K to 12 curriculum talk - By Lumos Learning
Transcript
00:01 | I will be discussing with you the key features and | |
00:03 | details of the K to 12 curriculum or the Enhanced | |
00:06 | Basic Education Program . Hopefully , this will give you | |
00:10 | a better understanding of the program itself . And hopefully | |
00:13 | we can collectively make basic education more attainable and accessible | |
00:19 | to all Filipino learners . First of all , the | |
00:23 | curriculum framework is founded on several things . First , | |
00:27 | we already have the legal basis which draws from which | |
00:32 | draws from the philosophical basis of education . For example | |
00:37 | , we have had 100 years of reform . Well | |
00:41 | , we've had prodded . We'd have probably had the | |
00:44 | TPP we had deep we had S e d P | |
00:48 | . We had We also had a lot of small | |
00:54 | reforms in different places , like for example , beam | |
00:57 | and then presently we have been armed . So we're | |
00:59 | drawing from the learnings of various reform efforts . And | |
01:03 | this is also important because we are also drawing from | |
01:07 | learnings that have been crystallized from interventions with indigenous people | |
01:13 | . That's why it's very important that we are able | |
01:16 | to integrate inclusion into the basic education curriculum . That | |
01:21 | philosophy of inclusion is key in our curriculum . So | |
01:25 | and that is embodied in our law . Our law | |
01:28 | is called R A 10 533 the Basic Education Act | |
01:33 | of 2013 . We also have the Kindergarten Education Act | |
01:39 | , which is 10 5157 And that's a very these | |
01:44 | two in in tandem are very important . I think | |
01:47 | that we need to be able to understand that these | |
01:51 | two laws together justify the implementation of K to 12 | |
01:57 | already . We also consider , for example , the | |
02:00 | needs of the learner child's intellect . The development of | |
02:05 | the learner and what we are trying to do in | |
02:07 | this curriculum is to give the learner different avenues . | |
02:11 | So we are moving from a curriculum that is singular | |
02:17 | . That is the same for everybody to a curriculum | |
02:20 | that is more diverse and hopefully that will allow us | |
02:24 | to teach diverse learners . So the diversity , the | |
02:28 | shift from singular too diverse is a difficult shift , | |
02:34 | and that's what we need to be able to understand | |
02:36 | in our curriculum . We're also considering how we are | |
02:42 | , how the Philippines is compared to the global community | |
02:46 | . For example , it would be better if we | |
02:50 | had 12 years of education , because this makes us | |
02:54 | consistent with most of the world . Um , there | |
02:57 | was a time when we were only one of three | |
03:00 | countries that had 10 years of basic education . At | |
03:03 | least now we are at part with the world . | |
03:06 | However , it's not sufficient to add two years . | |
03:10 | What we need to be able to do is to | |
03:13 | improve all of it so that we have 12 years | |
03:18 | plus kindergarten of good basic education . We also need | |
03:23 | to consider that we have to make sure that while | |
03:26 | schools improve communities improve . So if communities are improving | |
03:32 | , that means we are working with communities in delivering | |
03:35 | good education . I think that if we do this | |
03:40 | right hunting in colon , if we do this right | |
03:44 | , we can actually leapfrog the educational system . This | |
03:49 | is now the slide that shows us a synopsis of | |
03:53 | what the education program is . First , our objective | |
03:57 | is to develop the Filipino with 21st century skills . | |
04:02 | Now we have defined 21st century skills in the bed | |
04:06 | as those skills that contain information , media , technology | |
04:10 | , skills , learning , innovation , skills , communication | |
04:13 | skills and life and career skills . These are the | |
04:17 | integrative skills , Okay ? The integrative skills are not | |
04:21 | subjects . The subjects are the same language , technology | |
04:26 | , livelihood , education , math and science , arts | |
04:29 | and humanities , and what we're trying to do is | |
04:32 | to make these two things interact . So in other | |
04:35 | words , while we teach them math , we are | |
04:38 | teaching them life and career skills while we teach them | |
04:43 | T l E . We are teaching them information and | |
04:46 | media technology skills . In other words , we don't | |
04:49 | just teach because of the subject matter . Augusta Lalla | |
04:54 | Bosna , Bata adept at now basic education and Jalalabad's | |
04:59 | Nevada John Merrill up at the 21st Century skills categories | |
05:06 | . To do that , we need a curriculum support | |
05:08 | system . We need to know what kind of teachers | |
05:11 | we need . We need to understand the materials , | |
05:14 | facilities and equipment that will allow this to happen . | |
05:17 | What sort of icy environment , what kind of assessment | |
05:22 | must be put in place so that we can make | |
05:25 | sure that these skills and sets of knowledge are learned | |
