Implementing the K-12 Curriculum: Philippine

Context

Cecilia Calub

Every education system for K-12 will strive to perform their best, however, very few are able to  go
far and progress. These types of programs  aim to offer extensive knowledge to children, at the
same time,  offer the parents “peace of mind” in knowing  that  their children  receive the best
education possible.  Most countries like Finland, United Kingdom, New Zealand, Japan, Singapore,
Korea, China, and Israel  which are among those with the top rated education systems around the
world  invested much for  their education.  The Philippines has just recently implemented the K-12
curriculum.
              Within a country’s educational system, the relevant institutions and policies include the
ways in which a society finances and manages its schools, how a society assesses student
performance, and who is empowered to make basic educational decisions, such as which curricula
to follow, which teachers to hire,  what textbooks to purchase, how many classroom or school
buildings have to be constructed.  In terms of policy, one might speculate that if a nation assesses
the performance of students with some sort of national exam and uses this information to monitor
teachers, teachers will put aside their other interests and focus mainly on raising student
achievement. With this task the teachers have to accomplish, it is  just reasonable to provide them
more incentives. Moreover,  strong  school administrators should  also know how to go about their
jobs systematically for a successful implementation of  the curricular program in the country.
                In the Philippines,  the proposed K-12 curriculum has raised brows of many Filipinos in the
beginning. Gradually, the acceptance to the new curriculum has paved the way to its  total
implementation.  There are good effects of the K12 implementation but these effects outweigh the 
negative ones.  Change is not just easy to  accept, but if this change  would benefit  the majority in
the end, then there is no other way except go for it and cooperate.
https://www.academia.edu/11805254/Implementing_the_K-12_Curriculum_Philippine_Context?
auto=download

Overcoming the Challenges in the Implementation of

the K-12 Curriculum: Towards a Culture of Excellence

Cecilia Calub

Implementation is an important phase in the change process.  The way people respond to  any
change process can create conditions that support or inhibit change.
In the field of education, school administrators/supervisors are in a position to lead their schools to
overcome challenges of  reform implementation. Given the important role of school principals in
effecting and sustaining educational change, it is important to know what they actually do to
overcome challenges of change implementation  as well as to strengthen their 
capacity for school transformation and improvement
https://www.academia.edu/13000330/Overcoming_the_Challenges_in_the_Implementation_of_the_K-
12_Curriculum_Towards_a_Culture_of_Excellence

K-12 implementation must be continued

after review: advocacy group
By Ma. Teresa Montemayor  August 2, 2018, 9:51 am

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
MANILA -- The implementation of K to 12 program must be continued to maintain Philippine
education's improved level of global competitiveness, an education advocacy group said.

"We should continue with the implementation of K to 12. Reviewing the K to 12 does not mean that
we need to stop it," Philippine Business for Education (PBEd) Executive Director Love Basillote said
Wednesday in an interview with the Philippine News Agency (PNA).

Earlier, Department of Education Secretary Leonor Briones said they would conduct a “thorough
review” of the K to 12 program, two years after it was implemented in various schools nationwide.

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.

Prior to its implementation, the Philippines was one of only three countries worldwide that practiced
only 10 years in basic education.

The education system change is seen as critical in giving Filipino students a higher quality of
education.

It is designed to enable graduates to join the workforce after high school or prepare them should
they choose to enter college. Through K to 12, students, are given enough years to master basic
academic skills and participate in co-curricular activities.

Basillote said the shortage on basic education resources is not enough reason for the program's
implementation to be halted as there are many interventions made available by the government.

"Education reform as big as this needs to be given a chance. It's only been two years, there are
problems, things to improve, and this is something we should do together rather than stopping it
completely. It has just started and just gaining traction and see really how to improve the system,"
she said.

Basillote said there is a mix-up of the perennial education problems in general - access and
resources - and the challenges concerning K to 12 implementation.

"To start, we have to agree with the basis of the review, what are we reviewing, how do we know if
we can succeed, so what are our success indicators," she said.

When asked how PBEd may review the K to 12 implementation, Basillote said that they would look
at the program's four exit points -- higher education, middle skills, entrepreneurship and
employment.

"We need to look at how our K to 12 graduates are able to transition smoothly through these points.
Is it easier for them to go to college? Are they more prepared to get more training and education?
Are they more employable? Can they start their own businesses or do they have the skills? So, we
are looking at learning outcomes and looking at skills acquired for them to smoothly transition out of
the K to 12 system," she said.

Basillote added the government's input drive must also be reviewed including the quality of the
teachers in the K to 12 system, student-classroom ratio and teacher-student ratio.

"To be fair, even if we have the budget to build new classrooms, we might not have buildable land
for the classrooms. So kelangan siguro ng (it might be needed to have a) policy to make sure that
we have that position where DepEd (Department of Education) can have the land it needs to build
the classrooms," she said.

"In terms of governance issues, making sure that the funding moves from national to local,
empowering the schools to make decisions for their particular locality making sure that the funds
move and konti lang ang magiging (there will only be few) leakages from national to local. The policy
is already in place, it just needs to be strengthened and further developed," she added.

