MSU – IIT INTEGRATED DEVELOPMENTAL SCHOOL’S PROPOSED
K-12 SCIENCE JUNIOR HIGH SCHOOL CURRICULUM
RATIONALE
As a response to research studies which points to the urgent need of improving the
educational system of the Philippines, the Department of Education is implementing the K-12
Program. The program aims to promote the quality of education by adding two years to the
existing basic education system. This change is a strategic step that shall provide students more
time to master the topics and skills taught in the current 10-year basic education program of our
country. The additional two years is also meant to ensure that graduates of the compulsory basic
education are not only skilled and of legal age upon graduation but are also emotionally matured
to join the Philippine work force.
Among the schools that will have to adopt the changes proposed by DepEd’s K-12
Program is the Integrated Developmental School (IDS) of the MSU – IIT. IDS is the high school
department of the College of Education. Since its establishment in 1945, IDS has been
considered as one of the best schools in Iligan City. IDS aims to serve as a feeder high school to
Higher Education Institutions (HEIs) particularly those offering science and engineering courses.
Currently, it offers Science Curriculum to high school students. As of the writing of this
proposal, DepEd do not have a standard Science Curriculum for the K-12 program, hence this
proposal presents IDS’ Science Curriculum for the K-12 Program.
Aside from the additional 2 years (Senior High School) which aims to provide
specialized training (vocational , sports or academic-related skills), another significant change
proposed by the K-12 program is the use of the Spiral Progression scheme to ensure integrated
and seamless learning. By using the spiral progression scheme, subjects with several specialized
fields will be taught such that a specialized field will be taught on a per quarter basis rather than
that on a yearly basis. A comparison of how the Science is taught in the K-12 curriculum and the
previous DepEd curricula is presented below as an example.
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Table 1. Comparison of Science Topics in DepEd’s Current and Previous Curricula
Gr/Yr
K-12 Curriculum
1st Qtr
Level
2nd Qtr
3rd Qtr
Previous DepEd Curriculum
4th Qtr
1st Qtr
Gr 7 (1st Yr)
Gr 8 (2nd Yr)
Gr 9 (3rd Yr)
2nd Qtr
3rd Qtr
4th Qtr
Integrated Science
Chemistry
Biology
Physics
Earth
Biology
Science
Chemistry
Gr 10 (4th Yr)
Physics
To ensure that the quality of instruction will not be compromised (when non-major
teachers are forced to handle topics other than their field of specialization) while still following
the spiral progression scheme, IDS will adapt the design of the approved curriculum for the Pure
Science Curriculum (Resolution No. 33, s. 1998 approved by the MSU Board of Regents during
its 169th meeting). This design, as shown in the succeeding sections, offers the specialized fields
of Science as separate subjects.
OBJECTIVES
Consistent with the objectives of the K-12 program and the Mission and Vision of MSUIIT, this proposed Junior High School curriculum aims to:
1. produce self-directed and research-oriented graduates who will be academically
prepared for the professional and non-professional programs of the institute and other
leading institutions in the Philippines.
2. develop the student’s potentials towards the realization of a self-actualized individual.
3. inculcate the values of teamwork, accountability, commitment, excellence, integrity,
and uprightness of character.
4
ACTION PLAN
To fully and successfully implement the curriculum presented in this proposal, IDS will
have to take the following steps:
1. Conduct regular curriculum review and revision to determine ways of improving the
curriculum.
2. Conduct regular pedagogical and subject matter trainings to enhance the capability of the
teachers.
3. Conduct curriculum planning activities to allow teachers to design inter-field and projectbased assessment activities.
4. Acquire laboratory and instructional tools for student and teacher use.
5. Test, implement and evaluate the curriculum through developmental and tracer studies.
CURRICULUM
The proposed IDS Science Curriculum for the K-12 Program is intended for students who
will pursue higher education in the MSU System and other leading colleges and universities in
the country. Thus, subjects are geared towards academic excellence rather than on vocational
skills mastery. Moreover, the school wishes to continue offering a science curriculum, thus, more
time is devoted to the core subjects Science, Mathematics and English.
To ensure that the curriculum will develop well-rounded and socially-aware learners who
are equipped with the 21st century skills, teachers will implement collaborative project-based
activities (PBA). The PBAs will not only encourage the learners to think creatively how the
classroom lessons can be applied outside the classroom, but also provide a venue to learn and
practice research skills which they can use when they pursue their Senior High School in IDS.
These PBAs will be designed and prepared on a yearly basis during the curriculum review and
planning sessions.
Significant changes in the IDS’ Curriculum are the following:
1.
