EDGAR E. GARCIA DepED-Bataan.

EDGAR E. GARCIA DepED-Bataan

Senior High School (2 years) Junior High School (4 years)
Primary Education (6 years) G1 G2 G3 G4 G5 G6 KINDERGARTEN K

* The first batch of learners who went through the full Kto12 system will graduate on
First Cohort of Kto12 Grade 6 and Grade 12 graduates of 2018 Grade 12 2024 Grade 11 Grade 6 Grade 10 Grade 5 SY First Batch to start Kto12 system Grade 9 Grade 4 SY Grade 8 Grade 3 SY Grade 7 Grade 2 SY *Grade 1 SY SY

Legal Basis Republic Act 10157 Republic Act 10533
Kindergarten Education Act Approved January 20, 2012 Kindergarten is now mandatory and compulsory for all five-year-old learners Republic Act 10533 Enhanced Basic Education Act of 2013 Approved May 15, 2013 encompasses at least one (1) year of kindergarten education, six (6) years of elementary education, and six (6) years of secondary education

Updates on Kto12 Senior High School
SHS Tracks & Strands Core, Applied & Specialized Subjects TLE / TVL Curriculum Maps Assessment Requirements SHS Voucher System Public & Private Partnerships Choice of Tracks & Strands

Senior High School Tracks
8 Learning Areas in the Core Curriculum 4 Tracks

ACADEMIC Track (4 Strands)
Accountancy, Business and Management Strand (ABM) Humanities and Social Sciences Strand (HUMSS) Science, Technology, Engineering and Mathematics Strand (STEM) General Academic Strand (GAS) 8 Learning Areas in the Core Curriculum 4 Tracks

TECH-VOC Track (4 Strands)
Home Economics (HE) Information & Communications Technology (ICT) Industrial Arts (IA) Agri – Fishery Arts (AFA) 8 Learning Areas in the Core Curriculum 4 Tracks

16 15 31 SHS SUBJECTS 9 7 Track Subjects Core Subjects
Applied Track Subjects 9 Specialized subjects 31 subjects with 80 hours per subject totalling 2,480 hours for all 31 15 Core subjects 16 Track subjects have two categories: 7 Contextualized and 9 specialization subjects. Core and Contextualized subjects are connected with the new GE Curriculum of CHED Each subject will have 80 hours per semester P.E. and Health will have 20 hours per semester for 4 semesters

Senior High School Subjects
Core Subjects same content same competencies Applied Track Subjects different content same competencies Specialized Tracks Subjects Core Subjects = same content and competencies for all Applied Track Subjects = different content, same competencies Specialized Subjects = different content different competencies based on tracks different content different competencies

Core Subjects same content same competencies
8 Learning Areas in the Core Curriculum 4 Tracks

Core Subjects same content same competencies Oral Communication
Reading & Writing Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik Localization of Core subjects can be done in the regions by the regions. In the STEM strand, their Science is different from the other tracks and strands. PE and Health = only subject spread across 4 semesters Introduction to the Philosophy of the Human Person / Pambungad sa Pilosopiya ng Tao

Core Subjects same content same competencies
21st Century Literature from the Philippines and the World Contemporary Philippine Arts from the Regions Media & Information Literacy Localization of Core subjects can be done in the regions by the regions. In the STEM strand, their Science is different from the other tracks and strands. PE and Health = only subject spread across 4 semesters Physical Education and Health

Core Subjects same content same competencies Earth and Life Science
Physical Science Personal Development / Pansariling Kaunlaran Understanding Culture, Society and Politics Localization of Core subjects can be done in the regions by the regions. In the STEM strand, their Science is different from the other tracks and strands. PE and Health = only subject spread across 4 semesters General Mathematics Statistics & Probability

Applied Track Subjects different content same competencies
English for Academic and Professional Purposes Practical Research 1 Practical Research 2 Filipino sa Piling Larangan Empowerment Technologies Entrepreneurship Inquiries, Investigations and Immersion Practical Research 1: Qualitative Practical Research 2: Quantitative Research: Must be aligned to the track/ strand, for contextualization Example for Empowerment Technologies: Drafting through Autocad, Excel for business Entrepreneurship is for the graduates’ practical use Give students enough time to decide what they really want to do

