The document discusses the National Competency-Based Teacher Standards (NCBTS) framework for Philippine teachers. It describes the NCBTS as defining effective teaching and providing a single framework to guide teacher development. The NCBTS contains 7 domains that describe the knowledge and skills of effective teachers, including social regard for learning, learning environment, diversity of learners, curriculum, planning/assessing/reporting, community linkages, and personal growth. It emphasizes the importance of helping all students learn and recognizing individual differences. The document provides details on various strands within each domain and their related performance indicators.
Language Policy in the Philippines and Legal Bases.pptxLovelyMaeDiaz
This document discusses the language policy and legal bases of Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines. It provides the historical background of language policy from 1946 to 2004. It also outlines the key provisions in the Philippine Constitution and laws like the Enhanced Basic Education Act of 2013 that establish Filipino and English as the official languages and mandate the use of mother tongue as the primary medium of instruction in kindergarten to grade 3. The document specifies the major languages to be offered in schools and clarifies the implementation of language learning areas from grades 1 to 2.
The document provides an overview of the K to 12 Mother Tongue Curriculum Guide for grades 1 to 3 in the Philippines. It discusses the framework and principles of Mother Tongue-Based Multilingual Education (MTB-MLE), which uses the student's mother tongue as the primary language of instruction. The goals are to develop literacy and academic skills in the first language to serve as a foundation for additional language learning, and to promote multilingualism. Key points include using the familiar mother tongue to scaffold learning, developing higher-order thinking skills in the first language, and emphasizing both meaning and accuracy in language acquisition. The curriculum aims to produce students who are lifelong learners of their first, second, and third languages.
This document discusses multigrade classes, which are classrooms with two or more grade levels taught together. Multigrade classes exist due to necessities like remote locations with small student populations or shortages of teachers and buildings. Teachers in multigrade classes take on facilitator and planning roles. There are advantages like social interaction and individualized learning, but also challenges like needing more preparation and record keeping. Benefits are seen for learners, teachers, and communities by providing educational access in an efficient manner.
The document outlines the fundamental requirements for an effective Mother Tongue Based Multilingual Education (MTBMLE) program according to the Department of Education. It notes that using a child's first language as the primary medium of instruction until at least Grade 3 helps facilitate understanding of subjects. The requirements also include developing instructional materials in local languages, continuing education for teachers on using the first language to develop students' thinking skills, and ensuring support from parents and the community.
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
The document discusses mother tongue-based multilingual education (MTB-MLE) in the Philippines. Some key points:
- DepEd issued an order in 2009 to institutionalize MTB-MLE, using students' first language as the primary medium of instruction from preschool to Grade 3. Additional languages like Filipino and English are introduced gradually starting in Grade 2.
- MTB-MLE helps students understand lessons better and develop a sense of nationalism and cultural identity. It reduces dropout rates compared to only using English for instruction.
- The Philippines has over 180 languages but some are endangered. MTB-MLE aims to preserve local languages and culture.
- Studies show positive results from MTB
The document discusses global education and the role of the global teacher. It defines global education as a curriculum that prepares students for an interconnected world and teaches them with a worldwide perspective. The United Nations has established six goals for global education to be achieved by 2015, including expanding early childhood education and achieving gender parity. The document also defines a global teacher as a competent educator with skills and values to teach a diverse range of students anywhere in the world using both traditional and modern technologies. Global teachers must understand the interconnected nature of the world and be able to facilitate digitally-mediated learning while respecting different cultures.
This document outlines the K to 12 Philippine Basic Education Curriculum Framework established by the Department of Education. It is based on several legal and philosophical foundations including the Enhanced Basic Education Act. The curriculum aims to develop learners holistically with 21st century skills through a learner-centered approach. It emphasizes the use of mother tongue in the early grades, integration of technology and livelihood education, and flexibility for schools to localize implementation based on their context. The curriculum standards are designed to make learning relevant, inclusive, and prepare students for higher education or the world of work.
