1

PROPOSED
CURRICULUM

DATU USNGAN OPEN HIGH SCHOOL PROGRAM

Requirement in SciEd 205

(CURRICULUM DEVELOPMENT IN SCIENCE & MATH)

DR. RENATO P. GACAYAN

Professor

Prepared by:

NORAISA L. DADTUM

Proponent

MSciEd-General Science
2019

1
 1

CHAPTER I
THE BACKGROUND OF THE STUDY

Introduction

Education is the government central strategy for the achieving inclusive economic
growth by investing human capital development to reduce poverty and build competitive
nation.

Basically, the government is eager to improve the quality of life of every Filipino
from all over the country especially those who have less in life, who are deprived of
resources and the only solution to those problem is EDUCATION.

To be able to implement the ‘’Education for All’’ the Department of Education has so
many programs just it will save learners who are at- risk of dropping and unschooled.

Reaching the unschooled and retaining the under schooled have always have been a
major challenge to the public school system. In the SY 2011-2012, the net enrollment rate
at the secondary level was placed at 61.14%, indicating that 39% of children of high
school age remained out of school. Compounding the problem of low participation in the
high early-school leaving rate which in the same school year was placed at 8%.

The cohort survival rate in the same school year was registered at 78.44%, implying
that some 22% of those in school were being left behind.

Datu Usngan National High School as only secondary school at barangay Pinaring,
Sultan Kudarat, Maguindanao had 4% of its students who are no longer in school in S.Y.
2017- 2018. This figure seems increasing this S.Y. 2018 - 2019. The catchment area of
the said school is predominantly agricultural communities where most people maximize
human resources in agricultural, including school – age children. In a barangay Baseline
Survey conducted in S.Y. 2016-20167, data shows that out- of- school youths accounted
to almost 25% of the total population as against those who are enrolled.

With the situation, the barangay officials of barangay Pinaring, Datu Usngan
administration, PTA officers, parents and other concerns came up to a proposal that Datu
Usngan National High School must offer an Open High School Program that will make
education accessible to everyone. Accordingly, this proposal is an answer to an increasing
number of unschooled students.
 2

CHAPTER II
THE SCHOOL
Datu Usngan National High School
(DU:Open High School Program)

Datu Usngan National High School is located at Barangay Pinaring, Sultan Kudarat,

Maguindanao. It was established on May 2003 with the initiative of DepEd officials of Sultan
Kudarat, and the eleven nearby barangays, and the Municipal mayor of Sultan Kudarat to
cater the needs of their people in terms of education.

Datu Usngan National High School has a school site of 80,003 square meters. This
parcel of land is not donation. The Philippine government under presidential proclamation
No. 73s 1934, which was duly signed by the First Philippine Commonwealth President, the
late President Manuel L. Quezon, owns it.

This school has 13 classrooms, 14 faculty members catering 448 students from Grade
7 to Grade 10, and seven (7) elementary feeder schools that are key players for the
development of the said school. Currently, number of students who are at risk- of dropping
out of school and already no longer in school are increasing. With this, Datu Usngan National
High School wanted to bring back to school those drop out and increase the interest rate of
students specially those who are unable to attend the regular program due to physical and
financial constraints and have the capacity to do independent and self-directed learning
through its Open High School Program.
 3

CHAPTER III
BUDGET

Datu Usngan National High School has an available learning facilities and equipment
such as library, computer room, laboratory room,workshop room and mini gym. It has a
linkages with the community for the students’ access to facilities like public library,
baranggay learning center, internet cafe, public sports facilities and those that will help the
students in their self-managed learning.

With these, the allotted budget for its propose Open High School Program is amounting to
1.9 million. These includes the 4 classrooms, furnitures and fixtures, toilets, electrical
installation, student, faculty and staff development, and contingency.

