K-12 Curriculum In The Philippines

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2. The changes in the Philippine educational system have undergone careful study, embodying different aspects of society to meet the demand of the evolving global and technological community. To fully understand the curriculum, it is best to analyze its legal, historical, psychological, sociological and anthropological, and economic basis for its implementation. a. Legal basis The 1987 Philippine constitution put a large emphasis on educating the Filipino people, “The State shall protect and promote the right of all citizens to quality education at all levels.” To achieve this, the Philippine constitution also mandates the government to provide the largest allocation of the yearly budget of the government to the Department of Education,…show more content…
The continuing curriculum development can be dated back since 1945; the elementary curriculum underwent three (3) revisions while that of the secondary curriculum underwent four (4) before the K to 12 curriculums. The introduction of the curriculum revision is because of the 2-2 Plan, 2-year College preparatory and 2-year vocational curriculum was relevant only to the secondary. Like the k-12 curriculum, the 2-2 plan was introduced for the secondary schools in 1958 which was revised in the offering of electives for secondary students in 1973, to give students choice on career…show more content…
The philosophical aspect involve in this curriculum is constructivism. Constructivist approach is learning using the basic knowledge to acquire a more complex understanding. Fundamentally, constructivism says that people construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences (Thirteen Ed Online 2004). Since the k-12 curriculum is spiral in nature, the progress of learning is interrelated as the learners accelerate from one grade year level to another. This curriculum also allows the learner to have a firsthand experience for a more solid form of learning. Furthermore, it competencies involve are interrelated to each subject areas. The content standards define what students are expected to know (knowledge: facts and information), what they should be able to do (process or skills) with what they know, and the meanings or understandings that they construct or make as they process the facts and information. Students are not perceived as blank canvass upon which knowledge is drawn. They come as individual with already formulated knowledge, ideas, and understandings and this previous knowledge will be used as raw materials for the new knowledge they will create. According to DeVries (2002), assessment should link documents like tests, anecdotal reports or written observations to the curriculum itself and to the

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