The Philippine School implements the Enhanced K to 12 Curriculum which covers Kindergarten and 12 years of Basic Education (six years of Elementary Education, four years of Junior High School, and two years of Senior High School [SHS]) to provide sufficient time for mastery of concepts, develop lifelong skills, and prepare graduates for tertiary education.
The Nursery program features the child-centered approach to teaching. It provides a stimulating and meaningful atmosphere where learning results from the interaction of children’s own thinking and experiences. It aims to develop each child individually, within the group, in the class and school atmosphere. It also provides children opportunity to learn by doing.
Language and Reading:
Children are introduced to letters, sounds, pre-writing, speaking, listening and viewing skills. They are exposed to reading, songs, art, motor activities and meaningful play.
The critical thinking skills of children are developed. Number concepts are learned using games and concrete objects.
Exploring, observing, comparing, sorting and building are the scientific activities that the children are involved
Children can express themselves freely with outdoor and indoor activities.
Creative work is developed among children through the use of media such as crayons, water color, clay and building blocks suited to their age.
Kindergarten curriculum is designed to provide an active experiential learning environment that builds the pupils’ thinking and understandings. It also enhances their independence and confidence necessary for their total development. Pupils start schooling at five (5) years old and are given the means to slowly adjust to formal education. This education for children in the early years lays the foundation for lifelong learning.
Central to the kindergarten curriculum is the child who is envisioned to be prepared for life. It is anchored on the developmental practices and leading early childhood education principles and approaches. The following subjects are offered: Filipino, Language and Reading, Mathematics, Science, MAPEH wherein the six developmental domains are infused to wit:
1) Character/values development;
2) Physical health and motor development;
3) Social and emotional development;
4) Cognitive/intellectual development;
5) Creative/aesthetic development, and
6) Language literacy and communication.
Based on the above domains, learning areas are identified. These domain-based learning areas are designed for the smooth transition into content-based curriculum of Grades 1 to 12. Thus, education from kindergarten, elementary, and secondary is seamless. Curricular themes integrate the learning and developmental domains. There are five curricular themes, namely:
- Myself – concepts and ideas that help the learner understand himself/herself better so that he/she will develop as an individual.
- My Family – concepts, ideas, practices that guide the child to be responsible and proud of himself/herself and his/her family.
- My School – concepts, ideas, practices, and situations that help the child understand how to be an individual and socialize with other learners, teachers, school personnel, and other members of the school.
- My Community– concepts, ideas, practices, situations, and responsibilities that the learner should acquire and understand so that he/she will become a functional and responsive member of the community.
- More Things Around Me – all other concepts, ideas, practices, situations, and responsibilities not covered by themes 1 to 4 but which may be relevant to the community, culture, and interest of the learner.
3. Elementary and High School (Grades 1 – 10)
The Grades 1 – 10 curriculum follows the spiral approach across subjects by building on the same concepts developed in increasing complexity and sophistication. Teachers are expected to use spiral progression approach in teaching competencies which will result to students (1) demonstrating communicative competence; (2) thinking intelligently, critically and creatively in life situations; (3) making informed and values-based decisions; (4) performing their civic duties; (5) using resources sustainably; and (6) participating actively in artistic and cultural activities and promoting wellness and lifelong fitness.
The desired outcomes of grades 1 to 10 are defined in terms of expectancies as articulated in the learning standards. In general terms, students are expected at the end of Grade 10 to demonstrate communicative competence; think intelligently, critically and creatively in life situations; make informed and values-based decisions; perform their civic duties; use resources sustainably; and participate actively in artistic and cultural activities and in the promotion of wellness and lifelong fitness.
4. Primary and Intermediate (Grades 1 to 6)
Integrated Language Arts – Filipino and Language
Development is focused on literacy numeracy skills and learning of concepts. This includes the macro skills-listening, speaking, reading, writing and viewing to achieve communicative competence in both oral and written languages.
Pupils learn the basic concepts, ideas, skills and process on numbers and number sense-geometry, measurement, patterns, algebra, probability and statistics.
