FS1-MIDTERM COVERAGE

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Learning environment refers to the physical environment, context, culture, and
climate in which students learn. When we talk about physical environment, it is a learning
environment with constant practices on keeping the school safe, clean, orderly, and free
from distraction and hazards. It also maintains facilities that provide challenging learning
activities and address the physical, social, and psychological needs of the students.

The term also includes the culture of a school or class—its presiding ethos and
characteristics, including how individuals interact with and treat one another— as well as
the ways in which teachers may organize an educational setting to facilitate learning.

Bulletin or display boards can be powerful in communicating information about the

learning environment. They help in building and establishing the school culture. These
can be tools for vision-mission, goals and school uphold values be known to walk in
clienteles. Further, bulletin boards, aside from being the school’s visual environment, they
have four general purposes:

1. They are decorative when they offer visual stimulation and appeal to aesthetics. They set
the social and psychological atmosphere of the school.
2. When they encourage students to perform better and develop greater confidence, they
serve as motivational. One example is the display of student’s output. Do you have other
examples in mind?
3. They are informational when they are used as the strategy of the school in
disseminating information.
4. Finally, bulletin boards are instructional when they move students to act or to respond
and participate through the displays.

The following are the criteria set to evaluate bulletin board displays: effective
communication, attractiveness, balance, unity, legibility, correctness, and durability.

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NAEYC (National Association for the Education of Young Children) for principles of child
development and learning that inform developmentally appropriate practice:

1. Domains of children’s development--physical, social, emotional, and cognitive- are

closely related.
2. Development occurs in a relatively orderly sequence, with later abilities, skills, and
knowledge building on those already acquired.
3. Development proceeds at varying rates from child to child as well as unevenly within
different areas of each child’s functioning.
4. Early experiences have both cumulative and delayed effects on individual children’s
development; optimal periods exist for certain types of development and learning.
5. Development proceeds in predictable directions toward greater complexity,
organization, and internalization.
6. Development and learning occur in and are influenced by multiple social and cultural
contexts.
7. Children are active learners, drawing on direct physical and social experience as
well as culturally transmitted knowledge to construct their own understandings of
the world around them.
8. Development and learning result from interaction of biological maturation and the
environment, which includes both the physical and social worlds that children live in.
9. Play is an important vehicle for children’s social, emotional, and cognitive development,
as well as a reflection of their development.
10. Development advances when children have opportunities to practice newly acquired
skills as well as when they experience a challenge just beyond the level of their present
mastery.
11. Children demonstrate different modes of knowing and learning and different ways of
representing what they know.
12. Children develop and learn best in the context of a community where they are safe and
valued, their physical needs are met, and they feel psychologically secure.

Additional Explanation:

Principle 1: Domains of children’s development--physical, social, emotional, and

cognitive--are closely related. The three domains listed earlier demonstrate just one
method of dividing up the phases of human growth. Domains can also be separated into
other categories, just as the stages of childhood can be broken up in many ways. For
example, we could use as many six categories if we looked separately at fine motor, large
motor, social, emotional, cognitive, and language development. The categories
themselves are less important than the relationship between them.

Domain development is always interrelated. The younger the child, the more evident this
usually is. For example, infants learning to crawl use all domains together. Motor
development allows the baby to use his limbs and eyes to see, while the desire and
thought involved with locomotion involves both the cognitive and social/emotional
domains.

The connectedness of domains is also evident in how development in one area can either
facilitate or limit development in another area. For instance, no matter how cognitively
ready a child is to write, she will be unable if she is not physically ready.

Principle 2: Development occurs in a relatively orderly sequence, with later abilities, skills,
and knowledge building on those already acquired.

The sequence in which children learn is more important than exactly when they reach
milestones. “The critical consideration is the order in which children acquire these
developmental skills, not their age in month and years,” according to the authors of
“Developmental Profiles” (Allen & Marotz, 2003). For example, babies need to first roll over
before they can sit or crawl, and crawling is an important developmental step to walking.
Sometimes there are lags, or even steps backward, as development is not always smooth
and steady. I remember that there was a definite (and exasperating) lag between when
one of my babies could pull to a stand and when he figured out how to get down without
falling. Earlier is not necessarily better.

Principle 3: Development proceeds at varying rates from child to child as well as unevenly
within different areas of each child’s functioning.
Development varies because children are all individuals with their own styles, strengths,
interests, environments, and patterns of development. Some learn best visually while
others need auditory or tactile approaches. Recent theories have expanded our
understanding of learning modes to include various multiple “intelligences” (Gardner,
1983) and “100 languages” (Malaguzzi, 1993) to describe how children understand and
represent their experiences. Understanding the needs and abilities common to children
of a certain age is not enough. Recognition of individual differences, ways of learning, and
expression of development are essential for practices to be individually appropriate.

Children may also vary in how each domain develops. For example, a child who is not very
physical might develop much faster in the cognitive/language domain than in others.
Often these lags and spurts will even out over time. For example, I was concerned about a
preschooler’s large motor development even though she was advanced in her fine motor
skills. Once she had accomplished what she needed to in that area of her development,
her focus shifted and her large motor skills quickly caught up. Other times a child will
have a stronger or weaker domain (like my son, whose development was advanced in all
areas except fine motor). It is important that teachers recognize individual patterns and
learning modes so they can help children reach their potential in all domains by building
on their strengths.

Principle 4: Early experiences have both cumulative and delayed effects on individual
children’s development; optimal periods exist for certain types of development and
learning. Recent research has shown that the brain’s neurological development is formed
in large part by children’s early experiences, positive and negative. We now know that the
brain actually grows itself to fit the environment in which a child lives (Dana Alliance for
Brain Initiatives, 1996). This means that the care babies receive in their first years can have
a lasting impact, which may be immediate and/or delayed. Experiences that only happen
occasionally do not have the same cumulative (or “snowballing”) effect as those that
happen regularly (Wieder & Greenspan, 1993).

