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Review Notes in English Based of and Table of Specifications.

Review Notes in English Based o and Table of Specifications

Take into consideration student inadequacies in language and for
remediation purposes

Remedial education (also known as developmental education, basic skills compensatory education,
preparatory education, and academic upgrading) is education designed to assist students in order to
achieve expected competencies in core academic such as literacy and numeracy.

Remedial Teaching is intended for students who, for one reason or another, have fal behind the rest of
the class.

Basically, remedial instruction is a type of clinical teaching. It is a "spiral process assessment instruction
re-assessment" The subjects are targeted at low achievement learners, or under prepared students.
After the teacher diagnoses students' learning difficulties, a remedial course will be designed in
accordance with students' needs.

The teacher takes initiative in offering the instruction, and an evaluation will be conducted during and
after the implementation of the remedial instruction to examine the actus effectiveness of the course,
Minor adjustments would be made based on the results of the evaluation to ensure that students are
able to catch up in regular classes

Remedial programs are usually offered during normal school hours; however, more and more schools
offer after-school and summer-school programs. Programs implemented after school or in summer are
reported to be more successful as students do not have to miss the normal classroom instruction while
attending the remedial course.

Remedial programs include the following types: compensatory program, supplement program, tutorial
program, adaptive program, basic skills program, and learning strategies training program. The
compensatory program provides necessary services to at-risk students who are from disadvantaged
backgrounds to help them overcome learning problems and increase academic achievement. It also
requires the involvement of school staff and parent The supplemental program is a support program
that aims to help students master content-oriented materials, improve study skills or test-taking
strategies tailored to the specific needs of a class. As for the tutorial program, learning tasks require a
great deal of practice trained tutors can be effective. The higher-achieving tutors can offer extra
explanation and practices to the underachieving students and mean while reduce teachers' workload in
the adaptive program, the teacher uses alternative instructional strategies and resources to meet the
learning needs of individual students for them to effectively master basic skills in academic subjects. The
teacher could choose different teaching materials or even compile materials that appeal to students'
interest and learning level. Alternative evaluation methods, rather than traditional paper and pencil
tests, could be used to measure students.
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Achievement. In the basic skills program, the instruction focuses on teaching students to acquire the
basic skills required in certain subjects so that they can academically prepare for college-level work.
With respect to the learning strategies training program, it aims to help students become more effective
and efficient learners by teaching them thinking learning and self-management strategies.

Remedial education courses are more common in elementary and junior high schools than in high
schools. Many elementary schools strive to introduce remedial education as early as possible, generally
in the primary grades (kindergarten to grade 3). Educators target these grades because research
indicates that overcoming difficulties in reading, writing and math becomes more difficult as children
grow older. At the secondary school level many students require remedial support to help meet
graduation standards.

In many respects, instruction in remedial courses is similar to instruction in regular, or mainstream,

courses. However, schools typically limit the class size of remedial courses a relatively small number of
students per teacher. This class size gives teachers more opportunity to respond to the unique needs of
individual students.

Most remedial education classes consist of groups of fewer than ten students per teacher. la some
cases, one-on-one tutoring (one instructor working with one student) can help the student make
substantial gains in achievement in a relatively short period of time. One-on-one tutoring can be
especially effective in remedial reading programs. However, most schools lack the resources to provide
instruction on such a personal level.

Elementary and secondary schools usually offer remedial programs during normal school hours, but
increasing numbers of schools offer after-school and summer-school programs These programs appear
to be the most successful ones because participating students do not have to miss regular classroom
instruction while attending the remedial course and thus benefit from the additional time spent in
classes.

English for Specific Purposes

Apply content-based principles and strategies in developing language proficiency for specific
disciplines

English for Specific Purposes (ESP) is as a branch of English language Teaching (ELT) and refereed as
'applied ELT' as the aims and contents of any ESP course is based on specific needs of the learners.

