The second week and Masipit Elementary School's profile..

Hello...

Now i want to tell my story in my second week in Philippines.

                In my second week in Masipit Elementary School, MinSCAT, and Philippines, I am as the teacher assisstent. So I help to prepared the things teacher needed. Actually, in my second week i’m still observe what teacher did for the students and that’s make me knows about what should I do on the next week when I teaching. In my second week, I don’t need a long time for be a family in the real Masipit Elementary School’s family. And my observation results, I know informations  about Masipit Elementary School. Like school profile and pedagogical contents in there..

1.1      School profile

INTRODUCTION

          Masipit Elementary School in resilient adherence to its vision – mission has taking place the determination to show up and further fortify its over-all response to the fullest if not the best of its determined services.

For every venture and victory, the collaboration of ideas, effort, and progressive execution proved effectual. The enrolment growth is likewise considered as resources were allocated. The full force, both internal and external jointly dispensed their share of undertaking.

PROFILE

Socio- Economic Status

          The school serves as an avenue for some of the activities in the barangay like the medical mission, operation timbang, distribution of relief goods,           film showing, barangay assembly and other activities that need enormous space.  Fifty percent (50%) of         the community people are private and government employees, thirty percent (30%) are farmers, fifteen percent (15%) are laborers and          five percent (5%) are working abroad.

Demographic Characteristics

          The place has a population just ideal for the area and is distributed in a manner that house are not congested and concentrated in just one specific area. Houses are mostly found along the road and are accessible to transportation. The average number in a family ranges to five to ten including the parents.  

Geographic Characteristics   

          Barangay Masipit has the following boundaries:  North – Tawiran, East – Guinobatan, West – Baruyan, South –Sta. Isabel.  Its total land area is is  4 201 sq.k.  Its land form is 76 – 100% plain and has seven sitios as: Balaasan, Mataas na Kahoy, Centro, Irrigation Site, Masitao, Road I and Road II.  Barangay Masipit has a population of 2, 598; Male is 1 276 and Female is 1 322.  The number of household is 626 with 695 families.

          The people though coming from different regions and provinces of the country lived peacefully and respect the culture inherent in the locality and participate in celebration and ceremonies and practices in the place like: Santacruzan in May, “Lamayan” when somebody dies, and volunteerism in offering unsolicited help during weddings, baptism, etc.          

Highlights of Accomplishments

A. Status of Basic Education Resources

1.     1. Enrolment SY 2017 -2018

Grade Level	Male	Female	Total
Pre-elementary	22	31	53
1	21	26	47
2	22	30	52
3	22	28	50
4	23	22	45
5	23	19	42
6	30	29	59
SPED
TOTAL	163	185	348

2. Teaching and Non- Teaching Personnel

Name of Teachers	Grade Level Taught	Position
1.     Kaye Ezra Tolentino	Kindergarten	EGT 1
2.     Johna M. Pagilagan	Grade One	EGT 3
3.     Lolita A. Sarmiento	Grade Two	EGT 2
4.     Simeona E.Recana	Grade Two	EGT 3
5.     Aurelia U. Martinez	Grade Three	EGT 2
6.     Jayvee T. Delos Santos	Grade Three	EGT 1
7.     Decy L. Benancio	Grade Four	EGT 2
8.     Merlinda L.Gerance	Grade Five	EGT 2
9.     Charity B. Condiman	Grade Six	MT 1
10.  Donalyn F. Navarro	Grade Six	EGT 3
11.  Ferdinand L.Paala	Special Teacher	EGT 2
12.  Rowena F. Manibo		Principal II

3. ALS Coordinators, Supervisors, and Mobile Teachers

B. SECTOR PERFORMANCE OUTCOMES

Improving ACCESS to Basic Education

a. . School Feeding Program

Proper health and nutrition is one of the factors that can greatly affect the academic performance of the learners. For this reason, the school had to do an effort to identify those pupils who belong to the severely wasted and wasted status to give assistance through the different programs implemented in the school in coordination with the DepEd and City Health Department. At present,  48 wasted and severely wasted pupils were under the SBFP program. Indigent pupils were included too.

