MC PEH

Concept of Physical Education and Health

It is the role of quality physical education programs to help students develop health-
related fitness, physical competence in movement activities, cognitive understanding,
and positive attitudes toward physical activity so that they can adopt healthy and
physically active lifestyles.

 Definition of Physical Education and Health

o In the field of physical education and health, students learn about the
human body, exercise and nutrition. Graduates may become physical
education teachers, personal trainers, health educators or fitness
professionals. Keep reading to explore academic and career options in
this field.
o Physical education (P.E.) and health studies give students a scientific
base of knowledge that combines biological, physical, environmental and
social sciences. This builds a foundation upon which students can learn
the specialized skills required for their desired occupations. Graduates of
related programs often seek jobs as physical education or health teachers,
among other possibilities as health professionals and educators.
 Objectives of Physical Education and Health
o Equip students with the skills necessary to perform a variety of physical
activities with understanding
o Impart knowledge on how to develop and maintain physical fitness.
o Develop positive self-esteem through body awareness and control
o Encourage regular participation in physical activity
o Impart an understanding of the implications and benefits of an involvement
in physical activities.
o Enable students to observe safety skills and habits.
o Develop the students’ appreciation of concepts of fairplay and good
sportsmanship.
o Develop students’ understanding and application of critical thinking skills
to PE.
Fitness and Wellness

Fitness specifically refers to physical health, and is the ability to complete a

physical task, or the lack of a physical ailment. Wellness, on the other hand, refers to
the balance of a spectrum of health-related elements in one’s life. Most wellness
wheels represent six or seven dimensions of wellness, including intellectual,
emotional, physical, occupational, environmental, spiritual, social and financial.

When a person is balanced and well, all of the aforementioned areas of life are
considered and prioritized in daily lifestyle habits.

Wellness is far broader than fitness. Wellness encapsulates your entire life, whereas
Fitness tends to focus on your physical health. It tends to focus on nutrition,
strength, conditioning, flexibility, and body composition.

Fitness

Fitness is very important for good health. Besides feeling better mentally,
exercising can help protect you from heart disease, stroke, obesity, diabetes, and
high blood pressure; and it can make you look younger, increase and maintain bone
density, improve the quality of your life, and may keep you from getting sick.
Exercising also helps you control stress better, and can make you feel happier and
less nervous.

Eating healthy foods is important for good health, too. Changing the kinds of food
you eat means paying attention to what you eat and how much you eat. Depending
on your location of employment, it may be nearly impossible to get healthy food from
vending machines or in a cafeteria, so you will need to be smart and make a good
food plan for yourself. It is important to eat a healthy breakfast; eat more fruits,
vegetables, salads, whole-grain breads, and egg whites; and foods that are boiled or
grilled – not fried. Ask your doctor or a dietician about starting a healthy, balanced
diet.

Physical Fitness

Physical fitness is a state of health and well-being and, more specifically, the

ability to perform aspects of sports, occupations and daily activities. Physical fitness
is generally achieved through proper nutrition, moderate-vigorous physical exercise,
and sufficient rest.
 Before the industrial revolution, fitness was defined as the capacity to carry out
the day’s activities without undue fatigue. However, with automation and changes in
lifestyles physical fitness is now considered a measure of the body's ability to
function efficiently and effectively in work and leisure activities, to be healthy, to
resist hypokinetic diseases, and to meet emergency situations.

Fitness is defined as the quality or state of being fit and healthy. Around 1950,
perhaps consistent with the Industrial Revolution and the treatise of World War II,
the term "fitness" increased in western vernacular by a factor of ten. The modern
definition of fitness describes either a person or machine's ability to perform a
specific function or a holistic definition of human adaptability to cope with various
situations. This has led to an interrelation of human fitness and attractiveness that
has mobilized global fitness and fitness equipment industries. Regarding specific
function, fitness is attributed to persons who possess
significant aerobic or anaerobic ability, i.e. endurance or strength. A well-rounded
fitness program improves a person in all aspects of fitness compared to practicing
only one, such as only cardio/respiratory endurance or only weight training.

A comprehensive fitness program tailored to an individual typically focuses on

one or more specific skills, and on age-or health-related needs such as bone
health. Many sources also cite mental, social and emotional health as an important
part of overall fitness. This is often presented in textbooks as a triangle made up of
three points, which represent physical, emotional, and mental fitness. Physical
fitness can also prevent or treat many chronic health conditions brought on by
unhealthy lifestyle or aging. Working out can also help some people sleep better and
possibly alleviate some mood disorders in certain individuals.