Replacement of Earth Science as a subject offered in the Grade 7 (1st year) with
Biology 1.
2.
Replacement of Biology 3 as a subject offered in the Grade 10 (4th year) with
Environmental Science.
5
3.
Removal of the Research subjects in the Junior High School curriculum.
The first two changes were based on the observations that for students to really grasp and
appreciate the beauty and inter-relatedness of the subject, they must have a background
understanding of the basic sciences which are biology, chemistry and physics. Moreover, instead
of offering Earth Science, Environmental Science is offered to provide emphasis on the current
condition of the planet and how students could become more pro-active nurturers of the Earth.
The Research subject in the Junior High School Curriculum (JHSC) was omitted to be
offered to the Senior High School Curriculum (SHSC). Likewise, subjects which will prepare the
students for their Research in in Senior High School will be offered in the JHSC. Aside from the
science subjects, Statistics for Research and Probability, Technical Writing and Journalism, and
Oral Communication will also be offered in the JHSC to prepare students for the Senior High.
Although the formal Research subject is not a part of the JHSC, the research processes will be
introduced to the students throughout their four years of Junior High School in IDS through the
collaborative project-based activities.
The following tables present the subjects that will be offered from Grades 7 – 10 in IDS.
Table 2. Course Offering for Grade 7 of IDS K-12 Curriculum
Course Title
Course Description
Hrs/ Wk
Units
IS
Integrated Science
5
2
Bio 1
Life and Cell
3
1
Math 1
Elementary Algebra
5
2
IT 1
Introduction to Computers
2
1
Eng. 1
Communication Arts (English) and Philippine Literature
5
2
Fil. 1
Sining ng Komunikasyon (Gramatika at Panitikan)
3
1
Soc. Sci. 1
Philippine History and Government
3
1
TLE 1
Practical Arts and Applied Nutrition
4
1
MAPEH 1
Fundamentals of Music, Physical Fitness, Growing Up
3
1
Val Ed. 1 (EsP1)
Man as a Human Being: Self Worth
2
1
Total
35
13
6
Table 3. Course Offering for Grade 8 of IDS K-12 Curriculum
Course Title
Course Description
Hrs/ Wk
Units
Bio. 2
Evolution & Body System
3
1
Chem. 1
Inorganic Chemistry 1
3
1
Phys. 1
Classical Mechanics 1
3
1
Math 2
Intermediate Algebra
4
1
Math 3
Geometry
3
1
IT 2
The Internet and Web Page Design
2
1
Eng. 2
Communication Arts (English) and Afro-Asian Literature
4
1
Fil. 2
Sining ng Komunikasyon (Gramatika at Panitikan)
3
1
Soc. Sci. 2
Asian History
3
1
TLE 2
Electricity, Carpentry and Drafting
3
1
MAPEH 2
Fundamentals of Music 2, Dance, Personality Adjustment
3
1
ValEd. 2 (EsP2)
Man as a Social Being: Harmony with Other People
2
1
Total
37
12.0
Hrs/ Wk
Units
Table 4. Course Offering for Grade 9 of IDS K-12 Curriculum
Course Title
Course Description
Bio 3
Molecular Biology
3
1
Chem. 2
Inorganic Chemistry 2
3
1
Phys. 2
Classical Mechanics 2
3
1
Math 4
Advance Algebra and Conic Sections
5
2
Math 5
Trigonometry
3
1
IT 3
Introduction to Multimedia
3
1
Eng. 3
4
1
Eng. 4
Communication Arts (English) and English and American
Literature
Technical Writing and Journalism
2
1
Fil. 3
Sining ng Komunikasyon (Gramatika at Panitikan)
3
1
Soc. Sci. 3
World History
3
1
MAPEH 3
History of Music, Individual Sports, Adolescent Health
3
1
ValEd. 3 (EsP3)
