SPECIAL PROGRAM IN SCIENCE, TECHNOLOGY, ENGINEERING, AND
MATHEMATICS (SPSTEM) POLICY GUIDELINES
CONTENTS
Page No.
I.
Rationale
2
II.
Scope
2
III.
Definition of Terms
2
IV.
Policy Statement
3
V.
Procedures
A. Vision, Mission, and Objectives
3
B. Program Framework
4
C. The SPSTEM Logo
4
D. Curriculum and Learning Standards
1. The SPSTEM Curriculum
5
2. Learning Resources
6
3. Assessment and Grading System
8
E. Management of Resources
1. Human Resources
13
2. Physical Resources
15
F. Accountability and Continuous
Improvement
1. Leadership and Governance
16
2. Recognition and Sustainability
19
VI.
References
21
VII.
Appendices
23
1
SPSTEM Policy Guidelines
SPECIAL PROGRAM IN SCIENCE, TECHNOLOGY, ENGINEERING, AND
MATHEMATICS (SPSTEM) POLICY GUIDELINES
I.
Rationale
One of the thrusts of the Department of Education (DepEd) is to provide
scientifically and mathematically-inclined learners with more intensive and
advanced education programs with reference to science, research, and
mathematics. Hence, the Bureau of Curriculum Development (BCD) has
expanded the coverage of the science and mathematics curriculum based on
the K to 12 Program and added research, engineering, and design to cater to
the needs and interests of the 21st century learners.
This Program is a special curricular program focusing on educating the
learners in four specific disciplines: science, technology, engineering, and
mathematics (STEM) in an interdisciplinary and applied approach focusing
on real-world problems. The Program integrates these four disciplines into a
cohesive learning paradigm. It is formerly known as the Special Science
Program but as it diversified the focus to include engineering and technology,
it shall be called the Special Program in STEM (SPSTEM).
The SPSTEM will provide learners with relevant scientific and technical
knowledge to face the challenges of the Fourth Industrial Revolution. It is
anchored on the SEAMEO Four Pillars of lifelong learning, namey learning to
know, learning to live together, learning to do, and learning to be, to better
understand what they need to acquire and develop in themselves.
Furthermore, the Program will engage learners to develop a sustainability
mindset for the realization of the UN Sustainable Development Goals.
II.
Scope
The SPSTEM shall be implemented by all public STEM-oriented elementary
and secondary schools. These include special science elementary schools
(SSES); regional science high schools (RSHS); science, technology, and
engineering (STE)-implementing schools; and legislated science high schools
(LSHS). These schools shall prepare learners for career pathways that are
aligned with STEM education, especially in the sciences and engineering.
III. Definition of Terms
For the purposes of these guidelines, the following terms shall mean or be
understood as follows:
1.
Regional Science High Schools (RSHS) refer to science schools
established on a regional basis by virtue of DepEd orders.
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SPSTEM Policy Guidelines
IV.
2.
Legislated Science High Schools (LSHS) are science schools
established by the legislative acts of congress or ordinances of local
governments.
3.
Science, Technology and Engineering (STE)-Implementing
Schools refer to junior high schools offering classes with enhanced
curriculum in science, mathematics, and research.
4.
Special Science Elementary Schools (SSES) are elementary
schools offering classes with enhanced curriculum in science and
mathematics.
Policy Statement
This policy aims to standardize and unify the implementation of the SPSTEM
in both the elementary and junior high school levels. It also intends to ensure
the effective implementation of the Program and guide the different
governance levels in organizing and managing its implementation.
V.
Procedures
A. Vision, Mission, and Objectives
1. Vision
The SPSTEM envisions developing Filipino learners who are
scientifically- and technologically-advanced and on a par with
developed countries.
2. Mission
To develop 21st century Filipino learners, facilitated by dedicated and
highly competent teachers, through a relevant and responsive
curriculum that is continuously supported by administrators and
stakeholders to become productive members of society for national
development.
3. Objectives
The Program aims to provide learners with an enriched STEMoriented curriculum integrated with research, technology, and
design that will prepare them in pursuit of higher education and/or
the world of work in the areas of sciences and engineering.
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SPSTEM Policy Guidelines
B. Program Framework
Schools offering the SPTEM, such as the RSHS, LSHS, STEimplementing schools, and SSES, cater to learners whose inclinations
are in science and mathematics. They are introduced to enhanced
curriculum in science and mathematics, as well as research and
contextualized technology and livelihood education subjects. The
learning activities emphasize the integration of concepts, skills, and
processes of science, technology, engineering, and mathematics. The
curriculum support includes reduced class size for a more dedicated
instruction, relevant instructional materials, adequate laboratory
rooms and equipment, and competent teachers. The SPSTEM aims to
produce learners who will pursue the STEM strand in the SHS and
eventually STEM careers, which are vital for the nation’s development.
B. The SPSTEM Logo
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SPSTEM Policy Guidelines
The SPSTEM logo is a rounded rectangle which contains the title
“Special Program in STEM.” The rounded rectangle represents the
uniqueness of and connection between science, mathematics,
technology, and engineering. Each letter in STEM is encased in a solid
rectangle of colors red, yellow, green, and blue, respectively. Under each
initial is the icon representing each individual subject—science,
technology, engineering, and mathematics. The four types of schools
that offer the SPSTEM are also indicated at the bottom.
C. Curriculum and Learning Standards
1. The SPSTEM Curriculum
The Special Program in STEM is developmentally appropriate and
relevant as it fosters problem-based learning and design thinking
embedded in the curriculum which emphasizes student
understanding through inquiry and problem solving. SSES learners
are being prepared to enter but not limited to the science programs
when they reach junior high school, while learners from RSHS, LSHS
and STE-implementing schools are envisioned to take STEM track
in the Senior High School to be the future human capital that would
provide scientific, research and technological skills which will drive
towards a progressive nation.
a. To provide science school learners with a more intensive and
advanced education program with respect to science,
mathematics, engineering, and research, the coverage of the
Science and Mathematics Curricula based on the K to 12
Basic Education Program is expanded. The Enriched Science
and Mathematics Curricula shall be implemented in Grades 4
to 10.
b. Research concepts shall be integrated in science in Grades 4
to 10 and include training of learners on the basic science
process skills that will lead to a basic investigatory project.
Research shall be offered as a separate subject in Grades 7 to
10, which will lead to the conduct of a complete research.
c. Creative Technologies, which is a contextualized TLE for RSHS
and LSHS, shall be offered progressively starting in Grade 7.
The TLE of STE-implementing schools is encouraged to focus
on specializations under the ICT, IA, and AFA only.
d. For SSES, enhanced Mathematics and Science subjects shall
be delivered for 60 minutes a day or 5 hours a week. Research
topics leading to science investigatory projects will be
embedded in the science curriculum in the elementary.
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SPSTEM Policy Guidelines
e. For STE-implementing schools, the enhanced Mathematics
and Science subjects shall be offered for 6 hours a week and
Research subjects for 3 hours a week. Learners in STEimplementing schools shall take TLE subjects being offered
focusing on ICT, IA, and AFA, which shall be taught for 2
hours a week.
f. For RSHS and LSHS, enhanced Mathematics and Science
subjects shall be offered for 6 hours a week and Research
subject is for 4 hours a week. Creative Technologies shall be
for 3 hours a week for Grades 7 and 8, and 4 hours a week for
Grades 9 and 10.
g. Those RSHS and LSHS with existing other special curricular
programs may only offer up to 1 hour per week for that special
program. Future MOA/MOU shall consider this provision.
Refer to Appendix B: Subject Matrix with Time Allotment.
2. Learning Resources
Schools that offer SPSTEM must have adequate instructional rooms
that conform to the minimum standard for instructional spaces and
school furniture as stipulated in the Manual of Educational Facilities
and DepEd Order 118, s. 2009.
On top of these basic facilities, implementing schools must provide
the following facilities to ensure effective delivery of the SPSTEM.
2.1
Facilities
i.
Laboratory
● Separate laboratories for Biology, Chemistry,
Physics, and Mathematics with complete tools and
equipment
● ICT/IT/Computer laboratory with at least 35
computer
units
(PC/laptop)
with
internet
connection, LCD projector, printer with scanner,
camera with tripod, video recorder, air-conditioning
unit, chairs, and tables
● Innovation laboratory (for RSHS and LSHS) with at
least 5 computers or laptops, 3D printers, robotics
kits and electronics equipment. The specific list of
these equipment is in Appendix C of this document.
