Name: Reiljohn B. Engarcial.

Date:09-03-21

Block and Year: BEED-1

ACTIVITY 1:

1. Research on the Thomasites. What qualities did they possess as teachers?

Answer: The Thomasites were a group of 600 American teachers who travelled from the United
States to the newly occupied territory of the Philippines on the transport ship USS Thomas. ... Thomas
carried nearly 500 Thomasites, who arrived in Manila in August 1901. The Thomasites possessed a
sense of adventure that allowed them to be willing to travel to a non-English speaking distant land.
Culled from thousands of applicants, these were teachers who had very high credentials, and were
committed to teaching. The Thomasites were able to transform the Philippines into the third largest
English speaking country in the world via their teaching methods. Teachers should possess
commitment and passion to his/her profession. Teacher are the one who cares student and give
sympathy to those who unfortunately in need of better understanding about theories, concepts and
everything around us.

2. Present the development of the Philippine Educational System from pre-Spanish era to the Japanese
era means of a timeline. The first era was done for you.

Answer:

Pre-Spanish Era Spanish Era American Regime Japanese Era

In the Spanish Era the main
focused was learning
Informal, Christian doctrine. They
unstructured, introduced the parochial
focus on
schools. The subjects other
vocational training than doctrine are
parents and tribal
arithmetic, music, and
tutors served as various arts and trades. The
teachers.
primary medium of
instructions vernacular.
Academic institutions higher
than the parochial schools
were established. These
•The Educational Act of 1901, also •Gives
known as act. No. 74 of the Philippine importance to the
Commission was promulgated. diffusion of
elementary
•Set up a three-level school system. The
education and
first level consisted of a four-year promotion of
primary and a three year intermediate
vocational
or seven-year elementary school. The education.
second level was a four-year program.
•In 1910 the Office of the
Superintendent of Private Schools was
created. This later became the Bureau of
Private Schools.
were the colegios for the
boys and the beaterios for
the girls. These were
equivalent to present day
high schools.
Produced the first
grammars and dictionaries
that led to the development
of Filipino languages.
(Provisions for the training
of teachers through a
normal school.
•Reading, writing, arithmetic, good
manners, and right conduct (GMRC),
civics, hygiene and sanitation, gardening,
domestic science, American history, and
Philippine history were the subjects for
study.
•In 1925, the Monroe Survey
commission, headed by Paul Monroe,
was created to evaluate the entire
school system the Americans set up.
•Educational aims: 1) training for self-
government and 2) provision of English
as a common language.
ACTIVITY 2:

1. What are the basic curricular reforms in:

YEAR ELEMENTARY EDUCATION SECONDARY EDUCATION

1946-1956 The 1935 constitution provided certain

educational objectives such as the
development of moral character, personal
discipline, civic conscience , vocational
efficiency and citizenship training. " To carry
out the constitutional ,mandate a revision of
the elementary curriculum was made
including the teaching .

1957-1972  Elementary Education "  The revised Secondary Education "   One feature of the
elementary education curriculum was 1957-1972 reform was offering of character
gradually effected beginning the school year education and good manners and right
1957-1958. conduct as “a separate subjects in the
elementary and secondary curricula in all
Minimum Time Allotment for the Elementary public and private schools, effective beginning
School Curriculum Subject Area Numbers of of the second semester of S.Y. 1958-1959” as
Minutes a Day I-II II-IV V-VI .In the revised follows:
elementary education curriculum the
vernacular was the auxiliary medium of
instruction in G1 and G2: Pilipino and English
were offered as subjects. "   The continuous
progression scheme (CPS) was implemented
in the elementary during S.Y. 1970-1971 but
due to some misconception, it was literally
construed as mass promotion, hence many
non- readers were promoted to next grade
level.

1973-1988 Secondary Education "   The revised secondary

education program (RSEP) replaced the 2-2
plan in 1973. among the objectives of the
curriculum was “to acquire the basic
occupational skills acknowledge and
information essential for gainful employment
and for making intelligent choice of occupation

1983-2001 Elementary Education "   The need reforms in
the elementary education became imperative
when the results of Survey of Outcomes in
Elementary Education (SUOTELE) came out. A
significant finding, clearly showed that the
grader across the nation has mastered only
50% of what he was expected to learn and
that the learned subject were the 3R’s."   became the first beneficiaries of the NSEC
Elementary Education "   Program for
Comprehensive Elementary Education
(PROCEED). The impact of the
aforementioned researches paved the way
for the development of the a 10-year (1980-
1990) PROCEED. "   The Program for
Decentralized Education Development
(PRODED). To serve as a launching pad for the
major reform envisioned in PROCEED,
PRODED actually covers the first 4 years of
the 10-yeardevelopment program.
2002-2011 "   R.A. 10157 entitled An Act Institutionalizing
the Kindergarten Education into the Basic
Education System and Appropriating Funds
Thereof : the declaration states that: "   which covers three stages: "   Stage 1-
Kindergarten is “mandatory and compulsory
for entrance to G1”
2. RESEARCH on the following:
10-point Agenda on Education of President Aquino’s Administration.
K to 12 and beyond: A look back at Aquino's 10-point education agenda
JUN 24, 2016 7:10 PM PHT
or career.” "   RSEP implemented starting S.Y.
1973- 1974 introduced the by the hour
programming instead of 40 minutes per
learning area. "   Bilingual education policy was
likewise issued as Dept. order no. 25, s. 1974.
The New Secondary Education Curriculum "  
The conceptualization of the NSEC began in
1982 in preparation for the graduates of the
New Elementary School Curriculum (NESC)
implemented starting 1982-1983 in G1. "   The
first full beneficiaries of the NESC were
graduated in march 1989 and they also
under the development of the Secondary
Education Development Program (SEDP).For
the first time, values education was offered as
a separate subject in high school, hence the
trainers and mass training of teacher included
values formation. A values education
framework was put in place by the dept. of
education, culture and sports (DECS).
"   2010 Secondary Education Curriculum "  
The refinement of the curriculum followed the
Understanding by Design (UbD) framework
result/Desired outcome "   Stage 2-Assessment
"   Stage 3-Learning/ Instructional plan
JEE Y. GERONIMO

