What Are The Differences Between The K

MARIN, REYNAN H. BEED 3-B BEP Prof. Allen B.
Elardo
Teaching Scince in Elementary Grades (Biology and Chemistry)
What are the differences between the k-12 curriculum vs the MATATAG curriculum?
MATATAG stands for MAkabagong curriculum na napapanahon, TAlino na mula sa isip at puso,
TApang na humarap sa anumang hamon sa buhay, Galing ng Pilipino nangingibabaw sa
mundo.
The MATATAG K-10 Curriculum focuses on fundamental skills, decongested curriculum,
balanced cognitive demands, clearer articulation of 21st century skills, reduced learning areas
for key stage 1, intensified values education and strengthened peace education, on a par with
international standards, and lessens the number of learning areas in order to simplify the current
K–12 curriculum. Also, it promises a balanced set of cognitive demands that will enable learners
to acquire higher-order thinking abilities as their grade level advances.
Following a thorough evaluation by specialists, who concluded that the existing curriculum was
"overloaded" with courses or subjects, making it challenging for educators and learners alike,
the new syllabus was created.
One of the problems found was that there were too many lessons or subjects in the curriculum.
With extremely little time allotted for instruction, the curriculum required educators to cover an
overwhelming amount of learning competencies. Lessons and other school-related
responsibilities were overwhelming for educators as well as learners. The outcome was dreadful
for our students. It hampered their ability to grasp basic abilities like reading and basic math
issues.
Here's what we need to know about the MATATAG K–10 Curriculum in light of these changes.
VP Duterte claimed that the country's basic education delivery system was damaged by the
current curriculum's overload of lessons and subjects. This was underlined when the MATATAG
K–12 curriculum was introduced. About 70% of the present curriculum will be removed from the
new curriculum, and learning competencies will drop from over 11,000 to about 3,600 in order to
devote more time on what DepEd dubbed "foundational skills for a better learning outcome.”
The K–10 curriculum currently in use has seven designated learning areas. These include
Edukasyon sa Pagpapakatao (Humanities), Araling Panlipunan (Social Studies), Mother
Tongue, Filipino, English, Mathematics, and MAPEH.
The early curriculum's seven learning areas will now only have five: Makabansa, Language,
Reading and Literacy, Math, and Good Manners and Right Conduct.
The "Language" and "Reading and Literacy" subjects that are studied independently by first-
graders are related to the development of strong literacy abilities that are necessary for learning
other subjects. In Grade 2, these two subjects will then be English and Filipino. Science will be
added when a pupil is in the third grade. GMRC will now be called Values Education, and new
topics like Technology and Livelihood Education (TLE) and MAPEH will be added for grades 4
through 6. These are the ones that the learners will bring that even if he is done studying in one
grade, he will take it to the next grade. He will never forget it. The "play-based approach" to
kindergarten education will be followed, with formal topics starting only in the first grade. VP
Duterte also brought up the inclusion of peace education in a number of subject areas within the
updated K–10 curriculum.
The new K–10 curriculum will incorporate peace competencies, emphasizing the development
of students' conflict-resolution abilities and the encouragement of nonviolent behavior. Because
there is peace and security, after all. It will cover subjects including human security, community
resilience, conflict resolution, and disaster risk reduction, educating students about the
importance of finding peaceful solutions outside of the classroom.
Undersecretary Michael Wesley Poa, a spokesman for the Department of Education (DepEd),
stressed that the new curriculum retains mother tongue instruction as specified by the K–12
statute. According to him, the development of oral language skills for communication in a
language that learners will comprehend will be emphasized in language curricula, which is
crucial for the development of basic abilities. Stated differently, the mother tongue will continue
to be utilized as a teaching tool but will not be taught as a topic. DepEd stated that although the
revised curriculum clears up the learning competencies, the hours of instruction will not change.
The senior high school curriculum is currently being reviewed, with the goal of finishing it by the
following academic year.
Compare the SCIENCE in GRADES 1-6 to MELCS. What are the differences in the
subject content?
The educational landscape is always changing to accommodate the changing demands of
society. This is especially clear from the way scientific courses have changed throughout time.
By contrasting the traditional framework of the old science curriculum with the new curriculum,
we can see an innovation that goes beyond the simple transfer of scientific knowledge. The
modern method incorporates environmental stewardship, cultural sensitivity, social
responsibility, and a wider view of regional, national, and international systems and processes.
This examines the main distinctions between the traditional and modern scientific curricula,
taking socioeconomic and cognitive factors into account.
There were 284 learning categories in the previous science curriculum, which concentrated
mostly on basic scientific ideas. The new curriculum, on the other hand, expands its focus to
include 330 study areas, demonstrating a deeper comprehension of the relationship between
scientific knowledge and societal challenges.
Integrating Community Awareness and Social Responsibility:
The new curriculum's emphasis on civic engagement and social responsibility is one of its
defining features. Today's students are encouraged to investigate how science affects their
communities, rather than just memorizing facts. Understanding how scientific developments
support or undermine preexisting social institutions is part of this.
Intercultural and Cultural Relations:
The significance of intercultural relations and cultural variety is acknowledged in the new
curriculum. Pupils learn about how culture affects scientific methods and how science itself
influences the growth of culture. This viewpoint encourages a generation that is more accepting
and conscious of the world.
Ecological Guardianship:
The new curriculum has environmental stewardship as one of its main themes. Pupils receive
education on the relationship between human activity and the environment, which encourages
them to adopt sustainable practices. This is consistent with the increased awareness of
ecological sustainability and climate change on a worldwide scale.
Regional, Domestic, and Worldwide Systems and Procedures:
The new curriculum encourages pupils to comprehend the larger global consequences of
scientific processes by looking beyond national borders. With this method, pupils are better
equipped to take advantage of the opportunities and difficulties that come with living in a
connected world.
Socioeconomic Factors and Cognitive Dimensions:
The new curriculum's cognitive components emphasize critical thinking, problem-solving, and
knowledge application in addition to rote memorization. Socioeconomic factors are also
incorporated, emphasizing how research can help solve societal issues and promote economic
growth.
The new science curriculum integrates social responsibility, community awareness, cultural
understanding, environmental stewardship, and a global perspective, aiming to produce
scientifically literate individuals and responsible citizens, preparing students for a sustainable
future.

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MARIN, REYNAN H. BEED 3-B BEP Prof. Allen B.

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