Man and the Universe: Love of Country and Global Solidarity
2
1
Total
37
13
7
Table 5. Course Offering for Grade 10 of IDS K-12 Curriculum
Course Title
Course Description
Hrs/ Wk
Units
E. S.
Environmental Science
3
1
Chem. 3
Inorganic Chemistry
3
1
Physics 3
Electricity and Magnetism
3
1
Math 6
Pre-Calculus
5
2
Math 7
Statistics for Research and Probability
3
1
IT 4
Introduction to Computer Programming
3
1
Eng. 5
Communication Arts (English) and World Literature
4
1
Eng. 6
Oral Communication
2
1
Fil. 4
Sining ng Komunikasyon (Gramatika at Panitikan)
3
1
Soc. Sci. 4
Economics
3
1
MAPEH 4
Asian Music, Team Sports, Community Health, CAT
4
1
2
1
38
13
ValEd. 4 (EsP4)
Man with His Moral Values: Love of God and Preference for the
Good
Total
8
Table 6. Summary of IDS K-12 Junior High School Curricular Offering
Grade 7
Course Title
Grade 8
Hrs/ Wk
Units
IS
5
2
Bio 1
3
Math 1
Grade 9
Hrs/ Wk
Units
Bio. 2
3
1
1
Chem. 1
3
5
2
Phys. 1
IT 1
2
1
Eng. 1
5
Fil. 1
Soc. Sci. 1
Units
Hrs/ Wk
Units
Bio 3
3
1
E. S.
3
1
1
Chem. 2
3
1
Chem. 3
3
1
3
1
Phys. 2
3
1
Physics 3
3
1
Math 2
4
1
Math 4
5
2
Math 6
5
2
2
Math 3
3
1
Math 5
3
1
Math 7
3
1
3
1
IT 2
3
1
Eng. 2
2
1
IT 3
3
1
IT 4
3
1
4
1
Eng. 3
4
1
Eng. 5
4
1
TLE 1
4
1
Fil. 2
3
1
Eng. 4
2
1
Eng. 6
2
1
MAPEH 1
3
1
Soc. Sci. 2
3
1
Fil. 3
3
1
Fil. 4
3
1
Val. Ed. 1
2
1
TLE 2
3
1
Soc. Sci. 3
3
1
Soc. Sci. 4
3
1
MAPEH 2
3
1
MAPEH 3
3
1
MAPEH 4
4
1
Val. Ed. 2
2
1
Val. Ed. 3
2
1
Val. Ed. 4
2
1
37
12.0
37
13
38
13
13
Course Title
Grade 10
Hrs/ Wk
34
Course Title
Course Title
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Table 7. Comparison between IDS and DepEd’s K-12 Junior High School Curriculum
DepEd Curriculum
Subjects
Subjects
IDS Curriculum
Total
Units
Subjects
Total
Units
12
Science
Sci. 1, 2, 3, 4 @ 1 unit/yr
4
 IS @ 2 units/yr
 Bio 1, 2, 3 ; Chem 1, 2, 3; Phys
1, 2, 3; ES @ 1 unit/yr
Mathematics
Math 1, 2, 3, 4 @ 1 unit/yr
4
 Math 1, 4, 6 @ 2 units/yr
 Math 2, 3, 5, 7 @ 1 units/yr
10
Araling
Panlipunan
AP 1, 2, 3, 4 @ 1 unit/yr
4
 SS 1, 2, 3, 4, @ 1 unit/yr
4
English
Eng. 1, 2, 3, 4 @ 1 unit/yr
4
Filipino
Fil. 1, 2, 3, 4 @ 1 unit/yr
4
EPP/TLE
EPP 1, 2, 3, 4 @ 1 unit/yr
4
MAPEH
EsP
Total
MAPEH 1, 2, 3, 4 @ 1 unit/yr
EsP 1, 2, 3, 4 @ @ 1 unit/yr
4
4
32







Eng 1 @ 2 units/yr
Eng 2, 3, 4, 5, 6 @ 1 unit/yr
Fil 1, 2, 3, 4 @ 1 unit/yr
TLE 1, 2 @ 1 unit/yr
IT 1, 2, 3, 4 @ 1 unit/yr
MAPEH 1, 2, 3, 4 @ 1 unit/yr
ValEd 1, 2, 3, 4 @ 1 unit/yr
7
4
6
4
4
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Admission and Retention Policies
To ensure that only students with the capacity and the inclination towards higher
education are subjected to the rigors of the IDS Science Curriculum, an admission examination
shall be administered to graduating grade 6 students. The bases for the admission of an IDS
freshman are the following:
1. Overall score in the IDS Admission Exam
2. English, Science and Math Scores in the IDS Admission Exam
3. Interview
There shall be four (4) sections per grade level with a maximum of 148 students per
grade level. A student who acquires a failing final grade in any subject, including the character
grade, will be required to transfer to another school.
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Grading System
IDS adopts the averaging grading system which means that quarterly grades are
computed independent of each other. The final grade for any subject is the average of its four
quarterly grades.
The percentage passing grade is 50% and the minimum equivalent grade is 65. The
quarterly grades are computed based on the following components:
Periodical Test
30%
Class Standing:
70%
Quizzes
Seatwork / Assignments
PBA Outputs
Student Participation/ Behavior.
Authentic assessment endorsed by the Department of Education will be used to evaluate
students’ performance. These various forms of assessment are integrated in the instruction as
well as in the evaluative components of the students’ grades.
