SHS Curriculum and Program Requirements

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Curriculum Guide Writing Workshops were held

Curriculum Guide Writing Workshops were held

which were attended by the following:

which were attended by the following:

 –

 – Bureau Focal Person

Bureau Focal Person

 –

 – Field Person

Field Person

 –

 – Eternal !e"iewer 

Eternal !e"iewer 

 –

 – #nternal !e"iewer 

#nternal !e"iewer 

 –

 – Encoder 

Encoder 

Who helped make the Curriculum

Who helped make the Curriculum

Guide?

Guide?

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#nternal and Eternal !e"iewer 

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*teneo de 'anila $igh )chool

0/

*teneo de 'anila -ni"ersity

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Ballet Philippines

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Ca"ite )tate -ni"ersity

3/

Central Bicol )tate -ni"ersity

4/

Centro Escolar -ni"ersity

5/

C$E%

6/

Cultural Center of the Philippines

7/

%a"ao Wisdom *cademy

.8/ %e 9a )alle -ni"ersity  %asmari;as

../ %e 9a )alleCollege of )t/ Benilde

.0/ %e 9a )alle -ni"ersity – 'anila

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.4/ <ose !i=al -ni"ersity

.5/ 9a Consolacion College 'anila

.6/ 9et>s G, Foundation

.7/ 9yceum of the Philippines

08/ 'ariano 'arcos )tate -ni"ersity

0./ 'iriam College

00/ +ational Commission for Culture and the *rts

01/ +ational $istorical Commission

 The

Cur

r

i

cul

um

Gui

de

Pr

ocess

1. Content and Skills Review

Draft 1

Comments

Draft 2

Final Curriculum

Guide

&echnical Panel(&echnical

Committee(%rafting Committee

!e"iew of CGs

!eturn to crafters of %raft .

%epEd reads comments in a

Curriculum Finali=ation Workshop

2. !an"ua"e Review

 The

Cur

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um

Gui

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#. Co$% and Proofreadin"

)elect language editors

)end Curriculum Guides to selected language editors

Coding of 9earning Competencies of the Curriculum

Guide per 9earning *rea/

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Ensure continuity of curriculum across stages

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)ee the interlacing connections and integration

across grade le"els and learning areas

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%econgest the curriculum

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#dentify the competencies without learning materials

and create materials for them

Codi

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Legend

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School

(

SHS)

Curr

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Pr

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SKI

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Information,Media,andTechnologySkills LearningandInnovationSkills

Communication Skills LifeandCareerSkills

LEARNI

NG

AREAS

Language

TechnologyandLivelihoodEducation(TLE) Mathematics and Science

 Arts and Humanities

Materials, Facilities,and

Equipment

ICT

Environment  Assessment

School Leadership and Management Schools Divisions Technical  Assistance Communit y-Industry Relevance and Partnerships Teachers

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*The Academic track includes four (4) strands: Accountancy, Business and Management (ABM); General Academic; Humanities and Social Science (HUMSS); and Science, Technology, Engineering and Mathematics (STEM).

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68

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68

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banduria

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double bass

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!i=al 'ustard )eed

)ystems Corp/

a/ Pro"ide +computing &echnology euipment b/ Work with %epEd in the de"elopment of policy

guidance and directions to ensure the proper implementation of the partnership program

&aguig  #loilo Bulacan *payao 'y)olid &echnologies

and %e"ices Corp/

P9%& 9apu9apuCityand

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a/ Pro"ide #C& related training for both teachers and students on trouble shooting and

maintenance web de"elopment and content generationI

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)elect schools

&oshiba #nformation Euipment

a/ Pro"ide laptops and funding for internet connecti"ity

b/ Work with %epEd in the de"elopment of policy guidance and directions to ensure the proper implementation of the partnership program

9aguna

Far Eastern -ni"ersity a/ Pro"ide laptops for training use

b/ Work with %epEd in the de"elopment of policy guidance and directions to ensure the

#sabela #locos +orte %agupan City )an Fernando City

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program

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1.

6rientation on

t&e 7

curriculum and

implementation

2.

c&ool-*ased

Manaement8

Continuous

mpro)ement

trainin

3.