● Speech laboratory with at least 35 units of speech
cubicles that each have speaking gadgets and
equipment. The school shall equip the speech
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SPSTEM Policy Guidelines
laboratory with a media player, TV/ multi-media
projector, and whiteboard.
ii. Multi-media/audio visual room with complete learning
facilities, which are standard-sized room that can
accommodate at least 100 students for training and
other related activities.
iii. School clinic
iv. Guidance office
v. Canteen
vi. Clean and enough restrooms for boys and girls
vii. Library, which follows the Standards for Philippine
libraries (2007) by the Board of Librarians of the
Professional Regulations Commission
viii. Materials recovery/hazardous waste disposal facility
following the DENR guidelines and standards on the
disposal of hazardous waste
2.2
Tools and/or Equipment
i.
Laboratory apparatuses in Chemistry, Physics, Biology,
and Mathematics
ii. Creative Technologies equipment (A list of these
equipment is in Appendix D of this document)
iii. Fire extinguisher
iv. First aid kits
v. Disaster readiness equipment
2.3
Instructional and Learning Resources
i.
Learning Materials
Implementing schools of the SPSTEM must ensure that
there are sufficient learning materials designed to meet the
specific needs of the diverse learners.
● Print Materials
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SPSTEM Policy Guidelines
This refers to printed materials such as textbooks,
modules, handouts, brochures, magazines, journals
and other materials that come in hard copies.
Procurement of references and other supplementary
materials shall be allowed using the downloaded
subsidy funds from the Central Office and/or other
sources.
● Non-Print Materials
This refers to materials in soft copies such as CDs,
software programs, and other useful and verified
resources found on the internet.
ii. Teaching Resource Materials
Teachers in the SPSTEM must use a wide array of print and
non-print resource materials in order to address the
various needs of diverse learners. It is encouraged that
STEM teachers pool their resources together and make it
accessible to all through the Learning Resource and
Management Development System (LRMDS).
3. Assessment and Grading System
All SPSTEM-implementing schools shall follow the existing DepEd
Order No. 8, s. 2015 (Policy Guidelines on Classroom Assessment
for K to 12 Basic Education Programs), DepEd Order No. 29, s. 2015
(Clarifications to DepEd Order No. 8, s. 2015), and DepEd Order No.
55, s. 2016 (Policy Guidelines on the National Assessment on
Student Learning for the K to 12 Basic Education).
3.1
Selection of Honors and Special Awards
The School Selection Committee shall determine the overall
ranking of the whole graduating class/completers based on the
learners’ performance on the curriculum.
To determine the honor students, the learners shall be recognized
according to academic performance as indicated in DepEd Order
36, s. 2016 with some modifications: the students should not
have grades lower than 85% in English, Math, Science, and
Research in any quarter and no grades lower than 83% in other
subjects in any quarter.
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SPSTEM Policy Guidelines
3.2
Promotion, Retention, and Transfer
a. Promotion
Learners shall be promoted following DepEd Order No. 8 s.
2015. However, promotion does not automatically mean
retention in the SPSTEM.
b. Retention
To remain in the Program, learners shall:
i. obtain a grade of at least 85% in Science,
Mathematics, English, and Research, and at least
83% in all other subject areas every grading period.
ii. be on probation for a period of one school year should
they fail to meet the required grades for any subject.
If a learner fails to meet the required grades after the
probation period, he/she shall be transferred to a
non-special curricular program in the next school
year. Probationary period is only given once (e.g.,
During the 1st quarter of Grade 7 or Grade 4, the
learner got a grade of 82% in a subject, the learner
shall automatically be on a probationary status
during his/her Grade 8 or Grade 5. The learner must
do his/her best to not get any grades lower than 85%
in Science, Math, Research, or English or lower than
83% in other subjects. In the event that the learner
still gets a grade lower than what is stipulated in this
policy, he/she shall automatically be transferred to
the regular class.).
Probation is only given once per key stage.
Learners on probationary status can only be a member
in any school organization and shall be refrained from
being excused in classes due to competitions or other
extra-curricular activities. In addition, they shall receive
supplementary modules during the summer on the
subject that they received a low mark in preparation for
the next school year. Learners shall submit the
accomplished modules prior to enrollment in the next
school year.
c. Transfer
Learners may be allowed to transfer out of the Program.
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SPSTEM Policy Guidelines
i. For SSES
Pupils or parents expressing intention to withdraw from
the Program shall sign a waiver after a thorough
discussion of the case.
Transferees from the Program shall be accepted to other
SSES-implementing schools provided that the learner is
recommended by the principal of the school of origin.
Schools who will be accepting transferees should
maintain the standard of having a maximum of 35
students per class.
Learners from a science-oriented private school who
wish to transfer to SSES shall be referred to the
Curriculum Implementation Division (CID) in the
Schools Division Office where the school is situated.
This is for the Education Program Supervisor (EPS) to
review the curriculum of the school of origin. The CID
EPS will recommend if the learner shall be accepted in
an SSES. However, if the curriculum of the scienceoriented private school is exactly the same as the
DepEd’s SSES where the learner would like to transfer,
the learner shall be accepted even without referring to
the CID, provided that transferee-accepting school shall
maintain the standard of having a maximum of 35
learners per class.
ii. For STE, LSHS, and RSHS
Learners shall be allowed to transfer to another school
offering the same SPSTEM, provided they have
maintained the required grades and recommendation
from the principal of the school of origin.
STE learners shall only be allowed to transfer to another
STE-implementing school.
LSHS learners may be allowed to transfer to RSHS or
vice versa.
Learners from the SPSTEM shall be allowed to transfer
to a non-SCP without subject deficiency in TLE.
STEM-implementing schools who will be accepting
transferees should maintain the standard of a
maximum 35 learners per class.
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SPSTEM Policy Guidelines
Learners from a non-SPSTEM shall not be allowed to
transfer to the SPSTEM.
Learners from the Philippine Science High School
System shall be accepted in the STE-implementing
schools, LSHS, or RSHS provided they have maintained
the required grades and bear a good moral certificate.
Learners from science-oriented private schools and
overseas schools who wish to transfer to DepEd science
high schools shall be referred to the CID in the Schools
Division Office where the school is situated. This is for
the EPS to review the curriculum of the school of origin.
The CID EPS will recommend if the learner shall be
accepted in a DepEd science high school or a regular
high school. However, if the curriculum of the scienceoriented private school is exactly the same as the DepEd
science high schools where the learner would like to
transfer, the learner shall be accepted even without
referring to the CID, provided that transferee-accepting
school shall maintain the standard of having a
maximum of 35 learners per class.
3.3
Class Size
There should be a minimum of 25 learners and a maximum of 35
learners per classroom in a SPSTEM class in all grade levels.
For SSES and STE-implementing schools, a minimum of one
section and a maximum of four sections can be created for every
grade level.
For LSHS and RSHS, the number of sections should be
dependent on what can be adequately maintained on the site and
the facilities.
3.4
Screening and Admission
Admission is open to incoming Grade 4 and Grade 7 learners who
have obtained a general average of 85% or above until the third
quarter of the current school year in the current grade level of the
learner, and with no grades in any quarter lower than 85% in
Science, Mathematics, and English and at least 83% in other
subjects in any quarter.
Learners who have graduated in SSES shall undergo this process
if they are applying for admission in the STE, LSHS, or RSHS.
a. Screening
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SPSTEM Policy Guidelines
The school shall organize a Special Program Committee
composed of:
● one program coordinator or school head
● one Math or Science teacher
● one head teacher/master teacher/ coordinator
● Guidance counselor or designated guidance
counselor to perform the following functions:
Stage 1: Preliminary selection through documentary
evaluation to assess the readiness/qualification of
applicants based on the basic requirements as
follows:
● Certificate of Good Moral Character
● School Form 9
Stage 2: Administration of standardized admission
test such as competitive entrance and aptitude test
that shall be under the supervision of the Regional
Office. The competitive entrance and aptitude test
shall be available in large print format and braille.
The Regional Office shall be in charge of the
production and safekeeping of the competitive
entrance and aptitude test. The administration of the
competitive entrance and aptitude test shall be done
until the last day of the school year.
Stage 3: Interview of the applicant together with the
parent/guardian to gauge the possibility of the
applicant to succeed in the Program. Standardized
questionnaire issued by the Central Office will be
used by the interviewers.
b. Admission
i. The SDO shall determine the qualifiers in the
SPSTEM through ranking. The ranking shall be
computed allotting percentage as follows:
General Average: 40%
Admission Test Results: 50%
Interview: 10%
ii. The SDO shall then determine the qualifiers to the
SPSTEM depending on the capacity of the schools
offering it, the list of which shall be forwarded to the
Regional Office.
