ALDERSGATE COLLEGE
COLLEGE OF ARTS, SCIENCES AND EDUCATION
THE TEACHER AND THE SCHOOL CURRICULUM
Module 6: Gearing Up for the Future: Curriculum Reforms
OVERVIEW
This module brings you to some curricular developments reforms and enhancement. As the Philippine education braces
itself with the ASEAN and the rest of the world, there is a need to embark on enhancement and reforms in the curriculum. As a
curriculum knower, designer, implementer and evaluator, substantial knowledge of some of these reforms is necessary.
DESIRED LEARNING OUTCOME
At the end of the module, the students should be able to:
Gain comprehensive understanding of the K to 12 Basic Education Curriculum reform
LEARNING FOCUS
Lesson 1. The Enhanced Basic Education Act of 2013 (K to 12)
Take OFF
Curriculum designers need to enhance the curriculum and propose curricular innovations to respond to the changing
educational landscape in the country as well as in other parts of the globe. It is most necessary that as future curricularist and a
teacher, you should be familiar with what is happening and will happen in our curriculum. There is no substitute for being READY
and INFORMED.
In this module, you will have a comprehensive knowledge on curricular reforms initiated in the Philippines and abroad to
improve the quality of teaching and learning. Let’s study them one by one.
CONTENT FOCUS
Curriculum designers need to enhance the recommended curriculum and propose curricular innovations to respond to
the changing landscape in education regionally and globally. Are you aware of some curricular reforms in the Philippines and
other countries? Inside the globe are curricular innovations.
Republic Act 10533, otherwise known as the Enhanced Basic Education Act of 2013, is the latest educational reform in
the Philippine Education signed into law by Pres. Benigno Aquino III last May 15, 2013. It is an act enhancing the Philippine Basic
Education system by strengthening its curriculum and increasing the number of years for basic education appropriating funds
therefore and for other purposes. The Enhanced Basic Education Act of 2013 popularly known as K to 12 includes one (1) year
of kindergarten education, six (6) years of elementary education, and six years of secondary education. This six-year
secondary education includes four (4) years of junior high school and two (2) years of senior high school. With K to 12, the
existing 10 years of basic education is increased to 12 years with Kindergarten education as a prerequisite to entry in Grade 1.
WHY K to 12?
K to 12 makes the Philippines education system at par with the international standard of 12-year basic education thereby
contributing to a better educated society capable of pursuing productive employment, entrepreneurship or higher education
studies. After going through kindergarten, elementary, junior high and a specialized senior high school program, every K to 12
graduate is ready to go into different paths – higher education, middle level skills development, employment or entrepreneurship.
The K to 12 graduates are also expected to be equipped with 21st century skills like information, media and technology skills,
learning and innovation skills, effective communication skills and life and career skills.
When the K to 12 was launched in 2012, many Filipinos were apprehensive because of the addition of two more years
in secondary schooling. Some said, the additional two years are added burden for the average Filipino family. Others said, the K
to 12 program is doomed to fail since it does not address the basic problems in education like lack of classrooms, chairs, books,
teachers, quality teaching and many more. Amidst criticisms, the Department of Education pushed for the K to 12 implementation.
What could be the reasons?
Let’s consider these existing realities in Philippine education that became the bases of the K to 12 implementation:
1. Mastery of basic competencies is insufficient due to congested curriculum
Prof Ed 9
(Module 6)
1st Sem 2021-2022
Asst. Professor: Curie Pascua Domincel-Palattao
Page 1 of 8
ALDERSGATE COLLEGE
COLLEGE OF ARTS, SCIENCES AND EDUCATION
THE TEACHER AND THE SCHOOL CURRICULUM
The table below presents the national achievement tests results of 4th year students in mathematics
and Science. In 2005-2006 Mathematics results, only 15% of the students acquired mastery of the
Mathematics competencies while majority (59.09%) of school students belonged to the low mastery level.
The achievement results in science was even more discouraging since only 3% of the 4th year high school
students in 2005-2006 mastered the Science processes and skills. Majority belonged to the low mastery
category and a few were in the near mastery level.
