This document provides information about test coverage and topics for the upcoming Licensure Examination for Teachers (LET) in the Philippines. It details: 1) The test coverage breakdown between general education and professional education for elementary and secondary levels. General education accounts for 40-20% while professional education accounts for 60-40%. 2) The topics covered in the general education section including English, Filipino, mathematics, science, and social sciences. 3) The topics covered in the professional education section including teaching principles and child development. 4) The fields of specialization and topics covered for each subject area for secondary level teachers.

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Good day everyone! Maybe you're one of those people who are currently preparing for the Licensure Examination for Teacher. I'm
glad that you're here because this article is for you. I know that you're trying your best reviewing those past lessons about your
course so, I gathered some information about the Coverage of the LET.
Elementary Level
General Education - 40%
Professional Education - 60 %
Secondary Level
General Education - 20%
Professional Education - 40%
Area of Specialization - 40%
Taken from the upcoming program of LET scheduled on March 2018, here are the detailed areas to study. The list is courtesy of PRC
Board of Professional Teachers.
GENERAL EDUCATION (Elementary and Secondary)
1. ENGLISH
 Study and Thinking Skills
 Writing in the Discipline
 Speech and Oral Communication
 Philippine Literature
 Master Works of the World
2. FILIPINO
 Komunikasyon sa Akademikong Filipino
 Pagbasa at Pagsulat tungo sa Pananaliksik
 Masining na Pagpapahayag
3. MATHEMATICS
 Fundamentals of Math
 Plane Geometry
 Elementary Algebra
 Statistics and Probability
4. SCIENCE
 Biological Science - General Biology
 Physical Science - Earth Science
5. SOCIAL SCIENCES
 Philippine Government New Constitution with Human Rights
 Philippine History
 Basic Economics
 Taxation
 Agrarian Reform
 Society
 Culture with Family Planning
 Rizal and Other Heroes
 Philosophy of Man
 Arts
 General Psychology
 Information and Communication Technology
PROFESSIONAL EDUCATION (Elementary and Secondary)
1. Teaching Profession, Social Dimensions of Education
2. Principles of Teaching, Educational Technology, Curriculum Development
3. Facilitating Learning, Child and Adolescent Development
4. Assessment of Student Learning, Developmental Reading
5. Field Study, Practice Teaching

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FIELDS OF SPECIALIZATION (Secondary)
1. ENGLISH
 Remedial Instruction in English
 English for Specific Purposes
THEORETICAL FOUNDATIONS OF LANGUAGE AND LITERATURE
 Introduction to Linguistics
 Structure of English
 Introduction of Stylistics
 Literary Criticism
LITERATURE
 Mythology and Folklore
 Afro-Asian Literature
 English and American Literature
METHODOLOGY
 The Teaching of Speaking
 Listening and Reading
 Teaching of Literature
 Preparation and Evaluation of Instructional Materials
 Language and Literature Assessment
 Language Research
 Campus Journalism
 Translation and Editing of Text
 Speech and Stage Arts
 Creative Writing
2. FILIPINO
MGA BATAYANG TEORETIKAL
 Introduksyon sa Pag-aaral ng Wika
 Panimulang Linggwistika
NILALAMAN
 Wika
 Panitikan
 Metodolohiya
 Pagtataya at Ebalwasyon
 Kagamitang Pangturo
3. BIOLOGICAL SCIENCES
 Biological Science I
 Biological Science II
 Inorganic Chemistry
 Cell Biology
 Ecology
 Organic Chemistry
 Microbiology
 Genetic and Evolution
 Biochemistry and Anatomy
 Physiology

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4. PHYSICAL SCIENCES
INTRODUCTION
 Nature of Science
 Chemistry
 Atomic and Molecular
 Chemical Bonds
 Conservation of Matter and Stoichichiometry
 Gases, Liquids and Solids
 Acids and Bases
 Solutions
 Chemical Thermodynamics
 Chemical Kinetics and Equilibrium
 Organic and Biochemistry
 Nuclear Processes
PHYSICS
 Physical Quantities and Vectors
 Mechanics
 Electricity
 Magnetism and Electronics
 Thermodynamics
 Modern Physics
 Light and Geometries Optics
 Earth and Space
 Astronomy
 Environment
5. MATHEMATICS
 Arithmetic & Number Theory and Business Math
 Basic & Advanced Algebra
 Plane and Solid Geometry
 Trigonometry
 Probability and Statistics
 Analytical Geometry
 Calculus
 Modern Geometry
 Linear and Abstract Algebra
 History of Mathematics
 Problem Solving
 Mathematical Investigation
 Instrumentation and Assessment
6. SOCIAL STUDIES/SOCIAL SCIENCES
 Trends and Issues in Social Studies
 Research
 Geography
 Sociology and Anthropology
 Politics/Governance/Law-Related
HISTORY:
 World History and Civilization I
 World History and Civilization II
 Asian Studies
ECONOMICS
 Micro-Macro Economics
 Economic Planning and Strategies
METHODS
 Teaching Approaches in Secondary Social Studies
 Productions of Instructional Materials for Social Studies
 Building Bridges Across Social science Discipline ( MAKABAYAN as a core learning area in Basic Education)

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ASSESSMENT
 Assessment and Evaluation in the Social Sciences/Social Studies
7. VALUES EDUCATION
FOUNDATION OF VALUES EDUCATION
 Philosophical and Ethical Foundations of VE
 Socio-Cultural, Anthropological & Legal Bases of VE
 Psychological Theories of Values Development
PERSONHOOD DEVELOPMENT
 Personhood Development
 Dynamics of Intra and Interpersonal Relations
 Psycho-Spiritual Development
 Management of Behavior Problems
TRANSFORMATIVE EDUCATION (SOURCES OF VALUES AND FACTORS IN VALUES ED)
 Family Life and Filipino Values System
 Education for Human Rights and Responsible Citizenship
 Foundations of Gender Studies
 Peace and Global Education
 Information Technology and Human Development
 Moral Issues and Concerns in Contemporary Living
WORK ETHICS AND COMMUNITY SERVICE
COMMITMENT TO SOCIAL RESPONSIBILITY AND ACCOUNTABILITY
 Career Development and Work Values
 Values Education through Community Service
APPROACHES AND METHODOLOGIES
 Facilitation
 Theory and Practice
 Teaching Approaches and Strategies in Transformative Education
 Values Integration in the School Setting
RESEARCH AND EVALUATION
 Behavioral Statistics
 Development of VE Instruction Materials and Assessment Tools
 Research in VE
8. MAPEH
 Foundations of MAPEH
 Methods and Strategies of Teaching MAPEH
 Coaching and Officiating of Sports Events, Dance Competitions and Music Activities
 Organization and Management, Research, Special Education in MAPEH
PHYSICAL EDUCATION
 Anatomical, Mechanical and Physiological Bases of Movement
GYMNASTICS
 Philippine Folkdance
 Team SPORTS, Aquatics
 International Folk Dance and Other Dance Forms
 Athletics, Individual, Dual and Combative Sports
HEALTH EDUCATION
 Personal Community
 Environmental Health
 Safety Education and First Aid
 Health Practicum

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MUSIC
 Philippine and Asian Music
 Solfeggio and Applied Piano
 Integrated Music Theory
 Music Literature
 Choral Works and Conducting and Randalia Playing Instrumentation
 ART EDUCATION
9. AGRICULTURE AND FISHERY ARTS
 Functional Application of Knowledge
 Breeds of Farm Animals and Fish
 Pests and Diseases Affecting Animals and Fish Propagation
 Marketing Strategies in the Industry/Entrepreneurship
 Proper Care and Management of Agricultural and Fishery Products
10. TECHNOLOGY AND LIVELIHOOD EDUCATION
 Basic Drafting
 Business Math
 Basic Electricity
 Basic Plumbing
 Cosmetology
 Foods
 Carpentry and Masonry
 Basic Electronics and Entrepreneurship
 "How to pass the Licensure Examination for Teachers?"
 This is a very common question to some people who are currently preparing for the upcoming Licensure Examination for
Teachers. Some of them asked their relatives or any other friends who are ahead of them, while the others used the
internet to search for the tips on how to pass the LET. I believe that you're one of them and that's the reason why you're
here in this article. That's good! because this article will really help you!
 Actually I only have 3 Basic Tips on How to Pass the Licensure Examination for Teachers and here are they:
 #1 Pray to God
 God is our Creator so this should be the first thing that you must do. Talk to God through a sincere prayer. Just one simple
prayer is enough as long as it comes from your heart. It doesn't have to be very long, all you have to do is close your eyes
and talk to Him as if He's in front of you. He will never give you the answer keys but He will surely give you His guidance.
Give thanks to God our Creator. Amen?
 #2 Believe in Yourself
 This is the second thing that you need to do. It's really simple right? You have to believe in yourself. God created you
and gave you talents and skills so you must believe that you can do it. Throw away those "What if..." questions from your
mind! Avoid being pessimist because it will never help you. Trust your self because God has a plan for you. If you believe
in yourself you'll eventually gain some sort of interest or energy to take up the next step.
 #3 Review Review Review
 This is the last but the most important thing that you must do. Review those past lessons that you had taken from your
school/university. God will give you His guidance to pass the LET but He'll never give you the answer keys so, do your part.
If you really want to pass you have to review. There are lots of reviewers in this website and some important points that
will help you to pass the examination.
There are lots of Famous Filipino Writers in Philippines. All of them are great writers and they contributed a lot of compositions and
writings. Those writers used Pen Names/Pseudonyms and here are they:

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List of the Famous Filipino Writers and their Pen Names or Pseudonyms
 Jose dela Cruz - Huseng Sisiw
 Marcelo H. Del Pilar - Plaridel, Dolores Manapat, Piping Dilat, Siling Labuyo, Kupang, Haitalaga, Patos, Carmelo, D.A.
Murgas, L.O. Crame D.M. Calero, Hilario, and M. Dati.
 Severino de las Alas - Di-kilala
 Epifanio delos Santos - G. Solon
 Valeriano Hernandez Peña - Ahas na Tulog, Anong, Damulag, Dating Alba, Isang Dukha, Kalampag and Kintin Kulirat
 Severino Reyes - Lola Basyang
 Pedro de Govantes de Azcarraga - Conde de Albay
 Francisco dela Cruz Balagtas - Francisco Baltazar
 Asuncion Lopez Bantug (Rizal’s grand niece) - Apo ni Dimas
 Jose Ma. Basa
 Dr. José Protasio Rizal Mercado y Alonso Realonda - José Rizal, Dimas-alang (Tagalog for Touch me not), Laong-Laan (which
means Ever-prepared), Agnoand Calambeño
 Hugo Salazar - Ambut
 Moises Salvador - Araw
 Jose Turiano Santiago - Tiktik
 Lope K. Santos - Anak-Bayan and Doctor Lukas
 Juan Crisostomo Soto - Crissot
 Luis Taruc - Alipato (which means spark that spreads a fire and one of Rizal’s pet dogs)
 Jose Ma. Sison - Amado Guerrero
 Dr. Pio Valenzuela - Madlang-Away
 Clemente Jose Zulueta - M. Kaun
 J. Zulueta - Juan Totoó
 Isaac Fernando delos Rios
 Bautista - Ba Basiong
 Gen. Vito Belarmino - Blind Veteran
 Andres Bonifacio - Agapito Bagumbayan, while his inspiring Katipunan name was Maypagasa
 Felipe Calderon - Simoun and Elias (names from Rizal’s novels)
 José Corazón de Jesús - Huseng Batute
 Mariano del Rosario - Tito-Tato
 Antonio K. Abad - Akasia
 Jose Abreu - Kaibigan
 Macario Adriatico - Amaori, C. Amabri and Felipe Malayo
 Faustino Aguilar - Sinag-Ina
 Emilio Aguinaldo - Magdalo
 Virgilio Almario - Rio Alma
 Pascual Alvarez - Bagongbuhay
 Aurelio Alvero - Magtanggul Asa
 Cecilio Apostol - Catulo, Calipso and Calypso
 Francisco Arcellana - Franz Arcellana
 Salvador Vivencio del Rosario - X and Juan Tagalo
 Domingo Gomez - Romero Franco
 Nestor Vicente Madali Gonzalez - N.V.M. Gonzalez
 Fernando Ma. Guerrero - Fluvio Gil
 Amado Hernandez - Amante Ernani, Herininia de la Riva and Julio Abril
 Emilio Jacinto - Dimas-ilaw and his Katipunan name was Pingkian
 Nick Joaquin - Quijano de Manila
 Jesus Lava - B. Ambrosio Rianzares
 Sixto Lopez - Batulaw
 Gen. Antonio Luna - Taga-Ilog
 Juan Luna - J.B. and Buan (a translation of his surname Luna which means moon)
 Apolinario Mabini - Bini and Paralitico
 Jose Palma - Ana-haw, Esteban Estebanes and Gan Hantik
 Rafael Palma - Hapon and Dapit-Hapon
 Jose Maria Panganiban - Jomapa and J.M.P.
 Pascual H. Poblete - Anak-Bayan
 Mariano Ponce - Naning, Tikbalang, and Kalipulako