b. DepEd Computerization Program-

The DepEd Computerization Program (DCP) aims to provide public schools with appropriate technologies that would enhance the teaching-learning process and meet the challenges of the 21st century. At present, the school has 7 computer units and 1 projector given under the said program.

c. Health and Nutrition Services

a. Dental Month

b. Proper Hand washing and Tooth brushing

c. Deworming

d. Immunization

e. Drug Prevention Campaign

f. Medical Check-up

g. Prioritizing Healthy Foods in the Canteen

d. Lingap Mag-aaral Programs

SCHOOL PROGRAMS

A. Every Child A Reader Program (ECARP)

The ECARP is a national program that addresses the thrust of DepEd to make every Filipino child a reader at his/her own level. It is designed to equip elementary pupils with strategic reading and writing skills to make them independent young readers and writers. It also provides a year-long training for teachers to make them multi-literate and independent problem solvers. In support to the program, the school religiously conducted remedial, enrichment and peer reading activities to the pupils under the supervision of the teacher.

      B. Adopt-A-School Program

Adopt-A-School Program (ASAP) is an innovative pro-poor government program that gives private institutions and individuals the opportunity to become partners in education by providing assistance in the upgrading and modernization of public schools.

      C. SPG on the GO

The SPG on the Go is a Supreme Pupils Government project where they spearhead the cleaning of the school compound. They also served as peace officers in the noon and recess time.

      D. Journalism Workshop

Pupils were encouraged to hone their skills in writing through the school level writing workshop. The school paper advisers together with the school head conducted the workshop before journalism competitions.. This project aims to identify potential writers who will become young journalist to compete in writing.

        E. My Pen Talks Program

An activity where the school head conducted dictation test among pupils to test their writing, listening and spelling skills.

        F. Oplan Linis Balaasan

A Bayanihan activity of the LGU and PTA to ensure the safety  of the pupils inside the school compound

         G. Learn to Read, Read to Learn

A program where technology and other reading materials are  used for the reading activity done during remedial time to enhance the reading skills of the pupils.

        H.  Provision of Supplementary Materials, Equipment and Tools

The school is a recipient of DCP way back 2014. The equipment is used by the teachers and pupils in the learning process. Moreover, the school solicited led televisions to be used in teaching. Aside from that, three of the teachers produced their own projector and television for classroom use.

         I. Acceleration of School – Based Management System

The school activities are done through the cooperation and unity of the school teaching force and stakeholders of the learning institution. Every activity is also governed by DepEd orders and memoranda. Moreover, the school is strictly following and abide the department’s vision, mission and core values to ensure the improvement of school and its beneficiaries specially.

J. Adopt-A-School Program

Adopt-A-School Program (ASAP) is an innovative pro-poor government program that gives private institutions and individuals the opportunity to become partners in education by providing assistance in the upgrading and modernization of public schools.

Other Programs to Improve Quality

            1. Created the different school clubs and utilize the clubs to promote camaraderie and improve the social being of the pupils.

2. Implemented the Research Activity to address the problem on Pupils at Risk of Dropping Out.

3. Strengthened the Reading activity, entitled Literacy Intervention to Pupils with Difficulty in Reading.

4. Conducted home visitation for mapping activity.

IV. IMPLEMENTATION OF LEGISLATED REFORMS

A.    Legislated policies implemented and/or Operationalized

1.    Child Protection Policy

Symposium on how to protect the children against different types of abuse

Conduct a campaign to promote this policy

2.    Anti-Bullying Campaign

Schools across the country have implemented anti bullying campaigns within their respective schools in the hopes of preventing attacks on students. Prevention is the key to protecting the students ‘safety is one of the major concerns of Masipit Elementary School. Thus, the school come up with the different school-based interventions targeted at the whole school, or class. The following are the strategies used to

3.    Campaign to end violence against women and children

4.    National Drug Education Program

V. (Division) School Level Specific Developments

          1. Gabay Pardos

A Research Work Funded by BURF and conducted by the Master Teacher, Ms. Charity B. Condiman together with the two teachers, Miss Johna M. Pagilagan and Miss Donalyn F. Navarro. The school program will address the problem of pupils at risk of dropping out. This as an ongoing program.

          2. Literacy Intervention for Pupils with Reading Difficulties

A Reading Program to address the reading difficulties of the pupils in grade three class. The concerned pupils were visited during summer vacation for follow up.

