j2ysqsh

Society - group of people living together

The School as an Organization

Organization - a social unit of people that is structured and managed to meet a need or to
pursue collective goals.

Culture- is the characteristics and knowledge of a particular group of people, encompassing

language, religion, cuisine, social habits, music and arts.

- Is a word for the 'way of life' of groups of people, meaning the way they do things.

- An integrated pattern of human knowledge, belief, and behavior. The outlook, attitudes,
values, morals, goals, and customs shared by a society.

- It affects your life.

Systems Theory- is an interdisciplinary theory about the nature of complex systems in

nature, society, and science, and is a framework by which one can investigate and/or
describe any group of objects that work together to produce some result .

Characteristics of School Structure

Structure

1. School Culture- refers to the way teachers and other staff members work together and
the set of beliefs, values, and assumptions they share.

2. School Climate- refers to the quality and character of school life.

- School climate is based on patterns of students', parents' and school personnel's

experience of school life and reflects norms, goals, values, interpersonal relationships,
teaching and learning practices, and organizational structures.

3. Decision making

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
~~~~~~~~
Norms- are a fundamental concept in the social sciences.

- They are most commonly defined as rules or expectations that are socially enforced.

Folkways- society customs for routine casual interactions includes notion about proper
dress, appropriate greetings, and proper courtesy.

Mores- meaning 'manner, custom, usage, or habits are social norms that are widely
observed within a particular society or culture.

- Mores determine what is considered morally acceptable or unacceptable within any given
culture.

Social Climate of Institution

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
~~~~~~~~

Physical Frame-

Structural Frame-

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
~~~~~~~~

Characteristic of a Teacher Leader

A. Educational Leaders should be guided by morals

B. It is essential for leaders to understand the change process

C. It is essential to build relationships

D. Leaders must commit to knowledge creation and sharing.

E. Effective leaders seek coherence in everything they do.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
~~~~~~~~

Strong principal leadership-

Setting high expectations to students to achieve something-

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
~~~~~~~~

Digital Education-

Cultural Literacy-

Characteristics of a school as an agent of social change

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
~~~~~~~~

Organization - assembly of people working together for a common goal.

Organizational settings establish

All organizations have a clear vision

Planning of work to achieve efficiency

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
~~~~~~~~

14 Principle of Management
1. Division of Work- When employees are specialized, output can increase because they
become increasingly skilled and efficient.

2. Authority- Managers must have the authority to give orders, but they must also keep in
mind that with authority comes with responsibility.

3. Discipline- Discipline must be upheld in organizations, but methods for doing so can
vary.

4. Unity of Command- Employees should have only one direct supervisor.

5. Unity of Direction- Teams with the same objective should be working under the direction
of one manager, using one plan. This will ensure that action is properly coordinated.

6. Subordination of Individual Interests to the General Interest- The interests of one employee
should not be allowed to become more important than those of the group. This includes
managers.

7. Remuneration- Employee satisfaction depends on fair remuneration for everyone. This

includes financial and non-financial compensation.

8. Centralization- This principle refers to how close employees are to decision-making

process. It is important to aim for an appropriate balance.

9. Scalar Chain- Employees should be aware of where they stand in the organization's
hierarchy, or chain of command.

10. Order- The workplace facilities must be clean, tidy and safe for employees. Everything
should have its place.

11. Equity- Managers should be fair to staff at all times, both maintaining discipline as
necessary and acting with kindness where appropriate.

12. Stability of Tenure of Personnel- Managers should strive to minimize employee turnover.
Personnel planning should be a priority.

13. Initiative- Employees should be given the necessary level of freedom to create and carry
out plans.

14. Espirit de Corps- Organizations should strive to promote team spirit and unity.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
~~~~~~~~

RA 9155

Enhance Basic Curriculum

90-88%

RA 10533

WHAT IS K TO 12 PROGRAM?

- The K to 12 Program covers Kindergarten and 12 years of basic education (six years
of primary education, four years of Junior High School, and two years of Senior High
School [SHS]) to provide sufficient time for mastery of concepts and skills, develop
lifelong learners, and prepare graduates for tertiary education, middle-level skills
development, employment, and entrepreneurship.

