K to 12
Basic Education Curriculum
• Vertical continuum and horizontal articulation
of competencies
• Mother Tongue as a learning area and
medium of instruction
• Spiral progression in Science and Math
• MAPEH (Music, Arts, Physical Education, and
Health) begins in Grade 1
K to 12 will enhance literacy
through multilingualism
• Mother tongue, Filipino, English and additional languages
education for upper year levels
• Mother tongue as starting point for literacy development
• Simultaneous development of language skills in listening &
speaking for both Filipino & English
• Competencies spiraled across grade levels, with greater
emphasis on reading comprehension of various writing, study &
thinking strategies in HS for critical thinking development
• Orthography, phonological guides, literacy program sequences,
common utterances for each language part of Teachers’ Guide
• Includes age-, context-, and culture-appropriate print &
electronic texts
6. 6
Orientation for K to 12 Division Coordinators
20 April 2012 | Bulwagan ng Karunungan | DepED Complex
For discussion purposes only. Email kto12.secretariat@gmail.com for questions & clarifications.
K to 12 will strengthen Science
and Math Education
• The use of spiral progression:
– Avoids disjunctions between stages of schooling
– Allows learners to learn topics & skills appropriate to
their developmental/cognitive stages
– Strengthens retention & mastery of topics & skills as
they are revisited & consolidated
• Science concepts & skills are integrated in
Health, Languages, Math, and other subjects in
Grades 1-2
Learning Areas for Grades 1 to 10
Grades 1 to 6 Grades 7 to 10
Learning Areas Grade Levels
Mother Tongue 1-3
English 1 (2nd Sem) - 6
Filipino 1-6
Mathematics 1-6
Araling Panlipunan 1-6
Edukasyon sa Pagpapakatao 1-6
Science 3-6
Music, Arts, Physical Education and Health (MAPEH) 1-6
Edukasyong Pantahanan at Pangkabuhayan (EPP) 4-5
Technology and Livelihood Education 6
7. 7
Orientation for K to 12 Division Coordinators
20 April 2012 | Bulwagan ng Karunungan | DepED Complex
For discussion purposes only. Email kto12.secretariat@gmail.com for questions & clarifications.
Learning Area
Daily Time
Allotment
(First Semester)
Weekly Time
Allotment
Daily Time
Allotment
(Second
Semester)
Weekly Time
Allotment
Languages
Mother
Tongue
Filipino
English
40
40 (Oral)
___
200 min
200 min
30 min
30 min
40 min (oral)
150 min
150 min
200 min
Mathematics 40 200 min 40 200 min
Edukasyon sa
Pagpapakatao 40
200 min 30 min 150 min
Araling
Panlipunan
40 200 min 30 min 150 min
MAPEH 40 200 min 40 min 200 min
Total 240 min 1200 min 240 min 1200 min
4 hrs 20 hrs 4 hrs 20 hrs
Grade 1 Classroom Program
Learning Area
Weekly Time Allotment
for Whole Class
Instruction
English 4 hrs
Filipino 4 hrs
Science 4 hrs
Mathematics 4 hrs
Araling Panlipunan (AP) 3 hrs
Edukasyon sa Pagpapakatao (EP) 2 hrs
Music, Arts, P.E. and Health (MAPEH) 4 hrs
Technology and Livelihood education
(TLE)
4 hrs
Total 29 hrs
Grade 7 Classroom Program
8. 8
Orientation for K to 12 Division Coordinators
20 April 2012 | Bulwagan ng Karunungan | DepED Complex
For discussion purposes only. Email kto12.secretariat@gmail.com for questions & clarifications.
Learning Areas for Grades 11 and 12
Learning Areas Grade 11 Grade 12
Languages*
English
Filipino
English
Filipino
Literature*
Philippine Literature (1st Sem)
World Literature (2nd Sem)
Mathematics* Math Math
Science* Life Sciences Physical Sciences
Social Sciences
and Philosophy*
Contemporary Issues (Local)
Philosophy
Contemporary Issues (Global)
Career Pathways
(Track-dependent)
Entrepreneurship, Tech-Voc**
Others (Arts, Sports, Security,
Journalism, Science, etc.)
Entrepreneurship, Tech-Voc**
Others (Arts, Sports, Security,
Journalism, Science, etc.)
Others
National Service Training
Program
National Service Training
Program
*Anchored on the College Readiness Standards of CHED
**Based on TESDA Training Regulations
Summer Training Schedule
Level / Learning Area Venue Date
Grade 7 Science (Luzon) UP NISMED Apr 18-22
Grade 1 DAP Tagaytay Apr 23-27
Grade 7 EsP PNU Manila Apr 24-28
Grade 7 Science (VisMin) UP NISMED Apr 24-28
Grade 7 TLE DAP Tagaytay Apr 28 – May 2
Grade 7 English and Filipino PNU Manila Apr 29 – May 3
Grade 7 AP and MAPEH DAP Tagaytay Apr 30 – May 4
Grade 7 Math AdMU Apr 30 – May 4
Training of Trainers
National Teacher Training: Balance of May*
*Actual dates/venues dependent on RO/DO