Accountancy, Business and Management (ABM) Strand
Specialized Tracks Subjects different content different competencies Accountancy, Business and Management (ABM) Strand ABM Strand 1 Applied Economics ABM Strand 2 Business Ethics and Social Responsibility ABM Strand 3 Fundamentals of Accountancy, Business and Management 1 ABM Strand 4 Fundamentals of Accountancy, Business and Management 2 ABM Strand 5 Business Math ABM Strand 6 Business Finance ABM Strand 7 Organization and Management ABM Strand 8 Principles of Marketing ABM Strand 9 Work Immersion/Research/Career Advocacy/Culminating Activity i.e. Business Enterprise Simulation ABM is formerly called BAM, changed to ABM so as not to sound like “bum” or “drop-out” 9th specialized subject is always Work Immersion, Research, Career Advocacy, or Culminating Activity for all track or strand

Science, Technology, Engineering and Mathematics (STEM) Strand
Specialized Tracks Subjects different content different competencies Science, Technology, Engineering and Mathematics (STEM) Strand STEM Strand 1 Pre-Calculus STEM Strand 2 Basic Calculus STEM Strand 3 General Biology 1 STEM Strand 4 General Biology 2 STEM Strand 5 General Physics 1 STEM Strand 6 General Physics 2 STEM Strand 7 General Chemistry 1 STEM Strand 8 General Chemistry 2 STEM Strand 9 Work Immersion/Research/Career Advocacy/Culminating Activity Engineering requires calculus-based physics For students who wish to pursue technically-related field in math and science, engineering, computer science, etc.

Humanities and Social Sciences (HUMSS) Strand
Specialized Tracks Subjects different content different competencies Humanities and Social Sciences (HUMSS) Strand HUMSS Strand 1 Creative Writing / Malikhaing Pagsulat HUMSS Strand 2 Creative Nonfiction HUMSS Strand 3 Introduction to World Religions and Belief Systems HUMSS Strand 4 Trends, Networks and Critical Thinking in the 21st Century HUMSS Strand 5 Philippine Politics and Governance HUMSS Strand 6 Community Engagement, Solidarity, and Citizenship HUMSS Strand 7 Disciplines and Ideas in the Social Sciences HUMSS Strand 8 Disciplines and Ideas in the Applied Social Sciences HUMSS Strand 9 Work Immersion/Research/Career Advocacy/Culminating Activity 4 humanities subjects + 4 social science subjects RA provides a window of 5 years so that one can get graduates of specialized courses to teach in Basic Education DEPARTMENT OF EDUCATION

General Academic (GAS) Strand
Specialized Tracks Subjects different content different competencies General Academic (GAS) Strand Strand 1 Humanities 1 Strand 2 Humanities 2 Strand 3 Social Science 1 Strand 4 Applied Economics Strand 5 Organization and Management Strand 6 Disaster Readiness and Risk Reduction Strand 7 Elective 1 (from any Track/Strand) Strand 8 Elective 2 (from any Track/Strand) Strand 9 Work Immersion/Research/Career Advocacy/Culminating Activity Most useful for those who are still exploring possibilities for the future Good incubation for both the school and the student The electives may be electives for TVL or for Academic ABM or HUMMS, etc. All these strands come from existing strands

Specialized Tracks Subjects different content
different competencies Sports Track Sports Track 1 Safety and First Aid Sports Track 2 Human Movement Sports Track 3 Fundamentals of Coaching Sports Track 4 Sports Officiating and Activity Management Sports Track 5 Fitness, Sports and Recreation Leadership Sports Track 6 Psychosocial Aspects of Sports and Exercise Sports Track 7 Fitness Testing and Exercise Programming Sports Track 8 Practicum (in-campus) Sports Track 9 Work Immersion/Research/Career Advocacy/Culminating Activity i.e. Apprenticeship (off-campus) Focus more on sports science rather than the sport because the span of an athlete’s career isn’t too long Leadership and management are included Human movement = biomechanics Track 7 is marketable in the spa and wellness industries “Grow up” programs