05:30 | . School leadership and management is also very important . | |
05:33 | You know , Senior high school is a new thing | |
05:36 | . You're back and a lot of our high school | |
05:38 | principals we'll have to learn the skill of connecting with | |
05:43 | the industries in their community , working with partners . | |
05:47 | And so we need to specify what sort of school | |
05:51 | leadership and management is required . We also need to | |
05:54 | be able to specify what technical assistance a division schools | |
05:59 | division must be able to provide . So if a | |
06:02 | high school has , for example , stem science , | |
06:06 | technology , engineering and math , if they have that | |
06:10 | , then who must be the supervisors in a division | |
06:14 | ? So this is a very important item , and | |
06:16 | then finally the community industry relevance and partnerships . For | |
06:21 | example , if we're going to set up an agri | |
06:23 | fisheries school , we would like to set it up | |
06:28 | in a place that has land and is close to | |
06:31 | the sea . It would be very difficult to have | |
06:34 | agri fisheries in Metro Manila , for example , because | |
06:37 | we don't have enough space or arable land . So | |
06:42 | we need this strong curriculum support system and finally and | |
06:46 | we are in the process of articulating this is we | |
06:49 | need a monitoring and evaluation system for the entire K | |
06:53 | to 12 reform , and that monitoring evaluation system will | |
06:57 | have to consider not only the NAP because they were | |
07:00 | so used to that . We only think of the | |
07:02 | map . It should not be just the nap . | |
07:04 | It should look at our input into schools . What | |
07:07 | do we give schools therefore , what can we expect | |
07:10 | back from schools ? We also need to look at | |
07:13 | how have we trained Our teachers we know also need | |
07:16 | to look at How have we chosen our school leaders | |
07:19 | ? And of course , we need to look at | |
07:20 | the whole SBM or school based management framework . This | |
07:26 | is the This is very , very familiar to everybody | |
07:28 | . Now , this is how we encapsulate that the | |
07:32 | curriculum is drawing from the previous curriculum . We didn't | |
07:36 | reinvent the wheel , but we did have to do | |
07:39 | some spreading of content . And , of course , | |
07:42 | we had to add content because of senior high school | |
07:45 | . So basically kinder to Grade 10 , it's a | |
07:50 | spiral curriculum . Senior high school becomes more disciplinary . | |
07:55 | And then what we're trying to say also in this | |
07:58 | framework is that we need support systems for the curriculum | |
08:02 | to succeed . And when the curriculums to succeed , | |
08:05 | hopefully the child in the middle or the learner also | |
08:08 | succeed unionism . Okay , because of the no button | |
08:14 | , now you will have no trabajo going Nothing . | |
08:17 | Paradorn's a learner , but the learner should be the | |
08:20 | one to benefit the most from this reform . In | |
08:25 | addition , to put my hair up and put metal | |
08:27 | on an adventure . There are four exits . There | |
08:31 | are two ways to look at the exit . The | |
08:33 | first one is the 21st century Skills exits , and | |
08:39 | then the second one is the destination . Where do | |
08:42 | Children go after ? After basic education ? They go | |
08:47 | . They can go to higher ed . They can | |
08:49 | go directly to employment . They can go to entrepreneurship | |
08:53 | , and then they also can go to middle skills | |
08:56 | development . So further middle skills development . And to | |
08:59 | be able to do that , we will need . | |
09:02 | We will need very strong career advocacy or career advising | |
09:07 | . So this is another feature of high school that | |
09:10 | we really need to think about . No . And | |
09:13 | I think this is one that we haven't really planned | |
09:16 | out Any interventions for ? No , that's strong enough | |
09:20 | . Um , we have a good a good two | |
09:22 | years to do this . We need to be able | |
09:25 | to help Children understand what they want to be when | |
09:28 | they grow up . And we need to be able | |
09:30 | to explain to them that what they want to be | |
09:34 | now can change . And if it changes its okay | |
09:38 | , they can change their minds . So if they | |
09:41 | decide to go , let's say into tech book . | |
09:44 | After a few years , they want to go to | |
09:46 | college . That should be possible , Keith . The | |
09:50 | other thing that is important for all of us to | |
09:53 | remember is that death is not moving alone . We | |
09:57 | are connected to the rest of the education system and | |
10:01 | we are connected using the Philippine qualifications framework , the | |
10:06 | PQ F has a progression from basic ed detectable or | |
10:11 | Testa and then higher ed in the head . We | |
10:16 | have to deliver two levels level one at the end | |
10:20 | of grade 10 and level two at the end of | |
10:23 | grade 12 . This is level one . So if | |
10:28 | the child is achieving lead level one through grade 10 | |
10:33 | , then the child should possess foundational knowledge across a | |