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SPSTEM Policy Guidelines
iii. LSHS may add to the admission process the
requirements and procedures following the local
ordinance which established the school.
iv. Applicants who passed the screening process shall
be admitted in the SPSTEM. A signing of the Program
Acknowledgement
Form
(PAF)
among
the
parents/guardian, the learner, and the school shall
be conducted. The PAF shall ensure that the learner
understands his/her privileges and responsibilities
being enrolled in the SPSTEM and that the
parents/guardian are aware of their obligations to
support the learner to succeed in the Program.
v. The learner shall then submit his/her PSA-issued
Birth Certificate and Declaration of Medical
Condition Form.
D. Management of Resources
1. Human Resources
1.1 Math, Science, and Research teachers should:
a. possess positive work ethics, be creative and innovative,
be willing to work with highly motivated learners,
welcome challenges, and be committed to upholding the
SPSTEM mission, vision, and goals;
b. have specialization in Science, Math, or other STEM
related fields;
c. have relevant training in research (for Research
teachers);
d. be scientifically and technologically-oriented and
proficient; and
e. have experience in conducting and participating in
research (for Research teachers).
Preference will be given to top-ranked teachers with at least 18
units in masters that is aligned in science or mathematics, and
with at least 24 hours of relevant training in the subject area.
DOST and CHED scholars are also preferred following the
provisions in Republic Act 10612.
1.2 Creative Technologies teachers should:
a. possess positive work ethics, be creative and innovative,
be willing to work with highly motivated learners,
welcome challenges, and be committed to upholding the
mission, vision, and goals;
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SPSTEM Policy Guidelines
b. have specialization in either mechatronics, IT/ICT,
science, or mathematics with specialized or relevant
training in electronics, programming, robotics, and
other relevant fields;
c. be scientifically and technologically-oriented and
proficient; and
d. have experience in conducting and participating in
research.
Preference will be given to top-ranked teachers with at least 18
units in masters that are aligned in electronics, programming or
mechatronics, and with at least 24 hours of relevant training in
the subject area.
1.3 Promotion, Retention, and Transfer for Teachers
To encourage competent teachers to teach in the Program, they
shall have the following benefits:
a. Teachers of the SPSTEM shall be given priority on
scholarship grants.
b. Teachers in the SPSTEM whose specialization is in
science and/or mathematics shall be entitled to three
salary step increments as per DO 79, s. 2012.
c. Science and Math teachers may request for graduate
school research subsidy relative to the allocation of the
Special Education Funds (SEF) per DepEd-DILG Joint
Circular No. 1, s. 2017.
1.4
Trainings conducted on Saturdays, Sundays, and holidays
shall be given due service credits or compensatory time off
as per DepEd Order No. 53, s. 2003 and RA 7079.
1.5
Provisions for travelling and incidental expenses related
to coaching and tutorial lessons of the students outside the
regular class schedule shall be charged against MOOE/
trust/local/school/canteen funds as approved by the
school head/principal. Teachers or coaches who availed of
these travel and/or incidental expenses should submit a
completion or progress report to the school head/principal
three days after the conduct of the activity.
1.6
Incentives shall be given to both trainers and students in
the division, regional, and national winners in contests
recognized by DepEd chargeable against local funds.
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SPSTEM Policy Guidelines
1.7
Two-step increment may be granted to teachers with
outstanding performance as reflected in IPCRF in two
consecutive school years as stipulated in Sec. 5.1.1 of CSCDBM Joint Circular No. 1, s. 2012.
1.8
One-step increment may be granted to teachers with
outstanding and very satisfactory performance as reflected
in IPCRF in two consecutive school years as stipulated in
Sec. 5.1.2 of CSC-DBM Joint Circular No. 1, s. 2012.
1.9
For the successful implementation of the Program,
trained teachers in the SPSTEM are discouraged to transfer
or be reassigned to another school for at least two years
unless due to promotion. Transfer of teachers to another
station shall be guided by DepEd Order 22, s. 2013.
2. Physical Resources
2.1
Subsidy
● RSHS: annual subsidy of Php 1,150,000 plus Php 2,000
per student per school with national certification
● STE: annual subsidy of Php 400,000 per school with
national certification
● SSES: annual subsidy of Php 300,000 per school with
national certification
a. The subsidy is subject to the approved General
Appropriations Act for the fiscal year.
b. LSHS shall be supported by the local government that
established the school. It is recommended that they
receive the same subsidy or benefits amounting to that
of what is given the RSHS.
c. The subsidy received from DepEd and other
stakeholders should be utilized exclusively for the
implementation of the Program. Eligible activities and
expenses are the following:
i. conduct of investigatory projects and student
researches relative to the Program including
payment for supplies, laboratory tests, rentals of
equipment, spaces, and transport;
ii. participation of learners in developmental
activities such as training, workshops, science
and
math
competitions,
seminars,
and
conferences related to the Program;
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SPSTEM Policy Guidelines
iii. professional training and development of teachers
and school heads including participation in
program-related seminars, conferences, and
workshops;
iv. purchase of assessment materials and payment
for
services
of
psychologists
and
psychometricians
in
the
screening
and
identification of SSES entrants;
v. minor repair and maintenance of science
laboratories and existing science equipment,
including purchase of consumables such as
reagents, equipment, or materials not exceeding
Php 50,000 annually; and
vi. purchase of technical books and/or subscription
of journals that will enhance the research
capabilities of students and teachers not
exceeding Php 25,000 annually.
E. Accountability and Continuous Improvement
1. Leadership and Governance
The school provides leadership that inspires and empowers high
achievement
and
governance
that
fosters
commitment,
participation, informed decision-making, and shared accountability
to achieve the SPSTEM’s vision, mission, and goals, making them
responsive and relevant to the context of diverse environments.
A school implementing the Program shall be administered by the
school head/principal and supported by department heads and
program coordinators. It shall also have specialized teachers who
shall execute the prescribed curriculum for the STEM Program.
Likewise, it has support personnel that shall provide ancillary
services to the learners (Appendix E).
2.1
Principal/School Head
a. The principal/school head in a school offering the
SPSTEM must have the relevant educational
background and training as well as a firm commitment
to the Program. Key is the understanding of the great
investment made on teachers to be able to handle the
STEM subjects. He/She must recognize the value of
STEM education for learners who are mathematically
and/or scientifically-inclined.
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SPSTEM Policy Guidelines
b. The principal/school head shall have the overall
responsibility for the administrative management and
instructional leadership of the SPSTEM in the school.
c. For RSHS and LSHS, assignment of school heads shall
have preference to those with specialization in the STEM
fields.
2.2
Department Head
a. For LSHS and RSHS, the department head shall have
the following qualifications:
● possesses a bachelor’s degree with specialization in
the subject area he/she is handling;
● has at least 4 years of teaching experience in the
SPSTEM (Special Science Program);
● attends specialized training in the field of research
and in field of specialization;
● demonstrates interest and enthusiasm in the
SPSTEM;
● possesses good moral character, unquestionable
integrity, and commitment to sustain the Program;
and
● exhibits sound judgment and accountability for the
implementation of the STEM Program.
b. Department heads shall perform the following roles and
responsibilities:
● ensure the easy and immediate implementation of
policies to each of the learning areas;
● spearhead the LAC sessions in their respective
departments every month geared towards the
effective and efficient implementation of the
SPSTEM;
● attend relevant trainings in the implementation of
the SPSTEM;
● conduct regular monitoring and evaluation of the
quality of instruction of the teachers;
● coordinate with the school head opportunities for
STEM
education
teachers
and
students’
development;
● make recommendation to the school head as to the
improvement of the quality of instruction of teachers;
● submit quarterly assessment report to the school
head;
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SPSTEM Policy Guidelines
● participate in the conduct of screening of applicants
to the school;
● lead effectively in the decision-making process for
continuous improvement of the curriculum,
instruction, and learning outcomes;
● facilitate effective community and stakeholder’s
participation in the continuous improvement of the
Program; and
● create a positive sphere of influence among fellow
mentors and stakeholders to serve as a model by
being champion of the Program in the School
Governing Council.