The document discusses ICT policies and issues related to teaching and learning in the Philippines. It defines ICT policy and outlines the Department of Information and Communication Technology's (DICT) roadmap to guide agencies on ICT utilization, regulation, and enhancement. The roadmap includes programs like the ICT in Education Masterplan, PheDNET network, and eSkwela community learning centers. It also discusses issues around internet policy like censorship, privacy, and e-waste. Implications for teaching include helping teachers integrate technology appropriately while maintaining the human element. Learners should be guided to leverage technology's benefits while avoiding hazards with teacher oversight.
This lesson plan introduces the concept of tempo in music. It defines tempo as the speed of a song, which can be either fast or slow. The lesson will have students identify tempo through singing "Twinkle Twinkle Little Star" at different speeds. It also includes watching a video about tempo, imitating animal movements to demonstrate tempo, and grouping students to perform different tempos through clapping. The goal is for students to understand and be able to identify fast and slow musical tempos.
The document outlines 9 principles of high quality assessment:
1. Clarity of learning targets - assessments should clearly define what knowledge, skills, and abilities are being measured.
2. Appropriateness of assessment methods - the right methods like written tests, projects, and observations should be used to match the learning targets.
3. Validity, reliability, fairness, positive consequences, practicality/efficiency, and ethics - assessments should have these key properties to be effective and accurate measures of learning.
This document discusses various teaching strategies that can be used in teaching arts subjects. It describes strategies for delivering instruction, such as demonstrations and whole group instruction, as well as small group and one-on-one instruction. Additional strategies covered include collaborative and independent learning, using technology as a teaching tool, brainstorming, conferences, cooperative learning, discussion, experimenting, focused and free exploration, graphic organizers, guided activities, jigsaw, lateral thinking, and modeling.
The document discusses competency standards for integrating information and communication technology (ICT) in pre-service teacher education. It identifies the ICT competency standards set by CHED-UNESCO for Philippine teachers, which include 6 domains: understanding ICT policies; curriculum and assessment; pedagogy; technology tools; organization and administration; and teacher professional learning. It also discusses the ISTE standards for teachers and students. The goals are to equip future teachers with ICT skills to develop 21st century learners and enhance the teaching-learning process.
Teaching as a Vocation, Mission and ProfessionJoshua Japitan
The document discusses teaching as a vocation, mission, and profession. It provides examples of two teachers, Teacher Mark and Joy, and their different approaches. While Teacher Mark only focuses on subject mastery without considering student needs, Joy travels far daily to serve her students' learning and development. The document emphasizes that a vocation in teaching requires dedication to service, a mission provides a purpose to accomplish, and a profession necessitates long preparation and striving for excellence. Teaching, while not lucrative, can provide joy and contentment that money cannot buy when touching students' hearts and minds.
1. Teachers play a complex role that involves curriculum development, instruction, assessment, and facilitating learning. They are involved with curriculum throughout the entire school day.
2. Traditionally, those who developed curriculum theories were considered "curricularists", but the teacher's role is broader as they are responsible for knowing, writing, planning, implementing, evaluating, and innovating the curriculum.
3. As the first point of curriculum engagement for students, the classroom teacher deserves the label of "curricularist" as they must know the curriculum, write curriculum materials, plan curriculum, initiate new curricula, innovate the existing curriculum, implement it, and evaluate its effectiveness.
This document discusses three teaching methods for language acquisition: part-to-whole, whole-to-part, and balanced. The part-to-whole method teaches the smallest language units first and builds up to more complex concepts. Whole-to-part starts with full texts and breaks them down. The balanced method focuses on both language parts for accuracy and whole texts for meaning. It helps learners build competence and confidence in skills like listening, speaking, reading and writing in a meaningful and accurate way. Key terms discussed are accuracy, meaning, and the work of Susan E. Malone on mother tongue education.
