The first time that we heard about the implementation of the K to 12 Curriculum this school year (2012-2013), we heard different opinions and responses from the different sectors of our society. There were positive and at the same time negative reactions about it. For instance, to some groups they looked at it as an additional expenditure, for them prolonging the basic education means prolonging the agony of sending their children in schools and moreover prolonging their financial obligations. While, to other groups they viewed it as an opportunity for their children to gain more knowledge, to develop their children’s latent abilities and to prepare their children to become responsive citizens of our country. Of course, how we view things greatly depend on how much we know about something. We cannot give comments on something we really don’t know, or else we will be just adding confusions and divisions on our fellowmen. So what’s the real score about K to 12?
K to 12 Curriculum was conceptualized with the goal of producing holistically developed Filipino citizenry equipped with 21st Century skills. It only means that future graduates must be multi-literate, multi-lingual, multi-cultural and multi-skilled in areas such as learning and innovation, life and career, communication and information technology. If these are the kind of graduates that we expect to produce, how can we help the system as teachers?
We teachers are the prime movers and front liners in this system. The success or the failure of this new curriculum relies on us. Hence, it is imperative that we should know how we could take part in the full implementation of the program. First, we should clarify the learning outcomes. What do we want our students to learn? Are we going to bombard them with so much information? Or are we going to teach them important lessons that they could use in real-life situations? Second, we should plan for assessment. How can we identify legitimate evidences of products and performances? Were the students able to apply the knowledge and skills needed to produce such products? Third, we should identify tools for assessment. Are we going to use rubric in assessing the performance of our students during the performance of the activities? Is it an authentic tool for assessment? And lastly, plan for differentiated instruction. Will this activity cater the fast learner students as well as slow learner students? If we prepared and planned our lesson properly no doubt that we will deliver it confidently to our students.
So, with these bits of information presented about the K to 12, how do we see it now? I hope that some of your questions were answered and your confusions were cleared through this article. Let us all give K to 12 a chance!
By: Ms. Cristina C. Samaniego | Teacher II | Limay National High School