Achievement
Level
Mastery
Near Mastery
Low Mastery
TOTAL
Comparative Achievement Levels in Mathematics
SY
SY
%
%
2004-2005
2005-2006
168, 371
16.41
149, 922
15.21
321, 305
31.31
253, 396
25.71
536, 439
52.28
582, 436
59.09
1, 026, 115
100.00
985, 754
100.01
Achievement
Level
Mastery
Near Mastery
Low Mastery
TOTAL
Comparative Achievements Levels in Science
SY
SY
%
%
2004-2005
2005-2006
17, 921
1.75
29, 479
2.99
246, 207
23.99
196, 938
19.89
761, 987
74.26
759, 337
77.03
1, 026, 115
100
985, 754
100
(National Achievement Test – Fourth Year (SY 2004-2006)
Source: www.deped.gov.ph
In international examinations, the Philippines performed poorly as revealed in 2003 TIMSS (Trends in
International Mathematics and Science) scores. In Grade IV Science and Math, the Philippines ranked 23
out of 25 participating countries. In High School II Science, the Philippines ranked 43 out of 46 and in Math
ranked 34 out of 38. Even with only the science high schools participating in the Advanced Mathematics
category in 2008 TIMMS, the country’s ranking did not improve. In fact, it ranked the lowest (10) among ten
participating countries.
One of the factors that contribute to the low performance in achievement tests is the congested basic
education curriculum. What other countries teach in twelve (12) years the Philippines teach only in ten (10)
years. The ten years would not be enough to master the competencies. Adding two years would make
possible the decongestion of the curriculum for comprehensive acquisition of basic competencies and the
21st century skills.
2. The Philippines is the only remaining country in Asia with 10-year basic education program.
The Philippines is the only country in Asia that has a ten-year basic education program. The short
duration of the basic education program also puts millions of overseas Filipino workers, especially the
professionals, and those who intend to study abroad at a disadvantage. Graduates of Philippine schools are
not automatically recognized as professionals outside the country due to the lack of two years in basic
education. Bologna Accords imposes twelve (12) years of education for university admission and practice
of profession in European countries. Washington Accord prescribes twelve (12) years basic education as
an entry to recognition of engineering professionals.
With K to 12, Filipino professionals would have the same competitive edge with professionals in other
countries having gone through 12 years of basic education.
By the way, the recommendation to improve and to lengthen the short basic education in the
Philippines has been given since 1925. As one of the most well studied reforms, recommendations of either
adding or restoring 7th grade or adding an extra year to basic education have been put forward. (See Table
3 in Module 5.)
Table 5. Researches on Philippine Basic education Curriculum and their Recommendations
Year
Source
1925
Monroe Survey
1949
1950
1953
1960
UNESCO Mission Survey
Swanson Survey
Education Act
Swanson Survey
1970
PCSPE
1991
EDCOM Report
1998
Philippine Education Sector Study
(World Bank and ADR)
2000
PCER
2006
2008
Philippine EFA 2015
National Action Plan
Presidential Task Force on
Education
Prof Ed 9
(Module 6)
1st Sem 2021-2022
Asst. Professor: Curie Pascua Domincel-Palattao
Recommendation
Training of graduate student in agriculture, commerce and industry because secondary education
did not prepare students for life
Restoration of grade VII in primary education
Revising the Primary school system by adding one year (Grade VII)
Restoring Grade 7 in Primary education
Extending secondary education by one year to better prepare students who have no plans to take
up university education
Retaining the 10-year basic education phase while institutionalizing career counseling in Primary
and secondary schools in preparation for higher education
Prioritizing student learning through curricular reforms, the provision of textbooks, the use of the
vernacular in lower primary grades, and the institution of a longer basic education cycle
Implementing a compulsory one-year pre-baccalaureate stage as prerequisite for students
interested in enrolling in higher education degree programs
Lengthening the educational cycle by adding two years to formal basic education (one each for
Primary and high school)
Extending pre-university education to a total of 12 years, benchmarking the content of the
eleventh and twelfth years with international programs
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ALDERSGATE COLLEGE
COLLEGE OF ARTS, SCIENCES AND EDUCATION
THE TEACHER AND THE SCHOOL CURRICULUM
Employability of Filipino high school graduates
The K to 12 Curriculum prepares the students for the world of work, middle level skills development, entrepreneurship
and college education. As early as Grade 7 and grade 8, the student is made to explore at least 8 subjects in the four areas of
Technology and Livelihood Education (TLE) namely: Home Economics, ICT, Industrial Arts and Agriculture and Fishery Arts. In
Grade 10 and Grade 12, the student is supposed to have obtained a National Certificate (NC) Level 1 and NC Level II from
TESDA. NC1 and NCII make a Grade 12 graduate employable.
