K-12 Research

Pedagogical Approaches The pedagogical approaches are integrative, constructivist, inquiry-based, reflective and Collaborative.
Constructivist. Teaching of all the subjects is anchored on the belief that the learner is not an empty receptacle who is mere recipient of instruction. Rather, the learner is an active constructor of knowledge and a maker of meaning.
The role of the teacher becomes one of the facilitator, a “guide on the other side” rather than a dispenser of information, the sage on stage”. The students become the active “meaning-maker” not the teacher imposing meaning. This means that learners construct their own knowledge and understanding of what id taught out of their experiences.
Inquiry-based. The curriculum ensures that the learners have the opportunity to examine concepts, issues and information in various ways and from various perspectives. It provides them opportunities to develop skills of creative and critical thinking, informed decision-making and hypothesis building and problem-solving. The learners are encouraged to become active investigators by identifying a range of information, understanding the sources of information and evaluating the objectivity of information. They are thus better able to draw meaningful conclusions which are supported by evidence. Rather than examining an issue from any one perspective, the learners are challenged to explore other possibilities by applying higher order thinking skills in their decision-making endeavors.
To develop 21st century skills of critical and creative thinking, the use of the inquiry approach in teaching is a must. With inquiry method, teaching departs from simply memorizing fact laden instructional materials (Bruner, 1961). In inquiry learning process is assessed by how well learners develop experimental and analytical skills rather than how much knowledge they possess. The teacher’s role is to plan and facilitate the exploration of the ideas and skills required in the curriculum.
Reflective. Reflective teaching means making the learners look at what they do in the classroom, think about why they do it, and think about if it works. Reflective teaching encourages learners to engage in a process of self – observation and self – evaluation. By collecting information about what goes on their classroom, and by analyzing and evaluating this information, they identify and explore their own practices and underlying beliefs. This may then lead to changes and improvements in their learning.
Collaborative. Learning is a social activity and so must be collaborative. Learning is intimately associated with connection with other human beings – classmates, teachers, peers, family as well as the community. The teaching-learning process is a rich opportunity to teach what it means to “live together”, the fourth pillar of learning. The teaching-learning process should be interactive and must promote teamwork.
Integrative. Subject matter is taught using interdisciplinary and multidisciplinary approaches. Science is taught in relation to Math and vice versa. The content in Science, Health, Art and Physical Education may become a reading material in English or the content in Araling Panlipunan and Edukasyon sa Pagkatao serves as reading material in Filipino. What is taught in Science is reinforced by the lesson in Health. With the thematic approach, within each subject itself, the connectedness of topics taught is shown. Co-curricular activities and community involvement complement teaching-learning in the classroom. They are real life opportunities for contextualized and integrative learning.
Learning is contextual. Learning cannot be divorced from their lives. Learners do not learn isolated facts and theories separate from the rest of their lives.
Every end of the quarter is an opportunity to integrate learning by way of a culminating activity.

Assessment
BALANCE
ASSESSMENT (Traditional and Authentic)
ASSESSMENT AS LEARNING
(Self-Assessment)
ASSESSMENT FOR LEARNING
(Formative Assessment)
ASSESSMENT OF LEARNING
(Summative
Assessment)
The K to 12 curriculum, has a balanced assessment program. The assessment in the K-12 curriculum is, in other words of Cronbach, comprehensive and involves multifaceted analysis of performance that uses a variety of techniques which has primary reliance on observations of performance and integration of diverse information. It makes appropriate use of both traditional and authentic assessment tools. It practices self-assessment (assessment has learning), formative assessment (assessment for learning) and summative assessment (assessment of learning.)