3. Graduation Ceremony

                   Fifty one pupils successfully graduated on April6,2017.

4.Brigada Eskwela

          The school conducted Brigada Eskwela where 100% of the parents supported the program.

5. Oplan Balik Eskwela

          Balik Eskwela was conducted.

VII. Major Thrusts and Strategies for 2018

1.     Develop the reading literacy of pupils through the PHIL IRI which helps assess the reading proficiency of the pupils in all grade level.

2.     Increase the MPS

3.     Decrease number of pupils who belong to malnourished level

4.     Increase the participation of stakeholders in the community.

5.     Provide a safe learning institution to all school clients.

6. Strengthen the delivery of quality education to all school age children through responsible teachers who religiously attend trainings for self-improvement.

7. Conduct the classroom observation frequently to assist and provide technical assistance to the teachers.

8. Encourage the out of school youth to attend Abot Alam Program and Alternative Learning System program.

9.  Provide strategies that will increase the participation and achievement rate of the school.

10.Encourage sector participation towards effective delivery of quality education in public school such as Adopt- a School Program.

11.Identify teacher’s potential to be utilized for the improvement in all school activities.

12. Address the problems in repair and maintenance of the school facilities such as classrooms, school fences and others through allocation of fund, fund raising and solicitation.

13. Enrich pupils learning through attending memorandized trainings, contests and other activities.

1.2   Academic support system

 Classrooms

Number of Classrooms

Ten (10)

School Furniture

Name of Furniture	Number of Furniture
1.     Chairs / Tables	199
2.     Desks	33

Text Books

Name of Textbooks	Grade Level	Number of Copies on Hand
English	Grade IV only	30
Science	Grade IV Levels	30
Mathematics	Grade IV only	30
Filipino	Grade III only	30
Sibika at Kultura	Grade 3	30
Sibika at Kultura	Grade 4	30
ESP	Grade 6	60
Mathematics	Grade 6	30

Name of  Instructional Units	Number of  Instructional Units
1.     LCD/Projector	3 sets
2.     LED TV	5 sets
3.   Computer units	7 sets

                       

1.3 Teaching system

A week of learning is held for 5 days. They have 7 subjects namely, English Math, Science. Araling Panlipunan (Social Studies),  Filipino, Edukasyon sa Pagpapakatao (Character Education), TLE (Technology and Livelihood Education),and MAPEH (Music, Arts, Physical Education and Health.  Each major subject has 50 minutes and the rest is 40 minutes. Enrichment and remediation classes were also held after class.

1.4 Materials and other learning sources

Text Books

Name of Textbooks	Grade Level	Number of Copies on Hand
English	Grade IV only	30
Science	Grade IV Levels	30
Mathematics	Grade IV only	30
Filipino	Grade III only	30
Sibika at Kultura	Grade 3	30
Sibika at Kultura	Grade 4	30
ESP	Grade 6	60
Mathematics	Grade 6	30

Teachers uses different materials like textbooks, worksheets, manuals and modules. Teacher’s guides were utilized also by theteacher. They use internet resources and teaching websites  as reference of the topics. ICT materials were used also to promote mastery and participation among the earners.

1.5 MEASUREMENT AND EVALUATION SYSTEM

                The school follow the K+12 Assessment system where the pupils were graded using different percentage in each area, written outputs, performance tasks and quarterly assessments. Written works includes weekly quizzes, seatwoks, while performance  includes pupils activities like role plays, simulations, debates, symposium and the like. Quarterly test are 4 periodic tests for the whole school year. Descriptors are listed below.

                                Outstanding                                       90-100

                                Very Satisfactory                              85-89

                                Satisfactory                                        80-84

                                Fairly Satisfactory                             75-79

                                Did not Meet Expectation            below 75

Reports  on Learner’s observed values were reported also. Core values being assessed focused Spiritual, Social, environmental, and Cultural aspects.

1.6 Curriculum

Curriculum development

    Teachers prepared the instructional materials in all learning areas.

    All teachers conducted remedial classes to those pupils-at-risk

    Grades 1-6 teachers used daily lesson logs and daily lesson plans  based on Kto 12 modules

    Six teachers used ICT in teaching to help the pupils understand their lessons well.