different competencies Arts and Design Track Arts Track 1 Creative Industries I: Arts and Design Appreciation and Production Arts Track 2 Creative Industries II: Performing Arts Arts Track 3 Physical and Personal Development in the Arts Arts Track 4 Developing Filipino Identity in the Arts Arts Track 5 Integrating the Elements and Principles of Organization in the Arts Arts Track 6 Leadership and Management in Different Arts Fields Arts Track 7 Apprenticeship and Exploration of Different Arts Fields Arts Track 8 Arts Track 9 Work Immersion/Research/Career Advocacy/Culminating Activity Exhibit for Arts Production/ Performing Arts Production Focus more on the arts and design related career opportunities rather than just the artist Understanding of arts industry vital for those in the arts field. This will teach them how to market themselves and earn using their talents/skills. The track has to be in a form where the instrument and the skill is taught Work with living artists in communities

different competencies *Aligned with Technology and Livelihood Education (TLE) in Grades 7 to 10. Junior High School Grades 7 to 8 (Exploratory TLE) Grades 9 to 10 (Specialized TLE) Exit to NC II qualifications of TESDA Aligned with Training Regulations How TVL can lead to decent jobs in different fields

Agri-Fishery Arts Curriculum Map
Grade 7/8 (Exploratory) Grade 9 Grade 10 Grade 11 Grade 12 EXPLORATORY COVERING COMMON COMPETENCIES Crop Production (NC I) *Landscape Installation and Maintenance (NC II) *Pest Management (NC II) *Rice Machinery Operation (NC II) *Organic Agriculture (NC II) Animal Production (NC II) *Artificial Insemination: Swine (NC II) *Artificial Insemination: Ruminants (NC II) *Slaughtering Operation (NC II) Horticulture (NC II) Food (Fish) Processing (NC II) Aquaculture (NC II) *Fish Nursery Operation (NC II) *Fish or Shrimps Grow Out Operation (Non NC) *Fish Wharf Operation (NC I) Curriculum map for Agri-Fishery Arts DEPARTMENT OF EDUCATION

Home Economics Curriculum Map
Grade 7/8 Grade 9 Grade 10 Grade 11 Grade 12 *Beauty/Nail Care (NC II) Wellness Massage (NC II) Hairdressing (NC II) *Caregiving *Caregiving (COC) Caregiving **Caregiving (COC or NCII) *Dressmaking (NC II) Tailoring (NC II) *Front Office Services (NC II Travel Services Tour Guiding Services Tourism Production *Cookery (NC II) Bread and Pastry Production Food and Beverage Services (NC II) *Household Services (NC II) Housekeeping Attractions and Theme Parks Handicraft (Non-NC) Needlecraft: embroidery, quilting, knitting, crochet Fashion Accessories Paper Craft Basketry Macrame Woodcraft Leather craft Curriculum map for Home Economics DEPARTMENT OF EDUCATION

Information and Communications Technology (ICT) Curriculum Map
Grade 7/8 Grade 9 Grade 10 Grade 11 Grade 12 EXPLORATORY COVERING COMMON COMPETENCIES Computer Hardware Servicing (NC II) Illustration Technical Drafting Contact Center Services Animation Medical Transcription Computer Programming (NC IV) Curriculum Map for ICT Add more specializations

Industrial Arts Curriculum Map
Grade 7/8 Grade 9 Grade 10 Grade 11 Grade 12 EXPLORATORY COVERING COMMON COMPETENCIES *Automotive Servicing (NC I) *Carpentry (NC II) *Consumer Electronics Servicing (NC II) *Electrical Installation & Maintenance (NC II) **Plumbing (NC I) **Plumbing (NC II) *Refrigeration & Air-conditioning (NC II) **Shielded Metal Arc Welding (NC I) **Shielded Metal Arc Welding (NC II) **Masonry (NC II) **Tile Setting (NC II) Curriculum map for Industrial Arts

Assessment Requirements per Track
ENTRY CLASSROOM-BASED EXIT ABM is formerly called BAM, changed to ABM so as not to sound like “bum” or “drop-out” 9th specialized subject is always Work Immersion, Research, Career Advocacy, or Culminating Activity for all track or strand