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Iba’t Ibang Panahon ng Panitikang Pilipino
Sinaunang Panahon
 May sarili nang panitikan ang ating mga ninuno sa panahong ito.
 Alibata ang kadalasang ginagamit.
 Gumagamit din sila ng mga biyas ng kawayan , talukap ng bunga o niyog at dahon at balat ng punungkahoy bilang sulatan
at matutulis na bagay naman bilang panulat.
Mga uri ng Panitikang sumibol at sumikat sa sinaunang panahon:
1. Alamat
2. Kwentong Bayan
3. Mga Awiting Bayan
4. Epiko
a. Bidasari - Moro
b. Biag ni Lam-ang - Iloko
c. Maragtas - Bisaya
d. Haraya - Bisaya
e. Lagda - Bisaya
f. Kumintang - Tagalog
g. Hari sa Bukid - Bisaya
5. Karunungan Bayan
a. Salawikain - nagsisilbing batas at tuntunin ng kagandahang-asal ng ating mga ninuno.
Halimbawa: Aanhin pa ang damo kung wala na ang kabayo.
b. Sawikain - mga kasabihang walang natatagong kahulugan
Halimbawa: Nasa Diyos ang awa, nasa tao ang gawa.
c. Bugtong - maikling tulang karaniwang naglalarawan ng isang bagay na siyang pahuhulaan.
Halimbawa: Isang tabo , laman ay pako. (langka)
Pananakop ng Mga Kastila:
Mga Impluwensya ng Kastila sa ating Panitikan:
1. Nahalinan ng Alpabetong Romano ang Alibata
2. Naituro ang Doctrina Cristiana
3. Naging Bahagi ng Wikang Filipino ang maraming salita sa Kastila
4. Nadala ang ilang akdang pampanitikan ng Europa at tradisyong Europeo na naging bahagi ng ating panitikan gaya ng awit, corido,
moro-moro at iba pa.
5. Nasinop at nasalin ang makalumang panitikan sa Tagalog sa ibang wikain
6. Nailathala ang iba’t ibang aklat pambalarila sa wikang Filipino tulad ng Tagalog, Ilokano at Bisaya
7. Nagkaroon ng makarelihiyong himig ang mga akda
Mga Unang Aklat:
a. Ang Doctrina Cristiana (1593) – Padre Juan de Placencia at Padre Dominga Nieva
b. Nuestra Senora del Rosario (1602) – Padre Blancas de San Jose
c. Ang Barlaan at Josaphat (nobelang Tagalog) – Padre Antonio de Borja
d. Ang Pasyon – iba’t ibang bersyon sa Tagalog (Mariano Pilapil, Gaspar Aquino de Belen, Anecito de la Merced at Luis de Guia)
e. Ang Urbana at Felisa – Modesto de Castro (Ama ng klasikang tuluyan sa Tagalog)
Mga Akdang Pangwika:
a. Arte Y Reglas de la Lengua Tagala
b. Compendio de la lengua Tagala
c. Vocabulario de la Lengua Tagala
d. Vocabulario de la Lengua Pampango
e. Vocabulario de la Lengua Bisaya
f. Arte de la Lengua Bicolana
g. Arte de la Lengua Iloka
Mga Dulang Panlibangan
1. Tibag 7. duplo
2. Lagaylay 8. kurido
3. Sinakulo 9. saynete
4. Panubong 10. karagatan
5. Karilyo 11. sarswela
6. Moro-moro

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Panahon ng Pagbabagong-isip (Propaganda)
 Ang diwang maka-relihiyon ay naging makabayan at humihingi ng pagbabago sa sistema ng pamamalakad sa pamahalaan
at simbahan.
 Pagpasok ng diwang liberalismo.
Mga Propagandista:
a. Dr. Jose Rizal/ Laong Laan at Dimasalang (“Noli at El Fili)
b. Marcelo H. Del Pilar (Palridel, Piping Dilat at Dolores Manapat) – Pag-ibig sa Tinubuang Lupa, Kaiigat Kayo at Tocsohan
c. Graciano Lopez Jaena (Fray Botod, Sa Mga Pilipino atbp)
d. Antonio Luna (Noche Buena, Por Madrid atbp)
Panahon ng Amerikano
1. Maalab ang diwang makabayan na hindi na magawang igupo ng mga Amerikano
2. Pinasok ng mga manunulat na Pilipino ang iba’t ibang larangan ng panitikan tulad ng tula, kwento, dula, sanaysay, nobela atbp.
3. Pag-ibig sa bayan at pagnanais ng kalayaan ang tema ng mga isinusulat
4. Namayani sa panahong ito ang mga akda sa wikang Kastila, Tagalog at wikang Ingles
5. Pinatigil ang mga dulang may temang makabayan
6. Sa panahong ito nailathala ang babasahing Liwayway
7. Pinauso rin ang balagtasan katumbas ng debate
8. Nagkaroon/Nagsimula ang pelikula sa Pilipinas
Mga Pahayagan:
1. El Nuevo Dia (Ang Bagong Araw) ni Sergio Osmena (1900)
2. El Grito del Pueblo (Ang Sigaw ng Bayan) itinatag ni Pascual Poblete (1900)
3. El Renacimiento (Muling Pagsilang) – itinatag ni Rafael Palma (1900)
Mga Dulang Pinatigil:
1. Kahapon Ngayon at Bukas – Aurelio Tolentino
2. Tanikalang Ginto – Juan Abad
3. Walang Sugat – Severino Reyes
Ilang kilalang manunulat sa Kastila na sumikat:
1. Cecelio Apostol
2. Fernando Ma. Guerrero
3. Jesus Balmori
4. Manuel Bernabe Manalang
5. Claro M. Recto
Ilang kilalang manunulat sa Wikang Tagalog:
1. Lope K. Santos
2. Jose Corazon de Jesus
3. Florentino Collantes
4. Amado V. Hernadez
5. Valeriano Hernandez Pena
6. Inigo Ed Regalado
Panahon ng Hapon
1. Natigil ang panitikan sa Ingles kasabay ng pagpatigil ng lahat ng pahayagan.
2. Gintong Panahon para sa mga manunulat sa wikang tagalog.
3. Ipinagbawal din ng mga Hapon ang paggamit ng wikang Ingles.
4. Ang paksa ay natutungkol sa buhay lalawigan.
5. Napasara ang mga sinehan at ginawa na lamang tanghalan.
6. Nagkaroon ng krisis ng papel kaya hindi masyadong marami ang akdang naisulat.
Tatlong Uri ng Tula na sumikat sa panahon ng Hapon
1. Haiku
2. Tanaga
3. Karaniwang Anyo
Ilang Dula na sumikat sa panahon ng Hapon
a. Panday Pira – ni Jose Ma. Hernandez
b. Sa Pula sa Puti --- Francisco Soc. Rodrigo
c. Bulaga - ni Clodualdo del Mundo
d. “Sino ba Kayo?” “Dahil sa Anak” at “Higanti ng Patay” ni NVM Gonzales

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Ilang Mahusay na Maikling Kwento
a. Lupang Tinubuan - Narciso Reyes
b. Uhaw ang Tigang na Lupa - Liwayway Arceo
c. Lunsod Nayon at Dagat-dagatan - NVM Gonzales
Bagong Kalayaan (1945 - 1972)
 Sumigla muli ang panitik sa Pilipinas.
 Naging paksain ang kabayanihan ng mga gerilya, kalupitan ng mga Hapon, Kahirapan ng pamumuhay noon atbp.
 Nabuksang muli ang mga palimbagang naipasara dahil sa giyera.
 Naitatag ang Palanca Memorial Award in Pilipino and English Literature noong 1950.
 Nagkaroon din ng Republic Cultural Award, Gawad ni Balagtas at Taunang Gawad ng Surian ng Wikang Pambansa.
 Sumigla rin ang pagkakaroon ng pahayagan sa mga paaralang pangkolehiyo.
 Nagbukas rin ang palimbagan ng lingguhang babasahin: Liwayway, Bulaklak, Tagumpay, Ilang-ilang atbp.
Ilang Samahang Naitatag para sa Panitikang Filipino:
 Taliba ng Inang Wika (TANIW)
 Kapisanan ng Diwa at Panitik (KADIPAN)
 Kapisanan ng mga Mandudulang Pilipino (KAMPI)
 Ilang Samahang Naitatag para sa Panitikang Ingles:
 Philippine Writers Association
 Dramatic Philippines
 Philippine Educational Theater Association (PETA)
 Arena Theater
 Barangay Writer’s Guild
Batas Militar 1972 – 1986
 1972 idiniklara ang Batas Militar sa Pilipinas sa pamumuno ni Pangulong Ferdinand Marcos.
 Paksa ang paghingi ng pagbabago sa pamahalaan at lipunan.
 Pagsisimula ng programang Bagong Lipunan noong Setyembre 21, 1972.
 Pinahinto ang mga pampahayagan at maging samahang pampaaralan.
 Pagpapatatag ng “Ministri ng Kabatirang Pangmadla” (sumubaybay sa mga pahayagan, aklat at mga iba pang babasahing
panlipunan).
Kasalukuyang Panahon
 Isa pang makulay na kabanata ng panitikang Pilipino.
 Namumulat ang mamayang Pilipino sa kahalagahan ng pambansang wika.
 Marami na ang sumusubok na sumulat gamit ang kanilang sariling bernakyular.
 Mas mayaman ang pinagkukunan ng paksang isusulat.
 Malaki ang impluwensiya ng teknolohiya at agham.
 Malayo na rin ang naaabot ng media.
 Kahit sa mga telebisyon nagbabago na rin ang wikang ginagamit.
 Hindi lamang pamapanitikan ang uri ng salitang ginagamit ngunit mapapansin na may mga akda na gumagamit na rin ng
pabalbal, kolokyal at lalawiganin.
Jose P. Rizal (1861-1896)
Naipalimbag niya sa Berlin ang nobelang Noli Me Tangere (1887). Noong 1890, tinapos niya ang ikalawang nobela, ang El
Filibusterismo sa Ghent, Belgium. Gumamit si Rizal ng mga sagisag na “Dimas-Alang” at “Laong-Laan”. Si Rizal ay nakapagsasalita ng
dalawampu’t dalawang wika.
Marcelo H. del Pilar
Bilang pangunahing pinuno ng Kilusang Propaganda, ipinakita niya kaagad ang pagtutol sa mga pamamalakad ng mga Kastila. Lantad
ang gayon niyang damdamin sa pahayagang Diariong Tagalog, na itinatag at pinamatnugutan niya noong 1882. Noong Nobyembre
15, 1889, napasalin sa kanya ang pagiging patnugot ng La Solidaridad. Gumamit siya ng mga sagisag tulad ng “Dolores Manapat”,
“Piping Dilat”, “Maitalaga”, “Kupang”, “Carmelo”, “L.O. Crame” at “Pupdoh”.

