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REYES, CHARMAINE PUNZALAN
Elementary Level
GeneralEducation - 40%
Professional Education - 60 %
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 tungosa Pananaliksik
 Masining na Pagpapahayag
3. MATHEMATICS
 Fundamentals of Math
 Plane Geometry
 Elementary Algebra
 Statistics and Probability
4. SCIENCE
 Biological Science - GeneralBiology
 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
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
 Epifaniodelos Santos - G. Solon
 Valeriano HernandezPeña - Ahas na Tulog, Anong, Damulag,
Dating Alba, Isang Dukha,Kalampag and Kintin Kulirat
 Severino Reyes - Lola Basyang
 Pedrode 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 TurianoSantiago - Tiktik
 Lope K. Santos - Anak-Bayan and Doctor Lukas
 Juan Crisostomo Soto - Crissot
 Luis Taruc - Alipato (which means sparkthat 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 Fernandodelos 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 delRosario - 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 - MagtanggulAsa
 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
 FernandoMa. 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
Iba’t Ibang Panahon ng Panitikang Pilipino
Sinaunang Panahon
 May sarili nang panitikan ang ating mga ninunosa
panahong ito.
 Alibata ang kadalasang ginagamit.
 Gumagamit din sila ng mga biyas ng kawayan , talukap ng
bunga oniyog 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 niLam-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
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
Europeona naging bahaging 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 (MarianoPilapil,
Gaspar Aquinode 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. Compendiode 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
Panahon ng Pagbabagong-isip (Propaganda)
 Ang diwang maka-relihiyon ay naging makabayan at humihingi ng pagbabagosa sistema ng pamamalakad sa pamahalaan at simbahan.
 Pagpasok ng diwang liberalismo.
Mga Propagandista:
a. Dr. Jose Rizal/ Laong Laan at Dimasalang (“Noli at ElFili)
b. Marcelo H. Del Pilar (Palridel,Piping Dilat at Dolores Manapat) –
Pag-ibig sa Tinubuang Lupa,Kaiigat Kayoat 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 hindina magawang igupong
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. Namayanisa 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. Pinausorin ang balagtasan katumbas ng debate
8. Nagkaroon/Nagsimula ang pelikula sa Pilipinas
Mga Pahayagan:
1. El NuevoDia (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 saKastila na sumikat:
1. Cecelio Apostol
2. FernandoMa. Guerrero
3. Jesus Balmori
4. ManuelBernabe Manalang
5. Claro M. Recto
Ilang kilalang manunulat saWikang Tagalog:
1. Lope K.Santos
2. Jose Corazon de Jesus
3. Florentino Collantes
4. Amado V. Hernadez
5. Valeriano HernandezPena
6. Inigo Ed Regalado
Panahon ng Hapon
1. Natigil ang panitikan sa Ingles kasabay ng pagpatigilng lahat ng
pahayagan.
2. Gintong Panahon para sa mga manunulat sa wikang tagalog.
3. Ipinagbawaldin ng mga Hapon ang paggamit ng wikang Ingles.
4. Ang paksa ay natutungkolsa buhay lalawigan.
5. Napasara ang mga sinehan at ginawa na lamang tanghalan.
6. Nagkaroon ng krisis ng papelkaya hindimasyadong maramiang
akdang naisulat.
Tatlong Uri ng Tula na sumikat sa panahon ng Hapon
1. Haiku
2. Tanaga
3. Karaniwang Anyo

Ilang Dula na sumikat sapanahon ng Hapon
a. Panday Pira – ni Jose Ma. Hernandez
b. Sa Pula sa Puti --- Francisco Soc. Rodrigo
c. Bulaga - niClodualdo delMundo
d. “Sinoba Kayo?” “Dahil sa Anak” at “Higanti ng Patay” ni NVM
Gonzales
Ilang Mahusay na Maikling Kwento
a. Lupang Tinubuan - Narciso Reyes
b. Uhawang Tigang na Lupa - Liwayway Arceo
c. Lunsod Nayon at Dagat-dagatan - NVM Gonzales
Bagong Kalayaan (1945 - 1972)
 Sumigla muliang 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 dahilsa
giyera.