2.3
Program Coordinator
a. SSES and STE-implementing schools shall have a
SPSTEM coordinator with a bachelor’s degree and
specialization in science, mathematics, or other related
fields and has at least 3 years of teaching experience
handling Science or Math subjects.
b. The program coordinator has the following duties and
responsibilities:
● coordinates the overall implementation of the
Program in the school;
● attends relevant trainings in STEM education;
● conducts regular monitoring and evaluation of the
Program implementation;
● coordinates with the school head opportunities for
SPSTEM teachers and students’ development;
● makes recommendation to the school head as to the
improvement of the Program implementation;
● submits quarterly assessment report to the school
head and immediate supervisor;
● participates in the conduct of screening of applicants
to the Program;
● leads effectively in the decision-making process for
continuous improvement of the curriculum,
instruction, and learning outcomes;
● facilitates effective community and stakeholder’s
participation in the continuous improvement of the
Program;
● creates a positive sphere of influence among fellow
mentors and stakeholders to serve as a model by
being as champion of the Program in the School
Governing Council; and
● handles at least one Science, Mathematics, or
Research class.
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SPSTEM Policy Guidelines
In the event that the Program coordinator gets promoted or
switches jobs, he/she must inform the management at
least a month prior to his/her departure from the current
position. This is to give time for the management to appoint
a replacement.
2. Sustainability and Expansion
2.1
Sustainability of the Program
a. Schools implementing the SPSTEM shall adopt
initiatives to ensure successful implementation of the
Program, including, but not limited to, the following:
i.
ii.
iii.
iv.
v.
vi.
vii.
conduct career guidance/caravan towards the
promotion of the Program to the incoming
learners with their parents;
intensify advocacy and campaign to attract the
best learners to the Program;
maximize the use of media such as radio,
television, print, and social media to attract best
learners to the Program;
create a portal/website for easy access of
information containing the school’s best
practices, performance indicators, curriculum,
achievement, personnel profile, equipment, and
facilities;
maintain strong linkages with the ParentTeacher Association and alumni of the school;
include all schools offering SPSTEM in a unified
directory made available at the DepEd website;
and
organize free reviews for applicants to SPSTEM
qualifying examinations (for regular public
schools/SSES).
b. The roles and functions of the STEM advocates/
champions are:
i.
initiate a sincere belief and commitment to the
schooland
community-wide
information
dissemination campaign of the SPSTEM;
ii. generate active involvement/participation of
stakeholders in the implementation of the
Program;
iii. sustain the participation of all learners in the
community to develop a sense of commitment in
the SPSTEM;
Page 19 of 47
SPSTEM Policy Guidelines
iv. facilitate and accelerate the improvement of the
situation or quality of life through the attainment
of mission, vision, and purpose of the Program;
and
v. monitor, evaluate, and report regularly the
implementation of SPSTEM.
2.2
Expansion of the Program
a. Schools adopting SPSTEM for the first time (Grades 4 to
6 for SSES or Grades 7 to 10 for STE/LSHS) should
coordinate with the Bureau of Curriculum Development
through the Schools Division and Regional Offices for
technical assistance and for the preparation of the
school for the institutionalization of the Program.
b. Preparation for SPSTEM implementation must be at
least two years in advance if teachers will still be
trained. However, if there are already trained teachers
in the enhanced math and science subjects, research,
and creative technologies (for example, a transferee from
another school), then preparation time can be less than
two years.
c. It is expected that schools offering the SPSTEM has
available classrooms, instructional materials, and
facilities to support the delivery of the Program.
d. A school that wishes to institute the SPSTEM shall meet
the following criteria:
i. be an elementary school or financially autonomous
secondary school;
ii. reach the basic resources to open the Program
(trained
teachers,
physical
facilities,
tools,
equipment, and materials) as stated in the manual;
iii. submit the necessary documents for application
such as:
● Letter of intent to start a SPSTEM in the school
addressed to the Regional Office and endorsed by
the Schools Division Office. Division plans for the
Program implementation must be approved by the
region prior to submission to the Central Office.
● Proof that there is a need to offer such Program to
address the needs or concerns of the community;
and
● Favorable result of the school readiness
inspection conducted by the schools division
superintendent, assistant schools division
Page 20 of 47
SPSTEM Policy Guidelines
superintendent, division supervisor in math
and/or science, division physical facilities
coordinator,
and
public
schools
district
supervisor.
2.3
Improvement of the Program
In the pursuit of continuous improvement on the implementation
of the SPSTEM, an accreditation shall be conducted.
A separate memorandum or order shall be issued regarding this.
2.4
Partnership and Linkages
Partnership and linkages with local government units, industries,
and non-government agencies may contribute to the successful
implementation of the SPSTEM in the schools. The partnerships
shall be governed by existing laws and DepEd issuances, such
as, but not limited to, the following:
a. DepEd Order No. 2 s. 2013 (Revised Implementing Rules
and Regulations of Republic Act No. 8525 Otherwise
Known as Adopt-A-School Program Act)
b. DepEd Order No. 40, s. 2015 (Guidelines on the K to 12
Partnerships)
c. DepEd Order No. 24, s. 2016 (Guidelines on Accepting
Donations and on Processing Applications for the
Availment of Tax Incentives by Private Donor-Partners
Supporting the K to 12 Program)
d. DepEd Order No. 82, s. 2011 (Guidelines on the Proper
Recording of All Donated Properties)
VI.
References
Civil Service Commission and Department of Budget Management. (2012).
CSC-DBM Joint Circular No. 1, s. 2012 – Rules and Regulations on the
Grant of Step Increment/s Due to Meritorious Performance and Step
Increment Due to Length of Service.
Department of Education. (2003). DepEd Order No. 53, s. 2003 – Updated
Guidelines on Grant of Vacation Service Credits to Teachers Amended
by DO 84, s. 2003, DO 5, S. 2004.
Department of Education. (2009). DepEd Order 118, s. 2009 – Prescribing
the List of Science and Mathematics Equipment, Laboratory
Page 21 of 47
SPSTEM Policy Guidelines
Glassware and Consumables for All Year Levels of Elementary and
Secondary Science Subjects.
Department of Education. (2011). DepEd Order No. 82, s. 2011 – Guidelines
on the Proper Recording of All Donated Properties.
Department of Education. (2012). DepEd Order No. 31, s. 2012 – Policy
Guidelines on the Implementation of Grades 1 to 10 of the K to 12 Basic
Education Curriculum (BEC) Effective School Year 2012-2013.
Department of Education. (2013). DepEd Order No. 2, s. 2013 – Revised
Implementing Rules and Regulations of Republic Act (RA) No. 8525
Otherwise Known as Adopt-A-School Program Act.
Department of Education. (2014). DepEd Order No. 15, s. 2014 – Guidelines
on the Utilization of Financial Assistance to Schools Implementing
Special Curricular Programs.
Department of Education. (2015). DepEd Order No. 8, s. 2015 – Policy
Guidelines on Classroom Assessment for K to 12 Basic Education
Programs.
Department of Education. (2015). DepEd Order No. 29, s. 2015 –
Clarifications to DepEd Order No. 8, s. 2015.
Department of Education. (2015). DepEd Order No. 40, s. 2015 – Guidelines
on the K to 12 Partnerships
Department of Education. (2016). DepEd Order No. 24, s. 2016 – Guidelines
on Accepting Donations and on Processing Applications for the
Availment of Tax Incentives by Private Donor-Partners Supporting the
K to 12 Program.
Department of Education. (2016). DepEd Order 36, s. 2016 – Policy
Guidelines on Awards and Recognition for the K to 12 Basic Education
Program.
Department of Education. (2016). DepEd Order No. 55, s. 2016 – Policy
Guidelines on the National Assessment on Student Learning for the K
to 12 Basic Education.
Page 22 of 47
SPSTEM Policy Guidelines
VII.
Appendices
Appendix A. Learning Standards for Enhanced Science, Enhanced Math,
Research, Math Investigation, and Creative Technologies
SCIENCE
Grade
Level
Grade
4
Grade
5
Grade Level Standards
At the end of Grade 4, learners should be able to:
● investigate changes in the observable properties of materials when
mixed with other materials or when force is applied on them;
● identify materials that do not decay, and use this knowledge to help
minimize waste at home, school, and in the community;
● describe the functions of the different internal parts of the body in
order to practice ways to maintain good health;
● classify plants and animals according to where they live, and
observe interactions among living things and their environment;
● infer that plants and animals have traits that help them survive in
their environment;
● investigate the effects of push or pull on the size, shape, and
movement of an object;
● investigate which type of soil is best for certain plants and infer the
importance of water in daily activities;
● explain what makes up the weather and apply their knowledge of
weather conditions in making decisions for the day; and
● infer the importance of the sun to life on Earth.