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Mga Akda ni Marcelo H. del Pilar:
1. “Pag-ibig sa Tinubuang Lupa” – salin ng tulang “Amor Patrio” ni Rizal.
2. Caiigat Cayo (1888)
3. Dasalan at Tocsohan (1888)
4. Ang Kadakilaan ng Dios
5. Sagot ng Espanya sa Hibik ng Pilipinas (1889)
6. Dupluhan…Dalit…mga Bugtong…
Graciano Lopez Jaena (1856-1896)
Itinatag niya sa Espanya ang Circulo Hispano-Filipino; sumulat ng mga ulat para sa Circulo. Noong 1889, itinatag niya ang La
Solidaridad at naging unang patnugot nito. Nang mapalipat kay M. del Pilar ang tungkulin ng patnugot, naging manunulat na lamang
siya ng pahayagan. Nagkubli siya sa pangalang “Diego Laura”. Sa kanyang panahon, higit siyang kinilalang orador kaysa manunulat.
Sinulat niya ang FrayBotod, isang maikling nobelang mapang-uyam na naglalarawan sa “kasibaan ng mga prayle”. Ang FrayBotod ay
prayleng napakalakas kumain.
Mariano Ponce (1863-1899)
Gumamit ng mga sagisag na “Naning”, “Tikbalang”, “Kalipulako”. Kabilang sa mga akda niya ang “Mga Alamat ng Bulakan”, at ang
dulang “Pagpugot kay Longino”.
Antonio Luna (1866-1899)
Parmasyutikong gumamit ng sagisag na Taga-ilog sa kanyang pag-akda. Marami siyang naiambag sa La Solidaridad. Kabilang sa mga
akda niya ang “Noche Buena”, “La Tertulia Filipina”, “La Maestra de Mi Pueblo” at ang “Impresiones”.
Pedro A. Paterno (1858-1911)
May-akda ng Ninay isang nobelang sosyolohiko. Ito ang unang nobelang sinulat sa Kastila ng isang Pilipino.
Pascual Poblete (1858-1921)
Nobelista, makata, mananalaysay at tinaguriang “Ama ng Pahayagan”. Siya ang nagtatag ng mga pahayagang El Resumen,
El Grito del Pueblo at Ang Tinig ng Bayan. Siya rin ang kauna-unahang nagsalin sa Tagalog ng Noli Me Tangere.
Jose Maria Panganiban (1865-1895)
Sumulat ng mga sanaysay, lathalain at mga talumpati sa ilalim ng sagisag na Jomapa.
Pedro Serrano Laktaw
Leksikograpo at manunulat; isa ring pangunahing Mason. Siya ang unang sumulat ng Diccionario Hispano-Tagalog (1889).
Isabelo delos Reyes
Nagtatag ng “Iglesia Filipina Independente”; nagtamo ng gantimpala sa Exposisyon sa Madrid, sa sinulat na “El Folklore Filipino”.
Fernando Canon
Kaklase ni Rizal sa Ateneo. Sumulat siya ng tula ukol kay Rizal. Sa mga tulang pang-Rizal nagsimula ang kanyang katanyagan. Kapwa
pintor naman sina Juan Luna at Felix Resureccion Hidalgo.
Mga Nakilalang Mandudula
Severino Reyes (1861-1942)
Pangunahing manunulat ng sarsuwela si Severino Reyes. Kilala rin siya sa sagisag na “Lola Basyang” dahil sa kanyang mga
kuwentong-bayan na inilathala sa Lingguhang Liwayway. Ang kanyang sarsuwelang Walang Sugat ang itinuturing na kanyang obra-
maestra. Noong 1922, naging patnugot siya ng Liwayway.
Patricio Mariano
Isang mandudula, peryodista, kuwentista, nobelista at makata. Marami siyang nasulat na dula na kinabibilangan ng Anak ng Dagat,
Ang Tulisan, Ang Dalawang Pag-ibigi, Ako’y Iyo Rin, at iba pa. Siya ng tinaguriang Dekano ng mga Mandudulang Tagalog.
Hermogenes Ilagan
Siya ang masasabing kaagaw ni Severino Reyes sa kasigasigan sa paglikha at pagtatanghal ng sarsuwela. Ang pinakatanyag niyang
dula ay ang Dalagang Bukid.
Julian Cruz Balmaseda
Namumukod ang kanyang aral sa pag-iimpok sa sulang Ang Piso ni Anita. Ito ang dulang nagtamo ng unang gantimpala sa timpalak
ng Kawanihan ng Koreo; sa kanyang Sa Bunganga ng Pating, binaka niya ang sakit na nililikha ng salaping patubuan.
Aurelio Tolentino (1868-1913)
Dalubhasa sa paggamit ng tatlong wika, Pampango, Tagalog at Kastila. Maraming dula siyang nasulat tulad ng Bagong Kristo, isang
sulang sosyolohiko; Sumpaan, isang romantikong sarsuwelang may tatlong yugto. Ngunit higit sa lahat ng mga dula niya, ang
nakilala’y ang kanyang Kahapon, Ngayon at Bukas. Isang alegoriya ang dulang ito ay naglalahad sa pamamagitan ng mga simbolikong
tauhan na pinagdadaanan ng Pilipinas.

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Juan K. Abad
Nang magsimula ang himagsikan sinunog ng lahat ni Abad ang kanyang mga akdang nanunuligsa sa pamahalaan at sa mga prayle at
pagkaraa ay umanib siya sa Katipunan. Hinarap ni Abad ang pagbaka sa comedia sa paniniwalang ito ay nakakalason sa isipan ng mga
Pilipino.
THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS
also known as
REPUBLIC ACT NO. 4670
(June 18, 1966)
I. DECLARATION OF POLICY COVERAGE
Sec. 1. Declaration of Policy. It is hereby declared to be the policy of this Act to promote and improve the social and economic status
of public school teachers, their living and working conditions, their terms of employment and career prospects in order that they
may compare favorably with existing opportunities in other walks of life, attract and retain in the teaching profession more people
with the proper qualifications, it being recognized that advance in education depends on the qualifications and ability of the
teaching staff and that education is an essential factor in the economic growth of the nation as a productive investment of vital
importance.
Sec. 2. Title Definition. This Act shall be known as the "Magna Carta for Public School Teachers" and shall apply to all public school
teachers except those in the professorial staff of state colleges and universities.
As used in this Act, the term "teacher" shall mean all persons engaged in classroom teaching, in any level of instruction, on full-time
basis, including guidance counselors, school librarians, industrial arts or vocational instructors, and all other persons performing
supervisory and/or administrative functions in all schools, colleges and universities operated by the Government or its political
subdivisions; but shall not include school nurses, school physicians, school dentists, and other school employees.
II. RECRUITMENT AND CAREER
Sec. 3. Recruitment and Qualification. Recruitment policy with respect to the selection and appointmentof teachers shall be clearly
defined by the Department of Education: Provided, however, That effective upon the approval of this Act, the following shall
constitute the minimum educational qualifications for teacher-applicants:
(a) For teachers in the kindergarten and elementary grades, Bachelor's degree in Elementary Education (B.S.E.ED.);
(b) For teachers of the secondary schools, Bachelor's degree in Education or its equivalent with a major and a minor; or a Bachelor's
degree in Arts or Science with at least eighteen professional units in Education.
(c) For teachers of secondary vocational and two years technical courses, Bachelor's degree in the field of specialization with at least
eighteen professional units in education;
(d) For teachers of courses on the collegiate level, other than vocational, master's degree with a specific area of specialization;
Provided, further, That in the absence of applicants who possess the minimum educational qualificationsas hereinabove provided,
the school superintendent may appoint, under a temporary status, applicantswho do not meet the minimum qualifications:
Provided, further, That should teacher-applicants, whether they possess the minimum educational qualifications or not, be required
to take competitive examinations, preference in making appointments shall be in the order of their respective ranks in said
competitive examinations: And provided, finally, That the results of the examinations shall be made public and every applicant shall
be furnished with his score and rank in said examinations.
Sec. 4. Probationary Period. When recruitment takes place after adequate training and professional preparation in any school
recognized by the Government, no probationary period preceding regular appointment shall be imposed if the teacher possesses the
appropriate civil service eligibility: Provided, however, That where, due to the exigencies of the service, it is necessary to employ as
teacher a person who possesses the minimum educational qualifications herein above set forth but lacks the appropriate civil
service eligibility, such person shall be appointed on a provisional status and shall undergo a period of probation for not less than
one year from and after the date of his provisional appointment.
Sec. 5. Tenure of Office. Stability on employment and security of tenure shall be assured the teachers as provided under existing
laws.

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Subject to the provisions of Section three hereof, teachers appointed on a provisional status for lack of necessary civil
service eligibility shall be extended permanent appointment for the position he is holding after having rendered at least ten years of
continuous, efficient and faithful service in such position.
Sec. 6. Consent for Transfer Transportation Expenses. Except for cause and as herein otherwise provided, no teacher shall be
transferred without his consent from one station to another.
Where the exigencies of the service require the transfer of a teacher from one station to another, such transfer may be effected by
the school superintendent who shall previously notify the teacher concerned of the transfer and the reason or reasons therefor. If
the teacher believes there is no justification for the transfer, he may appeal his case to the Director of Public Schools or the Director
of Vocational Education, as the case may be. Pending his appeal and the decision thereon, his transfer shall be held in abeyance:
Provided, however, That no transfers whatever shall be made three months before any local or national election.
Necessary transfer expenses of the teacher and his family shall be paid for by the Government if his transfer is finally approved.
Sec. 7. Code of Professional Conduct for Teachers. Within six months from the approval of this Act, the Secretary of Education shall
formulate and prepare a Code of Professional Conduct for Public School Teachers. A copy of the Code shall be furnished each
teacher: Provided, however, That where this is not possible by reason of inadequate fiscal resources of the Department of
Education, at least three copies of the same Code shall be deposited with the office of the school principal or head teacher where
they may be accessible for use by the teachers.
Sec. 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy equitable safeguards at each stage of any disciplinary
procedure and shall have:
a. the right to be informed, in writing, of the charges;
b. the right to full access to the evidence in the case;
c. the right to defend himself and to be defended by a representative of his choice and/or by his organization, adequate time being
given to the teacher for the preparation of his defense; and
d. the right to appeal to clearly designated authorities.
No publicity shall be given to any disciplinary action being taken against a teacher during the pendency of his case.
Sec. 9. Administrative Charges. Administrative charges against a teacher shall be heard initially by a committee composed of the
corresponding School Superintendent of the Division or a duly authorized representative who should at least have the rank of a
division supervisor, where the teacher belongs, as chairman, a representative of the local or, in its absence, any existing provincial or
national teacher's organization and a supervisor of the Division, the last two to be designated by the Director of Public Schools. The
committee shall submit its findings and recommendations to the Director of Public Schools within thirty days from the termination
of the hearings: Provided, however, That where the school superintendent is the complainant or an interested party, all the
members of the committee shall be appointed by the Secretary of Education.
Sec. 10. No Discrimination. There shall be no discrimination whatsoever in entrance to the teaching profession, or during its exercise,
or in the termination of services, based on other than professional consideration.
Sec. 11. Married Teachers. Whenever possible, the proper authorities shall take all steps to enable married couples, both of whom
are public school teachers, to be employed in the same locality.
Sec. 12. Academic Freedom. Teachers shall enjoy academic freedom in the discharge of their professional duties, particularly with
regard to teaching and classroom methods.
III. HOURS OF WORK AND REMUNERATION
Sec. 13. Teaching Hours. Any teacher engaged in actual classroom instruction shall not be required to render more than six hours of
actual classroom teaching a day, which shall be so scheduled as to give him time for the preparation and correction of exercises and
other work incidental to his normal teaching duties: Provided, however, That where the exigencies of the service so require, any
teacher may be required to render more than six hours but not exceeding eight hours of actual classroom teaching a day upon
payment of additional compensation at the same rate as his regular remuneration plus at least twenty-five per cent of his basic pay.
Sec. 14. Additional Compensation. Notwithstanding any provision of existing law to the contrary, co-curricula and out of school
activities and any other activities outside of what is defined as normal duties of any teacher shall be paid an additional
compensation of at least twenty-five per cent of his regular remuneration after the teacher has completed at least six hours of
actual classroom teaching a day.
In the case of other teachers or school officials not engaged in actual classroom instruction, any work performed in excess of eight
hours a day shall be paid an additional compensation of at least twenty-five per cent of their regular remuneration.