In 2010, President Benigno Aquino III proposed 10 ways to fix basic education in the country. Did he
fulfill his campaign promise?

MANILA, Philippines – Six years ago, President Benigno Aquino III envisioned that education would be an
investment in Filipinos, and not another problem that needs fixing.

To prove his commitment in seeing this happen, Aquino proposed 10 ways to fix basic education in the
country during his presidential campaign:

12-year basic education cycle

Universal pre-schooling for all

Madaris education as a sub-system within the education system

Technical-vocational education as an alternative stream in senior high school

Every child a reader by Grade 1

Science and math proficiency

Assistance to private schools as essential partners in basic education

Medium of instruction rationalized

Quality textbooks

Covenant with local governments to build more schools

Department of Education Assistant Secretary Elvin Uy told Rappler that Aquino's 10-point education
agenda was DepEd's guiding document in the last 6 years.

But there were backlogs from Aquino's predecessor that had to be addressed first. When Aquino
assumed office in 2010, schools sorely lacked thousands of teachers and classrooms, as well as millions
of textbooks and classroom seats.
In his 5th State of the Nation Address (SONA) in 2015, Aquino assured the next administration that
education backlogs will be the least of its worries.

Backlogs in 2010

REMOVED BY 2012 REMOVED BY 2013

61.7 million textbooks

2.5 million classrooms seats

66,800 classrooms

145,837 teachers

In the same speech, he admitted that more education inputs will be needed since enrollment is
expected to go up in the coming years.

But for Benjie Valbuena, the national chair of the Alliance of Concerned Teachers-Philippines, the
country's education system did not improve and only deteriorated in the last 6 years.

"You can see that not only in the National Achievement Test, but also in the international achievement
test, and the performance of Filipino graduates compared to the graduates of other nations," he told
Rappler in a mix of English and Filipino.

A 12-year basic education cycle, which Valbuena's group is strongly opposed to, is actually the
recognized standard for students and professionals globally, according to the DepEd.
Asked why they are opposed to the K to 12 program if they want Filipino graduates to be at par with
their counterparts abroad, Valbuena said the resistance mainly comes from their belief that the country
lacks the budget, preparation, and readiness for the reform.

"If the country prepared for and studied this well, and if this was experimental or if it went through
pilot, maybe we won't have apprehensions, and we'd immediately see its effect. But as early as now, the
dropout rate increased, professors and instructors lost their jobs, and the children are confused. There
won't be problems like these if we prepared for and studied this, and if you started it with the students
in Kinder. It could've been great," he said.

But Nelson Cainghog, a political analyst from the University of the Philippines (UP) Diliman, said the K to
12 – one of the "game changer" reforms in basic education – not only brings the Philippines at par with
most countries in the world, but also prepares students for their preferred careers.

The K to 12 program, which adds two more years to the country's basic education cycle, was enacted in
2013. This year marks its full implementation, with the rollout of Grade 11 nationwide. (READ: Senior
high school: No youth left behind?)

In 2015, critics challenged the law before the Supreme Court (SC) and filed at least 6 petitions seeking its
suspension. The SC has yet to give its final ruling on the matter. (READ: 2015: Protest against K to 12 at
its loudest, reaches the Supreme Court)

The Kindergarten Education Act, which made kindergarten education mandatory, was enacted a year
ahead of the K to 12 program.

"We started this in 2011, even in the absence of all the factors that could've made it possible. Brother
Armin decided to push through with universal kindergarten in 2011 even though we had no budget for
it, even though there were no actual teachers, that's why we hired volunteer teachers," Uy explained.
For Uy, it was probably one of the least controversial legislation in education since "it sailed through
Congress, no one really opposed the measure."

The implementation of universal kindergarten is now on its 6th year. Education Secretary Armin Luistro
considers kindergarten as one of the most important elements in K to 12.

"That policy alone brought in 1.8 million new learners for DepEd. So the classrooms backlog we had, at
66,800 when we came in, just ballooned because we opened a new program for Kinder in 38,000
elementary schools," he said during a June 20 Rappler Talk interview.

"Our enrollment is at around 1.8 million but that's a happy problem. I'm happy to keep pace with
enrollment that's going up for a program as critical as Kinder."

One of the many criticisms against the K to 12 is how the new technical-vocational-livelihood (TVL) track
under its senior high school program supposedly creates cheap labor and promotes an export labor
policy in the country.