10:38 | range of learning areas or competencies . And then this | |
10:41 | child should be able to apply this and then the | |
10:44 | child needs supervision . Very close supervision . At the | |
10:48 | end of grade 12 , the knowledge should become functional | |
10:52 | and technical . And what this means is that you | |
10:56 | can apply scientific , critical creative thinking and use technologies | |
11:01 | in more specific areas of interest , and then you | |
11:05 | need minimal supervision . We are now proposing this one | |
11:09 | proposal . Palanca , we're proposing this one to the | |
11:13 | National Competency Council . We feel that it is important | |
11:17 | for them to articulate this . Clearly . The reason | |
11:21 | for that is we are It translates to our key | |
11:25 | stages . We have four key stages Grade three , | |
11:30 | grade six , grade 10 and grade 12 in the | |
11:34 | formal system . That's what it looks like in the | |
11:38 | L S . At the moment are key stages are | |
11:42 | six and 10 . So what we need to be | |
11:45 | able to do is also to find the way so | |
11:48 | that the key stages are relevant in both the formal | |
11:52 | and non formal . Basic education approaches that depth it | |
11:57 | delivers , then what we need to do . And | |
12:00 | we are doing this already . And as a matter | |
12:03 | of fact , we are almost done pretty much done | |
12:07 | . We convert this now into content and performance standards | |
12:11 | and learning competencies , the content and performance standards and | |
12:16 | learning competencies . This is what comprise the curriculum . | |
12:20 | And then , on the basis of the curriculum , | |
12:23 | we make learning resources . Now , in a curriculum | |
12:27 | that is , um , that is going to be | |
12:31 | used by more than 48,000 schools , you cannot expect | |
12:36 | the same curriculum happening every day . Curricula will change | |
12:42 | . That's why It's very important for us to have | |
12:45 | learning standards . The standard is the most important convergence | |
12:50 | point . We should all we should all attain the | |
12:53 | standard Children should meet them , so they refer to | |
12:58 | how well the student must perform at what kinds of | |
13:02 | tasks based on what contempt to be considered proficient and | |
13:07 | effective . And then we define what learning should be | |
13:12 | achieved at different grade levels or over over life . | |
13:17 | At a certain point in your life , you must | |
13:19 | achieve a particular standard . So this is a very | |
13:21 | important thing because because when we when we translate these | |
13:27 | standards into Grade three standards for , let's say , | |
13:30 | math or grade or Grade six standards for , Let's | |
13:34 | Say , Arlington Component , we must all still connect | |
13:38 | and that ls and the formal system must also meet | |
13:42 | those standards . So it's very important . And when | |
13:45 | we think of the basic education structure , we think | |
13:48 | of the different ways it is delivered , not just | |
13:51 | through formal school . Okay , then we have content | |
13:54 | standards , performance standards and learning competencies . This is | |
13:58 | an example of a key stage standard at grade 34 | |
14:03 | Mother town . By the end of grade three , | |
14:06 | students will enjoy communicating in their first language on familiar | |
14:11 | topics for a variety of purposes and audiences using basic | |
14:16 | vocabulary and phrases . They will read in the first | |
14:20 | language texts or L one texts with understanding and create | |
14:24 | their own stories and texts in their first language . | |
14:29 | That is the standard for Grade three . Mother Town | |
14:34 | for grid nine for an example in Grade nine is | |
14:38 | science . So , for example , respiratory and circulatory | |
14:43 | systems working with the other organ systems . So we | |
14:46 | stipulate , what should they know at this point at | |
14:51 | the end of this first quarter or first grading period | |
14:54 | that Children should have knowledge or demonstrate an understanding of | |
14:59 | how different structures of the circulatory and respiratory systems work | |
15:03 | together ? And then the performance standard must show how | |
15:09 | Children will be able to conduct an information dissemination activity | |
15:13 | on effective ways of taking care of the respiratory and | |
15:17 | circulatory systems . It makes a begin . We don't | |
15:21 | just want Children to be able to repeat what you | |
15:24 | say or what you teach in class . What we | |
15:26 | want them to be able to do is to convert | |
15:29 | this knowledge into an application into a behavior you knowledge | |
15:34 | conversion , Nayan , you know I'm gonna go on | |
15:38 | and Guru . Okay , you piglets in a more | |
15:41 | young information into actual behavior . An actual product , | |
15:46 | let's say , a project or an activity that is | |
15:51 | the true manifestation of learning . And that's what we | |
15:55 | need to be able to show . So in the | |
15:58 | long shirt , Salita that But I'm gonna say Go | |
16:03 | up , achieved nothing young standard . And finally , | |
