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Journal articles on the topic 'K-12 Curriculum'

Author: Grafiati

Published: 4 June 2025

Last updated: 1 August 2025

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1

Al, Wahaibi Suad, Khalfan Al-hijji, and Hussain Raja Maznah Raja. "DIGITAL CITIZENSHIP IN K-12: INTERNATIONAL MODELS AND LESSONS FOR OMAN." International E-Journal of Advances in Social Sciences (IJASOS) 10, no. 30 (2024): 420–29. https://doi.org/10.5281/zenodo.14604317.

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<strong>Abstract:</strong> As the world becomes more and more digital, global societies are struggling for ways to teach students how to be responsible digital citizens. Digital Citizenship (DC) encompasses the responsible use of technology including privacy, online safety and ethical behavior. This paper offers a comparative analysis of the implementation of DC education in six countries; Australia, South Korea, U.S., Finland, Estonia and Qatar. It aims to derive lessons and insights for Oman, a country that has no formal DC curriculum yet. It sheds light on the key components of DC curriculu

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Thompson, Charles S., and Edward C. Rathmell. "NCTM's Standards for School Mathematics, K – 12." Mathematics Teacher 81, no. 5 (1988): 348–51. http://dx.doi.org/10.5951/mt.81.5.0348.

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The National Council of Teachers of Mathematics is in the process of generating a set of Curriculum and Evaluation Standards for School Mathematics (Standards) (Commission on Standards of the NCTM 1987). NCTM has committed considerable resources to this project, anticipating that the Standards will have a pervasive effect on mathematics education during the next five to ten years. The expectation is that the Standards will influence curriculum writing at the state and local levels and that the resulting curricular changes will influence the content of textbooks adopted by states and school dis

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3

Armoni, Michal. "Designing a K--12 computing curriculum." ACM Inroads 4, no. 2 (2013): 34–35. http://dx.doi.org/10.1145/2465085.2465095.

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4

Yaneza, Genefer. "Extent of Implementation of K to 12 Curriculum in Tomas Claudio Colleges." Psychology and Education: A Multidisciplinary Journal 27, no. 5 (2024): 538–47. https://doi.org/10.5281/zenodo.14030826.

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The study attempted to determine the Extent of the Implementation of K to 12 Curriculum in Tomas Claudio Colleges for the school year 2018-2019. The respondents consist of 55 teachers and 334 students. Teachers were described in terms of age, sex, position title educational attainment, length of service and seminars and trainings attended while the students were described in terms of sex, sibling position, number of children in the family, parents' educational attainment and monthly family income. Based on the findings of the study, the following conclusions are drawn: The teachers and student

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Tan, Maria Lourdes G., Vinella F. Espina, and Las Johansen B. Caluza. "Stories Unfold of Grade 7 Science Teachers on Instructional Materials: An Assessment." Journal of Education and Society 2, no. 1 (2018): 13–21. https://doi.org/10.5281/zenodo.5563082.

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Common sentiments of teachers in the field with the implementation of the K to 12 Curriculum are limited instructional materials. One of the responses to face these challenges is to use localized and contextualized materials for teaching based on the needs of students and teachers. This descriptive single case study anchored on Kolb’s theory of experiential learning highlights the role of instructional materials in student’s retention of knowledge. An in-depth, focused group discussion was used to assess the needs of Grade 7 science teachers of Northern Tacloban City National High

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6

Dong, Hwa Kim. "AI Curriculum Design for Korea K-12 AI Education Through Analyzing AI Education Curriculum." International Journal of Recent Technology and Engineering (IJRTE) 12, no. 3 (2023): 72–81. https://doi.org/10.35940/ijrte.C7860.0912323.

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This paper deals with the curriculum design of Korean K-12 AI education. AI is the core technology of 4th wave and it is impact is wide and strong. Therefore, every country has s strong nurture system for AI manpower. However, there are few materials about curriculum design and operation experience documentation because AI was an interest since 2016, and its education is very new. In Korea, they started a program for teacher manpower education in 2020. Therefore, there is no manpower that had an experience in the design and operation of the K-12 AI curriculum. The AI curriculum is a core param

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Aruta, Ronron S. "Challenges of a Junior High School MAPEH Teacher in the K to 12 Curriculum." Journal of Education and Society 3, no. 1 (2019): 1–9. https://doi.org/10.5281/zenodo.5558038.