The percentage values assigned to class standing components shall be determined by all
subject teachers handling the subject. Non-submission/compliance of requirements within the
grading period shall earn a student the lowest possible grade for that particular requirement.
Aside from the academic grades, each subject teacher will also give the student a
character grade based on the following criteria: punctuality, discipline, cleanliness, honesty and
courtesy. The character grade that shall be reflected on a student’s report card is the average of
the character grades given by all the subject teachers. A sample report card is found in the
Appendix.
Student Awards:
To encourage students to aim for excellence, recognition is given to those who performed
well in academic and non-academic endeavors in and out of the campus. These students are
recognized at the end of the first three quarters and at the end of the school year.
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During the Quarter Recognition Awards, the following Awards are given:


Academic Honors are given to students who excel in their studies for the given
quarter. To qualify for the Honors Roll, a student must have no grade below 85%
in any subject and in any character grade for the given quarter.
o The First Honors Award is awarded to students whose grade point
average for the quarter is 93% or better.
o The Second Honors Award is awarded to students whose grade point
average for the quarter is from 90% to 92.99%.
o The Third Honors Award is awarded to students whose grade point
average for the quarter is from 87% to 89.99%.
Co-Curricular and Extra-Curricular Awards are bestowed upon the students
who won in the different competitions outside of IDS during the quarter.
At the end of the school year, the same academic honors are awarded to the students
during the year-end recognition activities. However, to qualify for year-end honors roll, a
student must have no final grade below 85% in any subject and in any character grade.
Moreover, the student must have no grade below 80% in any subject during the previous
quarter.


The Department Award is given to students who earned the highest academic
grade in a particular field. For the fields of Science, Math and English where two
or more subjects are offered in a year level, the weighted average of the final
grades will be used as a basis for the selection of the awardee.
Co-Curricular and Extra-Curricular Awards are given to students who won in
competitions outside of IDS during the last quarter. Students who won in regional,
national and international competitions in the previous quarters are also
recognized in the Year-end Recognition Program.
COURSE DESCRIPTIONS
English
English 1 (Communication
Communication Arts (English) for Grade 7 is designed to
Arts and Philippine
develop the Grade 7 students’ communication skills – listening,
Literature)
reading, speaking, and writing. Emphasis is placed on
pronunciation, reading comprehension, literary analysis and
appreciation of Philippine literature in English, written and
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spoken discourses, and English grammar.
English 2 (Communication
English Communication Arts II is an integration of Afro-Asian
Arts and Afro-Asian
literature and basic grammar dealing with simple expository
Literature)
material for the development listening, reading, speaking,
writing and comprehensive skills. Materials are based on
situation of interest to adolescent and focused toward bringing
about in them consciousness to their need to strive for the
worthwhile things in life.
Grammar emphasis is on expanded sentence forms, voice of
verbs, cases of pronouns, word modifiers, perfect tenses,
paragraph organization, oral and written themes on subject
matters related to the selections discussed
English 3 (Communication
Communication Arts in III (English) uses the Integrated
Arts and English and
Approach that incorporates Literature and Grammar in the study
American Literature)
of the English Language.
Communication Arts III (English) highlight the study of English
and American Literature. The students are expected to gain
wisdom, strengthen their value system, belief system and apply
the insights that they have learned from the literary texts to their
lives.
On the other hand, Grammar lesson are intensified to harness
their skills in writing and speaking. Listening is taught and
enriched through numerous listening activities. A huge amount
of time is also taken into consideration to develop the learner’s
reading skills.
Communication Arts III (English) is further geared to develop
the learner’s proficiency level as far as the English language is
concerned, a means to express their thoughts, and most of all, a
turning point for learners to attain self-improvement and
transformation. Communication Arts III (English) aims to bring
about meaningful changes in a learner’s life.
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English 4 (Communication
English 4 is an integration of the language structure or function
Arts and World Literature)
and literature. Primarily written and oral fluency is the goal of
the course. Other activities such as script writing, oral reporting,
acting and other public speaking activities are added to ensure a
mastery of the course. Finally, literature is incorporated in this
course for literary appreciation and to find a connection
between the learners and the different characters of a particular
literary genre and to discover the value of reading and learning.
English Elective (Technical
Technical Writing is a one-year 1-unit subject offered to Grade
Writing)
9 students of CED-IDS which is designed to prepare the
learners for their research works during their Grades 10-12
years.
The subject introduces the basic principles and styles of
technical writing as well as the special techniques in writing.
The subject also introduces the different kinds of reports and
business letters. With this, the subject exposes the students to
the different collections of published articles that will help them
gain more insights about the subject.
