The document outlines an agenda and leaders for a webinar on academic pathways at MDC from June 9-11, 2014. The webinar will discuss why pathways are important, what's new for Fall 2014, and how to use the pathway template and notes. It will also cover hands-on student scenarios. What's new includes updates to original pathways, new pathways in various subjects, new foreign language requirements, and program sheets for most AS programs. The document provides an example of how to use the psychology pathway template, including course sequences, notes, and scenarios.
This document provides the examination syllabus for computer science classes IX-X developed by the Aga Khan University Examination Board (AKU-EB). It includes the following sections: aims and objectives of the national curriculum; rationale of the AKU-EB examination syllabus; topics and student learning outcomes organized by cognitive levels; scheme of assessment; teaching-learning approaches; recommended textbooks; definitions of cognitive levels and command words; annexes including the scheme of studies and list of practical activities. The topics covered include introduction to computers, computer components, input/output devices, storage devices, and data representation. The syllabus is designed to reinforce the national curriculum and assess students' knowledge, understanding, and application of concepts through classroom and
Semesters rules & regulations Hazara University Mansehra Pakistan.Shujaul Mulk Khan
This document outlines semester rules and regulations for Hazara University. It discusses:
1) Degree program structures, including credit hours required for bachelor's and master's degrees.
2) Course requirements and organization of teaching, including credit hours, courses of study, and teaching methods.
3) Policies on attendance, repeating courses, maximum course loads, and leaves of absence.
4) Examination policies, including eligibility, components of evaluation, and weightages.
This document summarizes a study on the impact of the K-12 program on state universities and colleges (SUCs) in Region V in the Philippines. Key findings include: 1) Most SUCs will be affected through reduced course offerings, decreased faculty workload, and lower enrollment. 2) The workload of general education faculty will decrease significantly as requirements are reduced. 3) SUCs will experience enrollment reductions from 2016-2022 before normalizing. 4) Decreased enrollment will result in substantial financial losses for SUCs. Recommendations focus on curriculum revisions, developing new programs, faculty retraining, and pursuing alternative income sources.
This document outlines new policies and standards for undergraduate teacher education programs in the Philippines put forth by the Commission on Higher Education. It aims to rationalize teacher education to improve quality and keep pace with global competitiveness. Key points include: establishing a Bachelor of Elementary Education degree; specifying program objectives, competencies, curriculum and course requirements; and providing guidelines for teacher preparation institutions to obtain proper authority to offer the program.
The document discusses updates to the K to 12 curriculum in the Philippines. It provides an overview of the curriculum review process which involved classifying learning competencies as essential or desirable, analyzing prerequisites across subjects and grade levels, and comparing cognitive demand.
The review found issues like an excessive number of competencies, implicit prerequisites, and repetitive content. It recommended reducing competencies, explicitly stating prerequisites, and strengthening the spiral approach.
The presentation then outlines features of the new 2022 curriculum like a focus on essential competencies, strengthening foundational skills in literacy and numeracy, intensifying values formation, and rationalizing technical education. It aims to develop students with 21st century skills through an enriched curriculum.
1. The Department of Education in the Philippines issued interim guidelines for assessment and grading in light of distance learning during the COVID-19 pandemic. The guidelines emphasize formative over summative assessment and flexibility in assessment methods. They also provide guidance on conducting remote assessment, providing feedback, and determining grades.
2. Key points of the guidelines include prioritizing formative assessment to inform teaching and support student growth, designing various assessment methods suitable for distance learning, and establishing clear roles and responsibilities for teachers, students, and parents in the assessment process. Feedback and remediation are emphasized to benefit learning.
3. Grading seeks to balance leniency due to pandemic challenges with integrity of assessment. Performance tasks and written
The document outlines an agenda and leaders for a webinar on academic pathways at MDC from June 9-11, 2014. The webinar will discuss why pathways are important, what's new for Fall 2014, and how to use the pathway template and notes. It will also cover hands-on student scenarios. What's new includes updates to original pathways, new pathways in various subjects, new foreign language requirements, and program sheets for most AS programs. The document provides an example of how to use the psychology pathway template, including course sequences, notes, and scenarios.
This document provides the examination syllabus for computer science classes IX-X developed by the Aga Khan University Examination Board (AKU-EB). It includes the following sections: aims and objectives of the national curriculum; rationale of the AKU-EB examination syllabus; topics and student learning outcomes organized by cognitive levels; scheme of assessment; teaching-learning approaches; recommended textbooks; definitions of cognitive levels and command words; annexes including the scheme of studies and list of practical activities. The topics covered include introduction to computers, computer components, input/output devices, storage devices, and data representation. The syllabus is designed to reinforce the national curriculum and assess students' knowledge, understanding, and application of concepts through classroom and
Semesters rules & regulations Hazara University Mansehra Pakistan.Shujaul Mulk Khan
This document outlines semester rules and regulations for Hazara University. It discusses:
1) Degree program structures, including credit hours required for bachelor's and master's degrees.
2) Course requirements and organization of teaching, including credit hours, courses of study, and teaching methods.
3) Policies on attendance, repeating courses, maximum course loads, and leaves of absence.
4) Examination policies, including eligibility, components of evaluation, and weightages.
This document summarizes a study on the impact of the K-12 program on state universities and colleges (SUCs) in Region V in the Philippines. Key findings include: 1) Most SUCs will be affected through reduced course offerings, decreased faculty workload, and lower enrollment. 2) The workload of general education faculty will decrease significantly as requirements are reduced. 3) SUCs will experience enrollment reductions from 2016-2022 before normalizing. 4) Decreased enrollment will result in substantial financial losses for SUCs. Recommendations focus on curriculum revisions, developing new programs, faculty retraining, and pursuing alternative income sources.
This document outlines new policies and standards for undergraduate teacher education programs in the Philippines put forth by the Commission on Higher Education. It aims to rationalize teacher education to improve quality and keep pace with global competitiveness. Key points include: establishing a Bachelor of Elementary Education degree; specifying program objectives, competencies, curriculum and course requirements; and providing guidelines for teacher preparation institutions to obtain proper authority to offer the program.
The document discusses updates to the K to 12 curriculum in the Philippines. It provides an overview of the curriculum review process which involved classifying learning competencies as essential or desirable, analyzing prerequisites across subjects and grade levels, and comparing cognitive demand.