"Biro mo 'yung mga kurso, caregiving, housekeeping, wellness massage, frontdesk reception – 'yun
talagang palabas ng bansa….E kung ganun, paano tayo talaga makakaahon sa hirap? (Imagine, the
courses are caregiving, housekeeping, wellness massage, front desk reception – jobs available outside
the country.... If that is the case, how can we really recover from poverty?)" Valbuena asked.

"Kung magdadagdag ka ng dalawang taon, dapat naka-angkla ito sa pangangailangan mismo na

problema nung bansa natin. Halimbawa, problema sa agraryo, sa industriyalisasyon, at mag-create ng
trabaho sa bansa, hindi sa labas."

(If you're going to add two years, it should be anchored on the needs and problems of our own country.
For example, agrarian problems, problems in industrialization, and let's create jobs here in the country,
not outside.
But DepEd Assistant Secretary Jesus Mateo denied that labor export is the purpose of senior high school.
The offerings under the program, according to him, actually address the needs in the country.

In addition, he thinks K to 12 is changing the perception that those who finish a TVL course is a "second
class citizen."

"Siguro that's society's perception, na if you have a diploma, sikat ka. Pero oo nga, may diploma ka, may
trabaho ka naman ba? Kaya nga ang daming mga graduate ng 4-year degree, eventually nag-aaral pa ulit
sa tech-voc para lang ma-update ang kanilang skills doon sa trabaho na present," he explained.

(Maybe that's society's perception, that if you have a diploma, you're better. Sure, you may have a
diploma, but do you have a job? We have a lot of graduates from a 4-year degree who eventually study
tech-voc again just so they can update their skills for the job that is present.)

As of June 23, out of more than 1.2 million senior high school enrollees, 475,540 Grade 11 students
chose the TVL track. Majority or 340,653 of them enrolled in public schools.

"Regarding questions like, 'Why are there many students in tech-voc tracks?' It's because that is the
child's choice," Mateo said in a mix of English and Filipino.

To prepare students for the TVL track in senior high school, DepEd has modified its Technology and
Livelihood Education (TLE) curriculum for junior high school. In Grades 7 and 8, students learn
exploratory TLE, while they choose a particular specialization in Grades 9 and 10.

"It wouldn't make sense to have it in senior high school without laying the groundwork in junior high,"
Uy explained.
"[But] if the student does not pursue tech-voc in senior high school, that's fine, you got specialized
training for two years."

When it comes to making every child a reader by Grade 1, Uy said students now are at least readers in
their mother tongue.

"But the difficult part for us is making them also a reader in English in Grade 1. Most of the time, by the
end of Grade 1, they would have the listening skills for English. But for mother tongue and Filipino, they
should be readers," he added.

Local and international studies have shown that early learners' use of mother tongue inside the
classroom produce better and faster learners. It makes them adept at learning a second (Filipino) and
third language (English) too.

This is the wisdom behind DepEd's mother tongue-based multi-lingual education program for students
in kindergarten to Grade 3.

How did this story make you feel?

SEE THE RESULTS

Luistro said this shift to mother tongue during the early years is perhaps his department's "most
complicated" policy, especially since they had to develop dictionaries and learning materials in 19
languages.

"We now have at least 3 or 4 years of experience and we are beginning to assess the language efficiency
and the impact of that on language and numeracy of our students, and we're seeing very, very good
results," Luistro explained.

"They are able to understand major concepts. Once they are able to grasp major concepts in their first
language, it is so much easier to teach the second language, and then a third."
Under the K to 12 program, the science and math curriculum for junior high school follows the spiral
progression approach instead of the K to 10's discipline-based approach.

"There was really no basis for [discipline-based approach in high school]," Uy said.

Using the science subject as an example, he explained: "Why is Biology for 14-year-olds, and why is
Chemistry for 15-year-olds, and why is Physics for 16-year-olds? There are concepts in Biology which are
easy, there are concepts in Biology which are very difficult."

With the spiral progression approach, students learn General Science, Biology, Chemistry, and Physics
on a per-quarter basis. Basic competencies are taught in Grade 7, and the lessons get more complicated
in Grades 8, 9, and 10. This approach also applies for the math subject.

"It follows the cognitive development and maturity of our learners," Uy added.

But this same curriculum meant to improve the science and math proficiency of Filipino students also
allegedly "diluted" the special science curriculum of Manila Science High School (MSHS) – or so the
critics of the K to 12 program say.

"Because of K to 12, the curriculum at Manila Science is no longer considered special science. Now it's
just like an ordinary high school," Valbuena said in a mix of English and Filipino.

Severo Brillantes, counsel for parents and teachers from MSHS, earlier told Rappler that K to 12 is
actually a "huge step backward in so far as the development of science and technology is concerned."

Brillantes represents one group of petitioners who want the K to 12 suspended.

In 2015, DepEd also admitted delays in buying science and math kits worth billions for thousands of
schools in the country, despite two years of budgetary allocations.

Financial support for private schools increased under the Aquino administration, Uy said, but he
admitted "not all people are happy with it."

Consider this year's budget for DepEd's Education Service Contracting (ESC) under the Government
Assistance to Students and Teachers in Private Education (GASTPE).

Uy said ESC this year is a P9-billion program that can support up to 1 million public school students who
will enroll in private junior high schools. He said this budget, which has increased over the years, is this
administration's most significant assistance to private schools.