Although the subject does not focus in teaching the English
language, a review on grammar rules to enhance their previous
knowledge will be integrated in the discussion to guide the
students in editing and revising their works.
English Elective (Oral
The course is designed to develop and enhance the students’
Communication and Reading)
oral communication skills in English by exposing them to the
basic principles of effective public speaking. Emphasis is
placed on the nature and function of the English pronunciation,
the use of correct intonation, proper use of stress and pause, and
the dynamics of non-verbal communication. It aims to provide
students with opportunities to express themselves with clarity,
confidence and courtesy in personal, social and public
situations; to listen with discernment and to develop a speech
14
that is readily understandable and appropriate to a given
situation. More importantly, the students are expected to
practice the values of respect, tact and integrity in their daily
conversation.
Filipino
Filipino 1 (Sining ng
Pagtuturo ng wikang Filipino at Ibong Adarna bilang lunsaran sa
Komunikasyon: Gramatika at pagtuturo ng panitikan.
Panitikan)
Filipino 2 (Sining ng
Magkahiwalay na pagtuturo ng panitikan at patuloy na pag-aaral
Komunikasyon: Gramatika at ng wika o grammar.
Panitikan)
Filipino 3 (Sining ng
Ang Filipino 3 ay nakapokus sa pagtatamo ng mapanuring pag-
Komunikasyon: Gramatika at iisip sa pamamagitan ng kritikal na pagbabasa at pag-unawa sa
Panitikan)
akdang pampanitikan partikular na ang Noli Me Tangere.
Inihanda ang silabus na ito upang malinang at mahasa ang
kasanayan at kakayahan ng mga mag-aaral sa pagsusuri ng akda
ayon sa pamantayan, teorya at simulaing nakapaloob dito.
Kinapalolooban din ito ng mga kasanayang pangkomunikasyon
sa pamamagitan pagtalakay sa iba pang klaseng pangwika na
nakapokus sa limang makrong kasanayan: pakikinig, pagsasalita,
pagbasa, pagsulat at panonood.
Filipino 4 (Sining ng
Upang lalong malinang ang kakayahan ng mga mag-aaral sa
Komunikasyon: Gramatika at kasanayang pakikinig, pagsasalita, pagbasa, pagsulat at
Panitikan)
paggamit ng kanilang mapanuring kaisipan ay maingat na sinuri
at inayos ang paksang pag-aaralan upang matugunan ang
pangangailangan ng mga mag-aaral sa ikaapat na taon sa mataas
na paaralan ayon sa makabagong kalakaran sa pag-aaral ng wika
at panitikan.Ang kursong ito ay binubuo ng pagkakaugnay na
aralin sa Panitikan, Balarila at El Filibusterismo na hinati sa apat
na markahan sa loob ng isang taon.
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Social Studies
Social Science 1 (Philippine
The course is the study of the Filipino Nation from the pre-
History and Government)
Spanish period to the present, as an independent and democratic
state of Asia. Furthermore, the course deals with the Philippines’
system of governance and her role in the international
community of nation. This is a 1-unit load with 3 hours/week
meeting.
Social Science 2 (Asian
A descriptive study about the utmost importance of Asia being
History)
the home of the earliest humans on earth, cradle of the three out
of four early civilizations, and its contribution to vast knowledge
and discoveries that enriched the world. It covers the study of the
geography, history, economics and culture of the people in Asia.
The course also covers the important world events in which Asia
was the center until the 16th century, commercial and cultural
ties and influences with Europe, and the contemporary issues
involving its countries.
Social Science 3 (World
A continuous narrative about nations and the reality of history.
History)
Its subject matter or issues are from media. This treats of all the
civilizations that important roles in the development of the
global community; people and leaders; their hospital
background, geographical environment, resource national
inheritance, legitimate aspirations, changings ways of living,
thinking, tools, power, and their contributions to civilizations.
The basic developments are important to assist students in
understanding their own, the world condition, world affairs, as
citizens of the world. This would partake in the resolution of
problems that confront them and the global community.
Social Science 4
A descriptive study of man’s economic activities, the resources
(Economics)
and institutions of society. It is a theoretical study of how man in
16
particular and society in general copes with the problem of
scarcity and other economic problems. It includes micro and
macro- economic analysis, the role of the government in the
development process, theories of development, and economic
trends.
Mathematics
Mathematics 1 (Elementary
This course is offered to Grade 7 students to prepare them for
Algebra)
higher mathematics subjects and to develop their problem
solving skills. The subject provides a review the basic operations
on integers, fractions, decimals, and challenging problems on
ratio, proportion, and percentages. It also introduces the basic
concepts of the set of real numbers, algebraic expressions,
polynomials, radicals, first degree equations and inequalities in
one variable and two variables, system of linear equations and
quadratic equations.
