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THE BEC (Basic Education Curriculum) 2001-present

THE BEC (Basic Education Curriculum) 2001-present


  1. The 2002 Curriculum for formal basic education aims at raising the quality of the Filipino learners and graduates and empowering them for lifelong learning, which requires the attainment of functional literacy.
  2. Studies indicate that an overcrowded curriculum and its insufficient relevance to the diverse contexts of our learners hinder or delay the development of lifelong learning skills.
  3. To decongest the curriculum and make it easier for teachers and learners to contextualize it, the DepEd has restructured the curriculum into five (5) learning areas, namely, Filipino, English, Science, Mathematics, and Makabayan with stronger integration of competencies within and across these learning areas.
  4. The restructured curriculum makes use of innovative, interdisciplinary, and integrative modes of instructional delivery, whenever these modes are possible and appropriate.
  5. Integration works best when teachers of different disciplines plan and teach together.  Thus, collaborative teaching (in tandem or as a team) is strongly encouraged in the 2002 curriculum.
  6. The ideal teaching-learning process is interactive, and thus the curriculum has been restructured to promote more reciprocal interaction between students and teachers, between students themselves (collaborative learning), between students and instructional materials, between students and multi-media sources, and between teachers of different disciplines.
  7. Values development is integral to all the learning areas from the Elementary to the Secondary levels.
  8. Filipino, English, Science and Mathematics are the basic tool subjects.
  9. Mathematics in the Secondary level returns to the linear sequential approach.
  10. Makabayan will be a "laboratory of life" or a practice environment for holistic learning to develop a healthy personal and national self-identity.  This requires an adequate understanding of Philippine history and our politico-economic system, local cultures, crafts, arts, music and games.
  11. Makabayan entails the use of integrated units of learning tasks which will enable the learner to personally process, assimilate, and systematically practice a wide range of values and life skills including work skills and a work ethic.
  12. Each of the 5 learning areas addresses both the individual and social needs of the learners.  Makabayan, however, will be the learning area that lays the most stress on the development of social awareness, empathy, and a firm commitment to the common good.
  13. The components of the Makabayan learning area for Elementary are as follows:

   13.1     Araling Panlipunan

      13.1.1  Sibika at Kultura (SK) for Grades 1, 2 and 3

      13.1.2  Heograpiya, Kasaysayan at Sibika (HKS) for Grades 4, 5 and 6

   13.2     Edukasyong Pantahanan at Pangkabuhayan (EPP) for Grades 4, 5 and 6

13.3    Musika, Sining at Edukasyong Pangkatawan (MSEP) for Grades 4, 5 and 6 (while for 

                 Grades 1, 2 and 3, MSEP is integrated in Sibika at  Kultura)

   13.4     Good Manners and Right Conduct (GMRC), which is integrated also in all learning areas.

  1. The components of the Makabayan learning area for the Secondary level are as follows:

  14.1     Araling Panlipunan (AP) or Social Studies

    14.1.1  Philippine History and Government for First Year

    14.1.2  Asian Studies for the Second Year

    14.1.3  World History for Third Year

    14.1.4  Economics for Fourth Year

  14.2     Teknolohiya at Edukasyong Pantahanan at Pangkabuhayan (TEPP, formerly THE)

  14.3     Musika, Sining at Edukasyong Pangkatawan at Pangkalusugan (MSEPP, formerly PEHM)

  14.4     Edukasyon sa Pagpapahalaga (EP, formerly VE)

  1. Schools are allowed to design and contextualize the implementation of Makabayan.
  2. Information and Communication Technology shall be used in every learning area, wherever hardware and software are available.
  3. The restructured curriculum will be implemented in all levels except Grade 6 and Fourth Year.  The year 2002-2003 will be a pilot year for the restructured curriculum in all public schools.  Private schools may opt to join, and best practices will be shared at the end of the pilot year.
  4. No teacher will be made redundant and none will be underloaded or overloaded in the implementation of the restructured curriculum.  This will be ensured through skillful school management of schedules and appropriate organization of classes.  Sample class programs will be provided.
  5. From April to May 2002, there will be in-service training for trainors and teachers especially on the modes of integrative teaching, and such training will be school-based.
  6. The NETRC, the BEE, and the BSE will conduct a quarterly evaluation of the restructured curriculum on the basis of a research design from the NETRC, while continuous monitoring will be done by the principals and supervisors in their respective schools and divisions.
Curriculum development is a dynamic process, and thus the restructured curriculum will continue to develop throughout the pilot year and after

All Rights Reserved.
Copyright 2005. MOS
Date Created: May 07, 2005
Last Update: July 10, 2006