Developing research has demonstrated that many of the benefits of exercise are
mediated through the role of skeletal muscle as an endocrine organ. That is,
contracting muscles release multiple substances known as myokines, which
promote the growth of new tissue, tissue repair, and various anti-inflammatory
functions, which in turn reduce the risk of developing various inflammatory diseases.

Components of Physical Fitness

There are five components of physical fitness that you need to consider:

1. Muscular Strength

This is the “power” that helps you to lift and carry heavy objects. Without muscular
strength, your body would be weak and unable to keep up with the demands placed
upon it. The way to increase strength is to train with heavy weights, working in the 4 – 6
or 12 – 15 rep ranges. The heavier the weight, the fewer reps you should perform.
2. Muscular Endurance

Endurance is the ability of your muscles to perform contractions for extended periods of
time. Rather than just lifting or carrying something for a few seconds, the muscles are
used for minutes. The way to increase strength is to train with light weights, working in
the 20 – 25 rep range. Working with lighter weight will train the muscle fibers needed for
muscular endurance, and the higher rep range leads to a longer period of exercise.

3. Cardiovascular Endurance

Cardiovascular endurance is your body’s ability to keep up with exercise like running,
jogging, swimming, cycling, and anything that forces your cardiovascular system (lungs,
heart, blood vessels) to work for extended periods of time. Together, the heart and
lungs fuel your body with the oxygen needed by your muscles, ensuring that they have
the oxygen needed for the work they are doing. The Cooper Run (running as far as
possible in 12 minutes) is a test commonly used to assess cardiovascular endurance,
but many trainers use the Step Test (stepping onto a platform for 5 minutes). Both are
accurate measures of a subject’s cardiovascular endurance.

4. Flexibility

Flexibility is one of the most important, yet often overlooked, components of physical
fitness. Without flexibility, the muscles and joints would grow stiff and movement would
be limited. Flexibility training ensures that your body can move through its entire range
of motion without pain or stiffness. To test your flexibility, lean forward and try to touch
your toes. Those with good flexibility will usually be able to touch their toes, while those
with limited flexibility will not. The sit and reach test (sitting on the floor and reaching
toward your toes) is another good way to assess your flexibility. The more flexible you
are, the closer you will come to touching your toes and beyond.

5. Body Fat Composition

Body fat composition refers to the amount of fat on your body. For example, a 100-
pound person with a 25% body fat composition will have a lean body mass of 75
pounds.

To qualify as fit:

• Men must have a body fat composition lower than 17 percent

• Women must have a body fat composition lower than 24 percent

The average man tends to have about 18 to 24 percent body fat, while the average
woman has 25 to 31 percent body fat.

Health Related Physical Fitness

There are five components of physical fitness: (1) body composition, (2) flexibility, (3)
muscular strength, (4) muscular endurance, and (5) cardiorespiratory endurance.

A well-balanced exercise program should include activities that address all of the
health-related components of fitness. Aerobic activities develop cardiorespiratory
endurance and burn calories to aid in achieving a healthy body composition. Muscle-
strengthening activities develop muscular strength and endurance and assist with the
development of a healthy body composition. Activities such as stretching and yoga help
improve flexibility. Physical activity guidelines for adults are presented below.

Aerobic Activities.

1. According to the Centers for Disease Control, adults should perform 2 hours and 30
minutes (150 minutes) per week of moderate-intensity aerobic activity OR 1 hour and 15
minutes (75 minutes) per week of vigorous-intensity OR an equivalent mix of both.

2. Aerobic activity should be performed for at least 10 minutes at a time and spread
throughout the week.

3. For greater health benefits, 5 hours (300 minutes) per week at a moderateintensity
level or 2 hours and 30 minutes (150 minutes) at a vigorous-intensity level or an
equivalent mix of both is recommended.

4. The American College of Sports Medicine states that moderate-intensity physical

activity between 150-250 minutes per week is effective in preventing weight gain, but
will provide only modest weight loss. Physical activity greater than 250 minutes per
week is recommended for weight loss and the prevention of weight gain.

a. Examples of moderate-intensity physical activities.