The short duration of basic education in the Philippines resulted to 15-year-old graduates who are not legally employable.
With the implementation of the K to 12, the graduates of senior high is 18 years old who is legally employable.
The K to 12 Curriculum
Section 5 of the Enhanced Basic Education Act of 2013 stipulates the following curricular standards which the
curriculum developers adhered to in crafting the K to 12 curriculum:
a)
b)
c)
d)
e)
The curriculum shall be learner-centered, inclusive and developmentally appropriate.
The curriculum shall be relevant, responsive and research-based.
The curriculum shall be culture-sensitive.
The curriculum shall be contextualized and global.
The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative and
integrative.
f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual Education (MTBMLE) which starts from where the learners are and from what they already knew proceeding from the known to the
unknown; instructional materials and capable teachers to implement the MTB-MLE curriculum shall be available.
g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills after each level.
h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same
based on their respective educational and social context. The production and development of locally produced
teaching materials shall be encouraged and approval of these materials shall devolve to the regional and division
education units.
Curriculum Tracks
The student after undergoing senior high school can choose among four tracks: Academic; Technical-VocationalLivelihood; and Sports track and Arts and Design track. The Academic track includes four strands: Business, Accountancy,
Management (BAM); Humanities and Social Sciences (HUMSS); Science, Technology, Engineering, Mathematics (STM); and
General Academic Strand (GAS).
Core Curriculum
Below are the learning areas comprising the core curriculum. The description is based on DepEd Memo 13 s 2013.
NOMENCLATURE/
LEARNING AREA
Integrated
Language Arts
Mother Tongue
Filipino
English
Science
DESCRIPTION
Grades 1 to 6
It focuses on the development of literacy and numeracy skills
and learning of concepts first in the Mother Tongue from
Grades 1-3 and later transfer to second language (Filipino
and English). The macro skills – listening, speaking, reading,
writing and viewing – spiral across grade levels and across
languages. The ultimate goal is communicative competence
both oral and written in three languages.
Science education aims to develop scientific literacy among
students that will prepare them to be informed and
participative citizens who are able to make judgments and
decisions regarding applications of scientific knowledge that
may have social, health or environmental impacts. The
science curriculum recognizes the place of science and
technology in everyday human affairs. It integrates science
and technology in the civic, personal, social, economic and
the values and ethical aspects of life. The science curriculum
promotes a strong link between science and technology,
Prof Ed 9
(Module 6)
1st Sem 2021-2022
Asst. Professor: Curie Pascua Domincel-Palattao
Grades 7 to 10
Ang Filipino ay naglalayong malinang ang (1) kakayahang
komunikatibo at (2) kahusayan sap ag-unawa at
pagpapahalagang pampanitikan ng mga mag-aaral. Lilinangin
ang makrong kasanayan (pakikinig, pagsasalita, pagbasa,
pagsulat at panonood) sa tulong ng iba’t ibang dulog at
pamamaraan tulad ng Komunikatibong Pagtuturo ng Wika
(KPW), Pagtuturong Batay sa Nilalaman (PBL) ng iba’t 8ibang
akdang pampanitikan at Pagsasanib ng Gramatika sa Tulong
ng iba’ ibang Teksto (PGRT), at isinasaalang-alang din ang
pagsasanib ng mga pagpapahalagang pangkatauhan sap agaaral at pagsusuri ng iba’t ibang akdang pampanitikan.
This course deals with the basic concepts of Biology,
Chemistry, Physics and Earth / Space Science. Every quarter
presents the different science disciplines across grade levels in
increasing complexity. The course is focused on the
development of awareness and understanding of practical
everyday problems that affect the learners’ lives and those
around them.