16:07 | this is an example of a learning competency . Learners | |
16:10 | must be able to explain how their respiratory systems work | |
16:13 | together to transport nutrients , gases and other molecules to | |
16:17 | and from the different parts of the body . So | |
16:20 | when we assess , we will assess that also . | |
16:23 | So our curriculum is like that . It has content | |
16:27 | , content , standard performance , standard competency . Now | |
16:30 | let's look at the whole basic education program . In | |
16:34 | other words , that framework of the curriculum . It | |
16:37 | is present in the entire basic education program . So | |
16:41 | this is the architecture of the program . We have | |
16:44 | Elementary , which is from kindergarten to grade six . | |
16:48 | Like I said , about the key stages are K | |
16:50 | 23 and then 4 to 6 . And then we | |
16:53 | have junior high school , which is 7 to 10 | |
16:57 | now . There's a little emphasis here . If you | |
17:00 | notice from grade seven and eight . Technology livelihood education | |
17:05 | is exploratory and then in grades nine and 10 . | |
17:08 | Technology livelihood education takes on specializations . Okay , and | |
17:14 | then we have grades 11 and 12 , which constitute | |
17:18 | our senior High School . Senior High school has three | |
17:24 | parts . The first part is the core curriculum or | |
17:28 | the core subjects . The second part is the truck | |
17:33 | . The second part is divided into two . We | |
17:36 | have contextualized truck subjects and then we have specialized truck | |
17:40 | subjects . Now what ? Our tracks . The first | |
17:45 | track is the academic track . So if you imagine | |
17:48 | your exit thereby If you take the academic trap , | |
17:51 | you can go to higher education immediately after high school | |
17:57 | . The second track is that technical vocational livelihood trap | |
18:02 | . The T V l track That trap allows you | |
18:05 | to go directly to employment or it allows you to | |
18:09 | go to middle skills development , the sports truck and | |
18:14 | the arts and design truck . They allow you to | |
18:17 | go anywhere higher ed or middle skills development or work | |
18:23 | , and then everyone , if they so choose , | |
18:25 | can go into entrepreneurship . What is important , I | |
18:29 | think , is for us to realize that Children who | |
18:32 | choose distracts they should be able to go to more | |
18:36 | than one place . So indeed we don't track them | |
18:41 | for life . You understand ? No . You track | |
18:44 | them for an option so they may choose academic track | |
18:48 | . Something happens in their life . They will have | |
18:51 | to change to take work . That's okay . That | |
18:53 | should be allowable . That should be possible . These | |
18:57 | are the features of the curriculum . All of these | |
19:01 | phrases DMI , Ponciano , learner centred , inclusive research | |
19:05 | based standards . Competence seamless . The congested culture , | |
19:11 | responsive culture sensitive contextualized relevant , responsive , flexible , | |
19:17 | based in global . All of those words are in | |
19:21 | the law and what we're trying to do in the | |
19:25 | curriculum areas is make sure that these words come alive | |
19:30 | in the curriculum because otherwise the law will not be | |
19:34 | meaningful . So we should be able to make these | |
19:37 | laws come at these words come alive . We need | |
19:40 | really a balance between the ideal , the meaningful and | |
19:44 | the logically feasible . What is feasible ? But we | |
19:48 | need to be able to find out what is the | |
19:51 | most responsive track in a particular community because bahama mama | |
19:57 | go for tired and track now along inter asado . | |
20:00 | So we need to be able to offer the right | |
20:03 | trucks in the right places . The other one is | |
20:07 | that we need to have some sort of one stop | |
20:10 | shop kind of system . The school or the district | |
20:13 | together must function as a one stop shop . If | |
20:18 | a child can go to formal school in that school | |
20:21 | or in that district must be access to ALS or | |
20:25 | Adams . That must be possible . And finally , | |
20:30 | we need to build around the needs of the learner | |
20:34 | . I'll go now . I'm going to go into | |
20:36 | more detail parts of the curriculum . Bear with me | |
20:39 | . It's an on . I need to tell you | |
20:43 | what the bureau's went through to do this because they | |
20:46 | went through a lot to get to this point . | |
20:49 | No , Um , first , in looking at 21st | |
20:53 | century skills , there are four kinds of As I | |
20:57 | said earlier , What we do is to look at | |
21:01 | what are the elements in the curriculum that contribute to | |
21:04 | the 21st century skills . So we harvested this one | |
21:08 | . So , for example , in learning and innovation | |
21:11 | skills all across the curriculum , you will find creativity | |
21:15 | and curiosity , development , critical thinking and problem solving | |
21:19 | skills and risk taking . So everywhere in the curriculum | |
21:23 | , there will be these things um in the teacher's | |
