1. It is learner-centered.–The holistic learning and development of the learner is the primary focus of the program. The teacher is expected to create a learning environment where a student can take part in meaningful learning experiences, can learn at his/her own pace in his/her own learning style, and is empowered to make choices and to become responsible for his/her own learning in the classroom and for a lifetime
2. It is inclusive.– This supports DepEd’s vision that it is the right of every Filipino child to benefit from the educational system. Thus, a school must create an environment where every learner is given an equal opportunity to learn, allowing students with disability to join the classes of the mainstream learners.
3. It is developmentally appropriate. –The K to 12 curriculum considers the various developmental stages of learners. Selection of activities is informed by age-appropriateness, individual differences, and social and cultural diversity.
4. It is standard-based and competency-based.– With a standards- and competenciesbased curriculum, learners understand what are expected of them such as, what they should be able to demonstrate. Similarly, parents are aware on what are expected of their children. Moreover, teachers are also guided on what to teach and how to teach.
5. It is relevant and responsive. As the curriculum framework shows, the K- to-12 curriculum is designed to develop an individual holistically. In this way, a basic education graduate can respond to the need for a nationalistic and is expected to be a productive citizen who contributes to the building of a progressive, just, and humane society and whose personal discipline is grounded on ethical, moral and spiritual values.
6. It is culture-responsive and culture-sensitive.- The K to 12 curriculum respects cultures and experiences of various ethnic groups and uses these as resources for teaching and learning. Teachers are expected to provide lessons that cater to a culturally diverse population and honor the cultural heritage of all learners. Similarly, the Mother Tongue-Based Multilingual Education (MTB-MLE) makes the curriculum truly culture-responsive since the use of mother tongue in learning activities helps learners retain their ethnic identity, culture, heritage, and values. Moreover, for the Muslim learners, the K-to-12 curriculum continues to offer Madrasah education with subjects in Arabic Language and Islamic Values Education (ALIVE) as a vital component of the basic education system.
It is seamless. – Subjects will be taught from the simplest to more complicated concepts through grade levels in a progression. The standards and competencies are developed following expanding spiral progression model. This means that learning is built upon prior knowledge, skills, values and attitude of students to ensure vertical continuity.
8. It is flexible.–The flexibility of the curriculum is in keeping with the constitutional mandate of schools ―to encourage non-formal, informal, and indigenous learning systems, as well as self-learning, independent, and out-of-school study programs particularly those that respond to community needs‖ (Article XIV, Section 2(1). 9. It is global. -–The K to 12 curriculum is benchmarked with curricula of other countries and it meets international standards. Our Graduates, therefore, will be recognized as such internationally
10. It is integrative and contextualized. -For holistic learning, subjects are taught using the interdisciplinary and multidisciplinary approach. Learners do not learn isolated facts and theories divorced from their lives. Learning involves change in knowledge, skills, values and attitudes
2. It is inclusive.– This supports DepEd’s vision that it is the right of every Filipino child to benefit from the educational system. Thus, a school must create an environment where every learner is given an equal opportunity to learn, allowing students with disability to join the classes of the mainstream learners.
3. It is developmentally appropriate. –The K to 12 curriculum considers the various developmental stages of learners. Selection of activities is informed by age-appropriateness, individual differences, and social and cultural diversity.
4. It is standard-based and competency-based.– With a standards- and competenciesbased curriculum, learners understand what are expected of them such as, what they should be able to demonstrate. Similarly, parents are aware on what are expected of their children. Moreover, teachers are also guided on what to teach and how to teach.
5. It is relevant and responsive. As the curriculum framework shows, the K- to-12 curriculum is designed to develop an individual holistically. In this way, a basic education graduate can respond to the need for a nationalistic and is expected to be a productive citizen who contributes to the building of a progressive, just, and humane society and whose personal discipline is grounded on ethical, moral and spiritual values.
6. It is culture-responsive and culture-sensitive.- The K to 12 curriculum respects cultures and experiences of various ethnic groups and uses these as resources for teaching and learning. Teachers are expected to provide lessons that cater to a culturally diverse population and honor the cultural heritage of all learners. Similarly, the Mother Tongue-Based Multilingual Education (MTB-MLE) makes the curriculum truly culture-responsive since the use of mother tongue in learning activities helps learners retain their ethnic identity, culture, heritage, and values. Moreover, for the Muslim learners, the K-to-12 curriculum continues to offer Madrasah education with subjects in Arabic Language and Islamic Values Education (ALIVE) as a vital component of the basic education system.
It is seamless. – Subjects will be taught from the simplest to more complicated concepts through grade levels in a progression. The standards and competencies are developed following expanding spiral progression model. This means that learning is built upon prior knowledge, skills, values and attitude of students to ensure vertical continuity.
8. It is flexible.–The flexibility of the curriculum is in keeping with the constitutional mandate of schools ―to encourage non-formal, informal, and indigenous learning systems, as well as self-learning, independent, and out-of-school study programs particularly those that respond to community needs‖ (Article XIV, Section 2(1). 9. It is global. -–The K to 12 curriculum is benchmarked with curricula of other countries and it meets international standards. Our Graduates, therefore, will be recognized as such internationally
10. It is integrative and contextualized. -For holistic learning, subjects are taught using the interdisciplinary and multidisciplinary approach. Learners do not learn isolated facts and theories divorced from their lives. Learning involves change in knowledge, skills, values and attitudes