Matatag Curriculum Grade 1 Makabansa mak

This ppt is about the Updates on the Revision of the MATATAG K to 10 Curriculum of the Department of Education. Thanks to the owner of the slide.

The document discusses curriculum issues, concerns, and responses. It identifies several issues with implementing curriculum including poor academic performance, overcrowded classrooms, underprepared teachers, and a lack of stakeholder involvement and communication. In response, it recommends involving all stakeholders in curriculum planning, thoroughly studying readiness for innovations, and ensuring proper preparation, materials, and knowledge before implementation. Collaboration is also key to successfully addressing issues and concerns with curriculum changes.

The Matatag curriculum has several key features: - It focuses on foundational literacy and numeracy skills, especially in early grades. - It reduces the number of learning competencies to decongest the curriculum. - As the grade level increases, it shifts from low-level cognitive demands to higher-order thinking skills. - It emphasizes 21st century skills like technology, communication, learning, and career skills.

This document provides an overview of Module 3A which focuses on designing instruction for distance learning modalities. The module contains 3 lessons: 1. Understanding the Different Learning Delivery Modalities - This lesson defines different distance learning types and their requirements. 2. Designing Lessons and Assessments in Distance Learning - This lesson discusses designing well-structured lessons and incorporating formative and summative assessments. 3. Guiding and Monitoring Learners in Distance Learning - This lesson focuses on creating a weekly home learning plan and individual learning monitoring plans to track student progress. The module aims to help teachers effectively design and implement distance learning considering the different modalities' guidelines and student needs. It emphasizes

This document outlines the agenda and objectives for a SHS Cluster A School Learning Action Cell (SLAC) meeting on September 14, 2023. The agenda includes discussing RPMS indicators for SY 2023-2024, classroom observation mechanics, and topics for SLAC sessions. The objectives are for participants to understand RPMS updates, facilitate classroom observations, share insights on coaching/mentoring, and submit required school reports. Guidelines for the STAR observation tool and suggested SLAC topics are also provided, as well as templates and submission deadlines for RPMS requirements like IDPs, pre-observation forms, and item analyses. The document advocates that excellent teachers are created through advocating for excellence in education.

This document is the annual Gender and Development (GAD) plan and budget for the Las Piñas National High School-Gatchalian Annex for fiscal year 2017. It allocates a total budget of 49,800 pesos to address three key issues: 1) Celebrating Women's Month to promote women's rights and role in development with activities like a school program and contest allocated 5,000 pesos. 2) Increasing student and teacher awareness of GAD concepts, issues, laws through a gender sensitivity seminar and workshop allocated 20,000 pesos. 3) Strengthening the GAD Focal Point System's capacity in gender mainstreaming and planning through training allocated 10,000

This document discusses the domain of diversity of learners and emphasizes that teachers should facilitate learning for all students regardless of their differences. It suggests that teachers first recognize and respect individual student differences, then use their knowledge of students' backgrounds to design diverse learning activities to ensure all students can meet learning goals. The document provides questions for teachers to reflect on whether they understand student differences, set appropriate goals, and create varied activities to help all students learn and develop holistically.

This document outlines policies and guidelines for protecting children in schools from abuse, violence, exploitation, discrimination, bullying and other forms of harm. It declares the Department of Education's zero tolerance for any acts that put children's welfare at risk. It also defines key terms related to child protection and the different forms of abuse, as well as roles of various school personnel. The goal is to ensure schools provide a safe environment for children's education and development.

The document discusses establishing safe and secure learning environments through consistent implementation of policies, guidelines, and procedures. It emphasizes developing understanding of policies around safety and security, and identifying facts and misconceptions related to establishing safe environments for learners. Key aspects include securing the learning space, facilitating safe student activities, and encouraging respectful participation.

This document outlines the School Based Feeding Program Action Plan for Suba Elementary School for the 2022-2023 school year. The plan aims to distribute buns and milk to severely wasted and wasted pupils from kindergarten to grade 6 to mitigate malnutrition. Strategies include monthly monitoring of pupils' body mass index, encouraging parental and community support, and informing parents of children identified as severely wasted. A working committee will be established to oversee daily delivery and monitoring of the buns and milk distribution to ensure all recipient learners receive the food.

This document outlines a strategic intervention action plan for a school to improve reading ability through catch up Friday reading sessions. The plan has two main objectives: 1) to identify reading levels of learners in English through a rapid literacy assessment test, and 2) to improve reading ability. Key activities include administering pre-and post-assessment tests, orienting parents and upgrading skills of home learning partners, providing reading materials tailored to students' levels, and conducting regular reading activities with monitoring of progress. The timeline is from [Month] to [Month] and involves teachers, parents, students and community partners. The expected outcomes are identified reading levels, improved teaching skills, and improved reading ability as measured by post-assessment results.

The document provides an overview of the goals and rationale behind the MATATAG Curriculum in the Philippines. It discusses how the curriculum aims to equip learners with 21st century skills and produce competent citizens. It also addresses challenges with the previous K-12 program based on assessment results. The MATATAG Curriculum was created through a review process to identify areas for improvement and ensure the curriculum achieves its goals of developing well-rounded learners. The goals of the MATATAG Curriculum for different subject areas like Filipino, English, Science and Social Studies are also outlined.

The document discusses Dulangan National High School's observance of National Children's Month in November. It aims to stimulate advocacy and public awareness on upholding children's rights amid COVID-19 by intensifying knowledge of children's rights, promoting child-friendly environments, providing discourse on children's issues, empowering children, and equipping duty-bearers. Some activities discussed include a feeding program that provided meals to 46 children and selling affordable vegetables from the school garden. The school utilized various media to educate the public and adhered to health protocols during activities.

This document outlines the school action plan for Araling Panlipunan (AP) or Social Studies for the 2020-2021 school year at Bambang Elementary School in Pasig City. It identifies 3 key objectives: 1) Increase the percentage of student achievement in History, Economics, Civics, and Asian Studies (HEKASI) from 60% to 75%. 2) Increase student participation in visits to local historical landmarks and icons. 3) Organize the election of Supreme Pupil Government officers. The plan details specific activities, timelines, responsibilities, and expected outputs to achieve these objectives, such as conducting tests to establish a baseline, organizing field trips for students, and holding elections in February

The document discusses curriculum modification in basic education during and after the COVID-19 pandemic. It focuses on identifying the most essential learning competencies by reducing overcrowded curriculums. Various alternative delivery modes are proposed to ensure continuity of learning such as online learning, distance learning, and homeschooling. For higher education, curriculum modifications include focusing on essential outcomes, rearranging course offerings, offering courses related to the pandemic, and modifying assessment methods. Curriculum considerations take into account health guidelines, learner diversity, and appropriate teaching delivery methods like online, blended and hybrid learning.