The review found issues like an excessive number of competencies, implicit prerequisites, and repetitive content. It recommended reducing competencies, explicitly stating prerequisites, and strengthening the spiral approach.
The presentation then outlines features of the new 2022 curriculum like a focus on essential competencies, strengthening foundational skills in literacy and numeracy, intensifying values formation, and rationalizing technical education. It aims to develop students with 21st century skills through an enriched curriculum.
1. The Department of Education in the Philippines issued interim guidelines for assessment and grading in light of distance learning during the COVID-19 pandemic. The guidelines emphasize formative over summative assessment and flexibility in assessment methods. They also provide guidance on conducting remote assessment, providing feedback, and determining grades.
2. Key points of the guidelines include prioritizing formative assessment to inform teaching and support student growth, designing various assessment methods suitable for distance learning, and establishing clear roles and responsibilities for teachers, students, and parents in the assessment process. Feedback and remediation are emphasized to benefit learning.
3. Grading seeks to balance leniency due to pandemic challenges with integrity of assessment. Performance tasks and written
Curriculum information yr11 night 2013student jpcsjdoyle
This document provides information for the Year 11 2014 Information Evening at John Paul College. It outlines the college's positive learning environment and academic achievements. It discusses the Year 11 subject selection process, including careers lessons, curriculum handbook, and subject expo evening. The document provides details about ATAR and non-ATAR pathways, mathematics and English options, as well as sample subject choices and course requirements for the HSC.
The document is an individual learning monitoring plan for a Grade 8 student studying Araling Panlipunan. It outlines the student's need to improve their understanding of determining and analyzing the world map. Intervention strategies provided include giving the student a map to learn the 7 continents at home, extending task completion time, adjusting difficulty levels, and providing more supervised time. The plan will be monitored between October 19-30, 2020, with the student showing significant progress in learning the material.
The document discusses Project EASE, a program developed in the Philippines to address the problem of high dropout rates in public secondary schools. It aims to provide an alternative learning system using self-learning modules for students who cannot regularly attend classes due to socioeconomic factors like poverty, employment needs, and disabilities. The objectives of Project EASE are to improve the effectiveness of instructional delivery, extend secondary education to more out-of-school youth and adults, and develop a competency-based curriculum. To avail of the program, students must be referred by their class adviser and pass tests to assess their reading, writing and math abilities as well as coping skills.
Policy guidelines on the k to 12 implementationMaria Theresa
This document outlines guidelines for implementing the K to 12 Basic Education Curriculum for grades 1 to 10 in the Philippines for SY 2012-2013. It discusses key features like learning standards, outcomes, areas, and time allotment. Science from grades 7 to 10 is focused on basic concepts in biology, chemistry, physics, and earth science each quarter. Independent and cooperative learning is encouraged for 2 to 4 hours weekly. Schools may exhibit student work each quarter as a culminating activity to demonstrate learning.
Framework for national curriculum report on a pageAlison Hardy
The document summarizes the major ideas and proposals from the 2011 Expert Panel (EP) report on reforming the English National Curriculum. Key proposals included: 1) Clarifying the aims of education and allowing for public debate on the details. 2) Specifying essential knowledge but giving schools flexibility. 3) Maintaining breadth in primary education while reducing prescription. 4) Reorganizing key stages to better support learning. 5) Describing curriculum expectations by key stage in programs of study. 6) Developing assessment focused on student progress rather than levels. The EP sought to transform English education while gaining public and political support.
The document provides a summary of an assessment audit conducted on the International Business program using the TESTA methodology. Key findings include:
1) There is an issue with assessment bunching and the amount and timing of assessments may impact work quality.
2) Students choose modules based on assessment type and prefer ongoing assessments that build knowledge over time.
3) Students are unclear on course expectations and want more formative assessments and constructive feedback.
The audit found higher total assessments than industry averages, more summative than formative assessments, and exams make up over half of assessments on average. It recommends addressing assessment bunching and improving clarity of expectations and feedback.
K to 12 enhanced basic ed by mi villenes (proj in ed m514)Rejulios Villenes
The document discusses the K to 12 program in the Philippines which aims to improve the quality of basic education. It extends basic education from 10 to 12 years by adding two additional years to secondary education. Some key points:
- K to 12 covers kindergarten to grade 12, with 6 years of primary school, 4 years of junior high, and 2 years of senior high school.
- It addresses shortcomings of the congested 10-year curriculum by providing more time for mastery of concepts and skills.
- The curriculum emphasizes mother tongue-based education, contextualized learning, and a spiral progression of topics across grade levels.
- Senior high school allows students to choose an academic, technical-
The document outlines the 2010 Secondary Education Curriculum for Mathematics in the Philippines. It discusses the conceptual framework, which focuses on developing core competencies like problem solving, communicating mathematically, reasoning mathematically, and making connections through representations. It describes the three-stage curriculum design process and the refinement of standards, assessments, and learning plans based on feedback from stakeholders and pilot testing. Key features of the lean yet rich curriculum include an emphasis on essential understandings, high performance standards, and developing students' multiple intelligences through special programs in areas like arts, sports, journalism, science, and vocational education.
The document discusses reasons for being in favor of a K-12 curriculum in the Philippines. It provides three key reasons: 1) It exposes students to additional languages like Mandarin and Spanish to better prepare them for international opportunities. It also uses a spiral science curriculum to gradually increase the complexity of topics. 2) It provides a national certificate upon completion that allows 18-year-olds to get jobs domestically or abroad and be globally competitive. 3) Most other countries already use this type of extended K-12 system, so the Philippines should adopt it to improve its education system and better prepare students.
The document discusses the process of revising the Philippines' secondary education curriculum according to the Understanding by Design (UbD) model. The revision was needed to make the curriculum more relevant and improve student mastery. It followed a three stage process: 1) Define learning goals and standards; 2) Design assessments to measure student understanding; 3) Plan instructional activities to help students achieve the standards. The goal was to create a curriculum that is focused on essential understandings, sets high expectations, and develops students' readiness for further education and work.
The document discusses curriculum pathways and a first year experience program at a college. It provides details on what curriculum pathways are, why they are important for student success, and how the college has expanded the number of pathways available across various disciplines. It also outlines a new student life skills requirement for first time college students to complete within their first year, including a one credit seminar course. Finally, it shares how curriculum pathways will be implemented beginning in fall 2014, including updates to existing pathways and the addition of many new pathways in various fields of study.