Page 3 of 8
ALDERSGATE COLLEGE
COLLEGE OF ARTS, SCIENCES AND EDUCATION
THE TEACHER AND THE SCHOOL CURRICULUM
including indigenous technology, keeping our countries
cultural uniqueness and peculiarity.
Mathematics
Araling Panlipunan
Edukasyong
Pantahanan at
Pangkabuhayan
(EPP) Technology
and Livelihood
Education (TLE)
Elementary mathematics covers basic concepts and ideas,
skills and processes on numbers and number sensegeometry, measurement, patterns and algebra, probability
and statistics as enlist using appropriate technology in critical
thinking, problem solving, reasoning, communicating, making
connections, representations and decisions in real life.
It includes key concepts and principles of number sense,
measurement, algebra, geometry, probability and statistics as
applied, using appropriate technology, in critical thinking,
problem solving, reasoning, communicating, making
connections, representations and decisions in real life.
Ito ay asignatura na nagtuturo ng konsepto sa pananagutang
pansarili, pamilya, kapwa, bansa / daigdig at Diyos;
panagutan para sa kabutihang panlahat upang mamuhay ng
may kaayusan, katiwasayan, kaunlaran tungo sa kaligayahan
ng tao,
Ang asignaturang ito ay naglalayong tumalakay sa kasaysayan
ng Pilipinas gamit ang sipi ng mga piling primaryang
sanggunihan mula sa iba’t ibang panahon at uri; at
magpamalas ng malalim na pang-unawa sa mga pangunahing
kaisipan at mga napapanahong isyu sap ag-aaral ng
kasaysayan, pamahalaan, kultura at lipunan ng mga rehiyong
Asyano; kasaysayang pandaigdig at napapanahong isyu; at
ang kaisipan at napapanahong isyu; sa ekonomiks at
pambansang pag-unlad.
Edukasyong Pantahanan at Pangkabuhayan develops
knowledge, skills, values and attitude in Agriculture
Entrepreneurship and Information Communication Technology
(ICT), Home Economics and Industrial Arts than can help
improve self, family and community life considering sustaining
development.
Edukasyong Pantahanan at Pangkabuhayan develops
knowledge, skills, values and attitude in Agriculture
Entrepreneurship and Information Communication
Technology (ICT), Home Economics and Industrial Arts than
can help improve self, family and community life considering
sustaining development.
The Music Program focuses on the learner as the recipient
of the knowledge, skills, and values necessary for artistic
expression and cultural literacy. The curriculum design is
learner-centered, based on spiral progression and grounded
in performance-based learning. Thus, the learner is
empowered, through active involvement and participation to
effectively correlate music and art to the development of
his/her own cultural identity and expand his/her vision of the
world.
The Art Program provides our Filipino learners with art
experience that include recognizing, creating, appreciating
and critiquing their own artistic works and the works of
others. From Kindergarten, art instruction begins with the
creative exploration of art materials, concepts and processes
found in the Philippines and other countries. It continues to
develop the student’s imagination and individual expression
and inquiry to the aesthetic qualities of his work, the work of
others, artists of the past and present, from the Philippines
and from other parts of the world. It culminates in seeing the
connection of art to other areas of study and exposure to
various art-related activities and careers.
Music, Art, Physical
Education, Health
The Physical Education Program is anchored on the tenet
“Move to Learn and Learn to Move” with ultimate goal of
achieving lifelong fitness. It shall contribute to the
development of fitness, health and wellness among schoolage students as provided in the program’s rich and
challenging physical activity experiences. It shall promote the
development of a participative and active bode; learning to
use the body in moving efficiently and effectively in a given
space time, effort and assurance of quality movement. The
desire for becoming a physical educated person, thus aid an
individual in successfully selecting and participating activities
appropriate at various stages of life.
The Health Program from Kindergarten to Grade 6 focuses
on the physical, mental, emotional, social moral and spiritual
dimensions of health and enables the learners to acquire
essential knowledge, attitudes, and skills necessary to
promote good nutrition, prevent and control diseases and
substance use and abuse, reduce health-related risk
behaviors to prevent and control injuries with the view of
maintaining and improving personal, family, community,
national and global health.