Principle 5: Development proceeds in predictable directions toward greater complexity,

organization, and internalization. Research shows that development generally processes
in a predictable, orderly way. Children move from the simple to the complex, general to
specific, global to differentiated, concrete to symbolic, and large to small (Bruner 1983;
Gallahue 1993; Case & Okamoto, 1996). For example, children first make random sounds
and by the end of their first year may be saying recognizable words. Soon they are fluent
enough to play with language or use it inappropriately (such as potty talk).

Expected development occurs in all domains, but cultural context may cause these
changes to be evidenced and/or valued in different ways. For example, most Western
families encourage and reward reaching certain developmental milestones as soon as
possible, while other cultures might do the very opposite (such as trying to delay children
walking early so they can stay safely strapped to the parent while he or she works).

Principle 6: Development and learning occur in and are influenced by multiple social and
cultural contexts. “Rules of development are the same for all children, but social contexts
shape children’s development into different configurations” (Bowman, 1994). Culture can
be defined as “the customary beliefs and patterns of and for behavior, both explicit and
implicit, which are passed on to future generations by the society they live in and/or by a
social, religious, or ethnic group” (NAEYC position statement, p.7).
Twentieth-century theorists such as Vygotsky and Bronfenbrenner showed that the
sociocultural context profoundly impacts development. Without understanding the
cultural influences on learning and development, caregivers cannot truly meet the
individual needs of children. For example, when I taught young toddlers, I liked to ruffle
their hair as a sign of affection. While this may have felt loving to many children, an
increased understanding of South Asian culture helped me realize that it may have felt
disrespectful to children of that ethnic group.

Principle 7: Children are active learners, drawing on direct physical and social experience
as well as culturally transmitted knowledge to construct their own understandings of the
world around them.

Principle 8: Development and learning result from interaction of biological maturation

and the environment, which includes both the physical and social worlds that children
live in. Most current research supports the notion that it is the interplay between genetics
and environment that is responsible for human development. Neither nature nor nurture
alone is responsible for the variance in development, but rather the interaction of the two
together (Scarr & McCartney, 1983; Plomin, 1994). For example, a child may be born with
the genetic capacity for high intelligence but will not reach this biological potential if
raised in a deficient environment.

Principle 9: Play is an important vehicle for children’s social, emotional, and cognitive
development, as well as a reflection of their development. Learning and development is
constructivist, meaning that children need to interact with their environments in order to
make sense of their worlds. Play is essential to the process of this construction of
knowledge. Play supports development in all the domains, physical, cognitive, and
social/emotional (Herron & Sutton-Smith, 1971). Young children need environments and
opportunities to practice and process their experiences. Their learning and development
are limited if children are expected to be merely passive recipients of knowledge. “Play
gives children opportunities to understand the world, interact with others in social ways,
express and control emotions, and develop their symbolic capabilities. Children’s play
gives adults insights into children’s development and opportunities to support the
development of new strategies” (NAEYC position statement, p. 8).

Principle 10: Development advances when children have opportunities to practice newly
acquired skills as well as when they experience a challenge just beyond the level of their
present mastery. Children who are frustrated by tasks that are too difficult can easily
become discouraged and lose motivation (Brophy, 1992). They also can lose interest when
activities are too easy and boring. It is crucial, therefore, for adults to provide opportunities
for children to both gain competence through practicing new skills and push themselves
to the next level. A balance will enable children to gain confidence through repetition and
work on their “growing edge” with adult support, or scaffolding (Berk & Winsler, 1995;
Bodrova & Leong, 1996).

Principle 11: Children demonstrate different modes of knowing and learning and different
ways of representing what they know. Although development happens in a predictable
and orderly way, there is tremendous individual variation in precisely when and how
development occurs. Most children still fall within the typical range of development, but
some may differ enough that the child is identified as having special needs, or atypical
development. Specific disabilities will be addressed in upcoming chapters.
Principle 12: Children develop and learn best in the context of a community where they
are safe and valued, their physical needs are met, and they feel psychologically secure.
This principle follows Maslow’s model of a hierarchy of needs, in which physical and
psychological needs for safety and security must be met before learning can occur. One
of children’s essential needs is for emotional attachment. Young children must have at
least one positive and consistent primary relationship to develop optimally (Bowlby, 1969;
Stern, 1985).

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I. Principles of Development

A. Development and learning proceed at varying rates from child to child,

as well as at uneven rates across different areas of the child’s
functioning (NYAEC, 2019).

B. Development and learning are maximized when learners are

challenged to achieve at a level just above their current level of
mastery, and when they have many opportunities to practice newly
acquired skills.

C. Differentiated instruction is a student-centered approach that aims to

match the learning content, activities and assessment to the different
characteristics, abilities, interests, and needs of learners.

II. The Philippine Professional Standards for Teachers (PPST) Domain 3

enumerated the following factors that give emphasis about the diversity of
learners.

A. Differences in learners’ gender, needs, strengths, interests, and

experiences

B. Learners’ linguistic, cultural, socio-economic, and religious

backgrounds

C. Learners with disabilities, giftedness, and talents

D. Learners under challenging circumstances which include geographic

isolation, chronic illness, displacement due to armed conflict, urban
resettlement or disasters, child abuse, and child labor.

