Time-Allotment-K-12-SCP-and-SPED.pptx
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This document outlines time allotments for various curricula and programs in the K-12 system. It provides time allotments in minutes per week for general subjects in grades 1-6, and lists specialized subjects for different strands in senior high school. It also provides details on time allotments and subjects for special education students, special science schools, and special curricular programs in elementary, junior high, and senior high. All special programs and strands are required to follow the stipulated time allotments for their respective grade levels or courses.
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From this crucial diagnosis confirmed by MINESEC officials, the Minister of Secondary Education with a view to improve on the quality of teachertraining for our basic educational system, decided to draw up new T.T.C.curricula taking into account the political vision advocated by the Head of State.
2. Characteristics of the curricula reviewed following the Competence-Based Approach
The new T.T.C. curriculum is drawn up following the Competence-Based Approach(CBA)in respect to the methodological requirements of the development of a curriculum. The process started with the writing of a Teacher‟s Referential of Professional Activities with the collaboration of field experts; this enabled designers to identify basic professional competences to be developed during the initial training of a teacher. The basic professional competences were presented in a Referential of Competences used by the editorial team as supporting document to draw up the current curriculum.
Therefore, this document remains a multidisciplinary curriculum which lays emphasis on common abilities otherwise referred to as “cross abilities” while integrating various practical aspects (simulation, practicum, various practical activities, case studies etc.)
The new T.T.C. curricula target the five domains of the contents taken from the former syllabuses. These domains are:
-Bilingual training;
-Didactics of Primary and Nursery school activities;
-Sciences of Education;
-Educational Technologies;
-Reinforced alternated practicum(teaching practice…)
The training content is the same for the three levels but its dosage takesinto consideration the entry qualification of student-teachers.
ENG. DEPT.-LEARNING AND DEVELOPMENT.docx
This document contains two learning and development reports from the Department of Education in the Philippines. The first report details the monitoring of teachers' participation in learning activities from January to December. It shows the number of activities each teacher participated in each month. The second report provides summaries of learning and development plans and activities. It outlines objectives, titles of activities, intended participants, budgets, dates, and competencies targeted for each activity. It also reports on whether the plans were implemented and budgets/schedules were as planned or if there were any differences between the planned and actual implementation of the activities.
Nc framework document_-_final
This document outlines the national curriculum framework for England, including:
- The structure of the national curriculum across four key stages, identifying core and foundation subjects.
- Aims for a broad and balanced curriculum that promotes pupils' development and prepares them for later life.
- Requirements for all schools to teach religious education and secondary schools to provide sex education.
- Guidance on inclusion and supporting all pupils, including those with special educational needs or English as an additional language.
- An emphasis on developing pupils' numeracy and mathematical skills across the curriculum.
CID-MEETING-SEPT.-12-2022.pptx
The document outlines the agenda for a district meeting which includes: 1) Reporting on OBE findings; 2) Enrollment reports; 3) Class programs; 4) Learning recovery plans; 5) Orientation for new teachers; 6) Submission of forms; and 7) Other matters. It provides details and recommendations for each agenda item such as ensuring remediation time in class schedules, following assessment guidelines, utilizing available learning resources, and leading trainings and workshops at the district and school level. The document gives guidance to school heads on implementing various department orders and complying with submission requirements for the school year.
RSA-2023-Orientation-DTCs.pptx
To ensure the delivery of quality, accessible, relevant, and liberating basic education in the country, the Department of Education (DepEd) underscored the importance of Results-Based Performance Management System (RPMS) that is aligned with the Philippine Professional Standards for Teachers (PPST
Syllabuses TTC one year course
The Ministry of Basic Education (MINEDUB) ordered a diagnostic study on the organization and functioning of collegeswithin the framework of the G.T.T.C. reform process. The study carried out by Mrs. Marguerite Altet, a CIEP (French Centre for Educational Research) expert, and published in 2011, highlights numerous pedagogic gaps, namely:
- The absence of a sound curriculum, given that syllabuses are presented as a list of contents with 26 disciplines;
- The one-year course duration for GCE A/Lstudent-teachers is inadequate;
- The heterogeneous academic entry qualification of student-teachersleads to some shortcomings on
the part ofGCE O/L student-teachers at the end of the course;
- The lack of a synchronized programming of pedagogic activities (practicum and evaluation);
- An inadequate training as concernsthe different pedagogic reforms implemented in Basic Education.