SALIENT FEATURES

 Strengthening Early Childhood Education (Universal Kindergarten)

 Making the Curriculum Relevant to Learners (Contextualization and Enhancement)
 Ensuring Integrated and Seamless Learning (Spiral Progression)
 Building Proficiency through Language (Mother Tongue-Based Multilingual
Education)
 Gearing Up for the Future (Senior High School)
 Nurturing the Holistically Developed Filipino (College and Livelihood Readiness, let
Century Skills)

STRENGTHENING EARLY CHILDHOOD EDUCATION (UNIVERSAL KINDERGARTEN)

- Every Filipino child now has access to early childhood education through Universal
Kindergarten. At 5 years old, children start schooling and are given the means to slowly
adjust to formal education.
Research shows that children who underwent Kindergarten have better completion rates
than those who did not. Children who complete a standards-based Kindergarten program
are better prepared, for primary education.

Education for children in the early years lays the foundation for lifelong learning and for
the total development of a child. The early years of a human being, from 0 to 6 years, are
the most critical period when the brain grows to at least 60-70 percent of adult size.

In Kindergarten, students learn the alphabet, numbers, shapes, and colors through games,
songs, and dances, in their Mother Tongue.

MAKING THE CURRICULUM RELEVANT TO LEARNERS (CONTEXTUALIZATION

AND ENHANCEMENT)

- Examples, activities, songs, poems, stories, and illustrations are based on local culture,
history, and reality. This makes the lessons relevant to the learners and easy to understand.

Students acquire in-depth knowledge, skills, values, and attitudes through continuity and
consistency across all levels and subjects.

Discussions on issues such as Disaster Risk Reduction (DRR), Climate Change Adaptation,
and Information & Communication Technology (ICT) are included in the enhanced
curriculum.

BUILDING PROFICIENCY THROUGH LANGUAGE (MOTHER TONGUE-BASED

MULTILINGUAL EDUCATION)

- Students are able to learn best through their first language, their Mother Tongue (MT).
Twelve (12) MT languages have been introduced for SY 2012-2013: Bahasa Sug, Bikol,
Cebuano, Chabacano, Hiligaynon, Iloko, Kapampangan, Maguindanaoan, Meranao,
Pangasinense, Tagalog, and Waray. Other local languages will be added in succeeding
school years.

Aside from the Mother Tongue, English and Filipino are taught as subjects starting Grade 1,
with a focus on oral fluency. From Grades 4 to 6, English and Filipino are gradually
introduced as languages of instruction. Both will become primary languages of instruction
in Junior High School (JHS) and Senior High School (SHS).

After Grade 1, every student can read in his or her Mother Tongue. Learning in Mother
Tongue also serves as the foundation for students to learn Filipino and English easily.
ENSURING INTEGRATED AND SEAMLESS LEARNING (SPIRAL PROGRESSION)

- Subjects are taught from the simplest concepts to more complicated concepts through
grade levels in spiral progression. As early as elementary, students gain knowledge in areas
such as Biology, Geometry, Earth Science, Chemistry, and Algebra. This ensures a mastery
of knowledge and skills after each level.

For example, currently in High School, Biology is taught in 2nd Year, Chemistry in 3rd Year
and Physics in 4th Year. In K to 12, these subjects are connected and integrated from
Grades 7 to 10. This same method is used in other Learning Areas like Math.

GEARING UP FOR THE FUTURE (SENIOR HIGH SCHOOL)

- Senior High School is two years of specialized upper secondary education; students may
choose a specialization based on aptitude, interests, and school capacity. The choice of
career track will define the content of the subjects a student will take in Grades 11 and 12.
SHS subjects fall under either the Core Curriculum or specific Tracks.

CORE CURRICULUM

- There are seven Learning Areas under the Core Curriculum. These are Languages,
Literature, Communication, Mathematics, Philosophy, Natural Sciences, and Social Sciences.
Current content from some General Education subjects are embedded in the SHS
curriculum.