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The agencies utilizing the services of teachers shall pay the additional compensation required under this section. Education
authorities shall refuse to allow the rendition of services of teachers for other government agencies without the assurance that the
teachers shall be paid the remuneration provided for under this section.
Sec. 15. Criteria for Salaries. Teacher's salaries shall correspond to the following criteria:
(a) they shall compare favorably with those paid in other occupations requiring equivalent or similar qualifications, training and
abilities;
(b) they shall be such as to insure teachers a reasonable standard of life for themselves and their families; and
(c) they shall be properly graded so as to recognize the fact that certain positions require higher qualifications and greater
responsibility than others: Provided, however, That the general salary scale shall be such that the relation between the lowest and
highest salaries paid in the profession will be of reasonable order. Narrowing of the salary scale shall be achieved by raising the
lower end of the salary scales relative to the upper end.
Sec. 16. Salary Scale. Salary scales of teachers shall provide for a gradual progression from a minimum to a maximum salary by
means of regular increments, granted automatically after three years: Provided, That the efficiency rating of the teacher concerned
is at least satisfactory. The progression from the minimum to the maximum of the salary scale shall not extend over a period of ten
years.
Sec. 17. Equality in Salary Scales. The salary scales of teachers whose salaries are appropriated by a city, municipal, municipal
district, or provincial government, shall not be less than those provided for teachers of the National Government.
Sec. 18. Cost of Living Allowance. Teacher's salaries shall, at the very least, keep pace with the rise in the cost of living by the
payment of a cost-of-living allowance which shall automatically follow changes in a cost-of-living index. The Secretary of Education
shall, in consultation with the proper government entities, recommend to Congress, at least annually, the appropriation of the
necessary funds for the cost-of-living allowances of teachers employed by the National Government. The determination of the cost-
of-living allowances by the Secretary of Education shall, upon approval of the President of the Philippines, be binding on the city,
municipal or provincial government, for the purposes of calculating the cost-of-living allowances of teachers under its employ.
Sec. 19. Special Hardship Allowances. In areas in which teachers are exposed to hardship such as difficulty in commuting to the place
of work or other hazards peculiar to the place of employment, as determined by the Secretary of Education, they shall be
compensated special hardship allowances equivalent to at least twenty-five per cent of their monthly salary.
Sec. 20. Salaries to be Paid in Legal Tender. Salaries of teachers shall be paid in legal tender of the Philippines or its equivalent in
checks or treasury warrants. Provided, however, That such checks or treasury warrants shall be cashable in any national, provincial,
city or municipal treasurer's office or any banking institutions operating under the laws of the Republic of the Philippines.
Sec. 21. Deductions Prohibited. No person shall make any deduction whatsoever from the salaries of teachers except under specific
authority of law authorizing such deductions: Provided, however, That upon written authority executed by the teacher concerned,
(1) lawful dues and fees owing to the Philippine Public School Teachers Association, and (2) premiums properly due on insurance
policies, shall be considered deductible.
IV. HEALTH MEASURES AND INJURY BENEFITS
Sec. 22. Medical Examination and Treatment. Compulsory medical examination shall be provided free of charge for all teachers
before they take up teaching, and shall be repeated not less than once a year during the teacher's professional life. Where medical
examination show that medical treatment and/or hospitalization is necessary, same shall be provided free by the government entity
paying the salary of the teachers.
In regions where there is scarcity of medical facilities, teachers may obtain elsewhere the necessary medical care with the right to be
reimbursed for their traveling expenses by the government entity concerned in the first paragraph of this Section.
Sec. 23. Compensation For Injuries. Teachers shall be protected against the consequences of employment injuries in accordance
with existing laws. The effects of the physical and nervous strain on the teacher's health shall be recognized as a compensable
occupational disease in accordance with existing laws.
V. LEAVE AND RETIREMENT BENEFITS
Sec. 24. Study Leave. In addition to the leave privileges now enjoyed by teachers in the public schools, they shall be entitled to study
leave not exceeding one school year after seven years of service. Such leave shall be granted in accordance with a schedule set by
the Department of Education. During the period of such leave, the teachers shall be entitled to at least sixty per cent of their
monthly salary: Provided, however, That no teacher shall be allowed to accumulate more than one year study leave, unless he needs
an additional semester to finish his thesis for a graduate study in education or allied courses: Provided, further, That no
compensation shall be due the teacher after the first year of such leave. In all cases, the study leave period shall be counted for
seniority and pension purposes.
The compensation allowed for one year study leave as herein provided shall be subject to the condition that the teacher takes the
regular study load and passes at least seventy-five per cent of his courses. Study leave of more than one year may be permitted by
the Secretary of Education but without compensation.

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Sec. 25. Indefinite Leave. An indefinite sick leave of absence shall be granted to teachers when the nature of the illness demands a
long treatment that will exceed one year at the least.
Sec. 26. Salary Increase upon Retirement. Public school teachers having fulfilled the age and service requirements of the applicable
retirement laws shall be given one range salary raise upon retirement, which shall be the basis of the computation of the lump sum
of the retirement pay and the monthly benefits thereafter.
VI. TEACHER'S ORGANIZATION
Sec. 27. Freedom to Organize. Public school teachers shall have the right to freely and without previous authorization both to
establish and to join organizations of their choosing, whether local or national to further and defend their interests.
Sec. 28. Discrimination Against Teachers Prohibited. The rights established in the immediately preceding Section shall be exercised
without any interference or coercion. It shall be unlawful for any person to commit any acts of discrimination against teachers which
are calculated to (a) make the employment of a teacher subject to the condition that he shall not join an organization, or shall
relinquish membership in an organization,
(b) to cause the dismissal of or otherwise prejudice a teacher by reason of his membership in an organization or because of
participation in organization activities outside school hours, or with the consent of the proper school authorities, within school
hours, and (c) to prevent him from carrying out the duties laid upon him by his position in the organization, or to penalize him for an
action undertaken in that capacity.
Sec. 29. National Teacher's Organizations. National teachers' organizations shall be consulted in the formulation of national
educational policies and professional standards, and in the formulation of national policies governing the social security of the
teachers.
VII. ADMINISTRATION AND ENFORCEMENT
Sec. 30. Rules and Regulations. The Secretary of Education shall formulate and prepare the necessary rules and regulations to
implement the provisions of this Act. Rules and regulations issued pursuant to this Section shall take effect thirty days after
publication in a newspaper of general circulation and by such other means as the Secretary of Education deems reasonably sufficient
to give interested parties general notice of such issuance.
Sec. 31. Budgetary Estimates. The Secretary of Education shall submit to Congress annually the necessary budgetary estimates to
implement the provisions of the Act concerning the benefits herein granted to public school teachers under the employ of the
National Government.
Sec. 32. Penal Provision. A person who shall willfully interfere with, restrain or coerce any teacher in the exercise of his rights
guaranteed by this Act or who shall in any other manner commit any act to defeat any of the provisions of this Act shall, upon
conviction, be punished by a fine of not less than one hundred pesos nor more than one thousand pesos, or by imprisonment, in the
discretion of the court.
If the offender is a public official, the court shall order his dismissal from the Government service.
Sec. 33. Repealing Clause. All Acts or parts of Acts, executive orders and their implementing rules inconsistent with the provisions of
this Act are hereby repealed, amended or modified accordingly.
Sec. 34. Separability Clause. If any provision of this Act is declared invalid, the remainder of this Act or any provisions not affected
thereby shall remain in force and in effect.
Sec. 35. This Act shall take effect upon its approval.
Here are some of the salient points in the Philippine History:
 The first book published in the Philippines was Doctrina Cristiana.
 The Father of Ilocano Literature is Pedro Bukaneg.
 The Father of Tagalog Poetry is Francisco Baltazar.
 Lola Basyang is the pen name of Severino Reyes.
 The first and longest running komiks series in the Philippines is Kenkoy (Liwayway Magasin,1929)
 The Father of Pampango Literature who wrote "There is no God" is Juan Crisostomo Soto.
 The oldest existing newspaper in the Philippines since the 1900 is Manila Bulletin.
 The Father of Modern Tagalog Poetry is Alejandro Abadilla.
 The work of Bonifacio which tells the history of the Philippines Ang Dapat Mabatid ng mga Tagalog.
 He wrote the popular fable The Monkey and the Turtle - Jose Rizal
 This is known as Andres Bonifacio's Ten Commandments of the Katipunan - The Decalogue.
 Rizal's model for Pilosopong Tasyo was Paciano Rizal.
 The following characters created by Rizal reflect his own personality except Simoun (El Filibusterismo)
 The line "whoever knows not how to love his native tongue is worse than any beast or even smelly fish" To My Fellow
Childred

