Basic Education Curriculum

I. Introduction:
I talks about the curriculum and how the curriculum can be used as your guide in going
where you want to take your students as you teach.This is about the Basic Education
Curriculum (BEC), which sets the standards for what your students should learn in basic
education which in the Philippines is from Grades I-VI and from First Year to Fourth Year
high school. It spells out the knowledge, skills, habits and attitudes that your students
should learn under your guidance. It is your guide in what to teach, in whatever grade/year
level you are assigned. Besides learning about the curriculum, you should also be familiar
with the Philippine Education For all.
Discussed the two (2) models, which you can use to help you make the curriculum
work. It is important that you see your work as a teacher as part of an interrelated system
wherein all parts should work if you are to become an effective teacher.

II. Content:
What is a Curriculum?
the curriculum is not paved with concrete or asphalt. It is the totality of all the experiences
that the students will undergo while they are in school. Others say it is made up of the
subject matter taught by the teacher and learned by the students as they go through the
educational process still, others see the curriculum as made up of objectives (cognitive,
affective, and psychomotor) or competencies that should be developed among the
students under the guidance of the teacher (Saylor, Alexander & Lewis.
Why Do We Need a Curriculum?
Let’s play a little game of looking back to your first few days or weeks when you were first
appointed to teach. Although you have a Bachelors Degree in Education, did you feel a
little lost as to what you were going to teach your grade school pupils, say in mathematics,
or your high school students, in English? You cannot just look at the ceiling and decide
that you are going to teach your Grade One children addition or your first year students
letter writing. Yes, you may ask your students about their previous lessons, but where do
you go from there? Obviously, you need a written guide that will tell you what you are
expected to teach. This guide is your curriculum plan. This is now the BEC.
There are certain elements that you have to look for when you examine the curriculum.
You need to know the scope of the work or the lessons for a particular grade or year level
and for a particular learning area. The scope tells you the coverage of the lessons. You
also need to know the sequence of the lessons. What comes first, what comes next and
so on. The sequence tells you when to teach a particular competency or content.
The sequence of the lessons also provides for the continuity link from one grade level to
another. For example, if the curriculum plan for Mathematics Grade I covers addition of
two digit numbers with a sum of 99, then the Grade II curriculum will start from there. The
competencies also increase in difficulty. In other words, if everything in the curriculum
plan has been learned in the previous grade, the teacher of the next grade will know
where to start. If not, then you have to begin where the children are.
How Purpose of the Guide in BEC?
The Basic Education Curriculum Guide - Building on Strengths is
prepared by the Curriculum Development Council (CDC) to advise school
supervisors, school heads / principals, teachers, parents and those
concerned on how to realise both the aims of education (EC, 2000) and
the recommendations made in the report on Learning to Learn - The Way
Forward in Curriculum Development (CDC, 2001) for life-long learning
and the whole-person development of students. This Guide replaces
the Guide to the Primary 1 to 6 Curriculum (CDC, 1993) and the part on
junior secondary level of the Guide to the Secondary 1 to 5 Curriculum
(CDC, 1993).
Key Learning Area Curriculum Guides, Subject Curriculum Guides
and Other Learning and Teaching Resources
The Basic Education Curriculum Guide is supported by eight Key
Learning Area (KLA) Curriculum Guides1 and the General Studies for
Primary Schools Curriculum Guide. They will be published in 2002. The
KLA Curriculum Guides will also be supported by other related Subject
In this curriculum reform, we aim to develop a new culture of learning
and teaching in which the emphasis shifts from transmission of
knowledge to learning how to learn. Teacher development to support
this curriculum reform should, therefore, no longer be taken as a linear
and sequential process with teachers attending courses to equip
themselves with the knowledge and skills required to pass knowledge on
to students. Instead, multiple and diversified modes are provided to
support teachers’ individual learning and collaborative learning both
outside and inside schools on a continuous and interactive basis.

