Session Guide Philippine Politics and Governance

ORIENTATION: Curriculum Guide
Bureau of Curriculum Development

March 22, 2017
PRAYER
..\SG WRITING PHIL POLITICS AND GOVERNANCE\A
Student's Prayer Opening.wmv
DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

..\SG WRITING PHIL POLITICS AND GOVERNANCE\The
Flight of Geese.wmv

GENERAL OBJECTIVES
The 6-hour session will explain the relationship between
curriculum, pedagogy and assessment in the 1st Quarter of
Philippine Politics and Governance.
Specifically, the participants should be able to:
1. Analyze the components of the curriculum guide such as
content, content standards, performance standards, learning
competencies and coding.
2. Determine appropriate pedagogy in translating learning
competencies.
3. Prepare proper assessment activities for teaching/learning
activities across competencies.
EXPECTED OUTPUT
Appropriate Learning Activities

Assessment Tools

KEY CONTENT
1. Introduction
a. Subject Description
b. Key concepts of common competencies
c. Core competency in Philippine Politics and Governance
d. Course Content
2. Development of Learning Activities and Assessment Tool
a. Appropriate pedagogy in translating learning competencies
b. Prepare proper assessment tools

SPECIFIC OBJECTIVES
1. explain the overview and key concepts, content standards,

performance standards, learning competencies and coding
2. Identify and analyze various pedagogical strategies and
methodologies in teaching Philippine Politics and Governance.
3. Design an assessment tool/ for teaching/learning activities across
competencies.
a. Define classroom assessment.
b. Differentiate formative from summative assessment.
c. Enumerate the components of summative assessment.
d. Demonstrate the process on how to compute grades for each learning
areas.

Subject Description
1. This course introduces the students to the basic concepts and

vital elements of politics and governance from a historical-
institutional perspective.
2. In particular, it attempts to explain how the important features
of our country’s political structures/institutions, processes,
and relationships developed across time.
3. In the process, the course helps the learners gain a better
appreciation of their rights and responsibilities as individuals
and as members of the larger socio-political community to
strengthen their civic competence.

NO. OF HOURS = 80 HOURS
4 meetings/week = 1 hour/session
2 meetings/week = 2 hours/session

CONTENT STANDARD
The learners demonstrate an understanding of…

1. politics and political science, governance, political
ideologies, power, states, nations, and globalization
2. elections and political parties and civil society and
social movements
3. citizenship

PERFORMANCE STANDARD
The learners shall be able to…

1. clearly identify a specific political
phenomenon and how it can be studied
2. analyze the interactions between state and
society
3. propose a project on political engagement
and youth empowerment
CONTENT & LEARNING
COMPETENCIES

SAMPLE CODE: HUMSS_PG12-Ia-1
Track/ Strand
HUMSS - Humanities and Social Sciences Strand
Track/ Strand Subject/Grade Level
PG12 - Philippine Politics and Governance/Grade 12
Quarter
I
Week
a
Competency
1

1. INTRODUCTION: THE CONCEPTS OF POLITICS AND
GOVERNANCE
1.1 The meaning of politics

1.2 How politics can be studied
1.3. The meaning of governance
HUMSS_PG12-Ia-1,
HUMSS_PG12-Ia-2 ,
HUMSS_PG12-Ia-3,
HUMSS_PG12-Ia-4,
HUMSS_PG12-Ia-5
DEPARTMENT OF EDUCATION
DEPARTMENT
– BUREAU
OF EDUCATION
OF CURRICULUM DEVELOPMENT
2. POLITICAL IDEOLOGIES
2.1 The basic tenets of the major political ideologies

(i.e., liberalism, socialism, conservatism, etc.)
HUMSS_PG12-Ib-c-6,
HUMSS_PG12-Ib-c-7,
HUMSS_PG12-Ib-c-8,
HUMSS_PG12-Ib-c-9,
HUMSS_PG12-Ib-c-10

