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 Page 2 of 8 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 Page 8 of 8