The document outlines the DepEd's omnibus policy on Kindergarten education in the Philippines. It aims to provide mandatory and compulsory Kindergarten education for all five-year-old Filipino children to prepare them for Grade 1. The policy covers Kindergarten curriculum and instruction, assessment, learning resources, classroom environment, teacher hiring and development, and enrollment procedures. It emphasizes child-centered and developmentally appropriate practices to promote children's physical, social, cognitive, and emotional development.
Teacher Education and Development Plan (TEDP)BlueNex
TEDP conceptualizes a teacher’s career path a continuum that starts with the entry to a teacher education program and concludes when a teacher reaches retirement from formal service.
Teacher Education and Development Plan (TEDP)BlueNex
TEDP conceptualizes a teacher’s career path a continuum that starts with the entry to a teacher education program and concludes when a teacher reaches retirement from formal service.
Delivered infront of Tri-People (Moros, Christians, & Lumads) in MSU, Marawi City, Balabagan, Malabang, and Kapatagan for the program "Tri-People's Initiative and Interfaith towards Understanding Peace (TRIAD UP)"
Along Came a Spider: Exploring the Tangled Web! – Exciting Interest in STEM v...Christie Goodman, APR
Presentationat La Cosecha dual language conference by Dr. Juanita C. García & Dr. Rosana G. Rodríguez, 2013. Featuring IDRA's Semillitas de Aprendizaje early childhood supplemental curriculum.
Play schools in Chennai, Preschools in Chennai, List of play schools in Chennai, List fo play schools in Chennai, List of preschools in Chennai, Chennai play school directory, Data base of Chennai preschools
Supporting pre-k and early childhood education in Texas is important to the future of the state. There isn’t a pre-k study out
there that hasn’t shown a direct
correlation between investment in
high quality pre-k programs and
dramatic improvements in
economic development.
Kindergarten in Kankurgachi - North KolkataKoushik Mondal
Conatct Gingle Kids, which is a well known play, nursery, pre primary school, Montessori and kindergarten in Kankurgachi, North Kolkata and feel the transform in your child.
BSEDEarly Childhood Teacher Work SamplePerformance Prompt.docxjasoninnes20
BSED/Early Childhood Teacher Work Sample
Performance Prompt
Teaching Processes
Standards and Indicators
Scoring Rubrics
Developed by members of the Title II Renaissance Partnership for Improving Teacher Quality. These materials may be not reproduced and used without citing the Title II Renaissance Partnership for Improving Teacher Quality Project http://www.uni.edu/itq/
Prompt for Teacher Work Sample for early childhood education
The Vision
Successful early childhood teacher candidates support learning by designing a Teacher Work Sample that employs a range of developmentally appropriate teaching strategies designed to teach children birth- eight years old. The work samples build on each student’s strengths, needs, and prior experiences. Through this performance assessment, Early Childhood teacher candidates provide credible evidence of their ability to facilitate the learning of young children by meeting the following standards:
· The teacher uses Contextual Factor information about the unique learning/teaching context appropriate to the developing child and adjusts content according to student individual differences to establish developmentally effective learning goals and objectives, plan an interactive instructional plan, and assess learning.
· The teacher sets significant, challenging, varied, and developmentally effective learning goals and objectives.
· The teacher uses multiple assessment modes and approaches aligned with developmentally effective learning goals and objectives to assess student learning before, during, and after instruction.
· The teacher designs instruction for specific learning goals and objectives, student characteristics and needs, and learning contexts.
· The teacher uses on-going analysis of student learning to make instructional decisions.
· The teacher uses assessment data to profile student learning and communicate information about student progress and achievement.
· The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice.
Your Assignment
You are required to teach a unit, based on developmentally effective instructional goals and objectives utilizing the seven NAEYC Standards. You will also need to create an assessment plan designed to measure student performance before (pre-assessment), during (formative assessment), and after (summative assessment) instruction. Finally, you need to analyze and reflect on the developmental appropriateness of your instructional design, the age level educational context, the NAEYC Standards that were applied, and the individual learning gains demonstrated by your students while referring to the cognitive, socio-emotional, and physical domains of development.
The unit may take the form of one of the following, depending on the population of students in your early childhood classroom.
· Unit Work Sample: This is the traditional Teacher Work Sample, based on academic content that is app ...
Complete Compilation of Curriculum Guides for K to 12 Education System (S. Y....R Borres
This is a complete compilation of Curriculum Guides for the K to 12 Education System of the Philippines.
The content is from DepEd, I compiled it for easier download.
This is free.
TNT 700.5P Planning Instruction, Part 3 RUBRIC Criteria Ra.docxlillie234567
TNT 700.5P Planning Instruction, Part 3 RUBRIC
Criteria Ratings
QUESTIONING
EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
Standard 1: Instructional
Planning and Delivery
F. Teachers consistently
check for understanding,
give immediate feedback,
and make lesson
adjustments as necessary.