A.Physical Plant

1. classrooms……………………………………………… . P1,600,000.00

B. Facilities

1. Furnitures and
fixtures…………………………………………………………………P200,000.00

2. Toilets………………………………………………………..P 100,000.00

3. Electrical installation
management…………………………………………………………….P 50,000.00

C. School Development Program

1. Student development Program( with modules)…… …..……P80,000.00

2. Faculty and staff development…………………………….P100,000.00

D. Contingency……………………………………………………….P50,000.00

Grand Total…………………………………………………………P 1,900,000.00

 4

CHAPTER IV

VISION, MISSION, GOAL, OBJECTIVES, CORE VALUES, AND PHILOSOPHY

OF EDUCATION

A. VISION
Datu Usngan Open High School Program envisions students who are passionate,
competent, culturally aware and potential future leader.

B. MISSION

Promote and produce QUALITY EDUCATION for the students to led them to their
holistic development for a STRONG NATION.

C. GOAL
Produce functionally literate learner and a productive member of his family and
community.

D. OBJECTIVES
 Provides opportunity to all elementary graduates, high school drop-outs, and
successful examinees of Philippine Educational Placement Test (PEPT) to
complete secondary education.

 Prevents drop outs and increases participation rate through quality distance
education.

E. CORE VALUES
Datu Usngan: OHSP core values is based on DepEd core valueS (Maka-Diyos,
Makatao, Makakalikasan, Makabansa)

F. PHILOSOPHY OF EDUCATION
A school that is concerned with ‘’learning by doing’’ and supports that
students learn best. It is about exploration and experience. Teachers act as facilitators
in a classroom where students explore physical, mental, moral, and social growth.
 5

CHAPTER V
SCHOOL ACADEMIC PROGRAM
A. Subjects Offered
The school shall offer eight subjects: Filipino, English, Mathematics, Science,
Araling Panlipunan, Technology and Livelihood Education, MAPEH, and Edukasyon
sa Pagpapakatao.

B. Subjects per year level

Subject Grade 7 Grade 8 Grade 9 Grade 10
Areas
Filipino 7: Sining Filipino 8: Sining Filipino: Sining Filipino 10: Sining
Filipino ng Kumunikasyon ng Kumunikasyon ng Kumunikasyon ng Kumunikasyon

English 7: English 8: English 9: English 10: Reading,

Reading, Writing, Reading, Writing, Reading, Writing, Writing, Oral
English Oral Oral Oral Communication and
Communication Communication Communication Media Literacy
and Media and Media and Media
Literacy Literacy Literacy
Mathematics Mathematics 7: Mathematics 8: Mathematics 9: Mathematics 10:
Integrated Integrated Integrated Integrated
Mathematics Mathematics Mathematics Mathematics

Science Science 7: Science 8: Science 9: Science 10:

Integrated Science Integrated Science Integrated Science Integrated Science

Araling Araling Araling Araling Araling Panlipunan

Panlipunan Panlipunan 7 Panlipunan 8 Panlipunan 9 10
Asian History World History Economics Contemporary Issues
Technology
and TLE 7 TLE 8 TLE 9 TLE 10
Livelihood
Education
MAPEH MAPEH 7 MAPEH 8 MAPEH 9 MAPEH 10

Edukasyon sa
Pagpapakatao. EsP 7 EsP 8 EsP 9 EsP 10

The subjects are the same but only difference is the approach. It is spiraling approach
based on Deped Order No.31, s 2012.It promotes the higher learning process of the learners.
 6

Grade 7
Pre- requisite Unit Hours Days
(7:30am-3:30pm)
1 1 Friday
Filipino 7
English 7 1 1 Friday

Mathematics 7 1 1 Friday

Science 7 1 1 Friday

1 1 Friday
AP 7
1 1 Friday
T LE 7
MAPEH 7 1 1 Friday

1 1 Friday
Esp 7

Grade 8
Pre- requisite Unit Hours Days
(8:00am-3:00pm)
1 1 Tuesday
Filipino 8
English 8 1 1 Tuesday

Mathematics 8 1 1 Tuesday

Science 8 1 1 Tuesday

1 1 Tuesday
AP 8
1 1 Tuesday
T LE 8
MAPEH 8 1 1 Tuesday

1 1 Tuesday
Esp 8
 7

Grade 9
Pre- requisite Unit Hours Days
(7am-2:30 pm)
1 1 Wednesday
Filipino 9
English 9 1 1 Wednesday