Self – assessment (assessment of learning) develops in the learner personal responsibility for learning. It begins as he/she becomes aware of the goals of instruction and the criteria for performance. He/she sets his/her personal learning goals based on standards set, monitors his/her progress by regularly undertaking informal and formal self-assessment and by actively reflecting on his/her progress (metacognition) in relation to his/her personal goals. The self-assessment process gives the learners an opportunity to assess themselves, reflect on results, why they did well or why they did not do well and learn from their experiences.
In formative assessment, the teachers and learner use assessment primarily to improve learning and teaching. Assessment for learning is about assessing progress, analyzing and giving feedback on the outcomes of assessment positively and constructively. It is given at the beginning of teaching (diagnostic) or in the process of teaching (formative) to guide instruction and teacher decision-making. Before teachers will introduce a new lesson teachers pre-assess the entry knowledge and skills of the learners by way of a pre-test. If the learners do not possess the pre-requisite knowledge and skills, teachers adjust instruction.
Formative assessment is an on-going assessment which includes, review and observation in a classroom to check if learners are learning. The results of formative assessment are recorded for tracking learners’ progress, not for grading purposes.
In the K – 12 curriculum, the assessment process involves the use of the wide array of traditional and authentic assessment tools and techniques for a valid, reliable and realistic assessment of learning. Traditional and authentic assessments complement each other. They are not mutually exclusive.
Assessment is based on multiple information sources (e.g pre-tests, written tests, portfolios, and works in progress, teacher observation, and conversation). Verbal or written feedback to the learner is primary descriptive. Feedback emphasizes strengths, identifies challenges and points to next steps.
A balanced assessment for the K – 12 curriculum also means putting emphasis on assessing understanding and skills development rather than on accumulation of content. This is one of the recommendations of the research conducted by the University of Melbourne.
Teacher also checks learning at the end of a unit term to determine how much has been learned. This is referred to as assessment of learning (summative assessment). It is designed to measure the learner’s achievement at the end of the unit or term to gauge what she/he has learned in the comparison with established standards. The assessment results are the bases of grades or marks which are communicated to learners and parents.
National assessment, a form of summative assessment, will be conducted in four key stages, namely: 1. End of Grade 3, key stage 1 2. End of Grade 6, key stage 2 3. End of Grade 10, key stage 3; and 4. End of Grade 12, key stage 4.

In addition to the usual assessment conducted at the end of each level of schooling – elementary, junior high school and senior high school n– summative assessment in the national level is conducted at the end of Grade 3, to determine the impact of the use of Mother Tongue as a medium of instruction. The assessment in Grade 12 is conceived to accomplish several purposes, to assess achievement of the K to 12 standards and to serve the purposes of a college entrance examination.
Except for assessment at the end of Grade 3, all assessments apply to the alternative learning system.
There are other assessments given to learners. These are the Occupational Interest Inventory for Secondary Students given in Grade seven and the National Career Assessment Examination given in Grade 8.

Structure of the Curriculum

Grade 12 (17 years old)
K to 12 Curriculum includes Kindergarten, six years of elementary and six years of high school which is divided into stages, four years of junior high school and two years of senior high school. It follows the K-6-4-2 model. (See figure 7)
2 years of senior High School

Grade 10 (15 years old)
Grade 11 (16 years old)

4 years of senior High School

Grade 8 (13 years old)
Grade 9 (14 years old)

Grade 6 (11 years old)
Grade 7 (12 years old)

Grade 4 (9 years old)
Grade 5 (10 years old)

6 years of Elementary

Grade 3 (8 years old)

Grade 1 (6 years old)
Grade 2 (7 years old)

Figure 9. Structure of the K to 12 Curriculum.
Kindergarten (5 years old)

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. 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. 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.

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 1-6. 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. 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. The skills and steps of the investigatory process are deliberately taught in Grade 7 Science are also taught Araling Panlipunan when the learners are asked for example to determine the authenticity of primary and secondary sources. Science content such as the human body and its development is also discuss 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. Mother Tongue as a subject is taught from Grades 1to 3. Oral Filipino and oral English are introduced in Grade 1, in the first semester and in the second semester, respectively.