At the end of Grade 5, learners should be able to:
● decide whether materials are safe and useful by investigating about
some of their properties;
● infer that new materials may form when there are changes in
properties due to certain conditions;
● develop healthful and hygienic practices related to the reproductive
system after describing changes that accompany puberty;
● compare different modes of reproduction among plant and animal
groups and conduct an investigation on pollination;
● gain awareness of the importance of estuaries and intertidal zones
and help in their preservation;
● describe the movement of objects in terms of distance and time
travelled;
● recognize that different materials react differently with heat, light,
and sound, and relate these abilities of materials to their specific
uses;
● describe the changes that earth materials undergo;
● make emergency plans with their families in preparation for
typhoons; and
● determine patterns in natural events by observing the appearance
of the moon.
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SPSTEM Policy Guidelines
Grade
6
At the end of Grade 6, learners should be able to:
● recognize that when mixed together, materials may not form new
ones; thus, may be recovered using different separation techniques;
● prepare useful mixtures such as food, drinks, and herbal
medicines;
● explain how the different organ systems of the human body work
together;
● classify plants based on reproductive structures, and animals
based on the presence or lack of a backbone;
● design and conduct an investigation on plant propagation;
● describe larger ecosystems such as rainforests, coral reefs, and
mangrove swamps;
● infer that friction and gravity affect how people and objects move;
● recognize that heat, light, sound, electricity, and motion studied
earlier are forms of energy that undergo transformation;
● describe what happens during earthquakes and volcanic eruptions
and demonstrate what to do when they occur;
● infer that the weather follows a pattern in the course of a year; and
● show understanding about the solar system, with emphasis on the
motions of the Earth as prerequisite to the study of seasons in
another grade level.
Grade
7
At the end of Grade 7, learners should be able to:
● distinguish mixture from substances through semi-guided
investigations;
● explain the importance of air testing when conducting
investigations;
● use a microscope when observing very small organisms and
structures after studying how organ systems work together in
plants and animals in the lower grade levels;
● recognize that living things are organized into different levels: cells,
tissues, organs, organ systems, and organisms, which comprise
populations and communities and interact with non-living things
in eco-systems;
● describe the motion of objects in terms of distance and speed, and
represent this in tables, graphs, charts, and equations;
● explain how various forms of energy travel through different
mediums;
● describe what makes up the Philippines as a whole and the
resources found in the archipelago;
● explain the occurrence of breezes, monsoons, and ITCZ, and how
these weather systems affect people;
● discuss why seasons change, relate patterns of tides to the
positions of the moon and the sun with respect to the Earth, and
demonstrate how eclipses occur.
Grade
8
At the end of Grade 8, learners should be able to:
● describe the factors that affect the motion of an object based on the
laws of motion;
Page 24 of 47
SPSTEM Policy Guidelines
●
●
●
●
●
●
●
●
●
differentiate the concept of work as used in science and in layman’s
language;
discuss the factors that affect the transfer of energy, such as
temperature difference and the type (solid, liquid, or gas) of the
medium;
explain how active faults generate earthquakes and how tropical
cyclones originate from warm ocean waters and are affected by
other factors such as landforms, temperature, wind shear, and
Coriolis effect;
identify other members of the solar system;
explain the behavior of matter in terms of the particles it is made
of;
recognize that ingredients in food and medical products are made
up of particles and are absorbed by the body in the form of ions;
recognize reproduction as a process of cell division resulting in
growth of organisms;
delve deeper into the process of digestion as studied in the lower
grades, giving emphasis on proper nutrition for overall wellness;
and
participate in activities that protect and conserve economically
important species used for food.
Grade
9
At the end of Grade 9, learners are expected to:
● gain a deeper understanding of the digestive, respiratory, and
circulatory systems to promote overall health;
● familiarize themselves with some technologies that introduce
desired traits in economically important plants and animals;
● explain how new materials are formed when atoms are rearranged;
● recognize that a wide variety of useful compounds may arise from
such rearrangements;
● identify volcanoes and distinguish between active and inactive
ones;
● explain how energy from volcanoes may be tapped for human use;
● gain awareness of climatic phenomena that occur on a global scale;
● explain why certain constellations can be seen only at certain times
of the year;
● describe the Milky Way Galaxy and discuss the latest discoveries
on other objects that make it up; and
● predict the outcomes of interactions among objects in real life
applying the laws of conservation of energy and momentum.
Grade
10
At the end of Grade 10, learners should be able to:
● realize that volcanoes and earthquakes occur in the same places in
the world and that these are related to plate boundaries;
● analyze a simplified Philippine tectonic map;
● demonstrate ways to ensure safety and reduce damage during
earthquakes, tsunamis, and volcanic eruptions;
● explain the factors affecting the balance and stability of an object
as well as practice appropriate positions and movements to achieve
efficiency and safety such as in sports and dancing;
Page 25 of 47
SPSTEM Policy Guidelines
●
●
●
●
●
analyze situations in which energy is harnessed for human use,
where heat is released, affecting the physical and biological
components of the environment;
complete the study of the entire organism, with a deeper
understanding of the excretory and reproductive systems;
explain in greater detail how genetic information is passed from
parents to offspring, and how diversity of species increases the
probability of adaptation and survival in changing environments;
explain the importance of controlling the conditions under which a
chemical reaction occurs; and
recognize that cells and tissues of the human body are made up of
water, a few kinds of ions, and biomolecules, which may also be
found in the food they eat.
MATHEMATICS
Grade
Level
Grade
4
Grade
5
Grade Level Standards
The learner should be able to demonstrate understanding and
appreciation of key concepts and skills involving:
● numbers and number sense (whole numbers up to 100,000,
multiplication and division of whole numbers, order of operations,
factors and multiples, addition and subtraction of fractions, and
basic concepts of decimals including money);
● geometry (lines, angles, triangles, and quadrilaterals);
● patterns and algebra (continuous and repeating patterns and
number sentences);
● measurement (time, perimeter, area, and volume); and
● statistics and probability (tables, bar graphs, and simple
experiments)
as applied using appropriate technology in critical thinking, problem
solving, reasoning, communicating, and making connections,
representations, and decisions in real life.
The learner should be able to demonstrate understanding and
appreciation of key concepts and skills involving:
● numbers and number sense (whole numbers up to 10,000,000,
order of operations, factors and multiples, fractions and decimals
including money, ratio and proportion, per-cent);
● geometry (polygons, circles, solid figures);
● patterns and algebra (sequence and number sentences);
● measurement
(time,
circumference,
area,
volume,
and
temperature); and
● statistics and probability (tables, line graphs, and experimental
probability)
as applied using appropriate technology in critical thinking, problem
solving, reasoning, communicating, and making connections,
representations, and decisions in real life.
Page 26 of 47
SPSTEM Policy Guidelines
Grade
6
Grade
7
Grade
8
Grade
9
The learner should be able to demonstrate understanding and
appreciation of key concepts and skills involving:
● numbers and number sense (divisibility, order of operations,
fractions and decimals including money, ratio and proportion,
percent, integers);
● geometry (plane and solid figures);
● patterns and algebra (sequence, expression, and equation);
● measurement (rate, speed, area, surface area, volume, and meter
reading); and
● statistics and probability (tables, pie graphs, and experimental and
theoretical probability)
as applied using appropriate technology in critical thinking, problem
solving, reasoning, communicating, and making connections,
representations, and decisions in real life.
The learner should be able to demonstrate understanding and
appreciation of key concepts and skills involving:
● numbers and number sense (sets and real number system);
● measurement (conversion of units of measurement);
● patterns and algebra (algebraic expressions and properties of real
numbers as applied in linear equations and inequalities in one
variable);
● geometry (sides and angles of polygons); and
● statistics and probability (data collection and presentation, and
measures of central tendency and variability)
as applied using appropriate technology in critical thinking, problem
solving, reasoning, communicating, and making connections,
representations, and decisions in real life.
The learner should be able to demonstrate understanding and
appreciation of key concepts and principles of:
● patterns and algebra (factors of polynomials, rational algebraic
expressions, linear equations and inequalities in two variables,
systems of linear equations, and inequalities in two variables);
● geometry (axiomatic structure of geometry, triangle congruence,
inequalities in a triangle, and parallel and perpendicular lines); and
● statistics and probability (probability of simple events)
as applied using appropriate technology in critical thinking, problem
solving, reasoning, communicating, and making connections,
representations, and decisions in real life.
The learner should be able to demonstrate understanding and
appreciation of key concepts and principles of:
● patterns and algebra (quadratic equations and inequalities,
quadratic functions, rational algebraic equations, variations, and
radicals); and
● geometry (parallelograms and triangle similarities, and basic
concepts of trigonometry)
as applied using appropriate technology in critical thinking, problem
solving, reasoning, communicating, and making connections,
representations, and decisions in real life.