ESP (English for Specific Purposes) involves teaching and learning the specific skills and Language needed
by particular learners for a particular purpose. The P in ESP is always 1 professional purpose - a set of
skills that learners currently need in their work or will need in their professional careers. This broad
definition can be taken to include business skills, such as English for Job-hunting or Presentations, but
many ESP teachers see their field as distinct from mainstream Business English. ESP contrasts with
General English,

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which is aimed at a very wide range of learners. It also contrasts with Business English, although there is
considerable overlap between the two branches. A lawyer and a marketing executive might both benefit
from attending the same Business English course, focusing! on the generic skills they both need at work
(such as writing an email or participating in a meeting), but they might get more from attending an ESP
course in legal or marketing English respectively as this will focus more precisely on their needs

Definition of ESP (Dudley-Evans, 1997

Absolute Characteristics

1. ESP is defined to meet specific needs of the learners

2. ESP makes use of underlying methodology and activities of the discipline itserves

3. ESP is centered on the language appropriate to these activities in terms of grammar.

lexis, register, study skills, discourse and genre.

Variable Characteristics

1. ESP may be related to or designed for specific disciplines

2. ESP may use, in specific teaching situations, a different methodology from that of

General English

3. ESP is likely to be designed for adult learners, either at a tertiary level institution or in

a professional work situation. It could, however, be for learners at secondary school

level

4. ESP is generally designed for intermediate or advanced students.

Needs Analysis in ESP

The view of Stevens:

(a) Restriction-Basic Skills of Understanding Speech. Speaking, Reading, and

Writing

(b) Selection-Vocabulary, Patterns of Grammar, and Function of Language.

(c) Themes and Topics ---Themes, Topics, Situations, and Universes of Discourse.
 (d) Communicative Needs-For Communication

(a) Learner's Needs are Communicative Ability,

(b) Preparation for Learners to Carry Out Tasks

(c) Try to Perform a Role (Robinson) ex: waiters, food technology

(d) Learners, Teachers, and Employers' involvement

Munby's Systematic Approach:

 Needs Analysis in ESP Course Design and

Two Dimensions of Needs Analysis:

(a) Specification for the Target-Level

(b) Turning the Information into an ESP Syllabus

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Schutz and Derwing's Summarizations for Profile of Communication Needs

(a) Personal Information

(b) purpose

(c) setting

(d) interactional variables

(e) communicative way

(f) dialects

(8) target level

(h) events

(i) key

Language Curriculum for Secondary School

Exhibit clear understanding of the design, development and dissemination of a language curriculum
using secondary BEC and the K to 12 Curriculum of DepEd
Governance of the four-year high school education falls under the jurisdiction of the Bureau of
Secondary Education (BSE) of DECS. Although secondary education is provided free in public schools,
participation rate has been inferior in comparison to primary education

BSE has a Curriculum Development Division which coordinates and implements research projects on
curriculum changes and innovations. There is also the Staff Development Division for the training and
development of teachers, administrators, and staff of the bureau, The Population Education Unit is
geared to provide high school students a better grasp of population related issues to enable them to
make sound and responsible decisions.

In 1993, DECS formulated a Manual of Information on Secondary Education of the Philippines where it
specifies its missions, goals, and functions. The secondary education mission statement was: “to
determine a complete, adequate and integrated system of education, both formal and non-formal; to
supervise and regulate appropriately all educational institutions, and to develop and promote culture
and sports in order to prepare the present and the next generation for life." Briefly stated, it is four
specific goals covering the areas of broad general education, training in middle level skills, developing
for improving the quality of human life, and responding to the changing needs and conditions of the
nation. The manual lists the functions of secondary education in three major aspects which are:
formulation of policies, plans, and projects; the supervision of all public and private institutions; and the
maintenance of a complete, adequate, and integrated system of education relevant to the goals of
national development

During the beginning of 2001, BSE had 12 active projects and a flagship 6-year program (SEDIP)

Adopt-a-school was a partnership between school and industry to maximize provisions of the resources
to public schools. In February 2001, this program was able to procure one thousand PCs for one
thousand facilities in sixteen regions nationwide along with provisions to train one teacher in each
facility to use and implement technology applications to learning.