In addition to the ESC, the government this year introduced the senior high school voucher program
meant to support Grade 10 completers from public schools who want to pursue Grade 11 in private
schools or local and state universities and colleges.

The program has a budget of P12 billion, P11 billion of which is for private senior high schools.

"Some of the criticisms…say, 'Why are we spending on private schools when we should be spending on
our own schools and students?' The simple answer there is, government has been spending on both,"
Uy explained.

He said the clearest proof of this is the department's budget, which has ballooned to P433 billion in
2016 from P175 billion in 2010. The country is now spending close to P20,000 per student, from about
P8,000 in 2010.

But the voucher program is exactly why critics are calling the K to 12 a "privatization" in education.
Valbuena said this privatization "is a violation of our Constitution, because in the Constitution, education
is free in elementary and high school."
But as of June 23, most Grade 11 students are still in public schools (753,249) compared to those in
private schools (485,111). There are 46,000 elementary and high schools in the country – still
outnumbering the 12,072 private schools nationwide.

Support for private Madrasah schools was also scaled up under the Aquino administration. Uy said a
similar ESC-type program provided funding to private Madrasah schools in the Philippines.

The goal of DepEd's Madrasah Education Program is to enhance the educational development of Filipino
muslims. The Arabic Language and Islamic Values Education program for public school students has been
in place even before the Aquino administration.

With or without K to 12, the quality of textbooks in the country has been the subject of complaints year
in and year out. There were complaints on grammar errors, factual errors, and textbooks that are "no
longer responsive" to the new K to 12 curriculum.

Uy admitted some of the criticisms "are valid and level-headed," but the quality of textbooks "is also
something we're continuously hammering."

With the help of external partners, DepEd developed its own learning materials for Grades 1-4 and
Grades 7-10 under the K to 12 curriculum. DepEd procures the printing and delivery for the hard copies
of these materials.

For Grades 5-6 and Grades 11-12, meanwhile, the learning materials are a mix of those developed by
DepEd and those developed by private publishers.

But Uy lamented that some criticisms on textbooks are "unfortunately...based on early and supposedly
confidential drafts of the materials, but for whatever reason, leaked out."

"So what is difficult for the department is when we are criticized but we don't know the basis of the
criticism – meaning, we don't know if the comments are based on the final materials or on the draft," he
added.
Regardless, he said that since 2013, DepEd has internally asked people to give their feedback on the new
learning materials, and this in turn has "improved the process of how we develop the materials".

Still, UP's Cainghog said the department could have started developing K to 12's learning materials
sooner.

"If the reform did not push through, the same materials could be used for introductory college. Some of
the materials are still being developed and has not been thoroughly tested. These could have been
tested in 1st year college," he added.

Every local government unit (LGU) has a special education fund (SEF) that comes from the additional 1%
tax on real property. Local school boards use the SEF for improving education services of public schools
in their locality.

Uy said under the Aquino administration, DepEd has engaged LGUs to maximize their SEF and go beyond
classroom construction.

"So we do want local governments to champion basic education regardless of color, regardless of
political strife, and I think we've done that to a large extent," he explained.

"That's why I think, for example, during the campaign this year, you don't see a groundswell of
opposition against the K to 12 program, because I think for the most part, a lot of the local chief
executives agreed to the merits of the program."

DepEd superintendents are members of local school boards, but the local school board as a collegial
body has the final say on how the SEF will be spent.

"It's very important for them to direct those funds or those resources to something that's truly useful
and beneficial to the student communities in their area," Uy said,
"They all go to basic education, a lot of them still go to construction or repair [of classrooms], some of
them might go to [Maintenance and Other Operating Expenses], payment of utlities, or other small
items. Some of it would be used for benchmarking studies, some of it is to support [activities] like
Palarong Pambansa."

For Uy, the Aquino administration fulfilled its 10-point education agenda "but in varying degrees of
success."

Luistro, meanwhile, believes the biggest changes in education happened under this administration,
although his critics would likely disagree.

"[The changes are] not very well appreciated, but I think history will bear [Aquino] out. He has
contributed so much in that change," he added.

Aquino and his Cabinet have less than a week left in office. As this government transitions to the Duterte
administration, outgoing education officials are relieved that incoming Education Secretary Leonor
Briones is taking the helm of the education department.

Even critics think it won't be difficult to dialogue with Briones when it comes to improving the country's
education system.

Valbuena even urged President-elect Rodrigo Duterte to listen to the same pleas they've had all these
years: Stop K to 12, increase budgets for education, increase the salary of teachers and government
employees, and give schools in indigenous communities permits to operate.

But the outgoing education secretary is confident that K to 12 will continue under Briones. Now that the
program is in place, he said the next revolution in education would be in technology.

"Technology will change the face of education. We need to bring in the hardware but we need to do
that for every single school....We'll have to start with the farthest school," Luistro said.
But beyond providing schools with their basic information and communications technology (ICT)
packages, Uy noted that the next administration now "has the luxury" to look at how ICT will affect or
improve teachers' pedagogy, since the Aquino administration has already "accounted for the
fundamental [education] inputs."

