Learning Areas-K to 12 (K-SHS)

MAGANDANG BUHAY!
K-12 Teachers
School Heads
Administrators
Teacher-applicants
BSE/BEED Students
4/13/2015

TEACHING THE DIFFERENT
LEARNING AREAS
RAMIL G. GONZALES, Ph. D.
OCNHS Supervisor- District X
COLLEGE OF SUBIC MONTESSORI
Subic Bay Campus, Blg. 737, Labitan St. SBFPZ
April 13, 2015
TEACHER REORIENTATION PROGRAM
4/13/2015

The Learning Areas
The learning areas of the K to 12 curriculum intersect the grade
levels from Grade 1 to Grade 12. The learning areas are:
• Languages: Mother Tongue, Filipino, and English
• Arts and Humanities: Music, Arts, Physical Education
and Health (MAPEH), Edukasyon sa Pagpapahalaga,
Araling Panlipunan
• Science and Mathematics
• Technology and Livelihood Education 4/13/2015

There are changes in the
nomenclature/terminology of some subjects.
Edukasyong Pagpapahalaga for the secondary
and Edukasyong Pagkakatao for the
elementary are now renamed Edukasyon sa
Pagpapakatao. Science and Health is now
called Science. Health is included in the
MAPEH. Moreover, subjects that are integrated
under MAKABAYAN (Araling Panlipunan,
Values Education, MAPEH and TLE) are now
separate subjects. 4/13/2015

Co-curricular programs and community
involvement programs are an extension of the
core subject areas and the teaching and
learning process. They are an integral part of
the school curriculum that enhances the
holistic/complete development of the learner.
4/13/2015

The co-curricular programs in a large sense
also serve as a laboratory of life where what is
learned in the classroom context can be
applied in practical terms yet can be used as a
further teaching opportunity.
4/13/2015

GRADES I-VI LEARNING AREAS
Mother Tongue 1-3
English 1-6
Filipino 1-6
Mathematics 1-6
Araling Panlipunan 1-6
Edukasyon sa Pagpapakatao 1-6
Science 3-6
MAPEH 1-6
EPP 4-5
TLE 64/13/2015

Time SAMPLE CLASS PROGRAM-GRADE I
Learning Areas
Number
of
Minutes
7:00 - 7:15
7:15 - 7:25
Pambansang Awit
Homeroom
7:25 - 7:55 Edukasyon sa Pagpapakatao 30
7:55 - 8:45 Mother Tongue 50
8:45 - 9:15 Filipino 30
9:15 - 9:35 RECESS
9:35 - 10:15 Araling Panlipunan 40
10:15 - 10:45 English (Oral Fluency)
2nd Semester
30
10:45 - 11:35 Mathematics 50
1:00 - 1:30 Remediation, Reinforcement, Enrichment Activities
or Optional Religious Instruction
1:30 - 2:10 MAPEH 40
TOTAL 240/270
4/13/2015

Kindergarten
Universal Kindergarten caters to children aged
5. With the passage of R.A. 10157, otherwise
known as the Kindergarten Education Act, an
act institutionalizing pre-school education,
Kindergarten is mandatory by SY 2012-2013.
4/13/2015

Recognizing the central role of play in young
children’s learning and development,
Kindergarten teachers use spontaneous play as
a natural way of teaching - learning in all
domains of development: physical, motor, social,
emotional, and cognitive.
4/13/2015

There are no formal subjects in Kindergarten.
Instead, there are six domains, namely: 1) values
education, 2) physical health and motor
development, 3) social and emotional
development, 4) cognitive development, 5)
creative arts and 6) language literacy and
communication. The teaching of Kindergarten
employs the integrative approach to ensure that
no learning domain is taught in isolation.
Teaching–learning activities are play-based
considering the developmental stage of
Kindergarteners.
4/13/2015

Elementary Education
Elementary education is compulsory and free. It
provides basic education to pupils aged six to eleven
and it consists of six years of study. Elementary
education includes Grades 1 to 6. After completing the
six-year elementary program, learners receive a
certificate of graduation.
The elementary curriculum provides various learning
experiences that will enable learners to acquire basic
knowledge, skills, values, attitudes, and habits
essential for lifelong learning. 4/13/2015