(1) Walking briskly (about 3 miles per hour or faster but not race walking).

(2) Water aerobics.

(3) Bicycling, riding less than 10 mph.

(4) Tennis (doubles).

(5) Ballroom dancing.

(6) General gardening.

b. Examples of vigorous-intensity physical activities.

(1) Race walking, jogging, and running.

(2) Bicycling 10 mph or faster.

(3) Swimming laps.

(4) Aerobic dancing.

(5) Jumping rope.

(6) Heavy gardening (continuous digging or hoeing with heart rate

increases).

(7) Hiking uphill or with a heavy backpack.

c. Muscle-Strengthening Activities.

(1) Muscle-strengthening activities should be performed on 2 or more days

per week.

(2) Muscle-strengthening activities do not count toward the aerobic activity

total.

(3) All major muscle groups should be worked. These are the legs, hips,

back, abdomen, chest, shoulders, and arms.

(4) Exercises for each muscle group should be repeated 8 to 12 times per

set. As exercises become easier, increase the weight or do another set.

(5) Examples: Lifting weights, working with resistance bands, or doing

exercises that use body weight for resistance (e.g., push-ups, sit-ups,

etc.).

d. Flexibility.

(1) Each time you perform aerobic or strength-training activities, take an

extra 10 minutes to stretch the major muscle groups.

(2) Hold stretches for 10 to 30 seconds and repeat each stretch 3 to 4 times.

Performance Related Physical Fitness

Physical fitness is considered a measure of the body’s ability to function

efficiently, effectively and without injury in work and leisure activities, to pursue
recreational activities and to cope with emergency situations. Skill-related fitness
includes components such as agility, balance, coordination, reaction time, power and
speed. Skill- or performance-related fitness involves skills that will enhance one's
performance in athletic or sports events. Health-related fitness involves skills that
enable one to become and stay physically healthy. Furthermore, an individual's physical
fitness includes performance-related components.

Body Mass Index

Body mass index (BMI) is a value derived from the mass (weight) and height of a

person. The BMI is defined as the body mass divided by the square of the body height,
and is universally expressed in units of kg/m2, resulting from mass in kilograms and
height in metres.

The BMI may be determined using a table or chart which displays BMI as a
function of mass and height using contour lines or colours for different BMI categories,
and which may use other units of measurement (converted to metric units for the
calculation).

The BMI is a convenient rule of thumb used to broadly categorize a person

as underweight, normal weight, overweight, or obese based on tissue mass (muscle,
fat, and bone) and height. Commonly accepted BMI ranges are underweight (under
18.5 kg/m2), normal weight (18.5 to 25), overweight (25 to 30), and obese (over 30).

BMIs under 20 and over 25 have been associated with higher all-causes mortality, with
the risk increasing with distance from the 20–25 range.

Maximum Heart Rate

You can calculate your maximum heart rate by subtracting your age from 220.
For example, if you're 45 years old, subtract 45 from 220 to get a maximum heart rate of
175. This is the average maximum number of times your heart should beat per minute
during exercise.

Once you know your maximum heart rate, you can calculate your desired target heart
rate zone — the level at which your heart is being exercised and conditioned but not
overworked.

The American Heart Association generally recommends a target heart rate of:

 Moderate exercise intensity: 50% to about 70% of your maximum heart rate

 Vigorous exercise intensity: 70% to about 85% of your maximum heart rate

If you're not fit or you're just beginning an exercise program, aim for the lower end of
your target heart rate zone. Then, gradually build up the intensity. If you're healthy and
want to exercise at a vigorous intensity, opt for the higher end of the zone.

How to determine your target heart rate zone

Use an online calculator to determine your desired target heart rate zone. Or, here's a
simple way to do the math yourself. If you're aiming for a target heart rate in the
vigorous range of 70% to 85%, you can use the heart rate reserve (HRR) method to
calculate it like this:

 Subtract your age from 220 to get your maximum heart rate.

 Calculate your resting heart rate by counting how many times your heart beats
per minute when you are at rest, such as first thing in the morning. It's usually
somewhere between 60 and 100 beats per minute for the average adult.

 Calculate your heart rate reserve (HRR) by subtracting your resting heart rate
from your maximum heart rate.

 Multiply your HRR by 0.7 (70%). Add your resting heart rate to this number.

 Multiply your HRR by 0.85 (85%). Add your resting heart rate to this number.

