THE REVISED BASIC EDUCATION CURRICULUM

   The Revised Basic Education Curriculum (RBEC) is on its 7 th year of implementation this school year 2005-2006 with
slight modifications, with emphasis to rubrics/student performance as basis of grading system.  Teachers are required to
prepare their syllabus based on the objectives of the revised Basic Education Curriculum.  Lesson plans were also
patterned and organized to meet the objectives of the implemented curriculum. All test items; tables of specifications were
prepared and/or updated.  Demonstration teachings were conducted for staff development during school level workshop.
Department heads make periodic observation of classes to monitor the implementation of the RBEC.  Integration method,
collaborative teaching, peer teaching, team teaching, motor activities, visual as well as oral activities in classes were noted
and observed. Mentoring is also being practiced.

POLICY GUIDELINES

Implementation of the Curriculum : Time Allotment and Unit Credits

1.      BEC shall be continued for school year 2006-2007

2.      School’s implementation of the BEC shall  focus on the promotion of life long learning and service among stakeholders
with focus on shared thrusts towards peace and developing/improving school performance in a climate of integration and
curriculum intervention.

 BEC consists of five (5) learning areas and the specified time allotted together with the unit credits as shown below:

                      Unit Credit

               SUBJECT Allotted             
Time/Week

English 300 1.5

Science 400 1.8

Mathematics 300 1.5

Filipino 240 1.2

MAKABAYAN

Social Studies 240 1.2

Technology and Livelihood 240 1.2

Educ.
 240  1.2
MAPEH
120 .6
Values Education
35 hrs./year .3
CAT
BEC consists of Five learning areas, English, Science, Mathematics and Filipino are the tool subjects and the fifth one
which consists of four component areas such as Social Studies, Technology and Livelihood Education, MAPEH (Music,
Arts, P.E. and Health) known as MAKABAYAN. In these compound areas, actual experiences of the students were
considered.

Delivery of the Curriculum

Policy on Bilingual Education was considered in the delivery of the curriculum. Filipino will be the medium of instruction for
subjects like Math, Science, English and T.L.E. while Filipino will be the medium of instruction for component areas of
MAKABAYAN (which nclude MAPEH, Values Education, Araling Panlipunan) and Filipino.
Grading System

1.      The implementing guidelines on the performance based grading system will be used continually for S.Y. 2006-2007

2.     Test design of 60% basic items, 30% more advance items and 10% difficult tems.

3.      Use of rubrics as scoring guide shall continue in order to assess performance.

 THE ENGINEERING AND SCIENCE EDUCATION PROGRAM

  The Pililla National High School will implement the Engineering and Science Education Program (ESEP) Schoolyear
2010-2011 in line with the Deped Order no. 40 s. 2010. This is pursuant to the goal of increasing manpower development
Science and Engineering through the creation of a pool of scientists, engineers and technicians.

  Entrust to provide high school students with a more intensive and advance secondary education program with reference
to science and mathematics, PNHS will be one of the 85 Science Oriented Network Schools which has been selected as
an ESEP school additional to original 112 schools. Unlike the regular classes which follow the RBEC, the Special
Science Classes go for the ESEP although it is RBEC based.

  The Special Science Classes have more science and mathematics subjects which are provided with enrichment
materials. At present, there are 2 special science classes in every year level.

The Engineering and Science Education Program (ESEP) is a science and mathematics-oriented curriculum devised for high schools in

the Philippines. The ESEP program is offered by specialized high schools, whether public or private, supervised by the Department of Education.
Currently, there are 112 high schools offering the ESEP program plus the 85 new ESEP schools for schoolyear 2010-2011 the majority being
public.

 Engineering and Science Education Program (ESEP) Curriculum

Curriculum Year
Subject Area Curriculum Year Level 2 Curriculum Year Level 3 Curriculum Year Level 4
Level 1

Integrated Science;
Chemistry II(Advanced
Earth and Chemistry I(Basic Chemistry);
Science Biological Science Chemistry); Physics II(Advanced
Environmental Physics I(Basic Physics)
Physics)
Science

Mathematics Elementary Algebra Intermediate Algebra; Geometry Advanced Algebra Mathematics IV

Grammar,
Grammar, Communication Skills, Grammar, Communication Skills, Grammar, Communication
English Communication
and Afro-Asian Literature and Asian Literature Skills, and World Literature
Skills, and Literature

Filipino Filipino I Filipino II Filipino III Filipino IV

Social Science Araling Panlipunan I Araling Panlipunan II Araling Panlipunan III Araling Panlipunan IV

TLE IV: Information and

TLE II: Information and TLE III: Information and
Technology and Communications Technology,
TLE I: Computer Communications Technology, Communications Technology,
Livelihood Agriculture/Fisheries, Civil
Education Agriculture/Fisheries, Civil Agriculture/Fisheries, Civil
Education Technology, Digital
Technology, Electronics/Electricity Technology, Electronics/Electricity
Electronics(Robotics)/Electricity
 Music, Arts, Physical
Music, Arts, Physical Education, Music, Arts, Physical Education, Music, Arts, Physical Education,
MAPEH Education, and
and Health II and Health III and Health IV
Health I

Research I-A (Basic Research II (Engineering for

Research III (Research in
Research Statistics and Science and Tech., Basic [no research in curriculum]
Science)
Technical Writing) Statistics in Research)

Values
Values Education I Values Education II Values Education III Values Education IV
Education

Developmental Biotechnology, Advanced

Reading Statistics

 As part of requirements for third and fourth-year Research courses, students have to produce research papers and project proposals, and will be
encouraged to represent the school in division, regional and national science fairs, which then can proceed to compete in international science
fairs.