The core compulsory subjects in the elementary are 1)
English, 2) Filipino, 3) Mathematics, 4) Science, 5)
Araling Panlipunan, 6) Edukasyon sa Pagpapakatao, 7)
Music, Art, Physical Education and Health (MAPEH) and
8) Edukasyong Pantahanan at Pangkabuhayan.
Not all subjects are taught beginning Grade 1.
Edukasyong Pantahanan at Pangkabuhayan is taught
beginning Grade 4. Science is offered only starting
Grade 3, however, science concepts and processes are
integrated in the teaching of Languages, Physical
Education and Health, Edukasyon sa Pagpapakatao,
and Araling Panlipunan.
4/13/2015

The skills and steps of the investigatory
process which are deliberately taught in Grade 7
Science are also taught in Araling Panlipunan
when the learners are asked for example to
determine the authenticity of primary and
secondary sources.
4/13/2015

Science content such as the human body and its
development is also discussed in Health, Physical
Education and Edukasyon sa Pagpapakatao.
Science topics like climate change, environmental
sustainability are favorite topics for writing and
discussion in the Language classes. All these and
more prove that science is all over the curriculum
even before it is taught formally as a separate
subject in Grade 3.
4/13/2015

Mother Tongue as a subject is taught from
Grades 1 to 3. Oral Filipino and oral English
are introduced in Grade 1, in the first
semester and in the second semester,
respectively.
4/13/2015

Secondary Education
Secondary education is free but not compulsory. It is
meant to build on the foundation knowledge, skills
and attitudes developed in the elementary level and
to discover and “enhance the aptitudes and interests
of the student as to equip him with skills for
productive endeavor and/or prepare him for tertiary
schooling.” With the K to 12 curriculum, it consists of
4years of junior high school, Grades 7 to 10, and 2
years of senior high school, Grades 11 to 12.
4/13/2015

In junior high school, the learner takes 8 core
compulsory subjects as follows: 1) English, 2)
Filipino, 3) Mathematics, 4) Science, 5) Araling
Panlipunan, 6) Edukasyon sa Pagpapakatao, 7)
Music, Art, Physical Education and Health
(MAPEH), and 8) Technology and Livelihood
Education (TLE). The TLE subjects that are
offered are based on the Training Regulations
from Technical Education and Skills
Development Authority to enable the learner to
obtain the National Certificate required by
industry.
4/13/2015

The TLE subjects in Grades 7 and 8 are
exploratory. This means that the Grade 7 and 8
learner is given the opportunity to explore from a
maximum of 4 TLE mini courses in Grade 7 and
another 4 in Grade 8 which the school offers
depending on community needs and school
resources. 4/13/2015

In the exploratory courses, the learner is taught
5 basic competencies common to all TLE
courses. The basic competencies are 1)
mensuration and calculation, 2) use of tools and
equipment, 3) interpretation of plans/drawing, 4)
occupational health and safety in the
workplace, and 5) maintenance of tools and
equipment.
4/13/2015

In Grades 7 and 8, the learner does not yet
obtain a Certificate of Competency (COC). The
exploratory courses are a prelude to the
earning of a COC in Grade 9 and a NC I/II in
Grade 10.
4/13/2015

In Grade 9, the learner chooses one course to
specialize in from among the exploratory courses
that he/she was oriented to in Grades 7 and 8. In
this level, the learner obtains a Certificate of
Competency.
In Grade 10 he/she pursues the TLE specialization
course that he/she has chosen in Grade 9 for
him/her to obtain at least a National Certificate
Level I or Level II (NC-I/NC-II) depending on the
TLE course chosen. 4/13/2015

Senior high school, the apex of secondary
education, consists of Grades 11 and 12. In this
level, the learner goes through a proposed core
of not more than 7 compulsory subjects and a
required specialization for the learner’s career
pathway chosen from among 1)
entrepreneurship, 2) tech-voc, and 3) academics.
Specialization in academics includes course
offerings in 1) science, 2) math 3) languages,
foreign and Philippine languages, 4) journalism,
5) sports and the 6) arts. 4/13/2015