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The Department of Education (DepEd) implemented K to 12 curriculum in the country- adding of two more years to the existing curriculum. This shift brought out changes on the educational setting (Sergio, 2011). School, teacher and learner preparedness are some of major issues that surfaced, not to mention issues which manifested after full swing implementation. Hence, there is a need for assessing what instructional materials (IMs) are most available and deemed important to teachers, yet not accessible. This study sought to investigate the concerns of junior high school Music, Arts, Physical Ed

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8

Coleman, Margo. "Let's Really Make the Curriculum K-12." Strategies 16, no. 6 (2003): 15–17. http://dx.doi.org/10.1080/08924562.2003.10591052.

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9

Moorhead, Laura. "LGBTQ+ visibility in the K–12 curriculum." Phi Delta Kappan 100, no. 2 (2018): 22–26. http://dx.doi.org/10.1177/0031721718803565.

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Increasingly, policy makers, educators, and school systems are embracing LGBTQ+ individuals and issues in the classroom. This fall, California’s K-12 classrooms began using LGBTQ-inclusive textbooks, and, for the last three years, a San Francisco high school has offered an LGBTQ Studies course, likely the first in the country and a pilot for others in the district. Though far from typical, these efforts — and the LGBTQ Studies course in particular — present an opportunity to see how inclusive LGBTQ+ curriculum is playing out in schools, offering guidance on how best to encourage understanding

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10

Tucker, Allen, Fadi Deek, Jill Jones, Dennis McCowan, Chris Stephenson, and Anita Verno. "Toward a K-12 computer science curriculum." ACM SIGCSE Bulletin 35, no. 1 (2003): 305–6. http://dx.doi.org/10.1145/792548.611912.

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11

Smith, Janet S. "Integrating Maps in the K-12 Curriculum." Geography Teacher 1, no. 1 (2004): 26–32. http://dx.doi.org/10.1080/19338341.2004.11089832.

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12

Corbin, Charles B. "Physical Fitness in the K-12 Curriculum." Journal of Physical Education, Recreation & Dance 58, no. 7 (1987): 49–54. http://dx.doi.org/10.1080/07303084.1987.10609602.

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13

Van Scotter, Richard. "K-12 Junior Achievement Spans the Curriculum." Social Studies 83, no. 4 (1992): 141–43. http://dx.doi.org/10.1080/00377996.1992.9956219.

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14

Stotsky, Sandra. "The changing literature curriculum in K-12." Academic Questions 7, no. 1 (1994): 53–62. http://dx.doi.org/10.1007/bf02682918.

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15

Halagao, Patricia, Allyson Tintiangco-Cubales, and Joan Cordova. "Critical Review of K-12 Filipina/o American Curriculum." AAPI Nexus Journal: Policy, Practice, and Community 7, no. 1 (2009): 1–24. http://dx.doi.org/10.36650/nexus7.1_1-24_halagaoetal.

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This research study provides the first comprehensive and critical literature review of K–12 Filipina/o American curricula found in formal and informal educational settings. Thirty-three Filipina/o American curricula representing a diverse array of authors, audiences, content, and pedagogical approaches were reviewed. The authors of this study developed a “Critical Framework of Review” rooted in critical pedagogy in order to analyze the historical development of Filipina/o American curricula along with an analysis of major topics, concepts, guiding theoretical frameworks, pedagogical approaches

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16

Causarano, Antonio. "Children's Books and Curriculum Integration in K-12." Bookbird: A Journal of International Children's Literature 59, no. 3 (2021): 83–86. http://dx.doi.org/10.1353/bkb.2021.0032.

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17

Labarrete, Rufo A. "SCAFFOLDING WRITING SKILL IN THE K-12 CURRICULUM." PUPIL: International Journal of Teaching, Education and Learning 3, no. 1 (2019): 205–19. http://dx.doi.org/10.20319/pijtel.2019.31.205219.

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18

Pealer, Lisa N. "HealthTeacher.com: An Online K-12 Health Education Curriculum." Journal of School Health 70, no. 6 (2000): 244–46. http://dx.doi.org/10.1111/j.1746-1561.2000.tb07427.x.

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19

Conderman, Greg, and Laura R. Hedin. "Using Cue Cards Throughout the K–12 Curriculum." Kappa Delta Pi Record 51, no. 1 (2015): 24–30. http://dx.doi.org/10.1080/00228958.2015.988561.

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20

Estrera, Edwin B. "A Perception-Based Curricular Review on the K to 12 HUMSS Strand Curriculum." IAFOR Journal of Education 8, no. 4 (2020): 25–44. http://dx.doi.org/10.22492/ije.8.4.02.

