Republic of the Philippines

COMMISSION ON HIGHER EDUCATION THE K TO 12 ENGLISH CURRICULUM

SAMAR COLLEGES
Catbalogan City, Samar
Tel.Nos. (055) 251-3021, 543-881, Fax (055) 251-3021
LESSON 1: THE K TO 12 ENGLISH CURRICULUM PHILOSOPHY,
FRAMEWORK, AND RATIONALE
I. OBJECTIVES:
In this lesson, you will be able to:
a. Discuss the rationale of English education in the Philippines; and
b. Develop your own understanding of teaching English in the elementary
grades.

Republic Act 10533 entitled an act Enhancing the Philippines Basic Education System
by Strengthening its Curriculum and Increasing the Number of Years for Basic
Education, Appropriate Fund Therefor and Other Purposes, also known as the
Enhanced Basic Education Act 2013, firmly ground the implementation of the K to 12
Curriculum in the Philippines.

TEACHING ENGLISH IN THE ELEM. GRADES

(LANGUAGE ARTS)
SUBJECT CODE: 20180 – 20181
The K to 12 English Curriculum or the Language Arts and Multiliteracies
Curriculum views language as the “primary instrument of thought” which we use to
bring our ideas into the world around us and make meaning out of the human
Prepared by: experience.
Rules of a language refer to the principles that govern word formation, syntax,
CHERYLOU D. BACALAN pronunciation, and several other features of the language. It may also refer to the
COED Instructor
grammar or the so called “correct” or conventional form of the language.
Guessabi (2017) points out that “culture is a language itself”. Learning a
language therefor is not only to read, speak and write in another language, but to learn

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of another culture. Learning another language enables one to take part as a member  Learning requires meaning.
of a larger speech community, creating a bigger world for the learner.  Learners learn about language and how to use it effectively through their
This view establishes language as the “foundation of human relationships” engagement with and study of texts.
from which we draw meaning in life. The K to 12 English Curriculum recognizes this  Successful language learning involves viewing, listening, reading and writing
power of language as to make people come together. activities.
 Language learning involves recognizing, accepting, valuing and building
Below is the framework of the K to 12 English Curriculum: learners’ existing language competence, including the use of nonstandard
form of the language, and extending the range of language available to
learners’.

LESSON 2: THE LEARNERS IN THE EYES OF THE K TO 12

CURRICULUM

OBJECIVES:
In this lesson, you will be able to:
a. Describe the characteristics of the target learners of the K to 12 Curriculum
b. Reflect on the ways the learners could be taught in the K to 12 Curriculum

We live in the so-called “digital age” where technology is part of our everyday lives.
As technology began to become a bigger part of our lives, more and more of our
learners are exposed to technology. Therefore, the K to 12 Curriculum takes into
account the learner born in such a world.

The following principles guide the K to 12 English Curriculum: TYPES OF LEARNERS IN THE K TO 12 CURRICULUM

 All languages are interrelated and independent. GENERATION Z - The term was popularized by William Strauss and Neil
 Language acquisition and learning is an active process that begins at birth and Howe in their book Generations published in September 1992. The term describes a
continues throughout life. cohort of people born after the year 1997. Learners born in this generation are

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generally described as to have used technology and social media at a very young
LESSON 3: GOALS OF THE K TO 12 CURRICULUM
age. They are comfortable in using these technologies compared with others.
DIGITAL NATIVES – Marc Wensky (2001) calls them digital natives who
have been exposed at a very young age and are having a great understanding of OBJECTIVES:
their basic concepts. In this lesson, you will be able to:
DIGITAL IMMIGRANTS – Those who were born before the digital a. Explain the major goals of the K to 12 English Curriculum
technologies have become mainstream to public. b. Analyze the curricular goals
c. Identify strategies in order to attain the curricular goals.
A classroom can also have a multitude of learners. They can have very
different backgrounds, interests, preconceptions and perspective with them.
Bernice McCarthy proposes a model that describes four types of learners that
teachers may encounter in the classroom:
THE K TO 12 ENGLISH CURRICULUM AND ITS DESIRED OUTCOME
TYPE 1: IMAGINATIVE LEARNER – These types of learner are more feeling As a language curriculum, the K to 12 English Curriculum is a learner-centered
and reflective, preferring to speak about their experiences, listening to others, and curriculum, it aims to create learners with skills in:
responding to them. 1. interpersonal communication;
2. understanding and learning content from other learning areas; and
3. academic independence
TYPE 2: ANALYTICAL LEARNER - They prefer to reflect and to think. They In order to attain this, the curriculum focuses on two major concepts, communicative
are knowledge-oriented, pondering over concepts and acquiring facts. They competence and multiliteracies.
would prefer to be left alone to their own devices as they objectively look though Communicative Competence as coined by Dell Hymes in 1966 is learning a
solving problems in a systematic manner. language in order to communicate to a larger audience in this medium.
Communicative competence is composed of several other competencies stipulated in
the communicative competence framework from the work of Canale and Swain in
TYPE 3: COMMONSENSE LEARNER – They prefer to think and learn by
1980.
doing. The like to “get their hands dirty” and dive into problems head-on. They
Multiliteracy is a term coinedin the 1990’s by the new London Group,
love to manipulate stuff, experiment ways of doing things, and share these
referring to an approach to literacy pedagogy. This is in response to the ever-growing
through demonstrations.
paradigm shift of the education, encompassing multiple channels of communication
and media and increasing cultural and linguistic diversity.
TYPE 4: DYNAMIC LEARNER – They tend to favor creating and acting as
their way to learn. They do not simply like to learn for the sake of learning, but
rather find meaning in the experiences they have.

