The 2002 Curriculum is
restructuring of the NESC (1983) and the NSEC (1989) in order to raise the
quality of the Filipino learners and graduates and empower them for lifelong
learning.
Why do we need to restructure the
Curriculum?
The curriculum needs
restructuring because of the following:
1. The global context of our educational system has changed and
continues to change rapidly since the 1980’s. When the NESC and the NSEC were
implemented, our world is becoming borderless to information, commodities,
financial investments, crime, terrorism, and ecological problems.
2. Studies indicate that many of our learners are not attaining
functional literacy without which learners find it too difficult to meet the
challenges posed by our rapidly changing world.
What is functional literacy?
The Literacy Coordinating Council, which is an organization of government and non-government agencies, describes functional literacy as a range of cognitive, affective and behavioral skills which enables individuals to make critical and informed decisions and function and scientific numerical competence.
Why are many of our learners not attaining functional literacy?
There are
several reasons some of which are curriculum related, some are not. As for
curriculum related causes, there are mainly two: an overcrowded curriculum and
its insufficient relevance to the diverse contexts of our learners.
What do we mean by an overcrowded curriculum?
An
overcrowded curriculum puts together too many competencies and topics such a
way that (1) Focus on and time for mastery of basic skills are lost (2).
The learners get little opportunity to personally process and contextualize the major concepts, and (3). The interconnections among the many competencies are weekly established.
Philosophy of the 2002 Curriculum
a. The ideal Filipino learners are empowered learners who are competent in learning how to learn and have life skills so that they become self developed person who are makabayan,(patriotic), makatao, (mindful of humanity), makakalikasan), (respectful of nature), and maka –Diyos (Godly).
b. Functional literacy is the essential ability for lifelong learning in our dynamically changing world.
c. The ideal teacher of the 2002 curriculum is not the authoritarian instructor but trustworthy facilitator or manager of the learning process. She enables the learners to become active constructors of meaning and not passive recipients of information.
d.
The ideal teaching process is interactive
where the learners, the teachers, instructional materials and information
technology interact with one another reciprocally.
Same Guidelines for Implementation of the 2002 Curriculum:
1. To signify the continuity of elementary and secondary education in the 2002 Basic Education Curriculum, the four years of secondary education will be called Grade 7-10
2. The curriculum has been restructured into 5 learning areas (English, Mathematics, Science, Filipino, and Makabayan) with stronger integration of competencies within and across these learning areas.
3. The restructured curriculum entails innovative, interdisciplinary, and integrative modes of instructional delivery, especially for Makabayan.
4. The NEAP will conduct in service training for teachers especially on modes of integrated teaching.
5. English, Filipino, Mathematics, and Science are the basic tool subjects.
6.
English will continue to be the medium of
instruction for Science and Mathematics. Filipino will be the medium of
instruction for Makabayan. In some pilot schools, the medium of instruction for
Grade 1 will continue to be the Regional Lingua (RLF) or vernacular.
7. The Identification, analysis and processing of values will be done in every learning situation.
8. Inforamtion and Communication Technology will be an integral part of all the learning areas, wherever hardware and software are available.
9. Makabayan entails the adoption of modes of integrated teaching which will enable the learner to personally process assimilate, and systematically practice a wide range of skills and values (cultural, aesthetic, atheletic, vocational, politico-economic and moral).
10. Schools are allowed to design and conceptualize the implementation of Makabayan.
11. In
most cases, the initial operation of Makabayan requires a transition phase
where the integration of skills and topics will only be partial from Grade 4 to
Grade 10. In thi phase, every component of Makabayan will be treated as a
distinct discipline with its own time allotment. The components are as follows:
12. As long as the weekly time allotment of every learning area is maintained, a school principal shall have the discretion to make the daily time allotment and the class schedules that are appropriate to the situation of the School.
13. No teacher will be made redundant, and none will be overloaded owing to the restructured curriculum and its implementation. This will be ensured through skillful school management and the appropriate organization of classes.
14. For potentially overloaded teachers, principals shall assign load that include teaching time, ancillary time, and classroom-based research through observation and sharing of resources among teachers.
15. Collaborative teaching (in tandem or as a team) is strongly encouraged especially among the following: (a). English, Science and Mathematics teachers; (b). Filipino and AP teachers; (c). teachers of the components of Makabayan; d. Teachers of the 4 tool subjects with the EP teachers.
16. The teachers of the Makabayan components will by grade level at the beginning of the school year during the in-service training and at the beginning of every subsequent quarter to plan interdisciplinary lessons.
17. The school principal will assign a Makabayan coordinator among the department heads of the pagkamakabayan components.
18. Mathematics, Science, English and Filipino teachers will meet with EP teachers at the beginning of the school year and at every subsequent quarter to plan and monitor values processing activities in all the tool subjects.