ACADEMIC Track (ABM Strand)
ENTRY ASSESSMENT Career Assessment CLASSROOM-BASED ASSESSMENT Entrepreneurial skills Numeracy skills Literacy skills EXIT ASSESSMENT Applied Skills exit assessment through the preparation of business plan/feasibility study/project study. Students graduating from the ABM strand are required to take the Applied Skills exit assessment through the preparation of business plan/feasibility study/project study. This assessment is designed specifically to test competencies and skills of globally competitive entrepreneurship

ACADEMIC Track (STEM Strand)
ENTRY ASSESSMENT Admission test Career Assessment CLASSROOM-BASED ASSESSMENT Science/ Technology/ Math Literacy skills Research skills Experimental skills EXIT ASSESSMENT Math/Science/Technology /research/investigation with abstracts that are accessible in the world wide web Students graduating from the ABM strand are required to take the Applied Skills exit assessment through the preparation of business plan/feasibility study/project study. This assessment is designed specifically to test competencies and skills of globally competitive entrepreneurship

ACADEMIC Track (HUMSS Strand)
ENTRY ASSESSMENT Career Assessment CLASSROOM-BASED ASSESSMENT Critical thinking skills Research skills Literacy skills EXIT ASSESSMENT Complete a simple research study/action research reflecting essential concepts under the HUMSS strand Students graduating from the ABM strand are required to take the Applied Skills exit assessment through the preparation of business plan/feasibility study/project study. This assessment is designed specifically to test competencies and skills of globally competitive entrepreneurship

CLASSROOM-BASED ASSESSMENT
SPORTS Track ENTRY ASSESSMENT Physical Fitness exam to include medical history Interest Inventory Performance of Skills and Demonstration CLASSROOM-BASED ASSESSMENT Skills Demonstration EXIT ASSESSMENT Cerfications (officiating, coaching, others Evaluation of apprenticeship performance Portfolio of student’s performance Students graduating from the ABM strand are required to take the Applied Skills exit assessment through the preparation of business plan/feasibility study/project study. This assessment is designed specifically to test competencies and skills of globally competitive entrepreneurship

ARTS & DESIGN Track ENTRY ASSESSMENT Interest Inventory Audition Career Assessment CLASSROOM-BASED ASSESSMENT Creativity skills test Product presentation EXIT ASSESSMENT Student performance / recital Evaluation of apprenticeship performance Certifications (from reputable institution e.g. TESDA, partner-universities, highly regarded arts organizations) Students graduating from the ABM strand are required to take the Applied Skills exit assessment through the preparation of business plan/feasibility study/project study. This assessment is designed specifically to test competencies and skills of globally competitive entrepreneurship

TECH-VOC Track (Industrial Arts)
ENTRY ASSESSMENT Career Assessment Technical Skills CLASSROOM-BASED ASSESSMENT Product Presentation Manual and technical skills to operate tools and machinery Competency assessment checklist prior to NC Industrial related research project EXIT ASSESSMENT TESDA National Competency Assessment Students graduating from the ABM strand are required to take the Applied Skills exit assessment through the preparation of business plan/feasibility study/project study. This assessment is designed specifically to test competencies and skills of globally competitive entrepreneurship

TECH-VOC Track (ICT) ENTRY ASSESSMENT Career Assessment Technical Skills CLASSROOM-BASED ASSESSMENT ICT Literacy Performance Appraisal / Demonstration ICT Project EXIT ASSESSMENT TESDA National Competency Assessment Students graduating from the ABM strand are required to take the Applied Skills exit assessment through the preparation of business plan/feasibility study/project study. This assessment is designed specifically to test competencies and skills of globally competitive entrepreneurship

TECH-VOC Track (Home Economics)
ENTRY ASSESSMENT Career Assessment Technical Skills CLASSROOM-BASED ASSESSMENT Product Presentation Portfolio of Practical Skills Experimental skills and product development EXIT ASSESSMENT TESDA National Competency Assessment Students graduating from the ABM strand are required to take the Applied Skills exit assessment through the preparation of business plan/feasibility study/project study. This assessment is designed specifically to test competencies and skills of globally competitive entrepreneurship