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 Rizal's pen name - Dimasalang, Laong-Laan
 Taga-ilog is Juan Luna's Pen name.
 The first filipino alphabet was called Alibata
 Baybayin - The first filipino alphabet consisted of 15 Letters
 This is a song about love - Talindaw
 Awit ng mga taong hindi naimbetahan sa kainan - Colado
 He was known for his `Memoria Fotografica` - Jose Ma. Panganiban
 He is known as the `poet of the workers or laborers` - Amado Hernandez
 Ilocano balagtasan is called Bukanegan
 Visayan epic about good manners and right conduct - Maragtas
 The father of Filipino newspaper is Pascual Poblete
 Lupang Tinubuan is considered to be the best story written during Japanese Period. The author is Narciso Reyes
 The original title of Ibong Adarna was Corido at Buhay na Pinagdaanan ng Tatlong Prinsipeng Anac ng Haring Fernando at
Reyna Valeriana sa Caharian Berbania
 Pan de Regla - First filipino bread
 The Great Plebian - Andres Bonifacio
 The Father of the Katipunan - Andres Bonifacio
 Hero of the Tirad Pass Battle - Gregorio Del Pilar
 President of the First Philippine Republic - General Emilio Aguinaldo
 Brains of the Philippine Revolution - Apolinario Mabini
 Martyred Priests in 1872 - GOMBURZA
 Brains of the Katipunan - Emilio Jacinto
 Co-founder of La Independencia - General Antonio Luna
 Mother of Balintawak - Melchora Aquino
 Greatest Filipino Orator of the Propaganda Movement - Graciano Lopez- Jaena
 First Filipino Cannon-maker - Pandar Pira
 Managing Editor of La Solidaridad - Mariano Ponce
 Lakambini of Katipunan - Gregoria de Jesus
 Poet of the Revolution - Fernando Ma. Guerrero
 Outstanding Diplomat of the First Philippine Republic - Felipe Agoncillo
 First University of the Philippines President - Rafael Palma
 Greatest Filipino Painter - Juan Luna
 Greatest Journalist of the Propaganda Movement - Marcelo H. del Pilar
 First Filipino Poetess - Leona Florentino
 Peace of the Revolution - Pedro Paterno
 Founder of Philippine Socialism - Isabelo Delos Reyes
 Viborra - Artemio Ricarte
 Author of the Spanish lyrics of the Philippine National Anthem - Jose Palma
 Composer of the Philippine National Anthem - Julian Felipe
 Chief of Tondo - Lakandola
 The Last Rajah of Manila - Rajah Soliman
 Fiancée of Jose Rizal - Leonor Rivera
 Maker of the First Filipino Flag - Marcela Agoncillo
 Co-founder of Katipunan - Galicano Apacible
 Leader of the Ilocano Revolt - Diego Silang
 First Filipino Hero: Lapu-Lapu
 Leader of the Longest Revolt in Bohol - Francisco Dagohoy
 The Man of Many Talents - Epifanio Delos Santos
 Prince of Tagalog Poets - Francisco Baltazar
 Visayan Joan of Arc - Teresa Magbanua
 Mother of Biak-na-Bato - Trinidad Tecson
 Wife of Artemio Ricarte - Agueda EstebanLeader of the Tarlac Revolt: Gen. Francisco Makabulos
 Spaniards born in the Philippines - Insulares
 Leader of Magdalo - Baldomero Aguinaldo
 Leader of Magdiwang - Mariano Alvarez
 Founder of La Liga Filipina - Jose Rizal
 Painter of the Spolarium - Juan Luna

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Science
 From Latin word “scientia." which means "knowledge".
 Any methodological activity. such as observational. experimental investigation and theoretical explanation of natural
phenomena.
 Systematized knowledge based on facts.
Divisions of Science
 Social Science
 Political Science
 History
 Mathematics
 Natural science
Branches of Natural Science
 Physical Science - Dealing with non-living things.
 Biological Science - Dealing with living things.
Scientific Method
 An orderly. logical and rational manner of solving problems.
 Enables and Ieads scientists towards unveiling the truths about observable phenomena and construct their clear
representations.
Cell Theory
 Describes or explains what a cell is.
 Cell is the basic component of a living organism.
 New cells are produced from existing cells.
 Cell is the building block of life.
Kinds of Cell
 Prokaryotic - has no nucleus; ex. Bacteria
 Eukaryotic - has true nucleus; ex. Mammals
Electromagnetism
 Magnetism - derived from Magnesia, an island in the Aegean Sea
 Magnet - an object that attracts magnetic objects like metals
 A magnet has two poles, north and south.
 Like poles repel, unlike poles attract.
 Generator - a device that changes mechanical energy to electrical energy
 Motor - a device that changes electrical energy to mechanical energy
Mixtures
 Physical combination of 2 or more substances which can be separated by mechanical means.
 Homogeneous mixture
 a mixture in which the molecules are thoroughly mixed: a mixture that is uniform throughout.
 Solutions are homogeneous mixtures. The components of solution are solute, which is the dissolved particles. and the
solvent. which is the dissolving particles.
 Heterogeneous mixture
 Suspensions - heterogeneous mixture where particles are too large that they settle at the bottom of the container.
 Colloids - heterogeneous mixtures whose particles are not large enough to settle nor small enough to be dissolved, like the
Tyndall Effect. which is the scattering of light by the particles.

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Methods of Separating Mixtures
 Filtration - use of filter paper to separate liquid from solid components.
Filtrate - liquid that passes through the filter paper.
Residue - substance that did not pass through the filter paper.
 Decantation - pouring off a layer of liquid from a mixture.
 Magnetism - use of magnets to separate magnetic materials from the nonmagnetic ones.
 Centrifugation - substance is subjected to circular or rotational motion in a centrifuge.
 Distillation - liquid is set to boiling. Vapour is collected and later cooled to condense.
 Chromatography - passing mixture in solution or suspension or as a vapour (as in gas chromatography) through a medium
in which the components move at different rates.
Basic Concept in Educational Technology
A field dedicated to a theory and practice of design, development, utilization, management and evaluation of
process and resources for learning.
Technology Integration
It is the process of determining where and how technology fits in the Teaching and Learning process.
Factor affecting the selection of educational technologies
1. Human factors
1.1. Learner factors – refer to learner differences that can influence media choice.
a.) Individual Differences
Research suggests that learner differ in:
• Their preference for learning: by observing (visual learners) or by listening (aural learners)
• Their perception of a given message: a factor of past experience, and often a culture difference exists
• Their understanding of the conventions used by various media: language and technical drawings used
b.) Attention Span
Factors that affect how long a learner can attend to one type of task are age, interest and learners’ motivation
c.) Number of Learner
Select media that are well suited to the group size you have or, if this is difficult, modify the group or structure to
media you have.
d.) Physical Disabilities of Learners (poor vision, hearing, dyslexia, color blindness, etc.)
1.2. Teacher factors- refer to those factors that affect the success of media implementation.
2. Instructional method
The method of instructions dictates or limit our choice of presentation media. Is it self-regulated learning method
or lecture/expository?
3. Practical constraints
Administrative and economic constraints both limit the choice of methods and media.
1.) Objectives 3.) Time
2.) Availability 4.) Resources
Contributions of education technology to education
• Increase students’ motivation, self-esteem, self-confidence and academic achievement.
• Supplies stimulating environment that encourage student involvement in the learning process.
• Promotes higher-level thinking skills and student-centered instruction.
• Offers students diversity, self-paced learning, and opportunities for individuals growth and self expression.
• Provides students with unique opportunities to apply skills and talent and to interact with other in non-
threatening environments.
• Changes teacher’s and student’s role into positive directions.
• Inspires student and teacher by making learning exciting and interesting.
• Forests the development of leadership abilities and teamwork.

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• Support new instructional approaches: cooperative learning, inquiry approach, problem- based learning,
project-based learning and multiple intelligence.
• Provides unique opportunities for student to practice, demonstrate and critique communication skill.
• Supplies information through multi-sensory delivery channels, allowing students with various learning styles to
assimilate and apply knowledge.
• Expand classroom “walls” and links students and teachers in national and international exchanges.
Essential conditions for technology integration in the classroom
For technology to have desired impact on improved teaching and learning, several conditions must be in place;
• Shared vision for technology integration – this requires coordinated school district planning with teacher and
other personnel at all levels, budgeting yearly amounts for technologies purchases with incremental funding,
emphasizing teacher training, matching technology to curriculum needs, and keeping current and building
flexibility.
• Standard and curriculum support – technology and content area standard are designed to support each other.
• Required policies – policies are in place to ensure legal/ ethical use, safe, internet use, and equity.
• Access to hardware, software and other resources – there is adequate funding, purchasing procedures are
organized and effective, and procedure are in place to set up and maintain technology resources.
• Trained personnel- staff development that includes hands-on , integration emphasis, training over time;
modeling, mentoring and approaching and post training-access to technology resources.
• Technical assistance- continuing support for diagnostic and maintenance problem for teachers’ and students’
computer.
• Appropriate teaching and assessment approaches - teaching strategies are matched to needs and assessment
strategies are matches to the type of learning being measured.
Some of the most important benefits of internet and other distances resources:
• Easy and rapid communication.
• Access to expert resources and information not locally available.
• Access to up-to-date information.
• Easy sharing the information and product.
• Support of a cooperative group work.
• Support for learning information and visual literacy.
Evaluating Instructional Resources
In evaluating instructional resources, several question you should ask yourself are important, regardless of the
type are resources you are considering;
1. Does the content match the curriculum?
2. Is the content accurate, up to date, and appropriate with the students?
3. Do the materials teach and/or reinforce learning effectively?
4. Do these resources enhance instruction?
5. Is the resource easy for the teacher and students to use?
6. Are the materials of high quality technically?
7. Is the use of resource practical of my teaching setting (cost, needed equipment, etc.)?
Ten Commandments in creating learning/presentation materials
1. Don’t overcrowd.
2. Be consistent in formal, layout and conventions.
3. Use appropriate type paces and point uses.
4. Used bold and italics for emphasis, but don’t overuse them.
5. Use titles, headings, and subheadings to clarify and guide.
6. Use numbers through direct sequence.
7. Use graphics and illustration to reinforce ideas.
8. Use symbols and icons as identifying markers.
9. Use color/audio/music to stimulate but not to overpower, the senses.
10. Produce the materials with technical excellence – good quality good audio, clear etc.

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According to UNESCO the four pillars of learning are the fundamental principles for reshaping education.
FOUR PILLARS OF EDUCATION/LEARNING
LEARNING TO KNOW
 Focuses on combining broad gen. knowledge and basic educ. with the opportunity to work on a small
number of subjects in the light of rapid changes brought about by scientific progress ang new forms of
economic and social acitivity.
 Learning how to learn and to discover, as to benefit from ongoing educational opportunities continuously
arising throughout life.
 Developing the faculties of memory, imagination, reasoning and problem solving.
 Understanding about one's environment.
 Communicating with others.
LEARNING TO DO
 Emphasizes on the learning of skills necessary to practice a profession or trade.
 Applying in practice what has been learned.
 Developing vocational / occupational and technical skills.
 Developing social skills in building meaningful interpersonal relationships.
 Developing competence, social behavior, aptitude for teamwork.
 Enhancing the ability to communicate and work with others.
 Managing and resolving conflicts.
LEARNING TO BE
 Prioritizes the development of the human potential to the fullest.
 Tapping the talents hidden with individual.
 Developing personal commitment and responsibilty for the common good.
LEARNING TO LIVE TOGETHER
 Emphasizes understanding of others, their history, tradition and cultures, and also living and interacting
peacefully together.
 Appreciating diversity of human race
 Being receptive to others and encounter others through dialogue and debate.
 Caring about others
 Working toward common objectives in cooperative undertakings.
 Managing and resolving conflicts.
ANO ANG TAYUTAY?
Ang Tayutay ay isang salita o grupo ng mga salita na kadalasang ginagamit upang maipahayag ang isang emosyon
sa paraang hindi karaniwan upang makabuo ng mas malalim na kahulugan. Ito ay hindi literalkundi isang
patalinghaga na minsa'y ginagamit bilang simbolo.
MGA URI NG TAYUTAY
1) ALITERASYON (Alliteration) - Pag-uulit ng mga tunog-katinig sa inisyal na bahagi ng salita.
Halimbawa:
a. Makikita sa mga mata ni Maria ang mga masasayang nangyari sa kaniya kasama si Marco. (makikita, mga, mata,
Maria, masasayang, Marco)
2) KONSONANS - Pag-uulit ng mga tunog-katinig sa final na bahagi ng salita.
Halimbawa:
a. Ang aking pagmamahal para kay Rosal ay lalong tumatatag habang tumatagal. (pagmamahal, Rosal, tumatagal)