 Naitatag ang Palanca Memorial Award in Pilipino
and English Literature noong 1950.
 Nagkaroon din ng Republic CulturalAward, 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 paghinging pagbabagosa pamahalaan at
lipunan.
 Pagsisimula ng programang Bagong Lipunan noong
Setyembre 21,1972.
 Pinahintoang mga pampahayagan at maging samahang
pampaaralan.
 Pagpapatatag ng “Ministring 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.
 Maramina ang sumusubokna 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 nagbabagona 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.
JoseP. 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 wik.a.
Marcelo H. del Pilar
Bilang pangunahing pinunong 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”.
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.
delPilar ang tungkulin ng patnugot,naging manunulat na lamang
siya ng pahayagan.Nagkubli siya sa pangalang “DiegoLaura”. 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. Maramisiyang 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 ElResumen,
El Grito delPuebloat Ang Tinig ng Bayan. Siya rin ang kauna-
unahang nagsalin sa Tagalog ng Noli Me Tangere.
JoseMaria Panganiban (1865-1895)
Sumulat ng mga sanaysay, lathalain at mga talumpatisa 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”; nagtamong 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 siSeverino Reyes. Kilala rin
siya sa sagisag na “Lola Basyang” dahilsa 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.
Maramisiyang 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 SeverinoReyes sa kasigasigan sa
paglikha at pagtatanghalng 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 nagtamong 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.
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 niAbad ang pagbaka
sa comedia sa paniniwalang ito ay nakakalason sa isipan ng mga
Pilipino
.
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 PampangoLiterature who wrote "There is no
God" is Juan Crisostomo Sotto.
 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 (ElFilibusterismo)
 The line "whoever knows not how to love his native tongue
is worse than any beast or even smelly fish" To My Fellow
Childred
 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 hindinaimbetahan 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
 Nmbnv mIlocano 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 saCaharian 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 - Gregoriade 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 - JosePalma
 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 - TeresaMagbanua
 Mother of Biak-na-Bato - Trinidad Tecson

 Wife of Artemio Ricarte - Agueda Esteban
 Leader 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
SCIENCE
 From Latin word “scientia." which means "knowledge".
 Any methodological activity. such as observational.
experimentalinvestigation and theoretical explanation of
naturalphenomena.
 Systematized knowledge based on facts.
Divisions of Science
 Social Science
 Political Science
 History
 Mathematics
 Naturalscience
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 magneticobjects like
metals
 A magnet has two poles, north and south.
 Like poles repel,unlike poles attract.
 Generator - a device that changes mechanicalenergy
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 tosettle nor small enough to be dissolved, like
the Tyndall Effect.which is the scattering of light by the
particles.
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 nonmagneticones.
 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.
• 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 assimilateand 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 visionfor 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.
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 inbuilding
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.
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)
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)
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 sakaniya 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.
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?
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.
· 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.
EDUCATIONAL PHILOSOPHIES
NATURALISM
 Naturalism stands for a democratic and universal way-
everyone must be educated in the same manner.
 Education is inaccordance 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 inthe 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 evaluation.
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.
 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 students
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 avoidselectin g
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
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
5.
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.
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
 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 inall 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
 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 inLOCO
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
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.
Section 3.
1. All educational institutions shall include the study of the
Constitution as part of the curricula.
2. They shall inculcate patriotism and nationalism, foster
love of humanity, respect for human rights,
appreciation of the role of national heroes in the
historical development of the country, teach the rights
and duties of citizenship, strengthen ethical and
spiritual values, develop moral character and personal
discipline, encourage critical and creative thinking,
broaden scientific and technological knowledge and
promote efficiency.
3. At the option expressed in writing by the parent or
guardians, religion shall be allowed to be taught to their
children or wards in the public elementary and high
schools within the regular class hours by instructors
designated or approved by the religious authorities of
the religion to which the children or wards belong,
additional cost to the Government.
Section 4.
1. The state recognizes the complementary roles of the
public and private institutions in the educational
system and shall exercise reasonable supervision and
regulation of all educational institutions.
