The K to 12 Curriculum Part 2: The K to 12 Curriculum models starts with kindergartens. All five-year old children should go to kindergarten.

Core competences in the basic curriculum are Filipino, English, Edukasyong Pantahan at Pangkabuhayan, Araling Panlipunan, Edukasyon sa Pagpapakatao. Science is taught in grade 3, but science concepts and processes are integrated in health, in math, and also in languages for grades one and two. A student will enter grade four successfully transitioning from the mother tongue, the Filipino and English. Edukasyong Pantahanan at Pangkabuhayan would be taught starting grade four, and in grade six this would be called Technology and Livelihood Education up to the high school. In grades 7 & 8, tle is exploratory, but in grades 9 & 10, this will be given as elective subjects. In grades 11 & 12, it willalready be specialization for the students, either the students will choose the academic area, the technical vocational, or other specializations that meet the demands of the community as well as the needs of the students. The learning areas for grades 11 and 12 include languages, literature, mathematics, science, contemporary issues, social science or humanities and track specific subjects to academic disciplines leading to collage degree, entrepreneurship, technical vocational, arts and sports and other specialization. The contents of the various learning areas are based on the collage readiness standards of the commission on higher education. There will be equivalent to the courses offered on the general education curriculum on the higher education institution. Contents of the mathematics curriculum will depend on the specialization of the student. Engineering and sciences, business and entrepreneurship, technical or applied mathematics the same is true for language in grade 12. Contemporary issues may attach on subject areas such as politics and governance, society and culture. Teachers in the K to 12 Basic Education Program The K to 12 Basic Education Program has a vision that is grounded on human development. It is a vision achieved through enhance, decongested curriculum. It is a vision that has a social-economic relevance. But a vision remains a vision without the effective teacher who breeds life to the program. Once you portrait of an effective teacher, perhaps one way of helping you paint that portrait is to view this video clip. Im certain that the images have triggered your thoughts and feelings, and thats also one way of helping you see yourself and find out whether you have those attributes of an effective teacher. So, what is an effective teacher? Let me share with you Khalil Gibrans thinking about an effective teacher. For him, an effective teacher is one who does not bid his learners enter the house of his wisdom, but rather bid them to the threshold of their own minds. An effective teacher is a provocateur, always asking thought provoking question that would encourage the student to think deeply about the questions and to think of the answers that may not be the same answers given by others. A teacher plays a role of a leader, an enthusiast, entertainer, making her lessons very engaging and entertaining so that the students interest can be aroused and sustained. A humanist, sentinel, an optimist, a collaborator, a revolutionary, trying things out, experimenting and exploring so that the students are engaged in lesson that get them transformed as individuals applying the whole brain learning. 21st century Skills

The 21st century teachers need review the school curriculum so they could identify areas where subjects can be integrated and come up with strategies on how to effectively link them to enhance learning. An example of this is link between music and real numbers in discussing fractions particularly in learning the time signature of music. Teachers of the 21st century require different levels of digital literacy in their daily activities such as writing and submitting reports, creating multimedia presentations, communicating or exchanging information with colleagues and students. Teachers digital literacy could in return be passed on to their students. This curriculum framework stresses the importance of global partnership for development and global competence so teachers in the global classroom need to include global issues in classroom discussion. Examples of those issues are peace, respect for cultural diversity, climate change and global warming. The 21st century teachers need to know how to facilitate the position of knowledge, skills, attitude, and values beyond academics. Teachers must make sure that learning occurs not for students to pass the examination, but for students to apply what they have learned in real life situations. Teachers themselves must have this 21st century skills so that they can help students develop the same skills. In a fast changing world, teachers professional development must be an ongoing process so as to keep themselves updated with the latest trends. Effective teachers should work towards greater collaboration to nurture their own professional expertise. Research is also one of those skills very much stressed in the K to 12 Curriculum. Teacher must be knowledgeable about research so they could guide the students in this student driven activities. K to 12 teachers need to be updated on the current trends, developments and issues in the school community and the world. They need to apply present realities and develop skills in the students that will make them productive members of the 21st century. Fellow teachers, let me echo the words of Carl Jung. One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child. Preparing children for the brighter future is the most important work anyone can do. Fellow teachers, together lets do it. Together, we can make a difference. Guidelines for the Implementation of the Elementary Curriculum K to 12 Basic Education Program For the elementary, I would like to mention that this point that there is not much difference with the previous curriculum. The things that I knew are the following: We are introducing mother tongue as the medium of instruction in most of the subjects except English of course and Filipino and we are having mother tongue as a subject, and also we are introducing MAPEH, (Music and Arts, PE and Health) in grade one.

The curriculum follows a spiral approach. The content builds on the different subject increases in complexity, and speaking of the subjects, we have the following learning areas. Learning Areas and Their Descriptions Integrated Language Arts consists of Mother tongue, English and Filipino. These focus on development of literacy and numeracy skills and learning of concepts in the Mother Tongue, grades 1 to 3, and later to be transferred to the second language namely Filipino and then English. The macro skills like listening, speaking, reading, writing and viewing will be spirally done across the

grade levels and across the languages. The ultimate goal is communicative competence both oral and written in three languages. For Science, the over-arching goal is to develop scientific literacy among the students so that they will become informed and participative citizens of the country in a way they can make judgment and decisions regarding applications of the scientific knowledges that they have learned from the school across the social, the health, and the environment. The Science Curriculum promotes a strong link between Science and Technology, including indigenous technology keeping our countrys cultural uniqueness and pictorialities in that.