N.C.B.T.S.-National Competency-Based Teacher's Standard (2013)Marianne Seras
The document outlines the National Competency-Based Teacher Standards (NCBTS) framework in the Philippines. It describes NCBTS as defining effective teaching and providing a single framework for teacher development from school to national levels. It aims to minimize confusion about teaching standards. The NCBTS framework has 7 domains: (1) Social Regard for Learning, (2) The Learning Environment, (3) Diversity of Learners, (4) Curriculum, (5) Planning/Assessing/Reporting, (6) Community Linkages, and (7) Personal Growth. It also discusses the Code of Ethics for teachers established by the Philippine Teachers Professionalization Act.
Teaching as a profession requires long and arduous preparation through continuing education to strive for excellence and better serve students. It also demands a dedication to moral and ethical values as well as public service. While not always financially lucrative, teaching provides the satisfaction of positively impacting students which outweighs monetary concerns. Overall, an effective teacher facilitates learning through imparting knowledge that develops students into well-rounded individuals who can contribute to society.
The document is the 2013 K to 12 Curriculum Guide for Mother Tongue education in the Philippines from grades 1 to 3. It discusses the framework and principles of Mother Tongue-Based Multilingual Education (MTB-MLE) which uses the student's native language as the primary language of instruction to build literacy and develop higher-order thinking skills before additional languages are introduced. MTB-MLE aims to produce lifelong learners who are proficient in their first, second, and third languages to succeed academically and contribute to society. The guide provides standards and examples for teaching meaning and accuracy in listening, speaking, reading, writing, and viewing in both the primer track focused on correctness and the story track focused on meaning.
Curriculum Final mother tongue grades 1-10Marivic Frias
The document is a curriculum guide for teaching Mother Tongue (MT) from grades 1 to 10 under the Philippines' K to 12 Basic Education Program. It lays out the framework and principles for implementing Mother Tongue-Based Multilingual Education (MTB-MLE), which uses the student's mother tongue as the primary language of instruction. The goals are to develop literacy and higher-order thinking skills in the first language in order to facilitate learning of additional languages like Filipino and English, as well as academic subjects. Key aspects covered include developing oral proficiency in the first language before introducing reading and writing, drawing on student's prior knowledge, and creating a classroom environment that values student's home language and culture.
This document provides a framework for Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines. It discusses that MTB-MLE uses the learner's mother tongue and additional languages in the classroom to help children develop strong literacy and cognitive abilities. Research shows using a child's mother tongue provides benefits such as stronger literacy and knowledge transfer across languages. The framework outlines seven benefits of MTB-MLE including developing literacy, prior knowledge, cognitive skills, language proficiency, and scaffolding learning additional languages. It concludes by outlining five guiding principles for teaching and learning in MTB-MLE such as starting from what students already know and using active and discovery learning approaches.
The document provides a framework for Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines. It discusses that MTB-MLE uses the learner's mother tongue and additional languages in the classroom, with learning beginning in the mother tongue to build a strong foundation before adding other languages. The framework outlines 7 principles of MTB-MLE, including using prior knowledge, developing cognitive abilities, and building confidence in multiple languages. It provides standards for teaching language skills like listening, speaking, reading, and writing in the mother tongue and additional languages.
The document provides curriculum specifications for the English language syllabus for Form 5 in Malaysia. It outlines four key areas:
1) Learning outcomes and specifications for the three areas of language use - interpersonal, informational, and aesthetic. The interpersonal section focuses on developing conversational skills.
2) Contexts for teaching include topics like careers, environment, social issues, health, and science & technology.
3) Objectives are to develop students' ability to converse, obtain and share information, read for enjoyment, and develop moral values.
4) Considerations for teaching emphasize planning integrated lessons around topics, focusing on learner needs, repetition to reinforce learning, and evaluation.
This document provides curriculum specifications for teaching English to Form 5 students in Malaysia. It outlines learning outcomes, language content, and considerations for teaching. The learning outcomes focus on using English for interpersonal, informational, and aesthetic purposes. Examples of contexts for teaching include careers, the environment, social issues, health, and science/technology. The objectives are to enable students to have conversations, obtain and present information, read for enjoyment, and develop moral values. The document provides guidance on language skills, grammar, vocabulary, and emphasizes learner-centeredness and real-world application.