3. POWER
3.1 Nature
3.2 Dimensions
3.3 Types
3.4 Consequences
HUMSS_PG12-Id-11,
HUMSS_PG12-Id-12,
HUMSS_PG12-Id-13,
HUMSS_PG12-Id-14
4. STATES, NATIONS, AND GLOBALIZATION
4.1 The State as different from the Nation as a

political concept
4.2 Globalization as a context of relations among
nation-states
HUMSS_PG12-Ie-15,
HUMSS_PG12-Ie-16,
HUMSS_PG12-Ie-17,
HUMSS_PG12-Ie-18
PHILIPPINE DEMOCRATIC POLITICS
5. HISTORICAL BACKGROUND OF PHILIPPINE
DEMOCRATIC POLITICS
5.1 The evolution of Philippine politics, government, and
governance
HUMSS_PG12-If-g-19,
HUMSS_PG12-If-g-20,
HUMSS_PG12- If-g-21,
HUMSS_PG12-If-g-22,
HUMSS_PG12-If-g-23

6. THE EXECUTIVE
6.1 The role of the Philippine President in

relation to his/her powers
HUMSS_PG12-Ih-24,
HUMSS_PG12-Ih-25,
HUMSS_PG12-Ih-26

7. THE LEGISLATIVE
7.1 The role and responsibilities of the Philippine

Senate and the House of Representatives
HUMSS_PG12-Ii-27,
HUMSS_PG12-Ii-28,
HUMSS_PG12-Ii-29
HUMSS_PG12-Ii-30

8. THE JUDICIARY
8.1 The role and responsibilities of the

Philippine Judiciary
HUMSS_PG12-Ij-31,
HUMSS_PG12-Ij-32,
HUMSS_PG12-Ij-33

9. Decentralization and Local Governance
9.1 Local Governance in the context of the 1991 Local

Government Code (LGC) of the Philippines and
National-Local Government dynamics
HUMSS_PG12-IIa-b-1
HUMSS_PG12-IIa-b-2
HUMSS_PG12-IIa-b-3
HUMSS_PG12-IIa-b-4
HUMSS_PG12-IIa-b-5

STATE-SOCIETY INTERACTIONS: 10. ELECTIONS AND
POLITICAL PARTIES
10.1 The nature of elections and political
parties in the context of the Philippines
HUMSS_PG12-IIc-d-6
HUMSS_PG12-IIc-d-7
HUMSS_PG12-IIc-d-8
HUMSS_PG12-IIc-d-9

11. CIVIL SOCIETY AND SOCIAL MOVEMENTS
11.1 Political participation outside formal

institutions
HUMSS_PG12-IIe-10
HUMSS_PG12-IIe-11
HUMSS_PG12-IIe-12

CITIZENSHIP-IN-PRACTICE 12. CITIZENSHIP
12.1 The traditional and modern views of citizenship,

i.e., the state-centric vs participatory notions of
citizenship
HUMSS_PG12-IId-13
HUMSS_PG12-IId-14
HUMSS_PG12-IId-15

13. INTEGRATION
13.1 How the concepts/ideas learned in class

can be utilized in actual experiences
HUMSS_PG12-IIe-f-16
HUMSS_PG12-IIe-f-17
HUMSS_PG12-IIe-f-18
HUMSS_PG12-IIe-f-20

LEARNING COMPETENCY (LC)
1. articulate definitions of politics

2. differentiate the various views on politics
3. explore the connection between the phenomenon
(politics) and the method of inquiry (Political
Science)
4. recognize the value of politics
5. differentiate governance from government
DEPARTMENT
– BUREAU
OF EDUCATION
1. identify the basic tenets of major political ideologies (i.e.,

liberalism, socialism, conservatism, etc.)
2. differentiate the political ideologies
3. examine the relationship between political ideologies and
configurations of political communities
4. critique ideas that have a direct impact on how we try to
manage ourselves as a political community
5. analyze how political ideologies impact on the social and
political life of Filipino
DEPARTMENT
– BUREAU
OF EDUCATION
1. define power
2. recognize the nature, dimensions, types, and
consequences of power
3. analyze the nature, dimensions, types,
deployments, and consequences of power
4. assess how power is exercised in different
situations
DEPARTMENT
– BUREAU
OF EDUCATION
1. define nation and state