There are various modes to transition for basic and higher education units
We will be flexible in considering various transition & modelling proposals from SY 2012
to SY 2015
We welcome your feedback about the K to 12 Curriculum, and encourage your schools
to adopt it
Please continue in helping us communicate these reforms to our stakeholders
The School provides a curriculum with stronger integration of the principles of
personalized education, emphasis critical thinking skills to help the students with
decision making process, greater emphasis on learning process and increase time for
task to gain mastery of competencies of the basic subjects.
III. Generalization:
The BEC is an interactive curriculum. This means that there is constant interaction
between and among the teachers and students and also with the materials. In this
respect, you are not the only authority in the classroom. You are only the facilitator, the
guide to your students’ learning. You allow your students to “construct their own
knowledge.” If they do, they will learn better than when you just “pour knowledge” into
them. They are not empty vessels that need to be filled up.
Ideally, students must be guided to learn through helping each other. They do this by
engaging in collaborative learning. The deal with strategies of teaching in the different
learning areas. You’ll have to engage your students in collaborative learning, but again
the learning - to - learn skills are very important.

References:
Delors, Jacques, Chairman (1996) Learning: The Treasure Within: Report to UNESCO of
the International Commission on Education for the Twenty – first Century
Lidinila M. Luis - Santos, Ed.D. Editor. The Philipphine_BEC

Saylor, Galen J., Alexander, W. M & Lewis, A.J (1981) Curriculum Planning for Better
Teaching and Learning (4th ed.) New York: Holt Rinchart and Winston.
Oliva, Peter (1988) Developing the Curriculum (2nd ed) Boston Scott Foresman. This is
a basic book for students of curriculum development.
The Department of Education (2002) The 2002 Basic Education Curriculum (BEC)
Board of Education. Educational Aims Implementation in Schools: A
Report by Educational Aims Implementation Sub-committee, Board
of Education. cd1.edb.hkedcity.net/cd/EN/Content_2909/BE_Eng.pdf
google.com.ph/search?q=Wiles%2C+J.+Curriculum+Essentials%3A+A+Resource+for+
Educators.+Boston%3A+Allyn+and+Bacon%2C+1999.&oq=Wiles%2C+J.+Curriculum+
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Appendices:
APPENDIX 1
Sample Reading Skills – PELC English Grades I – III
GRADE I GRADE II GRADE III
READING READING READING
1. Recognize words 1. Associate names of objects 1. Recognize words using
commonly heard through pictures with printed symbols spelling patterns as clues
sight word 1.1 Read e.g. digraphs
 Courteous automatically high - cvc
expressions frequency words in - Consonant clusters in Initial
 One-step direction running print and final position
2. Identify common printed 1.2 Recognize words 1.1 Recognize words
materials e.g. book, using spelling patterns through repeated
newspaper -c–v–v–c exposure
2.1 Turn the pages of -c–v–c–c 2. Read orally 1-2 stanza
a reading material
- consonant clusters in poems with correct
properly
initial and final position pronunciation, stress and
3. Sharpen visual
discrimination skills* - consonant clusters rhythm
 Similarities and and blends in 2.1 Read orally or
differences of initial/final position commit to memory
objects/pictures as to 2. Increase one’s vocabulary well-liked lines in a
size, length by learning synonyms poem/selection
 Identifying missing and antonyms of common 2.2 Use context clues
parts of pictures words to get meaning of
 Left to right eye 3. Do accurately slow reading unfamiliar words
movement to follow a simple one – step 2.3 Use the glossary
3.1 Identify letters that are direction to get meaning of new
similar/ different in a group 3.1 Follow printed words
of letters directions for test 3. Read orally conversation/
taking dialogs observing proper
4. Pantomime/act out rhymes intonation
and jingles 4. Follow simple two-step
4.1 Feel the rhythm directions
through clapping, etc. - two separate simple
sentences
- compound sentences
5. Get the main idea
- distinguish big ideas from
small ideas
- give appropriate title for a
paragraph
- identify key sentence in a
paragraph