:rainin rele)ant

to sc&ool

leaders&ip

#instructional

leaders&ip,

trans"ormati)e

leaders&ip,

c&ane

manaement,

e;ecti)e

communications

, partners&ips8

netor<in,

buildin o"

(t least 2

years as

%rincipal

From =ational Competency *ased tandards "or c&ool 7eads #=C*7'$

+ro.e//io0ali/m

1. Mani"ests enuine ent&usiasm and pride in t&e nobility o" t&e teac&in pro"ession

2. 6bser)es and demonstrates desirable personal and pro"essional #>( ?@13 A Code o" Et&ics >( @/3?' be&a)iors li<e respect, &onesty, dedication, patriotism and enuine concern "or ot&ers at all times 3. Maintains &armonious and pleasant personal o!cial relations it&

superiors, colleaues, subordinates, learners, parents and ot&er sta<e&olders

4. >ecommends appointments, promotions and trans"ers on t&e bases o" merit and needs in t&e interest o" t&e ser)ice

. Maintains ood reputation it& respect to 0nancial matters suc& as t&e settlement o" &is8&er debts, loans and ot&er 0nancial a;airs ?. Be)elops prorams and proects "or continuin personal and

pro"essional de)elopment includin moral reco)ery and )alues "ormation amon teac&in and non-teac&in personnel

Commu0icatio0

@. Communicates e;ecti)ely bot& in spea<in and ritin to sta; and ot&er sta<e&olders

/. Listens to sta<e&oldersD needs and concerns and responds appropriately in consideration o" t&e political, social, leal and cultural contet

"0terper/o0al Se0/itiit2

9. nteracts appropriately it& a )ariety o" audiences 15. Bemonstrates ability to empat&ie it& ot&ers

Senor

H gh

School

School

s

Di

vi

si

on

Offi ce

Techni

cal

Assi

st

ance

Requi

r

ement

s

>efore t*e >e"innin" of Sc*ool Aear 

Trainin"s to

Or"aniBe

Durin" t*e Sc*ool

 Aear 

 Aear;round

./ Facilitates the formulation of the )enior $igh )chool plan for the %i"ision by doing the following:

0/ Gather and consolidate data on learners resources and program needs

1/ &ogether with %epEd personnel and other stakeholders perform internal and eternal assessments to determine the tracks to be offered in senior high schools

2/ !ecommends track offerings of senior high schools among public schools to the !egional ,ffice to seek appro"al and de"elop a di"ision wide map showing senior high school program offerings

3/ !ecommends the number of slots for each track that can be offered by each public senior high school

4/ *ssesses ualifications of teachers for senior high school 5/ #dentifies eperts and reputable indi"iduals from the

community who will ser"e as resource persons(facilitators 6/ Ensures that partnership agreements between the schools

and industries business enterprises local go"ernments non go"ernment organi=ations and communities for the ,<& work immersion research career ad"ocacy culminating acti"ity or apprenticeship of students meet uality standards of %epEd 7/ Ensures proper allocation of classrooms teachers and other

resources for )$) implementation in schools .8/ Conducts periodic "isits to pri"ate schools to check

compliance with standards in the implementation of curricular reuirements and programs(proHects *ppro"al is the

responsibility of the !,

../ %esignates guidance super"isors at the di"ision le"el and ensures that there are career ad"ocates in each senior high school

.0/ ,ther steps deemed necessary by the %i"ision

./ Pro"ides

orientation on the

)$) Curriculum

and %epEd>s

organi=ation

system and

procedures to )$)

teachers and

identified eperts

0/ &raining for

teacher mentors(

guidance

counsellors( career

ad"ocates( peer

facilitators during

,<& work

immersion

research career

ad"ocacy

apprenticeship or

the conduct of

culminating acti"ity

1/ Facilitates with

&E)%* the

training of teachers

to obtain +ational

Certificate

./ *ssess the

implementation of

senior high school

0/ Conducts regular

coaching mentoring

and super"ision to

schools and teachers

1/ Ensures smooth

conduct of work

immersion( research(

career ad"ocacy (

culminating acti"ity

and apprenticeship

2/ Conducts follow

through trainings for

the different

tracks(strands

3/ Establishes the

enabling conditions for

the growth of

professional learning

communities or

communities of

practice that will ser"e

as "enue for sharing

of effecti"e senior high

school practices

./ &echnical

 *ssistance to

the senior high

schools

0/ 'onitoring and

E"aluation of

program

implementation

1/ !ecommends

policy

creation(adHust

ments to the

!egional ,ffice

for further

recommendatio

n to Central

,ffice

2/ Communication

s and Change

'anagement

#nter"entions

3/ )ocial

'arketing

Cur

r

i

cul

um Fl

exi

bi

l

i

t

i

es

For core su+,ects

0 substitutions

For an e?istin" strand and onl%

for s$ecialiBed su+,ects

different content different

competencies

1 substitutions

For a new strand

7 new speciali=ed subHects or a

combination of new and eisting subHects

for other strands

3um+er of *ours $er su+,ect

./ constitutes total number of hours

spent on the course for the semester 

0/ may be a combination of lecture and

laboratory field work proHect work

etc/

ork

mmersion:Researc*:Career

dvocac%:Culminatin" ctivit%

./ 'ay be scheduled in coordination with

industry partners

0/ 'ay be a combination of acti"ities

1/ 'ust be clearly structured

CBCP

Curr

i

cul

um Compar

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son

CBCP

Curr

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cul

um Compar

i

son

CBCP

Curr

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son

Speci

al

i

zed

Subj

ect

s

Grade 11

Grade 1

1

/t

 _Seme/ter

_

0d

 _Seme/ter

₁

/t

 _Seme/ter

_

0d

 _Seme/ter

ntro to %&ilosop&y

#7istorical'

ntro to %&ilosop&y

#:&ematic'