TRACKS

- Each student in Senior High School can choose among three tracks: Academic; Technical-
Vocational-Livelihood; and Sports and Arts. The Academic track includes three strands:
Business, Accountancy, Management (BAM); Humanities, Education, Social Sciences
(HESS); and Science, Technology, Engineering, Mathematics (STEM).

Students undergo immersion, which may include earn-while-you-learn opportunities, to

provide them relevant exposure and actual experience in their chosen track.

TVET (TECHNICAL VOCATIONAL EDUCATION & TRAINING) NATIONAL

CERTIFICATE
- After finishing Grade 10, a student can obtain Certificates of Competency (COC) or a
National Certificate Level I (NC I). After finishing a Technical-Vocational-Livelihood track in
Grade 12, a student may obtain a National Certificate Level II (NC II), provided he/she
passes the competency-based assessment of the Technical Education and Skills
Development Authority (TESDA).

NC I and NC II improves employability of graduates in fields like Agriculture, Electronics,

and Trade.

MODELING BEST PRACTICES FOR SENIOR HIGH SCHOOL

- In SY 2012-2013, there are 33 public high schools, public technical-vocational high

schools, and higher education institutions (HEIs) that have implemented Grade 11. This is a
Research and Design (R&D) program to simulate different aspects of Senior High School in
preparation for full nationwide implementation in SY 2016-2017. Modeling programs
offered by these schools are based on students’ interests, community needs, and their
respective capacities.

NURTURING THE HOLISTICALLY DEVELOPED FILIPINO (COLLEGE AND

LIVELIHOOD READINESS, 21ST CENTURY SKILLS)

- After going through Kindergarten, the enhanced Elementary and Junior High curriculum,
and a specialized Senior High program, every K to 12 graduate will be ready to go into
different paths – may it be further education, employment, or entrepreneurship.

Every graduate will be equipped with:

 Information, media and technology skills,

 Learning and innovation skills,
 Effective communication skills, and
 Life and Career skills.
CURRICULUM GUIDE

ELEMENTARY

KINDERGARTEN

- The Kindergarten Curriculum Framework (KCF) draws from the goals of the K to 12
Philippine Basic Education Curriculum Framework and adopts the general principles of the
National Early Learning Framework (NELF). Kindergarten learners need to have a smooth
transition to the content-based curriculum of Grades 1 to 12.

GRADES 1-10

- Students in Grades 1 to 10 will experience an enhanced, context-based, and spiral

progression learning curriculum with the following subjects:

SUBJECTS

 Mother Tongue
 Filipino
 English
 Mathematics
 Science
 Araling Panlipunan
 Edukasyon sa Pagpapakatao (EsP)
 Music
 Arts
 Physical Education
 Health
 Edukasyong Pantahanan at Pangkabuhayan (EPP)
 Technology and Livelihood Education (TLE)

SENIOR HIGH (GRADES 11-12)

- Senior High School is two years of specialized upper secondary education; students may
choose a specialization based on aptitude, interests, and school capacity. The choice of
career track will define the content of the subjects a student will take in Grades 11 and 12.
Each student in Senior High School can choose among three tracks: Academic; Technical-
Vocational-Livelihood; and Sports and Arts. The Academic track includes three strands:
Business, Accountancy, Management (BAM); Humanities, Education, Social Sciences
(HESS); and Science, Technology, Engineering, Mathematics (STEM).

CORE CURRICULUM SUBJECTS

- There are seven Learning Areas under the Core Curriculum: Languages, Literature,
Communication, Mathematics, Philosophy, Natural Sciences, and Social Sciences.