19. The restructured curriculum will be implemented in June 2002 at all grade levels except Grade 8 and Grade 10.
20. The
NETRC, the BEE and the BSE will conduct a quarterly evaluation of the
restructured curriculum on the basis of research design by the NETRC.
How different is the 2002 Curriculum from what it is replacing?
The 2002 Curriculum is different
from the previous curriculum due to the following:
1. Restructuring of the learning areas to five (English, Filipino, Mathematics, Science and Makabayan)
2. Stronger integration of competencies within and across the learning areas
3. Integration of values education within every learning area
4. Greater emphasis on the learning process and modes of integrated teaching, and
5.
Greater time for tasks to gain mastery of
competencies of the basic tool subjects
What are the basic tool subjects?
The basic tool subjects are
English, Filipino, Mathematics, and Science
What is Makabayan?
Makabayan is the learning area that serves as a”laboratory of life “or a practice environment for holistic learning to develop a healthy personal and national self indentity. Formation of a healthy Filipno self-identity entails an adequate understanding of Philippine history and our politico-economic system, local cultures, crafts, arts, music and games.
Content Based
Instruction is the integration of the content of learning areas like Sibika at
Kultura (SK); Heograpiya/Kasaysayan/Sibika (HKS) and Science and Health in
language teaching.
It means that the contents of
SK; HKS will be used as vehicle for the development of language skills in
Filipino. In developing the skills in English, the content of science and
health will be used.
- GMRC is integrated in all learning areas in all grade levels. Appropriate core values for each learning area have been indicated in the learning competencies.
- Science and Health for Grades I and II is integrated in English. This is used as vehicle in developing the skills in English.
- Filipino will use Sk/HKS as content. Focus is on the development of the communication skills. SK/HKS will be taught as a separate subject because this has a separate time allotment.
- For EPP, at the beginning of the school year, teachers are expected to prepare a schedule of the learning strands based on the PELC that will be taught each grading period. Although 40 minutes is allotted to EPP as onetaching block daily, the school may desgn alternative longer time schedule of 120 minutes/day to give enough time for hands on exploratory wor once or twice a week. This can be done through cacreful planning and coordination with the other teachers of the MAKABAYAN components (HKS and MSEP).
- MSEP are integrated in Sibika at Kultura for Gardes I-III. These can be used as spring board or outcome of the lessons, but if there’s a need to formally teach the elements of Music, Arts and PE, the teacher may do so. Hence, the teacher can get some of the time allotted for MAKABAYAN. For Grade IV, MSEP is given 20 minutes period and 40 minutes period for Grades V and VI to be taught daily.
- However, the teacher/s may plan a three week cycle in such a way that each component will receive equal time allotment. The child can also participate in various interest groups such as musical organization, intramurals, scouting and other recreational activities.
- Varied activities may be done in learning areas with increased time allotment such as:
• Remediation for Slow Learners
• Enrichment/Reinforcement for Fast Learners
• Library Work/Research on the Assigned Lessons
• Community Work as an extension of the lesson e.g. Interview of Community People, Observation of the Different Activities/Industries in the Community, and Field Trip
•
Co-curricular activities: e.g. Science Club,
Math Club, Campus Journalism, etc.
The 2002 Secondary Curriculum
The Core Learning Areas and
Content
1. Filipino
1.1 Panitikan +VE
1.2 Gramatika +VE
1.3 Pagbasa +VE
2. English
2.1 Listening +VE
2.2 Speaking +VE
2.3 Writing +VE
2.3.1 Reading
+VE
2.3.2 Literature
+VE
3. Math
3.1 1st year
Elem. Algebra +VE
3.2 2nd Year
Int. Algebra
+VE
3.3 3rd year
Geometry +VE
3.4 4th year
Existing (Spiral)
4. Science
4.1 1st year
Integrated
Science +
4.2 2nd Year
Biology +VE
4.3 3rd year
Chemistry +VE
4.4 4th year
Existing
(Physics) +VE
5. Makabayan
5.1 (Drawn from the competencies of THE/PEHM/VE/SS)
Circular Approaches and
Strategies
- Use of integrative modes of teaching (thematic, core subject, content based instruction)
- Use of collaborative teaching strategies (team teaching, use of resource persons, etc.)
- Use of active learning strategies
- Application of life skills
- Application of valuing process
-
Provision of varied activities that address
multiple intelligences
Time Allotment
Daily Time Allotment
For the Five (5) Core Learning
Areas
Subject Area No. of hours
English………………………………………………1 hour
Science…..…………………………………………1 hour
Math …………………………………………………1 hour
Filipino …………………………………………….1 hour
Makabayan……………………………………….2.5hours
Total………………………………………………….6.5hours/day