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This study examines the perception of Humanities and Social Science teachers among public Senior High Schools in the Department of Education’s Humanities and Social Sciences strand in the Philippines. It uses Erden’s element-based model of evaluation by considering the alignment to the goals of the Humanities and Social Sciences disciplines, the purpose, and core courses of the program, and the teaching-learning process. It also uses Tyler’s Rationale as frameworks in assessing the curriculum. Likewise, the study examines the problems and difficulties in curricular implementation. Upon adminis

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21

Kong, Jocelyn I. "Level of Awareness, Preparedness and Readiness of the Technical - Vocational Education Institutions in the Implementation of the K to 12 Curriculum in Zamboanga Peninsula." JPAIR Institutional Research 10, no. 1 (2017): 102–10. http://dx.doi.org/10.7719/irj.v10i1.535.

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The K-12 curriculum is the main focus of the educational system of the Philippines today. Technical-Vocational Education Institutions are mandated to offer the Technical-Vocational Livelihood Track of the K-12 curriculum. The study determined the level of awareness, preparedness and readiness of the Technical-Vocational Education Institutions (TVEI) in the implementation of the K-12 curriculum in Zamboanga Peninsula. The sample consisted of three hundred eight (308) faculty and staff of the selected TVEI in Zamboanga Peninsula for the School year 2014-2015. Both quantitative and qualitative re

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22

Waid, Brandie E. "Supporting LGBTQ+ Students in K–12 Mathematics." Mathematics Teacher: Learning and Teaching PK-12 113, no. 11 (2020): 874–84. http://dx.doi.org/10.5951/mtlt.2019.0403.

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23

Pasachoff, Jay M. "Textbooks for K-12 Astronomy." Highlights of Astronomy 13 (2005): 1048–50. http://dx.doi.org/10.1017/s1539299600018098.

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AbstractI report on American textbooks for kindergarten through highschool grades. Middle school, up through approximate age 15, is the last time American students are required to take science, and I provide statistics on the narrowing of the funnel containing those taking physics. I describe some recent curriculum and standards projects, and I discuss the recent “less is more” trend. I conclude with comments on whether textbooks are necessary and useful and discuss possible content and style of an ideal textbook.

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24

Bailey, Indira. "“If a Black Woman Had Done It”: The Beliefs and Attitudes of Black Women K–12 Art Educators’ Curricular Experiences." Visual Arts Research 49, no. 1 (2023): 45–57. http://dx.doi.org/10.5406/21518009.49.1.05.

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Abstract Although the curriculum drives an educational program and is essential to students’ learning, minimal research documents the impact of whiteness in the curriculum development process for Black women K–12 art educators. This narrative inquiry aimed to explore how Black women who teach art in elementary and secondary school feel about their curriculum. For many educators, the school district provides their curriculum without input or knowledge of the students’ cultural backgrounds. The promotion of whiteness deters a diverse and inclusive learning environment. Through a Black feminist p

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25

Lakim, Sandra Mae. "A Comparative Analysis of Student Behavior and Teacher Experiences in Revised Basic Education Curriculum (RBEC) and K-12: Insights from English Teachers." Pedagogy Review: An International Journal of Educational Theories, Approaches and Strategies 3, no. 1 (2024): 9–23. http://dx.doi.org/10.62718/vmca.pr-ijetas.3.1.sc-0724-011.

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This study presents a comparative analysis of English teachers' experiences under the Revised Basic Education Curriculum (RBEC) and the K-12 curriculum in the Philippines. By employing a convergent mixed-method approach, the research investigates the participants’ perspectives on student behavior and teachers' experiences in curriculum adaptations. Quantitative data were gathered from twenty English teachers using a Likert-scale survey, while qualitative insights were obtained through in-depth interviews with ten teachers. Results indicate that the K-12 curriculum enhances student engagement,

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26

Kim, Dong Hwa. "AI Curriculum Design for Korea K-12 AI Education Through Analyzing AI Education Curriculum." International Journal of Recent Technology and Engineering (IJRTE) 12, no. 3 (2023): 72–81. http://dx.doi.org/10.35940/ijrte.c7860.0912323.