 These two numbers are your average target heart rate zone for vigorous exercise
intensity when using the HRR to calculate your heart rate. Your heart rate during
vigorous exercise should generally be between these two numbers.

For example, say your age is 45 and you want to figure out your target heart rate zone
for vigorous exercise using the HRR method. Follow these steps:

 First, subtract 45 from 220 to get 175 — this is your maximum heart rate.
  Next, check your resting heart rate first thing in the morning. Say it's 80 beats per
minute. Calculate your HRR by subtracting 80 from 175. Your HRR is 95.

 Multiply 95 by 0.7 (70%) to get 66.5, then add your resting heart rate of 80 to get
146.5.

 Now multiply 95 by 0.85 (85%) to get 80.75, then add your resting heart rate of
80 to get 160.75.

 Your target heart rate zone for vigorous exercise is 146.5 to 160.75 beats per
minute.

How to tell if you're in the zone

So how do you know if you're in your target heart rate zone? You can use an activity
tracker to check your heart rate regularly while you exercise.

Or use these steps to check your heart rate during exercise:

 Stop briefly.

 Take your pulse for 15 seconds. To check your pulse over your carotid artery,
place your index and third fingers on your neck to the side of your windpipe. To
check your pulse at your wrist, place two fingers between the bone and the
tendon over your radial artery — which is located on the thumb side of your wrist.

 Multiply this number by 4 to calculate your beats per minute.

Here's an example: You stop exercising and take your pulse for 15 seconds, getting 37
beats. Multiply 37 by 4, to get 148. If you're 45 years old, this puts you in the target
heart rate zone for vigorous exercise, since the target zone for that age is between
146.5 and 160.75 beats per minute using the HRR method. If you're under or over your
target heart rate zone, adjust your exercise intensity.

Target heart rate tips

It's important to note that maximum heart rate is only a guide. You may have a higher or
lower maximum heart rate, sometimes by as much as 15 to 20 beats per minute. If you
want a more specific range, consider discussing your target heart rate zone with an
exercise physiologist or a personal trainer.

Generally only elite athletes are concerned about this level of precision. They may also
use slightly different calculations that take into account sex differences in target heart
rate zones. These differences are so small that most casual athletes don't need
separate calculations for men and women.

Also note that several types of medications, including some medications to lower blood
pressure, can lower your maximum heart rate, and then lower your target heart rate
zone. Ask your doctor if you need to use a lower target heart rate zone because of any
of your medications or medical conditions.

Interestingly, research shows that interval training, which includes short bouts (around
15 to 60 seconds) of higher intensity exercise alternated with longer, less strenuous
exercise throughout your workout, is well tolerated. It's even safe for those with heart
disease and type 2 diabetes. This type of training is also very effective at increasing
your cardiovascular fitness and promoting weight loss.

Ideal Body Weight

How much a person should weigh is not an exact science. It is highly dependent
on each individual. Thus far, there is no measure, be it IBW, body mass index (BMI), or
any other that can definitively state how much a person should weigh to be healthy.
They are only references, and it's more important to adhere to making healthy life
choices such as regular exercise, eating a variety of unprocessed foods, getting enough
sleep, etc. than it is to chase a specific weight based on a generalized formula.

That being said, many factors can affect the ideal weight; the major factors are
listed below. Other factors include health conditions, fat distribution, progeny, etc.

Age

In theory, age shouldn't be a large determinant of a IBW past the ages of 14-15 for girls
and 16-17 for boys, after which most people stop growing. It is actually expected that
human males and females to lose 1.5 and 2 inches in height respectively by age 70. It is
important to remember that as people age, lean muscle mass decreases and it is easier
to accumulate excess body fat. This is a natural process, though it is possible to lessen
the effects of aging by adopting various habits such as monitoring diet, exercise, stress,
and sleep.

Gender

Generally, females weigh less than males even though they naturally have a higher
percentage of body fat. This is because the male body generally has higher muscle
mass, and muscle is heavier than fat. Not only that, but women generally have lower
bone density. Last but not least, males tend to be taller than females.
Height

The taller the person, the more muscle mass and body fat they have, which results in
more weight. A male at a similar height to a female should weigh about 10-20% heavier.

Body Frame Size

Body frame size is another factor that can have a significant impact on the
measurement of ideal weight. Body frame size is typically categorized as small,
medium, or large boned. It is measured based on the circumference of a person's wrist
in relation to their height, as shown below.