TECH-VOC Track (Agr-Fishery Arts)
ENTRY ASSESSMENT Career Assessment Technical Skills CLASSROOM-BASED ASSESSMENT Performance Appraisal Feasibility Study Research Project EXIT ASSESSMENT TESDA National Competency Assessment Students graduating from the ABM strand are required to take the Applied Skills exit assessment through the preparation of business plan/feasibility study/project study. This assessment is designed specifically to test competencies and skills of globally competitive entrepreneurship

DEPARTMENT OF EDUCATION
SHS Voucher System Eligible voucher recipients: All Grade 10 graduates from public schools All Grade 10 ESC graduates from private schools Some Grade 10 graduates from private schools, subject to application Vouchers must be used in the school year immediately following graduation. Voucher recipients will receive subsidy until they graduate from Grade 12, regardless of transfer of school. The SHS voucher program will have a larger base of recipients compared to the current ESC program. All public Grade 10 graduates (which number about 1.1 million in 2015) and all ESC grantees (which number about 200,000) are eligible to receive a voucher. This means the DepEd will be distributing around 1.3 million vouchers in This can be in be in paper or electronic form. The database for the voucher management system will be generated from the list of students in the DepEd Learner Information System and the FAPE ESC system. Under both information systems, each student is assigned a unique ID, which will enable us to identify each individual that is eligible to receive a voucher in the voucher management system. Other private Grade 10 graduates may apply for voucher eligibility. A process for this will be developed. Possible criteria for this may be students who are enrolled in non-DepEd schools under a scholarship program, apart from the ESC. This process will be announced early 2015 as the DepEd is targeting to notify voucher-eligible students by the third quarter of 2015 or in August DepEd will conduct an early enrollment program in the first quarter of 2016 to enable schools to have a better estimate of expected enrollments and prepare for the same. The letter will state that the student is eligible to receive a voucher, subject to his completing junior high school or Grade 10 education. Although we are distributing vouchers to all public Grade 10 graduates, we are expecting a take up of about 400,000 or so students since the voucher value may not fully cover the tuition in all non DepEd SHS. Thus, at the senior high school level, we are looking at a program that would deal with approximately 1.2 million beneficiaries each year in private schools. DEPARTMENT OF EDUCATION

Agreements on Voucher System
Voucher amount approximates public cost of provision based on regional clusters (3-4 groupings) by type of beneficiary public Grade 10 graduate: full voucher value ESC/private Grade 10 graduate: approx. 80% of full value Voucher amount is determined by the location of the school where an SHS student is enrolled in. A critical feature of the SHS voucher is that its value approximates the cost of public provision. What this implies is that government considers this program not as a means to reduce costs of provision (although there are some cash savings in the initial years) but as a parallel form of education service delivery since the same investment is spent by government on those studying in public and non-DepEd schools. To ensure that the voucher is equitable and that more students will be able to participate in the program, the SHS voucher value will not be a flat rate. Based on our initial estimates, it is likely that we will have 3 to 4 regional tiers with different amounts for the regional groups. Within a region, we will classify our public school students into at most 2 groups. Public school students would receive full voucher value, while The private school beneficiaries, comprising mostly of ESC grantees, would from the second tier of grantees, receiving approximately 80% of the voucher value. DepEd recognizes that private school students have some capablity to share part of the cost of tuition, thus there is a difference in voucher values. Nevertheless, these amounts are much higher than the current subsidies that ESC students enjoy today which is either PhP6,500 or PhP10,000 a year. On average, the voucher amount ranges from PhP15,000-PhP16,0090. This excludes the rider amount, which we estimate now to be about PhP5,000. We are continuously refining these estimates based on the latest available data. What is also important to remember is that the voucher amount being paid to a school is determined by the school/SHS provider’s location and not where a student graduated from. It is possible therefore that a student who graduated from a school in Region 3, who holds a full value voucher, can enroll in a school in NCR and redeem the full value amount for NCR. This supports our objective of expanding student choice. DEPARTMENT OF EDUCATION