2. Educational institutions, other than those established
by religious groups and mission boards, shall be

allowed solely by citizens of the Philippines or
corporations or associations at least sixty per centum of
the capital of which is owned by such citizens. The
Congress may, however, require increased Filipino
equity participation in all educational institutions. The
control and administration of educational institutions
shall vested in citizens of the Philippines. No
educational institution shall be established exclusively
for aliens and no group of aliens shall comprise more
than one third of the enrollment in any school. The
provisions of this subsection shall not apply to schools
established for foreign diplomatic personnel and their
dependents and, unless otherwise provided by law, for
other foreign temporary residents.
3. All revenues and assets of non- stock, non- profit
educational institutions used actually, directly and
exclusively for educational purposes shall be exempt
from taxes and duties. Upon the dissolution or cessation
of the corporate existence of such institutions, their
assets shall be disposed of in the manner provided by
law. Proprietary educational institutions, including
those cooperatively owned, may likewise be entitled to
such exemptions subject to the limitations provided by
law including restrictions on dividends and provisions
for reinvestment.
4. Subject to conditions prescribed by law, all grants
endowments, donations or contributions used actually,
directly and exclusively for educational purposes shall
be exempt from tax.
Section 5.
1. The State shall take into account regional and sectoral
needs and conditions and shall encourage local
planning inthe development of educational policies and
programs.
2. Academic freedom shall be enjoyed in all institutions of
higher learning.
3. Every citizen has a right to select a profession or course
of study, subject to fair, reasonable and
equitable admission and academic requirements.
4. The State shall enhance the right of teachers to
professional advancement. Non- teaching academic and
non-academic personnel shall enjoy the protection of
the State.
5. The State shall assign the highest budgetary priority to
education and ensure that teaching will attract and
retain its rightful share of the best available talents
through adequate remuneration and other means of job
satisfaction and fulfillment.
BATAS PAMBANSA BLG. 232 (THE EDUCATION ACT OF 1982)
This was an act providing for the establishment and maintenance of an integrated system of education. In accordance with Section 2,
this act shall apply to and govern both formal and non- formal system inpublic and private schools in all levels of the entire educational
system.
As provided by this Act, the national development goals are as follows:
1. To achieve and maintain an accelerating rate of economic development and social progress.
2. To assure the maximum participation of all the people in the attainment and enjoyment of the benefits of such growth; and
3. To achieve and strengthen national unity and consciousness and preserve, develop and promote desirable cultural, moral and
spiritual values in changing world.
It is also stated in Section 3 that:
The State shall promote the right of every individual to relevant quality education, regardless of sex, age, creed socio- economic status,
physical and mental conditions, racial or ethnic origin, political or other affiliation. The State shall therefore promote
and maintain equality of access to education as well as the benefits of education by all its citizens.
RIGHTS OF STUDENTS IN SCHOOL (Section 9)
1. The right to receive competent instruction, relevant
quality education.
2. The right to freely choose their field of study subject to
the existing curricula and continue their course up to
graduation, except in cases of academic deficiency or
violations of disciplinary regulations.
3. The right to school guidance and counseling services.
4. The right to access to his owns school records and the
confidentiality of it.
5. The right to issuance of official certificates, diplomas,
transcript of records, grades, transfer credentials and
similar document within thirty days from request.
6. The right to publish a student newspaper and invite
resource persons during symposia, assemblies and
other activities.
7. The right to free expression of opinions and suggestions
and to effective channels of communication with
appropriate academic and administrative bodies of the
school or institutions.
8. The right to form or establish, join and participate in
organizations and societies recognized by the school…,
or to form, join and maintain organizations and
societies for purposes not contrary to law.
9. The right to be free from
involuntary contributions except those approved by
their organizations and societies.
RIGHT OF ALL SCHOOL PERSONNEL (Section 10)
1. Free expression of opinions and suggestions.
2. To be provided with free legal service by the
appropriate government office in case of public school
personnel and the school authorities concerned in case
of private school personnel, when charged in
administrative, civil and/or criminal proceedings, by
parties other than the school authorities concerned, for
actions committed directly in the lawful discharged of
professional duties and/or in defense of school policies.
3. Establish join, maintain labor organization of their
choice to promote their welfare and defend their
interest.