2. differentiate nation from state
3. explain meanings of globalization
4. evaluate how globalization influences
nation-states
DEPARTMENT
– BUREAU
OF EDUCATION
1. relate the evolution of Philippine politics and governance

2. describe the different stages in the evolution of the Philippine
politics and governance
3. analyze the evolution of Philippine politics and governance
4. assess the effects of the colonial experience on Philippine
politics and governance
5. appraise the influence of prior stages of Philippine political
developments on contemporary Philippine politics
DEPARTMENT
– BUREAU
OF EDUCATION
1. explain the roles and powers of the Philippine

president
2. analyze how contemporary Philippine presidents
exercised their powers
3. critique the Philippine presidents’ exercise of
power
DEPARTMENT
– BUREAU
OF EDUCATION
1. discuss the roles and responsibilities of the Philippine Senate

and the House of Representatives
2. assess the performance of the Philippine Congress
3. appraise the impact of Congress’s performance on Philippine
development
4. articulate a position or advocacy to a Philippine legislator
through a formal correspondence
DEPARTMENT
– BUREAU
OF EDUCATION
1. identify the roles and responsibilities of the

Philippine Judiciary
2. discuss how the Judiciary exercises political
neutrality and fairness
3. Evaluate the performance of the Philippine Judiciary
as a dispenser of justice and a protector of
constitutional safeguards to freedom
DEPARTMENT
– BUREAU
OF EDUCATION
1. identify the different levels of the Philippine Local

Government
2. explain the roles and functions of Local Government
Unit
3. examine how decentralization affects governance
4. conduct an interview with barangay officials on
community programs
5. evaluate the performance of a local government unit
DEPARTMENT
– BUREAU
OF EDUCATION
1. describe the nature of elections and political parties

in the Philippines
2. identify the types of electoral systems
3. assess the implications of the type of electoral
systems on politics and governance
4. analyze the nature of elections and political parties
in the Philippines
DEPARTMENT
– BUREAU
OF EDUCATION
1. discuss the concepts of civil society and social

movements
2. explain the contributions of civil society
organizations and social
3. movements to Philippine democracy
4. evaluate the role of civil society organizations and
social movements
DEPARTMENT
– BUREAU
OF EDUCATION
1. explain citizenship
2. assess the various avenues for citizen
participation
3. illustrate the value of citizenship
DEPARTMENT
– BUREAU
OF EDUCATION
1. identify issues related to political engagement and youth

empowerment
2. determine programs that address issues related to
political engagement and youth empowerment
3. assess an existing program that addresses an issue
related to political engagement and youth empowerment
4. conduct a research for a draft proposal on a project on
political engagement and youth empowerment
DEPARTMENT
– BUREAU
OF EDUCATION
PHILIPPINE POLITICS AND
GOVERNANCE
Pedagogical Strategies and Methodologies

March 22, 2017
THE CONCEPT PEDAGOGY
• According to Mbang & Agba (2012:54)

pedagogy is the study and theory of the
methods and principles of teaching.
• Adler (2008:13) opened that ‘Pedagogy
means teaching’ specifically teacher actions
that promote students learning.

• Effective Social Science/Social Studies teacher use
a range of approaches to support students learning.
That, effective pedagogy in Social Science
outlines the evidence of what teaching approaches
enhance outcome for diverse learners in the Social
Science curriculum.
• We have so many teaching pedagogy like; lecture
method, questioning, dramatization, simulation,
project, discussion, and inquiry pedagogy that can
led us to achieve our goals.
• Dinkelman (2004:34) commented that there is

no good or bad pedagogy in the teaching and
learning of Social Science/Social Studies , that
the use of a particular pedagogy in teaching
Social Science/Social Studies depend on the
expertise of the teacher in the subject area.

• Teachers’ competence, teacher

characteristics, teachers’ comportment,
teachers’ specialization, how professional
is the teacher in the subject area and
teachers’ classroom management, should
led the teacher to achieve his stated
objectives in class.

Teaching as Inquiry Pedagogy
• Effective Social Science/Social Studies

teachers inquire into the teaching-learning
relationship; they think about how they
are teaching and whether it is working.