APPENDIX 2
I II III
I. WHOLE NUMBERS I. WHOLE NUMBERS I. WHOLE NUMBERS
A. Comprehension of Whole A. Comprehension of Whole A. Comprehension of Whole
Numbers Numbers Numbers
1. Recognize cardinal 1. Identify numbers from 101 1.Read and write the numbers
numbers from 0 to 100 through 1000 through 100 000 in symbols
1.1 Identify common 1.1 Associate and in words
objects according to numbers with sets 1.1 I dentify cardinal
1.1.1 color having 101 up to 500 numbers
1.1.2 thickness objects/things 1.1.1 1000 through 10
1.1.3 size 1.2 Associate 000
1.1.4 shape numbers with sets 1.1.2 10 001 through
1.2 Classify sets using having 501 up to 1000 100 000
common objects objects/things 1.2 Give the place
according to: 2. Read and write numbers value of each digit In 4
1.2.1 color from 101 through 1000 in to 5 digit numbers
1.2.2 thickness symbols and in words 1.3 Read numbers
1.2.3 size 2.1 Give the place through 100 000 in
1.2.4 shape value of each digit in a symbols and in words
1.3 Order sets with 1 3-digit number 1.4 Write numbers
to 10 objects from 2.2 Read numbers through 100 000 in
least to greatest and through 1000 in symbols and in words
vice-versa symbols and in words 1.5 Express the
1.4 Construct sets with 2.3 Write numbers relationship of
objects 1 to 10 in through 1000 in words numbers using
1.4.1 – the one more 2.4 Write 3-digit expressions” less
order numbers in expanded than”, “greater than”
1.4.2 – the one less form and “equal to” ( >,<, =)
order 2.5 Compare numbers 1.6 Write 4 to 5 digit
1.5 Compare 2 sets using >,< and = numbers in expanded
using the expressions 3.Skip count numbers by 50s form
“fewer than”, “more up to 1000 7. Round numbers to the
than”, and “as many 4.Read and write ordinal 2.1 Nearest tens and
as” numbers from 11th through hundreds
1.6 Associate the 20th objects of given sets 2.2 Nearest
numbers with sets from a given point of thousands and ten
having objects 0 to 10 reference thousands and ten
1.7 Tell the number of 5.Identify the 11th through the thousands
objects in a given set 20th objects of given sets 8. Tell when a number is odd
of 10 or less from a given point of or even
1.8 Order numbers 1 reference 9. Read and write money
to 10 including zero 6. Identify the pattern of value in symbols through
from least to greatest naming ordinal numbers e.g. 1000
and vice versa 21st, 22nd, 23rd, 24th, etc. 4.1 Read money value
1.9 Read and write 7. Use the pattern of naming in symbols through
numbers from 0 to 10 ordinal numbers 1000
in symbols 8. Read and write money 4.2 Write money value
1.10 Tell the value through P100 in symbols through
relationship of 8.1 Read money in 1000
numbers using the symbols through P100 4.3 Compare value of
expressions “less the different
denominations of
 than”, “greater than”, 8.2 Express money as coins and bills through
“equal” pesos and centavos 1000
1.11 Count by 1’s through P100 10. Express Roman numbers
through 50 8.3 Compare values of through M in Hindu-Arabic
1.12 Identify numbers the different symbols and vice-versa
in sets having 11 to 50 Denominations of 5.1 Read and write the
objects coins and paper Bills value of Roman
1.13 Skip count by 2’s, through P100 using numbers in Hindu-
5’s and 10’s through the relation symbol Arabic and vice-versa
50 9. Express Roman numbers in 5.1.1 L to C
1.14 Associate equivalent Hindu-Arabic 5.1.2 C to D
numbers with sets through L (50) 5.1.3 D to M
having 51 up to 100 9.1 Read and write
objects/things Roman numbers
7. Read and write through L
numbers through 100 9.2 Change Roman
in symbols and in numbers in equivalent
words Hindu-Arabic through
2.1 Give the place L and vice-versa
value of each digit in a
1-to-2 digit number
2.2 Read numbers
from 11 through 100 in
symbols and in words
2.3 Write numbers
from 11 through 100 in
symbols and in words
2.4 Write numbers
from 11 through 100 in
expanded form
2.5 Regroup sets of
ones into sets of tens
and sets of tens into
hundreds using
objects
8. Read and write
ordinal numbers
1st,2nd,3rd up to 10th
in a given set
3.1 Identify the 1st ,
2nd, 3rd up to the 10th
object in a given set
from a given set of
reference
4. Read and write money up
to P50.00
4.1 Read and write the
symbol of c for
 centavo and P for
pesos
4.2 Tell the value of a
given set of coins and
paper bills up to P50
4.3 Compare values of
the different
denominations of
coins and paper bills
through P50 using the
relation symbols
4.4 Skip count by P5s,
P10s, up to P50s

Activity:

Think–Pair–Share

This type of activity first asks students to consider a question on their own, and then
provides an opportunity for students to discuss it in pairs, and finally together with the
whole class. The success of these activities depends on the nature of the questions
posed. This activity works ideally with questions to encourage deeper thinking, problem-
solving, and/or critical analysis. The group discussions are critical as they allow
students to articulate their thought processes.

The procedure is as follows:

1. I Pose a question, usually by writing it on the board or projecting it.