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 the skills for productive endeavor and/or prepare him for tertiary schooling. With the K to 12 curriculum, it consists of 4 years of junior high school, Grades 7 – 10, and 2 years of senior high school, Grades 11-12. (Please refer to Figure 9). 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 ssa 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. The TLE subjects in Grade 7 and 8 are exploratory. This means that 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. In the exploratory courses, 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. (See Table 5). 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 Grade 9 and a NC I/II in Grade 10. 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. 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 required specialization for the learner’s career pathway chosen from among 1) entrepreneurship, 2) tech-voc, and 3) academics. Specialization in academics includes courses offerings in 1) science, 2) math, 3) languages, foreign and Philippine languages, 4) journalism 5) sports and the 6) arts. The proposed sore compulsory subjects for Grade 11 are : 1) English, 2) Filipino, 3) Math, 4) Philosophy 5) Life Science and 6) Contemporary Local Issues. For Grade 12, the proposed core compulsory subjects are: 1) English, 2) Filipino, 3) Philippine Literature, 1st Semester, 4) Word Literature, 2nd semester, 5) Math, 6) Physical Sciences, and 7) Contemporary Global Issues. 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. If the learner chooses tech.voc as a specialization in Grade 11 and 12, she/he 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 Grade 11 and 12 presented in Table 5 refer to the advancement in the level of certification either upward like a ladder (vertical) or sideward like a bridge. 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.

Alternative Learning System For an integrated system of basic education, the K-12 curriculum structure includes an alternative learning system which is a parallel learning or delivery system to provide a viable alternative to the existing formal education instruction. 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 people, Muslim communities, victims of armed conflict, child and youth laborers, differently-abled, inmates, homeless and street children, single parent, etc. For ALS to be truly parallel with that formal system and for ALS graduates not to be marginalized, it focuses on the teaching of the same standards and competencies of the formal system. (See Figure 10). T 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.
Goal : Holistically developed Filipino with 21st century skills

Formal
Education
System
Alternative
Learning
System

Assessment
K to 12
Curriculum

asasa
Figure 10. K – 12 Curriculum in Both Formal Education and Alternative Learning Systems
Mathematics
Academic Specialization
Science, Mathematics, Language, Logic, Contemporary Issues and CP Specialization
Grades 11 – 12 (New HS Years 5-6)
(

Core Learning Areas plus TLE of the learner’s choice

Tech-Voc Specialization

Grades 9-10 (New HS Years 3-4)

Science

Languages (Philippine and Foreign)

Entrepreneurship

Core Learning Areas plus TLE Exploratory Courses

Grades 7-8 (New HS Years 1-2)

Journalism

Grades 1-6

Core Learning Areas plus mother tongue until Gr3; Science starting Gr3; EPP starting Gr 4

Others

Sports and Arts

Learning Domains
Kindegarten

Figure 11. Core Learning Areas/Domains from K to 12
Others

GradeLevel | COC/NCObtained | ACADEMICS | ELECTIVE | | | | Academic | Tech-Voc | Entrepreneurship | 1211 | NC IIHorizontalVertical Transfer | Core Compulsory Subject+Career Pathways – Specialization | Advance ScienceAdvance MathematicsLanguage (Philippine and ForeignJournalismArts and Sports | Automotive Servicing NC IMechanical Drafting NC IComputer Hardware and Servicing NC IIHorticulture NC IIShielded Metal arc welding NC IConsumer ElectronicsServicing NC IIAqua Culture NC IIDress Making NC IITailoring NC IIMasonry NC ICaregiving NC IIHousehold Services NC IIPlumbing NC IAgri Crop production NC IFish Capture NC IHandicraftCarpentry NC IRAC Servicing NC IIElectrical installation and Maintenance NC IIBread and Pastry NC IITile Settling NC IIAnimal Production NC IIFood Processing NC IIBeauty Care NC II | | 109 | NC II/NC ICOC | Core Compulsory+TLE Specialization | | | | 87 | | Exploratory of at most 8 ofThe 24 Tech-Voc ElectivesFocused on 5 commonCompetencies * MensurationAnd Calculation * Use of ToolsAnd Equipment * Interpretation of Plans/Drawings * Occupation Health and Safety in the Workplace * Maintenance of Tools and Equipment | | | |
Table 5. Common Competencies in the Grade 7 and 8 TLE Exploratory Courses and Specialization In Grade 11 and 12 LEARNING AREAS | SUBJECTS | | Grade 11 | Grade 12 | Languages | English | English | | Filipino | Filipino | Literature | | Phil. Literature (1st Sem) | | | World Literature (2nd Sem) | Mathematics | Mathematics | Mathematics | Philosophy | Logic | | Science | Life Science | Physical Sciences | Social Studies | Contemporary Issues | Contemporary Issues | CareerPathways | AcademicMath, Science, Languages,Journalism, Arts and Sports (with apprenticeship/OJT) | Math, Science, Languages,Journalism, Arts and Sports(With apprenticeship/OJT) | | Tech-Voc(with apprenticeship/OJT) | Tech-Voc(with apprenticeship/OJT) | | Entrepreneurship(with apprenticeship/OJT) | Entrepreneurship(with apprenticeship/OJT) |
Table 6. Proposed Subjects for Grades 11 and 12