Edukasyon sa
Pagpapakatao
(EsP)
Ang Edukasyon sa Pagpapakatao (EsP) ay asignaturang
bahagi ng K to 12 na gagabay at huhubog sa mga kabataan.
Ang tunguhin o outcome ng EsP ay kabataang nagpapasya
at kumikilos nang mapanagutan tungo sa kabutihang
panlahat.
Prof Ed 9
(Module 6)
1st Sem 2021-2022
Asst. Professor: Curie Pascua Domincel-Palattao
This learning area covers four (4) major components namely:
Music, Art, Physical Education and Health.
 Music and Art deal with the study of man’s aesthetic
expressions through sounds (music) and visuals (art) mirroring
the sentiments and ideas of society and culture and
contributing to the development of individual and collective
identity. It is designed to be student-centered, based on spiral
progression, and grounded in performance-based learning
focused on appreciation and application where basic
fundamentals are further reinforced. The program design
empowers the learners to effectively correlate Music and Art to
the study of Philippine Culture, as influenced by history, the
culture of its neighbors, and the effects of globalization and
advancement of information technology.
 Each strand is sequentially developed across grade levels
including activities that are varied and age-appropriate to
address the needs an interest of each.
 Physical Education and Health promote the development of
active and a healthy lifestyle. Physical Education focuses on
five strands namely: body management, movement skills,
games and sports, rhythm and dance and physical fitness.
Each strand is sequentially developed across grade levels
including activities that are varied and age-appropriate to
address the needs an interest of learners.
 The health program deals with physical, mental, emotional,
social, moral and spiritual dimensions of health that enable
leaners to acquire essential knowledge, attitudes and skills
necessary to promote good nutrition, prevent and control
diseases, substance use and abuse, and reduce health-related
risk behaviors and injuries with the view to maintaining and
improving personal, family, community, national and global
health.
 Ang Edukasyon sa Pagpapakatao ay naglalayong malinang
at mapaunlad ang kakayahan ng mga mag-aaral sa moral na
pagpapasya at paggawa ng mga pasyang batay sa idinidikta
ng tamang konsensya. Apat na tema ang nililinang sa paraang
expanding spiral mula Kindergarten hanggang Grade 10: (a)
Page 4 of 8
ALDERSGATE COLLEGE
COLLEGE OF ARTS, SCIENCES AND EDUCATION
THE TEACHER AND THE SCHOOL CURRICULUM
Nangangahulugang ito na lilinangin at paunlarin ang
pagkataong etikal ng bawat mag-aaral. Upang maipamalas
ito, kailangang magtaglay siya ng limang pangunahing
kakayahan (macro skills): pag-unawa, pagninilay,
pagsangguni, pagpapasya at pagkilos.
Pananagutang Pansarili at Pagiging Kasapi sa Pamilya; (b)
Pakikipangkapwa at Katatagan ng Pamilya; (c) Paggawa
Tungo ssa Pambansang Pag-unlad at pakikibahagi sa
Pandaidigang Pagkakaisa, at (d) Pagkamakadiyos at
Presensya sa Kabutihan.
Ang nilalaman at istraktura ng Ediukasyon sa Pagpapakatao ay
nakaangkla sa dalawang disiplina: Ethics at Career Guidance.
Ang Etika ay ang siyensya ng moralidad ng kilos ng tao. Ang
Career Guidance ay ang paggabay sa mga-aaral ng
magpasya ng kursong akademiko o teknikal-bokasyonal na
tugma sa kanyang mga talent, kakayahan at aptitude at mga
trabahong kailangan sa ekonomiya, kakayahan at aptitude at
mga trabahong kailangan sa ekonomiya.
