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 SHS Tracks & Strands SHS Core, Applied & Specialized Subjects
Proposed SHS Voucher System Partnerships (Private/CHED/TESDA) TESDA Assessment of TLE Grade 9 Teachers Teachers and DepED Non-Teaching Staff School Head & Teacher Qualifications Transition Management Learner-Teacher Ratio SHS Division Implementation Team DepED SHS Preparation Timeline Conditions in Determining DepED SHSs UPDATES

TECHNICAL-VOCATIONAL LIVELIHOOD
Tracks & Strands SPORTS ACADEMIC TECHNICAL-VOCATIONAL LIVELIHOOD ARTS & DESIGN

Academic Strands (GAS) (ABM) (STEM)
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

Information & Communications
Tech-Voc 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 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

31 Subjects Core Subjects same content Applied Track Subjects
same competencies Applied Track Subjects different content same competencies Core Subjects = same content and competencies for all Applied Track Subjects = different content, same competencies Specialized Subjects = different content different competencies based on tracks Specialized Tracks Subjects 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 Arts Track 8 Apprenticeship and Exploration of Different Arts Fields Media Arts and Visual Arts . Literary Arts, Dance, Music, Theater 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

Voucher System SPORTS ACADEMIC TECHNICAL-VOCATIONAL LIVELIHOOD ARTS & DESIGN

Proposed 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

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

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

Partnerships with the External Stakeholders, CHED & TESDA TECHNICAL-VOCATIONAL LIVELIHOOD SPORTS ARTS & DESIGN ACADEMIC

Partnerships for Senior High School
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
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 Putting it all together Now putting it all together….

Ensuring College Readiness
Working with CHED to: Ensure alignment of Core and Contextualized Subjects to the College Readiness Standards (CRS)* and new General Education (GE)** Curriculum Develop appropriate Specialization Subjects for the Academic, Sports, and Arts and Design Tracks Process: CHED Technical Panel/Committee members take part in content and skills review for the development, refinement, and finalization of the SHS Curriculum Guides CHED has been a partner in the development of the SHS curriculum *CEB Resolution No **CHED Memorandum Order No. 20, s. 2013 DEPARTMENT OF EDUCATION

Strengthening TVET Integration in
Secondary Education Working with TESDA to: Integrate TVET skills, competencies, and qualifications in TLE in JHS and Technical-Vocational-Livelihood (TVL) track in SHS Ensure that any Grade 10 finisher and all Grade 12 TVL graduates are eligible for TESDA competency/ qualifications assessments (i.e. COC, NC I, or NC II) Prepare learning resources that are consistent with promulgated Training Regulations Develop appropriate INSET and certification programs for TLE teachers TESDA has always been included in all writing activities DEPARTMENT OF EDUCATION

Strengthening TVET Integration in
Secondary Education PROCESS: TESDA representatives take part in Curriculum Guides development, refinement, and finalization for TLE and the TVL track TESDA representatives assist in crafting of TLE learning resouces TESDA representatives assist in development of summer ToT and Mass Training program for TLE teachers TESDA has always been included in all writing activities DEPARTMENT OF EDUCATION

TLE and Technical-Vocational-Livelihood (TVL) Common Competencies
DepEd and TESDA agreed on common competencies to be embedded in the TLE and Technical-Vocational Livelihood Curriculum for Grades 7 to 12. Use of Tools Perform Mensuration and Calculation Practice Occupational Health and Safety Proecdures Use and Maintain Hand Tools, Equipment and Paraphernalia Read and Interpret Manuals/Specifications Other common competencies: Personal Entrepreneurial Competencies Environment and Market Common TVET competencies in Grades 7-10 and 11-12 DEPARTMENT OF EDUCATION

TESDA Assessment for TLE Grade 9 Teachers TECHNICAL-VOCATIONAL LIVELIHOOD

TESDA Assessment of DepED TLE Grade 9 Public Secondary School Teachers
TESDA Joint Circular No. 1, s.2014 September 9, 2014 TESDA Circular No. 09, s. 2014 Implementing Guidelines on the Conduct of the National Competency Assessment and Certification (NATCAC) Purpose: To provide TLE Teachers with an additional credential that will certify their competencies to teach a technical-vocational course and be assessed by end of the year 2014.

