1.
K TO 12 English Curriculum: Philosophy, Framework, and Rationale
Philosophy and Rationale:
● Language is the basis of all communication and the primary instrument of thought.
● Language is central to intellectual, social, and emotional development.
● It defines culture and contributes to personal identity, socialization, and understanding the world.
● Proficiency in language allows people to:
○ Access and process information.
○ Communicate effectively.
○ Participate in diverse communities.
Framework:
● Grounded in the Language Arts and Multiliteracies Curriculum (LAMC).
● Integrates Mother Tongue, Filipino, and English.
● Develops language fluency through interactive, meaningful, and culturally relevant contexts.
● Emphasizes:
○ Communicative competence.
○ Critical literacy.
○ Meaning-making through language.
○ Interconnection of macro skills (listening, speaking, reading, writing, viewing).
2. Learners in the K to 12 Curriculum
● Learners are active language users who develop proficiency through meaningful and interactive experiences.
● Language learning is continuous and recursive, building on prior knowledge.
● The curriculum supports learners’ social, cognitive, emotional, and cultural development.
● Learners are expected to:
○ Reflect on their language use.
○ Engage in various texts (written, oral, visual).
○ Appreciate sociocultural diversity through multiliteracies.
2. Learners in the K to 12 Curriculum
● The curriculum aims to produce graduates who:
● Apply language conventions, principles, strategies, and skills in interacting with others.
● Understand and learn other content areas.
● Are confident in whatever field of endeavor they may engage in.
● Learners are expected to acquire highly developed literacy skills to understand English as the most widely used medium
of communication in various fields (Trade, Arts, Sciences, Mathematics, world economy).
● They should understand English as a dynamic social process that responds to changing social conditions and is involved
with values, beliefs, and ways of thinking.
● Through multi-literacy skills, learners will appreciate and be sensitive to sociocultural diversity and understand that
communication meaning depends on context, purpose, and audience.
3. Goals of the K to 12 English Curriculum
The curriculum aims to help learners:
● Acquire highly developed literacy skills.
● Understand that English is the most widely used medium of communication in trade, arts, sciences, mathematics, and
the world economy.
● Understand that English is a dynamic social process that responds to and reflects changing social conditions.
● Understand that English is inextricably involved with values, beliefs, and ways of thinking about themselves and the
world.
● Through multi-literacy skills, appreciate and be sensitive to sociocultural diversity.
● Understand that the meaning of any form of communication depends on context, purpose, and audience.
The curriculum also aims to develop the following in every graduate:
● Communicative Competence: A synthesis of knowledge of basic grammatical principles, how language is used in social
settings, and how utterances and communicative functions combine according to discourse principles. This includes:
● Grammatical/Linguistic Competence
● Sociolinguistic Competence
● Discourse Competence
● Strategic Competence
● Multiliteracies: Recognition of various literacy practices in society, including traditional literacy practices.
3. Goals of the K to 12 English Curriculum
● Help learners acquire highly developed literacy skills to:
○ Understand English as a global language.
○ Use English in the arts, sciences, mathematics, trade, and global economy.
● Develop appreciation for English as a dynamic social process tied to values and beliefs.
● Equip learners with multiliteracy skills to:
○ Be sensitive to context, purpose, and audience.
○ Communicate effectively in diverse settings.
● Encourage lifelong learning and global citizenship.
Components of K to 12 English Curriculum
The Curriculum had 4 Components:
● COMPONENT 1: Language Learning Process
● COMPONENT 2: Effective Language Use
● COMPONENT 3: Making Meaning through Language
● COMPONENT 4: Holistic Assessment
COMPONENT 1: Language Learning Process
● Spiral Progression
Skills, grammatical items, structures and various types of texts will be taught, revised and revisited at increasing levels
of difficulty and sophistication. This will allow students to progress from the foundational level to higher levels of
language use.
● Interaction
Language learning will be situated in the context of communication (oral and written). Activities that simulate real-life
situations of varying language demands (purposes, topics, and audiences) will be employed to help students interact
with others thereby improve their socialization skills.
● Integration
The areas of language learning – the receptive skills, the productive skills, and grammar and vocabulary will be taught
in an integrated way, together with the use of relevant print and non-print resources, to provide multiple perspectives
and meaningful connections. Integration may come in different types either implicitly or explicitly (skills, content,
theme, topic, and values integration).