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This paper deals with the curriculum design of Korean K-12 AI education. AI is the core technology of 4th wave and it is impact is wide and strong. Therefore, every country has s strong nurture system for AI manpower. However, there are few materials about curriculum design and operation experience documentation because AI was an interest since 2016, and its education is very new. In Korea, they started a program for teacher manpower education in 2020. Therefore, there is no manpower that had an experience in the design and operation of the K-12 AI curriculum. The AI curriculum is a core param

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27

Usman-Kaibat, Suraine, Marouf Kaibat, Abubakar Maguid, Haron Mohamad, and Teng Alim. "The Status of K-12 Science and Mathematics Spiral Curriculum: A Case Study." Psychology and Education: A Multidisciplinary Journal 30, no. 2 (2025): 209–17. https://doi.org/10.5281/zenodo.14602606.

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One of the importance of curriculum is to describe how students should learn in a systematic and intentional way that encapsulates the fundamental skills and learning areas. Spiral curriculum describes how knowledge being transcribed and organized in various ways of thinking in order to the student gains deeper knowledge on the topics. Bruner’s, (1966). This study aimed to examine the status of K-12 Science and Mathematics spiral curriculum implementation at Datu Saudi Uy Ampatuan Memorial National High School, Maguindanao Del Sur Division. Thus, it utilized qualitative case study approa

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28

Jackson, Shirley A. "Oregon’s K–12 Ethnic Studies Bill." Ethnic Studies Review 42, no. 2 (2019): 180–95. http://dx.doi.org/10.1525/esr.2019.42.2.180.

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In 2017, Oregon passed House Bill 2845 requiring Ethnic Studies curriculum in grades K–12. It was the first state in the nation to do so. The bill passed almost fifty years after the founding of the country’s first Ethnic Studies department. The passage of an Ethnic Studies bill in a state that once banned African Americans and removed Indigenous peoples from their land requires further examination. In addition, the bill mandates that Ethnic Studies curriculum in Oregon's schools includes “social minorities,” such as Jewish and LGBTQ+ populations which makes the bill even more remarkable. As s

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29

Esnia, Maida A. Macasawang, D. Guimba Wardah, and C. Alico Jerryk. "Analysis on an English Textbook for Grade 7: Focus on Compliance to the K-12 Grade Level Standards and Competencies." Education Quarterly Reviews 2, no. 1 (2019): 41–51. https://doi.org/10.31014/aior.1993.02.01.37.

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This analysis is aimed at evaluating the current English learning material used in Ibn Siena Integrated School Foundation. Since textbook evaluation has become an important tool in searching for an effective learning material, this paper sets the goal of providing answers to the presented research objectives such that it highlights the use of the learning objectives indicated in K-12 Curriculum Guide. The researchers identify the consistency of the content of the textbook analyzed in terms of the learning objectives provided in the k-12 Curriculum Guide. Lastly, results suggest that there shou

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30

Giray, Michael B., and Virgilio F. Kim. "Spiral Progression Approach in Teaching Science in the K-12 Curriculum." International Journal of Research Publication and Reviews 4, no. 8 (2023): 1363–78. http://dx.doi.org/10.55248/gengpi.4.823.50813.

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31

Speece, Susan P. "Life Science Standards & Curriculum Development for K-12." American Biology Teacher 58, no. 4 (1996): 206–10. http://dx.doi.org/10.2307/4450125.

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32

Agne, Russell M. "Sustainability in Vermont's K-12 Standards-Based Curriculum Framework." International Journal of Environmental, Cultural, Economic, and Social Sustainability: Annual Review 1, no. 2 (2006): 109–16. http://dx.doi.org/10.18848/1832-2077/cgp/v01i02/54506.

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33

Tucker, Allen, Dennis McCowan, Fadi Deek, Chris Stephenson, Jill Jones, and Anita Verno. "Implementation challenges for a K-12 computer science curriculum." ACM SIGCSE Bulletin 36, no. 1 (2004): 334–35. http://dx.doi.org/10.1145/1028174.971418.

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34

Meyer, Judith W., Jon Butterick, Michael Olkin, and George Zack. "GIS in the K-12 Curriculum: A Cautionary Note." Professional Geographer 51, no. 4 (1999): 571–78. http://dx.doi.org/10.1111/0033-0124.00194.

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35

Muktiarni, M., I. Widiaty, A. G. Abdullah, and I. Kuntadi. "Automated curriculum alignment standards in K-12 schooling system." IOP Conference Series: Materials Science and Engineering 434 (December 4, 2018): 012305. http://dx.doi.org/10.1088/1757-899x/434/1/012305.