GUIDELINES: By the end of December 2014, TESDA and DepED ROs shall ensure that all Grade 9 TLE Teachers must have been assessed and certified 2. DepED ROs shall coordinate with the TESDA ROs for the Schedule of Assessment 3. TESDA ROs and POs shall coordinate the Schedule of Assessment in TESDA-accredited Assessment Centers until November 30, 2014

GUIDELINES: DepED CO shall subsidize the Assessment Cost of P and a Meal Allowance of P per teacher regardless of qualification. Includes P50.00 NC or COC Fee To be downloaded by DepED CO to DepED ROs For qualifications with an Assessment Cost of more than P550.00, the balance will be shouldered by TESDA chargeable against NATCAC Budget In case a teacher failed in all or some of the units of Competencies, the said teacher will shoulder the cost for re-assessment.

The Teachers & Non-Teaching Staff TECHNICAL-VOCATIONAL LIVELIHOOD SPORTS ARTS & DESIGN ACADEMIC

Teachers and Non-Teaching Staff
Will teachers be burdened by additional teaching load due to the K to 12 program? There will be no additional workload due to the K to 12 Program. The Magna Carta for Public School Teachers provides that teachers should only teach up to six hours a day. Will teacher salary increase as a result of the K to 12 program? The K to 12 program will not result in teacher salary increase because there will be no additional teaching load or additional teaching hours. Salary increases or additional benefits for other reasons, such as the Salary Standardization Law, inflation, promotion, and Performance-Based Bonus (PBB), may apply.

How will teachers be prepared for the Kto12 program? Teachers will be given in-service training to implement this program. The pre-service training for aspiring teachers will also be modified to conform to the requirements of the Kto12 Curriculum. DepEd in coordination with CHED shall ensure that the Teacher Education curriculum offered in Teacher Education Institutions will meet the necessary quality standards for new teachers. Training of teachers will follow the phased-in introduction of the Kto12 Curriculum.

How will DepEd prepare its non-teaching staff and officials for smooth transition and implementation of the Kto12 Program? School Leadership and DepEd officials shall undergo workshops and training to enhance skills on their role as academic, administrative, and community leaders.

School Head and Teacher’s Qualifications TECHNICAL-VOCATIONAL LIVELIHOOD SPORTS ARTS & DESIGN ACADEMIC

SHS School Head EDUCATIONAL QUALIFICATIONS
Bachelor's Degree in Secondary Education; or Bachelor's Degree with 18 professional education units with appropriate field of specialization 15 units of Management courses EDUCATIONAL QUALIFICATIONS SHS Curriculum and Implementation Training School-Based Management Training School Leadership Training REQUIRED SPECIAL TRAINING ATTENDED (40 hours) At least 2 years as Principal PROFESSIONAL EXPERIENCE Professionalism Communication Interpersonal Sensitivity Fairness, Honesty & Integrity ATTITUDES AND SCHOOL LEADERSHIP QUALITIES

SHS Academic Track Teacher
Bachelor’s Degree holder with at least 15 units of specialization in subjects either of the GAS, ABM, STEM or HUMSS Strand TEACHER PREPARATION Trainings relevant to the courses either of the GAS, ABM, STEM or HUMSS Strand REQUIRED SPECIAL TRAINING ATTENDED (40 hours) LET passer (to be given permanent items), but if not, should pass the LET within five years of teaching in the Senior High School. ELIGIBILITY Preferably with 2 years of teaching experience TEACHING EXPERIENCE Preferably with 2 years of workplace experience (This may be gained during the first five years of teaching in Senior High School.) “Industry”/ work place experience

SHS Arts & Design Teacher
Bachelor’s Degree holder with at least 15 units of specialization in subjects of the Arts & Design Track TEACHER PREPARATION Trainings relevant to the courses of the Arts & Design Track REQUIRED SPECIAL TRAINING ATTENDED (40 hours) LET passer (to be given permanent items), but if not, should pass the LET within five years of teaching in the Senior High School. ELIGIBILITY Preferably with 2 years of teaching experience TEACHING EXPERIENCE Preferably with 2 years of workplace experience (This may be gained during the first five years of teaching in Senior High School.) “Industry”/ work place experience