Mathematics 2 (Intermediate
This course is offered to Grade 8 and introduces topics which are
Algebra)
further discussed in Advanced Algebra. It includes topics in
Equality and Real Numbers, Order of Operations, Algebraic
Expressions, Equations and Inequalities and its Applications,
Polynomials, Quadratic Equations and Inequalities, Rational
Expressions and Equations, Equations in Two variables and
Their Graphs, Functions and Relations, Systems of Equations,
Exponential and Logarithmic functions, Sequences and Series.
Mathematics 3 (Geometry)
This is a 1-unit subject offered in Grade 8. The course deals with
the measurement, properties and relationships of points, lines,
angles, planes, and solids. It provides students with the
opportunity to develop mathematical reasoning by developing
and testing conjectures through Deduction. Students will also
learn to prove and evaluate the validity of proofs. Algebra is
17
integrated throughout the course.
Mathematics 4 (Advance
This course is offered to all grade 9 students of the Integrated
Algebra and Conic Sections)
Developmental School. This course prepares students for
studying higher level
mathematical
processes,
including
calculus. It studies the nature of mathematical relations and
functions, including their graphs, methods of proof and conic
sections.
Mathematics 5
This course is offered to all grade 9 students of the Integrated
(Trigonometry)
Developmental School. Trigonometric topics include graphing,
analyzing, and applying the six trigonometric functions.
Scientific calculators and/or graphing calculators are integrated
throughout the course.
Mathematics 6 (Pre-
This course is offered to Grade 10 and covers the basic calculus
Calculus)
concepts and their applications. It includes topics in limits and
continuity of functions, the derivatives and integration.
Mathematics 7 (Statistics for
This is a one-unit credit course which covers basic concepts in
Research and Probability)
statistics such as the nature of probability and statistics;
frequency distributions and their graphs; techniques for data
description; probability and counting rules; hypothesis testing;
testing the difference between two means; two variances and two
proportions; correlation and regression; chi-square and analysis
of variances; and selected nonparametric tests. The course
prepares and helps students in understanding and interpreting
results in research. The course uses and provides experiences for
the students to use statistical softwares such as Excel-Data
Analysis and Excel-Megastat in the computations.
Science
Integrated Science
Integrated Science deals primarily with matter and energy. This
is an introductory course in Physics, Chemistry and Astronomy.
Laboratory activities are performed by students to supplement
18
classroom discussion and to develop their laboratory and
thinking skills.
Biology 1 (Basic Biology)
This subject is offered in Grade 7 and introduces the nature of
biology,
the
interaction
inside
the
organism,
the
interrelationships among organisms, and their interactions with
the environment.
Biology 2 (Taxonomy and
This subject focuses on plant and animal taxonomy, its origin
Physiology)
and diversity. It uses lecture and laboratory activities on anatomy
and physiology of organisms.
Biology 3 (Cell Biology and
This subject touches topics on the molecular and cellular levels
Genetics)
of biology. It also includes comprehensive discussion on
principles in dealing with issues in human genetics and
biotechnological advancements.
Chemistry 1
This is an integrated lecture-laboratory course in General
Inorganic Chemistry. The course covers the review of basic
mathematical concepts, history of Chemistry, scope of
Chemistry, scientific measurements, matter-forms, phases,
properties, and nomenclature of inorganic compounds, chemical
equations and stoichiometry.
Chemistry 2
This is an integrated lecture-laboratory course in Chemistry. It
covers
topics
on
solution,
chemical
kinetics,
chemical
equilibrium, acids and bases, electrochemistry, solubility product
principle, thermochemistry, nuclear chemistry, and selected
topics in chemistry.
Chemistry 3 (Organic
An introductory and simplified analysis of selected topics in
Chemistry and Selected
organic chemistry for Grade 10 students. The selected topics are
Topics)
those dealing with biological system emphasizing practical
applications
and
uses,
preparations
and
reactions,
and
nomenclature of organic compounds. The course also includes
indoor activities such as preparations and production of soaps
and wines.
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Physics 1(Introduction to
This course introduces the most fundamental concepts of
Physics)
classical mechanics focusing on linear kinematics and linear
dynamics. A conceptual approach on fundamental concepts of
Thermodynamics and modern physics will also be introduced to
the students. The course begins with the basic mathematical tools
used in physics and culminates with the Work-Energy Theorem.
A variety of pedagogical approaches including the lecturelaboratory and project-based approach will be used in the course.