From this crucial diagnosis confirmed by MINESEC officials, the Minister of Secondary Education with a view to improve on the quality of teachertraining for our basic educational system, decided to draw up new T.T.C.curricula taking into account the political vision advocated by the Head of State.
2. Characteristics of the curricula reviewed following the Competence-Based Approach
The new T.T.C. curriculum is drawn up following the Competence-Based Approach(CBA)in respect to the methodological requirements of the development of a curriculum. The process started with the writing of a Teacher‟s Referential of Professional Activities with the collaboration of field experts; this enabled designers to identify basic professional competences to be developed during the initial training of a teacher. The basic professional competences were presented in a Referential of Competences used by the editorial team as supporting document to draw up the current curriculum.
Therefore, this document remains a multidisciplinary curriculum which lays emphasis on common abilities otherwise referred to as “cross abilities” while integrating various practical aspects (simulation, practicum, various practical activities, case studies etc.)
The new T.T.C. curricula target the five domains of the contents taken from the former syllabuses. These domains are:
-Bilingual training;
-Didactics of Primary and Nursery school activities;
-Sciences of Education;
-Educational Technologies;
-Reinforced alternated practicum(teaching practice…)
The training content is the same for the three levels but its dosage takesinto consideration the entry qualification of student-teachers.
PROJECT-PAGDUAWA-for-sir-tony.pptx
Preparations are underway for transitioning to 5 days of in-person classes beginning November 2, 2022. Schools must ensure classrooms and facilities are ready, teaching loads are appropriate, and programs and materials are in place. District readiness reports show most schools are prepared to transition, with a few needing additional preparations. The document provides detailed guidelines and requirements for schools to follow in their preparations.
AR (August).docx
The document summarizes the monthly accomplishments of San Isidro National High School for August 2023. It outlines 5 key result areas (KRA) including content knowledge and pedagogy, learning environment, curriculum and planning, assessment and reporting, and professional development. Under each KRA are the objectives and actual accomplishments for the month. Accomplishments included lesson planning, classroom preparation for the school year opening, faculty meetings, student enrollment activities, and participation in online training. Accompanying documentation like forms, attendance sheets, and photos were provided as means of verification for the reported accomplishments.
comparative study
This document compares the primary science teacher preparation programs in Malaysia and Singapore. It finds that while both countries' programs require a bachelor's degree, the Malaysian program (IPG) focuses more on educational practices and character building while the Singaporean program (NIE) emphasizes academic content knowledge and research. Both include teaching practicums, but NIE's is longer at 22 weeks compared to IPG's 32 weeks. Overall the programs show similarities in their goals to improve teacher quality but differences in their curricular approaches.
Curriculum designs
The document summarizes the development of the Philippine basic education curriculum over time. It discusses the 2002 Basic Education Curriculum and the 2010 Secondary Education Curriculum. It then introduces the K-12 Basic Education Curriculum which extends basic education to include Kindergarten and 12 years of schooling. The K-12 program aims to better prepare students for tertiary education, employment, and life skills through additional years of schooling.
Sulit
The document discusses key aspects of the K-12 curriculum in the Philippines. It provides details on:
- The structure of the K-12 system, including kindergarten, 6 years of elementary school, 4 years of junior high school, and 2 years of senior high school.
- The subjects taught at different grade levels, including 6 core subjects for 1st grade like reading, writing, math, and music.
- Additional changes like adding a 7th subject and reducing time per subject for less stress on young students.
- The goal of preparing students for tertiary education and providing time for skill consolidation in senior high school.
Secondary Education
The 2010 SEC curriculum focuses on teaching for understanding through design. It was rolled out over four years from 2010-2014. The curriculum is lean, sets high standards, and is rich and challenging through special programs in various subjects. It develops readiness for work and lifelong learning. Core subjects are allotted time weekly and units. The curriculum uses English and Filipino as mediums of instruction depending on the subject. It emphasizes integrative teaching, constructivism, and ICT. Schools design class programming and career pathways. Assessment uses a 60-30-10 test design and alternative assessments. Students are promoted based on minimum 75% subject performance and retained if failing 3 or more units.