SHS Sports Track Teacher
Bachelor’s Degree holder with at least 15 units of specialization in subjects of the Sports Track TEACHER PREPARATION Trainings relevant to the courses of the Sports Track, or Trainings from any respectable and highly regarded local and international PE, Health, Fitness, Sports, Recreation and Dance associations or organizations REQUIRED SPECIAL TRAINING ATTENDED (40 hours) LET passer (to be given permanent items), but if not, should pass the LET within five years of teaching in the Senior High School. Certified by the Red Cross in Standard First Aid and Basic Life Support-Cardiopulmonary Resuscitation (BLS-CPR) Certified instructor in group or individual training (yoga, suspension training) by a reputable organization ELIGIBILITY Preferably with 2 years of teaching experience TEACHING EXPERIENCE Preferably with 2 years of workplace experience (This may be gained during the first five years of teaching in Senior High School.) “Industry”/ work place experience

SHS Tech-Voc Teacher TEACHER PREPARATION
Must have at least National TVET Trainer Certificate (NTTC) Level I National Certificate at least one level higher than course to be taught Trainers Methodology Certificate (TMC) I or II Bachelor’s Degree holder with at least 15 units of specialization in subjects either of the Industrial Arts, Home Economics, ICT or Agri-Fishery Strand TEACHER PREPARATION Attended training relevant to the courses either of the Industrial Arts, Home Economics, ICT or Agri-Fishery Strand REQUIRED SPECIAL TRAINING ATTENDED (40 hours) LET passer (to be given permanent items), but if not, should pass the LET within five years of teaching in the Senior High School. ELIGIBILITY Preferably with 2 years of teaching experience TEACHING EXPERIENCE Preferably with 2 years of workplace experience (This may be gained during the first five years of teaching in Senior High School.) “Industry”/ work place experience

Transition Management TECHNICAL-VOCATIONAL LIVELIHOOD SPORTS ARTS & DESIGN ACADEMIC

Transition Management
Will students choose specializations or will this be determined by assessment? Students will undergo the ff. assessments to determine their interests and strengths and should help students decide on their specialization: aptitude test, career assessment exam, occupational interest inventory To help guide high school students in choosing their tracks, career advocacy activities will also be conducted regularly.

What will happen to schools implementing special curricular programs such as science high schools, high schools for the arts, and technical vocational schools? These schools will remain as it is An enriched curriculum for Junior and/or Senior High School for the specific program will be developed following the K to 12 standards as minimum standards.

Alternative Learning System (ALS) age requirement is only 16 years old for the high school equivalency test. Will this change to 18? Students might want to turn to ALS if they can save 2 years of formal school education costs. The current ALS is based on the previous 10-year basic education curriculum. ALS will be revised to adhere to the standards of the K to 12 Curriculum.

What will happen to colleges and universities during the initial nationwide implementation of Senior High School beginning in SY ? To manage the initial nationwide implementation of Senior High School and mitigate the possible multi-year low enrolment for colleges, universities, and Technical- Vocational Institutions (TVIs) starting SY DepEd shall offer a financing scheme with them to utilize existing facilities along with teaching and non-teaching staff. This ensures that during the transition period, the reduction in enrollment in these colleges, universities, and TVIs may be offset.

Where will Senior HS be implemented? Existing public and private schools Higher Education and/or technical-vocational education, may offer Senior High School. New standalone Senior High Schools may be built by interested corporations or individuals.

How will DepEd recruit enough teachers for SY onwards? With the continuous increase of the DepEd budget, more teachers are being hired to fill all necessary gaps in schools. Republic Act No or the Enhanced Basic Education Act of allows for the hiring of non-licensed teachers to teach in high schools. These include the following: Graduates of science, mathematics, statistics, engineering, music and other degree courses with shortages of qualified licensed teacher applicants, Graduates of technical-vocational courses, Higher Education Institution (HEI) faculty, and Practitioners teaching on a part-time basis.

What are the guidelines for graduates of science, mathematics, statistics, engineering, music and other degree courses with shortages of qualified licensed teacher applicants? These graduates will be permitted to teach in their specialized subjects in elementary and secondary education. They must pass the Licensure Examination for Teachers (LET) within five years after their date of hiring to remain employed full-time. They will no longer be required to take and pass the LET if these graduates are willing to teach on a part-time basis.