Luistro agreed: "We have to make sure that teacher see themselves as facilitators of learning. At this day
and age, education will have to be owned by the students themselves, and the learner must be trained
towards independent learning." – Rappler.com

K to 12 curriculum framework

Social studies emphasizes skills and practices as preparation for democratic decision-making. MATH and
SCIENCES. Programs . NCSS published the National Curriculum Standards for Social Studies in 2010. The
mission of National Council for the Social Studies is to advocate and build capacity for high-quality social
studies by providing leadership, services, and support to educators. The C3 Framework changes the
conversation about literacy instruction in social studies by creating a context that is meaningful and
purposeful. o The K-12 approach: The K-12 approach adopted by the Curriculum Framework provides a
picture of the total span of students’ schooling and The K to 12 Curriculum The K to 12 Philippine Basic
Education Curriculum Framework DEPARTMENT OF EDUCATION 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. Social studies involves interdisciplinary applications
and welcomes integration of the arts and humanities. Basic Education Curriculum Framework Nurturing
Every Learner’s Potential 4 Engaged, Empowered & Ethical Citizens Acknowledgements I wish to
acknowledge the invaluable contribution of the various individuals and organisations in the
development of the Basic Education Curriculum Framework. K to 12 Curriculum Model: The Enhanced K
to 12 Basic The Four Dimensions highlighted below center on the use of questions to spark curiosity,
guide instruction, deepen investigations, acquire rigorous content, and apply knowledge and ideas in
real world settings to become active and engaged citizens in the 21st century. Republic of the Philippines
Department of Education DepEd Complex, Meralco Avenue Pasig City May 2016 K to 12 Curriculum
Guide ENGLISH (Grade 1 to Grade 10) Get the C3 Framework (pdf) About C3 . It intentionally envisions
social studies instruction as an inquiry arc of interlocking and mutually reinforcing elements that speak
to the intersection of ideas and learners. In June 2017, a Religious Studies Companion Document was
added as a Supplement to the C3 Framework. The Future of Our Democracy – Abundant research bears
out the sad reality that fewer and fewer young people, particularly students of color and students in
poverty, are receiving a high quality social studies education, despite the central role of social studies in
preparing students for the responsibilities of citizenship. 8, s. 2015 Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program Formative and Summative Assessments Kinder to
Grade 12 2. Reading, writing, speaking and listening and language skills are critically important for
building disciplinary literacy and the skills needed for college, career, and civic life. There are a number
of motivating factors that inspired this work: NCSS Bulletin 113, 144 pp. Each of the Four Dimensions are
strategically aligned to the Common Core State Standards for English Language Arts and Literacy in
History/Social Studies. The C3 Framework addresses this issue in fundamental ways. The C3 is driven by
the following shared principles about high quality social studies education: The C3 Framework, like the
Common Core State Standards, emphasizes the acquisition and application of knowledge to prepare
students for college, career, and civic life. Co-Curricular and Community Involvement . Marginalization of
the Social Studies – The loss of instructional time at the elementary level and the narrowing of
instruction in response to multiple-choice, high-stakes testing has significantly impacted time, resources,
and support for the social studies. Tips and Tools to Introduce, Plan, and Implement the C3 Framework
at your School Site/District, What Every School Administrator Should Know About the C3 Framework,
Using the C3 Framework to Inform State Policies and Practices, What Every Methods Teacher Should
Know About the C3 Framework, Developing Questions and Planning Inquiries. Features lessons that
equip students with … The K to 12 Philippine Basic Education Curriculum Framework . The book includes
the entire C3 Framework, plus exclusive introductory chapters that interpret the Framework, and
discuss its context, the central concept of the Inquiry Arc, the connections between C3 and the Common
Core standards, the links between C3 and the national social studies standards, and appropriate
assessments for C3. The K to 12 Philippine Basic Education Curriculum Framework DEPARTMENT OF
EDUCATION CONTEXT PHILOSOPHICAL & LEGAL BASES RA 10533 The Enhanced Basic Education Act The
1987 Phil. Student Learning Assessment DO No. The K to 12 Curriculum The K to 12 Philippine Basic
Education Curriculum Framework DEPARTMENT OF EDUCATION 8555 16th St, Suite 500 • Silver Spring,
MD 20910 301-588-1800 • 800-296-7840 • fax 301-588-2049. web design & development by new
target, inc. College, Career, and Civic Life (C3) Framework for Social Studies State Standards, All
Upcoming NCSS & Affiliate Council Events, "The Links between the C3 Framework and the NCSS National
Curriculum Standards for Social Studies", Introduction to the C3LC Investigation Series-Putting the C3
Framework into Practice, Connecting Social Studies and ELA Shifts in the Elementary Classroom,
Coaching of Coaches: Collaborative Learning, Coaching the Coaches Part 2: C3 Framework Rubric,
Dimension 1: Developing Questions and Planning Inquiries, Dimension 2: Applying Disciplinary Concepts
and Tools, Dimension 3: Evaluating Sources and Using Evidence, Dimension 4: Communicating
Conclusions and Taking Informed Action, Meeting the Common Core State Standards for ELA Part 1 -
How Does the C3 Framework Align to the Common Core, Meeting the Common Core State Standards for
ELA Part 2: Reading Informational Text, Meeting the Common Core Standards for ELA Part 3: Argument
Writing, Meeting the Common Core Standards for ELA Part 4:Communicating Conclusions and Taking
Informed Action, Lead the Way! Motivation of Students – Children and adolescents are naturally curious
about the complex and multifaceted world they inhabit. "The Links between the C3 Framework and the
NCSS National Curriculum Standards for Social Studies" (Social Education, November/December 2013)
describes the ways in which the C3 Framework corresponds with the national standards and identifies
the distinctive contribution made by the C3 Framework. Its objectives are to: a) enhance the rigor of the
social studies disciplines; b) build critical thinking, problem solving, and participatory skills to become
engaged citizens; and c) align academic programs to the Common Core State Standards for English
Language Arts and Literacy in History/Social Studies. Social studies prepares the nation’s young people
for college, careers, and civic life. Title Coverage Level 1. It is included in the downloadable pdf file of the
Framework. The K to 12 Philippine Basic Education Curriculum Framework . (including introductory
chapters), 2013. Social studies is composed of deep and enduring understandings, concepts, and skills
from the disciplines. Basic Education Curriculum Framework Nurturing Every Learner’s Potential 4
Engaged, Empowered & Ethical Citizens Acknowledgements I wish to acknowledge the invaluable
contribution of the various individuals and organisations in the development of the Basic Education
Curriculum Framework. CURRICULUM Description of Framework. Inquiry is at the heart of social studies.
Active and responsible citizens are able to identify and analyze public problems, deliberate with other
people about how to define and address issues, take constructive action together, reflect on their
actions, create and sustain groups, and influence institutions both large and small. Curriculum
Framework 13 Figure 8 The Learning Areas of the K to 12 Curriculum 16 Figure 9 Structure of the K to 12
Curriculum 23 Figure 10 K to 12 Curriculum in both Formal Education and Alternative Learning System
26 Figure 11 Core Learning Areas/Domains from K to 12 27 List of Tables PAGE 1 Total Basic Education
Cycle of Asian 7 Table 2 Historical Bases of the Additional Years of … The C3 Framework and the National
Curriculum Standards for Social Studies. • A Comparison of the Enhanced K to 12 Basic Education
Curriculum and BEC • The TG’s and the LM’s . Classroom Assessment DO No. A Framework for K-12
Science Education outlines a broad set of expectations for students in science and engineering in grades
K-12. They vote, serve on juries when called, follow the news and current events, and participate in
voluntary groups and efforts. Constitution BP 232, Education Act of 1982 RA 9155, Philippine
Governance Act The vision, mission statements of DepEd SOUTELE, 1976 The EDCOM Report of 1991
Basic Education Sector Reform … The introduction of the Common Core provided an opportunity for
social studies educators to re-frame instruction to promote disciplinary literacy in social studies in such a
way as to allow social studies to regain a more balanced and elevated role in the K-12 curriculum.
Policies and Guidelines on the Implementation of the Universal Kindergarten Education Program

