Are the physical features, such as appearance and organization, of the textbooks used at the NEPBE appropriate for children of 1st, and 2nd grade? What language content is included in the textbooks? Are the text-types included in the textbooks coherent with the literary and ludic environment guidelines suggested in the NEPBE?
Are the tasks and activities offered by the textbooks developed in familiar, community, academic and educational environments as the NEPBE establishes?
If so, how? How do the textbooks incorporate the knowledge of other cultures and languages? It goes as follows: literacy reading and writing is separated from the rest since they represent more formal instruction. Oral-aural skills are introduced first because spoken language is the medium though which the new language is encountered, understood, practiced and learnt.
Vocabulary will be introduced after vocabulary is referred to as the words, their meaning and links between them. All undertaking works, records and reports posted on this website, modishproject. Secondary Education Aims. The goals in secondary education in the Philippines, Brunei Darussalam, Malaysia, and Singapore vary in the outcomes and skills emphasized. The SPN 21 in Brunei Darussalam aims to provide students all-around development as individuals; opportunities to enhance individual strengths and abilities; and well-balanced education.
The National Standards-Based Curriculum in Malaysia was constructed following the backwards design where objectives are predefined under six major areas: Communications, science and technology literacy, physical and aesthetic, personal development, humanistic, spiritual attitude and values. In Singapore, the thrust in the lower secondary is to develop national identity. In the Philippines, the Secondary Education Curriculum focuses in developing functional literacy to address the 21st century skills to become globally competitive.
In Thailand, the lower level emphasizes on learners intellect, ethics morality and basic skills. It allows the learner to explore his individual interests and aptitudes through a wide choice of both academic and vocational subjects.
In Vietnam, they focus to form basic abilities of self- adapting, acting, behaving, and life learning; Provide training with directions of learning to do, learning to be, learning to live together. The Philippines and Malaysia are similar in using the backward design in their curriculum. Structure and Alignment. Within the six years, the lower secondary years are common having a general secondary program and the upper secondary years focus on specialized tracks.
This structure does not apply for the Philippines because secondary education is limited to four years which offers a general secondary program. The Philippines and Malaysia have the highest time spent for teaching mother tongue, but it is only taken for four years in the Philippines and five years in Malaysia. The Philippines and Singapore have the longest time spent for teaching English, but, it is only taken four years in the Philippines and five years in Singapore.
The Philippines had significantly the longest time spent in teaching science, mathematics, social studies, and technology and livelihood education limited within four years and the other countries spend five years with lower time allotment.
Brunei Darussalam had the longest time spent for music, art, and physical education. The Philippines is one with the lowest time allotment all for these three areas that are integrated. In other countries, these subjects are taught separately.
Brunei Darussalam also has the longest time allotment for teaching values education. Thailand has the largest time spent on the study of Thai language. Vietnam has the largest time spent on Vietnamese literature and mathematics.
The Philippines had the longest periods spent for teaching subject areas within limited number of years four years. This indicates that the lessons are compressed within four years. The subject areas are described only for secondary education because much variation occurs unlike in the primary years.
The secondary curriculum in English, mathematics, and science for the Philippines is based on the review conducted by the Assessment research Centre and University of Melbourne Graduate School of Education. The focus of the English curriculum in the primary years in the Philippines revolves on the four macroskills: Listening, speaking, reading, and writing.
The outcome is the application of language and understanding of linguistic structures. There is emphasis on speaking and reading where grammar is focused on the speaking component. The teaching of grammar follows a conventional sequence. The weak part of the curriculum is the lack of specification in the kind of text and selections provided. Analysis of the Basic Education of the Philippines: 15 Implications for the K to 12 Education Program There is no specification on how the English subject is connected to other subject areas.
The focus of the English curriculum in the secondary years 1 expands the language macroskills to interpret and understand a range of meanings and in relation to the types of literature, and 2 achieve communicative competence. Content-based teaching and Cognitive Academic Language Proficiency were used as foundation of the curriculum.
The sequence is also within the frame of the language macroskills and with the addition of literature. Some topics like education for life, justice, sustainable development and global citizenship needs to be rationalized how they connect to the macroskills. The process of listening and speaking becomes more complex from year 7 to Reading skills are limited to basic scanning, skimming, and reading for detail.
There is understanding and appreciation of local to global forms of literature. The appreciation of literature is connected with the values of the society. The main focus in English in the Secondary Education Curriculum is functional literacy for all.
It specified concepts in language teaching such as problem, task, and competency-based learning, the use of text analysis, and text-, context- and genre-based approaches to reading literature and literary appreciation.