III. Focus on Indigenous People

To learn more about IPs, read the following:

➢ Republic Act 8371 –The Indigenous People’s Rights Act
➢ DepEd Order No 32, s 2015- Adopting the Indigenous People’s
Education (IPED) Curriculum Framework particularly the 5 Key
Elements of an Indigenous Peoples Education Curriculum. These
are the Curriculum Design, Competencies and Content; Teaching
Methodologies and Strategies; Learning Space and Environment;
Learning Resources; and Classroom Assessment.
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The Microsystem
The theory suggests that the microsystem is the smallest and most immediate
environment in which children live. As such, the microsystem comprises the home, school
or daycare, peer group and community environment of the children. Within the
microsystem, the interactions involve personal relationships with family members,
classmates, teachers, and caregivers. The interactions they have with people around them
will affect how they develop. A nurturing and supportive interactions and relationships
will eventually foster a better environment for one’s development. The proponent of the
theory proposed that most of the interactions are bi-directional: first, how children react
to people in their microsystem will also affect how these people treat the children in
return. For example, a little boy playing alone in a room. This little boy suddenly bursts out
crying for no apparent reason. His mother, who is making lunch in the kitchen, hears the
boy crying. She comes into the room, picks the little boy up, and carries him to the living
room. In the example, the little boy initiated the interaction (crying), and his mother
responded. In a way, the little boy influenced his mother’s behavior. It is possible for
siblings who find themselves in the same ecological system to experience very different
environments. Therefore, given two siblings experiencing the same microsystem, it is not
impossible for the development of them to progress in different manners. Each child’s
particular personality traits, such as temperament, which is influenced by unique genetic
and biological factors, ultimately have a hand in how he/she is treated by others.

The Mesosystem
This encompasses the interaction of the different microsystems which children find
themselves in. It is a system of microsystems that involves linkages between home and
school, between peer group and family, and between family and community. According
to Bronfenbrenner’s ecological theory, if a child’s parents are actively involved in the
friendships of their child, for example, they invite their child’s friends over to their house
from time to time and spend time with them, then the child’s development is affected
positively through harmony and like-mindedness. However, if the child’s parents dislike
their child’s peers and openly criticize them, the child will experience disequilibrium and
conflicting emotions, which will likely lead to negative development.
The Exosystem
In Bronfenbrenner’s ecological model, exosystem pertains to the linkages that may
exist between two or more settings, one of which may not contain the developing
children but affect them indirectly, nonetheless. Based on Bronfenbrenner’s findings,
people, and places that children may not directly interact with may still have an impact
on their lives. Such places and people may include the parents’ workplaces, extended
family members, and the neighborhood the children live in. For example, a father who is
continually passed up for promotion by an indifferent boss at the workplace may take it
out on his children and mistreat them at home. This will have a negative impact on the
child’s development.

The Macrosystem
The macrosystem in Bronfenbrenner’s ecological model is the largest and most
distant collection of people and places to the children that still have significant influences
on them. This ecological system is composed of the children’s cultural patterns and
values, specifically their dominant beliefs and ideas, as well as political and economic
systems. For example, children in war-torn areas will experience a different kind of
development than children in a peaceful environment.

The Chronosystem
The chronosystem adds the useful dimension of time to Bronfenbrenner’s
ecological systems theory. It demonstrates the influence of both change and constancy in
the children’s environments. The chronosystem may include a change in family structure,
address, parents’ employment status, as well as immense society changes such as
economic cycles and wars. Bronfenbrenner's theory shows the interconnected influences
on child development through ecological systems. Context awareness can help the
teachers see how children act in different situations. For example, a bully at school may
play the victim at home. Due to these variances, adults entrusted with a child's care
should closely monitor his/her behavior in various contexts, as well as the quality and type
of links between them.

Diana Baumrind’s Parenting Styles

The parenting style used to rear a child will likely impact that child’s future success
in romantic, peer and parenting relationships. Diana Baumrind, a clinical and
developmental psychologist, coined the following parenting styles: authoritative,
authoritarian, and permissive/indulgent, Later, Maccoby and Martin added the
uninvolved/neglectful style.

Authoritative Parenting
In general, children tend to develop greater competence and self-confidence when
parents have high-but reasonable and consistent- expectations for children’s behavior,
communicate well with them, are warm and responsive, and use reasoning rather than
coercion to guide children’s behaviors. This kind of parenting style has been described as
authoritative. Parents who use this style are supportive and show interest in their kids’
activities but are not overbearing and allow children to make constructive mistakes. This
“tender teacher” approach deemed the most optimal parenting style to use in western
cultures. Children whose parents use the authoritative style are generally happy, capable,
and successful.
Authoritarian Parenting
Parents using the authoritarian (“rigid ruler”) approach are low in support and high
in demandingness. These parents expect and demand obedience because they are “in
charge” and they do not provide any explanations for their orders. Parents also provide
well-ordered and structured environments with clearly stated rules. Many would conclude
that this is the parenting style used by Harry Potter’s harsh aunt and uncle, and
Cinderella’s vindictive stepmother. Children reared in environments using the
authoritarian approach are more likely to be obedient and proficient, but score lower in
happiness, social competence, and self-esteem.

Permissive Parenting
Parents who are high in support and low in demandingness are likely using the
permissive-also called the indulgent-style. Their children tend to rank low in happiness
and self-regulation and are more likely to have problems with authority. Parents using
this approach are lenient, do not expect their children to adhere to boundaries or rules,
and avoid confrontation.

Uninvolved Parenting
Children reared by parents who are low in both support and demandingness tend
to rank lowest across all life domains, lack self-control, have low self-esteem, and are less
competent than their peers. Parents using the uninvolved (or sometimes referred to as
indifferent or neglectful) approach are neglectful or rejecting of their children and do not
provide most, if any, necessary parenting responsibilities.

Parenting Styles and Outcomes for Children

Parenting style has been found to predict child well-being in the domains of social
competence, academic performance, psychosocial development, and problem behavior.
Research in the United States, based on parent interviews, child reports, and parent
observations consistently finds:

• Children and adolescents whose parents use the authoritative style typically rate
themselves and are rated by objective measures as more socially and instrumentally
competent than those whose parents do not use the authoritative style.
• Children and adolescents whose parents are uninvolved typically perform most
poorly in all domains.