The document discusses mother tongue-based multilingual education (MTB-MLE). It explains that MTB-MLE uses the student's mother tongue and additional languages in the classroom. Students first develop a foundation in their mother language before adding other languages. The purpose is to develop cognitive and reasoning skills to operate in different languages. MTB-MLE provides a strong foundation in the first language and successful transition to additional languages to enable lifelong learning. It also maintains local culture while providing national language acquisition.
This document outlines the English Language curriculum for basic levels 7-10 in Ghana. It discusses the rationale for teaching English, which includes its role as an official language and for international communication. The philosophy is informed by developmental theory and social constructivism. The aims are to develop language proficiency and skills in listening, reading, speaking and writing. Core competencies like critical thinking, creativity, and digital literacy are also emphasized. Teaching methods should be participatory and support interaction. Assessment will evaluate knowledge, language skills, and development of positive attitudes.
The document provides information about the Grade 4 curriculum in the Philippines under the K to 12 Program. It discusses the subjects and topics covered in Grade 4. The main subjects covered are: Edukasyon sa Pagpapakatao (ESP), English, Mathematics, Science, Filipino, Araling Panlipunan, EPP, and MAPEH. For each subject, the document outlines the goals, standards, and topics to be covered in Grade 4. It provides details on the expectations, focus, and objectives of teaching and learning each subject at the Grade 4 level.
This document presents the K-12 English curriculum guide from the Department of Education of the Philippines. It outlines the philosophy, rationale, and guiding principles of the English language curriculum. The curriculum is designed to develop students' language proficiency and literacy through a focus on both meaning and accuracy. It recognizes the importance of building on students' existing language skills and acknowledges the needs of today's digital native students who rely heavily on technology for communication.
This document outlines the English language curriculum for Years 1, 2 and 3 of primary school in Malaysia. It covers 5 modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar (added in Years 3-6). The goals are to equip students with basic English communication skills and develop literacy. Some key points include:
- Developing listening comprehension, oral expression, phonics, reading fluency, writing mechanics, and appreciation of stories/songs.
- Subject content is organized into themes and follows a progression from sounds/words to phrases to sentences.
- Pedagogical approaches emphasize making learning fun, student-centered, integrated with technology, and include formative assessment.
- The
The document provides an overview of the K-12 English curriculum guide in the Philippines. It outlines the philosophy, guiding principles, needs of learners, outcomes, conceptual framework, and assessment approach. The curriculum is designed to develop students' communicative competence and multiliteracies through an integrated approach focused on interaction, construction of meaning, and learner-centeredness. It emphasizes developing understanding of language, culture, and effective language use strategies. Assessment is designed to evaluate students' actual language performance in a holistic and developmental manner.
Mother Tongue Based Multilingual Education (MTB-MLE) is an approach that uses the learner's mother tongue as the primary medium of instruction. It aims to develop literacy and mastery of content areas in the mother tongue before transitioning to additional languages like Filipino and English. MTB-MLE seeks to address issues like high dropout rates and functional illiteracy in the Philippine education system by building on the learner's existing linguistic skills and knowledge. It promotes multilingualism, cultural preservation, and stronger educational outcomes compared to systems that use the learner's non-native language from the start.
Dokumen standard bahasa inggeris sjk tahap 1Hemarani Mohan
This document outlines the English language curriculum for Years 1-3 in national type primary schools in Malaysia. It aims to equip pupils with basic English skills to communicate effectively through five modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar (added in Year 3).
The curriculum emphasizes developing a strong foundation in literacy through a phonics-based approach to reading and building writing skills progressively from letter formation to writing words, phrases and sentences. Listening and speaking skills are seen as core skills and pupils are encouraged to communicate confidently in various contexts.
The standards describe the knowledge and proficiency levels pupils should achieve in each skill as they progress through the years. An integrated and learner-centered approach
Dokumen standard bahasa inggeris sjk tahap 1Zureen Hashim
This document outlines the English language curriculum for Years 1-3 in national type primary schools in Malaysia. It aims to equip pupils with basic English skills to communicate effectively through five modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar (added in Year 3).