● Learner-Centeredness
Learners are at the center of the teaching-learning process. Teaching will be differentiated according to students’
needs, abilities and interests. Effective pedagogies will be used to engage them and to strengthen their language
development.
● Contextualization
Learning tasks and activities will be designed for learners to acquire the language in authentic and meaningful contexts
of use. For example, lessons will be planned around learning outcomes, a theme, or a type of text to help learners use
related language skills, grammatical items/structures and vocabulary appropriately in spoken and written language to
suit the purpose, audience, context and culture.
COMPONENT 2: Effective Language Use
● Language Function
The use of language will focus on the functions of language. Students will be taught to use language meaningfully and
appropriately for different purposes, audiences and situations.
● Competency-Based Learning Standards
Standards will be based on what students should know and be able to do. These competencies will guide instruction,
learning, assessment and reporting of student progress.
COMPONENT 3: Making Meaning through Language
● Meaning-Making Process
Language use is a process of making meaning. Students will be guided in interpreting, constructing, and conveying
meanings in written, spoken, visual and digital forms. They will be taught how to process information and ideas critically
and creatively.
● Text as a Resource
Texts will serve as input for learning language and developing comprehension, writing, and thinking skills. These texts
will be drawn from Philippine literature, world literature, and other content areas, with multicultural and global
perspectives.
COMPONENT 4: Holistic Assessment
● Formative and Summative
Assessment will be both for learning (formative) and of learning (summative). This means students will be provided
with feedback to improve learning, and will also be evaluated for their overall achievement of learning competencies.
● Knowledge, Skills, and Values
Assessment will cover content knowledge, language skills, and attitudes and values. It will aim to promote
self-reflection, critical thinking, and responsibility for one’s learning.
1. K TO 12 English Curriculum: Philosophy, Framework, and Rationale
The K to 12 English Curriculum is grounded on the philosophy that language is the foundation of communication and thought. It
plays a central role in the intellectual, emotional, and social development of learners. Language defines culture, which in turn
helps shape personal identity, build interpersonal relationships, and foster understanding of the world. The curriculum is based
on the Language Arts and Multiliteracies Curriculum (LAMC), which integrates Mother Tongue, Filipino, and English. It aims to
develop fluency in language through meaningful, interactive, and culturally relevant learning experiences. The curriculum
framework emphasizes communicative competence, critical literacy, and making meaning through language, encouraging
learners to connect language learning with real-life situations.
2. Learners in the K to 12 Curriculum
Learners in the K to 12 Curriculum are viewed as active participants in the language learning process. They enhance their
language proficiency by engaging in meaningful and diverse experiences across different contexts. Language learning is seen as
continuous and recursive, where learners build upon their existing knowledge and skills to acquire new ones. Through exposure
to a variety of texts—written, oral, and visual—learners are expected to critically reflect on and improve their communication.
They are also encouraged to develop an appreciation for sociocultural diversity and to use language responsibly in both local and
global settings.
3. Goals of the K to 12 English Curriculum
The goals of the K to 12 English Curriculum include equipping learners with advanced literacy skills that will enable them to use
English effectively as a global language. It emphasizes the use of English across disciplines such as the arts, sciences,
mathematics, and the global economy. The curriculum also seeks to help learners understand that English is a dynamic social
process that evolves with societal changes and is deeply connected to values, beliefs, and worldviews. Moreover, the curriculum
aims to cultivate multiliteracy skills so learners can communicate effectively depending on context, purpose, and audience, while
also fostering sensitivity to cultural and social differences.
4. Components of the K to 12 English Curriculum
The K to 12 English Curriculum is built upon four essential components that ensure a comprehensive and meaningful language
learning experience. The first component, Language Learning Process, emphasizes a spiral progression of skills, interaction in
real-life contexts, integration of language areas, learner-centered instruction, and contextualized tasks to support authentic
language use. The second component, Effective Language Use, focuses on developing students’ ability to use language
appropriately and meaningfully across various functions, audiences, and situations. It is guided by competency-based standards
that define what learners should know and be able to do. The third component, Making Meaning through Language, recognizes
that language is a tool for constructing and conveying meaning. Students engage with diverse texts to enhance comprehension,
critical thinking, and creative expression. Lastly, the Holistic Assessment component ensures that both formative and summative
assessments are used to evaluate students’ knowledge, skills, and values. This assessment framework promotes reflection,
responsibility, and continuous improvement in learning. Altogether, these components aim to produce communicatively
competent, literate, and globally aware Filipino learners.
