Tag Archives: K12 curriculum

K3 in K-12: Are We Ready? (The Verdict)

When Grade Three got its taste on the new curriculum, beginning with the mass training of teachers last May, we were dreading the worse. And as the new school year opened a month after, I had my sleepless stressed nights, countless ink toners used,  aching hands and fingers (from typing LPs), got disconcerted several times, can you teach without Teachers’ Guide? Can the pupils learn without the LM? As teachers, we are known to do things impossible possible — ways and means (para-paraan lang) K-12 in Grade Three had its labor pains in the first trimester – it was soooo depressing and frustrating.

When the LMs (Learner’s Material) slowly arrive in batches (we already have five out of eight), we checked the books and were disappointed with the content. We felt that these LMs were written, but not carefully thought of with the learners in mind (I hope I’m wrong in this notion) compared with the RBEC, the books (in RBEC) were okay. And as a teacher handling Araling Panlipunan with focus on the learner’s region, another challenge came up. No LM in AP yet, and all TGs and LMs are in the pdf. We got no resource book for the region, so we have no choice but to exhaust all ways and means (para-paraan lang).

But if there’s one positive note about K-12, it’s the teachers themselves who utilized their abilities, creativity, and technology to share their input to their fellow teachers. And personally, I am thankful for the different Facebook groups who cater to the needs of the teachers and learners who are under the K-12. With the likes of Kto12 Grade Three Teachers Group F, Kto12 Grade Three Materials, Taga Deped Ako (TDA), etc., teaching in K-12 became quite bearable because of their output that  helped a lot of teachers like me. I am hoping that by next school year, which opening is just weeks away, all our problems and concerns would be answered by providing LMs and TGs, for instance.

And as I’m editing and finishing this blog entry, the Grade Four teachers are now undergoing seminar-training for K-12. Keeping my fingers crossed, but I know that they will be having the same labor pains that we had last school year.

And to answer the question posed by my blog’s entry? Give this curriculum a chance. To keep up with the rest of the world, the Philippines has to update herself to the latest educational trends. While it is true that old problems still exist, and with the advent of K12, the problems still prevail (teachers’ salary woes, lack of schools, classrooms, teachers, etc) I’m quite optimistic that by careful and planning ahead (c’mon, the Department of Education has many intellectuals there–tee hee!) these problems will be solved in due time, (I hope not in 30 years time!)

Which brings to mind my sister’s personal experience when she worked in Taiwan as senior IT consultant. Her colleague, a local, openly compared himself with her, in terms of their position. She was a senior consultant, he, who had acquired K-12 education there, mentioned that he had 12 years of basic education, while she has ten, and four years in college. But my sister has been working for almost ten years already then, hence, she has more work experience than him. Well, in spite of that, they remain friends up to now, even after her contract ended three years later.

The curriculum looks promising at the onset. Let us give K-12 a chance.

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K3 (K12), Are we ready?

It has been two years since the K12 curriculum was introduced in the Philippine education setting.  And for the past two years, I have heard my colleagues from Grades One and Two complaining about the seemingly rushed implementation of K1 and K2 and the problems that go with it.  Image

 

Among the problems cited were lack or incomplete modules that would be been used, and the confusion in the computation of grades that resulted in more confusion for the Grade One teachers who have been implementing K1 on its second year.

Beginning this school year, it will be the turn of the Grade Three to implement the new curriculum with changes like Mother Tongue as an additional subject; Sibika reverts back to Araling Panlipunan with focus on the learner’s home region; and the return of MAPEH (Music, Arts, PE and Health).

On the outset, I admit, the K to 12 curriculum looks promising. It’s been more than a decade since the RBEC curriculum was introduced with questions and apprehensions from the stakeholders. And since K+12 took flight, it’s been bombarded by questions, issues, and apprehensions from the stakeholders.

Ah, the woes!

When we attended the Mass Training for Grade Three last month, seriously, I was left hanging. While I commend the hard working speakers/facilitators introduced us to the new curriculum, I felt that this new curriculum would bring us headaches, stress and tears.

And I was right.

Now that it’s been almost a month since classes opened, only one LM was sent to our school, EsP (Edukasyon sa Pagpapakatao). No TGs (Teachers’ Guide) no LMs (Learner’s Material) in other subjects so far… We resort to working on our LPs thru the computer, printing the pdf files of our TGs and LMs at our expense. Wow.

The Division Office is financially broke. Woe to the teachers!

So we have to do what we have to teach our learners.

When do we get our resources to be more inspired to implement this curriculum? Next year?

Abangan…