The document outlines the Elementary Curriculum in the Philippines and proposed refinements. It discusses (1) evaluating and addressing issues with the previous curriculum, (2) directions for intensifying skills development, higher-order thinking, and interactive learning strategies, and (3) existing and new programs to support curriculum refinement like special education, multilingual education, science schools, and ICT integration. The intended outcome is scaling up successful models through community participation to develop students' skills and values for lifelong learning.
This document provides an executive summary of the Scottish Teachers for a New Era (STNE) pilot project, which aims to prepare teachers for the 21st century. The summary outlines that the project's strengths include its focus on learning in the early years and peer learning experiences. However, limitations in field experience structure and elective choices created some issues. Feedback was generally positive over time. Communication and clarifying placement goals remain areas for ongoing improvement, as well as monitoring subject knowledge. Partnership working has enhanced the program, and further development is still needed around communication strategies and elective selection.
This document provides an overview of the Introduction to Computer Aided Design I (CAD I) course for grades 9-12. The course is designed to teach students how to use AutoCAD software to model construction projects and create basic 2D and 3D drawings. The pacing guide outlines 8 units that will be covered over the school year, including introductions to 2D and 3D modeling in AutoCAD, architectural drawing, 3D printing, and more. Students will develop skills in areas such as technical drawing, modeling, prototyping, and applying the design process. The overall goals are for students to understand how CAD is used in various fields and be prepared for further education in related areas.
The document discusses unpacking standards to align curriculum, assessment, and instruction. It provides a framework for unpacking standards which includes identifying the standard, reflecting on what students should know and be able to do, determining the key content by identifying nouns, investigating skills by identifying verbs, and creating learning targets. The goal is to clearly define expectations for students and ensure assessments and instruction are accurately aligned to the standards.
This document provides information on the Most Essential Learning Competencies (MELCS) in the Philippines for School Year 2020-2021. It discusses the rationale for developing the MELCs due to the impacts of the COVID-19 pandemic on education. It explains that the MELCs were identified by reducing the number of competencies per quarter from the original curriculum to the most essential ones. The document provides examples of MELCs and gives guidance on how to unpack the MELCs into learning objectives by considering standards, prerequisite skills, and logical sequencing. The goal of the MELCs is to continue providing quality, accessible education while addressing the challenges of the current situation.
This document outlines a proposed curriculum for students in years S4-S6 (ages 11-18) at Northfield Academy. The key points are:
1) S4-S6 would be considered as a single cohort for timetabling to allow flexibility based on student needs and abilities. Students would choose 5 subjects at the end of S3.
2) The curriculum would provide qualifications, skills development, and support to help students transition to positive post-school destinations. A range of course levels from Access to Higher would be available.
3) In addition to subjects, the school week would include literacy, numeracy, health & wellbeing, PE, PSE/RME, enterprise
Implementing rules and regulations of k to 12Allan Gulinao
This document provides the implementing rules and regulations for the Enhanced Basic Education Act of 2013. It defines key terms, outlines the scope of basic education which now includes kindergarten and 12 years of elementary and secondary education. It also discusses provisions for developing an inclusive curriculum that follows standards like being learner-centered and using the mother tongue as the primary language of instruction, especially in early grades of elementary school. The rules aim to strengthen and expand basic education in the Philippines as mandated by the new law.
This document provides an overview of Outcomes Based Education (OBE) and the K-12 education program in the Philippines. OBE focuses on measuring student progress based on learning outcomes rather than comparing students. It allows for customized learning paths. The K-12 program extends basic education to 12 years by adding 2 years to senior high school. It aims to strengthen early education, use local languages and culture to enhance relevance, and ensure continuous learning across grades to better prepare students for tertiary education or employment.
The document provides an overview of the educational system in Germany. It discusses the structure, policies, quality assurance measures, curriculum, and trends in the German education system from pre-primary to post-secondary levels. Key points include that education is compulsory for 12 years, the system is highly stratified into academic and vocational tracks, and teacher training involves university study and practical experience. The grading scale ranges from 1 to 6, with 1 being the highest. Overall, the summary aims to inform readers about the basic organization and features of education in Germany.
The document provides guidance and support for delivering the National 5 History Course in Scotland, including general advice on approaches to learning, teaching and assessment. It outlines the aims and skills developed in the Course, progression pathways, and how to understand the assessment standards. Suggested teaching methods emphasize independent learning, formative assessment, and generating evidence through class activities and discussions.
An increasingly famous alternative to CBSE, ICSE, and even Cambridge board in India is the Switzerland-headquartered IB(International Baccalaureate) curriculum.
Let us try to understand what makes this curriculum unique and whether it may be the perfect fit for your children - https://blog.rewiser.in/all-you-need-know-about-ib-curriculum/
Curriculum information yr11 night 2013student jpcsjdoyle
This document provides information for the Year 11 2014 Information Evening at John Paul College. It outlines the college's positive learning environment and academic achievements. It discusses the Year 11 subject selection process, including careers lessons, curriculum handbook, and subject expo evening. The document provides details about ATAR and non-ATAR pathways, mathematics and English options, as well as sample subject choices and course requirements for the HSC.
The document is an individual learning monitoring plan for a Grade 8 student studying Araling Panlipunan. It outlines the student's need to improve their understanding of determining and analyzing the world map. Intervention strategies provided include giving the student a map to learn the 7 continents at home, extending task completion time, adjusting difficulty levels, and providing more supervised time. The plan will be monitored between October 19-30, 2020, with the student showing significant progress in learning the material.
The document discusses Project EASE, a program developed in the Philippines to address the problem of high dropout rates in public secondary schools. It aims to provide an alternative learning system using self-learning modules for students who cannot regularly attend classes due to socioeconomic factors like poverty, employment needs, and disabilities. The objectives of Project EASE are to improve the effectiveness of instructional delivery, extend secondary education to more out-of-school youth and adults, and develop a competency-based curriculum. To avail of the program, students must be referred by their class adviser and pass tests to assess their reading, writing and math abilities as well as coping skills.
