Multigrade Teaching Philippines
Concepts and Status
1. Definition A multigrade program or
class is defined as a class
of two or more grades
under one teacher in a
complete or an
incomplete elementary
school with a minimum of
eight pupils and a
maximum of 35 pupils
(Villalino, 2010).
2. Policy Support Official Department of
Education (DepEd) Orders
exist to support
multigrade instruction
with regard to:
• Improving access to
education by providing
complete grade levels
through combination or
multigrade classes
• Implementing policies
and guidelines on
organizing and operating
multigrade classes
• Strengthening the
implementation of the
multigrade program in the
country
• Providing special
hardship allowances to
multigrade teachers
• Conducting searches for
the best multigrade
teachers
• Holding a National
Summit for Multigrade
Teachers
3. Organizational Form • Mixed-ability groups by
grade level exist.
• Grades 1 and 2, grades 3
and 4, grades 5 and 6 may
be combined. Sometimes,
only grades 2 and 3 and
Cambodia
Multigrade classes have
mixed students and
dierent grades. Each grade
level has a small number
of students. A multigrade
class is also defined as one
wherein only one teacher
is responsible for teaching
two or more grades in a
single classroom at the
same time for the entire
school year (Sopheak,
2010).
Policies supplement
subsistence allowances for
multigrade teachers to:
● Add 60 percent of the
multigrade teacher’s
salary to his/her existing
salary if he/she teaches
two-grade classes
● Add 80 percent of the
multigrade teacher’s
salary to his/her existing
salary if he/she teachers
three-grade classes
● Add 160 percent of the
multigrade teacher’s
salary to his/her existing
salary if he/she teaches
double-shift classes for
two-grade levels
● Add 180 percent of the
multigrade teacher’s
salary to his/her existing
salary if he/she teaches
double-shift classes for
three-grade levels
● For learning activities in
the classroom, pupils are
organized based on their
abilities.
● Mixed-ability groups of
students with
approximate levels also
Indonesia
Multigrade teaching refers
to teaching students of
dierent levels, ages, and
abilities in one room at
the same time. In
multigrade teaching, a
teacher teaches more
than one grade or class at
the same time, either in
dierent classrooms or in
the same room that is
divided by a partition
(Noor, 2010).
● A ministry decree to
develop small-island,
border, and remote
schools was passed.
● Multigrade teachers are
covered in policies on
teacher incentives,
improvement,
certification, awards and
protection, as well as
materials support.
● Multigrade students are
also included when
granting scholarships or
grants.
● Pupils are organized in
mixed-ability groups. For
instance, grade 4 is mixed
with grade 6.
● Classes have students
from dierent grade levels.
 grades 5 and 6 are exist. For instance, grade 2
combined. is combined with grade 3;
grade 4 is combined with
grade 5; or grades 2, 3,
and 4 are combined.

4. Teaching-Learning • The Libmanan District of ● For alternative learning, ● The teaching and
Process Naga uses E-IMPACT direct facilitators and learning model for
modules guided by pre- group learning discussions multigrade teaching is an
arranged and/or textbook- exist. Alternative learning elaborate process. It
based lessons. It uses the uses teaching-learning in involves competence
cooperative learning the whole classroom by analysis that combines
process and an teaching the same subject learning materials from
interdisciplinary learning and content such as arts dierent levels based on an
approach. and sports. analysis of competencies
● Independent learning is that need to be taught for
• Schools that do not use applied in combined one semester or for one
the E-IMPACT system rely grades such as 2, 3, and 4. year. It also involves
on a variety of delivery Grades 2 and 3 students mapping the theme for
methods. In some use interactive learning related competencies,
instances, teachers while grade 4 students resulting in five themes,
present subjects that independently study using each taught for 3–4
easily lend themselves to learning materials as well weeks; developing a
integration to all grades at as question-and-answer syllabus, which contains
the same time. In other sheets. competencies as well as
instances, teachers details of the activities,
intensively work with one resources, and evaluation;
group on one subject (e.g., and planning lessons,
English or math) while which includes step-by-
another group step activities as well as
independently works on strategies on organizing
another subject (e.g., students (Noor, 2010).
arts). The chosen method ● Because of the poor
depends on the nature of social status of most
the subject taught as well students’ parents and with
as the teacher’s and the economy of the
class’s personalities. community dependent on
agriculture, the local
community helps by
sharing skills and expertise
to help students learn
entrepreneurship while
nongovernment
organizations (NGOs)
provide financial and
materials support.

5. Learning Environments • School buildings with A spacious area that can ● Use of natural
and Facilities adequate space, furniture, accommodate combined laboratories, recycled
and movable chairs or mixed grade classes materials, and movable
with movable facilities and facilities.
• The same environment furniture. Schools are also ● Maximum use of open
as normal schools but has mandated to provide a spaces.
a learning center within learning center and
 each classroom equipment in good
The National DepEd Office working condition in each
prepares the curriculum, classroom.
teachers’ manuals, and
handbooks. The teachers
prepare local instructional
materials.

6. Nature of Multigrade Multigrade schools follow Multigrade schools follow Every teacher develops
Curricula the national curriculum. the national curriculum. his/her own curriculum
The curriculum is called “KTSP” (i.e., a
integrated, has school-based curriculum)
differentiated activities, by referring to the
and uses the jump-jump national content
approach. standards. Assessment is
made based on
competencies developed
on the basis of school-
based curriculum. The
national examination is
conducted based on the
national curriculum
standards.

7. Assessment and Teacher-made tests are Assessment of student Regular and semestral
Feedback Gathering regularly administered in learning is conducted on a internal assessments and
classrooms. Paperand- monthly, semestral, and a national examination for
pencil and formative tests yearly basis to evaluate sixth graders are done.
are given at the end of the outcomes based on a Internal assessments
each lesson to find out the standard curriculum. The include classroom-based,
students’ level of mastery school director also teacher-made tests such
of skills or competence conducts school as formative, summative,
while summative tests are selfassessments for and self-assessment tests
given at the end of each management, (i.e., oral for lower grades
quarter. Achievement environment, technical and written for higher
tests are given at the end teaching, and grades). External
of the year by the school development. assessment (e.g., district
as well as by the district, and national
division, regional, and examinations) is done at
national offices. In E- the end of each
IMPACT schools, educational level.
assessment measures
follow conventional
measures administered by
the DepEd. However,
additional diagnostic tests
at the start of the school
year and quizzes that
serve as posttests after
each learning module are
also given. Instructional
supervisors also assign
homework and projects
and rate students for
 recitations. Rubrics or
checklists are used for
observable competencies.
Feedback from teachers is
shared during parent-
teacher meetings while
sensitive feedback is
discussed in the school
head’s office.

“Good Multigrade Instructional Practices”

Policy Support
Myanmar

-embedded in those that involve priority

groups such as poor children and those from
remote areas for inclusive education.

Learning Environment and Facilities

-facilities and learning materials are provided
by the government.
-has a learning center within each classroom.

Curriculum
- integrated and common topics are taught in
combined grades then students are assigned
different tasks.
-differentiated into separate levels.