The proposed core compulsory subjects for
Grade 11 are: 1) English, 2) Filipino, 3) Math, 4)
Philosophy, 5) Life Sciences, and 6)
Contemporary Local Issues.
For Grade 12, the proposed core compulsory
subjects are: 1) English, 2) Filipino, 3) Philippine
Literature, 1st semester, 4) World Literature, 2nd
semester, 5) Math, 6) Physical Sciences, and
7) Contemporary Global Issues. 4/13/2015

The subjects in senior high school are mostly
the general education subjects in the first two
years of college brought down to the basic
education level. The specialization courses equip
the senior high school learner with knowledge
and skills in the career path of his/her choice.
Those who choose to go to college will take any
specialization in academics. Those who opt to go
for tech-voc specialization will pursue the TLE
specialization began in Grade 9. 4/13/2015

If the learner chooses tech-voc as a specialization
in Grades 11 and 12, he/she continues the TLE
specialization that he/she started in Grade 9 and
pursued in Grade 10. This enables him/her to
acquire NC-II. The vertical and horizontal transfers
in Grades 11 and 12 refer to the advancement in
the level of certification either upward like a ladder
(vertical) or sideward like a bridge.
4/13/2015

An example of a vertical ladder is obtaining NC-II
for Building Wiring Electricity after getting NC-I
for Building Wiring Electricity. Horizontal
transfer means going into different fields of
training at the same qualification level. An
example is Building Wiring Electricity NC-II to
Carpentry NC-II.
4/13/2015

Alternative Learning System
For an integrated system of basic education, the
K to 12 curriculum structure includes an
alternative learning system which is a
comparable learning or delivery system to
provide a viable alternative to the existing formal
education instruction. 4/13/2015

It caters to specific learner needs and
requirements, because apart from dropouts who
are mostly from poor households, there are
special groups not reached by the formal
education system: the indigenous peoples,
Muslim communities, victims of armed conflict,
child and youth laborers, differently-abled,
inmates, homeless and street children, single
parents, etc.
4/13/2015

For ALS to be truly parallel with the formal
system and for ALS graduates not to be
downgraded, it focuses on the teaching of the
same standards and competencies of the formal
system. It shall be delivered through graded and
non-graded modules, print or non-print which
will also be made available on- line. An
accreditation and equivalency test for both
academic and technical skills is an important
component of the program.
4/13/2015

• Core Academic Areas (5)
Grades
11-12
• Core Academic Areas(8) include TLE
(choice of Agri-Fishery, Industrial Arts, HE
or ICT)
Grade
10
• Core Academic Areas (8) include TLE
or ICT)
Grade
9
or ICT)
Grade
8
or ICT)
Grade
7
Academic
Specialization:
Engineering/
Journalism/Foreign
Language
Tech-Voc
Specialization
Sports/Arts
Specialization
4/13/2015

Integrated Language Arts
The Integrated/combined Language Arts
aims for the development of oral and written
communicative competence of learners in
three languages: Mother Tongue, Filipino,
and English.
4/13/2015

Anchored on multilingualism, the Integrated
Language Arts curriculum builds upon the
natural ability of Filipinos for language
learning. Mother Tongue will be used to
develop language and literacy for Grades 1 to
3, then after Grade 3, Filipino and English will
be used. Oral and written Filipino are
introduced in the first semester in Grade 1 and
oral English in the second semester.
4/13/2015

The curriculum observed a spiral
progression of the competencies across the
levels but in the high school level, there is
greater emphasis on reading comprehension
of various texts, writing and composition,
study and thinking strategies which are all in
support of critical and creative thinking
development. 4/13/2015

4/13/2015
Moreover, viewing will be an addition to the
listening, speaking, reading and writing learning
macro-skills that will be developed. Content
includes print and electronic texts that are age-
context-, and culture-appropriate.