Policy guidelines on the k to 12 implementationMaria Theresa
This document outlines guidelines for implementing the K to 12 Basic Education Curriculum for grades 1 to 10 in the Philippines for SY 2012-2013. It discusses key features like learning standards, outcomes, areas, and time allotment. Science from grades 7 to 10 is focused on basic concepts in biology, chemistry, physics, and earth science each quarter. Independent and cooperative learning is encouraged for 2 to 4 hours weekly. Schools may exhibit student work each quarter as a culminating activity to demonstrate learning.
Framework for national curriculum report on a pageAlison Hardy
The document summarizes the major ideas and proposals from the 2011 Expert Panel (EP) report on reforming the English National Curriculum. Key proposals included: 1) Clarifying the aims of education and allowing for public debate on the details. 2) Specifying essential knowledge but giving schools flexibility. 3) Maintaining breadth in primary education while reducing prescription. 4) Reorganizing key stages to better support learning. 5) Describing curriculum expectations by key stage in programs of study. 6) Developing assessment focused on student progress rather than levels. The EP sought to transform English education while gaining public and political support.
The document provides a summary of an assessment audit conducted on the International Business program using the TESTA methodology. Key findings include:
1) There is an issue with assessment bunching and the amount and timing of assessments may impact work quality.
2) Students choose modules based on assessment type and prefer ongoing assessments that build knowledge over time.
3) Students are unclear on course expectations and want more formative assessments and constructive feedback.
The audit found higher total assessments than industry averages, more summative than formative assessments, and exams make up over half of assessments on average. It recommends addressing assessment bunching and improving clarity of expectations and feedback.
K to 12 enhanced basic ed by mi villenes (proj in ed m514)Rejulios Villenes
The document discusses the K to 12 program in the Philippines which aims to improve the quality of basic education. It extends basic education from 10 to 12 years by adding two additional years to secondary education. Some key points:
- K to 12 covers kindergarten to grade 12, with 6 years of primary school, 4 years of junior high, and 2 years of senior high school.
- It addresses shortcomings of the congested 10-year curriculum by providing more time for mastery of concepts and skills.
- The curriculum emphasizes mother tongue-based education, contextualized learning, and a spiral progression of topics across grade levels.
- Senior high school allows students to choose an academic, technical-
The document outlines the 2010 Secondary Education Curriculum for Mathematics in the Philippines. It discusses the conceptual framework, which focuses on developing core competencies like problem solving, communicating mathematically, reasoning mathematically, and making connections through representations. It describes the three-stage curriculum design process and the refinement of standards, assessments, and learning plans based on feedback from stakeholders and pilot testing. Key features of the lean yet rich curriculum include an emphasis on essential understandings, high performance standards, and developing students' multiple intelligences through special programs in areas like arts, sports, journalism, science, and vocational education.
The document discusses reasons for being in favor of a K-12 curriculum in the Philippines. It provides three key reasons: 1) It exposes students to additional languages like Mandarin and Spanish to better prepare them for international opportunities. It also uses a spiral science curriculum to gradually increase the complexity of topics. 2) It provides a national certificate upon completion that allows 18-year-olds to get jobs domestically or abroad and be globally competitive. 3) Most other countries already use this type of extended K-12 system, so the Philippines should adopt it to improve its education system and better prepare students.
The document discusses the process of revising the Philippines' secondary education curriculum according to the Understanding by Design (UbD) model. The revision was needed to make the curriculum more relevant and improve student mastery. It followed a three stage process: 1) Define learning goals and standards; 2) Design assessments to measure student understanding; 3) Plan instructional activities to help students achieve the standards. The goal was to create a curriculum that is focused on essential understandings, sets high expectations, and develops students' readiness for further education and work.
The document discusses curriculum pathways and a first year experience program at a college. It provides details on what curriculum pathways are, why they are important for student success, and how the college has expanded the number of pathways available across various disciplines. It also outlines a new student life skills requirement for first time college students to complete within their first year, including a one credit seminar course. Finally, it shares how curriculum pathways will be implemented beginning in fall 2014, including updates to existing pathways and the addition of many new pathways in various fields of study.
The document outlines the Elementary Curriculum in the Philippines and proposed refinements. It discusses (1) evaluating and addressing issues with the previous curriculum, (2) directions for intensifying skills development, higher-order thinking, and interactive learning strategies, and (3) existing and new programs to support curriculum refinement like special education, multilingual education, science schools, and ICT integration. The intended outcome is scaling up successful models through community participation to develop students' skills and values for lifelong learning.
This document provides an executive summary of the Scottish Teachers for a New Era (STNE) pilot project, which aims to prepare teachers for the 21st century. The summary outlines that the project's strengths include its focus on learning in the early years and peer learning experiences. However, limitations in field experience structure and elective choices created some issues. Feedback was generally positive over time. Communication and clarifying placement goals remain areas for ongoing improvement, as well as monitoring subject knowledge. Partnership working has enhanced the program, and further development is still needed around communication strategies and elective selection.
This document provides an overview of the Introduction to Computer Aided Design I (CAD I) course for grades 9-12. The course is designed to teach students how to use AutoCAD software to model construction projects and create basic 2D and 3D drawings. The pacing guide outlines 8 units that will be covered over the school year, including introductions to 2D and 3D modeling in AutoCAD, architectural drawing, 3D printing, and more. Students will develop skills in areas such as technical drawing, modeling, prototyping, and applying the design process. The overall goals are for students to understand how CAD is used in various fields and be prepared for further education in related areas.
The document discusses unpacking standards to align curriculum, assessment, and instruction. It provides a framework for unpacking standards which includes identifying the standard, reflecting on what students should know and be able to do, determining the key content by identifying nouns, investigating skills by identifying verbs, and creating learning targets. The goal is to clearly define expectations for students and ensure assessments and instruction are accurately aligned to the standards.
This document provides information on the Most Essential Learning Competencies (MELCS) in the Philippines for School Year 2020-2021. It discusses the rationale for developing the MELCs due to the impacts of the COVID-19 pandemic on education. It explains that the MELCs were identified by reducing the number of competencies per quarter from the original curriculum to the most essential ones. The document provides examples of MELCs and gives guidance on how to unpack the MELCs into learning objectives by considering standards, prerequisite skills, and logical sequencing. The goal of the MELCs is to continue providing quality, accessible education while addressing the challenges of the current situation.