21:27 | guides . There will be collaboration activities . So , | |
21:31 | in other words , with communication and interpersonal skills through | |
21:35 | collaboration and then to proceed , we looked at the | |
21:42 | curriculum . Let's say this is an example of grade | |
21:44 | seven . We looked at the curriculum and then we | |
21:47 | checked , are there in specific subjects learning and innovation | |
21:53 | skills . So , for example , in Filipino with | |
21:58 | the content of IBA , Madonna , Jesus , Iguana | |
22:01 | , McGarrell and Mallika in Baghdad , ankle islands are | |
22:06 | known the corridor Colorado one among a Filipino . That | |
22:12 | particular competency in Filipino Grade seven will contribute to learning | |
22:18 | and innovation skills because the student is able to show | |
22:22 | creative representations of what they read . Then you'll find | |
22:27 | similar things . For example , in science , the | |
22:30 | learner investigates the properties of mixtures of varying concentrations , | |
22:35 | using available materials in the community for specific purposes . | |
22:39 | Again , if the child learns all of these competencies | |
22:42 | and can perform the performance standards and achieve the performance | |
22:47 | standards , that child is being helped to develop learning | |
22:51 | and innovation skills . That's very important . Sometimes teachers | |
22:57 | tend to just think about their subject about Caroline polygonal | |
23:04 | Aquamarine Lipponen . This time we have to be more | |
23:09 | concentric . We need to be able to look at | |
23:12 | how the subject matters are actually integrative , and the | |
23:16 | integration is very hard to do . It's really very | |
23:20 | hard to do . That's why , in a curriculum | |
23:22 | rendering in the in the training on curriculum , we | |
23:26 | need to show that the curricula lead to the 21st | |
23:30 | century skills manipulating Stand alone Well , I'm among the | |
23:35 | boo Boo in Amatitlan alumna . Well , Adina Boo | |
23:39 | Boo in English language alumna , we need to know | |
23:42 | more things to be able to function well in society | |
23:47 | . There are features of the curriculum . First , | |
23:50 | the first reform feature . No , and it is | |
23:53 | a huge reform feature is the mother tongue based , | |
23:57 | multi lingual education framework . And in this framework , | |
24:02 | what we are trying to do is to leverage the | |
24:05 | child's dominant language and use this dominant language as the | |
24:10 | foundational language of education . You leverage that you use | |
24:15 | that one . Why , to make Children happy . | |
24:19 | If they're happy , they will stay in school Number | |
24:22 | two . They can communicate with each other better , | |
24:27 | and then they will learn subject matter better , and | |
24:30 | three , they will develop concepts in a language that | |
24:33 | they know . In other words , concept development is | |
24:36 | not delayed concept development happens immediately because they are using | |
24:41 | a language . They know fourth because if they have | |
24:46 | a strong language , they can learn subsequent languages of | |
24:49 | the curriculum at the moment . At present we have | |
24:55 | nine languages already currently in the DEP ed in the | |
24:58 | DEP Ed program of MTB Emily . We expect that | |
25:02 | there will be more languages , especially from cultural groups | |
25:06 | . Hopefully as we use these languages , Children also | |
25:10 | appreciate themselves better in their communities better . But we | |
25:15 | also need to make sure we achieve the standard of | |
25:18 | the curriculum in our curriculum . We are doing a | |
25:21 | multi lingual framework , so we cannot be stuck with | |
25:25 | our local languages . What we're trying to do is | |
25:28 | to learn the other languages . So we used the | |
25:31 | mother tongue so that this set of knowledge in the | |
25:35 | mother tongue can be transferred to Filipino transferred to English | |
25:41 | . So we are actually using the principle of learning | |
25:44 | transfer so you don't have a good foundation and then | |
25:49 | this foundation . You learn other things and I think | |
25:53 | to be able to reach the goal which is a | |
25:55 | multi literate Filipino learner , we need to make sure | |
25:59 | that the bridging from mother tongue to Filipino to English | |
26:03 | is done properly and that can be achieved through our | |
26:07 | teachers guides . Another key concept in the curriculum is | |
26:12 | contextual ization and localization . What is nice about contextual | |
26:17 | ization and localization is that you you have to think | |
26:20 | of where you are so that you can make the | |
26:23 | curriculum relevant to you . For example , I'll give | |
26:26 | you examples and that later . But this is in | |
26:28 | the law , and this is one of the main | |
26:32 | things that will allow our curriculum to be not singular | |
26:36 | but actually more diverse . So we need to make | |
26:40 | sure that when we localize curriculum , we we agreed | |
26:44 | to it . And I think , um , that's | |
26:47 | a shift in thinking . The usual thinking is we | |