Mathematics 9 1 1 Wednesday

Science 9 1 1 Wednesday

1 1 Wednesday
AP 9
1 1 Wednesday
T LE 9
MAPEH 9 1 1 Wednesday

1 1 Wednesday
Esp 9

Grade 10
Pre- requisite Unit Hours Days
(7am-2:30 pm)
1 1 Thursday
Filipino 10
English 10 1 1 Thursday

Mathematics 10 1 1 Thursday

Science 10 1 1 Thursday

1 1 Thursday
AP 10
1 1 Thursday
T LE 10
MAPEH 10 1 1 Thursday

1 1 Thursday
Esp 10

These time schedule would give Open High School Program (OPHSP) students time
to focus on their assignments and other requirements and the rest of the week, they can focus
on their work and other personal duties and responsibilities.
 8

C. Subject Description
Science 7
The learners can distinguish mixtures from substances through semi-guided
investigations. They realize the importance of air testing when conducting investigations.
After studying how organ systems work together in plants and animals in the lower grade
levels, learners can use a microscope when observing very small organisms and structures.
They recognize that living things are organized into different levels: Cells, tissues, organs,
organ systems, and organisms. These organisms comprise populations and communities,
which interact with non-living things in ecosystems.
Learners can describe the motion of objects in terms of distance and speed, and
represent this in tables, graphs, charts, and equations. They can describe how various forms
of energy travel through different mediums.
Learners describe what makes up the Philippines as a whole and the resources found
in the archipelago. They can explain the occurrence of breezes, monsoons, and ITCZ, and
how these weather systems affect people. They can explain why seasons change and
demonstrate how eclipses occur.
Science 8
The learners can describe the factors that affect the motion of an object based
on the Laws of Motion. They can differentiate the concept of work as used in science
and in layman’s language. They know the factors that affect the transfer of energy,
such as temperature difference, and the type (solid, liquid, or gas) of the medium.
Learners can explain how active faults generate earthquakes and how tropical
cyclones originate from warm ocean waters. They recognize other members of the
solar system.
Learners can explain the behavior of matter in terms of the particles it is made
of. They recognize that ingredients in food and medical products are made up of these
particles and are absorbed by the body in the form of ions.
Learners recognize reproduction as a process of cell division resulting in
growth of organisms. They have delved deeper into the process of digestion as studied
in the lower grades, giving emphasis on proper nutrition for overall wellness. They
can participate in activities that protect and conserve economically important species
used for food.
Science 9
The learners have gained a deeper understanding of the digestive, respiratory,
and circulatory systems to promote overall health. They have become familiar with
some technologies that introduce desired traits in economically important plants and
animals. Learners can explain how new materials are formed when atoms are
rearranged. They recognize that a wide variety of useful compounds may arise from
such rearrangements.
 9

Learners can identify volcanoes and distinguish between active and inactive
ones. They can explain how energy from volcanoes may be tapped for human use.
They are familiar with climatic phenomena that occur on a global scale. They can
explain why certain constellations can be seen only at certain times of the year.

Learners can predict the outcomes of interactions among objects in real life
applying the laws of conservation of energy and momentum.

Science 10
The learners realize that volcanoes and earthquakes occur in the same places in the
world and that these are related to plate boundaries. They can demonstrate ways to ensure
safety and reduce damage during earthquakes, tsunamis, and volcanic eruptions. Learners can
explain the factors affecting the balance and stability of an object to help them practice
appropriate positions and movements to achieve efficiency and safety such as in sports and
dancing. They can analyze situations in which energy is harnessed for human use whereby
heat is released, affecting the physical and biological components of the environment.
Learners will have completed the study of the entire organism with their deeper study of the
excretory and reproductive systems. They can explain in greater detail how genetic
information is passed from parents to offspring, and how diversity of species increases the
probability of adaptation and survival in changing environments. Learners can explain the
importance of controlling the conditions under which a chemical reaction occurs. They
recognize that cells and tissues of the human body are made up of water, a few kinds of ions,
and biomolecules. These biomolecules may also be found in the food they eat.