446230277-Chapter-5-Curriculum-Devt-Reforms-and-Enhancement.pdf
The document discusses curriculum reforms and enhancements in the Philippine education system, specifically the implementation of the K to 12 Basic Education Program. It provides an overview of the K to 12 program which includes kindergarten, 6 years of primary education, and 6 years of secondary education, making it compliant with international standards of 12 years of basic education. The K to 12 program aims to better prepare students for higher education, technical-vocational skills training, employment, or entrepreneurship by addressing issues such as insufficient mastery of basic competencies and lack of competitiveness in the global market due to a shorter 10-year basic education program compared to other countries in Asia. The core subjects under the K to 12 curriculum including Filipino, English
Syllabuses ttc three year course
This document presents the new curriculum for Teacher Training Colleges in Cameroon. It was developed using a competence-based approach to address pedagogical gaps identified in previous curricula. The new curriculum focuses on developing student-teachers' basic professional competencies. It allocates more time to teaching practice and didactics courses. Teaching practice is now organized across three stages: observation, guided practice, and autonomous practice. The curriculum structure outlines competencies, themes, and activities for each subject. Evaluation is intended to be diagnostic, formative, criterion-referenced and integrating. The goal is to train teachers who can effectively perform the core functions of teaching, communication, education, and self-analysis.
RM 378, s. 2023.pptx
This document provides guidelines for the second year implementation of an 8-week learning recovery curriculum in DepEd Region V elementary schools. It outlines assessments to group students, organization of classes by ability, focus of instruction for each group, instructional delivery methods, resources and funding. Grade 1 students and those in Groups A of Grades 2-3 will undergo intensive literacy and numeracy intervention while Group B follows the regular program with support. Schools have flexibility in organizing classes as long as each ability group receives appropriate intervention.
SMEA PLAN.docx
This document outlines the School Monitoring and Evaluation Adjustment (SMEA) Plan for Don Quirino Sulit Elementary School for the 2022-2023 school year. The plan includes 5 programs that involve gathering and evaluating results from programs and activities, reporting these results quarterly to stakeholders through meetings and other channels, disseminating reports on adjustments to the SMEA, and reporting midyear and end-of-year performance results from assessments. The goal is to monitor and evaluate the school's performance and adjust its plans accordingly through ongoing stakeholder collaboration and reporting.
(2) senior high school dina ocampo 001
This document provides information on the proposed senior high school curriculum in the Philippines. It includes:
1. An overview of the new K-12 curriculum structure, with senior high school comprising Grades 11-12 and offering academic, technical-vocational, sports, and arts tracks.
2. Details on the proposed core subjects for Grades 11-12, including sample subject offerings for each track.
3. Information on ensuring pathways from senior high school to technical-vocational education and training or higher education.
4. Notes on developing teachers' materials and finalizing the curriculum, as well as factors beyond the curriculum that are important for successful implementation of K-12, such as community relevance,
Third-Quarter-SLAC-Araling-Panlipunan (1).docx
The document summarizes the School-Based Learning Action Cell (LAC) Plan of Don Andres Soriano National High School for the third quarter of the 2021-2022 school year. The plan aims to (1) augment Araling Panlipunan teachers with teaching strategies that respond to student backgrounds in the new normal, and (2) enrich teachers in designing action research on modular learning modality issues. Key activities include organizing LAC groups, determining learning goals, facilitating discussions, and developing monitoring plans. The plan targets 15 Araling Panlipunan teachers and aims for mastery of learning competencies by 4,031 students.
modified-WLP-Sample-template.docx
1. The document provides the weekly learning plan for English 7 students for the first week of August 2022.
2. The plan outlines the daily objectives, lessons, activities and references for both in-person and distance learning classes.
3. On the first day, the teacher will welcome students, discuss school policies and health protocols, and have students fill out information sheets. Throughout the week, lessons will focus on introducing parts of speech and having students practice identifying them in sentences.
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Time-Allotment-K-12-SCP-and-SPED.pptx
- 1. TIME ALLOTMENT FOR KEY STAGES 1- 4 K -12 Curriculum Special Curricular Programs and SPED DO No. 21 s.2019
- 2. Preparation for SY 2022-2023 DEPARTMENT OF EDUCATION REGION III 2
- 3. Preparation for SY 2022-2023 DEPARTMENT OF EDUCATION REGION III 3
- 4. Preparation for SY 2022-2023 DEPARTMENT OF EDUCATION REGION III 4
- 5. FOR SPED GRADED – same schedule as the Regular Class FOR SPED who are under mainstreaming, the SPET will set a schedule then the LWDs will be pulled out from their class and will undergo tutorial class with SPET assisted by the Subject Teacher Preparation for SY 2022-2023
- 6. Special Science Elementary Schools (SSES) Subject Combination of K to 12 and Old Curriculum (English, Science & Math) DO No. 31, s. 2012 & DO No. 57, s. 2011 Subject Old Curriculum DO No. 57, s. 2011 Time Allotment in Minutes Time Allotment in Minutes Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Mother Tongue 50 50 50 - - English 80 Filipino 30 50 50 50 50 Science 80 English 80 80 80 80 80 Mathematics 80 Science 70 70 70 80 80 Filipino 60 Mathematics 70 70 70 80 80 Makabayan Araling Panlipunan 40 40 40 40 40 HeKaSi (AP) 40 EPP - - - 50 50 EPP (TLE) 40 Mapeh 40 40 40 40 40 MSEP (MAPEH) 40 EsP 30 30 30 30 30 Character Ed. (EsP) 30 HRGP 1 hour a week TOTAL 410 6 hrs. & 50 mins. 430 7 hrs. & 10 mins. 430 7 hrs. & 10 mins. 450 7 hrs. & 30 mins. 450 7 hrs. & 30 mins. TOTAL 450 7 hrs. & 20 mins.