26:52 | all have to be the same . But the shift | |
26:55 | in thinking is important because localization means that different areas | |
26:59 | in the country will use different materials . They will | |
27:03 | use different instruments so that they can deliver the standard | |
27:08 | of the curriculum . The other one that's important in | |
27:12 | K 12 is the spiralling of content . So we | |
27:16 | go from basic to complex and we are spiraling also | |
27:21 | the competencies . So from spiraled . As I said | |
27:24 | earlier , kinder to greatness spiraled we move on to | |
27:27 | disciplinary in grade 11 and 12 . The other feature | |
27:32 | is T l E or Technology , vocational livelihood Education | |
27:37 | . We are using , for example , the we | |
27:41 | are building on the L . So that we hit | |
27:45 | the test . The competencies ? No . So we're | |
27:48 | using the training regulations of Testa and this is important | |
27:53 | for us to understand because this is where we are | |
27:55 | converging with the rest of the education system . As | |
27:59 | I said earlier , we are not existing a step | |
28:02 | alone . What we're trying to do is to make | |
28:06 | sure that we connect with other agencies that are delivering | |
28:09 | education . So , for example , at the end | |
28:12 | of grade 10 , 11 and 12 Children should be | |
28:15 | able to take national competency examinations administered by Testa . | |
28:21 | Now , how did we do that ? We had | |
28:23 | to ensure higher education and take back readiness . And | |
28:27 | how are we going to do that ? We needed | |
28:29 | again to think of the other education , institution or | |
28:33 | agency in our country , which is Chet . We've | |
28:37 | looked at the college readiness standards of Chen in 2012 | |
28:43 | , should release this very thick document stipulating was what | |
28:48 | high school graduates must know . And then they released | |
28:52 | another document saying these are the new G E courses | |
28:57 | of college . If you remember when you went to | |
29:00 | college , you had two years of general education , | |
29:03 | about 61 units . Now there are only 36 . | |
29:09 | Those 36 units are listed , you know . And | |
29:13 | what we've done is we look backwards . Remember when | |
29:16 | we think of learning , you always think with the | |
29:19 | end in mind , What is the end you want | |
29:22 | to achieve ? Therefore , you work backwards and you | |
29:25 | try to see you achieve that . So we looked | |
29:29 | at how we connected the new G curriculum of Chad | |
29:34 | to the senior high school subjects and 10 , 2 | |
29:37 | grades 7 to 10 . So , for example , | |
29:41 | um , in math , we have , of course | |
29:45 | , math in grade 7 to 10 and then we | |
29:47 | have general math in senior high school , and we | |
29:50 | also have statistics and probability in senior high school . | |
29:54 | And then when they get to college , they will | |
29:56 | have mathematics in the world . So we are connected | |
30:00 | that way . And I think this cohesion or this | |
30:03 | coherence is very important . They always tell us our | |
30:06 | students are not ready for college . This is a | |
30:09 | way by which we are trying to make sure they | |
30:11 | are . So how did we do that ? We | |
30:15 | worked with Ted . We brought them into the curriculum | |
30:19 | development process . So we made sure that we align | |
30:23 | core and contextualized subjects to college , reading the standards | |
30:27 | and the G curriculum . But more importantly , we | |
30:30 | invited to come them to come and join us . | |
30:33 | It's an interesting mix , no basic education specialist and | |
30:37 | higher education specialists coming together . It's an interesting thing | |
30:41 | because they know their disciplines . We know it for | |
30:45 | basic ed , but we know the competency and performance | |
30:49 | constructions . They know content . And so what we | |
30:53 | had to do was to navigate this relationship . We | |
30:57 | also did that with Tesla because this gentleman is poor | |
31:02 | competency , and what we needed to do was to | |
31:05 | be able to connect that to our contempt . And | |
31:08 | we did the same thing . You know , we | |
31:10 | integrated technical , vocational education , skills , competencies and | |
31:14 | qualifications in junior and senior high school so that they | |
31:19 | can take the national competencies . And then what we | |
31:22 | did was we brought them in again in our workshops | |
31:28 | . We also made sure that our common competencies are | |
31:31 | present . Say these are non negotiables , the same | |
31:36 | way that the G curriculum of Chet is a non | |
31:38 | negotiable . The common competencies of tests are also non | |
31:42 | negotiable . So what we need to do is to | |
31:44 | navigate that . How do we bridge that ? So | |
31:50 | that process is the curriculum development process . The other | |
31:56 | day I was in the school and I was explaining | |
31:58 | this process , and the teachers in the school told | |
32:01 | me we didn't know it went through a very long | |
32:04 | process . We thought , You get a curriculum , | |