In general, parental responsiveness tends to predict social competence and

psychosocial functioning, while parental demandingness is typically associated with
instrumental competence and behavioral control (e.g., academic performance and
deviance). These findings indicate:

• Children and adolescents reared in households using the authoritarian style (high
in demandingness, but low in responsiveness) tend to perform moderately well in school
and be uninvolved in problem behavior, but tend to have poorer social skills, lower
self-esteem, and higher levels of depression when compared to their peers who are
reared in households using the authoritative approach.
• Children and adolescents reared in homes using the indulgent style (high in
responsiveness, low in demandingness) tend to be more involved in problem behavior
and perform less well in school, but they have been shown to have higher self-esteem,
better social skills, and lower levels of depression when compared to their peers who are
not reared using the indulgent style.
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An inclusive classroom climate refers to an environment where all students feel

supported intellectually and academically and are extended a sense of belonging in the
classroom regardless of identity, learning preferences, or education. Such environments
are sustained when instructors and students work together for thoughtfulness, respect,
and academic excellence, and are key to encouraging the academic success of all
students. Research indicates that many students may be more likely to prosper
academically in settings with more collaborative modes of learning that acknowledge
students’ personal experiences (Kaplan and Miller 2007). Student learning can be
enhanced by establishing a classroom tone that is friendly, caring, and supportive, and
that lets students explore the relationships among course material, personal, and social
experiences. Instructors can consider a variety of areas to promote inclusivity, including
the syllabus, choices in assigned reading, discussion expectations, and personal style.

To maintain an inclusive classroom climate, the instructor can:

• Structure classroom conversations to encourage respectful and equitable participation
• Anticipate sensitive issues and acknowledge racial, class or cultural differences in the
classroom when appropriate
• Model inclusive language
• Use multiple and diverse examples
• Personally connect with students
• Provide alternative means for participation
• Respectfully communicate with students
• Address offensive, discriminatory, and insensitive comments for their behavior.
• Perform a Self-Assessment

Top Strategies for Inclusive Teaching

✓ Establish guidelines for interaction.
✓ Be transparent about expectations.
✓ Do not ask individuals to speak for an entire group.
✓ If conflict arises, acknowledge it.
✓ Illustrate concepts with multiple and diverse examples.
✓ Promote a growth mindset.
✓ Include a Diversity Statement on the syllabus.
✓ See examples of faculty implementing principles of inclusive teaching

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Routines are the backbone of daily classroom life. They facilitate teaching and
learning. Routines don’t just make the life of the teacher easier. They have valuable
classroom time. Efficient routines make it easier for students to learn and achieve more.

Establishing routines early in the school year:

o Enables the teacher to run the daily activities smoothly

o Ensures the teacher to manage time effectively
o Helps the teacher maintain order in the classroom
o Makes the teacher more focused in teaching because of spending less time in
giving directions/instructions
o Enables the teacher to explain to the learners what are expected to them.
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Two Aspects of Effective Classroom Management

1. Personal Classroom Management consists of managing yourself to ensure order and

discipline in your class. It includes:

✓ Voice
✓ Personal grooming
✓ Attendance
✓ Punctuality
✓ Personal graciousness

Note: Managing yourself as a teacher contributes to the order and well-being of your
class.

2. Physical Classroom Management consists of managing the learning environment.

Attending to these physical elements of the learning environment ensures safety, security,
and order in class. It includes:

✓ Ventilation
✓ Lighting
✓ Acoustics
✓ Seating arrangement
✓ Structure/design of the classroom
✓ Physical space/learning stations

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Formal education begins in school. The schools have recommended curriculum.

This recommended curriculum was translated into written curriculum like books, course
packs or modules, learning plans, teacher’s guides which eventually becomes the basis of
taught curriculum. As a teacher who implements the curricula needs support materials
which are known as support curriculum to enhance teaching and learning so that the
written and the taught curricula can be assessed (assessed curriculum) to determine if
learning is experienced by learners (learned curriculum). However, those things that
happened in school but not planned are what we called as hidden curriculum.

The teacher implements, plans and evaluates school learning activities by preparing
a miniscule curriculum called a lesson plan or learning plan. The teacher then puts life to
a lesson plan by using it as a guide in the teaching learning process where different
strategies were employed. There are many ways to write lesson plan, but the necessary
elements are the following: Learning Outcomes, Subject Matter, Teaching learning
Strategies, and Evaluation or Assessment. These elements should be aligned so that at
the teaching-learning episode, learning will be achieved with the classroom teacher as a
guide.

From a broad perspective, curriculum is defined as the total learning process and
outcomes as in lifelong learning. Basic education in the Philippines is under the
Department of Education and the recommended curriculum is the K-12 or the Enhanced
Basic Education Curricula of 2013. Click this link to learn more about this curriculum:
https://educationallearnings.wordpress.com/uncategorized/k-to-12/
WHAT IS K TO 12 PROGRAM?

The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary education,
four years of Junior High School, and two years of Senior High School [SHS]) to provide sufficient time for
mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education,
middle-level skills development, employment, and entrepreneurship.

SALIENT FEATURES

Strengthening Early Childhood Education (Universal Kindergarten)

Making the Curriculum Relevant to Learners (Contextualization and Enhancement)

Ensuring Integrated and Seamless Learning (Spiral Progression)

Building Proficiency through Language (Mother Tongue-Based Multilingual Education)

Gearing Up for the Future (Senior High School)

Nurturing the Holistically Developed Filipino (College and Livelihood Readiness, let Century Skills)

STRENGTHENING EARLY CHILDHOOD EDUCATION (UNIVERSAL KINDERGARTEN)

Every Filipino child now has access to early childhood education through Universal Kindergarten. At 5 years
old, children start schooling and are given the means to slowly adjust to formal education.

Research shows that children who underwent Kindergarten have better completion rates than those who did not.
Children who complete a standards-based Kindergarten program are better prepared, for primary education.