Page 27 of 47
SPSTEM Policy Guidelines
Grade
10
The learner should be able to demonstrate understanding and
appreciation of key concepts and principles of:
● patterns and algebra (sequences, series, polynomials, polynomial
equations, and polynomial functions);
● geometry (circles and coordinate geometry); and
● statistics and probability (combinatorics and probability, and
measures of position)
as applied using appropriate technology in critical thinking, problem
solving, reasoning, communicating, and making connections,
representations, and decisions in real life.
RESEARCH (Science Investigation)
Grade
Level
Grade
7
Grade
8
Grade
9
Grade Level Standards
Research I for Grade 7 is designed to equip learners with essential
scientific attitudes and science process skills that will prepare them in
conducting science investigations. These skills include observing,
measuring, inferring, classifying, predicting, communicating,
formulating research problems, formulating hypotheses, defining and
identifying variables, describing relationships between variables,
designing an investigation, experimenting, and writing simple scientific
report. The simple science investigations shall be confined within the
school premises. This course provides an excellent groundwork or
prerequisite background for higher research work.
Research II for Grade 8 introduces the nature of research and
processes to learners. This will help them generate a researchable
problem; formulate hypotheses; select, synthesize, and cite relevant
literature following ethical standards; apply the principles of
experimental design and methodology; determine the basic statistical
tools; and enhance scientific writing skills in preparing a research
proposal. This subject is also designed to prepare the learners in
establishing strong linkages, collaboration, and consultation with
research institutions, industries, and nearby communities.
Research III for Grade 9 is the phase where the actual conduct of
investigation/experimentation of learners starts. Topics are geared to
equip learners with the necessary skills in conducting experimental
research. In acquiring proficiency in conducting sound researches, the
learners shall establish strong linkages, collaborate, and maximize the
available resources of research institutions and the community.
Constant coaching, mentoring, and consultation with experts will
result in robust and well-guided execution of the research project.
Learners should be able to acquire mastery and competence in writing
Page 28 of 47
SPSTEM Policy Guidelines
scientific papers by exposing them to the rigors of writing research
reports.
Grade
10
Research IV for Grade 10 aims to enhance the previous project study
or develop a new scientific research. Competencies are designed to
strengthen the learner’s research capability through the use of advance
scientific applications for different research designs, stronger linkages,
collaboration, and consultation with research institutions and
industries. Research IV will serve as an avenue for the learners to
demonstrate much higher level of competence, mastery, and
proficiency in research through continuous development of the
scientific research project.
RESEARCH (Mathematics Investigation and Modelling)
In its initial implementation on SY 2022-2023, Math Investigation shall be
an optional track on research to be implemented in the RSHS and LSHS
only. Grade 7 learners shall follow the Research I standards under Science
Investigation, while Grades 8-10 shall have the following standards:
Grade
Level
Grade
8
Grade
9
Grade
10
Grade Level Standards
Research II in Mathematics for Grade 8 (initial phase of
Mathematical Investigation) introduces mathematical investigation
concepts and processes through exposure in various mathematical
articles that facilitate learners to develop creativity and investigative
skills. It is designed to prepare student-researchers for the real world
of mathematical investigation. Research II considers the integration of
technology following the international standard format for possible
journal publication.
Research III in Mathematics for Grade 9 (intermediate phase of
Mathematical Investigation) is the realization of the mathematical
investigation planned by the learners. Its content was outlined based
on the needs of the students in the conduct of the investigations,
particularly in the selection of topics based on area of interest. In order
to conform to the standard format and criteria of journal publication,
the subject was designed to meet the international requirements of
journalism with the integration of technology. This enables the
student-researchers to establish strong linkages, collaboration, and
access to other schools and institutions. Likewise, constant coaching,
mentoring, and consultation with other experts will be considered to
achieve competence and proficiency in the advanced aspect of
mathematical investigation.
Research IV in Mathematics for Grade 10 (final phase of
Mathematical Investigation) is designed to improve skills in
mathematical investigation conducted in Research III. It provides an
opportunity for students to acquire higher level of competence and
proficiency in conducting mathematical investigation through
progressive project development for journal publication. Constant
collaboration and consultation with mathematics experts in other
Page 29 of 47
SPSTEM Policy Guidelines
institutions and community shall be practiced for further improvement
of the project.
CREATIVE TECHNOLOGIES (contextualized TLE for science high
schools)
In its initial implementation on SY 2021-2022, Creative Technologies shall
be implemented in the RSHS and LSHS only.
Grade
7
At the end of Grade 7, learners should be able to:
● gain understanding of the processes involved in product design and
development;
● perform product research, conception design, model creation, and
ergonomic (user-friendly) design; and
● apply engineering design methodologies to real-world societal
problems using computer as the central design tool and 3D printer
to produce the tangible output.
Grade
8
At the end of Grade 8, learners should be able to:
● identify the processes involved in software for digital multimedia
presentations and documents; and
● apply the elements and principles of arts and design through their
own work.
Grade
9
Grade
10
They will be introduced to computational thinking as a problem-solving
tool in order to address issues relevant not just to them, but also to
the world around them.
At the end of Grade 9, learners should be able to:
● discuss the processes involved in basic electricity, electronic
circuits;
● identify specifications of electronic materials and components,
instrumentation, and power supply;
● explain digital, combination, and sequential logics; and
● demonstrate the processes involved in assembling intelligent
machines.
At the end of Grade 10, learners should be able to:
● gain understanding of the processes involved in robotics technology
with sensors, integrated development environment, and control
device such as relays, timers, counters, programmable logic
controller, microcontroller unit, and others; and
● present a project proposal that involves creation of a functional
robot.
Appendix B. Transition Matrix
Page 30 of 47
SPSTEM Policy Guidelines
The Enhanced Math and Science Curriculum and the Research Curriculum
(Science Investigation) shall take effect starting School Year 2021-2022 for
Grades 4 and 7. The Creative Technologies Curriculum shall start on School
Year 2022-2023, while the Research (Math Investigation) Curriculum shall
commence on School Year 2023-2024. Please refer to the transition matrix
below.
School
Year
Grade 1
Grade 2
2022-2023
Special
Program for
the Gifted/
Regular
Program
Old SSES
Curriculum
Grade 3
Old SSES
Curriculum
Grade 4
Enhanced
Math and
Science
Old
Curriculum
Grade 5
Grade 6
Old
Curriculum
Grade 7
● Enhanced
Math and
Science
● Research
(Science
Investigation
)
● Creative
Technologies
Old
Curriculum
Grade 8
2023-2024
Special
Program for
the Gifted/
Regular
Program
Special
Program for
the Gifted/
Regular
Program
Old SSES
Curriculum
Enhanced
Math and
Science
Enhanced
Math and
Science
Old
Curriculum
● Enhanced
Math and
Science
● Research
(Science
Investigation
)
● Creative
Technologies
● Enhanced
Math and
Science
● Research
(Science
Investigation
)
● Creative
Technologies
2024-2025
2025-2026
Special
Program for
the Gifted/
Regular
Program
Special
Program for
the Gifted/
Regular
Program
Special
Program for
the Gifted/
Regular
Program
Enhanced
Math and
Science
Enhanced
Math and
Science
Enhanced
Math and
Science
● Enhanced
Math and
Science
● Research
(Science
Investigation
)
● Creative
Technologies
● Enhanced
Math and
Science
● Research
(Science and
Math
Investigation
)
Special
Program for
the Gifted/
Regular
Program
Special
Program for
the Gifted/
Regular
Program
Special
Program for
the Gifted/
Regular
Program
Enhanced
Math and
Science
Enhanced
Math and
Science
Enhanced
Math and
Science
● Enhanced
Math and
Science
● Research
(Science
Investigation
)
● Creative
Technologies
● Enhanced
Math and
Science
● Research
(Science and
Math
Investigation
)
Page 31 of 47
SPSTEM Policy Guidelines
Grade 9
Old
Curriculum
Old
Curriculum
Grade
10
Old
Curriculum
Old
Curriculum
● Creative
Technologies
● Enhanced
Math and
Science
● Research
(Science
Investigation
)
● Creative
Technologies
Old
Curriculum
● Creative
Technologies
● Enhanced
Math and
Science
● Research
(Science and
Math
Investigation
)
● Creative
Technologies
● Enhanced
Math and
Science
● Research
(Science
Investigation
)
● Creative
Technologies
Appendix C. Subject Matrix with Time Allotment
1. Subject Matrix for SSES
Subjects
Filipino
English
Mother Tongue
Araling Panlipunan