                All of the schools in Philippines use the curriculum from the government. However, the teachers in Masipit Elementary School have to make their own lesson plan but still according to the national curriculum as follows: 

THE SCHOOL CURRICULUM

The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship.

SALIENT FEATURES

Strengthening Early Childhood Education (Universal Kindergarten)

Making the Curriculum Relevant to Learners (Contextualization and Enhancement)

Ensuring Integrated and Seamless Learning (Spiral Progression)

Building Proficiency through Language (Mother Tongue-Based Multilingual Education)

Gearing Up for the Future (Senior High School)

Nurturing the Holistically Developed Filipino (College and Livelihood Readiness, let Century Skills)

STRENGTHENING EARLY CHILDHOOD EDUCATION (UNIVERSAL KINDERGARTEN)

Every Filipino child now has access to early childhood education through Universal Kindergarten. At 5 years old, children start schooling and are given the means to slowly adjust to formal education.

Research shows that children who underwent Kindergarten have better completion rates than those who did not. Children who complete a standards-based Kindergarten program are better prepared, for primary education.

Education for children in the early years lays the foundation for lifelong learning and for the total development of a child. The early years of a human being, from 0 to 6 years, are the most critical period when the brain grows to at least 60-70 percent of adult size..[Ref: K to 12 Toolkit]

In Kindergarten, students learn the alphabet, numbers, shapes, and colors through games, songs, and dances, in their Mother Tongue.

MAKING THE CURRICULUM RELEVANT TO LEARNERS (CONTEXTUALIZATION AND ENHANCEMENT)

Examples, activities, songs, poems, stories, and illustrations are based on local culture, history, and reality. This makes the lessons relevant to the learners and easy to understand.

Students acquire in-depth knowledge, skills, values, and attitudes through continuity and consistency across all levels and subjects.

Discussions on issues such as Disaster Risk Reduction (DRR), Climate Change Adaptation, and Information & Communication Technology (ICT) are included in the enhanced curriculum.

BUILDING PROFICIENCY THROUGH LANGUAGE (MOTHER TONGUE-BASED MULTILINGUAL EDUCATION)

Students are able to learn best through their first language, their Mother Tongue (MT). Twelve (12) MT languages have been introduced for SY 2012-2013: Bahasa Sug, Bikol, Cebuano, Chabacano, Hiligaynon, Iloko, Kapampangan, Maguindanaoan, Meranao, Pangasinense, Tagalog, and Waray. Other local languages will be added in succeeding school years.

Aside from the Mother Tongue, English and Filipino are taught as subjects starting Grade 1, with a focus on oral fluency. From Grades 4 to 6, English and Filipino are gradually introduced as languages of instruction. Both will become primary languages of instruction in Junior High School (JHS) and Senior High School (SHS).

After Grade 1, every student can read in his or her Mother Tongue. Learning in Mother Tongue also serves as the foundation for students to learn Filipino and English easily.

ENSURING INTEGRATED AND SEAMLESS LEARNING (SPIRAL PROGRESSION)

Subjects are taught from the simplest concepts to more complicated concepts through grade levels in spiral progression. As early as elementary, students gain knowledge in areas such as Biology, Geometry, Earth Science, Chemistry, and Algebra. This ensures a mastery of knowledge and skills after each level.

For example, currently in High School, Biology is taught in 2nd Year, Chemistry in 3rd Year, and Physics in 4th Year. In K to 12, these subjects are connected and integrated from Grades 7 to 10. This same method is used in other Learning Areas like Math.

GEARING UP FOR THE FUTURE (SENIOR HIGH SCHOOL)

Senior High School is two years of specialized upper secondary education; students may choose a specialization based on aptitude, interests, and school capacity. The choice of career track will define the content of the subjects a student will take in Grades 11 and 12. SHS subjects fall under either the Core Curriculum or specific Tracks.

CORE CURRICULUM

There are seven Learning Areas under the Core Curriculum. These are Languages, Literature, Communication, Mathematics, Philosophy, Natural Sciences, and Social Sciences. Current content from some General Education subjects are embedded in the SHS curriculum.