GLOSSARY OF TERMS 1. Certificate of Competency – a document issued TESDA to individuals who were assessed as competent in a single unit or cluster of related units of competency.

2. Competence – This is a combination of knowledge, skills and values and attitudes (KSVAs) which are used to achieve outcomes in real life scenarios.

3. Competency – This refers to a specific task performed with mastery. It allows the identification of difficulty levels. It also refers to the standards expected by drawing from one’s knowledge, skills and attitudes.

4. Content – This is the scope and sequence of topics and skills covered each strand/domain/theme/component.

5. Content Standards – Statements of what the learner should be able to know and be able to do.

6. Core Content – This refers to the focus of teaching-learning process in the learning areas. For K to 12 curriculum, these are communication and literacies, critical thinking and problem solving, ethical moral and spiritual values, creativity and innovation, life and career competencies, development of self and sense of community, national and global orientedness.

7. Core Learning Area Standard – This is a broad statement that shows the degree or quality of proficiency that the learner is able to demonstrate after learning a particular learning area across K to 12 in relation to the desired outcomes and overall goals.

8. Demonstrate understanding – This is shown in the learners’ ability to do the following: a) Explain – provide thorough and justifiable accounts of phenomena, facts, and data. b) Interpret – tell meaningful stories, offer apt translation, provide a revealing historical or personal dimension to ideas and events; make subjects personal or accessible through images, anecdotes, analogies, and models. c) Apply – effectively use and adapt what they know in diverse contexts. d) Have Perspective – see and hear points of view through critical eyes and ears; see the big picture. e) Empathize – find value in what others might find odd, alien or implausible; perceive sensitively on the basis of prior indirect experience. f) Have self-knowledge – perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; they are aware of what they do not understand and why understanding is so hard.

9. Effective communication skills – It is the ability to : 1) articulate one’s thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts; 2) listen effectively to decipher meaning, including knowledge, values, attitudes and intentions; 3) use communication for a range purposes (e.g to inform, instruct, motivate and persuade); and 4) communicate effectively in diverse environments (including multi-lingual).

10. Flexibility and adaptability – It is the ability to adapt to change, varied roles, jobs, responsibilities, schedules and context and to understand, negotiate and balance diverse views and beliefs to each workable solutions, particularly in multi-cultural environments.

11. Global Competence – This means having an open mind while actually seeking to understand cultural norms and expectations of others, leveraging this gained knowledge to interact, communicate and work effectively outside one’s environment (Hunter, 2004).

12. Globally Competent Learner -- He/she is one who is able to understand the interconnectedness of peoples and systems to have a general knowledge of history and world events, to accept and cope with the existence of different cultural values benefits of this diversity (American Council Of International Education).

13. Grade Level Standard – This is a statement that shows the degree or quality of proficiency that the learner is able to demonstrate after learning a particular learning area in each Grade level based on the key stage standard. They key stages are K-3, 4-6, 7-10 and 11-12.