The Senior High School Curriculum
There are four tracks in senior high school. These are Academic Track, TechVoc Track, Sports and Arts, and Design
Track. The Academic Track has four strands namely: 1) Science, Technology, Engineering and math (STEM); 2) Humanities and
Social Sciences (HUMSS); 3) Accounting, Business and Management (ABM) and 4) General Academic Strand (GAS). This means
that at Grade 11, a student chooses which track to pursue and if he/she chooses the academic, he/she must also choose which
track, which strand. If the student intends to go to college after grade 12, then he/she must take the academic track. The college
program which he/she wants to enroll in determines which strand to take – STEM, HUMSS, Sports and Arts and Design. If a
Grade 12 graduate wants to pursue TechVoc courses in Technical Education Skills Development Authority (TESDA), he/she takes
the TechVoc Track. He/she who is interested in Arts and Design will pursue the Arts and design Track. The Sports Track will be
for any sports-minded Grade 12 graduate.
Figure 1 – Tracks in Senior High School
Academic
GRADE 11
TechVoc
GRADE 12
Sports
Arts and Design
Figure 2 – Academic Track – Four strands
STEM
HUMSS
General
Academic
ABM
Total
4
Strands
The Senior High school Curriculum has a total of thirty-one subjects. The thirty-one subjects are grouped into 15 core
subjects, seven contextualized subjects and nine specialization subjects.
Prof Ed 9
(Module 6)
1st Sem 2021-2022
Asst. Professor: Curie Pascua Domincel-Palattao
Page 5 of 8
ALDERSGATE COLLEGE
COLLEGE OF ARTS, SCIENCES AND EDUCATION
THE TEACHER AND THE SCHOOL CURRICULUM
The following are the core subjects to be taken by all students regardless of track. There are also common subjects for
different tracks and the highly specialized courses for each track.
Core Subjects
Language
Humanities
Communication
Mathematics
Science
Social Science
Philosophy
Oral Communication
Reading & Writing
Komunikasyon at Pananaliksik sa Wikang Filipino at Kulturang Pilipino
Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik
21st Century Literature from the Philippines and the World
Contemporary Philippine Arts from the Region
Media & Information Literacy
General Mathematics
Statistics & Probability
Earth and Life Sciences Lecture and Laboratory
Physical Sciences Lecture and Laboratory
Personal Development / Pansariling Kaunlaran
Understanding Society and Culture
Introduction to Philosophy of the human Person / Pambungad sa
Pilosopiya ng Tao
P.E. and Health - Physical Education and Health
Below are the seven contextualized subjects. The contextualized subjects apply to all tracks and strands but the subjects
are taught in the context of the track. For example, English for Academic and Professional Purposes for the TechVoc track will
center on techvoc terms, describing and reporting techvoc-related procedures, while for the Sports track, the English subject will
focus on language for sports. Research may be a presentation and defense of a paper i n management for ABM track or in STEM
but may be a culminating activity or exhibit for the Arts and design track and end-of-the- term exhibits for the Arts and Design
track.
Academic Track
TechVoc, Sports, Arts and Design Tracks
English for Academic and Professional
English for the Professions
Purposes
Introduction to Research Methods Research Skills 1
Quantitative
Introduction to Research Methods Research Skills 2
Qualitative
Filipino course
Mga Diskurso sa Trabaho
ICT for Learners
ICT applications
Entrepreneurship
Entrepreneurship
Research Project
Research Project / Culminating Activity
7 Applied Subjects
Academic
 TechVoc, Sports, Arts and Design
1. English for Academic and Professional
Purposes
2. Research in Daily Life 1
3. Research in Daily Life 2
4. Pagsulat sa Filipino sa Piling Larangan
5. Entrepreneurship
6. Empowerment Technologies (E-Tech):
ICT for Professional Tracks
7. Research Project / Culminating Activity
Specialization Subjects, Academic Track, ABM
1. Applied Economics
2. Business Ethics and Social Responsibility
3. Fundamentals of Accountancy, Business and Management 1
Prof Ed 9
(Module 6)
1st Sem 2021-2022
Asst. Professor: Curie Pascua Domincel-Palattao
Page 6 of 8
ALDERSGATE COLLEGE
COLLEGE OF ARTS, SCIENCES AND EDUCATION
4.
5.
6.
7.
8.
9.
THE TEACHER AND THE SCHOOL CURRICULUM
Fundamentals of Accountancy, Business and Management 2
Business Math
Business Finance
Organization and Management
Principles of Marketing
Work Immersion / Research / Career Advocacy / Culminating
Specialization STEM
1.