Loic 1 #:raditional'

Loic 2

Latin

1

Latin

2

Fundamentals o"

%rayers

Fundamentals o"

Fait&

>esearc& ritin

CBCP

Curr

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CBCP

Curr

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cul

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son

 Techni

cal

-

Vocat

i

onal

Li

vel

i

hood

Tr

ack

 Techni

cal

-

Vocat

i

onal

-

Li

vel

i

hood

Tr

ack

(

Tabl

e

1)

and

 TESDA

Tr

ai

ni

ng

Regul

at

i

ons-

Based

Speci

al

i

zat

i

ons*

(

Tabl

e

2)

HE ICT Agri-Fishery Arts Industrial Arts

./ Beauty(+ail Care 0/ Wellness 'assage 1/ %ressmaking

2/ Front ,ffice )er"ices 3/ &ra"el )er"ices 4/ Cookery 5/ $ousehold )er"ices 6/ $airdressing 7/ &ailoring .8/ Caregi"ing

../ Food and Be"erage )er"ices

.0/ Bread and Pastry Production .1/ $ousekeeping

.2/ &our Guiding )er"ices .3/ &ourism Production .4/ *ttractions and &heme

Parks &ourism

.5/ $andicraft +eedlecraft .6/ $andicraft Fashion

 *ccessories and Paper Craft .7/ $andicraft Woodcraft 08/ $andicraft 9eathercraft ./ Computer $ardware )er"icing 0/ #llustration 1/ &echnical %rafting 2/ Contact Center )er"ices 3/ Computer Programming 4/ 'edical &ranscription 5/ *nimation  *G!#C!,P P!,%-C&#,+ ./ Crop Production 0/ $orticulture

1/ 9andscape #nstallation and 'aintenance

2/ ,rganic *griculture Production

3/ Pest 'anagement 4/ !ice 'achinery ,peration

./ 'asonry 0/ *utomoti"e )er"icing 1/ !efrigeration and  *irConditioning 2/ Consumer Electronics )er"icing 3/ Electrical #nstallation and 'aintenance 4/ )hielded 'etal  *rc Welding 5/ Carpentry 6/ Plumbing +C # 7/ Plumbing +C ## .8/ &ile )etting  *+#'*9 P!,%-C&#,+ ./ *nimal Production 0/ *rtifical #nsemmination 1/ !aising 9arge !uminants

%airy Cattle and Buffaloes 2/ !aising )wine

3/ )laughtering F#)$ P!,%-C&#,+ ./ *uaculture

0/ Food Fish Processing 1/ Fish +ursery ,peration 2/ Fish or )hrimp Grow ,ut

,peration

3/ Fishport(Wharf ,peration

 Tabl

e

1.

Tec

h-

Voc

Tr

ac

k

Tabl

e

2.

TESDA

Tr

ai

ni

ng

Regul

at

i

ons-

Based

Spe

ci

al

i

z

at

i

ons

 TVL

Tr

ack

Subj

ect

s

Su+,ects

E?am$le

8 &ech@oc &rack .

Bread and

Pastry

Production

9 &ech@oc &rack 0

Food and

Be"erage

)er"ices

10 &ech@oc &rack 1

11 &ech@oc &rack 2

12 &ech@oc &rack 3

_{&our Guiding}

)er"ices

13 &ech@oc &rack 4

14 &ech@oc &rack 5

_&ourism

Promotion

)er"ices

15 &ech@oc &rack 6

Work

#mmersion

16 &ech@oc &rack 7

Eac

h

subj

ect

wi

l

l

have

80

hour

s

 per

semes

t

er

.

*

Al

i

gned

wi

t

h

Tec

hnol

ogy

and

Li

vel

i

hood

Educat

i

on

(

TLE)

i

n

Gr

ades

7

t

o

10.

Sampl

e

I

nf

ormat

i

on

Communi

cat

i

on

and

 Technol

ogy

(

I

CT)

Curr

i

cul

um

Map

Sampl

e

TVL

Tr

ack

Schedul

e

of

Subj

ect

s

(

per

semest

er

)