This document outlines a proposed curriculum for students in years S4-S6 (ages 11-18) at Northfield Academy. The key points are:
1) S4-S6 would be considered as a single cohort for timetabling to allow flexibility based on student needs and abilities. Students would choose 5 subjects at the end of S3.
2) The curriculum would provide qualifications, skills development, and support to help students transition to positive post-school destinations. A range of course levels from Access to Higher would be available.
3) In addition to subjects, the school week would include literacy, numeracy, health & wellbeing, PE, PSE/RME, enterprise
Implementing rules and regulations of k to 12Allan Gulinao
This document provides the implementing rules and regulations for the Enhanced Basic Education Act of 2013. It defines key terms, outlines the scope of basic education which now includes kindergarten and 12 years of elementary and secondary education. It also discusses provisions for developing an inclusive curriculum that follows standards like being learner-centered and using the mother tongue as the primary language of instruction, especially in early grades of elementary school. The rules aim to strengthen and expand basic education in the Philippines as mandated by the new law.
This document provides an overview of Outcomes Based Education (OBE) and the K-12 education program in the Philippines. OBE focuses on measuring student progress based on learning outcomes rather than comparing students. It allows for customized learning paths. The K-12 program extends basic education to 12 years by adding 2 years to senior high school. It aims to strengthen early education, use local languages and culture to enhance relevance, and ensure continuous learning across grades to better prepare students for tertiary education or employment.
The document provides an overview of the educational system in Germany. It discusses the structure, policies, quality assurance measures, curriculum, and trends in the German education system from pre-primary to post-secondary levels. Key points include that education is compulsory for 12 years, the system is highly stratified into academic and vocational tracks, and teacher training involves university study and practical experience. The grading scale ranges from 1 to 6, with 1 being the highest. Overall, the summary aims to inform readers about the basic organization and features of education in Germany.
The document provides guidance and support for delivering the National 5 History Course in Scotland, including general advice on approaches to learning, teaching and assessment. It outlines the aims and skills developed in the Course, progression pathways, and how to understand the assessment standards. Suggested teaching methods emphasize independent learning, formative assessment, and generating evidence through class activities and discussions.
An increasingly famous alternative to CBSE, ICSE, and even Cambridge board in India is the Switzerland-headquartered IB(International Baccalaureate) curriculum.
Let us try to understand what makes this curriculum unique and whether it may be the perfect fit for your children - https://blog.rewiser.in/all-you-need-know-about-ib-curriculum/
An increasingly famous alternative to CBSE, ICSE, and even Cambridge board in India is the Switzerland-headquartered IB(International Baccalaureate) curriculum.
Let us try to understand what makes this curriculum unique and whether it may be the perfect fit for your children - https://blog.rewiser.in/all-you-need-know-about-ib-curriculum/
The Commonwealth of Learning launched an Open Educational Resources project to provide free secondary school learning materials in 17 subjects under a Creative Commons license. These materials aim to broaden access to secondary education through open and distance learning. They cover subjects such as biology, chemistry, physics, mathematics, geography and others. The materials are available for use in six countries and can be adapted for use elsewhere. Teachers' guides have been developed to instruct teachers on how to use the materials for subjects like English, entrepreneurship, and sciences. The goal is to help teachers make best use of the open resources to support independent study.
This document outlines revised policies and standards for undergraduate teacher education curriculum in the Philippines. It details the requirements for Bachelor of Elementary Education (BEEd) and Bachelor of Secondary Education (BSEd) degrees, including general education courses, professional education courses, and specialization courses. It provides information on course requirements and objectives for theories, methods, field studies, and practice teaching to develop teachers' content knowledge, teaching skills, and ability to address diverse learners' needs. The curriculum aims to prepare teachers qualified to teach in primary and secondary schools in the Philippines.
The document discusses the teacher education curriculum in the Philippines. It describes the Bachelor of Elementary Education (BEEd) and Bachelor of Secondary Education (BSEd) programs which prepare students to be teachers. The BEEd focuses on teaching grades 1-6 while the BSEd focuses on teaching specific subjects in grades 7-12. Both programs include general education courses, professional education courses in child development, teaching methods, field experience, and content area courses in subjects like English, science, and math. The goal is to develop competent teachers with knowledge, skills, values and attitudes to be effective educators.
Please review the directions! this is a stem class! attached youssuser562afc1
This document provides directions for creating a STEM comprehensive assessment plan based on a lesson plan. It includes templates for a formative assessment, summative assessment, and plans for remediation and reassessment. The formative assessment should include 3-5 questions allowing students to demonstrate learning in different ways. The summative assessment should have 8-12 items also allowing for diverse demonstration of learning. Remediation and reassessment procedures must be described to help students who did not initially meet standards to have additional opportunities to show mastery.
This document provides the course syllabus for Ballgames & Sports (PE 3) at St. Louise de Marillac College of Sorsogon, Inc. for the 2022-2023 school year. The syllabus outlines the course vision, core values, program outcomes, course description and objectives. It details the 18-week course content covering various ballgames like badminton, table tennis, basketball, volleyball and Filipino games. Requirements include lectures, demonstrations, activities and exams. The syllabus is intended to teach students ballgame skills and rules while promoting Vincentian values of advocacy, service and social commitment.
1) The document outlines a degree plan proposal for a Bachelor of Science in Integrative Studies with a general studies track for student Nolan Byrnes.
2) The plan includes completing general education requirements, lower division courses such as computers, public speaking and anatomy, and upper division courses in areas such as leadership, health, and American pop culture to fulfill the major requirements.
3) The rationale explains that Byrnes wishes to become an ESOL teacher and the proposed plan integrates his interests in education, culture, language, and field experience teaching to prepare him for that career.
Physical Education BA(Hons) and Physical Education BA(Hons) with QTS 5 Oct 2013University of Brighton
The Physical Education BA(Hons) with QTS aims to enable students to play a prominent role in developing physical education for children and young people. The 4-year course prepares students to be competent newly qualified teachers with insight into their own professional development. Students take a variety of practical activity modules as well as academic modules in psychology, physiology, and sociology. After graduation, students can pursue careers in teaching, coaching, the leisure industry, and other education-related fields.