4. To be free from involuntary contributions except those
imposed by their own organizations.
SPECIAL RIGHTS and/or PRIVILEGES OF TEACHING OR ACADEMIC STAFF (Section 11)
1. Right to be free compulsory assignment not related to
their duties defined in their appointment or
employment contracts unless compensated thereof.
(additional compensation Sec. 14 R.A. 4670- at least
25% his regular remuneration)
2. Right to intellectual property………
3. Teachers are persons in authority when in lawful
discharge of duties and responsibilities… shall
therefore be accorded due respect and protection
(Commonwealth Act No. 578)

4. Teachers shall be given opportunity to choose career
alternatives for advancements.
RIGHTS OF ADMINISTRATORS (Section 12)
1. School administrators shall be deemed persons in authority while in the lawful discharge of their duties and responsibilities….
Shall be accorded due respect and protection (Commonwealth Act No. 578)
RIGHTS OF SCHOOLS (Section 13)
1. The right of their governing boards…….to adopt and enforce administrative or management systems.
2. The right of institutions of higher learning to determine on academic grounds who shall be admitted to study, who may teach,
and who shall be the subjects of the study and research.
MAINTENANCE OF QUALITY EDUCATION
1. Voluntary Accreditation (Section 29)
2. Teachers and Administrators obligations and qualification (Sections 176 and 17)
3. Government Financial Assistance to Private Schools (Section 41)
4.
OTHER LEGAL BASES
1. Republic Act No. 74
This law was enacted on January 21, 1901 by the Philippine
Commission, and provided:
a. Establishment of the Department of Public Instruction
headed by the General superintendent
b. The archipelago was divided into school divisions and
districts for effective management of the school system.
c. English was made as medium of instruction in all levels of
schooling
d. Optional religious instructions in all schools (Section 16)
e. Establishment of a Trade school inManila (Philippine College
of Arts and Trade- PCAT now known as Technological
University of the Philippines), aschool of Agriculture inNegros,
a Normal school in Manila (Philippine Normal School) (Section
18)
• Philippine Normal School, however, was renamed Philippine
Normal College (PNC) by virtue of Republic Act No. 416 on June
18, 1949. And on December 26, 1991, the PNC was converted
to Philippine Normal University as provided by Republic Act
No. 7168.
This was known as the “Private School Law”, enacted on March
10, 1917 by the Philippine Legislature, which made obligatory
the recognition and inspection of private schools and colleges
by the Secretary of Public Instruction so as to maintain a
standard of efficiency in all private schools and colleges in the
country.
This law was amended by Commonwealth Act No. 180 passed
on November 13, 1936 which provided that:
The Secretary of Public Instruction was vested with power to
“supervise, inspect and regulate said schools and colleges in
order to determine the efficiency of instruction given in the
same.”
And all private schools come under the supervision and
regulation of the Secretary of DPI, thus eliminating “diploma
mills” and substandard schools.
3. Commonwealth Act No. 1 (Amended by R.A. 9163)
Known as the “National Defense Act” passed by the Philippine
Assembly on December 21, 1935, which provided inSection 81
that:
“Preparatory Military training shall be given with the youth in
the elementary grade school at the age of ten years and shall
extend through the remainder of his schooling into college or
post-secondary education.
By virtue of Presidential Decree 1706, issued by the late
President Marcos on August 8, 1980, otherwise known as the
“National Service Law”, Commonwealth Act No. 1 was
amended, and required all citizens to render, civic welfare
service, law enforcement service and military service.
4. Commonwealth Act No. 80
This law created the Office of Adult Education on October 26,
1936, so as to eliminate illiteracy and to give vocational and
citizenship training to adult citizens of the country.
Enacted on June 8, 1940, conferred the status of “persons in
authority” upon the teachers, professors, and persons charged
with the supervision of public or duly recognized private
schools, colleges and universities.
This Act also provided a penalty of imprisonment ranging from
sixmonths and one day to sixyears and a fine ranging from 500
to 1, 000 pesos upon any person found guilty of assault upon
those teaching personnel.
6. Commonwealth Act No. 586 (Repealed by R.A. 896)
This is known as Education Act of 1940. It was approved on
August 7, 1940 by the Philippine Assembly.