Education for children in the early years lays the foundation for lifelong learning and for the total development
of a child. The early years of a human being, from 0 to 6 years, are the most critical period when the brain
grows to at least 60-70 percent of adult size..[Ref: K to 12 Toolkit]

In Kindergarten, students learn the alphabet, numbers, shapes, and colors through games, songs, and dances, in
their Mother Tongue.

MAKING THE CURRICULUM RELEVANT TO LEARNERS (CONTEXTUALIZATION AND

ENHANCEMENT)

Examples, activities, songs, poems, stories, and illustrations are based on local culture, history, and reality. This
makes the lessons relevant to the learners and easy to understand.
Students acquire in-depth knowledge, skills, values, and attitudes through continuity and consistency across all
levels and subjects.

Discussions on issues such as Disaster Risk Reduction (DRR), Climate Change Adaptation, and Information &
Communication Technology (ICT) are included in the enhanced curriculum.

BUILDING PROFICIENCY THROUGH LANGUAGE (MOTHER TONGUE-BASED

MULTILINGUAL EDUCATION)

Students are able to learn best through their first language, their Mother Tongue (MT). Twelve (12) MT
languages have been introduced for SY 2012-2013: Bahasa Sug, Bikol, Cebuano, Chabacano, Hiligaynon,
Iloko, Kapampangan, Maguindanaoan, Meranao, Pangasinense, Tagalog, and Waray. Other local languages will
be added in succeeding school years.

Aside from the Mother Tongue, English and Filipino are taught as subjects starting Grade 1, with a focus on
oral fluency. From Grades 4 to 6, English and Filipino are gradually introduced as languages of instruction.
Both will become primary languages of instruction in Junior High School (JHS) and Senior High School (SHS).

After Grade 1, every student can read in his or her Mother Tongue. Learning in Mother Tongue also serves as
the foundation for students to learn Filipino and English easily.

ENSURING INTEGRATED AND SEAMLESS LEARNING (SPIRAL PROGRESSION)

Subjects are taught from the simplest concepts to more complicated concepts through grade levels in spiral
progression. As early as elementary, students gain knowledge in areas such as Biology, Geometry, Earth
Science, Chemistry, and Algebra. This ensures a mastery of knowledge and skills after each level.

For example, currently in High School, Biology is taught in 2nd Year, Chemistry in 3rd Year, and Physics in 4th
Year. In K to 12, these subjects are connected and integrated from Grades 7 to 10. This same method is used in
other Learning Areas like Math.

EGEARING UP FOR THE FUTURE (SENIOR HIGH SCHOOL)

Senior High School is two years of specialized upper secondary education; students may choose a specialization
based on aptitude, interests, and school capacity. The choice of career track will define the content of the
subjects a student will take in Grades 11 and 12. SHS subjects fall under either the Core Curriculum or specific
Tracks.

CORE CURRICULUM
There are seven Learning Areas under the Core Curriculum. These are Languages, Literature, Communication,
Mathematics, Philosophy, Natural Sciences, and Social Sciences. Current content from some General Education
subjects are embedded in the SHS curriculum.

TRACKS

Each student in Senior High School can choose among three tracks: Academic;
Technical-Vocational-Livelihood; and Sports and Arts. The Academic track includes three strands: Business,
Accountancy, Management (BAM); Humanities, Education, Social Sciences (HESS); and Science, Technology,
Engineering, Mathematics (STEM).

Students undergo immersion, which may include earn-while-you-learn opportunities, to provide them relevant
exposure and actual experience in their chosen track.

TVET (TECHNICAL VOCATIONAL EDUCATION & TRAINING) NATIONAL CERTIFICATE

After finishing Grade 10, a student can obtain Certificates of Competency (COC) or a National Certificate
Level I (NC I). After finishing a Technical-Vocational-Livelihood track in Grade 12, a student may obtain a
National Certificate Level II (NC II), provided he/she passes the competency-based assessment of the Technical
Education and Skills Development Authority (TESDA).

NC I and NC II improves employability of graduates in fields like Agriculture, Electronics, and Trade.

MODELING BEST PRACTICES FOR SENIOR HIGH SCHOOL

In SY 2012-2013, there are 33 public high schools, public technical-vocational high schools, and higher
education institutions (HEIs) that have implemented Grade 11. This is a Research and Design (R&D) program
to simulate different aspects of Senior High School in preparation for full nationwide implementation in SY
2016-2017. Modeling programs offered by these schools are based on students’ interests, community needs, and
their respective capacities.

NURTURING THE HOLISTICALLY DEVELOPED FILIPINO (COLLEGE AND LIVELIHOOD

READINESS, 21ST CENTURY SKILLS)

After going through Kindergarten, the enhanced Elementary and Junior High curriculum, and a specialized
Senior High program, every K to 12 graduate will be ready to go into different paths – may it be further
education, employment, or entrepreneurship.

Every graduate will be equipped with:

1. Information, media and technology skills,

2. Learning and innovation skills,
3. Effective communication skills, and
4. Life and career skills.

CURRICULUM GUIDE

ELEMENTARY
KINDERGARTEN

The Kindergarten Curriculum Framework (KCF) draws from the goals of the K to 12 Philippine Basic
Education Curriculum Framework and adopts the general principles of the National Early Learning Framework
(NELF). Kindergarten learners need to have a smooth transition to the content-based curriculum of Grades 1 to
12.