Scientific literacy is developed to prepare pupils to be informed and participative, making judgments and decisions and applying knowledge in their everyday life.
The basic concepts of self-knowledge, family, community, country and the world are taught. This results to the development of pupils to become better world citizens to achieve cooperation, respect for diversity, peace, order and progress.
This subject develops knowledge, skills, values and attitudes in home economics and livelihood education to improve oneself, family and community.
Pupils become recipient of knowledge, skills and values necessary for artistic expression and cultural literacy.
Pupils are provided with experiences that include recognizing, creating, appreciating and critiquing ones artistic work and the work of others.
The ultimate goal of this subject is achieving lifelong fitness to students through the development of fitness, health and wellness. Rich and challenging physical activity experiences are provided.
This subject focuses on the physical, mental, emotional, social, moral and spiritual dimensions of health and enables the learners to acquire essential knowledge, attitudes and skills to promote good health.
The goal of character education is to develop students understanding, reflecting, decision making and acting responsible for the common good.
|Learning Areas||Time Allotment(No. of Minutes per Week)|
|Grade 1||Grade 2||Grade 3||Grade 4||Grade 5||Grade 6|
5. Junior High School (Grades 7 to 10)
Filipino subject is for Filipino students and Arabic is for non-Filipino students. The subject aims to develop competence in communication, understanding and appreciation of literature through the development of macro skills.
This learning area develops a language lifelong learners and a communicatively competent global communication. It focuses on the five macro skills (listening, speaking, reading, writing, and viewing). It provides knowledge about the language (grammar and vocabulary). It trains the students to be analytical, creative, reflective, a problem solver, and a critical thinker. It is composed of the five vehicles of language learning (values and ethics, grammar, vocabulary, ICT and text type).
It includes key concepts and principles of number sense, measurement, algebra, geometry, probability and statistics as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and decisions in real life.
This course deals with the basic concepts in biology, chemistry, physics and earth science. It focuses on the development and understanding of practical everyday problems that affect the learners’ lives and those around them.
It is an interdisciplinary subject that includes the study of culture, history, government and the economy. It has special emphasis on the multiple intelligences, differentiated instruction and higher order thinking skills in response to the challenges of the Kto12 Curriculum.
The goals of the subjects are: a) provide an in depth study of the history of the Philippines using the primary sources and documents or narrative first-hand accounts of the people and events of the past so as to experience a true sense of history in the making, b) instill deep knowledge and appreciation of the civilization and culture of the Asian countries including the current issues that affect their development and progress. c) develop understanding of the challenges and achievements of people and societies throughout the world in different period of time, d) equip the students the basic economic concepts and up-to-date economic issues to be more informed and active participants both in the national and global economy.
Technology and Livelihood Education (TLE)
This course provides an enriched general education that will prepare our graduates for higher education, world of work and lifelong learning.it prepares students for gainful employment with the integration of Entrepreneurship concepts such as personal entrepreneurial competencies, environment and market and process and delivery and also set up their own business in the areas of industrial arts, home economics, and information and communication technology.
Music and Arts
Students study man’s aesthetic expression through sounds (Music) and visuals(Arts) mirroring the sentiments and ideas of society and culture, and contributing to the development of individual and collective identity.
Physical Education and Health
Development of active and healthy life style can be promoted through the physical education and health program. There are five strands in P.E. namely: body management, movement skills, games and sports rhythm and dance and physical fitness.
The health program deals with physical, mental, emotional, social, moral, and spiritual dimensions that enables the learners to acquire essential knowledge, attitudes and skills to promote good health.
Aims to develop and improve the capability of the students in making decisions based on what the right conscience dictates. The content and structure of Values Education are anchored on two fields of disciplines: Ethics and Career Guidance.
Ethics is about the moral principles that govern the person’s or the group’s behavior.
Career guidance provides assistance to students in making appropriate and judicious educational choices that will enable them to develop their full potential and access to work opportunities that are compatible with their interests, abilities and aptitudes.
|Learning Areas||Time Allotment(Minutes per Week)|