The UK education system is divided into four main parts: primary education from ages 5-11, secondary education from ages 11-16, further education which is optional after 16, and higher education. The curriculum is organized into key stages with mandatory subjects like English, maths, and science at each level. Teachers must complete initial teacher training with further opportunities for leadership roles like headteacher available after gaining experience. Examinations play an important role in the UK system with tests like the 11-Plus and GCSEs.
The document discusses the intended, implemented, and achieved curriculum in the context of the Basic Education Curriculum (BEC) implemented in the Philippines. It outlines the goals of the BEC as the intended curriculum, how it was implemented through various reforms and teaching approaches, and some initial achievements observed, though no formal evaluation was cited. The key points made are that the BEC aimed to improve quality of education and decongest the curriculum, it was implemented through teacher training and interdisciplinary teaching, and early signs of success included increased student motivation and performance.
The document discusses curriculum reforms and enhancements in the Philippine education system, specifically the implementation of the K to 12 Basic Education Program. It provides an overview of the K to 12 program which includes kindergarten, 6 years of primary education, and 6 years of secondary education, making it compliant with international standards of 12 years of basic education. The K to 12 program aims to better prepare students for higher education, technical-vocational skills training, employment, or entrepreneurship by addressing issues such as insufficient mastery of basic competencies and lack of competitiveness in the global market due to a shorter 10-year basic education program compared to other countries in Asia. The core subjects under the K to 12 curriculum including Filipino, English
This presentation shoows a detailed outline of CHED Memo No. 30, complete with the competencies for Teacher Education programs. Please give credit when copied or used for other academic affairs.
This course introduces students to the contemporary world by examining the multifaceted phenomenon of
globalization. Using the various disciplines of the social sciences, it examines the economic, social, political,
technological, and other transformations that have created an increasing awareness of the interconnectedness
of peoples and places around the globe. To this end, the course provides an overview of the various debates in
global governance, development, and sustainability. Beyond exposing the student to the world outside the
Philippines, it seeks to inculcate a sense of global citizenship and global ethical responsibility.
The document discusses curriculum and instructional design. It provides definitions of curriculum, including macro and micro curriculum. It also discusses objectives and characteristics of different curriculum models used in the Philippines like the Secondary Education Development Plan curriculum, New Secondary Education Curriculum, Basic Education Curriculum, and Revised Basic Education Curriculum. Instructional design models and theories are also covered, including Gagné's nine events of instruction and the ADDIE model of analyze, design, develop, implement, and evaluate. Learning domains and outcomes based on behaviorism, cognitivism, and constructivism are summarized as well.
The article provides an overview of the IB program's curriculum, assessment, benefits & challenges, giving a comprehensive understanding: https://blog.rewiser.in/all-you-need-to-know-about-ib-diploma-program/
The article provides an overview of the IB program's curriculum, assessment, benefits & challenges, giving a comprehensive understanding: https://blog.rewiser.in/all-you-need-to-know-about-ib-diploma-program/
Curso orientado a promover capacidades investigativas para la investigación acción en estudiantes de pedagogia en ingles.
8vo semestre / 2014
Profs: Carmen Cecilia Montes y Mauricio Miraglia
Hong Kong should invest in professional education rather than general education. The document discusses Hong Kong's educational context, including its banding system and medium of instruction in schools. It defines general education as presenting knowledge and skills for intellectual growth, while professional education helps develop practical skills. Hong Kong has undertaken educational reforms in four areas to meet 21st century challenges. However, the big challenge is that Chinese learners are relatively weaker in some math areas like data analysis and probability.
Similar to FHS Program of Studies Presentation 2015-2106 (20)
The document proposes updates to Massachusetts' stretch energy code to help achieve the state's climate goals. It recommends (1) tightening the residential stretch code to require Home Energy Rating System scores of 42 for gas heating or 45 for electric heating, (2) introducing a specialized opt-in stretch code defining "net-zero" buildings and requiring solar panels and electric readiness for gas buildings, and (3) updating the commercial stretch code with more stringent efficiency standards tailored to different building types to lower emissions cost-effectively. Public comments are sought on the straw proposal.
Critical Conversations: Mental Health & Substance Use - 11/18/21Franklin Matters
The Franklin Public Schools Substance Abuse Task Force teamed up with the SAFE Coalition to host the Critical Conversations Panel. This event was held online and in person at Franklin High School on November 18th, 2021. The panel featured 7 speakers with various perspectives representing education, health care, law enforcement, parent/guardians, and people with lived experience. The conversation focused on identifying and addressing mental health and substance use among families and within our community.
The Town Administration and Board of Assessors prepared the following to present the FY 2022 tax rate info for the public hearing at the Town Council meeting on Wednesday, Dec 1, 2021.
My version shares the information with some chart views that I think help tell the story better (my 2 cents)
Town of Franklin: Human Resources Update - 10/13/21Franklin Matters
Town of Franklin (MA) - Human Resources presentation to the Finance Committee on Oct 13, 2021. HR Director Karen Bratt presents the updates and answers questions along with Town Administrator Jamie Hellen.
Franklin (MA) Housing Production Plan Presentation - 20210714Franklin Matters
The document summarizes Franklin's draft 2021 Housing Production Plan (HPP), which is an update to the town's 2011 HPP. The draft HPP contains a comprehensive housing needs assessment that finds increasing housing prices, an aging population, and a shortage of affordable housing units. It sets goals to maintain over 10% affordable housing and increase units for low-income and special needs residents. The draft identifies strategies like zoning changes and incentives to produce more affordable housing. Public feedback is being incorporated before final adoption and DHCD approval to help guide the town's housing development.
Davis Thayer Presentation - School Committee Meeting 06/08/21Franklin Matters
The presentation deck used to show the highlights of the Davis Thayer Elementary school for the 2020-2021 school year. The school building closes at the end of this school year and students in September will join the Keller Elementary School.
Municipal Affordable Housing Trust - presentation - 06/02/21Franklin Matters
The document summarizes Franklin's draft Housing Production Plan (HPP), which is an update to the town's 2011 HPP. The draft HPP includes a housing needs assessment, goals to increase affordable housing units above 10% as required by law, and implementation strategies. It finds Franklin's housing costs and ownership rates are high while supply is low. Goals aim to maintain and increase affordable units for low-income residents, seniors, disabled, and employers' workforce. Strategies could include zoning changes, density bonuses, and funding programs. Public comments are accepted through June 25th.