Agreements on Voucher System
Cluster 1 Full value: P15,000 Approx 80% value: P12,000 Cluster 2 Full value: P17,500 Approx 80% value: P14,000 Cluster 3 Full value: P20,000 Approx. 80% value: P16,000 Cluster 4 Full value: P22,500 Approx 80% value: P18,000 A critical feature of the SHS voucher is that its value approximates the cost of public provision. What this implies is that government considers this program not as a means to reduce costs of provision (although there are some cash savings in the initial years) but as a parallel form of education service delivery since the same investment is spent by government on those studying in public and non-DepEd schools. To ensure that the voucher is equitable and that more students will be able to participate in the program, the SHS voucher value will not be a flat rate. Based on our initial estimates, it is likely that we will have 3 to 4 regional tiers with different amounts for the regional groups. Within a region, we will classify our public school students into at most 2 groups. Public school students would receive full voucher value, while The private school beneficiaries, comprising mostly of ESC grantees, would from the second tier of grantees, receiving approximately 80% of the voucher value. DepEd recognizes that private school students have some capablity to share part of the cost of tuition, thus there is a difference in voucher values. Nevertheless, these amounts are much higher than the current subsidies that ESC students enjoy today which is either PhP6,500 or PhP10,000 a year. On average, the voucher amount ranges from PhP15,000-PhP16,0090. This excludes the rider amount, which we estimate now to be about PhP5,000. We are continuously refining these estimates based on the latest available data. What is also important to remember is that the voucher amount being paid to a school is determined by the school/SHS provider’s location and not where a student graduated from. It is possible therefore that a student who graduated from a school in Region 3, who holds a full value voucher, can enroll in a school in NCR and redeem the full value amount for NCR. This supports our objective of expanding student choice. DEPARTMENT OF EDUCATION

Potential Partners Partnerships for Senior High School NEEDS
Additional SHS providers Private HS, Private HEIs, LUCs, SUCs, TVTIs Inputs on how to make our curriculum offerings more relevant Private Sector/ Companies, LGUs Opportunities and/or facilities for internships or on-the-job training Private Sector/Companies Opportunities for more teacher exposure in the workplace Enhancement of sports and tech-voc facilities Private Sector/Companies, LGUs, NGOs Scholarships to cover top-up of SHS students who will enrol in private schools LGUs, NGOs Private Sector This slide shows the potential partners identified based on the needs. Additional non-DepEd SHS providers – private HS, private HEIs, LUCs, SUCs, TVTIs Inputs to curriculum – private sector/ industry, LGU Internships/OJT opportunities – companies/private sector Teacher exposure – companies, private sector Facilties – LGUs, private sector, NGOs Scholarships – LGUs, NGOs, private sector

Putting it all together
Partnerships for Senior High School Putting it all together Partner DepED Inputs DepED Gains Outcome Private HS Vouchers Teacher training More SHS providers Less pressure on gov’t resources Private HEIs, SUCs, LUCs, TVTIs Sharing ownership of K to 12 reform Expertise/ technical assistance Private sector/ companies Exposure Tax incentives Inputs into the curriculum Internship opportunities Teacher exposure to workplace CSR funds for facilities improvement, scholarships More relevant curriculum Enhanced learning facilities Better student access LGUs Info on development plans More resources LGU clout NGOs Benefits of NGO programs supportive of SHS Now putting it all together….

SHS Implementation Indicative Timeline
2014 2015 2016 Start of Execution of Final SDO SHS Implementation Plan Ready for SHS: Classrooms & Facilities Teachers Instructional Materials & Equipment Finalization of SDO SHS Implementation Plans and Budget Approval of 2016 Budget SEP OCT JAN FEB AUG SEP OCT NOV FEB MAY JUN SY 2016: at least 1 DepEd SHS per city/municipality Start of SHS Implementation Plan Refinement and Validation 2016 Budget Deliberations in Congress Start of Hiring Process for DepEd SHS Teachers Submission of Proposed 2016 DepED Budget SHS Early Registration

SDO SHS Implementation Team
Schools Division Superintendent Senior High School Focal Person Internal Stakeholder Div P O HS SchoolHead EPS/ PSDS Private School EPS External Stakeholder Prov Industry SP Educ Chair Non-DepED School

Learner – Teacher Ratio
Preferred number of learners in a classroom is 40. There should be at least 6 sections to fully load 9 teachers.