English 7
PROGRAM STANDARD The learner demonstrates communicative competence
through his/ her understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.

Filipino 7
Naipamamalas ng mag-aaral ang kakayahang komunikatibo, mapanuring pag-iisip, at
pag-unawa at pagpapahalagang pampanitikan gamit ang teknolohiya at iba’t ibang uri ng
teksto at akdang pampanitikang rehiyunal upang maipagmalaki ang sariling kultura, gayundin
ang iba’t ibang kulturang panrehiyon.

Mathematics 7
The learner demonstrates understanding of key concepts and principles of numbers
and number sense (sets and real number system); measurement (conversion of units of
 10

measurement);patterns and algebra (algebraic expressions and properties of real numbers as

applied in linear equations and inequalities in one variable); geometry (sides and angles of
polygons); and statistics and probability (data collection and presentation, and measures of
central tendency and variability) as applied - using appropriate technology - in critical
thinking, problem solving, reasoning, communicating, making connections, representations,
and decisions in real life.

Araling Panlipunan 7
Naipamamalas ang malalim na pag-unawa at pagpapahalaga sa kamalayan sa
heograpiya , kasaysayan, kultura, lipunan, pamahalaan at ekonomiya ng mga bansa sa
rehiyon tungo sa pagbubuo ng pagkakakilanlang Asyano at magkakatuwang na pag-unlad at
pagharap sa mga hamon ng Asya.

TLE 7
The learner demonstrates an understanding of basic concepts and underlying
principles in developing fundamental skills in Exploratory Technology and Vocational
Education (EPP/TLE/TVE).

EsP 7
Naipamamalas ng mag-aaral ang pag-unawa sa mga angkop na inaasahang kakayahan
at kilos sa panahon ng pagdadalaga / pagbibinata, kakayahan at talento, hilig at pagkatao ng
tao tungo sa pagtupad ng mga tungkulin sa sarili, sa kapwa, sa bansa/ daigdig at sa Diyos at
pagtatakda ng mithiin upang mapanagutan ang kahihinatnan ng mga pasya at kilos.

D. POLICIES
Grading System
D.O No. 8, s.2015. Under this order, the result of components of the
summative assessment such as written works, performance task, and quarterly
assessment will form the bases for the grade computation.

Grading Components for Grades 7-10

Components Language / AP/ Esp Science / Math MAPEH/ EPP/ TLE
Written Work 30% 40% 20%
Performance Task 50% 40% 60%
Quarterly Assessment 20% 20% 20%
 11

1. Written Works (WW) makes sure students can express skills and contents in written
form.
2. Performance Task (PT) lets learners show what they know and can do in diverse ways.
3. Quarterly Assessment (QA) measures student learning at the end of the quarter.

Grade Transmutation Table for K to 12 Basic Education Program

Initial Grade Transmuted Grade Initial Grade Transmuted Grade
100 100
98.40 - 99.99 99 66.40 - 67.99 79
96.80 - 98.39 98 64.80 - 66.39 78
95.20 - 96.79 97 63.20 - 64.79 77
93.60 -95.19 96 61.60 - 63.19 76
92.00 - 93.59 95 60.00 - 61.59 75
90.40 - 91.99 94 56.00 - 59.99 74
88.80 - 90.39 93 52.00 - 55.99 73
87. 20 - 88.79 92 48.00 -51.99 72
85.60 - 87.19 91 44.00 - 47.99 71
84.00 - 85.59 90 40.00 - 43.99 70
82.40 - 83.99 89 36.00 - 39.99 69
80.80 - 82.39 88 32.00 - 35.99 68
79.20 - 80.79 87 28.00 - 31.99 67
77.60 - 79.19 86 24.00 -27.99 66
76.00 - 77.59 85 20.00 -23.99 65
74.40 - 75.99 84 16.00 - 19.99 64
72. 80 - 74.39 83 12.00 - 15.99 63
71.20 - 72.79 82 8.00 - 11.99 62
69.60 - 71.19 81 4.00 - 7.99 61
68.00 - 69.59 80 0. - 3.99 60