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Balik-Paaralansa (Out-of-School Adults (BPAdults) was another project of BSE As of the beginning of
2001, there a serving some 1,381 adult students in this project.

Another project was Community Service and Public Was Community Service and Public Safety Training
(CS-PST). This curriculum relevance project was tested in six private and public schools regions of Central
Visayas and Southern Mindanao.

Government Assistance to Student and Teachers in Private Education (GASTPE) was a project utilized by
BSE It was a contract between government and private schools allowed students who were unable to
attend the free public secondary schools private schools.

Home-Partnership Program (HPP). Population Education Program (PEP) and Population Education
Information Network (POPEDIN) were inter-related programs dealing with the topics such as population
education and the more delicate topic of adolescent reproductive health.
Another project of BSE was Indigenization/Localization of the Secondary Education Curriculum. This
project dealt with the contextualization of the curriculum within the local culture.

Project Effective and Affordable Secondary Education (EASE) was a project that targeted students in
disadvantaged situations who were unable to attend regular sessions. EASE provided a temporary study-
at-home solution until the student was able to return to the formal classroom setting

Another BSE project was the Revitalized Homeroom Guidance Program (RHGP). It was a counselling
program where school staff members and teachers were given a week-long training to better match
students in their aptitude and career interests.

School-Based Education was another project used by BSE. It was a form of self-evaluation by schools,
which was initiated, planned, and administered by the principal and the teachers themselves

Another project was the Self-Instructional Packages in the Social Reform Agenda Provinces. It provided
materials to discourage students from dropping out due to illness. Teacher Training Programs was
another BSE project. It was geared mostly to tr teachers in science and technology

Thinking Skills Development for Maximized Cognitive Performance (TSD-MCP) program that was
initiated in six schools to research and develop steps to improve student and cognitive thinking skills.

In 1993. 1984. DECS launched the Program for Decentralized Education (PRODED elementary education
to modify the curriculum and put emphasis on science technology math reading and writing. As a follow-
up to this, the New Secondary Education to this, the New Secondary Education Curriculum (NSEC) was
implemented in 1989 to replace the 1973 Revised Secondary Education Program (RSEP). NSEC is a major
part of the Secondary Education Development (SEDP) to bring PRODED into the High School system, to
improve the quality of graduates and to expand access to quality education NSEC brings forth a student-
centered, community- oriented style of education where Values Education is incorporated into the
other subject areas.

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The eight subject areas are English, Filipino. Mathematics, Social Studies, SC Technology, Physical
Education, Health, and Music (PEHM), Technology Economics, and Values Education. Four years of
secondary education is of the higher institutions. Philippine secondary education is composed of
vocational curricula A curriculum for secondary schools introduced in 19 the language of instruction for
all subjects except mathematics and sciences. This curriculum was also changed by the 1993 NSEC.

The 1973 Revised Secondary to Program (RSEP) required that areas of mathematics be taught in
yearlong discipit subjects: Anthmetic in the first year, elementary algebra in the second the third year,
and advanced algebra in a year, and advanced algebra in the fourth year. The NSEC mandates that for
each year level, portions of algebra, geometry and measurement, trigonometry, consumer mathematics
would be included. The level of difficulty increases for each year level. This process allots math subiects
with 200 minutes per week, 40 minutes daily.