MAPEH
Edukasyon sa Pagpapakatao
(EsP)
EPP
Enhanced Mathematics
Enhanced Science
Homeroom
Total minutes/week
(excluding Homeroom and SIP)
Total hours/day
Number of minutes per week
Grade 4
Grade 5
Grade 6
250
250
250
250
250
250
NA
200
200
200
200
200
200
150
150
150
250
300
300
40
250
300
300
40
250
300
300
40
1,900
1,900
1,900
6.33
6.33
6.33
2. Subject Matrix for Junior High School
A. For STE
Subjects
Number of minutes per week
Page 32 of 47
SPSTEM Policy Guidelines
Filipino
English
Araling Panlipunan
MAPEH
Edukasyon sa Pagpapakatao (EsP)
TLE
Enhanced Mathematics
Enhanced Science
Research
CAT
Homeroom
Total minutes/week
(excluding CAT and Homeroom)
Total hours/day
Grade 7
Grade 8
Grade 9
240
240
180
240
120
120
360
360
180
240
240
180
240
120
120
360
360
180
240
240
180
240
120
120
360
360
180
60
60
60
Grade
10
240
240
180
240
120
120
360
360
180
60
60
2,040
2,040
2,040
2,040
6.8
6.8
6.8
6.8
B. For LSHS/RSHS
Subjects
Filipino
English
Araling Panlipunan
MAPEH
Edukasyon sa Pagpapakatao (EsP)
TLE (Creative Technologies)*
Enhanced Mathematics
Enhanced Science
Research
CAT
Homeroom
Total minutes/week
(excluding CAT and Homeroom)
Total hours/day
Number of minutes per week
Grade 7
Grade 8
Grade 9
Grade
10
240
240
240
240
240
240
240
240
180
180
180
180
240
240
240
240
120
120
120
120
180
180
240
240
360
360
360
360
360
360
360
360
240
240
240
240
60
60
60
60
60
2,160
2,160
2,220
2,220
7.2
7.2
7.4
7.4
Appendix D. List of Equipment
1. For Innovation Laboratory
a. Consumables
Light weight
Paper
Styro foam
Cardboard
Plastic sheets
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SPSTEM Policy Guidelines
Fabric
Rigid
Tools
Found materials (e.g., PET plastics bottles, cardboards, cans)
Foam board
Cintra board
Sticker paper
Cloth
Tarpaulin
Leather
Vinyl
Wires
String/Yarns
Wood
Medium density fiber board
Acrylic sheets
Aluminum sheets
Metal sheets
Cutter
Shear
Pinking shear
Stainless scissor
Styro cutter/Hotwire cutter
Metal & plastic rulers
Meter stick
T-Square
Triangles
Compass
Metric scale L-Shape
Tri-square
Glue Gun (2 size)
b. Machines
Computers
3D printer
Rotary cutting tool
Jigsaw
CO2 laser cutter machine
30w soldering iron station
A4 cutter plotter
Heat press (T-shirt, cup, cap, plate)
Small CNC 3 axis
Plastic
Plastic cleaning system
Plastic recycling extruder
Dust collector
Vacuum cleaner
Plastic shredder
Sewing machine
Drill press
Electric hand drill
Embroidery machine
c. Robotics
Microcontroller board/IC
Power supply for MCU
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SPSTEM Policy Guidelines
Programmable
Microcontroller
Kit
Sensors
Motors
Robotics Kits
Communication
Module
Temperature sensor
Light sensor
Sound sensor
Humidity sensor
Gas sensor
Motion sensor
DC motor (6-12v)
Nema 17 stepper motor
Small servo motor
Motor drivers (for all motor type)
Bread board
Relay modules
Buttons/Switch
RGB LED
Seven segment LED
Assorted 3mm LEDs
LCD 2x16
Scroll dot LED w/ Driver
Ultrasonic sensor
IR sensor
RFID reader
Stationary robot
Wheeled robot kit
Legged robot kit
Flying robot (drone)
Wi-Fi module
Bluetooth module
IR module
RF module
d. Software
Vector software
Photoshop
3D CAD modeling
software
Illustrator
Inkscape
Corel
Adobe Photoshop
Gimp
Fusion 360
Sketchup
2. For Creative Technologies
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a. Grade 7:
3D Printer
Computer
Tools
Consumables
Classroom 3D Printer Unit Specifications:
a. Type of printer: Fused filament fabrication (FFF/FDM)
b. Build volume: 200mm,200mm,150mm (W, L, H)
c. Print resolution: 100 to 300 microns
d. Nozzle hole diameter: 0.4mm
e. Print material: 1.75 mm non-toxic compostable (PLA)
f. AC input: 100-240v
Features:
a. Hardware auto-leveling
b. Printing connectivity (USB cable, SD Card/USB, and WiFi)
c. Removable build plate
d. Three years' warranty and above
e. Include training workshop
f. Open source "REPRAP Base"
Router with Wifi
Software (3D CAD Modeling)
Fusion 360
Google Sketchup
3D Max
Maya
Remake
Blender
Office software
Microsoft Office Package
Libre Office
Hardware
PC desktop with 8GB RAM,
1GB Video card
Macintosh Desktop
Drawing Tools
Drawing Table
Paper
Pencils
Technical Pens
Measuring Tools
Ruler
Digital Caliper
Digital Weighing Scale
Hardware Tools
Screwdriver
Hammer
Clippers
Soldering Gun
Tweezers
Scraper
PPE (Personal Protective
Gloves
Devices)
Googles
1.75mm Filament (PLA/PET)
Build Plate adhesive (Glue Stick / Pattern tape)
Super Glue
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SPSTEM Policy Guidelines
Plastic
Plastic recycling extruder
Consumable
Plastic Shredder
Recycling
Desktop/Laptop PC (if not available)
Minimum suggested specification:
PC Desktop with 8GB RAM, 1GB video card, 1TB storage
GRADE 8:
Tools
Equipment
Materials
Pliers (assorted) (10)
Screwdriver (assorted) (10)
Precision screw driver set (10)
De-soldering tools (10)
Wrenches (assorted)
Utility knife/stripper
Wire stripper (10)
Digital micrometer (5)
Anti-static strap (10)
Bread boards (40)
Multimeters (analog/digital) (10)
Workshop table
High grade magnifying glass with lamp (10)
Digital variable power supply (10)
Variable transformer (5)
Hot air soldering station (10)
Oscilloscope, digital (5)
Signal generator (5)
Function generator (5)
Electronically-controlled soldering station
Digital trainer (10)
PPE
Soldering lead 60/40 (10)
SMD soldering paste (10)
SMD soldering flux (Injected) (10)
Cleaning brush (5)
Lacquer thinner/ alcohol (3)
Thermal paste (10)
Ferric Chloride solution (10)
Pale or water bucket (5)
Stranded/solid/hook-up wires
Wire stranded #22
Solid wire #22
Assorted electronic components (active and passive)
Logic gate ICs
Terminal lugs
Cotton gloves
Electrical tape
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SPSTEM Policy Guidelines
Cable ties
Alligator clips
Copper clad board
Laser printer
PCB min drill
Drill bits (.8mm, 1mm, 3mm)
GRADE 9:
Software
Programming software (free)
Image editing software (free)
Video editing software (free)
Sound editing software (free)
Programmable
Microcontroller board/IC
Microcontroller Kit
Power supply for MCU
Temperature sensor
Light sensor
Sound sensor
Sensors
Humidity sensor
Gas sensor
Motion sensor
DC motor (6-12v)
Nema 17 stepper motor
Motors
Small servo motor
Motor drivers (for all motor type)
Bread board
Relay modules
Buttons/Switch
RGB LED
Seven segment LED
Assorted 3mm LEDs
LCD 2x16
Scroll dot LED w/ Driver
Ultrasonic sensor
IR sensor
RFID reader
Consumables
Jumper wires/solid wires
Desktop/Laptop PC (if not available already)
Optional
Digital Camera (video and image)
Microphones, speakers
Projector or screen display
GRADE 10 (4 pax per group):
Equipment/ Devices
SPST, N.O., push button switch
SPST, N.C., push button switch
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SPSTEM Policy Guidelines
Tools (1 lot)
SPDT, push button switch
SPDT electromechanical limit switches
Inductive proximity sensor, 3-wire PNP
Capacitive proximity sensor, 3-wire NPN
Photoelectric proximity sensor, 4-wire
Multimeter
5/2 way double solenoid valve
5/2 way single solenoid valve
5/2 way lever actuated valve
3/2 way solenoid valve
3/2 way push button actuated valve
3/2 way roller actuated valve
Programmable controller/microcontroller
Relay
Up/down counter
On-delayed timer
Off-delayed timer
Programming software (free)
Simulation software (free)
Image editing software (free)
Video editing software (free)
Sound editing software (free)
Rolling robot kit
4 Legs robot kit
Tracked robot kit
Flying robot "drone" kit
Double-acting cylinder
Single-acting cylinder
Vacuum generator with suction caps
Air gripper
DC motor
Stepper motor
Servomotor
Buzzer
Indicating lamps
Air compressor
Regulated DC power supply
Pressure gauge
Pneumatic manifold
Data switch
FRL unit
Long-nosed pliers
Diagonal cutters
Standard screwdrivers
Philips screwdrivers
Electrical pliers
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SPSTEM Policy Guidelines
Protective Devices
(1 lot) - optional
Materials/
Consumables (1 lot)
Optional
Soldering iron
Adjustable wrench
Wire stripper
Crimping tool
Allen key wrench
Jeweler’s screwdrivers
Combination wrench, metric
Combination wrench, English
Cotton gloves
Safety helmet
Safety harness
Safety glasses/goggles
Ear plugs/ear muffs
Gas mask
Face shield
Safety shoes
Soldering lead
Electrical cables
Electrical tape
Cable ties
Terminal blocks
Pneumatic hose
Quick-connect fittings
Tee connectors
Caution tape
Desktop/Laptop PC (if not available already)
Industrial robot arm
Digital camera (video and image)
Microphones, speakers
Projector or screen display
Appendix E. List of Support Personnel
All schools implementing the SPSTEM is expected to have the following
personnel (but not limited to this list) to be able to support all learners and
maintain the program:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
coaches/trainers/research advisers
records officer/registrar
librarian
guidance counselor
computer technician
nurse
accounting staff
security officers
utility personnel
dormitory in-charge (for RSHS)
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SPSTEM Policy Guidelines
k. laboratory custodian
l. laboratory assistant/technician
m. administrative support staff
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SPSTEM Policy Guidelines
Appendix F. Special Program in STEM Acknowledgment Form
I, _____________________________________ of ________________________________,
(Last Name, First Name, M.I)
(Address)
accept the responsibilities and obligations of my admission to the Special
Program in STEM. I understand that I have to fulfill the responsibilities and
obligations stated below:
a. I shall continuously maintain a good scholastic standing that shall be
in accordance with the academic standards prescribed by the policies
and regulations of the program and the school.