The curriculum emphasizes developing a strong foundation in literacy through a phonics-based approach to reading and building writing skills progressively from letter formation to writing words, phrases and sentences. Listening and speaking skills are seen as core skills and pupils will learn to participate in conversations and understand spoken English.
The standards describe the knowledge and abilities pupils should demonstrate in each area as they progress through the primary years. An integrated and learner-centered approach
This document outlines the English language curriculum for Years 1-3 in national type primary schools in Malaysia. It aims to equip pupils with basic English skills to communicate effectively through five modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar (added in Year 3).
The curriculum emphasizes developing a strong foundation in literacy through a phonics-based approach to reading and a focus on handwriting skills. It also stresses using meaningful contexts and integrating language skills to make learning fun. Assessment includes formative and summative evaluations to gauge pupils' mastery of the learning standards. The goal is to produce confident English speakers who can communicate clearly in various situations.
The document discusses the objectives, features, and components of the English curriculum for Grade 5 in the Philippines. It aims to develop students' communicative competence, understanding of language concepts, and appreciation for English. The curriculum is learner-centered, integrative, and focuses on developing 21st century skills. It teaches language domains like reading, writing, and vocabulary through spiralling content across grade levels based on learning standards defining what students should know and be able to do.
This document provides a summary of the English language curriculum for primary schools in Malaysia for Years 1-3. It outlines 5 modules that make up the curriculum: Listening and Speaking, Reading, Writing, Language Arts, and Grammar. The goals are to equip students with basic English skills to communicate effectively and to develop a strong foundation in literacy. Some key points covered include introducing phonics to help with reading, a focus on developing writing skills and penmanship, and using stories, songs and rhymes to make language learning fun and promote comprehension.
The document outlines Malaysia's English language curriculum for primary schools, which aims to equip students with basic language skills to communicate effectively. It is organized into modules that focus on specific skills like listening, speaking, reading, writing, and grammar. The curriculum emphasizes learning English in a fun, meaningful way and ensuring students master essential concepts before progressing to more advanced ones. It also integrates technology and character building into the language lessons.
The document outlines Malaysia's English language curriculum for primary schools, which aims to equip students with basic language skills to communicate effectively. It is organized into modules that focus on specific skills like listening, speaking, reading, writing, and grammar. The curriculum emphasizes learning English in a fun, meaningful way and ensuring students master essential concepts before progressing to more advanced ones. It also integrates technology and character building into the language lessons.
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2. At the end of this Module, you should be able to:
Explain basic elements of the Mother Tongue-Based Multilingual Education
Curriculum Framework.
Apply the concepts and processes of the MTB-MLE curriculum framework in
teaching-learning situations.
Discuss the effects of early or late language transfer.
3. Instruction: Read the statements below. Put a check
under Agree or Disagree to show how you feel.
Agree Disagree
1. The first language is by far the easiest way for children to access the unfamiliar world of school
learning.
2. Learning to read in the L 1 develops skills that transfer to reading any other languages.
3. Successful language learning should focus first on accuracy before meaning.
4. In teaching a second language, the L 1 is used to support learning when the L2 is not sufficiently
developed to be used alone.
5. It is not important to understand the fourteen domains of literacy as long as competencies are
clear.
6. Children who transfer from L 1 instruction to L2 instruction after two to four years can continue
to perform well.
4. One of the changes in Basic Education Curriculum brought about by the new K-12 program is
the introduction of Mother Tongue- Based Multilingual Education (MTB-MLE) specifically in
Kindergarten, Grades 1, 2 and 3 to support the goal of “ Every Child- A- Reader and A –Writer” by
Grade 1.”
MTB-MLE refers to “first-language-first” education that is, schooling which begins in the mother tongue
and transitions to additional languages particularly Filipino and English. It is meant to address the high
functional illiteracy of Filipinos where language plays a significant factor.