The programs RSEP, PRODED, NSEC, and SEDP all lead to the Secondary Education Development and
Improvement Project SEDIP (2000-2006) SEDIP is similar to TEEP. The goal of the project is to improve
equitable access to quality secondary education in po affected areas. The three main objectives in the
areas of improvement of quality education are increased rates of participation, completion, and
decentralization of management and decision making at the provincial level. The program involves the
construction of new school buildings, improvement of school facilities provision of textbooks, manuals
and Instructional aids, and extensive in-service training programs for teachers and school
administrators. The total project cost is $170 million. DECS implemented the 1999 and 2000
Computerization Program, and this allowed 325 public secondary schools to become recipients of
computer packages and teacher training.

What is K-12?

According to the K to 12 DepEd Primer (2011). "K-12 means “Kindergarten and the 12 years of
elementary and secondary education." Kindergarten points to the 5-year old child who undertakes the
standardized curriculum for preschoolers. Elementary education refers to 6 years of primary school
(Grades 1-6) while secondary education means four years of junior high school (Grades 7-10 or HS Year
1-4). In addition to this, two years are now allotted for senior high school (Grades 11-12 or HS Year 5-6).

The DepEd discussion paper (2010) on the enhanced K-12 basic education program explains that this
new setup "seeks to provide a quality 12-year basic education program that each Filipino is entitled to".
Furthermore, the purpose is not simply to add 2 more years of education “but more importantly to
enhance the basic education curriculum

What is the rationale for this program?

There is an urgent need to enhance the quality of basic education in our country as seen in the
education outcomes of Filipino students and the comparative disadvantage of the Philippines with
regard to other countries.

The following data would support this explanation

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According to the DepEd discussion paper (2010) the K-12 curriculum aims to enable child to achieve
mastery of core competencies and skills in on the students interests and competencies (p.6) and
develop tracks based on the students interest and competencies. The focus of K-12 is twofold
curriculum enhancement and transition management.

Curriculum enhancement - With the K-6-4-2 model the 2 years for senior high school is aimed at giving
the students time to strengthen competencies and academic skills. The curriculum will also provide
specializations in the following science and technology, music and and arts, an culture and fisheries,
sports, business and entrepreneurship, etc, dep the occupation or career that they intend to pursue
These two wears will build on Skins are essential to their chosen field

Transition management - The DepEd mention in their discussion paper (2010) are preparing a carefully
sequenced implementation plan to ensure smooth transition with the least disruption in the current
program

According to Education Secretary Br Armin A Luistro the new curriculum more on the learners and not
on the teacher Luistro said. "We are making it a real case experience for the students, meaning it will be
less on memorization and more encouraging of critical thinking". In addition to this, a mother tongue-
based multi-lingual education (MTB-MLE) will be used for instruction in Kinder to Grade 3 classes after
studies showed that students learn more when their language at home is used in discussing the school.
Also, there will be less contact time as Grade 1 pupils will only attend school for half a day instead of 6
hours. Luistro explains, "It is important that our learners develop that natural love for learning and not
feel that it is something imposed on them. We will reduce it to four hours to make education less
stressful and more enjoyable.
For the first year high school curriculum, Luistro mentions that the lessons will be more interactive and
meaningful to everyday life. This means that Science will be reflected in terms of its practical use. He
further explains, “as students go up the ladder, we want them to learn skills that are being demanded by
employers while at the same time giving them the chance to appreciate and enjoy the lessons". For
instance, Luistro stresses that Science is to be integrated in all learning areas since it is a complex
subject. He further expounds. the focus of early education (Kinder to Grade 2) should be the
fundamental skills and literacy of the pupils to develop better comprehension for more complicated
subjects such as science

A study done by SEAMEO points out that the current curriculum allots about 1.100 minutes per week in
elementary education to Science, which will change with the introduction of K-12. Luistro says, "this,
coupled with teaching more competencies, imply congestion in our current elementary Science
curriculum." To address this, Science will now be integrated into the teaching of the Language,
Mathematics and Health under MAPEH subjects beginning at Kindergarten

Prof. Calingasan further explains that the K-12 curriculum for Social Studies will instead center on
historical thinking skills rather than memory work (of dates, names, regions. capitals, etc)