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3) ASONANS - Pag-uulit ng mga tunog-patinig sa alinmang bahagi ng salita.
Halimbawa:
a. Ang aking alagang aso ay agad kong pinaliguan pagdating ko sa amin.
4) ANAPORA - Pag-uulit sa unang bahagi ng pahayag o taludtod.
Halimbawa:
Ikaw ang aking pangarap.
Ikaw ang bigay ng maykapal.
Ikaw ang lahat sa akin.
5) EPIPORA - Pag-uulit sa huling bahagi ng pahayag o taludtod.
Halimbawa:
Ang Konstitusyon ay para sa mamamayan,
Gawa ng mamamayan,
At mula sa mamamayan.
6) ANADIPLOSIS - Pag-uulit sa una at huling bahagi ng pahayag o talutod.
Halimbawa:
Ang mahal ko ay tanging ikaw,
Ikaw na nagbigay ng ilaw,
Ilaw sa gabi na kay dilim,
Dilim man o liwanag, ikaw ay mahal pa rin.
7) PAGTUTULAD (Simile) - Isang di-tuwirang paghahambing ng dalawang magkaibang bagay gamit ang pariralang
tulad ng, kawangis ng, para ng, gaya ng, makasing, at magkasim.
Halimbawa:
a. Parang hari si Tonio kung mag-utos.
8) PAGWAWANGIS (Metaphor) - Isang tuwirang paghahambing ng magkaibang bagay at hindi gumagamit ng mga
pariralang nabanggit sa itaas.
Halimbawa:
a. Ang kanyang buhay ay isang bukas na aklat.
9) PAGHAHALINTULAD (Analogy) - Ito ay paghahambing na nagpapakita ng ugnayan ng kaisipan sa kapwa
kaisipan.
Halimbawa:
a. Ang mga dalaga ay bulaklak at ang mga binata naman ay bubuyog.
10) PAGBIBIGAY - KATAUHAN (Personification) - Ginagamit ito upang bigyang-buhay ang mga bagay na walang
buhay sa pamamagitan ng pagkakapit sa mga ito ng mga gawi o kilos ng tao.
Halimbawa:
a. Ang mga bituin sa langit ay kumikindat sa akin.
11) PAGMAMALABIS (Hyperbole) - Lagpas sa katotohanan o eksaherado ang mga pahayag kung pagkasusuriin.
Halimbawa:
a. Narinig ng buong mundo ang iyong sigaw.
b. Huminto ang pagtibok ng aking puso nang makita kong may kasama siyang iba.
12) PAGPAPALIT-TAWAG (Metonymy) - Ito ang pagpapalit ng katawagan o pangalan sa bagay na tinutukoy.
Halimbawa:
a. Ang palasyo ay nag-anunsyo na walang pasok bukas. (palasyo - Presidente ng Pilipinas)
13) PAGPAPALIT-SAKLAW (Synecdoche) - Ito ay ang pagbabanggit ng bahagi bilang pagtukoy sa kabuuan.
Halimbawa:
a. Apat na mata ang patuloy na tumititig sa kanya.
14) PAGLUMANAY (Euphemism) - Ito ay paggamit ng mga piling salita upang pagandahin ang isang
dikagandahang pahayag.
Halimbawa:
a. Sumakabilang buhay kagabi ang ama ni Nena. (sumakabilang buhay - namatay)

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15) PANAWAGAN (Apostrophe) - Ito ay isang panawagan o pakiusap sa isang bagay na tila ito ay isang tao.
Halimbawa:
a. O tukso! Layuan mo ako!
b. Buhos na ulan, aking mundo’y lunuring tuluyan.
c. Kamatayan nasaan ka na? Wakasan mo na ang aking kapighatian.
16) PAGHIHIMIG (Onomatopeia) - Sa pamamagitan ng tunog o himig ng salita ay nagagawang maihatid ang
kahulugan nito.
Halimbawa:
a. Dumagundong ang malakas na kulog na sinundan ng pagguhit ng matatalim na kidlat.
b. Ang tik-tak ng relo ay nangibabaw.
17) PAG-UYAM (Irony) - Isang pagpapahayag na may layuning mangutya ngunit itinatago sa paraang waring
nagbibigay-puri.
Halimbawa:
a.Siya ay may magandang mukha na kung saan tanging ina niya lang ang humahanga.
18) PAGTATAMBIS (Oxymoron) - Ito ay ang paglalahad ng mga bagay na magkasalungat upang higit na
mapatingkad ang bisa ng pagpapahayag.
Halimbawa:
a. Kailan nagiging tama ang mali?
19) PAGLILIPAT-WIKA (Transferred Epithet) - Katulad ng pagbibigay-katauhan na pinagsasabay ang mga
katangiang pantao na ginagamit ang pang-uri.
Halimbawa:
a. Madilim ang kinabukasan para sa kaniya at kaniyang pamilya mula nang iwanan sila ng kanilang ama.
20) TANONG RETORIKAL (Rhetorical Question) - Ito ay isang tanong na walang inaasahan sagot na ang layunin ay
maikintal sa isipan ng nakikinig ang mensahe.
Halimbawa:
a. Natutulog ba ang Diyos?
b. Bakit napakalupit ng kapalaran?
FIGURATIVE LANGUAGE
"Figurative Language is a language that uses words or expressions with a meaning that is different from the literal
interpretation. When a writer uses literal language, he or she is simply stating the facts as they are. Figurative
language, in comparison, uses exaggerations or alterations to make a particular linguisticpoint." - Your Dictionary
1. Simile - An indirect association and comparison between two things.
Example: She is like a flower.
2. Metaphor - A direct comparison.
Example: You are the sunshine of my life.
3. Personification - Giving human attributes to an inanimate object (animal, idea, etc)
Example: The sun is looking down on me.
4. Oxymoron - A self-contrasting statement.
Example: Loud silence
5. Metonymy - An association wherein the name of something is substituted by something that represents it.
Example: Toothpaste is sometimes called Colgate.
6. Irony - The contrast between what was expected and what actually happened.
Example: No smoking sign during a cigarette break.

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7. Hyperbole - An exaggeration
Example: Cry me a river.
8. Synecdoche - An association of some important part with the whole it represents.
Example: The face who launched a thousand ships.
9. Euphemism - Creating a positive connotation out of something negative.
Example: Loved child (illegitimate child).
10. Asyndeton - Not putting any connectors (conjunctions or prepositions).
Example: No retreat. no surrender.
11. Apostrophe - A direct address to an abstract things or a person who passed away.
Example: Love, please come and take me!
Correct you grammar! Here are the 20 rules in subject verb agreement with
examples.
1. Subjects and verbs must agree in number. This is the cornerstone rule that
forms the background of the concept.
· The baby cries when he is hungry.
· The babies cry when they are hungry.
· The dog eats bones.
· The dogs eat bones.
· The apple is sweet.
2. Don’t get confused by the words that come between the subject and verb;
they do not affect agreement.
· The cat, who is chewing on my jeans , is usually very good.
· The plants, which grows in our backyard , are very nice to the see.
· The boy, who pushes the carts is my friend.
· The ants in the ant-hill are working.
· The knight under the trees is the guard.
3. Prepositional phrases between the subject and verb usually do not affect
agreement.
· The colors of the bag are beautiful.
· One of the schools in Pampanga is implementing a new curriculum.
· Bones of the cow are nutritious.
· The computers found in the library are new.
· Schools in this town are very nice.
4. When sentences start with “there” or “here” the subject will always be placed
after the verb, so care needs to be taken to identify it correctly.
· There is a problem with the internet connection.
· Here are the files you requested.
· There are some computers left in the library.
· Here is your ball pen.
· There is an error with the codes.
5. Subjects don't always come before verbs in questions. Make sure you
accurately identify the subject before deciding on the proper verb form to use.
· Does Doggy usually eat fish ?
· Where are the pieces of this collection?
· Is there something wrong with Lina?
· Who is the president in this institution?
· Where are the songs in this album?

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6. If two subjects are joined by and , they typically require a plural verb form.
· The singer and the actress are from different country.
· My father and I will go to market today.
· The lawyer and the judge will go to the court later.
· The teachers and the principal will have a meeting.
· The police and the detective will have the case.
7. The verb is singular if the two subjects separated by and refer to the same
person or thing.
· Red beans and rice is my favorite dish.
· Ham and bread has been my favorite snack.
· Spoon and fork is used in eating.
· Shoes and socks is the gift that I received.
· Pen and Note is my tool in school.
8. If one of the words each, every, or no comes before the subject, the verb is
singular.
· No eating or drinking is allowed.
· Every man and woman is required to take the survey.
· Every child is special to God.
· No man is an island.
· Every student is required to wear proper uniform.
9. If the subjects are both singular and are connected by the words or, nor,
neither/nor, either/or , and not only/but also the verb is singular.
· Erick or Christian is to blame for the accident.
· Neither Lina nor Cathy was absent yesterday.
· Either apple or grape is sweet.
· Neither Marco nor Vincent is good in class.
· Either Jessy or Daisy is good in singing.
10. The only time when the object of the preposition factors into the decision of
plural or singular verb forms is when noun and pronoun subjects like some, half,
none, more, all, etc. are followed by a prepositional phrase. In these sentences,
the object of the preposition determines the form of the verb.
· All of the chicken is gone.
· All of the chickens are gone.
· None of the apples are eaten.
· None of the apple is eaten.
· Some of the oranges are eaten.
11. The singular verb form is usually used for units of measurement or time.
· Four quarts of oil was required to get the car running.
· One half of the members of the cabinet believes that president is responsible for the incident.
· Two third of the spectators of the concert shouts when the show started.
· Eight o’clock is the start of the class.
· One fourth of the class is absent.
12. If the subjects are both plural and are connected by the words or, nor,
neither/nor, either/or , and not only/but also , the verb is plural.
· Dogs and cats are both available at the pet shop.
· The president and the former PNP chief are both responsible for the misencounter.
· Apples and grapes are both sweet.
· Teachers and students are part of the teaching – learning process.
· Scientists and inventors are great people.
13. If one subject is singular and one plural and the words are connected by the
words or, nor, neither/nor, either/or , and not only/but also , you use the verb
form of the subject that is nearest the verb.
· Either the tigers or the lion has escaped from the zoo.
· Neither the lion nor the tigers have escaped from the zoo.

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· Either the teacher or the students have participated on the show.
· Neither the principal nor the teachers are the performer.
· Either the police men or the criminals are dead.
14. Indefinite pronouns typically take singular verbs.
· Everybody wants to be loved.
· Nobody has passed for the examination.
· Someone is waiting outside the hall.
· Anybody is the player of the game.
· Somebody starts the drill.
15. Except for the pronouns (few, many, several, both, all, some) that always
take the plural form.
· Few were left in the school after the parade.
· Many people were stranded during the typhoon.
· Some are gathering their data about the experiment.
· Both police and criminal were found dead.
· All are good in the game.
16. If two infinitives are separated by and they take the plural form of the verb.
· To sing and to play guitar require great skill.
· To sketch and to paint are his talent.
· To dance and to sing are her talent.
· To belt and to sing are difficult.
· To glide and to fly are extraordinary.
17. When gerunds are used as the subject of a sentence, they take the singular
verb form of the verb; but, when they are linked by and, they take the plural
form.
· Standing in the tower was a bad idea.
· Swimming in the river and playing guitar are my hobbies.
· Singing is my hobby.
· Dancing and singing are quite difficult.
· Playing basketball is very tiring.
18. Collective nouns like herd, senate, class, crowd, etc. usually take a singular
verb form.
· The faculty is going to participate in the program.
· The crowd is very thick.
· The senate decides to make the judgement.
· The class is the participant of the meeting.
· The yellow team is the winner.
19. Titles of books, movies, novels, etc. are treated as singular and take a
singular verb.
· The Tomorrow land is a movie starring George Clooney.
· Back to the future is my favorite movie.
· El Filibusterismo is the novel of Dr. Jose Rizal
· Noli Me Tangere is a great novel.
· Assessment of Learning Outcomes is our reference book in this subject.
20. Use the singular form of the verb if the subject is singular, and plural if the
subject is plural except for the word I and You.
· I have two hands.
· You are the best for me.
· You are my last hope.
· I have my money inside the bag.
· You are the shining star.