The law provided for the following:
a. Reduction of seven- year elementary course to six- year
elementary course.
b. Fixing the school entrance age to seven.
c. National support of elementary education.
d. Compulsory attendance in the primary grades for all children
who enroll in Grade I.
e. Introduction of double- single session- one class in the
morning and another in the afternoon under one teacher to
accommodate more children.
This law, approved on August 19, 1940, established a school
ritual in all public and private elementary and secondary
schools in the Philippines.
The ritual consists of solemn and patriotic ceremonies that
include the singing of the National Anthem and Patriotic
Pledges.
8. Republic Act No. 139 (Repealed by R. A. 8047)
Enacted on June 14, 1947, and the Board of Textbooks. This law
provided that all public schools must only use books that are
approved by the Board for a period of six years from the date
of their adoption.
The private schools may use books of their choice, provided the
Board of Textbooks has no objections with those books.
Enacted on June 20, 1953 and known as the Elementary
Education Act of 1953, it repealed Commonwealth Act 586 and
provided for the following:
a. Restoration of Grade VII (but never implemented due to lack
of funds)
b. Abolition of the double - single session and return to the
former practice of only one
c. Class under one teacher in the primary and three teachers to
two classes or fiveteachers to three classes in the intermediate
level
d. Compulsory completion of the elementary grades
e. Compulsory enrollment of children in the public schools
upon attaining seven years of age.
10. Republic Act No. 1124 (Repealed by R. A. 7722)
Approved on June 16, 1954, this law created the Board of
National Education charged with the duty of formulating
general educational policies and directing the educational
interests of the nation.

However, this Board which was later renamed National Board
of Education (P.D. No. 1), was abolished bu virtue of the
Creation of the board of Higher Education as stipulated inBatas
Pambansa Blg. 232. The Board’s function is now assumed by
the commission on Higher Education or CHED by virtue of
Republic Act No. 7722.
11. Republic Act No. 1265 (amended by R. A. 8491)
This law was approved on June 11, 1955, and provided that a
daily flag ceremony shall be compulsory in all educational
institutions. This includes the singing of the Philippine National
Anthem.
It was approved on June 12, 1956, it prescribed the inclusionin
the curricula of all schools, both public and private, from
elementary schools to the universities, the life, works and
writings of Jose Rizal especially the Noli Me Tangere and El
Filibusterismo.
Known as the “Magna Carta for Public School Teachers”. This
was approved on June 18, 1966 to promote and improve the
social and economic status of public school teachers, their
living and working conditions, their employment and career
prospects.
It also provided the following:
1. Recruitment qualifications for teachers
2. Code of Professional Conduct for Teachers
3. Teaching hours- 6 hours of classroom teaching
(maximum load)
4. Additional compensation- 25% of the regular
remuneration
5. Health and injury benefits (thru the GSIS)
6. One year study leave (sabbatical leave) after seven
years of continuous teaching, the teacher should receive
60% of the monthly salary.
7. One range salary increase upon retirement (basis
computing the retirement fee).
8. Freedom to form organizations.
Approved on June 15, 1959, it provided that Civil Service
eligibility shall be permanent and shall have no time limit.
Known as the “Free Public Secondary Education Act of
1988”, it was approved on May 26, 1988 and provided for:
a. Free public secondary education to all qualified citizens and
promote quality education at all level.
b. No tuition or other fees shall be collected except fees related
to membership in the school community such I.D., student
organization and publication.
c. Non- payment of these shall not hinder a student from
enrollment or graduation.
d. Nationalization of all public secondary schools ( Section 7)
e. A student who fails in majority of his academic subjects for
two consecutive years could no longer avail of their program.