Download Curriculum Guide

GRADES 1-10

Students in Grades 1 to 10 will experience an enhanced, context-based, and spiral progression learning
curriculum with the following subjects:

SUBJECTS

● Mother Tongue
● Filipino
● English
● Mathematics
● Science
● Araling Panlipunan
● Edukasyon sa Pagpapakatao (EsP)
● Music
● Arts
● Physical Education
● Health
● Edukasyong Pantahanan at Pangkabuhayan (EPP)
● Technology and Livelihood Education (TLE)

SENIOR HIGH (GRADES 11-12)

Senior High School is two years of specialized upper secondary education; students may choose a specialization
based on aptitude, interests, and school capacity. The choice of career track will define the content of the
subjects a student will take in Grades 11 and 12. Each student in Senior High School can choose among three
tracks: Academic; Technical-Vocational-Livelihood; and Sports and Arts. The Academic track includes three
strands: Business, Accountancy, Management (BAM); Humanities, Education, Social Sciences (HESS); and
Science, Technology, Engineering, Mathematics (STEM).

CORE CURRICULUM SUBJECTS

There are seven Learning Areas under the Core Curriculum: Languages, Literature, Communication,
Mathematics, Philosophy, Natural Sciences, and Social Sciences.

● Oral comunication
● Reading and writing
 ● Komunikasyon at pananaliksik sa wika at kulturang Filipino
● 21st century literature from the Philippines and the world
● Contemporary Philippine arts from the regions
● Media and information literacy
● General mathematics
● Statistics and probability
● Earth and life science
● Physical science
● Introduction to philosophy of the human person/Pambungad sa pilosopiya ng tao
● Physical education and health
● Personal development/pansariling kaunlaran
● Earth science (instead of Earth and life science for those in the STEM strand)
● Disaster readiness and risk reduction (taken instead of Physical science for those in the STEM strand)

APPLIED TRACK SUBJECTS

● English for academic and professional purposes

● Practical research 1
● Practical research 2
● Filipino sa piling larangan
○ Akademik
○ Isports
○ Sining
○ Tech-voc
● Empowerment technologies (for the strand)
● Entrepreneurship
● Inquiries, investigatories, and immersion

SPECIALIZED SUBJECTS

● Accountancy, business, and and management strand

● Humanities and social sciences strand
● Science, technology, engineering, and mathematics strand
● General academic strand

IMPLEMENTATION AND TRANSITION MANAGEMENT

IMPLEMENTATION

Program implementation in public schools is being done in phases starting SY 2012–2013. Grade 1 entrants in
SY 2012–2013 are the first batch to fully undergo the program, and current 1st year Junior High School
students (or Grade 7) are the first to undergo the enhanced secondary education program. To facilitate the
transition from the existing 10-year basic education to 12 years, DepEd is also implementing the SHS and SHS
Modeling.

TRANSITION FOR PRIVATE SCHOOLS

Private schools craft their transition plans based on: (1) current/previous entry ages for Grade 1 and final year of
Kinder, (2) duration of program , and most importantly, (3) content of curriculum offered.
ACHIEVEMENTS AND PLANS

RESOURCE 2010 2010 TO 2014 PLANS FOR

SHORTAGE ACCOMPLISHMENT 2015

Classrooms 66,800 86,478 constructed 41,728

classrooms as of classrooms for
February 2015 Kinder to Grade
12

30,000 of which
are for Senior
High School
(Grades 11 and
12)

Teacher Items 145,827 128,105 teachers hired as 39,066

of December 31, 2014 additional
teacher items

Water and 135,847 80,197 completed 13,586

Sanitation programmed for
23,414 ongoing 2015
construction

43,536 ongoing
procurement as of May
2014

Textbooks 61.7M 1:1 student-textbook 69.5 million

ratio since December additional
2012 learning
materials

Seats 2,573,212 1:1 student-school seat 1,547,531

ratio since December additional new
2012 seats

FREQUENTLY ASKED QUESTIONS

K TO 12 CONCERNS

● Universal Kindergarten began in SY 2011–2012.

● The enhanced curriculum for Grade 1 and Grade 7 (1st Year Junior High School) was rolled out this SY
2012–2013, and will be progressively introduced in the other grade levels in succeeding school years.
● Grade 11 will be introduced in SY 2016–2017 and Grade 12 in SY 2017–2018.
 ● The first batch of high school students to go through K to 12 will graduate in March 2018.

Where will the additional two years be added?

The two years will be added after the four-year high school program. This will be called Senior High School.

Why are we implementing 12 years of basic education and not 11 years?

● A 12-year program is found to be the adequate period for learning under basic education. It is also a
standard for recognition of students and/or professionals abroad (i.e., theBologna Process for the
European Union and the Washington Accord for the United States).
● Other countries like Singapore have 11 years of compulsory education, but have 12 to 14 years of
pre-university education, depending on the track.
● The Philippines is the last country in Asia and one of only three countries worldwide (the other two
being Angola and Djibouti) with a 10-year pre-university cycle.

How will K to 12 help in ensuring employment for our graduates?

● The K to 12 Basic Education Curriculum will be sufficient to prepare students for work.
● The curriculum will enable students to acquire Certificates of Competency (COCs) and National
Certifications (NCs). This will be in accordance with TESDA Training Regulations. This will allow
graduates to have middle-level skills and will offer them better opportunities to be gainfully employed or
become entrepreneurs.
● There will be a school–industry partnership for technical–vocational courses to allow students to gain
work experience while studying and offer the opportunity to be absorbed by the companies.

What would be the assurance that K to 12 graduates will be employed?

● DepEd has entered into an agreement with business organizations, local and foreign chambers of
commerce, and industries to ensure that graduates of K to 12 will be considered for employment.
● There will be a matching of competency requirements and standards so that 12-year basic education
graduates will have the necessary skills needed to join the workforce and to match the College
Readiness Standards for further education and future employment.
● Entrepreneurship will also be fostered in the enhanced curriculum, ensuring graduates can venture into
other opportunities beyond employment.

How will the K to 12 Program help working students (college level)?

● DepEd is in collaboration with the Commission on Higher Education (CHED) to provide more
opportunities for working students to attend classes.
● DepEd is working with the Department of Labor and Employment (DOLE) to ensure that jobs will be
available to K to 12 graduates and that consideration will be given to working students.