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36

Haanstad, Eric. "Assessing the Status of Anthropology in K-12 Curriculum." Anthropology News 38, no. 8 (1997): 6. http://dx.doi.org/10.1111/an.1997.38.8.6.2.

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37

Moxley, Joseph M., and Sally Stoval. "Symposium on Creative Writing in the K-12 Curriculum." Design For Arts in Education 93, no. 2 (1991): 9–10. http://dx.doi.org/10.1080/07320973.1991.9936668.

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38

Hood, Cynthia S., and Dennis J. Hood. "Toward integrating computing concepts into the K-12 curriculum." ACM SIGCSE Bulletin 37, no. 3 (2005): 375. http://dx.doi.org/10.1145/1151954.1067576.

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39

Sanders, Jennifer, Joy Myers, Chinwe H. Ikpeze, et al. "A Curriculum Model for K–12 Writing Teacher Education." Research in the Teaching of English 54, no. 4 (2020): 392–417. http://dx.doi.org/10.58680/rte202030739.

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40

Richardi, Jessica L. "PROGRESSIVE RETROGRESSION: THE CLASSICAL TRIVIUM AS A MODEL FOR K-12 INSTRUCTION." International E-Journal of Advances in Social Sciences (IJASOS) 10, no. 30 (2024): 383–90. https://doi.org/10.5281/zenodo.14535247.

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<strong>Abstract:</strong> The ancient <em>trivium</em> of grammar, logic, and rhetoric was resurrected as an educational tool in small-town America in the 1980s. Today, a movement of so-called “classical’ educators considers the use of the trivium to be a cornerstone of their curriculum and pedagogy. Despite its 40-year history and ancient pedigree, this educational paradigm has largely escaped the notice of education researchers; therefore little is known about it, or the potential for trivium-based learning to positively impact elementary, secondary, or higher education. This st

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41

Moorhouse, Emily. "Taking Back Curriculum." Atlantis 45, no. 2 (2024): 71–85. http://dx.doi.org/10.7202/1114711ar.

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This paper maps key factors that activate adult stakeholders in Ontario to support curriculum pertaining to consent and non-violence in K-12 education. The paper draws from a study that used three qualitative approaches: (1) the design of an original media literacy curriculum module for Ontario youth ages 13-15; (2) curriculum assessment of the module by diverse stakeholders in Ontario K-12 education (n=20); and (3) analysis of archival documents pertaining to consent education and media literacy in Ontario, including official curriculum and media reports. Four key factors united stakeholders

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42

Ekstrom, James. "Digital Imaging in K-12 Biology." Microscopy Today 10, no. 6 (2002): 32–35. http://dx.doi.org/10.1017/s1551929500058508.

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K-12 instruction in biology has traditionally taken a very descriptive approach. This is in marked contrast to quantitative as well as qualitative way of looking at things in physics and chemistry. This qualitative/descriptive approach even extends into the iaboratory portion of the biological course. One way to introduce a more quantitative approach is in the microscopy portion of the biology curriculum. Because cellular structure is primarily a microscopic province It makes sense to introduce students to the different microscopic tools such as TEM and SEM, as well as the light microscope tha

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43

Rona, Joy A. Galaura, and Alpe A. Simpal Ebrahim. "Challenges in the Implementation of K to 12 Program and their Influence on the Instructional Competence of Teachers." International Journal of Interdisciplinary Viewpoints 1, no. 2 (2025): 121–32. https://doi.org/10.5281/zenodo.15528141.

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K to 12 program is a basic curriculum program implemented in the Philippines. Upon its implementation, the instructional competence of the teachers is also influenced. This study aimed to relate the challenges in implementing the K to 12 program to the instructional competence of teachers, employing a correlational research design. The study involved<em> </em>35 Grade I to III teachers from Calumpang Elementary School in Cahilsot District, General Santos City Division, during the School Year 2022-2023. Following the self-administered survey, modified questionnaires were used to gather the data

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""Integration of Climate Change Education in K-12 Curriculum: A Comparative Analysis of Teaching Methods and Student Learning Outcomes." IOSR Journal of Environmental Science Toxicology and Food Technology 19, no. 6 (2025): 14–20. https://doi.org/10.9790/2402-1906031420.