 Oral communication
 Reading and writing
 Komunikasyon at pananaliksik sa wika at kulturang Filipino
 21st century literature from the Philippines and the world
 Contemporary Philippine arts from the regions
 Media and information literacy
 General mathematics
 Statistics and probability
 Earth and life science
 Physical science
 Introduction to philosophy of the human person/Pambungad sa pilosopiya ng tao
 Physical education and health
 Personal development/pansariling kaunlaran
 Earth science (instead of Earth and life science for those in the STEM strand)
 Disaster readiness and risk reduction (taken instead of Physical science for those in
the STEM strand)

APPLIED TRACK SUBJECTS

 English for academic and professional purposes

 Practical research 1
 Practical research 2
 Filipino sa piling larangan
 Akademik
 Isports
 Sining
  Tech-voc
 Empowerment technologies (for the strand)
 Entrepreneurship
 Inquiries, investigatories, and immersion

SPECIALIZED SUBJECTS

 Accountancy, business, and management strand

 Humanities and social sciences strand
 Science, technology, engineering, and mathematics strand
 General academic strand

Six Reasons Why the Philippines Should Switch to K-12 Curriculum

- It has been four years since the Philippines shifted to a new educational system. But
this reform program, which added two more years to the old basic education
system, has since met with so much public opposition. Until now, critics continue to
insist that the country is not yet prepared for this transition. Many have been said
about K-12 curriculum—what it is, what it covers, what it offers, and what it hopes
to achieve. Despite numerous awareness campaign efforts, opposition still exists.
This is, perhaps, due to lack of information about the differences between the two
systems. Are you still skeptical of this new program? Below are six good reasons
why the Department of Education abandoned the old system and opted for a K-12
curriculum.

Only country in Asia with 10 years of basic education – Before implementing K-12, the
Philippines was the last Asian country and one of only three nations in the world with 10
years of basic education. The new system, which follows a global standard, will put Filipino
students at par with the rest of the world.

Poor quality of education – Students’ low scores in the National Achievement Test (NAT) and
Trends in International Math and Science Study (TIMMS) are a reflection of the current
quality of education in the country.

Too many non-practical subjects – Supported by the findings of the study performed by
SEAMEO INNOTECH, the country’s old curriculum was too congested and lacked practical
application. While students did not get enough instructional time to learn, they also missed
the chance to be prepared for actual professional work.

Not prepared for college education – Due to lack of practical application, past high school
grads (in the old curriculum) could not qualify to pursue higher education.

Too young for labor force – High school graduates of the old curriculum are generally less
than 18 years old and are too young to work after graduation. This young age is deemed
unripe for them to enter the workforce or enter into business contracts.

No global recognition – Filipino professionals who have finished a 10-year basic education
may not be acknowledged in many parts of the world. This is due to education
requirements set by some international accreditation agreements.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
~~~~~~~~

Mother Tongue

Reasons for the use Mother Tongue Education

1. Children learn better and understand mother tongue

2. They will enjoy learning if they understand the subject more

3. Pupils tend to increase self-esteem

4. Parents participation is increased by helping their kids in their homework

5. Children take advantage of their multilingual knowledge

6. On the average, schools performs better.... less repetitions**

7. Finally, children stay in school longer

8. Contextualized Curriculum- using examples, performance based, based on our local

culture, history and the reality

All these reasons can best explain why the Philippines made a right decision to switch to a
K-12 curriculum.

One of the best things about K-12 scheme is that it offers opportunities for students to
learn about modern yet rarely tapped fields of specialization, such as animation. For more
details about the K-12 curriculum, please browse through our website at
www.k12philippines.com.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
~~~~~~~~

Executive no.366

Leonor Briones- Secretary of Education

Curriculum and Instruction

Finance Administration

Administrative Service

The school as a Cultural Institution- guiding principles

Toxic school culture into positive ones

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
~~~~~~~~

The school culture-

4 Teaching Cultures

● Individualism- classrooms as “egg-crates” or “castles” Autonomy, isolation and insulation

prevail, and blame and support are avoided.

● Collaboration — teachers choose, spontaneously and voluntarily, to work together,

without an external control agenda. Forms include: “comfortable” activities—sharing ideas
and materials—and rigorous forms, including mutual observation and focused reflective
enquiry.

● Contrived collegiality— teachers’ collaborative working relationships are compulsorily

imposed, with fixed times and places set for collaboration, for example planning meetings
during preparation time.

● Balkanization — teachers are neither isolated nor work as a whole school. Smaller
collaborative groups form, for example within secondary school departments, between
infant and junior teachers, and class teachers and resource support teachers. Hargreaves
(1994)

1. School’s statement and purpose

2. School management plan
3. School policies