What are the guidelines for hired technical- vocational course graduates, faculty of Higher Education Institutions, and practitioners? Graduates of technical-vocational courses must have the necessary certification issued by TESDA and undergo training to be administered by DepEd or HEIs. Faculty of colleges and universities must be full-time professors and be holders of a relevant Bachelor’s degree. Faculty of TVIs and HEIs will be given priority in hiring for the transition period (i.e. from September 2013 until SY ). DepEd and private schools may also hire practitioners with expertise in the specialized learning areas offered by the K to 12 Program as part-time teachers.

How will Kto12 affect the college curriculum? The college GE Curriculum will be revised. It will have fewer units with the removal of unnecessary remediation. Details of the new GE Curriculum may be found in CHED Memorandum Order No. 20, series of 2013. Will Kto12 change TESDA Technical Vocational Education and Training (TVET) programs? No. TESDA will continue to offer TVET programs. Students may also be eligible for NC I and NC II through Junior High School and Senior High School, respectively.

Learner-Teacher Ratio TECHNICAL-VOCATIONAL LIVELIHOOD SPORTS ARTS & DESIGN ACADEMIC

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

Schools Division Office Implementation Team TECHNICAL-VOCATIONAL LIVELIHOOD SPORTS ARTS & DESIGN ACADEMIC

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

DepED Timeline TECHNICAL-VOCATIONAL LIVELIHOOD SPORTS ARTS & DESIGN ACADEMIC

SHS Implementation Indicative Timeline
2014 2015 2016 Start of Execution of Final SDO SHS Implementation Plan Finalization of SDO SHS Implementation Plans and Budget Ready for SHS: Classrooms & Facilities Teachers Instructional Materials & Equipment 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 Submission of Proposed 2016 DepED Budget Start of Hiring Process for DepEd SHS Teachers SHS Early Registration

Conditions in Determining DepED SHSs TECHNICAL-VOCATIONAL LIVELIHOOD SPORTS ARTS & DESIGN ACADEMIC

Municipalities with NO Junior High Schools
Condition 1 Municipalities with NO Junior High Schools Action to take Set up the elementary schools into integrated schools until junior high school (JHS) Establish ALS programs for JHS Study where the children can go for SHS after JHS

Lone Public Junior High School in a Municipality
Condition 2 Lone Public Junior High School in a Municipality Action to take Social investigation on the preferences of the community on options for setting up SHS. Options may include: Set up SHS in the locality Find a HEI in the community and see if they can offer SHS Studying in another locality

Condition 3 DepED JHSs which have buildable space and/or at least 6 excess classrooms and enrollment of <5,000 Action to take 1. Check location of the JHS 2. Check non-DepED provision of SHS 3. Identify catchment areas 4. Identify the tracks to be offered 5. Identify the subsequent resource requirements 6. Identify the population which the school can cover versus the total SHS population required of the SDO

Condition 3 DepED JHSs which have buildable space and/or at least 6 excess classrooms and enrollment of <5,000 Considerations Establish SHS in elementary schools which have space for building new classrooms and/or excess classrooms 2. Separate principal for (stand-alone) SHS from JHS or ES?

SHS Campuses that will have to be opened to cover the remaining gap
Condition 4 SHS Campuses that will have to be opened to cover the remaining gap Action to take Explore the private provision of SHS Make sure the programs in DepED schools do not overlap with non-DepED provision Open DepED SHS in underserved catchment areas List their resource requirements Identify sources of resources Plot the timetable for SHS provision

The Number of Provinces in a Region
Condition 5 The Number of Provinces in a Region Action to take The Regional Director may recommend and lead the planning for just one SHS in a Province within the Region specializing in: Sports STEM Arts and Design

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

Where to find Kto12 Learning Resources

References DepED Kto12 Toolkit Usec Dina Ocampo, Programs & Projects
Usec Francisco Varela, Finance Usec Mario Deriquito, Partnerships & External Linkages Mr. Elvin Uy, DepED Kto12 Consultant Dir. Joyce Andaya, DepED Bureau of Secondary Education Dir. Patrick Salamat, DepED Communications Unit Senior High School Training Presentations TESDA Circulars DepED Website, Memo & Orders DOLE, DepED, CHED and TESDA Joint Guidelines

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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Presentation on theme: "EDGAR E. GARCIA DepED-Bataan."— Presentation transcript:

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