TIP Course 2

The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their respective educational and social contexts. The production and development of locally produced teaching materials shall be encouraged and approval of these materials shall devolve to the regional and division education units.

• RA 10533

• DO 31 S. 2012

• DO 43 s. 2013

• Do 21 S. 2019

To enable all learners to attain basic education, pathways and equivalencies are in place to provide different routes to basic education for over-aged and adult learners.  Their path will be determined by their life and  employment experiences and their purpose for seeking basic education

• RA 10533

• DO 31 S. 2012

• DO 43 s. 2013

• DO 21 S. 2019

Answer explanation

The conceptual paradigm shows the pathways and equivalencies between the formal education system and the alternative learning system.

Production and Development of Materials. The production and development of locally produced teaching and learning materials shall be encouraged. The approval of these materials shall be devolved to the regional and division education unit in accordance with national policies and standards.

• RA 10533

• DO 31 S. 2012

• DO 43 s. 2013

• DO 21 S. 2019

The assessment process is holistic, with emphasis on the formative or developmental purpose of quality assuring student learning. It is also standards-based as it seeks to ensure that teachers will teach to the standards and students will aim to meet or even exceed the standards. The students' attainment of standards in terms of content and performance is, therefore, a critical evidence of learning (The details of assessment and rating system in a separate DepEd Order).

• RA 10533

• DO 31 S. 2012

• DO 43 s. 2013

• DO 21 S. 2019

New graduates of the Teacher Education curriculum not aligned with the enhanced basic education curriculum shall undergo additional training, upon hiring, to upgrade their competencies and skills to the  Content and performance standardds of the new curriculum

• RA 10533

• DO 31 S. 2012

• DO 43 s. 2013

• DO 21 S. 2019

Make education learner-oriented and responsive to the needs, cognitive and cultural capacity, the circumstances and diversity of learners, schools and communities through the appropriate languages of teaching and learning, including mother tongue as a learning resource.

• RA 10533

• DO 31 S. 2012

• DO 43 s. 2013

• DO 21 S. 2019

Desired Outcomes of Grades 1 to 10 Program - 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

• RA 10533

• DO 31 S. 2012

• DO 43 s. 2013

• DO 21 S. 2019

The learner is at the center of the teaching-learning process. Thus, the curriculum uses pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative, differentiated, appropriate, relevant, and integrative.

• RA 10533

• DO 31 S. 2012

• DO 43 s. 2013

• DO 21 S. 2019