Mathematics
Mathematics is one subject that
encompasses life at any stage. Its value
goes beyond the lesson and the school. In
the K to 6 Mathematics curriculum,
mathematics must be learned
comprehensively and with much depth.
4/13/2015

The new Mathematics curriculum ensures
continuity of learning from K to Grade 10.
Moreover, progression of topics at the
secondary level is spiral, as opposed to the
discipline based mathematics in the old
curriculum. The addition of Grades 11 and 12
provides additional time for mastery of key
mathematics concepts, plus an opportunity
for students to choose advance mathematics
as an elective (e.g., engineering and sciences,
business and entrepreneurship, technical or
applied mathematics).
4/13/2015

There are five content areas in the mathematics
curriculum: 1)Numbers and Number Sense, 2)
Geometry, 3) Patterns and Algebra, 4)
Measurement, and 5) Statistics and Probability.
The specific skills and processes to be
developed are: 1) Knowing and Understanding;
2) Estimating, Computing, and Solving; 3)
Visualizing and Modelling; 4) Representing and
Communicating; 5) Conjecturing, Reasoning,
Proving, and Decision-making, and: 6) Applying
and Connecting.
4/13/2015

Operations will involve fewer number of digits but
will be more focused on understanding, critical
thinking, problem solving, reasoning,
communicating, and making connections,
representations and decisions in real life.
4/13/2015

Science
The Science curriculum aims to develop
scientific literacy among students towards
application of scientific knowledge that will
have social, health, and environmental impact.
The curriculum strongly links science and
technology, including indigenous technologies
to preserve the country’s distinct culture.4/13/2015

In the new curriculum, science content and
process skills for Grades 1 and 2 are integrated
not only in English but also in mathematics,
Health, Araling Panlipunan, Music, Arts, and
Physical Education. For Grades 3 to 6, the
science curriculum follows the spiral
progression approach, with content revolving
around four science disciplines. 4/13/2015

In the old curriculum, science subjects, except
in Year 1, were offered one in each year level
(Biology in 2nd Year, Chemistry in 3rd Year,
Physics in 4th Year). Science was taught using
the discipline-based approach. In the new
curriculum, science concepts and applications
in all subjects are given in a spiral progression
approach.
4/13/2015

As a whole, the K to 12 science curriculum is
learner-centered and inquiry-based,
emphasizing the use of evidence in
constructing explanations. Concepts and skills
in Life Sciences, Physics, Chemistry, and Earth
Sciences are presented with increasing levels
of complexity from one grade level to another
(spiral progression), thus paving the way for
deeper understanding of key concepts.4/13/2015

Edukasyon sa Pagpapakatao (Values Education)
At the elementary level, Character Education is
replaced by Edukasyon sa Pagpapakatao which
focuses on refining an individual’s capacity to
make moral and ethical decisions and actions.
There will be less learning competencies and more
time allocated in this subject.
Edukasyon sa Pagpapakatao at the secondary level
is based on ethics and career guidance. It covers
concepts of self and humanity, moral values, career
choices, and responsibility.
4/13/2015

Edukasyon sa Pagpapakatao is expected to
develop ethics of youth to make responsible
decisions and actions for the common good.
It encompass five macro-skills:
understanding, reflecting, consulting,
decision-making, and performing/acting.
4/13/2015

It has four themes/subjects from Kindergarten to
Grade 10:
1) Self and Family Responsibiity
2) Treating others as fellow human beings
(Pakikipagkapwa)
3) Contribution to National Development and
World Unity
4) God-centeredness and Preference to Goodness4/13/2015

Araling Panlipunan
In the new curriculum, Araling Panlipunan will
contain concepts about self, community, local
history of the learner. Moreover, the new Araling
Panlipunan covers a deeper understanding of the
history, geography, politics, economy, and national
development in the Philippines, in Asia and in the
world.
At the Senior High School level, students will learn
about current issues and challenges and propose
solutions to them. 4/13/2015

The skills to be developed among learners
include critical thinking, logical reasoning,
creativity, appreciation of one’s culture,
research skills, communication skills,
responsibility, productivity, environmental
consciousness, and having a global vision.
4/13/2015

Music, Arts, Physical Education, and Health (MAPEH)
The Music and Art curricula focus on the learner as both the
recipient and constructor of knowledge, skills, and values
necessary for artistic expression and cultural literacy. The
design of the curricula is student-centered, based on spiral
progression, and grounded on performance-based learning.
Thus, the learner is empowered, through active involvement
and participation, to effectively correlate music and art to the
development of his/her own cultural identity and expand
his/her vision of the world.
4/13/2015