For women:

 Height under 5'2"

o Small boned = wrist size less than 5.5"

o Medium boned = wrist size 5.5" to 5.75"

o Large boned = wrist size over 5.75"

 Height between 5'2" and 5' 5"

o Small boned = wrist size less than 6"

o Medium boned = wrist size 6" to 6.25"

o Large boned = wrist size over 6.25"

 Height over 5' 5"

o Small boned = wrist size less than 6.25"

o Medium boned = wrist size 6.25" to 6.5"

o Large boned = wrist size over 6.5"

For men:

 Height over 5' 5"

o Small boned = wrist size 5.5" to 6.5"

o Medium boned = wrist size 6.5" to 7.5"

o Large boned = wrist size over 7.5"

A person who is large boned will naturally weigh more than someone who is small
boned, even at the same height, making body frame size a factor that can affect
measurements such as IBW and BMI.

Body Composition

Body composition is the proportion of fat and non-fat mass in your body. A healthy
body composition is one that includes a lower percentage of body fat and a higher
percentage of non-fat mass, which includes muscle, bones, and organs. Knowing your
body composition can help you assess your health and fitness level. Often, you will
measure your body composition at the start of a weight-loss or fitness program and then
check it periodically to monitor your progress.

Your body is composed of two types of mass, body fat, and non-fat mass. Here's some
key difference between the two:

Body fat: This can be found in muscle tissue, under the skin (subcutaneous fat), or
around organs (visceral fat). Some fat is necessary for overall health. "Essential fat"
helps protect internal organs, stores fuel for energy, and regulates important body
hormones. But you may also have excess storage of fat and non-essential body fat.

Non-fat mass: This includes bone, water, muscle, organs, and tissues. It may also
be called lean tissue. Non-fat mass tissues are metabolically active, meaning they burn
calories for energy, while body fat does not.

Body fat percentage is a measurement of body composition telling how much of the
weight of your body is fat. The percentage of your body that is not fat is fat-free mass.
There are normal ranges for body fat, which differ for men and women.

Weighing yourself on a regular bathroom scale does not assess your body
composition. A regular scale cannot tell how much of your total weight is comprised of
water, fat, or muscle. To know whether your body composition is healthy, you should
get an estimate of your body fat percentage. You can do so by taking simple
measurements and entering them into a body fat percentage calculator.

 Ectomorph
Ectomorph, a human physical type (somatotype) tending toward linearity, as
determined by the physique-classification system developed by the American
psychologist W.H. Sheldon. Although classification by the Sheldon system is not
absolute, a person is classed as an ectomorph if ectomorphy predominates over
endomorphy and mesomorphy in his body build. The extreme ectomorph has a
thin face with high forehead and receding chin; narrow chest and abdomen; a
 narrow heart; rather long, thin arms and legs; little body fat and little muscle; but
a large skin surface and a large nervous system. If well fed, he does not gain
weight easily; if he becomes fat, he is still considered an ectomorph,
only overweight. Compare endomorph; mesomorph.
 Mesomorph
Mesomorph, a human physical type (somatotype) that is marked by greater than
average muscular development, as determined by the physique-classification
system developed by American psychologist W.H. Sheldon. Although the
Sheldon system of classification does not make absolute distinctions between
types, a person is classed as a mesomorph if mesomorphy predominates over
endomorphy and ectomorphy in his body build. The extreme mesomorph has a
square, massive head; broad, muscular chest and shoulders; a large heart;
heavily muscled arms and legs; and minimal body fat. He tends to
develop muscle easily. His muscular development can usually be distinguished
from that of one who has developed his muscles through body-building
exercises. Compare ectomorph; endomorph.

 Endomorph
The endomorph tends to gain weight and keep it on. Their build is a little wider
than an ectomorph or mesomorph, with a thick ribcage, wide hips, and shorter
limbs. They may have more muscle than either of the other body types, but they
often struggle to gain it without significant amounts of accompanying body fat. If
you ever feel like you gain 5 pounds simply walking by a donut shop, you may be
an endomorph.
Endomorphs are said to have a higher percentage of body fat with less muscle
mass. They're often heavier and rounder, but not necessarily obese. Because of
their physical makeup, people with endomorphic bodies are more sensitive to
calorie consumption than people with other body types.