It encourages active participation by children in the learning process because they understand what is
being discussed and what is being asked of them. They can immediately use their mother tongue to
construct and explain their world, articulate their thoughts and add new concepts to what they already
know.
5. Mother Tongue-Based Multilingual
Education (MTBMLE) Curriculum
Framework
Figure shows that lifelong
learning is the end goal of
the MTBMLE.
With the end goal of
making Filipino children
lifelong learners in their
L1 or Mother Tongue, L2
(Filipino, the national
language), and L3
(English, the global
language), the learners
are more than prepared to
develop the competencies
in the different learning
areas.
Figure shows that the
strong foundation in the
mother tongue
strengthens cognitive
development, academic
development, and second
language development -
all leading to competent
and confident use of the
three languages in a
variety of situations and
purposes.
7. Teaching for Meaning and Accuracy
The framework shows the interdependence and interrelationships of the macro skills
of the language such as listening; speaking, reading; and writing and the development of
thinking skills (critical, creative, and metacognitive) allowing the learners to make meaning
through language.
1. Hence the goal in learning in both L 1 and L2 is to become confident and proficient in:
2. listening, speaking, reading, and writing for MEANING and
3. listening, speaking, reading, and writing for ACCURACY
8. The following standards illustrate teaching meaning and accuracy.
STORY TRACK Focus on meaning PRIMER TRACK Focus on accuracy
Listening Listen in order to understand, think critically, and
respond creatively
Recognize and distinguish sounds; recognize parts of
words
Speaking Speak with understanding to communicate ideas,
knowledge, experiences
Use correct vocabulary, pronunciation, grammar
Reading Read with understanding to apply, analyze,
evaluate, and create new knowledge
Decode by recognizing parts of words, sentences
Writing Write to communicate knowledge, ideas,
experiences, goals
Form letters properly and neatly; spell words
accurately; use correct grammar
Viewing View in order to understand, think critically,
respond creatively
Recognize and distinguish print and non-print and be
able to critic the materials objectively.
9. Principle 1. Known to the unknown
Principle 2. Language and academic development
Principle 3. Cognitive development
Principle 4. Discovery learning
Principle 5. Active learning
Principle 6. Meaning and accuracy
Principle 7. Language learning / language transfer
Principle 8. Affective component: Valuing the Home Language / Culture Principle
Click the link to discuss:
theguidingprinciplesforteachingandlearningmtb-mle-
161102171323.pdf
10. The Genesis of the Mother Tongue-Based Multilingual Education {MTBMLE
in the Philippine Curriculum)
MTBMLE in the Philippine curriculum has its beginning in 2009 when Secretary Jesli A. Lapuz signed
Department Order No. 74, s. of 2009, entitled "Institutionalizing Mother Tongue-Based Multilingual Education
(MLE)".
From the bilingual system (Filipino and English) the languages of instruction became trilingual (Mother Tongue,
Filipino, and English).
The aforementioned directive institutionalized the use of the Mother Tongue as a fundamental educational policy
and program in the Department in the whole stretch of formal education including pre-school and in the
Alternative Learning System (ALS).
The DepEd Order mandated that Mother Tongue is the sole language of instruction from preschool to Grade 3. In
the fourth grade, the students start to use Filipino for all subjects except English, Math, and Science, for which
English is used.
In the same DepEd Order, Filipino and English will be taught as separate subjects in the early grades and will be
used as medium of languages of instruction when students have gained proficiency in the two languages.
11. The Goals of MTB-MLE in the K to 12 Curriculum
The goals of MTBMLE reflect the perspective of several scholars on additive bi/multilingual education. These
goals are as follows:
1. develop lifelong learners who are proficient in the use of their first language to be able "to. connect to
their heritage, Filipino to connect to their country, and English to connect to the world" (Pres. Benigno
Aquino III);
2. develop active inquirers, critical and creative thinkers, problem solvers and decision makers who are
able to use language as means of giving insights into their whole range of human experience starting
from the Mother Tongue;
3. develop and maintain their love and respect for their heritage, culture, home language and national
language and be able to contribute to the development of their own community and the country;
4. promote the learners' integration into the national society without forcing them to sacrifice their
linguistic and cultural heritage; and
5. bring unity to the multi-cultural and linguistically diverse Filipino society which will help attain quality
of life for all citizens of the country.