Ratio for Tracks and Strands
Ratio for Choice of Tracks (based on Survey conducted by schools for Grade 8 & 9 students) Population Academic TVL Sports Arts & Design 21,561 45% 5% 9,702 1,078

Ratio for Academic Strands (based on Survey conducted by schools for Grade 8 & 9 students) Population STEM GAS ABM HUMSS 9,702 30% 40% 20% 10% 2,911 3,881 1,940 970

Ratio for Technical-Vocational Livelihood Strands (based on Survey conducted by schools for Grade 8 & 9 students) Population H.E. I.A A.F.A ICT 9,702 30% 20% 5% 45% 2,911 1,940 485 4,366

Geographical Locations of Public & Private Secondary Schools
Division of BATAAN Geographical Locations of Public & Private Secondary Schools Municipality of HERMOSA Hermosa NHS Balsik NHS Hermosa NHS – Annex College of the Most Holy Trinity Jesus Saves Integrated School Sienna College of Hermosa, Bataan St. Peter of Verona Academy Municipality of DINALUPIHAN Jose C. Payumo Mem. HS Magsaysay NHS Luakan NHS Luakan NHS – Annex Pagalanggang NHS Sta. Lucia NHS Roosevelt NHS Mother Margherita De Brincat Catholic School St. Jerome Emiliani School St. John Academy College of Subic Montessori University of Nueva Caceres Municipality of ORANI Orani NHS – Main Orani NHS – Pagasa Orani NHS - Parang Parang Academy of Queen Mary School, Inc. BLC Integrated School Holy Rosary Parochial Institute Jose Rizal Institute - Orani Municipality of SAMAL Samal NHS – Main Samal NHS – Annex St. Catherine of Siena Academy Municipality of ABUCAY Bonifacio Camacho NHS Mabatang NHS Colegio de San Juan de Letran Kalayaan College Bataan Municipality of MORONG Nagbalayong NHS Morong NHS Morong NHS - Mabayo Annex Kanawan Integrated School St. James Catholic School of Morong Municipality of PILAR Dr. Victoria B. Roman MHS Pablo Roman MHS Bataan Christian School, Inc Northridge Montessori School (Subic Montessori-Pilar) Municipality of BAGAC Emilio C. Bernabe NHS Bagac NHS – Parang Saysain NHS Jaime Hilario Integrated School (La Salle) Municipality of MARIVELES Mariveles NHS-Malaya Mariveles NHS-Cabcaben Mariveles NHS-Poblacion Mariveles NHS-Cab.-Annex (Batangas II) Mariveles NHS-Cab.-Annex (New Alion) Mariveles NHS-Pob Annex- Sisiman Biaan Aeta Integrated School BEPZ Multinational School Blessed Regina Protman Catholic School Llamas Memorial Institute Mountain View Village School St. Nicholas Catholic School Sunny Hillside School Municipality of ORION Bataan School of Fisheries Justice Emilio A. Gancayco MHS Jose Rizal Institute – Orion School of the Madelaine, Inc. St. Michael the Archangel Academy Municipality of LIMAY Lamao NHS Limay NHS St. Francis NHS The Peninsula School

DepED-BATAAN - Proposed Senior High Schools
HERMOSA Hermosa NHS DINALUPIHAN Jose C. Payumo M HS Luakan NHS ORANI Orani NHS – Main Orani NHS - Parang Parang SAMAL Samal NHS – Main MORONG Morong NHS ABUCAY Bonifacio Camacho NHS PILAR Pablo Roman NHS BAGAC Emilio C. Bernabe NHS ORION Bataan School of Fisheries Justice EA Gancayco MHS MARIVELES Mariveles NHS-Poblacion Mariveles NHS-Cabcaben LIMAY Lamao NHS Limay NHS

Where to find Kto12 Learning Resources

Now that we have understood the context, development process, and features of the K to 12 Curriculum, we should be better equipped in making informed decisions and improving learning outcomes. The best curricula is contextualized by those implementing it. What has been presented is the INTENDED curriculum. It is now up to us to ensure that this enhanced curriculum truly transforms our schools and communities. With the best of our abilities, let’s do all that we can for the Filipino learner. Maraming salamat po! Maraming Salamat Po.

EDGAR E. GARCIA DepED-Bataan.

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EDGAR E. GARCIA DepED-Bataan.

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