- 7. Special Curriculular Program in Elementary Strictly follow the time allotment for Key Stages 1 & 4 pursuant to DO No. 21 s.2019 with 200 minutes per week for elementary Special Program in ICT add-on (Grades 4-6)
- 8. Preparation for SY 2022-2023 DEPARTMENT OF EDUCATION REGION III 8
- 9. Special Curriculular Programs in Junior High Schools SPECIAL CURRICULAR PROGRAMS TIME ALLOTMENT FOR ADD- ON SUBJECT/S NO. OF ADD-ON SUBJECT/S 1. Special Program for the Arts/Special Program in Sports (SPS/SPA) 4 hours /week 1 per grade level 2. Special Program In Journalism and Foreign Language (SPJ and SPFL) 4 hours /week 1 per grade level 3. Science Technolgy and Engineeering ( STE ) 4 hours/week 2 per grade level 4. Special Program In Information Communications Technolgy ( SP –ICT) 4 hours/week 1 per grade level
- 10. Preparation for SY 2022-2023 DEPARTMENT OF EDUCATION REGION III 10
- 11. Preparation for SY 2022-2023 DEPARTMENT OF EDUCATION REGION III 11
- 12. Preparation for SY 2022-2023 List of Specialized Subjects in STEM Pre-Calculus Basic Calculus General Biology 1 General Biology 2 General Physics 1 General Physics 2 General Chemistry 1 General Chemistry 2 Research Capstone Each subject will be taught for 4 hours in a week.
- 13. Preparation for SY 2022-2023 List of Specialized Subjects in HUMSS Creative Writing Creating Nonfiction Introduction to World Religion and Belief Systems Community Engagement, Solidarity, and Citizenship Philippine Politics and Governance Trends, Network, and Critical Thinking in the 21st Century Discipline and Ideas in the Social Sciences Discipline and Ideas in the Applied Social Sciences Culminating Activity Each subject will be taught for 4 hours in a week.
- 14. Preparation for SY 2022-2023 List of Specialized Subjects in GAS Humanities 1 These may be taken from any of the Humanities and Social Sciences subjects in the Humanities and Social Sciences Strand. Humanities 2 Social Science 1 Applied Economics Organization and Management These are subjects from the Accountancy, Business, and Management Strand. Disaster Readiness and Risk Reduction This is a subject from the special core curriculum subjects for the STEM Strand. Elective 1 These may be taken from any of the Tracks or Strands. Elective 2 These may be taken from any of the Tracks or Strands Work Immersion/Research/Career Advocacy/Culminating Activity This subject may be a combination of the four options provided, especially when there is a shortage of work immersion options. Each subject will be taught for 4 hours in a week.
- 15. Preparation for SY 2022-2023 DEPARTMENT OF EDUCATION REGION III 15
- 16. Preparation for SY 2022-2023 DEPARTMENT OF EDUCATION REGION III 16
- 17. Preparation for SY 2022-2023 DEPARTMENT OF EDUCATION REGION III 17
- 18. Preparation for SY 2022-2023 DEPARTMENT OF EDUCATION REGION III 18
- 19. Preparation for SY 2022-2023 DEPARTMENT OF EDUCATION REGION III 19
- 20. Preparation for SY 2022-2023 DEPARTMENT OF EDUCATION REGION III 20
- 21. Preparation for SY 2022-2023 DEPARTMENT OF EDUCATION REGION III 21
- 22. Preparation for SY 2022-2023 DEPARTMENT OF EDUCATION REGION III 22
- 23. Preparation for SY 2022-2023 DEPARTMENT OF EDUCATION REGION III 23