HERE ARE SOME OF THE IMPORTANT DATES IN THE PHILIPPINE HISTORY:
January
 January 1, 1571 – LaVilla de San Miguel
renamed Ciudad del Santissimo, Nobre de Jesus “Sto
Nino”
 January 12, 1889 – La Association Hispano founded
by Miguel Morayta to introduce changes in the
Philippines and have a Filipino representative in the
Spanish Cortes
 January 20, 1872 – Meeting in Cavite led by Sargent
Lamadrid and killedtheir Spanish officers
 January 23, 1899 – Inauguration of the
first republic (Mololos) Aguinaldo as president
February
 February 2, 1543 – Villalobos named Samar and
Layte “Pilipinas”
 February 13, 1565 – Miguel Lopes de Villalobos
reached Cebu
 February 14, 1899 – Outbreak of Filipino – American
War (Sta. Mesa Manila)
 February 15, 1898 – Spanish blew up the amiracan
warship in Havana Cuba
 February 15, 1889 – The newspaper La Soliraridad
founded by Graciano Lopes Jaena
 February 17, 1872 – Execution of GOMBURZA
 February 18, 1891 – Rizal second novel El
Filibusterismo was publish and finance by Valentin
Ventura
March
 March 16, 1521 – Magellan sighted the island of
samar
 March 16, 1565 – Blood compact Legaspi and Rajah
Sikatuna of Bohol
 March 17, 1521 – Magellan landed Homnhon
“Archipelago of St. Lazarus”
 March 22, 1897 – Tejeros Convention resolved the
conflict between Magdalo and Magdiwang
 March 23, 1935 – ConCon was headed by C.M. Recto
 March 23, 1901 – Gen. Aguinaldo captured at
Palanan
 March 24, 1934 – Creation of Commonwealth
Government as provided by Tyding McDuffie Law and
approved by US President F. Roosevelt
 March 14, 1947 – Formal agreement between US and
Philippine (22 sites as military bases for 99yrs in
return AFP accepted US $100 M worth of military
equipment)
 March 17, 1957 – Pres. Magsaysay died in a plane
crash in Mt. Manunggal Cebu
 March 17, 1957 – Garcia become the president of the
Philippines
 March 29, 1512 – Blood compact Magellan and Rajah
Kulambo of Limasawa
 March 29, 1942 – Creation of HUKBALAHAP (Luis
Taruc)
 March 31, 1899 – Transfer of capital republic from
Malolos to San Fernando Pampanga
 March 31, 1521 – First mass officiated b y Father
Pedro de Valderrama
April
 April 4, 1947 – Pres. Roxas died of cardiac arrest at
Clark air base
 April 4, 1947 – Elpidio Quirino become the president
 April 9, 1942 – Fall of Bataan, Death March from
Bataan to San Fernando Pampanga
 April 13-14, 1671 – defeat of the 6 Dutch led by Juan
Ronquillo in battle of Playa Honda, Zam
 April 25, 1898 – US declare war against Spain
 April 27, 1521 – Magellan killedin the battle of
Mactan
 April 27, 1565 – First Spanish settlement establish by
Legaspi name La Villade San Miguel
 April 30, 1846 – Approved of Philippine
Rehabilitation Act by the US.
May

 May 1, 1898 – US naval under George Dewey defeat
the Spain armada led by Patrico Montojo in famous
battle of Manila Bay
 May 6, 1942 – Fall of Corregidor Island (Gen.
Jonathan Wainwright) – (Gem. Homma of Japan)
 May 10, 1897 – Execution of Bonifacio brathers
 May 12, 1935 – SAKDALISTA Party by Benigno
Ramos against the Commonwealth Government
 May 12, 1962 – Macapagal change the date of
Independence day from July 4, 1946 to June 12, 1898
 May 16, 1584 – Royal Audiencia referred to as the
Supreme Court during Spanish
 May 17, 1764 – Britain surrendered the Philippines
to Spanish
 May 28, 1898 – Gen. Aguinaldo waved the Philippine
flag for the first time to celebrate its victory
 May 31, 1764 – Truce was signed between France
and England
June
 June 3, 1571 – Manila conquered by Martin de Goiti
 June 5, 1899 – Assassination of Antonio Luna at
Cabanatuan
 July 7, 1987 – Biak-na-Bato revolutionary
government was established
 June 12, 1898 – Proclamation of Philippines
Independence by Gen. Aguinaldo
 June 18, 1908 – UP was established (Murray Barlett
as first President) and (Ignacio Villamor as first
Filipino President)
 June 19, 1861 – birth of Jose Rizal
 June 24, 1571 – Manila was named “Distinguished
and Ever Loyal City” by Legaspi and First Governor-
General of the Philippines
July
 July 3, 1892 – La Liga Filipina founded by Dr. Rizal
 July 4, 1946 – Inauguration of 3rd Republic and the
signing of the Treaty of General legalized the
retention of US bases in the Philippines
 July 7, 1892 – Rizal exiled in Dapitan for 4yrs
 July 7, 1892 – KKK organized by Andres Bonifacion in
Azcarraga st. (C.M. Recto)
August
 August 6, 1945 – First Atomic bomb dropped in
Hiroshima Japan
 August 8, 1963 – Macapagal approved the Agriculture
Land Reform to abolish tenancy
 August 9, 1945 – Second Atomic bomb dropped in
Nagasaki Japan
 August 13, 1898 – Mock battle of manila bay between
Spain and America
 August 14, 1898 – Military government under
General Wesley Merit
 August 19, 1896 – Katipunan was discovered by Fr.