Nutrition for Health

Nutrition is how food affects the health of the body. Food is essential—it provides
vital nutrients for survival, and helps the body function and stay healthy. Food is
comprised of macronutrients including protein, carbohydrate and fat that not only offer
calories to fuel the body and give it energy but play specific roles in maintaining health.
Food also supplies micronutrients (vitamins and minerals) and phytochemicals that don't
provide calories but serve a variety of critical functions to ensure the body operates
optimally.
 Water
Water is an inorganic, transparent, tasteless, odorless, and nearly colorless
chemical substance, which is the main constituent of Earth's hydrosphere and
the fluids of all known living organisms. It is vital for all known forms of life, even
though it provides no calories or organic nutrients.
 Carbohydrate
The main role of a carbohydrate is to provide energy and fuel the body the same
way gasoline fuels a car. Foods such as corn, chayote, beans, plantains, rice,
tortilla, potatoes and other root vegetables such as yucca, bread and fruit deliver
sugars or starches that provide carbohydrates for energy.

Energy allows the body to do daily activities as simple as walking and talking and
as complex as running and moving heavy objects. Fuel is needed for growth,
which makes sufficient fuel especially important for growing children and
pregnant women. Even at rest, the body needs calories to perform vital functions
such as maintaining body temperature, keeping the heart beating and digesting
food.
 Protein
Found in beef, pork, chicken, game and wild meats, fish and seafood, eggs,
soybeans and other legumes included in traditional Central America cuisine,
protein provides the body with amino acids. Amino acids are the building blocks
of proteins which are needed for growth, development, and repair and
maintenance of body tissues. Protein provides structure to muscle and bone,
repairs tissues when damaged and helps immune cells fight inflammation and
infection.
 Fats
Dietary fat, which is found in oils, coconut, nuts, milk, cheese, meat, poultry and
fish, provides structure to cells and cushions membranes to help prevent
damage. Oils and fats are also essential for absorbing fat-soluble vitamins
including vitamin A, a nutrient important for healthy eyes and lungs.
 Vitamins
Vitamins help your body grow and work the way it should. There are 13 essential
vitamins — vitamins A, C, D, E, K, and the B vitamins (thiamine, riboflavin,
niacin, pantothenic acid, biotin, B6, B12, and folate).

Vitamins have different jobs to help keep the body working properly. Some
vitamins help you resist infections and keep your nerves healthy, while others
may help your body get energy from food or help your blood clot properly. By
following the Dietary Guidelines, you will get enough of most of these vitamins
from food.
 Minerals
Help maintain cardiovascular health and provide structure to the
skeleton.Consuming a balanced diet including fruits, vegetables, dairy, protein
foods and whole or enriched grains helps ensure the body has plenty of nutrients
to use. Providing a few examples of specific micronutrient functions can enhance
the effectiveness of nutrition education: Vitamin A helps the eyes to see
Calcium and magnesium help muscles and blood vessels relax, preventing
cramps and high blood pressure
Vitamin C helps wounds heal and the body’s ability to fight off germs
Iron helps the blood transport oxygen throughout the body and prevents anemia.
 ELECTIVE

Overview of the course

Multigrade teaching occurs in primary education when a teacher has two teach
two or more primary school student grades in the same class. More general term and
probably more accurate is that multigrade teaching refers to the teaching of students of
different ages, grades and abilities in the same group. The multigrade class structure is
known by various names in different countries; these include "composite" or
"combination" classes, "double" classes, "split" classes, "mixed-age" classes, "vertically
grouped" classes, "multiple classes", "family classes" or "multilevel classes". In
multigrade schools a relatively small number of teachers try to be effective in their
educational work while dealing simultaneously with a number of pupils of different ages,
educational levels and needs. It follows that for children to learn effectively in multigrade
environments; teachers need to be well trained, well resourced, and able to meet highly
demanding teaching tasks and to hold positive attitudes to multigrade teaching.

Multigrade classrooms ought to be taken seriously into account since such

schools are considered to play important role on providing access to education for all in
remote, isolated and underdeveloped rural areas. Such schools are more than a reality
in primary education in many regions of Europe, Latin America, Asia, Africa and the rest
of the world constituting a very common educational form in problematic rural areas,
sparsely inhabited regions and urban areas with adverse social conditions. In such
areas multigrade schools not only aim to give enrolment and continuous attendance in
school environments, but also to provide knowledge and pedagogy of good standards
and in addition to play a wider role in social development.