Standard 5: Data-Driven
Practice
A. Teachers implement both
formal and informal
methods of measuring
student progress.
i. Teachers gauge student
progress and ensure
student mastery of
content knowledge and
skills by providing
assessments aligned to
instructional objectives
and outcomes that are
accurate measures of
student learning.
ii. Teachers vary methods
of assessing learning to
accommodate students'
learning needs,
linguistic differences,
and/or varying levels of
background knowledge.
*Detailed evidence of
planning for effective
questioning
*Includes at least 6
questions.
*Specific goals for
questioning identified
(determination of prior
knowledge, feedback,
assessment, prompts for
problem solving, etc.)
*Explicitly requires students
to go beyond “recall
of facts” to engage in
higher order thinking
(Bloom’s Taxonomy),
and creativity.
*Appropriate evidence of
planning for effective
questioning.
*Includes at least 6
questions.
* Goals for questioning
identified and apparent
(determination of prior
knowledge, feedback,
assessment, prompts for
problem solving, etc.)
*Encourages students to
go beyond “recall of
facts” to engage
*Some evidence of
planning for effective
questioning.
*May include fewer than 6
questions.
* Goals for questioning are
appropriate but may not be
apparent (determination of
prior knowledge, feedback,
assessment, prompts for
problem solving, etc.)
*Some opportunity for
students to go beyond “recall
of facts” to engage in lesson
content.
*Little or no evidence of
planning for effective
questioning.
*Includes fewer than 6
questions.
*Goals for questioning are
uncertain (determination of
prior knowledge, feedback,
assessment, prompts for
problem solving, etc.)
*Limited opportunity for
students to go beyond “recall
of facts” to engage in lesson
content
ACCOMMODATIONS
MODIFICATIONS
Standard 1: Instructional
Planning and Delivery
C. Teachers design
lessons to meet the needs
of diverse learners,
adapting methods when
appropriate
Standard 2: Knowledge
of Students and Student
Learning
A. Teachers demonstrate
the belief that all students
have the potential to
achieve at high levels and
support all students in
their pursuit of social-
emotional learning and
academic success.
iii. Teachers accept
responsibility for the
growth of all of their
students, persisting in
their efforts to ensure
.
Yew Chung International School of Beijing's Introduction to Kindergarten gives an insight into the Early Childhood Education programme at the school including the students' immersion into a bilingual environment and the unique Co-Teaching model.
Similar to Omnibus policy guidelines for kindergarten (20)
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. 1. Rationale
A. Pursuant to the ´Kindergarten Education Act”
(Republic Act No. 10157) and the “Enhanced Basic
Education Act of 2013” (Republic Act No. 10533),
mandatory and compulsory Kindergarten
education that effectively promotes physical,
social, cognitive, and emotional skills stimulation
and values formation is offered to all five (5)-year
old Filipino children to sufficiently prepare them
for Grade One.
3. II. Statement and Scope of the Policy
1. The Department of Education shall provide equal
opportunities for all children at least five (5) years old
with Kindergarten education.
2. This DepEd Order further provides a comprehensive
Kindergarten Education policy covering the different
components of implementing Kindergarten Education
Program Curriculum, instruction (i.e., teaching
methodologies and strategies), assessment, learning
resources and instructional materials, learning space
and environment, and monitoring and evaluation for
the standard delivery of Kindergarten services.
4. 1. Kindergarten
Education
2. Kindergarten Catch-Up
Education Program
3. Kindergarten Catch-
Up Education Program
5. Developmental
Teacher’s Guide
Domains
6. Developmentally
Appropriate Practice
8. Mother
Tongue
4. Teacher’s
Guide
7. Medium of
Teaching and
Learning
III. Definition of Terms
5. IV. Purposes and Defining Features of Kindergarten Education
A. The Kindergarten Education (KE) Program aims that
all five year old children achieve the standards and
competencies expected of them, taking into
account their diverse backgrounds, prior knowledge
and experiences, skills, attitudes, personal traits,
and interests.
B. Concomitant to the goal of the Kindergarten
Education Program is the promotion, protection and
maintenance of the health and nutritional status of
children.
6. IV. Purposes and Defining Features of Kindergarten Education
C. The Kindergarten Education Program adopts the
general principles of the National Early Learning
Framework (NELF). These guiding principles provide the
philosophical and theoretical foundation for teaching
and learning in the early years. Below are the general
principles of the NELF:
i. On Child Growth and Development
ii. On Learning Program Development
iii. On Learning Assessment
7. Defining Features of the Kindergarten Education Program
A. The Kindergarten Education program must be
engaging, creative, child-centered, and follow
developmentally appropriate practices which
immerse the learners in meaningful
experiences.
B. Children learn best through play and active
involvement in concrete and meaningful
experiences.
C. The Mother Tongue of the learner shall be
the primary medium of teaching and learning
in Kindergarten.