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Educational Philosophies
NATURALISM
 Naturalism stands for a democratic and universal way-everyone must be educated in the same manner.
 Education is in accordance to human development and growth.
 Emphasis is given more on the physical development-informal exercise-and hygiene of the person rather
of the 3 R’s.
 Aims to unfold the child’s potential not to prepare him for a definite vocation or social position-but to
prepare him to adapt to the changing times and needs.
 Consequently, one’s conduct is governed by impulse, instincts and experience.
 It puts the child at the center of educational process and prepares him to experience life as it is.
IDEALISM
 Ideas are the only true reality, the ultimate truths for matter is nothing but just a mere representation of
ideas.
 Emphasis is given on knowledge obtained by speculation and reasoning for its central tenet is that ideas
are the only things worth knowing for.
 Focus is on conscious reasoning of the mind in order to attain truth. This includes the activities pertinent
to the human mind such as introspection and intuition and the use of logic.
 Its aim is to discover the full potentials in child and cultivates it in order to prepare him for a better
position in the society and for him to serve the society better.
 Emphasis is given on subjects - philosophy, literature, religion and history - that will develop and enhance
the mind of the child.
 Methods used in teaching include lecture, discussion and Socratic dialogue.
 Character development is through emulation of examples and heroes.
REALISM
 The most effective way to find about reality is to study it through organized, separate and systematically
arranged matter - emphasis is on subject matter concerning Science and Mathematics.
 Methods used in teaching include recitation, experimentation and demonstration.
 Character development is through training in the rules of conduct.
EXISTENTIALISM
 Subject matter is personal choice.
 Learning is based on the willingness of the student to choose and give meaning to the subject.
 Emphasis is given on the students rather than on the curriculum content.
 Students should not be treated as objects to be measured and standardized.
 Methods are geared on giving opportunities for the students for self-actualization and self-direction.
 Character development is through the responsibility of every individual in making a decision.
ESSENTIALISM
 Schooling is practical for this will prepare students to become competent and valuable members of the
society.
 Focuses on the basic - reading, writing, speaking and the ability to compute (arithmetic).
 Subjects that are given emphasis include geography, grammar, reading, history, mathematics, art and
hygiene.
 Stresses the values of hard work, perseverance, discipline and respect to authorities.
 Students should be taught to think logically and systematically-grasping not just the parts but the whole.
 Methods of teaching center on giving regular assignments, drills, recitation, frequent testing and
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PRAGMATISM
 Involves students to work in groups.
 Methods of teaching include experimentation, project making and problem solving.
 Stresses on the application of what have learned rather that the transfer of the organized body of
knowledge.
PERENNIALISM
 Some of the ideas in the past are still being taught because they are significant.
 Curriculum should contain cognitive subjects that cultivate rationality, morality, aesthetics and religious
principles. This includes history, language, mathematics, logic, literature, humanities and science.
 Curriculum must be based on recurrent themes of human life for it views education as a recurring
process based on eternal truths.
 The teacher must have the mastery of the subject matter and authority in exercising it.
 Aims for the education of the rational person—to develop man’s power of thought—the central aim of
this philosophy.
PROGRESSIVISM
 Focuses on the child as a whole rather than of the content or the teacher.
 Curriculum content comes from the questions and interests of the students.
 Emphasis is given on the validation of ideas by the students through active experimentation.
 Methods of teaching include discussions, interaction (teacher with students) and group dynamics.
 Opposes the extreme reliance on bookish method of instruction, learning through memorization, the use
of fear and punishment and the four walled philosophy of education.
CONSTRUCTIVISM
 A philosophy of learning which asserts that reality does not exist outside of human conceptions. It is the
individual who constructs reality by reflecting on his own experience and gives meaning to it.
 Learning is the process of adjusting one’s mental modes to accommodate new experience.
RECONSTRUCTIVISM
 Schools should originate policies and progress that will bring social reforms and orders.
 Teachers should be an instrument to encourage and lead students in the program or social reforms.
 Curriculum emphasizes on social reforms as the aim of education. It focuses on student experience and
taking social actions on real problems.
 Method of teaching include the problem-oriented type (students are encouraged to critically examine
cultural heritage), group discussions, inquiry, dialogues, interactions and community-based learning.
 The classroom will serve as a laboratory in experimenting school practices “bringing the world into the
classroom”.
BEHAVIORISM
 Asserts that human beings are shaped entirely by their external environment.
 The only reality is the physical world.
NATIONALISM
 The most important development was the creation of common language.
 Stresses on the teaching of the principles of democracy, and duties of citizenship.
 Stimulates the development of the state which includes the control and support of public school system.
 Curriculum includes the teaching of grammar, geography and history.

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 Method of teaching gives emphasis on the content regarding on nature studies, physical exercisesand
play activities.
HUMANISM
 Education is a process and should not be taken abruptly. The unfolding of human character proceeds
with unfolding of nature.
 The learner should be in control of his destiny.
 Concern is more on methods which include theme writing rather than oral discussions, drills
and exercises, playing.
 Asserts the importance of playing in the curriculum.
 Emphasizes motivations and the use of praise and rewards.
 Curriculum includes subjects concerning literary appreciation, physical education, social training in
manners and development.
CURRICULUM DEVELOPMENT FOR TEACHERS SUMMARY
The Education Levels in the Philippines
Basic Education includes the following:
1. Kindergarten
2. Grade 1 – Grade 6 (elementary)
3. Grade 7 – Grade 10 (Junior High School)
4. Grade 11- 12 (Senior High School)
Technical Vocational Education
1. Taken care by the Technical Education and Skills Development Authority (TESDA)
2. For the TechVoc track in SHS, DepEd and TESDA work in close coordination (Technology and Livelihood
Education (TLE) and Technical-Vocational-Livelihood (TVL) Track specializations may be taken between Grades 9
to 12. Exploratory Subjects at 40 hours per quarter are taken during Grades 7 to 8.)
Higher Education
Colleges with some courses. The new basic education levels are provided in the K to 12 Enhanced Curriculum of
2013
7 types of Curriculum According to Allan Glatthorn
1. Recommended Curriculum - The curriculum that is recommended by scholars and professional organizations.
Basic Education - Recommended by DepEd
Higher Education - Recommended by CHED
Vocational Education – TESDA
2. Written Curriculum - Documents based on recommended curriculum
Example: syllabi, course of study, module, books or instructional guides, lesson plan.
3. Taught Curriculum - The curriculum which teachers actually deliver day by day.
4. Supported Curriculum - Includes those resources that support the curriculum-textbooks, software, and other
media supporting materials that make learning and teaching meaningful print materials like books, charts,
posters, worksheets, or non-print materials like Power Point presentations, movies, slides, models, mock ups,
realias facilities – playground, laboratory, AV rooms, zoo, museum, market or plaza (places where direct
experiences occur)
5. Learned Curriculum - The bottom-line curriculum it is the curriculum that students actually learn.
6. Assessed Curriculum - The curriculum which appears as tests and performance measures: state tests,
standardized tests, district tests, and teacher-made tests.
7. Hidden/Implicit Curriculum - This is the unintended curriculum. It defines what students learn from the
physical environment, the policies, and the procedures of the school. Not planned but has a great impact on
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Ways of Presenting the Curriculum
1.Topical Approach – Content is based on knowledge and experiences.
2. Concept Approach – Fewer topics in clusters around major and sub concepts.
3. Thematic – Combination of concepts.
4. Modular – Leads to complete units of instruction.
Criteria in the Selection of the Subject Matter
1. Self-Sufficiency – it is about helping the learners to attain the utmost independence in learning yet in an
inexpensive way. It is the most important guiding principle in selecting the content according to Scheffler. This
means, more of the results and effective learning outcomes though a lesser amount of the teacher’s effort and so
with the learner’s effort.
2. Significance – It is significant if fundamental ideas, concepts, principles and generalization are supplied in the
subject matter to achieve the overall aim of the curriculum.
3. Validity – The genuineness of a content selected is by its legality. The subject matter to be selected has to be
legal to avoid selecting the obsolete ones.; must be verified at regular interval.
4. Interest – The learner’s interest is a major factor in selecting the content; one of the driving forces of the
learner to learn better.
5. Utility - Deciding on subject matter, its usefulness is considered to be essential.
6. Learnability – if there is a quotation to “live within our means” then there is also the consideration of
“teaching within the means of the learners.”
7. Feasibility – content selection takes into thought the possibility, the practicability and the achievability of the
subject matter in terms of the availability of the resources, proficiency of the teachers, and the personality of
learners especially within the framework of the society and the government
Guides in Addressing Content in the Curriculum
1. Balance – Content should be fairly distributed in depth and breadth.
2. Articulation - As the content complexity progresses, vertically or horizontally, smooth connections or bridging
should be provided. This ensures that there is no gaps or overlaps in the content.
3. Sequence – Logical arrangement
- Vertically – For deepening the content
- Horizontally – For broadening the content
4. Integration – Relatedness or connection to other contents. Provides a holistic or unified view of curriculum
instead of segmentation.
5. Continuity – Should be perennial, endures time. Constant repetition, reinforcement and enhancement are
elements of continuity.
Four Phases of Curriculum Development
1. Curriculum Planning – Considers the school vision, mission, and goals; includes the philosophy or strong
education belief of the school.
2. Curriculum Designing – The way curriculum is conceptualized to include the selection and organization of
content, the selection and organization of learning experiences or activities and the selection of the assessment
procedure and tools to measure achieved learning outcomes. Also include the resources to be utilized and the
statement of the intended learning outcomes.
3. Curriculum Implementing – Putting into action the plan; it is where the action takes place; involves the
activities transpire in every teacher’s classroom where learning becomes an active process.
4. Curriculum Evaluating – Determines the extent to which the desired outcomes have been achieved. This is an
ongoing procedure as in finding out the progress of learning (formative) or the mastery of learning (summative)
Curriculum Development Process Models
Ralph Tyler Model : Four Basic Principles
1. Purposes of the school
2. Educational experiences related to the purposes
3. Organization of the purposes
4. Evaluation of the experience

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Hilda Taba Model : Grassroots Approach
Taba strongly believed teachers should take part in the design of curricula. Taba’s model included seven steps:
1. Educators must first identify the students’ needs for the development of the curriculum.
2. Objectives should by specific.
3. The content matches the objectives, as well as demonstrates validity.
4. Curriculum content is designed based on students’ interest, development, and achievement.
5. Instructional methods are selected by teachers.
6. The organization of the learning activities is determined by the teacher.
7. Evaluation procedures are determined by students and teachers.
Galen Sayler and Wiliam Alecander Curriculum Model
Viewed curriculum development as consisting of four steps:
1. Goals, Objectives and Domain
2. Curriculum Designing
3. Curriculum Implementation
4. Evaluation
Philosophical Foundations of Curriculum
1. Perennialism
2. Essentialism
3. Progressivism
4. Reconstructionism
Elements/Components of a Curriculum Design
1. Intended Learning Outcomes (ILO) or the Desired Learning Outcomes DLO
2. Subject matter or content
3. Teaching and learning methods
4. Assessment /Evaluation
5 Categories of Curriculum Change
1. Substitution - Current curriculum will be replaced or substituted by a new one. Complete overhaul and not
merely a revision.
2. Alteration - There is a minor change.
Example: graphing paper – to graphing calculator
3. Restructuring - Major change or modification in the school system, degree program or educational system.
4. Perturbations - Changes that are disruptive, but teachers have to adjust to them within a fairly short time.
Ex. Changes in time schedule to catch up with something
5. Value Orientation
Ex. A teacher who gives emphasis on academic and forget the formation of faith and values needs value
orientation.
The art of questioning is one of the basic skills of good teaching. Through asking questions, we can
stimulate critical thinking to the students. The art of thoughtful questioning can also help the teacher
to extract not only the factual information from the learners, but also the genuine idea of them. In this article we
will discuss the 5 types of questions that may help to improve your questioning technique.