How will the K to 12 Program help students intending to pursue higher education?
The K to 12 Basic Education Curriculum is in accordance with the College Readiness Standards of CHED,
which sets the skills and competencies required of K to 12 graduates who intend to pursue higher education.
TRANSITION MANAGEMENT AND FURTHER EDUCATION

What will happen to colleges and universities during the initial nationwide implementation of Senior
High School in SY 2016–2017 and SY 2017–2018?

To manage the initial implementation of the K to 12 Program and mitigate the expected multi-year low
enrolment turnout for colleges, universities, and Technical-Vocational Institutions (TVI) starting SY 2016-2017,
DepEd shall engage in partnerships with them to use their existing facilities and teaching staff. This ensures that
during the transition period, the reduction in enrollment in these colleges and universities may be offset.

Where will Senior High School be implemented?

Existing public schools may implement Senior High School. DepEd will be in partnerships with CHED,
TESDA, and private schools to use their facilities, especially for the transition years. In addition, new
standalone Senior High Schools will be built.

How will DepEd recruit enough teachers for SY 2016-2017 onwards?

● With the continuous increase of the DepEd budget, more teachers are being hired to fill all necessary
gaps in schools.
● To aid transition, hiring of (1) graduates of Science, Mathematics, Statistics, Engineering, and other
specialists in subjects with a shortage of qualified Licensure Examination for Teachers (LET) applicants,
(2) graduates of Technical-Vocational courses, (3) Higher Education Institution faculty, and (4)
Practitioners will be allowed.

What are the guidelines for graduates of Science, Mathematics, Statistics, Engineering, and other
specialists in subjects with a shortage of qualified Licensure Examination for Teachers (LET) applicants?

● These graduates will be permitted to teach in their specialized subjects in elementary and secondary
education. They must pass the LET within five years after their date of hiring to remain employed
full-time.
● They will no longer be required to pass the LET if these graduates are willing to teach on a part-time
basis.

What are the guidelines for hired technical-vocational course graduates, faculty of Higher Education
Institutions, and practitioners?

● Graduates of technical-vocational courses must have necessary certification issued by TESDA and
undergo training to be administered by DepEd or a Higher Education Institutions (HEI).
● Faculty of colleges and universities must be full-time professors and be holders of a relevant Bachelor’s
degree.
● Faculty of TVIs and HEIs will be given priority in hiring for the transition period.
● DepEd and Private Education Institutions may also hire practitioners with expertise in the specialized
learning areas offered by the K to 12 Program as part-time teachers.

How will K to 12 affect the college curriculum?

The college General Education Curriculum is being revised. It will have fewer units with the removal of
unnecessary remediation as K to 12 graduates adhere to the College Readiness Standards. With K to 12, the
college curriculum will comprise of a year’s worth of General Education subjects and at least two years of
major subjects.

Will K to 12 change TESDA Technical Vocational Education and Training (TVET) programs?

No. TESDA will continue to offer TVET programs. Students may also be eligible for NC I and NC II through
Junior High School and Senior High School, respectively.

What is my role in supporting this program?

● Be informed. Education shapes our future as Filipinos, it is our duty to be aware of reforms in basic
education that will move our country forward.
● Spread awareness. Tell your family, friends, and networks about the K to12 Program and help them stay
informed.

CURRICULUM

What will happen to the curriculum? What subjects will be added and removed?

● There is a continuum from Kindergarten to Grade 12, and to technical-vocational and higher education.
● The current curriculum has been enhanced and has been given more focus to allow mastery of learning.
● In Grades 11 and 12, core subjects like Math, Science, and Languages will be strengthened.
Specializations in students’ areas of interest will also be offered.

Will students choose specializations or will this be determined by assessment?

● Students will undergo several assessments to determine their interests and strengths. These will include
an aptitude test, a career assessment exam, and an occupational interest inventory for high schools, and
should help students decide on their specialization.
● To help guide students in choosing career tracks they intend to pursue, career advocacy activities will be
regularly conducted, which will be supported by career and employment guidance counselors.

For Senior High School, what will happen if majority of our students want to specialize in Agriculture
and only one is interested to take Mathematics or Business? How will this be accommodated?

● This is an extreme situation.

● The areas of specialization will be offered according to the resources available in a locality and the
needs of students.

What will happen to special schools such as science high schools, high schools for the arts, trade schools,
etc.?
These schools will remain special schools with an enriched curriculum for Grades 7 to 12.
What will happen to multi-grade teaching?

Multi-grade teaching will continue, and will use the K to 12 curriculum.

The Alternative Learning System (ALS) age requirement is only 16 years old for the high school
equivalency test. Will this change to 18? Students might want to turn to ALS if they can save two years of
formal school education costs.

The ALS is based on the existing 10-year basic education curriculum. When the new 12-year curriculum will be
in place, ALS will likewise be revised.

Will K to 12 enhance programs targeted to indigenous people, Muslim learners, and people with special
needs?

Yes, the K to 12 curriculum was designed to address diverse learner needs, and may be adapted to fit specific
learner groups.

Is Kindergarten a pre-requisite for entering Grade 1?

Yes. Republic Act No. 10157, or the Kindergarten Education Act, institutionalizes Kindergarten as part of the
basic education system and is a pre-requisite for admission to Grade 1. Public schools will continue to admit
children who have not taken Kindergarten into Grade 1 until SY 2013-2014.

Is there an overlap between the daycare program of the LGUs and DepEd Kindergarten?

There is no overlap. Daycare centers of the LGUs take care of children aged 4 and below, whereas the DepEd
Kindergarten program is for five-year-old children.

Should schools now prepare permanent records for Kindergarten students?

Yes. Although the assessment of readiness skills of students in Kindergarten is not academically driven, a good
measure of the child’s ability to cope with formal schooling is needed for future learning interventions.