The updated school budget pages to be reviewed at the Franklin (MA) School Committee meeting Tuesday, Apr 13,2021. These pages reflect changes to the FY 2022 budget preview shared 2 weeks ago and are due to be voted on at the meeting.
Franklin Downtown Partnership planning Ladybug TrailFranklin Matters
The Franklin Downtown Partnership is developing the Ladybug Cultural & Historical Trail to highlight Franklin's unique downtown sites. The trail will feature 25 sites tied together with ladybug sculptures, each having an informational sign. It began as a public art project in 2014 and the partnership took over coordinating outdoor sites in 2018. Their goal is to encourage foot traffic downtown and remind residents of Franklin's history, like how it became the state bug. They have partnered with local groups and have 12 business and 13 cultural and historical sites planned. Installations will continue through 2022 with an unveiling planned for Spring 2022.
The presentation doc used for the Franklin, MA School Committee meeting on Feb 9, 2021 to provide insights on the proposed pool testing pilot for COVID-19
This document summarizes Massachusetts' COVID-19 vaccine timeline and distribution plan. It outlines that 300,000 vaccine doses will be available in phase one in December through February for priority groups like healthcare workers, long term care residents and staff, first responders, and those with two or more comorbidities. Phase two from March through April will include 1.9 million additional doses for groups like educators, grocery workers, those 65 and older, and those with one comorbidity. By phase three, the vaccine will be available to the general public. It emphasizes that the vaccine will only be distributed once the FDA confirms it is safe, and that the state will promote equitable access, with 20% of doses going to hard-hit communities
AHMR is an interdisciplinary peer-reviewed online journal created to encourage and facilitate the study of all aspects (socio-economic, political, legislative and developmental) of Human Mobility in Africa. Through the publication of original research, policy discussions and evidence research papers AHMR provides a comprehensive forum devoted exclusively to the analysis of contemporaneous trends, migration patterns and some of the most important migration-related issues.
This report explores the significance of border towns and spaces for strengthening responses to young people on the move. In particular it explores the linkages of young people to local service centres with the aim of further developing service, protection, and support strategies for migrant children in border areas across the region. The report is based on a small-scale fieldwork study in the border towns of Chipata and Katete in Zambia conducted in July 2023. Border towns and spaces provide a rich source of information about issues related to the informal or irregular movement of young people across borders, including smuggling and trafficking. They can help build a picture of the nature and scope of the type of movement young migrants undertake and also the forms of protection available to them. Border towns and spaces also provide a lens through which we can better understand the vulnerabilities of young people on the move and, critically, the strategies they use to navigate challenges and access support.
The findings in this report highlight some of the key factors shaping the experiences and vulnerabilities of young people on the move – particularly their proximity to border spaces and how this affects the risks that they face. The report describes strategies that young people on the move employ to remain below the radar of visibility to state and non-state actors due to fear of arrest, detention, and deportation while also trying to keep themselves safe and access support in border towns. These strategies of (in)visibility provide a way to protect themselves yet at the same time also heighten some of the risks young people face as their vulnerabilities are not always recognised by those who could offer support.
In this report we show that the realities and challenges of life and migration in this region and in Zambia need to be better understood for support to be strengthened and tuned to meet the specific needs of young people on the move. This includes understanding the role of state and non-state stakeholders, the impact of laws and policies and, critically, the experiences of the young people themselves. We provide recommendations for immediate action, recommendations for programming to support young people on the move in the two towns that would reduce risk for young people in this area, and recommendations for longer term policy advocacy.
Indira awas yojana housing scheme renamed as PMAYnarinav14
Indira Awas Yojana (IAY) played a significant role in addressing rural housing needs in India. It emerged as a comprehensive program for affordable housing solutions in rural areas, predating the government’s broader focus on mass housing initiatives.
Bharat Mata - History of Indian culture.pdfBharat Mata
Bharat Mata Channel is an initiative towards keeping the culture of this country alive. Our effort is to spread the knowledge of Indian history, culture, religion and Vedas to the masses.
Food safety, prepare for the unexpected - So what can be done in order to be ready to address food safety, food Consumers, food producers and manufacturers, food transporters, food businesses, food retailers can ...
A Guide to AI for Smarter Nonprofits - Dr. Cori Faklaris, UNC CharlotteCori Faklaris
Working with data is a challenge for many organizations. Nonprofits in particular may need to collect and analyze sensitive, incomplete, and/or biased historical data about people. In this talk, Dr. Cori Faklaris of UNC Charlotte provides an overview of current AI capabilities and weaknesses to consider when integrating current AI technologies into the data workflow. The talk is organized around three takeaways: (1) For better or sometimes worse, AI provides you with “infinite interns.” (2) Give people permission & guardrails to learn what works with these “interns” and what doesn’t. (3) Create a roadmap for adding in more AI to assist nonprofit work, along with strategies for bias mitigation.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
The Antyodaya Saral Haryana Portal is a pioneering initiative by the Government of Haryana aimed at providing citizens with seamless access to a wide range of government services
How To Cultivate Community Affinity Throughout The Generosity JourneyAggregage
This session will dive into how to create rich generosity experiences that foster long-lasting relationships. You’ll walk away with actionable insights to redefine how you engage with your supporters — emphasizing trust, engagement, and community!
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
2. Summary of Changes
Seeking to continually provide rich, engaging 21st century
learning experiences for all students…
● Addition of extension classes to promote further study within content areas
● Development of wellness courses for our special needs students
● Revision to course level recommendations to promote equitable access
● Development of +1 model to support incoming English Language Learners
Link to Program of Studies: http://bit.ly/1CMPAJO
3. Art, Theatre and Design
New Course
Television Production II (10-12)
Description: Television Production II is a semester course, which follows Television Production I. Students undertake advanced
projects, including a monthly magazine-style show, and other real-world assignments related to the broadcasting needs of Franklin
High School. Students should expect to be on air at some point in the class and for their work to be broadcast over the school and
town.
4. Business
New Course
Desktop Publishing II (9-12)
Description: Desktop Publishing II is an expansion of coursework done in Desktop Publishing I. Students will learn advanced
design and layout concepts and skills related to print software applications. Projects will include brochures, newsletters,
pamphlets and culminate in the layout and design of complex multi-page documents.
Modified Course
Removing Marketing I and Marketing II as well as DECA
Marketing (11-12)
Description: Marketing focuses on the application of business/marketing skills learned in the first year of the program.
