Following the release of the draft of the revised Kindergarten to Grade 10 curriculum by the Department of Education (DepEd), a group of teachers raised concerns about some revisions in various learning areas.

(DepEd / MB Visual Content Group)

In the initial comments submitted by the Alliance of Concerned (ACT) Philippines, the group aired concerns about the revisions made in Araling Panlipunan (AP) or Social Studies and Music, Arts, Physical Education and Health (MAPEH).

ACT weighed its insights in line with its advocacy for a “nationalist and scientific mass education, and the urgent need to improve education quality amid the learning crisis.”

The group initially focused on and analyzed the proposed revised curricula for AP and MAPEH noting that the two subjects “play major roles in imbuing nationalism and national and cultural identity among learners.”

ACT added that the subjects are also “vital in the development of necessary life skills such as critical thinking, creativity, information literacy, social and cultural awareness, social responsibility, cultural competence, and sustainability among others.”

According to the groups, AP and MAPEH were also “two of the most heavily modified” in the proposed curriculum.

In the current K to 12 curriculum, ACT pointed out that AP and MAPEH were “relegated as minor subjects,” thus, these are “given less teaching time despite their wide-ranging topics and contents” as compared to other subjects that are considered as major learning areas such as English, Filipino, Science, and Mathematics.

“Oftenly, latter topics can no longer be discussed, or there is not enough time to have a deeper and more substantive discussion and arrive at a critical analysis of the topics,” ACT said.

Merging of AP, MAPEH

Among the new features of the revised K to 10 curriculum is the proposed introduction of Sibika, Sining at Kultura, Kagalingang Pangkatawan (SiKaP) as a learning area in the primary years.

ACT said that in the proposed K to 10 curriculum, AP and MAPEH were “merged” into SiKaP due to the “interconnectedness” of the two subjects.

However, the group noted that merging the two subjects “practically cuts down in half the teaching time for the two broad subjects that are essential in the inculcation of nationalism and formation of necessary life skills in the foundational years.”

ACT added that the SiKaP curriculum made a “sloppy integration” of the two subjects as it only carried over the AP contents of the original Key Stage 1 (Grade 1-3) curriculum and used MAPEH forms for proposed activities or performance tasks for learners to demonstrate what has been learned in the AP content.

“It has essentially wiped out the contents of the MAPEH curriculum, including the basic concepts in the arts and physical education, and inputs on Health such as nutrition, prevention of injuries and diseases, and safety, which are important to be learned by learners in the primary years,” ACT said.

AP modifications in Grades 4 to 10

Meanwhile, ACT noted that the proposed curriculum did not address the “current weaknesses and problems” of the AP curriculum in the current K to 12 program.

For instance, the group said that “there remains no dedicated subject” to teach Philippine History in Junior High School.

“The teaching of Philippines History in elementary grades, which is divided in two grades (Grades 5 and 6), does not suffice for learners to have a critical understanding of the entirety of the history of their own country,” the group said.

ACT also pointed out that the inadequacy” of time allotment remained “unresolved” and is potentially going to be a “bigger problem” with the inclusion of new and broader topics.

“Good intentions are apparent in the introduction of new and progressive topics, however, the time constraints would only allow for shallow discussions as what is already happening in the current topics, if discussed at all,” ACT said.

ACT noted that there were major changes in the topics of Grade 7 and 8 AP. However, the contents did not “address the need to have an in-depth and critical analysis of Philippine history.”

The merging of Asian and World histories in Grade 8 AP, for instance, also “sacrificed”  the presentations and discussions on crucial world events, ACT said.

While there were improved presentations and progressive additions in the AP curriculum, ACT also pointed out “problematic presentations” such as an “unrealistic target to discuss cumbersome international instruments and local laws at a very short time allotment in various grade levels” --- among others.

‘Chopsuey’ form

ACT pointed out that the merging of Physical Education and Health in the proposed curriculum “failed to make a coherent and logical integration of the two subjects”  despite their inherent inter-connectedness.

“Merging of topics appeared trite and gives it a ‘chopseuy’ form,” ACT said.

The group noted that many of the topics merged in its thematic presentations have “no apparent connections.”

Meanwhile, ACT pointed out that merging Music and Arts in Grades 4 to 10 and overhauling their contents proved to be a “positive improvement” in the Arts curriculum.

ACT is set to release its comments and analysis on other subjects as well as its comprehensive proposals for the overhaul of the basic education curriculum.

RELATED STORY:

https://mb.com.ph/2023/5/6/dep-ed-extends-public-review-of-k-to-10-draft-revised-curriculum-until-may-13