b. I shall behave and exhibit good behavior at all times and will comply
with all rules and regulations as prescribed by the school.
c. I shall ensure that my report card is properly received and signed by
my parent/s/guardian.
I/We, ______________________________________,_____________________________
(Last Name, First Name, M.I)
(Last Name, First Name, M.I)
as parent/s/guardian, accept the responsibilities and obligations of my/our
child/ward’s admission to the Special Program in STEM. I/We understand
that I/we have to fulfill the responsibilities and obligations stated below:
a. I/We shall assume any and all civil liabilities that my/our child/ward
incurs against the school during his/her stay in the program.
b. I/We shall disclose to the school any condition that may affect the
academic performance and well-being of the learner.
c. I/We shall hold the school free from any type of liability in case of injury
or death of the learner arising from activities or endeavors not
sanctioned by the school.
d. I/We shall help in the holistic development of my/our child/ward.
e. I/We shall regularly attend parent-teacher meetings/conferences to
discuss the learner’s academic and behavioral standing as well as other
school activities and concerns.
_________________________________________
Signature over Printed Name of the Learner
_____________________
Date
_________________________________________
Signature over Printed Name of Parent/s/Guardian
_____________________
Date
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SPSTEM Policy Guidelines
Appendix G. Declaration of Medical Condition Form (Special Program in
STEM)
The parent/guardian of the applicant must complete and submit this
Declaration of Medical Condition Form as part of the application to the Special
Program in STEM. This form will help the teachers safeguard the health and
well-being of the learner.
All questions must be answered truthfully and the form signed before this will
be deemed complete. The advice of a medical professional may be sought in
answering the questions.
The information that will be collected will be kept confidential in adherence to
the Data Privacy Act of 2012 (RA 10173).
Please complete the form in full. Mark the relevant box where
required.
1. LEARNER DETAILS
Last Name:
____________ First Name: ______________ Middle Name:____________
Date of Birth:
____________ Age: _______ Height: __________ Weight: __________
Home Address:
__________________________________________________________________
School:
________________________ Grade Level: _______ Gender: ____________
2.
HEALTH DECLARATION
YES
NO
If yes, please
provide details
below:
YES
NO
If yes, please provide
details below:
a. Is the learner currently being treated for any
illness or injury by a health and/or medical
practitioner(s)?
b. Is the learner currently or regularly taking any
medication(s)?
c. Is the learner having a condition that would
prevent him/her wearing personal protective
gear? (e.g. safety glasses/gloves)
d. Is the learner suffering or have suffered from
any of the following:
Asthma
Allergies
Back, neck or spinal problems
Skin disorders (other than an allergic reaction)
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SPSTEM Policy Guidelines
Disability (defects in light, speech, or hearing
Other health complaints and issues
(specify):_______________________________________________________________________
________________________________________________________________________________
3.
DECLARATION
I declare that all answers in this Declaration of Medical Condition
Form are true and correct to the best of my knowledge and belief.
________________________________________
Parent’s signature over Printed Name
__________________
Date
Parent’s Contact Details:
Mobile Number: _______________________________
Home Phone Number: _________________________
Work Phone Number: __________________________
Email Address: _______________________________
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SPSTEM Policy Guidelines
Appendix H. Application Checklist to Offer STEM Education Program
Department of Education
Regional Office ___________
Application Checklist to Offer Special Program in STEM
________ Special Science Elementary School (SSES)
______ Science, Technology and Engineering (STE)-Implementing
School
______1. DepEd School Identification (ID)
______2. Letter-request for implementation of the Special Program in
STEM addressed to the Regional Director through the Schools
Division Superintendent
______3. Certification signed by the SDS stating that no public
elementary or junior high school is offering the Special Program
in STEM within the catchment area
______4. Implementation Plan for Special Program in STEM covering
three (3) years to include among others:
_____a. Current and projected enrolment for 3 years by grade
level
_____b. Operational Plan regarding curriculum and
instructional supervision of the proposed SSES/ STE
_____c. School Site Development Plan to include proposed
school buildings as needed
______5. Inventory of learning resources prepared by school’s Property
Custodian, as validated by the Schools Division Office
______6. Updated Personal Services Itemization and Plantilla of Personnel
of the concerned school
______7. Results of internal assessment and surveys done with the
prospective enrollees:
_____a. Survey on interested learners from the catchment area
_____b. Consultation with Parent-Teacher Association and other
relevant organizations
_____c. Consultation with the Local Government Unit
Note:
Documents to be submitted must be in two (2) sets, placed in separate
folders, arranged following the sequence above and labeled
appropriately.
Documents submitted by:
______________________________________________
(Signature over Printed Name and Designation)
Date: ________________________
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SPSTEM Policy Guidelines
Appendix I. Assessment Tool for Application to Offer
Special Program in STEM
_____Special Science Elementary School (SSES)
_____Science, Technology and Engineering (STE)-implementing School
Schools Division:
Name of School:
School ID:
School Address:
_____________________________
_____________________________
_____________________________
_____________________________
Standards/ Bases of
Implementation
Compliant
NonCompliant
SDO’s Preevaluation
Remarks
Regional Office’s
Recommendation
1. School Facilities and
Equipment
a. Classroom
b. Science Laboratory
c. Laboratory Tools
and Equipment
d. ICT Laboratory
e. Library
f. Guidance Office
g. Clinic
h.Canteen
i. Restrooms
j. Others
___________________
___________________
2. Teaching Personnel
a. Science
b. Mathematics
c. Research
3. School
Head/Coordinator
a. Major in
Math/Science
b. Has trainings/
experience to
supervise or
manage the
program
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SPSTEM Policy Guidelines
Over-all Remarks/Recommendations:
Assessed by:
________________________________________________
Printed Name, Signature, & Position/Designation
Date
:
_________________
________________________________________________
Printed Name, Signature, Position/Designation
Date
:
_________________
________________________________________________
Printed Name, Signature, Position/Designation
Date
Concurred:
:
_________________
_______________________________ Date: _________________
Printed Name, Signature, Position/ Designation
_______________________________ Date: _________________
Printed Name, Signature, Position/ Designation
_______________________________ Date: _________________
Printed Name, Signature, Position/ Designation
Notes: The CLMD and QAD shall compose the Assessment Team.
The CID and SGOD (Physical Facilities) shall compose the Concurrence Team.
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