12. Core Curriculum Planning
In 2010, the Department of Education, together with its multiple stakeholders and partners throughout the
country, began a process to help transform education via its curriculum. Using the curriculum as a
transformative tool of education takes time and involves extensive consultation, through research, collective
decision making and detailed planning.
After a series of a curriculum development workshops involving the department curriculum specialists from
the central, regional division and schools levels, teacher education specialists, school administrators, private
practitioners, international experts and other officials of the Commission on Higher Education (CHED) and
Technical Education and Skills Development Authority (TESDA) and NGO partners, the Kto12 curriculum
was designed, reviewed, revised and finalized to ensure that the curriculum is tailored to the needs of the 21°
Century Filipino learners and attuned to the national development goals.
Drawing on research studies and consultations with educators, the Kto12 curriculum design is characterized
as flexible, standards-based, competency-based, concept-based and inclusive.
13. Core Curriculum Planning
The DepEd curriculum guides for all grades and learning areas of subjects provide a
common curriculum for all students in both public and private schools.
Emphasizing that the national curriculum is not restrictive, the DepEd allows the
regions, divisions, and schools across the country to contextualize and localize the
curriculum for better learning outcomes.
Private schools are free to modify the Kto12 curriculum according to the vision,
mission and goals of the schools and the curricular needs of their students.
The two major components of the Core Curriculum are the required domains/subjects
and the standards - content standards and performance standards together with the
essential competencies for all subjects for all grades from Kindergarten to Grade 12.
14. The Required Learning Areas from Kindergarten to Grade 6
The Kindergarten Curriculum Domains
Kindergarteners are constantly developing in different domains. Beginning at early age, they must be
cared for and given all opportunities to address current developmental needs and to prepare them for life-long.
These domains are as follows:
1. physical health, well-being, and motor development;
2. creative and aesthetic development;
3. socio-emotional development;
4. character and values development;
5. cognitive/intellectual development;
6. language development.
18. The Fourteen Domains of Literacy in the Philippine MTB-MLE
Curriculum
1. Oral Language
2. Phonological Awareness
3. Book and Print Knowledge
4. Alphabet Knowledge
5. Phonics and Word Recognition
6. Vocabulary Development
7. Spelling
8. Grammar Awareness
9. Fluency
10. Reading Comprehension
11. Writing and Composing
12. Handwriting
13. Attitude towards Language, Literacy, and Literature
14. Study Strategies
19. Language Transfer and Language Transition in the K to12 Curriculum:
Principles, Processes, and Practices
The Enhanced Basic Education Act of 2013, (RA10533) states that:
“For kindergarten and the first three (3) years of elementary education,
instruction, teaching materials, and assessment shall be in the regional or
native language of the learners. The Department of Education (DepEd) shall
formulate a mother language transition program from Grades 4 to 6 so that
Filipino and English shall be gradually introduced as languages of instruction
until such time when these two languages become the primary languages of
instruction at the secondary level."
20. Transfer and Transition
Language Transfer and Language Transition in the K to12 Curriculum:
Principles, Processes, and Practices
• Transfer is a scientific concept that explains how we learn languages, Benson C.
(2008).
• Transition is an educational term indicating the point at which the medium of
instruction shifts from one language to another.
21. Components of Bridging Program
Matone (2012) identifies· six general components of bridging programs which
capture the principles of both language transfer (Components 1-5) and language
transition (Component 6), as follows:
1. Continue to focus on oral L1 especially for ages 8 to10. Focus on using the L1 for
higher level thinking, listening, and speaking.
2. Introduce literacy in the L1 and build fluency in reading and writing meaningfully and
correctly.