Elective subjects are added to the students' load to give emphasis on Science and Mathematics subjects, most especially in the field of Research
and Statistics.

2010 SECONDARY EDUCATION CURRICULUM

Looking at the Revised Basic Education Curriculum

Three of Ateneo de Naga University’s ace faculty members in its College of Education, Dr.
Evelyn Autor, Veronica Jalores, and Jullie del Valle, walked me and my assistant, Vinci
Bueza, though the basics of the Revised Basic Education Curriculum (2002) this morning.
It is this RBEC which is now being “enhanced” as part of educational reform today. How it
is to be enhanced is the focus of much study and discussion among educators today, and
shall form part of the dialogue between the DepEd and stakeholders, the COCOPEA
included.

Our teachers who have had experience in teaching the RBED are invited to reflect on their
experience with the curriculum, and contribute to the discussion on how it might be
“enhanced”. Envisioned is not an overhaul or “revision” of the RBEC, but insight in how
we can teach it better.

What was the aim of the Revised Basic Education Curriculum of 2002 (RBEC)? And how
was it conceived?

The RBEC sought to improve the standard of education in the country. It was the first time
in 13 years that the country had revised its curriculum.

The RBEC would respond to the needs of Filipino learners with the following objectives:
“1. Provide knowledge and develop skills, attitudes, and values essential to personal
development and necessary for living in and contributing to a developing and changing
society;

“2. Provide learning experiences which increase the child awareness of and responsiveness
to the changes in society;

“3. Promote and intensify knowledge, identification with and love for the nation and the
people to which s/he belongs; and

“Promote work experiences which develop orientation to the world of work and prepare
the learner to engage in honest and gainful work” (Cf. Bilbao, et. al., Curriculum
Development. Lorimar: Q.C., 2008).

The RBEC articulated a Vision and Mission:

“The Department of Education envisions every learner to be functionally literate, equipped

with life skills, appreciative of arts and sports, and imbued with the desirable values of a
person who is makabayan, makatao, makakalikasan, at maka-Diyos.

“The vision is in line with DepEd’s mission to provide quality basic education that is
equitably accessible to all and lays the foundation for lifelong learning and service for the
common good.”

Among the salient features of the RBEC was its desire to overcome an overcrowded
curriculum. The RBEC resulted in the decongestion of the curriculum with only five
learning areas: English, Pilipino, Mathematics, Science and Makabayan.

These are “tool learning areas for an adequate development of competencies for learning
how-to-learn.”

From the view that I have personally adopted that our educational reform must address
not only the development of skills that can be used professionally, but the development the
human person in society, the tool learning area, Makabayan, is crucial.

Makabayan “addresses primarily societal needs. This is where the learner can apply
practical knowledge and life skills and demonstrate deeper appreciation of Filipino
culture. Thus, it emphasizes the development of self-reliant and patriotic citizens as well
as the development of critical and creative thinking.”

Besides “functional literacy” and “life skills,” the DepEd envisions the formation of pupils
who are makabayan, makatao, makakalikasan, at maka-Diyos – patriotic, humane,
environmentally sensitive and God-fearing. This is the crucial foundation of disciplines in
secondary and tertiary education that focus on the development of the human being, and
not on merely professional skills.

In the RBEC’s decongestion of the previous curriculum into five learning areas, what was
not in English, Pilipino, Mathematics and Sciences, seems to have been relegated to
Makabayan. While the curriculum may have been theoretically decongested as a whole,
wasn’t Makabayan over-congested, undermining its crucial formative role in the formation
of the pupil?

Consider: “Makabayan is the laboratory of life or an experiential learning area which

consists of Sibika at Kultura/Heograpiya, Kasaysayan at Sibika (SK/HKS); Edukasyong
Pantahanan at Pangkabuhayan (EPP); Musika, Sining at Edukasyon sa Pagpapalakas ng
Katawan (MSEP).” It includes civics, culture, geography, history, education to develop
skills for the home, education for livelihood, music, art and physical education. Well
integrated, that could be a powerful elementary education. Otherwise it is a disastrous
hodgepodge of directionless requirements.

Since the development of the patriotic human being who is environmentally sensitive and
God-fearing, the person who is “makabayan, makatao, makakalikasan, at maka-Diyos,” is
really a desired outcome of our whole educational reform, we must understand precisely
how these values are formed on the elementary level, what educational interventions
target and form them, and how they articulate with further formative efforts on higher
levels of education. If we miss the boat on this level, we end up with graduates who have
no concern for the nation, who are therefore anything but patriotic, willing to sacrifice the
national interest for private gain; graduates who are underdeveloped humanely, do not
understand the difference between right and wrong, prone to violence, corruption, and
war, unable to take personal responsibility for other persons and society; graduates who
have no concern for the environment, and who have no reflected insight into the difference
between themselves and God, or the difference between their arbitrary whims and God’s
law.