Guidelines for Academic Excellence Award

The award for academic excellence within the quarter is given to learners who have
attained an average of at least 90 and passed all learning areas.
The average grade per quarter is reported as a whole number following DepEd Order
No.8, series 201

Table 2. Academic Excellence Award

Academic Excellence Award Average Grade per Quarter
1. With Highest Honors 98 - 100
2. With High Honors 95 - 97
3. With Honors 90 -94
 12

CHAPTER VI
EXTRA CURRICULAR PROGRAM
To enhance the skills and talents among learners the following activities are
suggested:
A. Subject Areas
1. Filipino
a. Buwan ng wika ( Balagtasan, Sabayang Bigkas, Monologo, Tula, at Tagisan ng
Talino) yearly program every month of August.
2. English
a.Reading (SRA)
b.English Festival (Essay writing, Monolog, Quiz bee, Declamation, and oration)
3. Science
a. Science Festival (Quiz bee, poster making, slogan, collage making, Sci-Dama
b. Science Investigatory Project (SIP)
c. News casting (Science news update, weather report)
4. Mathematics
a. Math Quiz Bee
b. MTAP
c. Damath
5. Araling Panlipunan
a. POP Ed Quiz bee
6. Edukasyon sa Pagpapakatao
a. Clean - up Drive
7. MAPEH
a. Music and Art Festival
b. Zumba and Cheer dance
c. Drug awareness
d. Health awareness
8. TLE
a. Nutrition Culminating program
b. Gulayan sa Paaralan
 13

c. Livelihood workshop and seminar

12

B. Sports Development
The following sports such as Basketball, Volleyball, Badminton, Table tennis, and
Athletics are being offered to prepare students for better citizenship. These also teach the
players the importance of teamwork and cooperation and include the value of sacrifice for the
sake of the group.
To enhance the development of sports among learners the following activities are
suggested:
a. Intramural
b. Zone Meet
c. Division Meet
d. Palarong Pambansa
C. Clubs and Organization
Clubs provide opportunities for youth to participate in activities, interact with peers in
a supervised setting, and form of relationships with adults.
a. Language Club
b. Filipino Club
c. SciMath Club
d. TLE Club
e. Art Club
D. Leadership
Helps maintain school discipline. Develops the students a sense of
responsibility and trains students for leadership as well as for followership.
a. Student Supreme Government (SSG)
E. Scouting
The Girl scouts and Boy scouts are advised to registered and attend encampment.
a. Boy Scout (School, Division, Regional level)
b. Girl Scout (School, Division, Regional level)
 14

Other Extra-Curricular Activity or Program in the School

a. Student Government- Colleges are impressed by students with
leadership skills. It’s a great way to participate in the School matters,
show you’re both capable and responsible and that other students
look up to you.
b. Academic Teams Club- joining academic club or team show’s that
you’re passionate about learning and gaining competitive advantage.
You don’t shy away but, rather, embrace a challenge.
c. Debate team- students in the debate team are more likely to be
engaged in the issues of today, able to think critically on their feet
and are not afraid to speak out-all qualities that colleges look for in
prospective students.
d. Students Newspaper- being published in any form whether it’s the
student newspaper or another form is an impressive
accomplishment.
e. Athletics- Participating in sports is a great way to showcase your
teamwork, leadership skills and that you place an emphasis on
athletics and physical fitness.
f. Arts- creativity is always an asset when it comes to highschool
application. Students active in creative arts, like music, drama and
visual arts tend to be open minded and think outside the box
 15

CHAPTER VII
SCHOOL SUPPORT SERVICES

School support play an important role in ensuring students learning in a safe

supportive learning environment. They can promote positive, trusting relationships with
students and improve school environment by encouraging parent and family involvement in
education.