3. Introduce and build fluency in oral L2. (Note that oral L2 can be introduced early as
long as it does not interfere with small children's oral and written L1 development and
is nonthreatening, enjoyable, and fun!). Begin with listening and responding to
commands in L2; later add speaking in L2 and gradually build fluency in using
"everyday" L2 for a variety of communicative activities
22. 4. Introduce and build fluency in written L2, remembering that children will be able
to transfer their understanding of the reading/writing process from the L1 into their
L2.
5. Continue teaching oral and written L1 and L2 as subjects at least to the end of
primary school.
6. Use L1 as the only language of instruction in early grades and use both L1 and L2
for instruction in middle to later primary.
Components of Bridging Program
23. Transfer Primer (L 1 to L2)
Language Learning Materials When L 1 and L2 Use The Same
Alphabetic Script
Malone (2012) recommends that transfer primers are used for introducing the L 1 writing system when both L1 and L2
use the same script.
Transfer primers usually follow a progression as given below:
1. Symbols (letters and other features of the written language) that look the same_ sounds in both languages. SAME
LETTER, SAME SOUND
(For example, Tagalog m. English m)
2. New symbols in the L2 that represent sounds that are also in L 1. NEW LETTER, NEW SOUND
Symbols that look the same in both languages but represent different sounds in L2. SAME LETTER,
DIFFERENT SOUND/S.
(For example, English letter a has a different ·sounds as a, a, a, ar controlled.) (NOTE SEE ORIGINAL)
3. Symbols that look different in the L2 but represent sounds that are also in L1.
COMBINATION OF LETTERS, DIFFERENT SOUND
(For example, letters Rh are sounded as f which is also in L 1.)
4. Symbols that represent features of the L2 that are not present in the L1 (for example, tone, stress, voice quality).
(For example, aspirated p, t and kin English, but not in any of the Philippine languages.)
24. Suggestions for Developing a Transfer Primer (Malone, 2009)
1. Do a frequency count to produce a list of L2 letters,
from most frequently used.
2. Select the sounds that will be taught in each lesson,
based on the Frequency Count to least frequently
used.
3. Choosing key words to teach the L2 letters
4. Creating sentences and stories using newly learned
L2 letters
25. Transition Models
Transition in MTB-MLE or bilingual programs begin teaching and learning in the mother
tongue or L 1, but shifts over time to L2. The following are language transition models:
Transitional Early Exit Models
Transitional Late-Exit Models
Additive (Bilingual) Education Models
26. Need For Different Transitional Late-Exit Models In The Philippine
Schools
Language diversity and linguistic situations obtaining in the country necessitate a
language transition program that allows the use of the different models which are
appropriate to the school provided that the model adapted is not restrictive and is
research grounded.
Clearly as stipulated in RA 10533, the language transition program promotes the late-exit
model.
One guiding principle of the MTB-MLE that is based on international research is the
acceptance of the established evidence that "children normally require 5 to 7 years of
second language (L2) learning before they can learn academic subjects through this
language exclusively.
27. Designing MTBMLE Transitional Late-Exit Model
Based on research in language and education in African countries the following table
presents a trilingual option for MTB-MLE program with one or more strong national language/s
of wider communication plus as in instructional language of wider communication.
Suggestions for multilingual countries with a strong national language of wider communication
Year Teaching time per language and activity
% of L 1 as subject % of L2 (NLWC) as.subject Optional extra: % of L3
and MOI and MOI (ILWC) as subject and / or
MOI
1-2 80%: literacy and 20%: mainly oral
3-4 70% 30%: oral; literacy and
numeracy
5 50% and literacy 40% 10%
6.7 40% and literacy 40% 20%
development
8-12° +- 35% strengthen +- 35%, and academic 30%, and academic literacy
academic literacy and literacy development development
L 1 as subject
Source: Heugh, 2006a
28. Proposal to Revise DepEd Orders on Mother Tongue
Extended MLE Model (with staggered transition)
Subject K-3 4 5 6 7 8 9 10
Filipino
English
Science n/a
Math
AP
EPP/TLE n/a
MAPEH
EsP
any any any any
MT +