The framework explains that language is learned in a constructivist approach by using it. The curriculum is organized using the Understanding by Design. The curriculum runs in a spiral form where each literary genre is revisited each year. The language focus is drawn up from the literary content. The assessment tasks are specified by using a scoring rubric.
In Brunei Darussalam, education is currently based on a bi-lingual approach. The Education Act policy in this country gave importance to both English and Malay. The effective use of English is important for students to gain access and succeed in colleges and universities abroad and for globalization in the areas of international business, economic, and political arenas. English is taught starting at the primary years and the subjects Geography, Mathematics, and Science are taught in English.
According to Burns and Charleston , p. Many students appear to be having problems in the primary years for coping with the level of English required and the readability level of the texts used may be too high.
The thrust for communication emphasizes the process of integrating linguistic skills for communication purposes which focuses on literacy. The education ministry drew up new approaches of teaching English to raise standards even if other subjects, such as mathematics and science, are taught in Bahasa. The English curriculum involves the language art and grammar components with focus on fun learning as well as the ability to converse in standard English.
The curriculum also emphasizes on pronunciation and phonics. In Singapore, English is part of the core subjects in both primary and secondary education. According to the English language syllabus, the English language curriculum in school will help pupils become independent lifelong learners, and creative thinkers and problem solvers who can communicate effectively in English. At the end of their primary and secondary education, pupils will be able to communicate effectively in English.
The syllabus indicated the philosophy of language such as a system for making meaning, means of communication and expression, determined by purpose, audience, context and culture, grammar and linguistic structures and patterns. The syllabus is impressive in their inclusion of language learning and teaching such as learner-centeredness, process orientation, integration, contextualization, spiral progression, and interaction which is not present in the syllabus in the Philippines.
English is taught among students in Thailand as indicated in the National Education Act. There are changes in the teaching and learning of English in schools in Thailand.
English will be a compulsory foreign language subject starting from level 1 in primary education 6 years of age in the new curriculum. There are three objectives in either core or elective English courses. These are knowledge, skills, and positive attitude towards English. According to Wiriyachitra , p. Skill involves communication strategies, thinking skills, critical and creative thinking, self- evaluation, learning skills, knowledge seeking skills, technology skills and how to work with others.
A positive attitude includes appreciating the English language and its culture. English is taught as a compulsory subject from year 6 until secondary education. The teaching of grammar is a very significant part of their English curriculum. The mother tongue can be used to teach English to a reasonable extent. The grammar syllabus within the curriculum document follows traditional English as an EFL sequence. English in secondary education in NSW Australia is taught in various textual forms.
The syllabus identifies essential skills, knowledge and understanding, values, and attitudes essential in learning English. The English language is learned through immersion in a diverse range of purposeful and increasingly demanding language experiences. In the senior secondary level, the English subject advances to enable students understand, use, enjoy, and value the English language in its various textual forms and to become thoughtful, imaginative, and effective communicators in a diverse and changing society.
The content areas in mathematics common in among Philippines, Brunei Darussslan, Malaysia, Singapore, Thailand, Vietnam, and NSW Australia includes whole numbers, rational numbers and number system, algebra, measurement, geometry, and trigonometry, and probability and statistics. The teaching of the number system is introduced at an early year. There is no guide for teachers about the variation in the increase in the difficulty of problems in this area.
Algebra is only introduced in the Philippines by year 7 and continuous to year 8 then again on year Algebra is focused on abstract algebraic expressions and manipulation of formulas and equations rather than on underlying ideas.
The teaching of equations and expressions do not have a strong link to real world situations. No formal approach is used for learning strategies. Skill on measurement is covered in the Philippine curriculum across years as compared to other countries.
Topics on geometry are not continuous across the levels in the Philippines. There is no geometry in years 1, 7, and 8. Statistics in the Philippine curriculum is very limited. It is only covered in years 3 to 6 for the primary and only year 10 for secondary education. Mathematics in Brunei Darussalam is part of the key knowledge areas. They have introduced mathematical thinking as the mode of thought used to solve any problem in daily life including problems in the classroom.
Mathematical techniques, concepts and processes, either explicitly or implicitly in finding the solution of problems are applied. The objectives indicate that students are expected to be able to use the fundamentals of mathematics to solve real-life problems including simple ones.
Mathematical thinking and problem solving are both mentioned in the syllabus. Teachers must encourage students to use thinking skills and problem solving strategies during mathematics lessons Khalid, The curriculum recommends the use of a variety of representations to facilitate the development of content knowledge and processes that includes concrete objects, real life scenarios, diagrams, verbal instructions, ICT, and symbols.
