This presentation provides an overview of K to 12 Curriculum in the Philippines. The different principles to be considered in teaching and learning the curriculum based on the best teaching and learning practices of the APA is tackled.

1. Curriculum Integration
Carlo Magno, PhD.
crlmgn@yahoo.com

2. Milestones in Philippine Basic
Education Curriculum
• Forward approach
• Understanding by Design (secondary)
• Spiral Progression

3. With K to 12, we will..
Produce holistically developed learners who
have 21st century skills and are prepared for
higher education, middle-level skills
development, employment, and
entrepreneurship.
“..country with an organized and shared rapid expansion of our economy
through a government dedicated in honing and mobilizing our
people’s skills and energies..”
-Philippine Development Plan 2011-2016

4. 4

5. The K to 12 Basic Education
Curriculum is enhanced.
Learner-
Centered
Decongeste
d
Seamles
s
Respon-
sive
Enriched
Focuses on the
optimum
development of the
Filipino
Flexible to
local
needs
Continuum following an
expanding spiral
progression model
Integrative, Inquiry-
based,
Constructivist,
Technology-
enhanced
Allows for
mastery of
competencies

6. What is SBA?
On Practice:
• The practice involves comparing each student’s
performance to academic standards that are developed
in the national or international setting.
• More importantly, the process involves communicating
goals that the school systems, schools, teachers and
students need to achieve, providing targets for teaching
and learning, and shaping the performance of teachers
and students.On Assessment: [Magno, C. (2015). On SBA. SBA
Journal, 3, 2-3.]
•The SBA model requires that assessment practices to be
closely aligned with the required competencies that
students need to learn.
•The general intention is to focus more on the learning of
competencies of every student.

7. Mathematics Standards Grade 6 (4th Quarter)

8. How do you prepare the assessment?
• TOS for Written Works
Rem Und App Ana Eval Crea
Constructs a pie graph given
a set of data

Interpret data presented in a
pie chart

Solves routine and non-
routine problems using data
presented in a pie chart


9. How you construct the assessment
protocol?
Paper
and
Pen
Performa
nce-based
Task
Collects data on one or two variables using any
source

Constructs a pie graph based on a given set of
data
 
Interprets data given on a pie graph 
Solves routine and routine problems using data
presented in the pie graph

Creates problems that can be answered using
information presented in a pie graph
 

10. Grade 8 Matter (3rd Quarter)
• 1. explain the properties of
solids, liquids, and gases
based on the particle nature
of matter (performance)
• 2. explain physical changes
in terms of the arrangement
and motion of atoms and
molecules (performance)
• 3. determine the number of
protons, neutrons, and
electrons in a particular
atom (written)
• 4. trace the development of
the periodic table from
observations based on
similarities in properties of
elements (performance)
• 5. use the periodic table to
predict the chemical
behaviour of an element
(performance)

11. Delivering Formative Assessment
Make learners
aware of the
learning goal
Determine
current
status of
students
Move students
closer to the
goals

12. Teaching the curriculum:
• How do students think and learn?
• What motivates students?
• Why are social context, interpersonal
relationships, and emotional well-being
important to student learning?
• How can the classroom best be managed?
• How to assess student progress?

13. How do students think and learn?
• Principle 1
• Students’ beliefs or perceptions about
intelligence and ability affect their cognitive
functioning and learning.

14. How do students think and learn?
• Principle 2
• What students already know affects their
learning.

15. How do students think and learn?
• Principle 3
• Students’ cognitive development and learning
are not limited by general stages of development.

16. How do students think and learn?
• Principle 4
• Learning is based on context, so generalizing
learning to new contexts is not spontaneous but
instead needs to be facilitated.

17. How do students think and learn?
• Principle 5
• Acquiring long-term knowledge and skill is
largely dependent on practice.

18. How do students think and learn?
• Principle 6
• Clear, explanatory, and timely feedback to
students is important for learning.

19. How do students think and learn?
• Principle 7
• Students’ self-regulation assists learning, and
self-regulatory skills can be taught.

20. How do students think and learn?
• Principle 8
• Student creativity can be fostered.

21. What motivates students?
• Principle 9
• Students tend to enjoy learning and to do better
when they are more intrinsically rather than
extrinsically motivated to achieve.

22. What motivates students?
• Principle 10
• Students persist in the face of challenging tasks
and process information more deeply when they
adopt mastery goals rather than performance
goals.

23. What motivates students?
• Principle 11
• Teachers’ expectations about their students
affect students’ opportunities to learn, their
motivation, and their learning outcomes.

24. What motivates students?
• Principle 12
• Setting goals that are short term (proximal),
specific, and moderately challenging enhances
motivation more than establishing goals that are
long term (distal), general, and overly
challenging.

25. Why are social context, interpersonal
relationships, and emotional well-
being important to student learning?
• Principle 13
• Learning is situated within multiple social
contexts.

26. Why are social context, interpersonal
relationships, and emotional well-
being important to student learning?
• Principle 14
• Interpersonal relationships and communication
are critical to both the teaching–learning process
and the social-emotional development of
students.

27. Why are social context, interpersonal
relationships, and emotional well-
being important to student learning?
• Principle 15
• Emotional well-being influences educational
performance, learning, and development.

28. How can the classroom best be
managed?
• Principle 16
• Expectations for classroom conduct and social
interaction are learned and can be taught using
proven principles of behavior and effective
classroom instruction.

29. How can the classroom best be
managed?
• Principle 17
• Effective classroom management is based on (a)
setting and communicating high expectations,
(b) consistently nurturing positive relationships,
and (c) providing a high level of student support.

30. How to assess student progress?
• Principle 18
• Formative and summative assessments are both
important and useful but require different
approaches and interpretations.

31. How to assess student progress?
• Principle 19
• Students’ skills, knowledge, and abilities are best
measured with assessment processes grounded
in psychological science with well-defined
standards for quality and fairness.

32. How to assess student progress?
• Principle 20
• Making sense of assessment data depends on
clear, appropriate, and fair interpretation.