Mariano Gil trough Teodoro Patino
 August 23, 1896 – Philippine Revolution “Cry of
Balintawak”
 August 25, 1896 - Battle of Pasong Tamo
 August 26, 1930 – Founding of the Communist Party
of the Philippines CPP by Crisostomo Evangelista
 August 29, 1916 - Creation of bicameral legislature as
granted by the jones law
 August 30, 1896 – Battle of Pinaglabanan
 August 31, 1896 – Gen. Aguinaldo led the uprising in
Kawit Cavite
September
 September 2, 1945 – Japanese imperial surrendered
and ended the war in asia pacific
 September 5, 1955 – The Laure-Langley Agreement
was replacing the Bell Trade Act
 September 6, 1834 – manila was opened to world
trade led to an era of commercial revolution I the
Philippines
 September 8-10, 1954 – SEATO (Southeast Asian
Treaty Organization)
 September 12, 1896 – 13 men from Cavite know as
“Los Tresce Martirez” was executed
 September 28, 1901 – Gen. Antonio Lucban attacked
the American Garrison in Balangiga, Samar
October
 October 3, 1646 – defeat of Dutch in battle of manila
 October 5, 1762 – manila was conquered by British
forces under Gen. William Draper and Admiral
Samuel Cornish
 October 6, 1913 – Francis Burton Harrison first
American Governor General of the Philippines
 October 13, 1913 – Signing of underwood-simons
tariff law (open trade Phil. and American)
 October 14, 1943 – Inauguration of Japanese
puppet republic Jose P. Laurel as President
 October 16, 1907 – First Philippine Assembly (M.
Quezon as M.Floor Leader) and (S. Osmena as
Speaker)
 October 20, 1943 – McArthur landed the Red Beach,
Polo Layte (Osmena as President with C. Romulo)
 October 24 – 26, 1944 – Battle of Leyte Gulf
 October 31, 1829 – Dagohoy Longest Revolt in the
Philippines lasted 85yrs
November
 November 4, 1841 – Apolinario Dela Cruz “Hermano
Pule” was executed by Spanish
 November 10, 1953 – Magsaysay and Garcia were
elected as Pres and Vice Pres
 November 11, 1957 – Macapagal (Poor boy from
Lubao) elected as President of the Philippine
 November 15, 1935 – Inauguration of
Commonwealth government with Quezon as
president and Osmena as vice president
 November 30, 1574 – De Goiti was killed by
Limahong
December
 December 2, 1899 – Gen. Gregorio del Pilar was killed
by the Americans
 December 7, 1933 – Right of Suffrage was granted to
Filipino by Gov. Frank Murphy
 December 8, 1941 – Bombing of Pearl Harbor
 December 10, 1898 – Treaty of Paris was signed
between Spain and America
 December 15, 1897 – treaty Biak-na-Bato was signed
by Pedro Paterno and Gov. Primo de Rivera
 December 21, 1898 – The Philippines was considered
American benevolent assimilation
 December 26, 1941 – Declaration of manila as open
city by Gen. McArthur
 December 30, 1896 – Execution of Rizal at Luneta de
Bagumbayan

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