By Mark Anthony Llego / DepEd Order / Leave a Comment

DepEd Order No. 21, s. 2012

Table of Contents

1. Policies and Guidelines on the Implementation of the Universal Kindergarten Education Program

1.1 AND GUIDELINES ON THE IMPLEMENTATION OF THE UNIVERSAL KINDERGARTEN EDUCATION

PROGRAM

1.2 Curriculum and Training

1.3Teacher Deployment and Provision of Classrooms

Policies and Guidelines on the Implementation of the Universal Kindergarten Education Program

To:

Undersecretaries

Assistant Secretaries Bureau Directors

Directors of Services, Centers and Heads of Units Schools Division/City Superintendents

All Others Concerned

1. The Department of Education (DepEd) shall continue with its commitment to the Millennium
Development Goals (MDGs) particularly MDG No. 2, which is to attain universal primary education by
2015, and Education for All (EFA) objectives, particularly Critical Task No. 2, to expand the coverage of
the Early Childhood Care and Development (ECCD) Program to yield more EFA benefits giving priority to
those who are in vulnerable, disadvantaged and underserved areas.

2. Beginning School Year (SY) 2011-2012, this Department has intensified efforts to attain universal
Kindergarten coverage through different modalities and in coordination with concerned agencies on
health, welfare, and education of five (5)-year old children. Providing universal Kindergarten will prepare
children physically, emotionally, socially and mentally for Grade I Curriculum which increases their
chances of surviving and completing elementary education, reducing dropout and ensuring better school
performance.

3. For SY 2012-2013, the schedule for the opening of classes shall conform with the regular grades/level.
Pursuant to the Republic Act No. 10157 approved on January 20, 2012 otherwise known as “An Act
Institutionalizing the Kindergarten Education Into the Basic Education System and Appropriating Funds
Therefore,” the Policies and Guidelines on its Implementation as provided in Enclosure No. 1 will be
guided by the following components:

a. Overall Principle; g- Instructional Support to

b. Objectives of the Program; Kindergarten;

c. Enrolment Requirement; h. Contingency Measures; and

d. Kindergarten Education Program; i. Monitoring and Evaluation

e. Curriculum and Training; (M & E).

f. Teacher Deployment and Provision of Classrooms;

4. The annual funding allocation is chargeable to the Kindergarten Education for All Children per General
Appropriations Act (GAA), which shall be downloaded to regions/divisions nationwide. This will support
the implementation of various activities embedded in the above indicated components e.i. payment for
compensation of Kindergarten teachers/volunteers, orientations/trainings, monitoring, and other
related activities subject to the usual accounting and auditing rules and regulations.