Physics 2 (Classical
This course is offered to Grade 9 students. It includes topics in
Mechanics)
Rotational Motion and the Law of Gravity, Rotational
Equilibrium and Rotational Dynamics, Solids and Fluids,
Vibrations and Waves, and Sound. A conceptual discussion on
the laws of thermodynamics and quantum mechanics will also be
included in the course.
Physics 3 (Electricity,
This is a 1-unit/3-hour per week introductory course to
Magnetism & Basic
electricity and magnetism with basic electronics.
Electronics)
specifically a conceptual and mathematical (algebra-based)
This is
approach to electrostatics; conductors, capacitors and dielectrics;
electric circuits; magnetic fields; electromagnetism; and a
conceptual understanding to electronics. To apply the things
learned during the lecture to the different concepts specified by
this course, a laboratory activity/project-based activity is also
given to the students.
Environmental Science
The course tackles the scientific principles, concepts, and
methodologies required to understand the interrelationships of
the natural world, to identify and analyze environmental
problems both natural and human-made, to evaluate the relative
risks associated with these problems, and to examine alternative
solutions for resolving and/or preventing them. Students will be
exposed to both global and local environmental issues using the
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interdisciplinary approach of learning.
Technology and Home Economics
TLE 1 (Family Life/Foods)
Home Management
This course shall equip the students with knowledge and skills
that are needed to effectively perform the basic task in home
management. It shall also include the physical up-keeping of the
operation through proper house-keeping management.
TLE 2 (Electronics,
This unit is an introduction to the study of drawing. Being a
Electricity and Drafting)
preliminary subject, this unit deals with the basics; like the rules
and regulations of drawing, objectives, drawing materials and
instruments used, reminders in the process of preparing in the
course of drawing, and the difference between Drawing and
Technical Drawing. This unit also includes the fundamentals of
sketching as a basic step in preparing a working drawing.
Further, this unit tackles about the study of the forms,
proportion, construction, style, parts, spacing, and direction of
strokes of every individual letter, which is, the Lettering.
Information Technology 1
This course is designed to provide Grade 7 students with the
(Introduction to Computer
basic information and practical hands-on experience on how to
Science)
operate the computer. It primarily includes all matters
concerning the computer - its history, basic parts and functions.
Furthermore, basic office applications such as word processing,
spreadsheets and presentation softwares will be taught. Finally, a
project-based approach will be implemented to apply the skill in
basic office applications.
Information Technology 2
This course is offered to grade 8 students under the Science
(Website Development and
Curriculum. It is designed to acquaint the student with Internet
Design)
and Web design fundamentals. The study encompasses a brief
examination of the development and structure of the Internet and
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Web access. The bulk of the course will be devoted to web
design using HTML and CSS programming, primarily for
business and educational purposes.
Information Technology 3
This course deals with the basic principles of computer graphics
(Introduction to Multimedia
and desktop publishing. It focuses on the four basic principles of
Systems)
design (proximity, alignment, repetition, and contrast) in
designing posters and other printed materials. It also tackles the
basic font types and their relationships (concordant, conflicting
and contrasting). Moreover, multimedia applications (vector
graphics editor, publishing software, video editor and animation
software) are discussed.
Information Technology 4
This course deals with creating and running programs that deals
(Introduction to Computer
with the fundamental concepts of programming, basic control
Programming)
structures, arrays and concepts of object-oriented programming.
Moreover, the course focuses on problem solving skills through
algorithms, logical operators and machine problems.
Music, Arts, Physical Education and Health (MAPEH)
Music and Arts 1
It is a functional study of sound description (vocal and instrumental)
and the basic structural elements of music namely timbre, rhythm
and meter, dynamics, tempo, and melody with emphasis on the
developmental skills such as perceptive listening, singing,
sightreading, rhythmic pattern and playing musical instruments.
This course is based on the western music system.
Music and Arts 2
A sequel to Music 1 (Fundamentals of Music 1), which includes the
other elements of music namely Tonality, Harmony, Texture and
Form. This course also includes Saffoglio, music conductions and
the study of the keyboard instruments as a practical application in
the integration of all the music elements discussed in Music 1 and 2.
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Music and Arts 3
This course focuses on the vignette study of the history of music
from the beginning of its developments to the latest trend; a
thumbnail history of its period from antiquity to about 200 AD,
further study of the music, Greek, Hebrew and Roman music,
ecclesiastical music of both sacred and secular, and a study of the
development of the different schools periods from the middle ages
to millennium age or generation X; special attention to Broadway
music.
Music and Arts 4
This course focuses on the vignette study of Asian Music.