32:08 | you put what you want and then you have to | |
32:10 | ask for implementation . And I'm telling them no , | |
32:13 | that that's not how it works . You know , | |
32:16 | the curriculum process is actually very tea juice and slow | |
32:20 | and your review and you go back to it and | |
32:22 | you review So let me show you the process . | |
32:25 | So we had curriculum guide writing workshops , and you | |
32:28 | have to remember this has been going on for three | |
32:30 | years . In that workshop , there is a construction | |
32:34 | of a committee . There are people who do the | |
32:36 | work . So there's somebody from the central office . | |
32:40 | There's somebody from the field . There's an internal and | |
32:43 | external reviewers , their internal , internal and external reviewers | |
32:47 | . And then there are people from either Testa or | |
32:51 | Chet who will help us craft . And then we | |
32:54 | had somebody to do the encoding for us . These | |
32:57 | people were involved and they came from very many institutions | |
33:01 | . I'm sure there are more institutions , but just | |
33:03 | let me show you how many people we had to | |
33:06 | coordinate with . And then we went through this process | |
33:12 | . So there is a crafting process . The crafting | |
33:15 | process is the first step , and it releases a | |
33:18 | draft number one . The draft number one is sent | |
33:22 | to a reviewer . And you know , the reviewer | |
33:25 | and the crafter , the drafter . They're not the | |
33:29 | same people . And because they are not the same | |
33:32 | people , sometimes they don't have the same perspective . | |
33:35 | They don't put emphasis or importance on the same concepts | |
33:38 | . And so the comet of the reviewer is returned | |
33:43 | , are returned to the crafters . And these these | |
33:46 | comments now are mediated . We have to go comment | |
33:50 | by comments by comment and see , Do we agree | |
33:53 | ? Is it all right or is it not okay | |
33:57 | ? In most cases , we are able to navigate | |
33:59 | this process . In some cases , it's a little | |
34:03 | bit more difficult . Um , temporary . Sometimes we | |
34:07 | are married to our work And yet it is hard | |
34:10 | to accept criticism . Goodbye , Barrow . With proper | |
34:14 | mediation and proper into , um , intervention , it's | |
34:18 | possible to be able to come up with an agreement | |
34:21 | . And I think that's the important thing . Because | |
34:23 | unless there is agreement , we cannot come up with | |
34:27 | a final curriculum guide . So for a final curriculum | |
34:30 | guide to come out is actually a meeting of mind | |
34:35 | . People need to agree that this is what a | |
34:38 | high school student must know must be able to do | |
34:43 | . This is what the exit should lead to , | |
34:46 | and so that's a very important point . Sometimes we | |
34:49 | forget that , and we are stuck to our disciplined | |
34:52 | , and we remind those who are tending to be | |
34:55 | that way that , you know , this is not | |
34:57 | what Children should know . We should remember the child | |
35:01 | , the learner . It's not about the discipline , | |
35:04 | it's about the learner . After that , when that | |
35:09 | is successful , and usually the man it is actually | |
35:11 | were successful in all we go through . LANGUAGE REVIEW | |
35:16 | The language review . It processes tricky because you need | |
35:20 | to find the correct reviewer for the subject . So | |
35:24 | , for instance , it's hard to find a language | |
35:27 | reviewer for T l E because usually a language editor | |
35:31 | will want to change the verb of a sentence to | |
35:36 | make it more appropriate . But in ple , the | |
35:39 | verb is the most important thing of all , because | |
35:42 | the verb tells you what action is going to be | |
35:45 | measured . So a language review work and change the | |
35:48 | verb . So these things are very important . And | |
35:52 | again we send back the review to the crafters . | |
35:55 | They mediate , they agree . And then finally it | |
35:59 | goes to copy and proof reading . So , as | |
36:03 | much as possible , by the time it gets to | |
36:06 | language review , there should not be any more conceptual | |
36:10 | error . No more conceptual error . By the time | |
36:14 | it gets to copy and proof reading , there should | |
36:17 | be no more grammar error , no more language error | |
36:21 | . And so the only possible errors we might have | |
36:26 | our typographical . And if they're not typographical , we | |
36:30 | have a problem . So we have to fix the | |
36:33 | problem and go back to the content review . Go | |
36:35 | back to the language review before we go back again | |
36:38 | to copy review . Go on . You know Madea | |
36:42 | goes to the bar . So So if it's being | |
36:47 | in the better the first draft , the better for | |
36:50 | everybody And so that's what we were trying to stress | |
36:54 | the whole time when it is copy edited . Then | |
37:00 | , um , we we loaded up on the website | |
37:03 | and I'll show you where it is . But before | |
37:06 | that , we created a coding system recording the recorded | |
37:10 | the learning competencies of the curriculum Guide per learning area | |