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COMMUNICATIVE COMPETENCE THEORY (CANALE & SWAIN, 1980) Multiliteracy approach takes on various modes to implement in the classroom
including linguistic (words, speech or texts), audio (sounds, music, etc), spatial
(placements, buildings, or locations), gestures (movements), tactile (touch and feel),
and visual (pictures, videos, or colors)

LESSON 4: COMPONENTS OF THE K TO 12 ENGLISH

CURRICULUM

OBJECTIVES:
In this lesson, you will be able to:
a. Enumerate the components of the K to 12 English Curriculum.
b. Explain how each of these components to the overall framework of the
curriculum.
c. Analyze each of the components’ implementation in the curriculum.

Let’s have another look at the framework of the K to 12 English Curriculum.

LITERACY ELEMENTS FROM COMMENTARY ON MULTILITERACIES

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Notice that at the core of the framework is “making meaning through language,”
which highlights the main goal of the curriculum. The attainment of this ultimate goal
comes by the harmonious interaction of the following components:
1. Language learning process
2. Effective language use 1. UNDERSTANDING CULTURES
3. Make meaning through language Sociolinguistic skill, the ability to use language appropriately, is one of the
4. Holistic assessment main focus of the curriculum. Learning another language gives one another
perspective of the world.
2. UNDERSTANDING LANGUAGE
Learners need to understand the intricacies of the language. This involves
understanding of how words are formed, the structure of sentences, and how the little
The following principles espoused by the K to 12 English Curriculum guide this nuances in language use, accompanied by nonverbal gestures contribute to meaning.
language learning process: 3. PROCESS AND STRATEGIES
1. SPIRAL PROGRESSION As learner get to be exposed to the more opportunities to use language, they
a. the students revisits a topic, theme, or subject several times throughout their get use a number of processes and strategies to adapt situations depending to
school year. b. the complexity of the topic increases with each revisit; and c. new audience, context and purpose.
learning has a relationship with old learning and is put in context with the old
information.
2. INTERACTION
Activities promoting interaction among learners solidifies concepts learned. As language is the major tool for communication, teachers should ensure that
Activities which emulates real-life situations with real life language demands. activities presented to learners should engage them to use language in varied
3. INTEGRATION purposes and topics. As such, every opportunity must be given to the learners to use
Creating authentic class activities in the teaching of language skills could be language in contexts in which they could practice developing their own
more effective if they are integrated with other skills and values. understanding and sharing them with others using the five sub-strands of the
4. LEARNER-CENTEREDNESS curriculum namely listening, reading, speaking, writing, and viewing.
Teachers would be engage with differentiated instruction which based on the
learners’ needs, skills, abilities and interests.
5. CONTEXTUALIZATION
Language learning is more effective if activities are designed around the Assessment is an important part of the teaching and learning process. It helps
appropriate contexts. the teacher gauge the learners’ progress and development. The K to 12 curriculum
6. CONSTRUCTION describes the following characteristics of effective assessment:
Learning tasks and activities are designed around self-reflection, critical
thinking and creation should take place in language lessons.

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1. PROXIMITY TO ACTUAL LANGUAGE USE AND PERFORMANCE
Assessments in the classroom should help learners apply their understanding
of language in situations mirroring real-life exercise of language.
2. HOLISTIC VIEW OF LANGUAGE
As language art skills (listening, speaking, reading and writing) are not used
purely in isolation, assessment strategies should reflect their integrative nature.
3. INTEGRATIVE VIEW OF LEARNING
Assessment should attempt to capture the different skills and abilities of the
learners, and at the same time help students express themselves in the best way they
can.
4. DEVELOPMENTAL APPROPRIATENESS
Steps must also be taken to ensure that assessment activities are appropriate to
the learners’ cognitive, social, and academic abilities with their level.
5. MULTIPLE REFERENCING
Assessments developed for the learner should have been designed based on
various information about the learners. Assessments should be based on
understanding the learner’s needs and abilities.

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