As Music and Art are performance-based
disciplines, effective learning occurs through
active experience, participation, and performance,
creative expression, aesthetic valuation, critical
response, and interpretation. The skills that are
developed include reading/analyzing,
listening/observing, performing (singing, using
musical instruments, movement, acting, and
playing), responding, composing, and creating.
4/13/2015

With the K to 12 Health curriculum, a learner should be able to
achieve, sustain, and promote lifelong wellness. The program’s rich
and challenging learning experiences promote the development of the
macro skills of practicing desirable health habits.
Health Education from Kindergarten to Grade 10 focuses on the
physical, mental, emotional, social, moral and spiritual dimensions of
holistic health and enables the learners to acquire essential
knowledge, attitudes, and skills necessary to promote good nutrition,
prevent and control diseases and substance misuse and abuse,
reduce health-related risk behaviors to prevent and control injuries
with the end in view of maintaining and improving personal, family,
community, and environmental health.
4/13/2015

In order to facilitate the development of macro skills, the
teacher is encouraged to use appropriate learner-centered
teaching approaches, such as experiential/contextual
learning; problem-based action learning; differentiated
instruction; health skills–based education with life skills and
value-based strategies. This is not to exclude teacher-
centered pedagogical strategies, which are likewise applied,
but to a lesser extent. Each learner-centered strategy is
anchored on educational theories developed by theorists,
expanded by other educators, and validated by practitioners.4/13/2015

The Physical Education curriculum under the K to 12
Basic Education Program is anchored on the tenet, “Move
to Learn, Learn to Move” with the ultimate goal of
achieving lifelong fitness.
This curriculum contributes to the development of fitness,
health, and wellness among school-age students as
provided in the program’s rich and challenging physical
activity experiences. It promotes the development of a
participative and active body, learning to use the body in
moving efficiently and effectively in a given space, time,
effort and assurance of quality movement. The desire to
become a physically educated person helps an individual
in successfully selecting and in participating in activities
appropriate for various stages of life.
4/13/2015

In order to facilitate the development of
an active lifestyle, selected and
appropriate activities are designed in line
with the five strands of learning, which
include body management, movement
skills, games and sports, rhythms and
dance, and physical fitness.
4/13/2015

Technology and Livelihood Education
Technology and Livelihood Education (TLE)
equips learners with knowledge and
information, skills and processes, right work
values and life skills in the field of Home
Economics, Industrial Arts, Agri-Fishery Arts,
and Information Communication Technology
(ICT).
4/13/2015

The 24 TLE courses can be categorized
under any of these fields. It is integrative in
approach. For instance, it integrates
entrepreneurship with all the areas of TLE
so students could later set up their own
businesses in any field of TLE.
4/13/2015

In the K to 12 curriculum, the TLE courses are
taught based on the learning outcomes and
performance criteria stated in the Training
Regulations (TR) from Technical Education
Skills and Development Authority (TESDA). The
alignment of TLE curriculum with the TESDA
Training Regulations will enable the graduates
to obtain certification for employment.4/13/2015

The contents of the various learning areas are
based on the College Readiness Standards of the
Commission on Higher Education (CHED); they
will be equivalent to the courses offered under
the General Education Curriculum of higher
education. The core subjects are English,
Filipino, Mathematics, and Science. Contents of
the Mathematics and Language curriculum in
Grade 12 will depend on the specialization of the
student.
4/13/2015

Learning Areas in Senior High School
Senior High School (SHS) consists of Grades 11
and 12. The program for SHS consists of a core
curriculum that prepares students for college and
career pathways that prepare students for
employment or engaging in a profitable enterprise
after high school. In Grade 11, more time of the
student will be spent studying core subjects while
in Grade 12, more time of the student will be spent
on internship (practicum/training period) or
immersion.
4/13/2015

Modern-day issues on politics and
governance, society and culture in the
country and around the world are the Araling
Panlipunan subjects in the SHS. Subjects of
the General Education Curriculum such as
Literature of the Philippines, Literature of the
World, and Philosophy of the Human Person
are also offered in SHS. 4/13/2015

Learning Areas-K to 12 (K-SHS)

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