Last of 2 parts
The K to 12 program curriculum shall adhere to the principles and framework of Mother-Tongue-Based Multilingual Education (MTB-MLE) in the early grades. Instructional materials and capable teachers to implement the MTB-MLE curriculum shall be available.
It shall use the spiral progression approach to ensure mastery of knowledge and skills after each level. This pedagogical feature follows the idea that concepts are introduced at an early age and deepened in succeeding years.
The curriculum shall be flexible to enable schools to localize, indigenize and enhance it based on their educational and social contexts. The production and development of locally produced teaching materials is encouraged, and the approval of these materials shall be devoted to the regions and divisions, subject to approved standards and monitoring at the central level.
The goal of the K to 12 curriculum is for all learners to have access to quality and relevant education and have the opportunity to become well-rounded, happy and smart individuals who are confident to pursue their chosen paths.
Inclusive education
Inclusive education is at the core of the K to 12 program. This promotes the right of every Filipino to quality, equitable, culture-based and complete basic education. Through inclusive education, Filipinos will realize their full potential and contribute to nation-building.
Also called enhanced basic education program, the K to 12 program responds to national and global community needs and demands through its mission to strengthen the values of the Filipino people; develop a strong sense of nationalism; develop productive citizens who contribute to the building of a progressive, just and humane society; ensure environmental sustainability; and cultivate global partnerships for development.
The K to 12 graduate is a holistically developed Filipino who has built foundations for learning throughout life — equipped with information, media and technology skills, learning and innovation skills, life and career skills, and communication skills to tackle the challenges and take advantage of opportunities of the 21st century.
These skills include information, media and technology know-how that deal with various sub-skills such as visual and information literacies; media literacy; basic, scientific, economic and technological literacies; multicultural literacy; and global awareness.
Training for these skills are embedded in Technology and Livelihood Education, Science, Mathematics, Araling Panlipunan, Mapeh, and Languages — all subjects used as platforms for integration of these skills.
Learning and innovation skills include creativity and curiosity, critical thinking, problem-solving, adaptability, managing complexity and self-direction, and sound reasoning. Acquisition of these skills help learners resolve daily issues and challenges be it academic, personal or social. Learning and innovation skills are honed in all subjects areas across grade levels.
Communication skills enable learners to adapt to present and future challenges and opportunities. Teaming, collaboration, people skills and interactive communication are parts and parcels of 21st century learning and are integrated in all learning areas, which are gradually developed through the learning competencies and performance standards.
Life and career skills empower learners to make informed decisions, giving them the leverage to contribute to the development of society. Flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, leadership, and responsibility form part of the said skills.
The curriculum is articulated in terms of standards and competencies; it is seamless, research-based and decongested, using the spiral progression approach to ensure mastery of knowledge and skills after each level.
Information and communications technology (ICT) competencies have been integrated into the curriculum to equip learners with skills that will enable them to cope with the technological demands of the era.
When implemented judiciously, Filipino learners could get at par with their counterparts in the Asean region.
Ma. Niña Papa is a teacher at the Trece Martires City Senior High School, Trece Martires City, Cavite.