5. To facilitate release of funds, all regions and divisions are required to submit physical and financial
report. Enclosure No. 2 contains the format of the Report on the Utilization of the Downloaded
Kindergarten Funds, duly certified true and correct by the schools division/city superintendents (SDSs)
and the regional directors (RDs) to be forwarded to the Central Office (CO), attention: Budget Division
and copy furnished Bureau of Elementary Education (BEE).

6. All previous policies and issuances inconsistent with the herein policies are hereby rescinded or
modified accordingly.
7. These guidelines shall remain in force and in effect during the succeeding school years until revised or
repealed.

8. Immediate dissemination of and strict compliance with this Order is directed.

BR. ARMIN A. LUISTRO FSC

Secretary

(Enclosure No.l to DepEd Order No. 21, s. 2012)

POLICIES AND GUIDELINES ON THE IMPLEMENTATION OF THE UNIVERSAL KINDERGARTEN EDUCATION

PROGRAM

A. Overall Principle is promoting inclusive education in reaching all five-year old children.

B. Objectives of the Program: The following objectives of this program set forth in DepEd Order 37, s.
2011 will still be pursued in School Year (SY) 2012-2013:

1. to reach out all five-year old children particularly those in the poorest household, vulnerable,
disadvantaged and underserved areas; and

2. to improve their readiness and foundational skills to be ready for primary grades.

C. Enrolment Requirement

1. This Department has issued DepEd Order No. 4, s. 2012 entitled Declaring January 28, 2012 as the
Early Registration Day for SY 2012-13 to Achieve the Millennium Development Goals (MDGs) and the
Objectives of Education for All (EFA) in order to strengthen advocacy and likewise address the above-
mentioned objectives; and

2. All regional directors (RDs), schools division/city superintendents (SDSs) and school principals/heads
of all public elementary schools are directed to accept children in accordance with the following
guidelines:

a. Only children who are 5-years old by June and until October 2012 will be eligible for enrolment;

b. A certificate of Live Birth will be required for submission until December of the same school year;

c. Six (6)-year old children who were not able to attend the Kindergarten Summer Program (KSP) shall be
enrolled in Grade 1 and will undergo the Eight (8)-Week Curriculum on readiness and foundational skills.

d. It is stressed that no five year old child shall be refused enrolment; and

e. All school principals and school heads shall submit to the Division Office (DO) the official list of
enrolment in the different Kindergarten programs using the enclosed required forms. The duly certified
true and correct enrolment report shall be forwarded to the Regional Office (RO) which in turn shall
indorse the same to the Central Office (CO), addressed to the Bureau of Elementary Education,
Attention.: Curriculum Development Division, not later than the following dates of every year:

Early Registration – March 16

Kindergarten Summer Program – March 16

Kindergarten Regular/Volunteer – August 15

Kindergarten under LGU/DCCs/Private – August 30

The said report must be submitted in hard and electronic copies through e-mail address:
kindergartenproject@,yahoo .com.ph.

D. Different Kindergarten Programs

1. Kindergarten Regular Program (KRP). This is a ten (10) month program provided for regular children
and those with special needs; the gifted and those with disabilities handled by teachers with permanent
items. The KRP for regular children follows the standards for 5-year old children and the National
Kindergarten Curriculum Guide (NKCG).

To maximize the utilization of permanent teachers handling these classes, school heads (SHs) shall
ensure that each kindergarten teacher handles two (2) classes with twenty-five to thirty (25-30)
enrollees per class.

2. Kindergarten Volunteer Program (KVP). This is also a ten (10) month program which shall be organized
for five (5)-year old children who cannot be accommodated in the KRP following the same standards and
NKCG:

2.1 The KVP classes shall be handled by volunteer teachers who will meet the qualifications mentioned
in DepED Order No. 37, s. 2011 reiterated below:

– Bachelor’s degree holder in education or education related courses;

– Preferably resident of the community where the school is located, and

– Registered as volunteer in the school and/or division office.

2.2 A volunteer teacher shall be allowed to handle two (2) classes of twenty-five to thirty (25-30) pupils
per class/session and shall be paid an honorarium of Three Thousand Pesos (PhP3,000.00) per month for
each class.
2.3 In cases when enrolment is ten (10) or less or in multigrade (MG) schools, the volunteer who handles
the class shall be paid an honorarium of Two Thousand Pesos (PhP2,000.00) per month. However, when
enrolment is only five (5) or less, the children should be made to attend the KSP class.

2.4 Day Care Workers who meet the qualification requirements can serve as volunteer teacher after
their classes for the three to four (3-4) years old children. They shall be paid an honorarium of Three
Thousand Pesos (PhP3,000.00) per month for handling separate session with eleven to thirty (11-30)
pupils or One Thousand Five Hundred Pesos (PhPl,500.00) for handling ten (10) or less but not less than
five (5) pupils.

3. Kindergarten Summer Program (KSP). This is an eight (8)-week program for five-year old children who
have not availed of the ten (10)-month program either through the KRP or the KVP. This is for
prospective Grade I enrolees who are supposed to be provided with readiness and foundational skills for
them to be able to tackle formal Grade I work. For Summer 2012, classes will be on April 9, 2012 until
June 1, 2012.

a. A permanent and a volunteer teacher shall handle one (1) or two (2) classes and shall be paid Six
Thousand Pesos (Php6,000.00) per month for two (2) classes or Three Thousand Pesos (PhP3,000.00) for
a single class.

b. A KSP class shall have an enrolment of twenty to thirty (20-30) children for 3 1/3 hours daily using the
Eight Week Curriculum.