A. Administration Services
To manage the school, it comprises the following administrative staff:
1. Registrar
Handles students records and files, class schedules and maintains class lists, enforces
the rules for entering or leaving classes, and keeps a permanent record of grades and marks.
2. Administrative Aid or Administrative Assistant
Assist with an office’s daily clerical and logical needs, such as answering phones,
copying files, responding to emails, curating schedules, and assisting visitors.
3. Disbursing Officer
Responsible for working with the distribution of funds from financial institution,
prepares financial reports by collecting, analyzing, summarizing account information and
trends, and maintains accounting ledgers by posting account transactions.
B. Guidance and Counseling Services
1.School Guidance Councellors.
School Guidance Counselor creates a guidance program that describes the services offer to
cater the needs of the clients /students, provide academic guidance including the monitoring
of the academic performance, tardiness, and absenteeism, conducts seminars, training, and
workshops that may aid the personality development of students, provide the needs of the
clients/ students with the use of a variety of intervention programs suited to their personality,
culture, experiences, and administer the test such as National Achievement Test (NAT),
National Career Assessment Examination (NCAE) and other career examinations.
C. Academic Library Services
1. School Library

is to help every member of your school community — students, staff, families and
gain new knowledge, skills and dispositions for learning and personal
development that they will use throughout their lives. the school library plays a
 16

great role in the life of students by serving as the store house of knowledge. The
importance of a library in a school cannot be over emphasized. While the role of
the school library remains constant, its design, digital platform, strategies and
tools could change as technology changes.

D. Health and Nutrition Services

School health and nutrition services contribute to the goals of the education system
and the health care system by providing screening and referrals, administering medications
and treatments, providing first aid, providing health counselling and education, and
supporting students to acquire self-management skills.
a. Clinic services (Deworming, Immunization)
b. Physical Fitness
c. Feeding Program
E. Canteen services

canteen is a great place to promote an enjoyment of healthy eating. For students

who use the canteen regularly, the food purchased makes a significant
contribution to their total food intake and nutrition; therefore it makes sense to
ensure the best food possible is available to enhance their ability to learn and take
in the information presented to them in class.

F. Security Services
a. Security guard
Provides security for the school staff, students, buildings, and property through patrol
of school buildings and perimeters to prevent unauthorized visitors or property
damage and to provide for general building security.
G. Utility Services
Perform routine maintenance activities in a variety of work environments
H. Community Services
Parents, teachers, students and other stakeholders work together during Brigada
Eskwela to clean the school.
 17

I. School Clinic- is to safeguard faculty and students' health. ... The major function of
the school clinic: provide students with free primary treatment of high quality,
and promptly notify the parents and inform the superior hospital for treatment in
serious case.

J. Computer lab resources is for academic research, study, and class assignments.
... All activities must adhere to the Guidelines for Network andComputer Use
Policies for Information Technology Resources. Use of the lab is restricted to the
current students, faculty, and staff.

K. Prayer Room the school established a prayer room in part because Muslim
students were leaving on Fridays to pray at a mosque and were gone for two
hours.

L. PEER counselor the duty of a peer counselor is to mediate problems between

students by helping them to find their answers. prior to becoming
advanced peer counselors, the students have gone through a year of
beginning peer counseling, in which they have developed skills and techniques for
problem-solving and peer mediating.

M. Activities/ Recreation Office

The activities and recreation office is the place to go if you’re having a trouble
meeting people on campus or just want something to do between classes. They
will be able to provide you with a calendar of involved. This can also be a good
source for free or cheap tickets to events and they should be able to give you a
heads-up on any free lunches or barbecues happening around campus.

N. School sports facilities are used to deliver the formal curriculum, increase
participation levels and provide facilities for the wider community. Managing, and
where possible, developing school sports facilities forms a specialist area within
 18

the premises management function and generally covers the following areas:
planning maintenance, handling budgets and finance, and dealing with new capital
development.

I. Management Structure of the OHSP and its Roles and Responsibilities

1.Principal
The administrator, organizer, supervisor and leader of the school. Coordinates with the
local government unit (LGU) to ensure the use of community facilities by the OHSP learners.
Establishes a learning management program to bridge learning gaps and enhance learning.
2.School Drop-Out Reduction Program (DORP) council
Formulates policies to promote and ensure the successful implementation of the OHSP;
Monitors the implementation of the policies in particular and the intervention in general;
Resolves OHSP issues that may arise and problems that may be encountered.