Particularly on the music of the following countries Korea, China,
Indonesia, India, Japan and with special emphasis on Philippine
Music.
Health 1
The course explains what a holistic health is. This aims to achieve
wellness among students.
This is an overview of the major concepts of health topics with an
emphasis on adolescent health and issues.
Health 2
This course demonstrates in depth study of growth and
development.
This course also includes family and sexuality
health, injury prevention, safety education, drug addiction
(stimulants) and community health. This aims to achieve wellness
among students.
Health 3
This course emphasizes on mental health, consumer health, and
sexuality health. Other health topics will also be dealt such as safety
education and substance use and abuse (depressants).
Health 4
This course aims to study communicable and non-communicable
diseases and current health issues and trends. This is an application
of Health 1 to 3.
Moreover, this provides background to students
who want to pursue medical profession.
Physical Education 1
Demonstrate understanding of the concept and principles of physical
fitness to improve one self.
Design and execute a personalized
exercise program to improve fitness and well-being.
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Physical Education 2
Demonstrate an of understanding dance as a form of exercise and
healthy recreation and perform skillfully local and foreign dances as
physical activity that promotes physical fitness.
Physical Education 3
Demonstrate understanding of the benefits that can be derived from
participating in individual or dual sports. Perform skillfully various
individual or dual sports.
Physical Education 4
Demonstrate understanding of the benefits that can be derived from
participating in group sports.
Perform skillfully various group
sports.
Citizenship Advancement Citizenship Advancement Training is a training program for both
Training (CAT)
public and private secondary schools in the Philippines. It aims to
enhance the students’ social responsibility and commitment to the
development of their communities and develop their abilities to
uphold law and order as they assume active participation in
community activities and in assisting the members of the
community specially in times of emergency. Its implementation are
contained in DepEd Order No. 50 series 2005 dated August 26,
2005.
Values Education/ Edukasyon sa Pagpapahalaga
Values Education 1/
This course aims for rational thinking and value judgments focus on
Edukasyon sa
valuing self. It is an experiential approach on topics getting to know
Pagpapahalaga 1 (Values
myself, touching other lives, growing as Filipino, linking myself to
& Virtues: Shaping
the Supreme Being. This course aims to help the young people as
Myself)
adolescents to recognize certain characteristics possessed by them
both of those of children and of adults that will aid them in shaping
their character and become the best persons they can be. Further,
this will guide them on knowing themselves as young persons and
human beings in determining a good direction in life.
Values Education 2/
This course aims for rational thinking and value judgments focus on
Edukasyon sa
valuing others. It is an experiential approach on topics divided into
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Pagpapahalaga 2 (Values
four units: the family as cradle of human relations, developing
& Virtues: Serving
human relations, practicing virtues in human relations and
People)
challenges to human relations. It aims to help the youth to possess
good human relations as an essential factor to development learned
from the family, practiced in the society and to shape the society
where they belong. Further, this will guide them on knowing
themselves as young persons, developing their good citizenship.
Values Education 3/
This course aims for rational thinking and value judgments focus on
Edukasyon sa
valuing the existence of man in his world-different people and
Pagpapahalaga 3
diverse cultures
(Valuing Man and His
harmony. It is an experiential approach on topics designed to
World)
enhance his personhood as he co-exists in this total creation. It aims
around him, and the his quest for unity and
to help the youth to possess good human relations as an essential
factor to development learned from the family, practiced in the
society and to shape the society where they belong. Further, this will
guide them on knowing themselves as young persons, developing
their good citizenship and sense of responsibility in the bigger
sphere called, the World.
Values Education 4 /
Values Education for fourth year students is designed to help the
Edukasyon sa
students in strengthening the positive values they already possess,
Pagpapahalaga 4
improving the values they already possess but need to be improved,
applying these positive values in their lives not only for their own
good but for others as well.
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REFERENCES

CHEd Memorandum Order No. 20, s. 2013: General Education Curriculum: Holistic
Understandings, Intellectual and Civic Competencies

DepEd Order No. 73, s. 2012: Guidelines on the Assessment and Rating of Learning
Outcomes Under the K-12 Basic Education Curriculum

DepEd Order No. 74, s. 2012: Guidelines on the Selection of Honor Pupils and Students
of Grades 1 to 10 of the K-12 Basic Education Curriculum

MSU BOR Resolution No. 33, s. 1998. IDS Pure Science Curriculum

Southeast Asian Ministers of Education Organization – Regional Centerfor Educational
Innovation and Technology. K-12 Toolkit Reference Guide for Teacher
Educators, School Administrators and Teachers Philippines: SEAMEO
INNOTECH, 2012.
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