Secondary Makabayan 1k6f33

Secondary MAKABAYAN Learning Components of Makabayan •

Social Studies 

First Year = Philippine History

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Second Year = Asian Studies

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Third Year = World History

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Fourth Year = Economic

 The approach is the thematic/chronological in the case of history-oriented disciplines and thematic/topical in the case of economics.

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Values Education = Aims at the formation of self-identity and develops in the learner the knowledge and skills necessary for adequate discernment, analysis, discussion, and selection of values in real life situations.

= It shall be taught in every learning area through an experiential learning approach and integrative teaching.

= The teachers serves as a facilitator by guiding the learner in the discovery, analysis, selection, and adaptation of values based on concrete life situations and discussed in an atmosphere if dialogue, freedom, and openness.

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Technology and Livelihood Education (TLE) = Comprises home economics, agriculture and fisheries, industrial arts, computer education and entrepreneurship from First Year to Fourth Year.

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Music, Arts, Physical Education, and Health (MAPEH)

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Music and Art. The learning components of Makabayan in First Year to Fourth aim at developing the learners’ personal, social and aesthetic skills and values. MAPEH covers the study of the elements and styles of music learned experientially through listening, singing, playing, reading, and creating Philippine music and visual art materials as well as those of other countries. The visal art involves such activities as drawing, painitng, and making two-three dimensional artistic pieces.

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Physical Education. This component of Makabayan in First to Fourth Year aims for the physical and aesthetic development of the learner through selected physical exercise, games, sports and dance.

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Health. This component of Makabayan in First to Fourth Year develops the learners’ ability to attain and maintain holistic health (physical, mental and interpersonal) and includes education on population, drugs, and safety.

Makabayan Teaching Teams School principals both in the elementary and secondary schools are tasked to organize Makabayan teaching teams to handle the following learning areas (subject);

Elementary •

Civics and Culture 1-3

(Sibika at Kultura, SK)

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Geography, History, and Civics 4-6

(Heograpiya, Kasaysayan at Sibika)

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Home Economics and Livelihood Education 4-6

(Edukasyong Pantahanan at Pangkabuhayan, EPP)

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Music, Art, and Physical Education (MAPE) 1-6

•

Character Education 1-6

Secondary •

Social Studies I-IV (Araling Panlipunan)

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Values Education I-IV (Edukasyong Pagpapahalaga)

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Technology and Livelihood Education (TLE) I-IV

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Music, Arts, Physical Education, and Health (MAPEH) IIV

Makabayan Learning Competencies Each one of the learning components of Makabayan in the elementary and secondary schools (Social Studies; Values Education; Technology and Livelihood Education, and Health) has its own learning competencies. These provide the sources of content and processes in the unfolding of lessons in the classroom.

Modes of Integrative Teaching Four modes of integrative teaching are started in the 2002 Basic Education Curriculum (BEC), these are:

1. Content-Based Instruction (CBI)

= refers to integration of content learning with language teaching aims = refers to the current study of language and subject matter with the form and sequence of language presentation dictated by the content materials. = the language curriculum is centered on the academic needs and interest of the learner and crosses the barrier between language and subject matter courses. = this approach aims at developing the learners’ academic language skills.

2. Focusing Inquiry = Inquiry teaching is an interdisciplinary approach that uses questions to organize learning. = the teacher guides learners to discover answers to questions, whether or not answers pre-exist become creators of knowledge rather than recipients. = the process of inquiry is the organizer of the instructional design while content is regulated to an ancillary plane

3. Generic Competency Model. = learners are enrolled in three to four linked courses = the rest essentially on “general competences” = the course assists learners in developing competencies that will transfer readily from one discipline to another.

4. Thematic Teaching. = thematic themes organize learning around ideas = it provides a broad framework for linking content and process from a number of disciplines

= the theme provides coherence. It gives a focus to the activities that accompany the unit. = the theme helps the learners see connections across disciplines or skill areas.

the

meaningful

= it conveys a clear compelling purpose to learners, teachers, and parents linking ideas to action and life-long learning.

Written Report in Edu 54

Submitted by Mary Narciso

Angelie

V.

Submitted to Mrs. Carmelita Banua