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This research paper examines the integration of climate change education in the K-12 curriculum, specifically focusing on the CBSE NCERT curriculum in India. The study compares various teaching methods and their impact on student learning outcomes related to climate change awareness and understanding. Through a comprehensive analysis of existing literature, curriculum content, and primary data collected from students and educators, this paper aims to identify effective strategies for incorporating climate change education into the K-12 curriculum. The findings suggest that interactive and expe

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45

Sonny, Austin Buiza Reyes. "Instructional leadership, teachers' participation and k to 12 curriculum: Impact on pupils' learning outcomes." World Journal of Advanced Research and Reviews 18, no. 2 (2023): 1227–56. https://doi.org/10.5281/zenodo.8414260.

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The study looked into the relationship of Instructional Leadership, Teachers’ Participation, and the K to 12 curriculum on pupils’ learning outcomes. It utilized a sequential explanatory research design where questionnaires and interviews are the instruments used to gather necessary data. There were 422 respondents of the study that involved the principals, teachers, and pupils from randomly selected central elementary schools in the four EDDIS of division of Bulacan. Results of the study revealed that the principals always perform their roles as instructional leaders in the school

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46

Tirol, Shiela L. "Spiral Progression Approach in the K to 12 Science Curriculum: A Literature Review." International Journal of Education (IJE) 10, no. 4 (2022): 29–44. http://dx.doi.org/10.5121/ije.2022.10403.

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This review highlights the relevance of the Spiral Progression in the K to 12 Science curriculum in order to address the current issues and concerns of the spiral approach. The advantages and disadvantages of the spiral curriculum was reviewed with some researches among foreign counterparts. The nature of science teaching and the current researches of the K to 12 in both local and international context was also emphasized to highlight the science curriculum framework in the Philippines made up of an intertwined science content and science processes. Science process skills in the basic educatio

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47

Shiela, L. Tirol. "SPIRAL PROGRESSION APPROACH IN THE K TO 12 SCIENCE CURRICULUM: A LITERATURE REVIEW." International Journal of Education (IJE) Vol.10, No.4, December 2022 10, no. 4 (2023): 01–16. https://doi.org/10.5281/zenodo.8042724.

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This review highlights the relevance of the Spiral Progression in the K to 12 Science curriculum in order to address the current issues and concerns of the spiral approach. The advantages and disadvantages of the spiral curriculum was reviewed with some researches among foreign counterparts. The nature of science teaching and the current researches of the K to 12 in both local and international context was also emphasized to highlight the science curriculum framework in the Philippines made up of an intertwined science content and science processes. Science process skills in the basic educatio

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48

Llurag, Stephany M., Osias Kit T. Kilag, Khen M. Villanueva, Miraflor M. Samutya, Jason Isaac III A. Rabi, and Jacqueline N. Kilag. "Enhancing Mathematics Education in the Philippines: Addressing Challenges and Improving Instructional Quality through Professional Development." International Journal of Qualitative Research for Innovation, Sustainability, and Excellence (IJQRISE) 1, no. 2 (2024): 42–48. https://doi.org/10.5281/zenodo.10984346.

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Abstract: This study evaluates the effectiveness of the K to 12 curriculum in improving mathematics education in the Philippines and highlights the challenges faced by mathematics teachers. Through a qualitative systematic review, the study identifies the mixed evidence regarding the curriculum's effectiveness and the persistent challenges hindering its implementation, including inadequate subject knowledge, limited resources, and lack of support. Despite the positive impact of professional development programs, ongoing support and training are crucial for sustaining improvements in mathematic

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49

Tenin, Shitra Calvin Abbas. "STUDIES ON THE ISSUES AND CONCERNS OF TEACHERS IN THE IMPLEMENTATION OF THE K-12 CURRICULUM: A SYNTHESIS." International Journal of Novel Research in Education and Learning 10, no. 2 (2023): 12–15. https://doi.org/10.5281/zenodo.7736057.

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<strong>Abstract:</strong> According to the K to 12 Deped Primer (2011), "K-12 means "Kindergarten and the 12 years of elementary and secondary education." Kindergarten points to the 5-year-old child who undertakes the standardized curriculum for preschoolers. Elementary education refers to 6 years of primary school (Grades 1-6) while secondary education means four years of junior high school (Grades 7-10 or HS Year 14). In addition to this, two years are now allotted for senior high school (Grades 11-12 or HS Year 5-6)". According to the DepEd discussion paper, at the core

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50

Lehman, Paul R. "Control of K-12 Arts Education: Who Sets the Curriculum?" Arts Education Policy Review 97, no. 2 (1995): 16–20. http://dx.doi.org/10.1080/10632913.1995.9935055.

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