2.
3.
4.
5.
6.
7.
8.
9.
Pre-Calculus
Basic Calculus
General Biology 1
General Biology 2
General Physics 1
General Physics 2
General Chemistry 1
General Chemistry 2
Work Immersion / Research / Career Advocacy / Culminating
Specialization HUMSS
1.
2.
3.
4.
5.
6.
7.
8.
9.
Creative Writing
Creative Non-Fiction: The Literacy Essay
World Religions and Belief Systems
Trends, Networks and Critical Thinking in the 21st Century
Philippine Politics and Governance
Community Engagement, Social Participation and Citizenship
Disciplines and Ideas in the Social Sciences
Disciplines and Ideas in the Applied sciences
Work Immersion / Research / Career Advocacy / Culminating
Specialization – General Academic Strand
1.
2.
3.
4.
5.
6.
7.
8.
9.
Humanities 1
Humanities 2
Social Science
Applied Economics
Organization and Management
Disaster Readiness and Risk Reduction
Elective 1 – (from any track / strand)
Elective 2 – (from any track / strand)
Work Immersion / Research / Career Advocacy / Culminating
Specialization - Sports
1.
2.
3.
4.
5.
6.
7.
8.
9.
Safety and First Aid
Human Movement
Fundamentals of Coaching
Sports Officiating and Activity Management
Fitness, Sports and Recreation Leadership
Psychosocial Aspects of Sports and Exercise
Fitness testing and Exercise Programming
Practicum (in-campus)
Work Immersion / Research / Career Advocacy / Culminating
Specialized Courses in the Academic Track
Liberal Arts
Literature 1
Humanities 1
HUMSS
Literature 1: Fiction and
Drama
Literature 2
Prof Ed 9
(Module 6)
1st Sem 2021-2022
Asst. Professor: Curie Pascua Domincel-Palattao
BAM
STEM
Applied Economics 1
Pre-Calculus
Applied Economics 2
Basic Calculus
Page 7 of 8
ALDERSGATE COLLEGE
COLLEGE OF ARTS, SCIENCES AND EDUCATION
Social Science 1
Economics 1
Organization and
Management
Foreign Language 1
Humanities 1: Popular Art
as Text
Humanities 2
Education 1 / Foreign
Language 1
Education 2 / Foreign
Language 2
Applied Science
Social Science 1
Pre-Calculus
Social Science 2
THE TEACHER AND THE SCHOOL CURRICULUM
Accounting 1
General Chemistry 1
Accounting 2
General Chemistry 2
Business Math
General Physics 1
Business Finance
General Physics 2
Organization and
Management
Principles of Marketing
General Biology 1
General Biology 2
Work Immersion / Research / Career Advocacy / Culminating
Specialized Courses for Arts and Design Tracks
Arts and Design Strands
Art Assessment and Guidance
Arts Tract 1
Arts Tract 2
Arts Tract 3
Arts Tract 4
Arts Tract 5
Arts Tract 6
Arts Tract 7
Arts Tract 8
Arts Tract 9
Introduction to Applied Arts and Design Production
Introduction to Performing Arts
Understanding Elements and Principles of the Different Arts
Work Environment in Various Arts Fields
Developing Filipino Identity in the Arts
Leadership and Management in Different Arts
Apprenticeship and Exploration of Different Arts Fields
(Production and Performing: Music, Dance and Theater)
Apprenticeship and Exploration of Different Arts Design
Production (Media Arts, Visual Arts and Literary Arts)
Specialized Courses for Sports Track
Sports Track Subjects
Sports Tract 1
Sports Tract 2
Sports Tract 3
Sports Tract 4
Sports Tract 5
Sports Tract 6
Sports Tract 7
Sports Tract 8
Sports Tract 9
Prof Ed 9
(Module 6)
1st Sem 2021-2022
Asst. Professor: Curie Pascua Domincel-Palattao
Safety and First Aid
Understanding Human Movement
General Coaching Course
Sports Officiating
Fitness Leadership
Sports / Recreation / Fitness Management
Student-Athlete Enhancement and Formation
Fitness Testing and Exercise Prescription
Recreation Leadership
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