In most of the cases the multigrade school is the only viable school formation in
rural environment and the effort should be focused on improving the teaching and
learning conditions in this school formation. Multigrade teaching is presented as a
powerful pedagogical tool for promoting independent and individualized learning. This
kinds of teaching and learning seem to have great advantages since the teaching
programme is adjusted to the specific needs of the individual student and thus
contributes to better learning outcomes. Multigrade school provide the best test bench
for research and investigation of the usefulness of individualised teaching since
personalised education is a basis that gives solutions at the multigrade setting and thus
is widely adopted.

Multigrade schools have potential and play important role as educational units in
underserved rural areas. In addition multigrade schools could present good teaching
and learning practises useful and applicable in all kind of schools and classrooms. The
unfortunate reality is though that these schools form the most neglected part of the
education system. National educational authorities, ministries of education and
pedagogical institutions most of the times do not take into account or recognize or
consider important the differentiation on the teaching and learning conditions in the
multigrade environment. The formation of the school in multigrade classrooms is in most
cases considered as a "necessary evil" situation that is adopted just to fulfil the
obligation of the official state for providing education for all. As far as this is the main
goal of the state, to fulfil an obligation, then much less attention is paid to provide quality
education or to support the specialised needs of the teachers working multigrade
schools. Due to the geographical oddities, the socio-economic peculiarities and the lack
of adequate school infrastructure and personnel, these schools still remain at the
education's world cut off.

What is a Multi-grade classroom?

A multigrade class consists of two or more different grade levels inside a single-
grade classroom handled by one teacher for an entire school year. It is offered in
elementary schools located in distant and sparsely populated localities.

Figures from DepEd show that there are close to a million enrollees in multigrade
classes across the country.

Education Secretary Armin Luistro said most of the students attending multigrade
classes are learners who belong to isolated and financially challenged communities, are
indigenous peoples, and reside in far-flung mountains and islands where schools are far
apart from each other. “This is part of our thrust to democratize access to education and
make the learning experience inclusive to as many sectors. In effect, we are bringing
more students to school,” he added.

“If a class does not meet the required number of enrollees and therefore it is not
viable to conduct a class of limited number of pupils, the supposed enrollees are
merged into a single class and taught by one teacher,” Luistro explained.

The small number of students for each grade level, the shortage of teachers, the
distance from the community to the nearest school, and the inadequacy of funds and
classrooms are reasons that necessitate the organization of multigrade classes.

In the Philippine public school system, classes with two grade levels inside a
single classroom and handled by the same teacher are called combination classes.
Classes with three grade levels conducted in one classroom and handled by a single
teacher are called a multigrade or multilevel class.
 This means that children with different skills and abilities, developmental levels,
and needs are mixed in a class and work together under the guidance of one teacher.
“The truth is, long before multitasking became a buzzword, our teachers were actually
already living up to the word,” Luistro said.

Although the DepEd has always recognized the existence of multigrade classes,
it was only in 1990 that the department started to consider the formal organization and
continuing operation of multigrade classrooms all over the country in keeping with the
goal of Education For All.

Thus, the DepEd continues to invest in teachers’ training, curriculum

development, and preparation of learning materials appropriate for multigrade classes
to improve elementary education especially in underserved and remote areas.

The Nature of Multi-grade classes

The term ‘multigrade teaching’ generally refers to a teaching situation where a

single teacher has to take responsibility for teaching pupils across more than one
curriculum grade within a timetabled period. Schools with multigrade classes are
referred to as multigrade schools.

In most of the world’s education systems, formal education is expected to be

imparted in a monograde teaching environment, where one teacher is responsible for a
single curriculum grade within a timetabled period. Although this is the general norm, in
many countries in the world there are schools in which all classes function as multigrade
classes. These schools are called “fully multigrade schools”. In some other schools only
some of the classes function as multigrade classes while others function as monograde
classes. These are called as “partially multigrade schools”.