TRACKS

Each student in Senior High School can choose among three tracks: Academic; Technical-Vocational-Livelihood; and Sports and Arts. The Academic track includes three strands: Business, Accountancy, Management (BAM); Humanities, Education, Social Sciences (HESS); and Science, Technology, Engineering, Mathematics (STEM).

Students undergo immersion, which may include earn-while-you-learn opportunities, to provide them relevant exposure and actual experience in their chosen track.

TVET (TECHNICAL VOCATIONAL EDUCATION & TRAINING) NATIONAL CERTIFICATE

After finishing Grade 10, a student can obtain Certificates of Competency (COC) or a National Certificate Level I (NC I). After finishing a Technical-Vocational-Livelihood track in Grade 12, a student may obtain a National Certificate Level II (NC II), provided he/she passes the competency-based assessment of the Technical Education and Skills Development Authority (TESDA).

NC I and NC II improves employability of graduates in fields like Agriculture, Electronics, and Trade.

MODELING BEST PRACTICES FOR SENIOR HIGH SCHOOL

In SY 2012-2013, there are 33 public high schools, public technical-vocational high schools, and higher education institutions (HEIs) that have implemented Grade 11. This is a Research and Design (R&D) program to simulate different aspects of Senior High School in preparation for full nationwide implementation in SY 2016-2017. Modeling programs offered by these schools are based on students’ interests, community needs, and their respective capacities.

NURTURING THE HOLISTICALLY DEVELOPED FILIPINO (COLLEGE AND LIVELIHOOD READINESS, 21ST CENTURY SKILLS)

After going through Kindergarten, the enhanced Elementary and Junior High curriculum, and a specialized Senior High program, every K to 12 graduate will be ready to go into different paths – may it be further education, employment, or entrepreneurship.

Every graduate will be equipped with:

1. Information, media and technology skills,
2. Learning and innovation skills,
3. Effective communication skills, and
4. Life and career skills.

1.7 Teaching Plan (of my major)

I – Objectives:

Identify  the factors that affect the climates of a place.

Explain how these factors affect the climates of a place.

S6ES-IV-c-3.4

II – Subject Matter:

                  Factors that Affect the Climate of Place

      A. Materials: Climate map, globe, electric fan, flashlight,

      B. References: PELC 4. , Exploring Science, Into the Future, CG 6

      C. Concept:

               Climate – is the average weather condition in a place in a long period of time.

-          It affects the life of the people, plants and animals. There are factors that affect the climate of a place such as Latitude, Altitude, land mass bodies of water, wind system, and amount of rainfall.

D. Values: Awareness of factors affecting weather

E. Process Skills: Observing, Analyzing, describing, demonstrating and comparing

III – Learning Activities:

       A. Preparatory Activities:

1. Science Trivia:

      2.Review: Differentiate weather and climate? What is the weather and climate that prevail in the country?

3. Motivation:  Why do most people spend their summer vacation  in Baguio City?

         B. Presentation:

             Showing the climate map

    C. Groupings/ Activity:

 Group the class into 4. Set the standard on how to do the activity. Group reporting follows after the activity.

                      Group I – (Activity I) Factors: Affecting the climate

Problem: how do bodies of water affect climate?

Materials: desk fan, basin with water

Procedure:

·         Put the desk fan on top of the table.

·         Turn the fan on. Then bring your face near it. Try to feel the breeze. Observe.

·         Bring the basin of water to the table in front of the electric fan.

·         Find out how the air feels.

       Answer the following question:

·         How does the air feel in the procedure no. 2?

·         Was the air cooler when you put the basin with water? Why?

·         Infer how do bodies of water affect climate?

            Group II – (Activity 2) Factors: Affecting the climate

Problem: How latitude affect climate?

Materials: flashlight, globe

Procedure:

1.       Get a globe with stand. Notice that a globe is tilted. This tilt a about 23 ½.

2.       Hold a flashlight half a meter away from the globe.

3.       Since light travels in a straight line. Trace the sun’s rays.

·          What parts of the globe receive direct rays?

·          What part of the globe receives slanting rays?

·          What can you say about the temperature of air about the area?

            Group III – (Activity 3) Factors: Affecting the climate

Problem: How does altitude affect climate?

Materials: Illustration of mountain

Procedure:

            Study the illustration below and answer the questions.