• This can be moment by moment as teaching

takes place, day to day, or over a longer term
as occurs when using teaching as inquiry
approach (Darling-Hammond and Bransford,
2005:105).

• Social Studies curriculum offers generic

information about effective pedagogy and
described a process for teaching as
inquiry pedagogy.

• Grant, Gradwell, Lauricella, Derme-Itsinna & Tzetzo

(2002:98) observed that teaching as inquiry involves
asking students questions about how well current
pedagogy are working and whether others might be more
successful.
• Selecting pedagogy for the specific learning outcome such
as, graphic organizers, co-operative strategies, writing and
presenting, using visual and oral presentation and also
encourage the use of digital media.

Factors to be Considered by the
Social Science/Social Studies Teacher
in Selecting Pedagogy for Teaching

1. SUBJECT MATTER
• The topic a teacher is going to teach in the class

determines the appropriateness of the pedagogy
to be employed.

2. INSTRUCTIONAL OBJECTIVES SET BY THE TEACHER
• Gradwell (2006:78) emphasized that

any pedagogy the teacher employed
must be capable of aiding not only the
achievement of the teacher’s stated
objectives but also the enhancement
of students’ understanding the topic.
DEPARTMENT
– BUREAU
OF EDUCATION
3. TIME AND PLACE CONTEXT
• Every lesson takes place within a particular time of

the day and at a specific place.
• Therefore the time and place within which the
lesson is taught could considerably influence the
effectiveness or otherwise of the lesson.

3. TIME AND PLACE CONTEXT
• For instance, it is a well known fact that students are more

attentive in the morning than in the afternoon. If a teacher
is to teach Social Science/Social Studies to students in the
period immediately after their long break, it can only be
effective in the class than just relying on lecturing them.
• Attempting to lecture them for fourty minutes will make
most of them fell asleep (Gradwell, 2006:77).

4. NUMBER OF STUDENTS IN THE CLASS
• In teaching Social Science/Social

Studies, large class is not encouraged.
• The problems associated with the
management of large class do not
allow for the full participation of the
individual learners in the class.

4. NUMBER OF STUDENTS IN THE CLASS
• Unfortunately in developing societies like ours
and particularly now that the government
had introduced free and compulsory
education up to junior secondary school level
as well senior secondary school level, the
existence of large classes become inevitable,
the teacher has to select the pedagogy that
would cater for the number of pupils in the
class.

5. Teacher’s Own Ability, Interest and Mastery of the Subject
Matter
• In Social Studies and Social Science teaching, teacher-guided
inquiry is emphasized. This exposes the learners to the
scientific method of problem solving at the formative stage of
development.
• At this period, they can easily internalize knowledge, skills
and attitudes and values.
• What is being emphasized here is that when selecting
pedagogy, the teachers must think of themselves, their interest
and how competent they are in handling the pedagogy.

6. INSTRUCTIONAL MATERIALS AVAILABLE
• The availability of instructional materials is not only one of the
factors that affect teaching but also one that must be
considered by a Social Science/Social Studies teacher before
selecting any pedagogy (Dinkelman, 2004:86).
• As a result of the fluid nature of their discipline, teachers must
be flexible in the selection of pedagogy.
• They must be imaginative and resourceful in their handling of
teaching pedagogy.

SAMPLE STRATEGIES

Role play/simulations/drama
Suppose you are a Legislative Liaison Specialist of the Congress.
You are being interviewed by a journalist for a documentary on
the functions of the Philippine Congress. Answer the following
questions of the journalist on the space provided. (Philippine
Politics and Governance, REX Book Store)
Journalist: Describe briefly the function of the Congress.
Specialist: ______________________________________
Journalist: What is the process of making a law?
Specialist: ______________________________________

Role play/simulations/drama
Journalist: What is the difference between a bill and a
resolution?
Specialist: ______________________________________
Journalist: What are the differences and similarities between a
senator and a representatives?
Specialist: ______________________________________
Journalist: Any tip for those who want to be a lawmaker.
Specialist: ______________________________________

WORKSHOP
STRATEGIES AND METHODOLOGIES

Each group must come up with an
appropriate learning pedagogy and
activities for each learning competency

PRESENTATION OF OUTPUT

CLASSROOM ASSESSMENT

Classroom Assessment
It is an ongoing process of identifying,

gathering, organizing and interpreting
qualitative and quantitative information
about what learners know and can do.