14. Holistically developed Filipino – He/she is one who possesses a healthy mind and body, has solid moral and spiritual grounding, has essential knowledge, skills, values and attitudes to continuously develop himself/herself to the fullest, engages in critical thinking and creative problem solving, contributes to the development of a progressive, just and humane society, is proud to be a Filipino and who appreciates cares for humanity, the world and the environment.

15. Information Literacy – Accessing information efficiently and effectively, evaluating information critically and competently, using information accurately and creatively for the issue or problem at hand; managing the flow of information from a wide variety of sources, and applying a fundamental understanding of the ethical/legal issues surrounding the access and use of information.

16. Initiative and self-direction – It is the ability to manage goals and time, work independently and to direct oneself for learning.

17. Key stage – This refer to stages in the curriculum where assessment of learning is critical. These are key stage 1, end of Grade 3; key stage 2, end of Grade 6; key stage 3, end of Grade 10; and key stage 4, end of Grade 12.

18. Key Stage Standard – This is a statement that shows the degree or quality of proficiency that the learner is able to demonstrate in each key stage after learning a particular learning area in relation to the core learning area standard. The key stages are K-3, 4-6, 7-10 and 11-12.

19. Leadership and responsibility – It refers to the ability to : 1) Use interpersonal and problem-solving skills to influence and guide others toward a goal; 2) leverage strengths of others to accomplish a common goal; 3)inspire others to reach their very best via example and selflessness; 4)demonstrate integrity and ethical behavior in using influence and power and 5) act responsibly with the interest of the larger community in mind.

20. Learning and Innovation Skills -- It is adequate mastering basic competencies and using these basic competencies creatively for lifelong learning. It is acting on creative ideas to make a tangible and useful contribution to the local and global community.

21. Life and Career skills – These refer to the following abilities: 1) flexibility and adaptability, 2) initiative and self – direction, 3) social and cross-cultural skills, 4) productivity and accountability, and 5) leadership and responsibility.

22. Media Literacy – It is the ability to sift through and analyze the messages that inform, entertain and sell to learners every day. It is the ability to question what lies behind media productions – the motives, the money, the values and the ownership – and to be aware of how these factors influence message content.

23. National Certificate – It is a certification issued to individuals who achieved all the required units of competency for a national qualification as defined under the training regulations.

24. National Certificate Level – It refers to the four (4) qualification levels defined the Philippine TVET Qualifications Framework where the worker is :

a. NC-I performs a routine and predictable tasks; has little judgment; and, works under supervision; b. NC-II performs prescribe range of functions involving known routines and procedures; has limited choice and complexity of functions, and has little accountability. c. NC-III performs a wide range of skills; works with some complexity and choice; contributes to problem solving and work processes; and shows responsibility to self and others; and d. NC-IV performs a wide range of applications; have responsibilities that are complex and non-routine; provides some leadership and guidance of others; and performs evaluation and analysis of work practices and the development of new criteria and procedures.

25. Performance Standards – Statements of what the learner is going to do with what he/she learned in terms of knowledge and skills. They are statements of the degree or quality of proficiency with which the learner is able to demonstrate his/her mastery of knowledge and skills and internalization of values and attitudes in relation to content standards. 26. Productivity and Accountability – It is the ability to manage time and projects effectively, produced quality results and be accountable for results.

27. Skill – It is the coordinate performance of related tasks with a certain degree of facility.

28. Social and Cross Cultural Skills – These refer to skills needed to interact effectively with others and work effectively in diverse teams.

29. Spiral Curriculum – Big ideas, important task and ever deepening inquiry must recur in ever increasing complexity through engaging problems and application; “form follows function”; if the goal (function of curriculum is increased understanding, then a more spiral-like logic (form) may be necessary.

30. Standard -- In its broadest sense, it is something against which other thighs can be compared for the purpose of determining accuracy, estimating quantity or judging quality. It is broadly stated expectation of what one should know and be able to do.

31. Technological literacy – It is the ability to use computers and other technology to improve learning, productivity and performance.

32. 21st Century Skills – These are the special abilities that learners need to develop so that they can be prepared for the challenges of work and life in the 21st century.