8. V. Program Components
1. Kindergarten Curriculum
A. The Kindergarten curriculum has been
crafted using the thematic or integrative approach
to curriculum development in a spiraling learning
process.
B. Kindergarten Education is contextualized
to address the specific circumstances of diverse
learners with the curriculum enhanced in relation
to their context.
9.
10. C. Kindergarten Education is contextualized to
address the specific circumstances of diverse learners
with the curriculum enhanced in relation to their
context.
ALIVE (Arabic
Language and
Islamic Values
Education)
Indigenous Peoples
Education (IPEd)
Curriculum
Framework
Kindergarten
Catch-Up Education
Program (KCEP)
Curriculum
11. 2. Instruction: Teaching Methodologies and Strategies
A.Mother Tongue is the primary MOTL in Kindergarten.
B. Learning activities are organized into thematic units
or teaching themes. Thematic units integrate
concepts and skills from the seven (7) developmental
domains. The themes include - Myself, My Family,
My School, My Community, and Other Things Around
Me.
C. Kindergarten follows a class program known as the
Blocks of Time.
12. DEPARTMENT OF EDUCATION
3. Classroom Assessment
A. The Policy Guidelines on Classroom Assessment issued
in DepEd Order No. 8, s. 2015 provides the basic direction on
how assessment in Kindergarten should be done. It prescribes
the use of qualitative or non-numerical grading in measuring the
performance, and tracking how a five-year old child learns vis-à-
vis the expected learning outcomes.
B. Assessment in Kindergarten should be ongoing and
well-planned. Essentially, assessment assists teachers to
understand individual strengths and weaknesses, and enables
them to design appropriate learning activities to cater to the
needs of individual learners. Assessment also leads to
identification of possible learning difficulties or disabilities that
may require further evaluation, and/or plans for early
interventions.
13. a. Formative Assessment
The primary means of formatively assessing
Kindergarten learners is through observation.
Observing and recording are essential parts of the
formative assessment within the Kindergarten
program.
b. Summative assessment
For Kindergarten, this form of assessment is conducted
at the end of the year, through the administration of
the Philippine ECD checklist, and teacher-made
assessment tools (i.e., portfolio assessment, and
performance-based tasks).
14. 4. Learning Resources and Instructional Materials
a) Learning resources and instructional materials
refer to materials that teachers use to help
students meet the learning standards.
b)Teachers should refer to the Kindergarten
Curriculum Guide to identify the learning
standards and competencies that are expected of
Kindergarten learners.
c) The basic instructional materials for children
include, but are not limited to, the following:
15. c) The basic instructional materials for children include,
but are not limited to, the following:
Manipulative Toys (e.g., table blocks, lacing beads, tangrams,
counting frame, picture dominoes, jigsaw puzzles, and
counters (such as stones, shells, seeds, bottle caps, leaves,
and twigs)
Activity cards/board games (e.g., cover all and call out games:
uppercase letters, lowercase letters; colors, numbers, shapes;
connecting games, picking up games, etc.)
Learner’s Material (Readiness Activity Sheets) and Teacher-
Made activity sheets
Books (read-aloud books or big books, small books, picture
story books, wordless picture books, concept books, board
books, etc.)
16. 5. Learning Space and Environment
A. The school should provide a rich
physical learning environment that is open,
respectful, caring, nurturing, and safe for the
total development of the learners.
B. Consequently, the classroom
arrangement should allow engaging experiences
in reading, writing, listening, dramatic play, art,
numeracy, and the natural environment.
17. i. Classroom
a. Size
b. Furniture and Equipment
c. Activity Corners
ii. Play Area
iii. Teacher Student Ratio
18. 6. Teacher Hiring and Development
A. Schools Division Superintendents must strictly
adhere to the policy on the deployment of teacher
items, and shall prioritize the hiring of qualified
Kindergarten teachers following the guidelines
stipulated in DepEd Order Nos. 7 and 22, s. 2015.
i. Educational Qualifications
ii. Mother Tongue proficiency
iii. Teacher Induction Program
19. VI. Enrolment Procedure
15. All Regional Directors, Schools Division
Superintendents, and School Heads of both public and
private schools are directed to accept children in
accordance with the following guidelines:
A. Qualifications
B. A birth or baptismal certificate is the
documentary basis for early registration. Learners without
a birth certificate may still enroll, but must submit their
birth certificate within the school year
Editor's Notes
8 Learning Areas in the Core Curriculum
4 Tracks
31 subjects with 80 hours per subject totalling 2,480 hours for all 31
15 Core subjects
16 Track subjects have two categories: 7 Contextualized and 9 specialization subjects.
Core and Contextualized subjects are connected with the new GE Curriculum of CHED
Core Subjects = same content and competencies for all
Contextualized subjects = different content, same competencies
Specialization subjects = different content different competencies based on tracks