37:14 | recorded because one we needed to find out . Do | |
37:19 | we have all the competencies that we need to have | |
37:22 | number two ? Did we load them up with too | |
37:26 | many competencies ? Number three in a spiral curriculum , | |
37:31 | the competency should be violence , I said The word | |
37:34 | violence is important in curriculum development . So , for | |
37:38 | example , one of the most simple but very informative | |
37:42 | comments I heard was when I was doing the coding | |
37:46 | have been some specialist . I learned that there were | |
37:50 | 70 plus competencies in biology , but only 35 something | |
37:55 | or something in chemistry and so we could see that | |
37:58 | it was a little lopsided , and that is a | |
38:00 | very important insight because of the coding process . This | |
38:04 | is the quoting legend , the objective of it always | |
38:08 | to do things by consensus as much as possible . | |
38:12 | So what we did was there's a learning area and | |
38:15 | then the grade level . And then what is the | |
38:18 | content and for what quarter ? And then for what | |
38:22 | we and what is the competency number ? So , | |
38:26 | for example , this competency is H nine s Dash | |
38:31 | four G Dash H Dash 34 . It means it | |
38:34 | is for health grade nine for the prevention of substance | |
38:38 | abuse and use Fourth quarter week 7 to 8 . | |
38:42 | And the competency suggests healthy alternatives to cigarettes and alcohol | |
38:47 | to promote healthy lifestyle . So when you call the | |
38:51 | competency , let me just explain , I said , | |
38:55 | Let's look at the curriculum . No , that it | |
38:59 | allowed us now to look at what we had in | |
39:03 | the field . So we looked at the learning resources | |
39:07 | that were available in the field so we could identify | |
39:10 | what learning resources were available , and then we coded | |
39:15 | them also were not yet done . But this is | |
39:18 | what the curriculum guide looks like . So when you | |
39:22 | go online , this is what it will look like | |
39:25 | . It will have the content , the haunting standards | |
39:29 | , the performance standards , the learning between cities , | |
39:33 | the crowd of the competency and the learning materials that | |
39:37 | contain this learning competency . In other words , if | |
39:41 | I look at the Learning Guide in Science and Health | |
39:45 | Mixtures Print by B E . E . I will | |
39:48 | be able to get a learning materials for teaching , | |
39:52 | describing different objects based on their different characteristics . If | |
39:56 | I go to beam Grade three unit for learning materials | |
40:01 | science stream materials Module one , I will be able | |
40:04 | to be able to find the material that will help | |
40:07 | me teach the competency we call this harvesting . We | |
40:12 | harvested from other education interventions that had happened in the | |
40:17 | last 30 40 years , and we looked at them | |
40:20 | and we tried to match . That process is not | |
40:23 | yet done . It's a long process . The other | |
40:26 | thing that's important about coding the competency is now we | |
40:30 | can use that code called the National Achievement Test . | |
40:35 | So we know that national achievement test actually is connected | |
40:39 | to the curriculum , and that is very important for | |
40:42 | assessment . This is a curriculum guide for Grade nine | |
40:46 | math , and then we also have a curriculum map | |
40:52 | . The curriculum map shows us the content that is | |
40:56 | being spiral across all the grade levels . So we | |
41:00 | studied first quarter second quarter , third quarter , fourth | |
41:03 | quarter grade 12 and three , and we looked at | |
41:07 | how the content was being spread out , and we | |
41:11 | know that it's not too much content in every quarter | |
41:16 | . The problems say the curriculum was congested , much | |
41:20 | content per quarter . When we did this , we | |
41:24 | were able to say , Maybe you need to listen | |
41:26 | here because it's a lot of content . Maybe you | |
41:29 | need to add their because there's too little content . | |
41:32 | So that kind of mapping , it's very important . | |
41:35 | So in other words , what am I saying ? | |
41:37 | We looked at the curriculum forwards backwards and sideways . | |
41:43 | We looked at it in as many ways as possible | |
41:45 | so we could ensure that we were actually spreading out | |
41:48 | the content and that we were covering the necessary content | |
41:53 | . If you want to look at the curriculum guides | |
41:55 | there , there , you can download them . When | |
42:00 | we find an error , we take it down , | |
42:02 | we correct the error . Then we put it back | |
42:03 | up |
Summarizer
DESCRIPTION:
DepEd Undersecretary for Programs and Projects Dina Ocampo discussing the key features and details of the K-12 curriculum.
OVERVIEW:
K to 12 curriculum talk is a free educational video by Lumos Learning.
This page not only allows students and teachers view K to 12 curriculum talk videos but also find engaging Sample Questions, Apps, Pins, Worksheets, Books related to the following topics.