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PASIG CITY, May 20, 2022 – The Department of Education (DepEd) on Monday unveiled the features of the 2022 version of the K-12 Curriculum during the Stakeholders’ Forum on Curriculum Review and Curriculum Revision Updates at the Bulwagan ng Karunungan.

“Critical decisions, even in the curriculum aspect, are not done unilaterally by the Department of Education. We harness the expertise of everybody in our country so that we can produce a curriculum that will be relevant to the needs and challenges of the 21st Century,” Undersecretary for Curriculum and Instruction Diosdado San Antonio said.

“When we are ready with detailed versions of our curriculum guides, we will be organizing more consultation meetings with our stakeholders,” Usec. San Antonio added.

During the forum, Bureau of Curriculum Development Director Jocelyn D.R. Andaya also shared the direction of the intended 2022 K to 12 Basic Education Curriculum based on the results of the 2016 curriculum review.

“We have not set out to completely change or overhaul the curriculum as it remains to be sound. Instead, we have tried to address the issues and gaps articulated in the curriculum review findings and ensure that the curriculum remains relevant,” BCD Director Andaya stressed.

Dir. Andaya disclosed that the 2022 Curriculum focuses on big ideas and articulation of the 21st Century Skills Framework, redefines the interplay among languages in the Philippines, and emphasizes the development and mastery of foundational skills and competencies, among others.

“So far, we have developed the General and Learning Area Shaping Papers that communicate the curriculum review and revision process and set the future direction of the K to 12, and developed the Curriculum Guides for Key Stages 1 and 2,” Dir. Andaya shared.

Among the findings of the BCD review are desirable competencies found in various learning areas, congested curriculum content, evident spiral progression, misplaced or missing identified prerequisites, and a significant number of standards and competencies catering to high cognitive demands.

Meanwhile, University of Melbourne Research Fellow and Assessment, Curriculum and Technology Research Centre (ACTRC) member Dr. Pam Robertson noted that the Philippine Basic Education Curriculum has made substantial progress in addressing overcrowding, sequencing, and pacing.

“We need to reduce the number of learning competencies. Second, DepEd must ensure prerequisite skills and knowledge are built systematically from one grade to the next. Third, DepEd may improve articulation of learning competencies within the intended curriculum, and lastly, the new or enhanced curriculum must address the cognitive demand expectations,” Dr. Robertson recommended.

Curriculum and Instruction Strand Directors Leila Areola of the Bureau of Learning Delivery and Ariz Cawilan of the Bureau of Learning Resources, and heads and representatives from various government agencies, private sector, and other partner agencies and organizations also attended the consultative forum.

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