The Concept of Multi-grade teaching

It is obvious that a combined class of students differs a lot from the conventional
type of a student class of a single grade. That means that the way that the students of
the multigrade class should be taught must be different as well. It is true that the
function of the teacher in the multigrade classroom is multidimensional or to be more
accurate it is much more complicated and demanding than the role of the teacher in the
monograde school respectively. This is the main subject of the MUSE project to assist
teacher professionals to be able to work effectively in the multigrade school
environment and be trained on teaching in the different ways referring to the multigrade
classroom. For children to learn effectively in multigrade environments, teachers need
to be well-trained, well-resourced and hold positive attitudes to multigrade teaching.
Multigrade teaching in many views represents a more demanding teaching situation and
special attention should be given to it. However, many teachers in multigrade
environments are either untrained or trained in monograde pedagogy; have few,
teaching and learning resources; and regard the multigrade classroom as a poor cousin
of the better-resourced monograde urban schools that are staffed by trained teachers.
In addition, at the majority of the cases, the multigrade teachers are very young without
significant experience, "chosen" by the state to teach at the specific rural areas. These
teachers are left alone without resources and support to handle the demanding
multigrade classes. The former has serious negative impact on teachers' psychology
and attitude towards the multigrade class, and affects in a negative way their teaching
performance.

The effort should be focused by the educational authorities to reverse the teachers'
negative view for multigrade teaching and the rural school and provide them with the
resources and support to be able to overcome any difficulties. Teachers should attend
special training programmes before introduce themselves at the multigrade classroom
and try to adjust to their multidimensional role as multigrade teachers. A training
programme like the MUSE project which represents an effort to address the specialised
needs of the multigrade school teachers ought first of all to record and analyse the
multiple role that these teachers possess in the multigrade class. Below you can find a
first attempt to present the basic functions and roles of the teachers in rural multigrade
schools. The categorisation in the different roles presented here are based on similar
former research activities, training attempts and documentation found in the literature so
are more or less well accepted by the wider educational community. These common
functions which multigrade teachers must carry out in their schools are as follows:

As Teacher
The main function of the multigrade teacher is to teach students by imparting knowledge
not just follow a curriculum. Teacher must be able to develop skills and inculcate
desirable values and attitudes among pupils. The teacher is expected to be versatile
and utilize different strategies to make learning meaningful and effective for all students
in his or her classroom, no matter what individual differences may exist among the
students. In the following section of this web training content you will be able to get
informed more specifically on teaching and learning strategies referring to the
multigrade setting.

As Facilitator
The teacher should be able to understand differences between pupils, be able to
motivate them to learn and guide them though their learning materials. The teacher
should be able to do this for all grade levels in the classroom, no matter what curriculum
subject is being studied. The teacher should not only be a provider of knowledge but
should also be a facilitator of learning both at a group level and on a one-to-one basis.

As a planner
Planning is a critical function for the Multigrade teacher. Appropriate planning by the
teacher will result in classes which are more productive for the learners and easier for
them to follow. Planning in the multigrade school classroom is much more important that
in a monograde one. The teaching hour must be spent productively for student groups
in grades of the class and thus accuracy on time spending is crucial.

The Challenges of Multi-grade classes

The main issue in Multigrade classrooms is reconciling the department to cover

the curriculum with a particular age group within the time available. The crux of the
matter is that there is a curriculum for each age group that must be covered. Therefore,
teachers in multi-grade settings face many challenges such as inadequate training,
social and cultural isolation, instructional, lack of time, lack of community understanding,
and rural nature of most of the multi-grade settings.

Disadvantages of Multi-Grade Classroom

 Multi-Grade system is difficult to implement in large schools with heavy

population

 Textbooks in use for teaching only meet the need of mono-grade teaching

 schools practising multi-grade teaching often suffer from inadequate material

resources

 In remote areas, teachers’ passivity, irregularity, ill planning, non-accountability

and engagement in non-academic pursuits create and maintain a low school
profile

 Multigrade teachers must be trained to give different lessons at the same time to
pupils at different grade levels.

 Children sit in grade-groups facing their own blackboard (BB)

 If there are two grade groups in the class the BB are placed either end of the
classroom with children facing opposite directions.
 During the lessons the teacher moves frequently between the different groups.
 Give reading instructions to one grade; give dictation to the other grade.

 One grade is copying handwriting math exercises from the BB, the other grade
will be instructed on a new math item.

 The extra work involved in multigrade teaching must be recognized by giving

teachers 50% additional salary for two grades and 75% for three or more grades.

 Teachers in multigrade classrooms must receive a lot of support and must meet
regularly with teachers from other multigrade schools.