3. Open High School Program Coordinator

Initiates the designing and implementation of advocacy plans on OHSP to increase
participation, coordinates with the guidance counsellor on the conduct of the independent
learning readiness test (ILRT) and the informal reading inventory (IRI) test.

4. Guidance Counsellor
Administers, analyses and interprets ILRT and IRI test and helps teachers utilize test results,
helps screen qualified enrolees to the OHSP, keeps an updated profile of the OHSP students,
and tracks the progress of the students through the teacher-implementers.

5. Teacher-adviser
Orients learners on their tasks and responsibilities as OHSP students, helps learners gain
access to learning materials/resources, guides the learner in his/her self-directed learning
tasks, tracks the progress of the learner, refers the learner to appropriate subject teacher for
assistance when necessary, and maintains a complete record of the learner’s performance.

6.Subject-teacher
Assists learners in identifying their learning needs; and in preparing their self- directed
learning plan (sample student learning plan attached in the handbook) provides time for
 19

consultation to address learning gaps, assesses learner’s progress and provide feedback,
.keeps a complete record of the learner’s performance.

6. Registrar
Handles students’ records and files, class schedules and maintains class lists, enforces the
rules for entering or leaving classes, and keeps a permanent record of grades and marks.

7. Learner/ student
Accomplishes the learner’s profile form, identifies his learning needs and prepare himself
directed learning plan, implements his self-learning plan consults with the teacher-adviser,
subject teacher or any capable person in the community when necessary, assesses his own
progress and performance, and reports periodically to the teacher adviser and subject
teachers.
 20

CHAPTER VIII
STUDENT DEVELOPMENT PROGRAM

1.Scholarship Program
An award or financial aid for students to continue their education and provide
financial assistance for worthy and deserving students.
a. Academic Scholar
b. Barangay Scholar
c. LGU Scholar

d. Congressman Scholar

2. Training, Seminars, and Workshop Development

To enhance students’ knowledge, skills, performance and abilities the school offers
the following:
A. Leadership training ( Supreme Student Government )
B. School Paper
C. Journalism
D. Research/ Investigatory Project

3. Career Orientation
It is a comprehensive developmental program designed to assist individuals in making
and implementing informed educational and occupational choices and develops an
individual’s competencies in self-knowledge, educational and occupational exploration,
career planning.
 21

CHAPTER IX
FACULTY DEVELOPMENT PROGRAM

A. Teachers Development Program

1. Pre-service
A. Internship- From the student perspective, an internship assists with
career development by providing real work experiences that provide
students with opportunities to explore their interests and develop
professional skills and competencies.
2. In-Service
a. Regular/ Permanent Teachers

In-service training is a professional and personal educational activity

for teachers to improve their efficiency, ability, knowledge and motivation in their
professional work. The primary purpose of in-service training is to
enable teachers to acquire new understanding and instructional skills and the
school will assess and support all faculty member for any trainings related to their professions
such as Table of Specification (TOS), and Lesson Plan making, personality development, and
teaching strategies.

Responsible for teaching, preparing and delivering the specific

subject and lesson on specific areas to the students, such as:
a. Designing curriculum to meet the standard.
b. Mastering the knowledge in the different subject areas.
c. Preparing class activities.
d. Observing individual student performance

B.Team Building
The school shall help promote harmonious relationship among faculty, staff, and other
school personnel.

C.Visiting other School.

To have an idea regarding school structuring, school surrounding
improvement.
 22

CHAPTER IX
MONITORING and EVALUATION

The school head will be monitored by the supervisors, the school head conduct
classroom observation to the teachers and the teachers will have monitored and evaluate the
performance of the students to know if the curriculum is effective, needs to be retained or
changed.
Overall implementation of the OHSP (summative evaluation). The division office
through its division DORP council, the school DORP council and the school head shall
evaluate the overall implementation at the end of the school year in terms of the following:
a. Approaches / methodologies used
b. Students Report Card/ Learner/performance
c. Forms 1
d. Form 2A -2G - 3
e. Community/LGU support