What is assessed in the classroom?



Two types of assessment

How are learners assessed in the classroom?
 Individual and Collaborative Formative

assessment
 Formative assessment in different parts
of the lesson:
1. Before the lesson
2. During the lesson proper
3. After the lesson

Purposes of Formative Assessment



Components of Summative Assessment

What is the grading system?
 Standards- competency based grading
system
 The minimum grade needed to pass
specific learning area is 60, which is
transmuted to 75 in the report card.
 The lowest mark that can appear on the
report card is 60 for the quarterly grades
and final grades.
Steps in computing for the final grades




Weight Component for SHS

WORKSHOP

Choose one specific topic
and learning
competencies and develop
or make an assessment
tool for teaching and
learning.

DAILY LESSON LOG

March 22, 2017
SPECIFIC OBJECTIVES
1.Understand the policy guidelines on daily

preparation of lesson for K to 12
2.explain the different parts of lesson guide
3.write a lesson guide for demo teaching

Policy Guidelines on Daily Lesson
Preparation for K to 12 Basic
Education Program
DepEd Order No. 42, s. 2016

March 22, 2017
In line with the implementation of Republic Act
(RA) No. 10533 or the Enhanced Basic
Education Act of 2013, the Department of
Education (DepEd) issues the enclosed Policy
Guidelines on Daily Lesson Preparation for K to
12 Basic Education Program

LESSON PLANNING
• Planning lessons is fundamental to ensuring

the delivery of teaching and learning in
schools.
• These guidelines aim to support teachers in
organizing and managing their classes and
lessons effectively and efficiently and ensure
the achievement of learning outcomes.

CONTENT STANDARD

DEPARTMENT
– BUREAU
OF EDUCATION
SAMPLE DAILY LESSON LOG

March 22, 2017
DAILY LESSON LOG

DAILY LESSON LOG

DAILY LESSON LOG

DAILY LESSON LOG

DAILY LESSON LOG

WORKSHOP…………….
Preparation of Daily Lesson Log

March 22, 2017
DAILY LESSON LOG
Each group must come up with

complete daily lesson log


March 22, 2017
THANK YOU VERY MUCH!

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ORIENTATION: Curriculum Guide

Bureau of Curriculum Development

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

Appropriate Learning Activities

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

1. explain the overview and key concepts, content standards,

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

1. This course introduces the students to the basic concepts and

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

The learners demonstrate an understanding of…

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

The learners shall be able to…

Bureau of Curriculum Development

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

1.1 The meaning of politics

2.1 The basic tenets of the major political ideologies

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

4.1 The State as different from the Nation as a

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

6.1 The role of the Philippine President in

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

7.1 The role and responsibilities of the Philippine

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

8.1 The role and responsibilities of the

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

9.1 Local Governance in the context of the 1991 Local

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

11.1 Political participation outside formal

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

12.1 The traditional and modern views of citizenship,

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

13.1 How the concepts/ideas learned in class

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

1. articulate definitions of politics

1. identify the basic tenets of major political ideologies (i.e.,

1. define nation and state

1. relate the evolution of Philippine politics and governance

1. explain the roles and powers of the Philippine

1. discuss the roles and responsibilities of the Philippine Senate

1. identify the roles and responsibilities of the

1. identify the different levels of the Philippine Local

1. describe the nature of elections and political parties

1. discuss the concepts of civil society and social

1. identify issues related to political engagement and youth

Bureau of Curriculum Development

• According to Mbang & Agba (2012:54)

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

• Dinkelman (2004:34) commented that there is

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

• Teachers’ competence, teacher

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

• Effective Social Science/Social Studies

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

• This can be moment by moment as teaching

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

• Social Studies curriculum offers generic

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

• Grant, Gradwell, Lauricella, Derme-Itsinna & Tzetzo