·         What is the temperature of the air below the mountain?

·         What is the temperature of the air at the top of the mountain?

·         What happens to the air as it cools?

·         Compare the temperature of the air below and on top of the mountain?

 

         Group IV – (Activity 4) Factors: Affecting the climate

Problem: How does the amount of rainfall affect the climate?

Materials: Pictures, clippings

Procedure: Study the illustration of the dessert climate.

Questions:

·         Describe the desert. Are there bodies of water? Are there many plants and trees?

·         Why in the desert receive a very small amount of rain during the year?

  Reporting follows after the group activity:

     D. Discussion / Abstraction:

·         What are the factors that affect climate of a place?

·         Give the reasons why they affect a certain place?

·         Why do you think different place has a different climate?

·         Why places near a shore experience cold climate then those places off shore?

  E. Generalization:

   Climate – is the average weather condition in a place in a long period of time.

            - It affects the life of the people, plants and animals. There are factors that affect the climate of a place such as Latitude, Altitude, land mass bodies of water, wind system, and amount of rainfall.

  F. Application:

      Study the situation and explain,

·         Baguio is colder than Manila, why?

  G. Valuing: Global warming; How can we help change this phenomenon?

III – Evaluation:

       Directions: Choose the letter of the correct answer:

1. If you want to feel cool during summer, which place do you want to visit?

a. hills                   b. high mountains                 c. busy cities               d. desert

2. Why do places near the equator receive more rains?

a. Because warm air when cool become rain and fall to the land

b. Because the strong wind carries rain to the land

c. Because the earth is tilted on its axis

d. because this place receive direct rays

3. Which factor affects the short cool summer and long cold winter in Green Land and Iceland?

I- Wind System                                III- Bodies of Water

II- Altitude                                        IV- Latitude

a. II and III                b. I and III                c. I and IV                   d. I and II

·         Study the illustration.

4. Which receives direct rays from the sun?

a. A and B                b. B and C                c. C and D             d. A and D

5 . Which receives slanting rays from the sun?

a. A and B                b. B and C                c. C and D             d. A and D

V – Assignment:

Using the illustration on the presentation, List two (2) countries having polar climate, five (5) countries having temperate climate, and five (5) tropical climate. Search those on the globe

Prepared by:

               

                                                                                                                                                DONALYN F. NAVARRO

Science Teacher

NOTED:

                                ROWENA F. MANIBO

                                          Principal II

2. Pedagogical Contents

2.1 Teaching Metods

            Science teacher in the school is have to teach in dual language, there are English and Tagalog language, to make students able to understand the materials well. Teachers should make an explanation simple but clear and sometimes teachers make the students for many groups and give practice to them so the students can learn from the real experience and they are can exploration by them self and then they discuss it with the other and assisstant by the teachers. So, teaching metods which use in the school is exploration, discussion, and project practice.

2.2 Learning materials and innovation

                For learning materials, the teachers using material based on Curriculum guide, sylabus, and science book from the government. And the teachers using material from internet and some local materials such as local knowledge to teach in the class and the presentation in power point using LCD Projector set  for the innovation.

2.3 Sources of learning and technology

                          Science teacher in Masipit Elementary School use two book such as teacher’s guide book and student’s workbook. Teacher can add other materials from internet. Use learning media such as picture and also technology media such as power point . In additional can use extra work sheets and handouts.

2.4 Authentic assessment

                          The foundation of authentic assessment revolves around evaluating a students ability to apply what they have learned in science to their real life. Authentic assessment, science tests, focus on students analyical skills and the ability to integrate what hey have learned along with with creativity with written and oral skills. Six ways to use authentic assessment science in the class room based on class work, homework, and project on time. Late investigations, open-response questions, self-assessment, multiple-choice questions, and portofolio.

Welcome ceremony picture with the teacher in Masipit Elementary School

Practice in outdoor about science, and asisstent by the teacher and I

Every lunch, the teachers in Masipit Elementary School always eat together. Always like that. That is made me knows about the true meaning of kinship and friendship. They really love each other. Hm, I hope I can stay in there every day....

After lunch together with the teachers

That is make me learn a lot from the teachers.. Once again, i'm so happy in Masipit Elementary School :)