COMMITTEES ON K TO 12 CURRICULUM
Steering Committee Members | Name | Institution | Chairperson | Br. Armin A Luistro FSC | Department of Education | Co-Chairs | Dr. Patricia LicuananSec. Joel Villanueva | Commission on Higher EducationTechnical Skills and Development Authority | Members | Sen. Edgardo Angara(Represented by Dr. DanRola and/or Dr. Chat Sebastian | Senate | | Cong. Salvador Escudero(Represented by Ms. Maria Josefina J. Roque-Ricafort) | House of Representatives | | Dir. Erlinda M. Capones | National Economic Development Authority | | Mr. Valencio R. delos Reyes, Jr. | Dept. of Labor andEmployment | | Usec. Alicia R. Bala | Dept. of Social Welfare and Development | | Ms. Frace CastroMs. Zenaida Lao | ACT | | Mr. Redentor Quilala | Parent Teacher Association Representative | | Ms. Tiffany Uy | Student GovernmentRepresentative | | Dr. Lauro B. TacbasDr. Jimmy Soria | PASUC | | Dr. Chito Salazar | Philippine Business for Education | | Dr. Jose Campos | COCOPEA | Advisers | Dr. Isagani Cruz | Academe (Private) | | Dr. Ester Ogena | Academe (Public) | | Rep. Mariano Piamonte | Party list Representative | | Mr. Edicio dela Torre | E-Net | | Fr. Gregorio Banaga, Jr. | Academe (Private) | Technical Working GroupChairpersons | Usec. Yolanda QuijanoUsec. Francisco Varela | DepEd, TWG on CurriculumDepEd, TWG on Research | | Usec. Rizalino Rivera | DepEd, TWG on Communications | | Usec. Albert Muyot | DepEd, TWG on Legislation | | Asec. Tonisito Umali | DepEd, TWG on Transition Management | | Dr. Lolit Andrada | DepEd, Curriculum sub – TWG on 11 and 12, Transition Management sub – TWG on SHS system readiness assessment. | | Dr. Socorro PilorDr. Paraluman Giron | DepEd, Curriculum sub – TWG on instructional materialsCurriculum Sub-TWG on K to 10 | | Dr. Nelia BenitoDr. Beatrice Torno | DepEd, Curriculum sub – TWG on assessmentDepEd, Curriculum sub – TWG on teacher’s education | | Dr. Milagros Valles | DepEd, Transition Management sub-TWG on SHS modeling |

Technical Working Group on Research | Name | Institution | Chaiperson | Usec. Francis Varela | DepEd | Members | Mr. Napoleon Imperial | CHED | | Dir. Erlinda M. Capones | NEDA | | Dr. Vicente Fabella | JRU | | Mr. Jess Mateo | DepEd, Planning Office | | Dr. Rosario Manasan | Consultant | | Dr. aniceto Orbeta | Consultant | K to 12 Secretariat | Magdalena Mendoza | DAP |

Technical Working Group on Transition Management | | | Chaiperson | Asec. Tonisito Umali | DepEd | Members | Mr. Napoleon Imperial | CHED | | Dr. Imelda Taganas | | | Dr. Vicente Fabella | JRU | | Dr. Reynaldo Vea | COCOPEA | | Dr. Amelou Reyes | PWU/FAPE | | Dr. Carol Porio | FAPE | | Dr. Arnie Azcarraga | DLSU | | Engr. Alex Escano | MFI | | Usec. Francis Varela | DepEd, TWG on Research | | Usec Rizalino Rivera | DepEd, TWG on Communications | | Mr. Jess MateoDr. Brenda Corpoz | DepEd, Planning OfficeCurriculum Consultant | | Dir. Lolit Andrada | DepEd, sub – TWG on SHSSystem Readiness Assessment | | Dir. Milagros Valles | DepEd, sub – TWG on SHSModeling | K to 12 Secretariat | Magdalena Mendoza | DAP |