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There are 5 Types of Questions:
1. Factual - It is the type of question that is reasonably simple and straight forward. The answers are based on
obvious facts or awareness and commonly requires one fact based answers. It is at the lowest level
of cognitive or affective processes.
Example: What is the name of the little girl in the story?
2. Convergent - It is the type of question that requires inferences or conjecture. Answers to this type of question
is usually within a very finite range of acceptable accuracy.
Example: What were the reason why the boy got mad? (This is not specifically stated in one direct statement in
the text or story so, the reader must make simple inferences as to why the boy got mad.)
3. Divergent - It is the type of question that allows the learners to generate variety of answers. This type of
question often requires students to analyze, synthesize, or evaluate a knowledge base and then project or predict
different outcomes.
Example: In the story, what do you think will happen to the boy if he ran away from their home?
4. Evaluative - It is the type of question that usually requires sophisticated levels of cognitive and emotional
judgment. To answer evaluative question, the students must combine multiple logical and affective thinking
process or comparative frameworks. Answers in this type of question is analyzed at multiple levels and from
different perspective to arrive at the newly synthesized information or conclusions.
Example: What are the similarities and differences between Erikson and Freuds theory of development?
5. Combinations - It is the combination of the types of questions above.
Here are some of the important people in the Philippine History:
 The Philippine National Hero: Dr. Jose Rizal
 The Great Plebian: Andres Bonifacio
 The Father of the Katipunan: Andres Bonifacio
 Hero of the Tirad Pass Battle: Gregorio Del Pilar
 President of the First Philippine Republic: General Emilio Aguinaldo
 Brains of the Philippine Revolution: Apolinario Mabini
 Martyred Priests in 1872: GOMBURZA
 Brain of the Katipunan: Emilio Jacinto
 Co-founder of La Independencia: General Antonio Luna
 Mother of Balintawak: Melchora Aquino Tandang Sora: Melchora Aquino
 Greatest Filipino Orator of the Propaganda Movement: Graciano Lopez- Jaena
 First Filipino Cannon-maker: Pandar Pira
 Managing Editor of La Solidaridad: Mariano Ponce
 Lakambini of Katipunan: Gregoria de Jesus
 Poet of the Revolution: Fernando Ma. Guerrero
 Outstanding Diplomat of the First Philippine Republic: Felipe Agoncillo
 First University of the Philippines President: Rafael Palma
 Greatest Filipino Painter: Juan Luna
 Greatest Journalist of the Propaganda Movement: Marcelo H. del Pilar
 First Filipino Poetess: Leona Florentino
 Peace of the Revolution: Pedro Paterno
 Founder of Philippine Socialism: Isabelo Delos Reyes
 Viborra: Artemio Ricarte
 Author of the Spanish lyrics of the Philippine National Anthem: Jose Palma
 Chief of Tondo: Lakandola
 The Last Rajah of Manila: Rajah Soliman
 Fiancée of Jose Rizal: Leonor Rivera
 Maker of the First Filipino Flag: Marcela Agoncillo
 Co-founder of Katipunan: Galicano Apacible

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 Leader of the Ilocano Revolt: Diego Silang
 First Filipino Hero: Lapu-lapu
 Leader of the Longest Revolt in Bohol: Francisco Dagohoy
 The Man of Many Talents: Epifanio Delos Santos
 Prince of Tagalog Poets: Francisco Baltazar
 Visayan Joan of Arc: Teresa Magbanua
 Mother of Biak-na-Bato: Trinidad Tecson
 Wife of Artemio Ricarte: Agueda Esteban
 Leader of the Tarlac Revolt: Gen. Francisco Makabulos
 Composer of the Philippine National Anthem: Julian Felipe
 Spaniards born in the Philippines: Insulares
 Leader of Magdalo: Baldomero Aguinaldo
 Leader of Magdiwang: Mariano Alvarez
 Founder of La Liga Filipina: Jose Rizal
 Painter of the Spolarium: Juan Luna
Here are the republic acts for all teachers in the Philippines:
 REPUBLIC ACT No. 137 -Board of Textbooks. It provided for all public schools to use only those books
approved by the board for a period of six years from the date of their adoption.
 REPUBLIC ACT No. 1425 -The inclusion of a course on the life, works and writings- especially the Noli Me
Tangere and El Filibusterismo of Dr. Jose Rizal in the curricula of all public and private schools.
 REPUBLIC ACT No. 4670 -The Magna Carta for Public School Teachers.
 REPUBLIC ACT 1079 - Commonwealth Act No.117. Civil Service Eligibility shall be permanent and shall be
valid throughout a person’s lifetime.
 REPUBLIC ACT No. 6728 -The Act Providing Government Assistance to Students and Teachers in Private
Education. (Scholarship Programs)
 REPUBLIC ACT No. 7722 -Creating the Commission on Higher Education (CHED) composed of a
chairperson and four (4) commissioners.
 REPUBLIC ACT No. 7743 - The establishment of public libraries and reading centers in every barangay and
municipality of the country.
 REPUBLIC ACT No. 7784 - The Centers of Excellence Law
 REPUBLIC ACT No. 7796 - The TESDA Law
 REPUBLIC ACT No. 7836 - Philippine Teachers Professionalization Act of 1994
 REPUBLIC ACT No. 7877 - Anti Sexual harassment Act of 1995
 EXECUTIVE ORDER No. 27 - the inclusion of subject courses on human rights in the school curricula,
textbooks, and other reading materials
 EXECUTIVE ORDER No. 189 - All public Secondary School teachers under the administrative supervision
and control of DECS. Issued by former President Corazon Aquino.
 PRESIDENTIAL DECREE No. 6-A - Known as the Educational Development Decree of 1972, and was
implemented by the late former President Ferdinand Marcos.
 PRESIDENTIAL DECREE No. 146 - This decree requiring ALL senior high school students to pass the
National College Entrance Examination (NCEE) as pre-requisite for admission to any post- secondary
academic or professional degree program.
 PRESIDENTIAL DECREE No.451 - This law repealed R.A No. 6139 and authorized the Sec. of Education and
Culture to regulate the imposition of tuition fee and other school fees in all private educational
institutions.
 PRESIDENTIAL DECREE No. 688 - This law gave the Civil Service Commission the power and authority to
give the appropriate examination for all public school teachers.
 PRESIDENTIAL DECREE No. 1139 - This decree issued on May 13, 1977, created the position of the
undersecretary for NON-FORMAL Education who shall make an overall assessment of the existing non
formal education programs and shall take charge of all non-formal education programs of DECS.
 DEPARTMENT ORDER No. 1, s.1973 - This DECS order reiterates the policy on the use of locally published
textbooks of Filipino authorship in all levels of education, both public and private.
 DEPARTMENT ORDER No. 25, s.1974 - The implementation of BILINGUAL EDUCATION Program which
mandates the use of English and Filipino as separate media of instruction.
 MEC ORDER No. 22, s.1978 - ALL institutions shall offer in all their curricular programs at least six (6)
units of Filipino, starting the FIRST SEM Of school year 1979- 1980.
 DECS ORDER No. 30, s. 1993 - This order issued on May 20, 1993, providing for a National
Elementary Achievement Test (NEAT) for ALL grade six pupils in Public and Private schools

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 DECS ORDER No. 38, s. 1994 - Provided for a National Secondary Assessment Test (NSAT) to be
administered to ALL graduating public and private high school.
 REPUBLIC ACT No. 1265 - The Law on the Observance of Flag Ceremony
 EXECUTIVE ORDER No. 200, sec.3 -The Law prohibits fund raising in school
 1987 CONSTITUTIONS ARTICLE XIV, sec. 3:2 -The Law teaches and imposes discipline
 BATAS PAMBANSA BLG. 232, sec. 13:2 / 1987 CONSTITUTION, ARTICLE XIV, sec 5:2,/ 1973
CONSTITUTION, ARTICLE XV, sec. 8:2 -the Law recognizes Academic Freedom
 1992 MANUAL OF REGULATION FOR PRIVATE SCHOOL, sec 48-49 - The Law requires to have a
fixed calendar
 1992 MANUAL OF REGULATION FOR PRIVATE SCHOOL, sec. 44-47 - The Law on Education specifies
faculty qualification
 R.A No. 1054 AS AMENDED BY P.D.’s Nos. 442, 570-A, 622, AND 643 - The Law requires Education to
provide Medical and Dental Services
 CIVIL CODE, ARTICLE 349 - The Law considers teachers, professors, and administrators to be in LOCO
PARENTIS to their pupils and students
 1987 CONSTITUTIONS ARTICLE XIV, sec. 5:4 - The Law requires Education to provide professional
advancement teachers.
LAWS ALLOWING PUBLICATIONS IN THE SCHOOL CAMPUS
- The Revised Penal Code of the Philippines prohibits the publication of the following:
1. ARTICLE 138 – Inciting the people to rebellion
2. ARTICLE 142 – Seditious Libel
3. ARTICLE 154 – Unlawful utterances
4. ARTICLE 201 – Immoral Doctrine, obscene publication and exhibition
5. ARTICLE 356 – Threatening to publish and offering the prevent publication of an article for a certain fee.
6. ARTICLE 357 – Acts in the official proceedings that are prohibited to be published
7. ARTICLE 362 – Libelous remarks
Here are the bases of the Philippine Educational System. The texts below are the articles, section, and
the republic acts under the Philippine Constitution.
MAJOR LEGAL BASES
The Philippine Constitutions
1. 1935 CONST. Article XIV Section 5
2. 1973 CONST. Article XV Section 8 (1-8)
3. 1987 CONST. Article XIV Sections 1-5(5)
THE 1987 CONSTITUTIONS
Article XIV Sections 1-5(5)
Section 1. The state shall protect and promote the right of all the citizens to quality education at all levels and
shall take appropriate steps to make such education accessible to all.
Section 2. The state shall:
1. Establish, maintain and support a complete, adequate and integrated system of education relevant to the
needs of the people and society;
2. Establish and maintain a system of free public education in the elementary and high school levels. Without
limiting the natural rights of parents to rear their children, elementary education is compulsory for all
children of school age;
3. Establish and maintain a system of scholarship grants, student loan programs, subsidies and other
incentives which shall be available to deserving students in both public and private schools, especially to
the underprivileged;
4. Encourage non-formal, informal and indigenous learning system, as well as self- learning independent and
out-of-school study programs particularly those that respond to community needs; and
5. Provide adult citizens, the disabled and out-of-school youth with training in civics, vocational efficiency
and skills.