Who is in charge of Kindergarten teacher compensation? The LGU or DepEd?

● DepEd is the main agency that employs and pays Kindergarten teachers.
● There are LGUs that assist the Kindergarten program and provide honoraria for Kindergarten teachers.

Will MTB-MLE include other languages in the future?

For SY 2012-2013, 12 Mother Tongue languages are being used for MTB-MLE. More languages, such as
Ivatan, will be added in succeeding years.

Which mother tongue will be used in multi-cultural areas?

● The common language in the area, or lingua franca, shall be used as the medium of instruction.
 ● The principle of MTB-MLE is to use the language that learners are most comfortable and familiar with.

TEACHERS AND DEPED NONTEACHING STAFF

Will teachers be burdened by additional teaching load due to the K to 12 Program?

There will be no additional workload due to the K to 12 Program. The Magna Carta for Public School Teachers
provides that teachers should only teach up to six hours a day.

Will teacher salary increase as a result of the K to 12 Program?

● The K to 12 Program will not result in a teacher salary increase because there will be no additional
teaching load or additional teaching hours.
● Salary increases for other reasons, such as the Salary Standardization Law, inflation, promotion, and
Performance-Based Bonuses (PBB), may apply.

How will teachers be prepared for the K to 12 Program?

● Teachers will be given sufficient in-service training on content and pedagogy to implement this program.
Current DepEd teachers shall be retrained to meet the content and performance standards of the
enhanced K to 12 curriculum. The pre-service education training for aspiring teachers will also be
modified to conform to the requirements of the program. DepEd, in coordination with CHED, shall
ensure that the Teacher Education curriculum offered in Teacher Education Institutions will meet the
necessary quality standards for new teachers.
● Training of teachers will follow the phased-in introduction of the enhanced curriculum.

How will DepEd prepare its non-teaching staff and officials for smooth transition and implementation of
the K to 12 Program?

● With the broader reform agenda, DepEd is ensuring the preparedness of the organization by introducing
organizational development interventions to continuously improve its service delivery to the Filipino
people.
● School Leadership and DepEd officials shall undergo workshops and training to enhance skills on their
role as academic, administrative, and community leaders.

BUDGET

DepEd lacks resources to address its current input shortages. With K to 12 and its added resource needs,
how will this be addressed?

● All input shortages will be wiped out before the end of 2013. A 1:1 ratio for student-to-textbook and
student-to-seat will be achieved within SY 2012-2013. Shortages in classrooms, teachers, and toilets will
be fully addressed next year.
 ● The DepEd budget received a 23% increase in 2013 and budgetary requirements for K to 12 will be
included in succeeding appropriations for full implementation.
● We also have the support of local government units and private partners to build the needed
infrastructure.

How can different sectors and individual citizens collectively collaborate to improve the basic education
sector?

● Private partners can donate through our Adopt-A-School program, which provides them a 150 percent
tax rebate for their contribution.
● Individuals and institutions can take part in the TEN Moves! Campaign to build 10,000 classrooms by
donating P10 per day for ten months.
● LGUs can follow the front-loading scheme using their Special Education Fund as collateral and the
allocation as amortization.
● For teacher items, LGUs also help by hiring qualified teachers for our public schools and paying
honoraria for them.
● We have enough time to provide the additional classrooms, teachers, and instructional materials since
they will be needed beginning SY 2016–2017.

ENSURING SUSTAINABILITY OF THE PROGRAM

I like this program but I’m worried about additional cost to families. How will government respond to
this difficulty?

● Kindergarten and 12 years of basic education is offered for free in public schools.
● There are additional indirect costs, but government agencies are collaborating to provide programs that
will enable everyone access to quality education, especially to those with lesser means.
● Proposals such as the expansion of the Education Service Contracting (ESC) scheme under the
Government Assistance to Students and Teachers in Private Education (GASTPE) and other cost-sharing
arrangements are being developed by DepEd.
● K to 12 graduates should have higher earning potential as they will be more competent and skilled.
● As a result of the K to 12 Program, particularly the more specialized education in Senior High School,
CHED is exploring the possibility of decreasing the number of years of certain degree programs in
college.
● K to 12 graduates can obtain national certification from TESDA, which will enable them to have more
employment opportunities.

What about the dropout problem? Will this be addressed by the K to 12 curriculum?

● DepEd prefers the term “school leavers” rather than “dropout,” recognizing that most students who
discontinue schooling were pushed out of the system due to factors beyond their and their parents’
control.
● Keeping students in school is a responsibility of the entire community. To respond to this, DepEd and
other government agencies are collaborating to make sure that all children stay in school through
programs like the Pantawid Pamilyang Pilipino Program (4Ps) of the Department of Social Welfare and
Development (DSWD).
 ● The curriculum will be learner-centered, enriched, and responsive to local needs. It will also allow
students to choose electives and specializations that suit their interest. This should partly address those
who stop attending school because of the perceived lack of relevance of the curriculum.
● DepEd will also continue to offer programs such as home schooling for elementary students and the
school leavers reduction program for high schools. These programs address the learning needs of
marginalized students and learners at risk of leaving the school system.

How will the government ensure the effectiveness of the K to 12 Program?

● A Joint Oversight Committee from the Senate and the House of Representatives shall be formed to
oversee, monitor, and evaluate implementation.
● By the end of SY 2014-2015, DepEd will conduct a review of the implementation of the K to 12
Program and submit a midterm report to Congress.

Won’t this be another avenue for corruption? How can you ensure that funds will be released and used
properly?

● DepEd fully supports the Aquino administration’s drive against corruption.

● We will regularly package and disseminate information on agency budgets, bidding and procurement
documents, and SALNs (Statements of Assets, Liabilities, and Net Worth) of senior government
officials, to ensure transparency and accountability.
● It is also in our best interest to ensure that funds and resources are not lost to corruption.