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

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
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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.

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.


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