Technical Working Group on Curriculum | Name | Institution | Chaiperson | USec . Yolanda Quijano | DepEd | Member | Mr. Napoleon Imperial | CHED | | Dr. Imelda Taganas | TESDA | | Dr. Lolit Andrada | DepEd, sub-TWG on instructional materials | | Dr. Paraluman Giron | Sub-TWG on 1-10 | | Dr. Nelia Benito | DepEd, sub-TWG on Asssessment | | Dr, Beatrice Torno | DepEd, sub-TWG on teachers education | | Dr. Brenda CorpuzDr. Dina Ocampo | Curriculum ConsultantUP, Languages (English, Filipino, Mother Tongue Convenor) | | Dr. Maris Diokno | UP, Araling PanlipunanConvenor | | Dr. Ian Garces | AdMU, Math Convenor | | Dr. Merle Tan | UP NISMED, Science Convenor | | Dr. Dennis Faustino | St. Mary’s Music and Art Convenor | | Dr. Larry Gabao | PNU, Physical Education Convenor | | Dr. Evelina VicencioDr. Fe Hidalgo | UE, Health Convenor UST, Edukasyon sa Pagpapakatao Convenors | | Dr. Imelda Taganas | TESDA, EPP-TLE Convenor |

Technical Working Group on Communications | Name | Institution | Chaiperson | USec . Rizalino Rivera | DepEd | Members | Dir. Tina Ganzon | DepEd | | Mr. Napoleon Imperial | CHED | | ASec. Jess Mateo | DepEd, Planning Office | | Mr. Kenneth Tirado | DepEd Communications | | Mr. Raul Limbo | | | Mr. Wadel Cabrera | Phil. Business for Education | | Ms. Dorris Ferrer | CEAP | | Asec. Tonisito Umali | TWG on transition Mngt. | K-12 Sec | Magdalena Mendoza | DAP |

TWG ON Transition Management Terms of Reference Be responsible for the transition management plan from the current basic education cycle. The transition management plan shall address the transition issue on: * Organization and administrative structures and arrangements * HR requirement and development * Private schools concerns * Physical facilities

Possible arrangements with HEIs, Technical Vocational schools, and private High Schools

Two Programs for Transition Management 1. SHS System Readiness Assessment. To (1) determine current absorptive capacity per region of all education institution (i.e ‘supply’, (2) ascertain current industry and employment demand, and anticipate future opportunities (i.e ‘demand’), (3) and ensure the SHS system will be instrumental and adequately addressing both.

2. K – 12 Modeling. To develop K-12 model school per region and specialization tracks by introducing senior high school in selected schools, ahead of the planned nationwide implementation on SY 2016-2017.

SHS SYSTEM READINESS ASSESSMENT
Expected Outputs/Outcomes: * List of schools ready to offer SHS on or before 2016-2017 * Mapping of local education absorptive capacity to current and future industry and employment opportunities. * Type of support/interventions to be provided to the schools needing additional resources. * Financial schemes and partnership arrangements with the different types of private schools and HEIs.
SHS System Readiness Assessment will gather the following data: A. B. Level of Education Offered C. Student Data D. Physical Facilities Data E. Faculty and Personnel F. Support Services G. School Information H. Nearby Operating industries I. Existing Memorandum of Agreements with Relevant Entities and its Terms of Agreement

K TO 12 MODELING
Expected outputs/outcomes: * Establish/strengthen partnership with major industries in providing opportunities for employments, on-the-job training, dual training system, etc. * Ascertain best possible models replicable by schools implementing Senior High Schools. * Test different implementation schemes according to school’s curricular offering/preference. * Strengthen model schools trough appropriate interventions (e.g training for teachers, provision of instruction materials) * Prepare and carry out the communication plan to generate support from media, civil society, academe, LGUs, private sectors, etc.

K TO 12 TRANSITIONS FOR PRIVATE SCHOOLS
Schools must adhere to the following: 1. Age requirement – Grade 1 at age 6 after at least 1 year in Kinder/pre-school 2. Duration – minimum 1 year Kinder/pre-school followed by 12 years of basic education. 3. Curriculum – must follow (at the minimum) the K to 12 basic education curriculum.