The mathematics curriculum in Malaysia balances both the understanding of concepts and computational skills. Part of the recent development in the mathematics curriculum in the secondary level includes the use of mathematics in real life situations, development of problem solving skills, the appreciation of the history of mathematics, and study of the human societal and spiritual values inherent in the subject.
In addition, the curriculum through various learning activities enables students to appreciate the importance and beauty of mathematics.
The curriculum also described that learning mathematics involves active participation of students and activities that encourage inquiry. In Singapore, a new mathematics curriculum was introduced. The curriculum integrates pre-algebra, algebra, and geometry and includes some advanced mathematics topics starting at year 7. Many questions require students to apply knowledge to new situations rather than following a procedure.
It includes challenging questions for enrichment and discussion as well as mathematics investigations. Teacher involvement is generally required. The curriculum in secondary education in mathematics involves the acquisition of the necessary mathematical concepts and skills for everyday life, develop the necessary process skills, mathematical thinking, help students make connections among mathematical ideas, develop positive attitudes towards mathematics, make effective use of a variety of mathematical tools, produce imaginative and creative work, and develop the abilities to reason logically.
The mathematics framework in Singapore considers the underlying principles on skills, concepts, processes, attitudes, and metacognition which are not indicted in the Philippines. The mathematics curriculum in Thailand emphasizes on mastering basic skills and understanding mathematics concepts.
They emphasize on teaching mainly on combined algebra, geometry, and numbers. Their mathematics program takes an investigative approach, which helps students build conceptual understanding as they transition from the concrete to the representational to the abstract. The framework for teaching and learning is built on the following skills: Problem solving, reasoning and proof, communication and representations, and connections.
The mathematics curriculum in Vietnam was reformed in The reform in the curriculum includes application of knowledge and skills necessary in the community and future lives of the students. The curriculum also involved reform in the teaching methods such as reform in the cognition of teachers, introduction of new forms of teaching individual learning, new means of learning, improvement in the learning atmosphere, and improvement in assessment.
In NSW Australia, the mathematics subject in secondary education is mandatory from years 7 to Students study number, patterns and algebra, data, measurement, space and geometry. In mathematics, students learn to ask questions in relation to mathematical situations and their mathematical experiences; develop, select, and use a range of strategies including the use of technology to explore and solve problems; develop and use appropriate language and representations to communicate mathematical ideas; develop and use processes for exploring relationships, checking solutions and giving reasons to support their conclusions; and make connections with their existing knowledge and understanding and with the use of mathematics in the real world.
The science concepts, principles, laws, models and theories in the primary years in the Philippines are well developed and well chosen. The curriculum is coherent and developmental showing clear progression. However, the curriculum lacks opportunities to use science skills to support learners to solve problems, question, critique, analyze, and evaluate scientific claims.
The content covered in the curriculum is heavier than the coverage in the other countries. Sa ilalim ng Kto12, bago makapagkolehiyo, kailangan pa nilang dumaan sa karagdagang 2 taon pagkatapos ng apat na taong hayskul.
Sa bagong sistema, tinatawag na senior high school o junior college ang karagdagang 2 taon. Ang apat na taon ng hayskul sa lumang sistema ay tinatawag naming junior high school. Sa kabuuan, Grade ang opisyal na tawag sa 12 taon ng Basic Education sa ilalim ng Kto SAGOT: Mababa raw ang kalidad ng edukasyon sa Pilipinas at sa pamamagitan daw ng Kto12 ay mapatataas ang kalidad ng edukasyon sa bansa.
The Enthusiast October 13, at AM. There is information to be gained from data. Short Title. Section 2. Declaration of Policy. For this purpose, the State shall create a functional basic education system that will develop productive and responsible citizens equipped with the essential competencies, skills and values for both life-long learning and employment.
In order to achieve this, the State shall:. Section 3. Basic Education. It encompasses kindergarten, elementary and secondary education as well as alternative learning systems for out-of-school learners and those with special needs.
Section 4. Enhanced Basic Education Program. Secondary education includes four 4 years of junior high school and two 2 years of senior high school education. Kindergarten education shall mean one 1 year of preparatory education for children at least five 5 years old as a prerequisite for Grade I. Elementary education refers to the second stage of compulsory basic education which is composed of six 6 years.
The entrant age to this level is typically six 6 years old. Secondary education refers to the third stage of compulsory basic education.
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