K to 12 curriculum talk - Free Educational videos for Students in K-12

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.

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K to 12 curriculum talk is a free educational video by Lumos Learning.

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