4. Kindergarten Education Program for Children with Special Needs

4.1 Headstart Program fqr the Gifted

4.1.1 All Special Education Centers are encouraged to organize Headstart Program for the Gifted and
Talented children. Implementation of this program shall follow the policies and guidelines set forth in
DepED Order No. 99, s. 2009.

4.1.2 Regular schools are also encouraged to organize Fast Learners class.
4.1.3 These classes shall use the Learning Continuum for the Gifted.

4.2 Early Intervention Program for Children with Disabilities

4.2.1 Upon registration children with disabilities shall be identified and enrolled in an Early Intervention
Program shall be given to any age child as soon as disability is detected in any of the following:

a. nearest school with special education class;

b. kindergarten class in the SPED Center; and

c. regular class with inclusive education setting.

4.2.2 The Implementation of the Early Intervention Program shall follow the policies and guidelines
issued by the Central Office.

Curriculum and Training

1. The Kindergarten Education Program (KEP) shall continue to use the following curriculum materials:

1.1 Standards and Competencies for Five-Year Old Children

This material contains standards and competencies expected of 5-year old children along the different
domains for growth and development.

This should served as guide for teachers in tracking the development of children along each of the seven
domains.
1.2 National Kindergarten Curriculum Guide (NKCG). This contains daily learning activities developed in
thematic integrated manner for all the four (4) grading periods. Teachers should familiarize themselves
with the learning activities to ensure that they are able to use them to develop the competencies.
Although there are learning materials such as stories and games, included in NKCG, teachers are
encouraged to add or localize the activities they believe can be best taught using local resources.

1.3 Eight (8)-Week Summer Curriculum (EWSC). This curriculum material contains learning activities in
which the children will develop confidence and gain readiness for formal Grade I curriculum. This will be
used during summer and during the first 8 weeks in Grade 1 for children who were not accommodated
in the KRP or KVP.

2. Medium of Instruction (MOI). Teacher shall use the Mother Tongue as MOI in developing the
competencies for Kindergarten learners.

3. Training and Orientation. Teachers shall be provided with training and/or orientation on the use of
the various curriculum materials and the mother-tongue-based by trained trainers designated by the
division and region.

Teacher Deployment and Provision of Classrooms

1. Schools Division/City Superintendents (SDSs) shall ensure the following:

1.1 strict adherence to the policy on the deployment of teacher items identified for Kindergarten
teachers;

1.2 exploration of all possible options to provide classrooms for Kindergarten equipped with appropriate
facilities such as the school library, home economics building, learning resource center, and other
available spaces; and

1.3 prompt action on the bidding for the construction of Kindergarten classroom allocated for the
division and ensure that the specifications for said building are adhered to.
2. In cases where classrooms and alternative spaces are not available, SHs are encouraged/urged to link
with the LGUs for use of existing facilities as K classrooms.

G. Instructional Support to Kindergarten

1. To support the delivery of the different thematic-learning activities, the Department of Education
(DepEd) shall provide the Basic Instructional Package for Kindergarten classes and children.

Package 1: Instructional Materials for Teachers Use (one per teacher)

Contents:

a. Standards and Competencies for Five-Year Old Children

b. National Kindergarten Curriculum Guide (NKCG)

c. Eight-Week Curriculum

Package 2: Instructional Materials for Children

Contents: Readiness Skills Workbook (Activity Sheets by Quarter) (1 per pupil)

Package 3: Instructional Materials for the Class

Contents:

a. manipulatives (table blocks, lacing beads, tangrams, counting frame, picture dominoes, puzzles, etc.
(at least 1 set per class composed of twenty-five to thirty (25-30) learners)

b. supplementary reading materials (story books of at least fifty (50) titles per class)
c. songs, rhymes, in CD/DVD with player (at least 1 cd/dvd of 25 titles with teachers guide per class)

2. The Budget and Finance Office shall download funds for the construction of standard Kindergarten
classrooms, training of teachers, volunteers, and allowances of volunteer teachers, incentives for
teachers and other expenses which maybe authorized by DepEd Management.

H. Contingency Measures: In cases where there are no volunteers for Kindergarten classes, Grade I
teachers shall be utilized without jeopardizing their functions as Grade I teachers. Their incentive pay
follows the number of pupils indicated in 2.2.2 and 2.3.

I. Monitoring and Evaluation: Regional directors (RDs) and schools division/city superintendents (SDSs)
shall ensure that:

1. all schools shall continuously administer the School Readiness Assessment (SRA) and use the results as
basis for planning and formulating appropriate interventions of the children’s needed educational
development;

2. close monitoring shall be undertaken to ascertain compliance to the herein policies and guidelines;
and

3. within three (3) months from the issuance of this Order, all DepED regional and division offices shall
submit the required enrolment reports using the enclosed forms to other support DepEd Offices and
Bureau of Elementary Education, DepEd Central Office, 2nd Floor, Bonifacio Building, DepEd Complex,
Meralco Avenue, Pasig City or at e-mail address: kindergartenproiect@yahoo.com.ph.