Students will demonstrate these skills in the operation of the school store, through the research and the creation of a marketing
plan, and through the presentation of the marketing plan. Topics discussed include the components of advertising and its function
within the total marketing function, buyer behavior, channels of distribution, promotion, pricing and social issues in marketing.
5. English
New Course
Stranger than Fiction (12)
Description: This course explores how historical events, movements, and figures have been represented through various texts
and mediums. Throughout the course, students are guided by three essential questions:
● Whose stories are told and whose are not?
● What does this reveal about society, culture, and issues of power?
● How can examining reinterpretations of historical events influence the way we see current events?
The course focuses on reading comprehension, textual analysis, inference, research, narrative, and deconstruction through critical
lenses.
6. Health and PE
New Courses
Exercise Physiology (11-12)
Description: Exercise physiology is a branch of physiology that deals with the functioning of the human body during exercise.
Emphasis on bioenergetics as well as the circulatory, respiratory, and neuromuscular responses to the physical stress of exercise
will be explored. The objective of this course is for students to gain an understanding and working knowledge of how the body
responds to exercise so that they may apply this knowledge in their chosen field.
Everyday Nutrition II (10-12)
Description: Everyday Nutrition II is designed to be an extension of the learning from Everyday Nutrition 1. Students will take a
more in-depth look at diets, dieting, hydration, nutrition for athletes, nutrition through the life cycle, and consumer issues. In the
test kitchen and lab, students will prepare foods and participate in experiments that connect content knowledge to authentic
applications.
Yoga and Fitness II (9-12)
Description: Students will expand upon their foundational yoga practice learned in Yoga and Fitness 1 and participate in regular
yoga flows to strengthen their yoga practice. Students will study yoga postures in more depth and learn advanced postures as
they continue their practice. Students will continue to practice meditation, breathing, and fitness techniques that promote overall
personal health and wellness.
7. Adaptive Wellness
New Courses
Providing wellness education to our special needs students through peer modeling
Adaptive Wellness I (9-12)
Description: This course is designed to teach students developmentally appropriate content about health issues and hygiene. In
addition, we will focus on increasing physical fitness and gross motor skills through movement. The class will provide
opportunities to learn about and play some popular sports. Students with disabilities will work with general education peers in the
classroom and gymnasium in a modified Wellness class. Note: Students with disabilities will take this course for a full-year (5.00
credits); general education students (grades 11-12) can take it one or two semesters depending on schedule.
Adaptive Wellness II (up to age 22)
Description: This course is designed to teach students developmentally appropriate content about health issues and hygiene. In
addition, we will focus on increasing physical fitness and gross motor skills through movement. The class will provide
opportunities to learn about and play some popular sports. Students with disabilities will work with general education peers in the
classroom and gymnasium in a modified Wellness class. Note: Students with disabilities will take this course for a full-year (5.00
credits); general education students (grades 11-12) can take it one or two semesters depending on schedule.
8. Mathematics
New Course
Discrete Mathematics (11-12)
Description: Discrete Mathematics is a college-level course which introduces students to the elements of logic, set theory,
number theory, combinatorics, graph theory and other discrete topics. Discrete mathematics has applications in higher level
mathematics, computer science, and engineering. Success in this course requires strong and sound foundation in Algebra II
concepts, in addition to persistent, effective effort. A graphing calculator is required.
9. Science
New Course
Forensic Science - Full Year (10-12)
Description: Forensic Science (full year) will focus on the analysis of evidence collection, crime scenes, skeletal remains,
ballistics, toxicology, and document validity. Case studies and crime scenarios will be used to help students understand the
implications and issues which emerge as the science of forensics continues to develop. Emphasis on biology, chemistry and
physics concepts will be utilized with laboratory investigations in order to illustrate the concepts and principles under an inquiry-based
instructional model.
10. Course Level Recommendations
Previous Wording
FHS Grade Requirements to Maintain Course Level
● A final grade of “C” must be earned in an honors
course to remain in an honors course to remain in
an honors course.
● A final grade of “B+” must be earned to advance
from a College Prep course to an honors course
● A final grade of “B+” must be earned to advance
from an Honors course to an Advanced
Placement course. The current teacher’s
recommendation is also required.
Revised Wording
FHS Recommendations for Course Levels
● Suggested final grade of “C” from previous
Honors level course and/or teacher
recommendation to remain in Honors
● Suggested final grade of “B” to move from a
College Prep course to an Honors course and/or
teacher recommendation
● Suggested final grade of “B” (College Prep) or “C”
(Honors) to enroll in an Advanced Placement
course and/or teacher recommendation.*
*In addition, data from PSATs may also be used in the
recommendation for enrollment into an Advanced
Placement course
11. FHS English Language Learner Pathway
Over the course of the last two academic years, our ELL population at FHS has
increased exponentially. Many of these students speak little to no English and
as a result, the degree to which they are able to successfully complete content
coursework is limited.
Additionally, according to Federal and State law, the following laws are
applicable:
● English Language Development instructional time G.L c. 71A
● ELL Instructional Grouping Title VI; EEOA; G.L. c.71A § 4
● Instructional Age Restrictions 603 CMR 28.06 (6)
12. ELL Plus One Pathway
Overview:
● Year 1
○ Develop English language academic vocabulary
● Year 2 - Year 5
○ Continue to develop English language academic vocabulary
○ Access traditional high school curriculum (with support)
13. Student Profile
Year 1 Pathway
● ACCESS Levels 1 and 2
○ Little to no English language
Year 2 - Year 5
● ACCESS Levels 3+
○ Developing to Advanced English language
14. Year 1 Courses
ACCESS
Level
Course (click course title for full description) Level Periods/ Cycle Credits
1 or 2 English Language Development I CP 12 10.00
1 or 2 ELD in Life Sciences CP 6 5.00
1 or 2 ELD Concepts in Math CP 6 5.00
1 or 2 ELD Survey of US Government CP 6 5.00
15. Year 2 - Year 5
ACCESS
Level
Course (click course title for full description) Level Periods/ Cycle Credits
3+ English Language Development II CP 6 5.00
● Students will enroll in traditional high school content courses supported by a certified SEI
(Sheltered English Immersion) content instructor
● Students will participate in MCAS