With regard to the professionalization of teachers, Basillote said DepEd already has a professional
standard for teachers and its implementation simply needs to be strengthened and fully supported.

"There must be information on how many teachers are needed in one specific discipline and for
which specific locality like do we need this X number of teachers in this region. Such info must also
be disseminated so schools also can produce the teachers needed," she said.

Basilotte said reverting to K to 10 system should not be an option for the Philippine education,
stressing that it is a sign of regression.

"It is not going to propel our country forward. If we want to be competitive, if we want to avoid the
middle income trap, if we want to continue growing as a country, the K to 12 is fundamental to that. If
you will look at our global competitiveness ranking, 'yun na nga lang ang saving grace natin eh.
Dahil K to 12 system tayo medyo tumaas tayo sa mga indicators na iyon. Kung babalik tayo sa K to
10 system, mas bababa pa ang competitiveness level natin (it's our only saving grace. Because of K
to 12 system we have improved in those indicators. If we go back to K to 10 system, our
competitiveness level will be way lower)," she said. (PNA
https://www.pna.gov.ph/articles/1043466
Why Does the Philippines Need the
K-12 Education System?
Updated on September 5, 2019

Nik Abueva 
 more

Source

Filipinos are known to be competitive in the international community. However, our current education
system hinders us from becoming even more competitive.

Starting in the 2012-2013 school year, the education system of the Philippines was enhanced from
the ten years of basic education to a 12-year program through an initiative called the K-12 Education
Plan sponsored by the Department of Education.

The implementation of the K-12 plan in the Philippine Basic Education Curriculum is the key to our
nation’s development. Though the government faces many problems as it implements the program
over the course of several years, it is a necessary improvement since increasing the quality of our
education is critical to our nation's success.
See below some ways that the K-12 education plan will be beneficial for the Philippines according to
Isagani Cruz (2010) in one of his columns in a local newspaper.

Reasons for the K-12 Education System

1. Sufficient Instructional Time
With K-12 education, students will have sufficient instructional time for subject-related tasks, making
them more prepared in every subject area. With the old system, Filipino students were consistently
behind on achievement scores.

In 2008, for instance, international test results revealed that Filipinos were behind compared to other
countries when we finished dead last in math.

2. More Skilled and Competent Labor Force

Another reason to support K-12 education is because the graduates of this program will be more
prepared to enter the labor force. High school graduates of the 10-year curriculum were not yet
employable since they were not competent or well–equipped enough for the workplace.

In addition, high school graduates of the 10-year curriculum are not yet 18. With the new curriculum,
senior high school students can specialize in a field that they are good at and interested in. As a
result, upon graduation they will have the specific job-related skills they need even without a college
degree. When they graduate from high school, these young people will be 18 and employable,
adding to the nation’s manpower.

3. Recognition as Professionals Abroad

Finally, with K-12 education, Filipino graduates will be automatically recognized as professionals
abroad because we are following the international education standard as practiced by all nations.

There will be no need to study again and spend more money in order to qualify for international
standards. With a K-12 education, Filipino professionals who aspire to work abroad will not have a
hard time getting jobs in their chosen field. Furthermore, they will be able to help their families in the
Philippines more with remittances, property purchase, and small businesses.

K-12 Education Will Help Filipinos Gain a Competitive

Edge
Though Filipinos are known to be competitive in the international community, our current education
system hinders us in becoming more competitive among other countries. The K-12 education plan
offers a solution to that problem.

However, it is undeniable that there will be problems that arise as we implement the program, which
could include a lack of budget, classrooms, school supplies, and teachers. That said, the long-term
effects of K-12 education will be very beneficial to us Filipinos.

Therefore, we must support the K-12 educational plan to help improve our educational system and
our economy. Remember that change in our society starts with education.

https://soapboxie.com/social-issues/The-Implementation-o-the-K-12-Program-in-the-Philippine-Basic-
Education-Curriculum
Implementation of the Australian Curriculum
 

Implementation of the Australian Curriculum

State and territory curriculum and school authorities are responsible for the implementation of the
Australian Curriculum in their schools, in line with system and jurisdictional policies and
requirements. They make decisions about the extent and timing of take-up and translation of the
intended Australian Curriculum into the curriculum that is experienced by students.

The Australian Curriculum can be used flexibly by schools, according to jurisdictional and system
policies and schedules, to develop programs that meet the educational needs of their students and
that extend and challenge students. Schools implement the Australian Curriculum in ways that value
teachers’ professional knowledge, reflect local contexts and take into account individual students’
family, cultural and community backgrounds.

Progress with implementation of the full scope of the Australian Curriculum in each state and
territory level is informed by, amongst other things:

 the readiness of their systems, schools and teachers

 the extent of change from current curriculum provision
 available resources
 existing curriculum development cycles and processes.

Schools develop tailored local curricula that meet the needs of their students either directly from the
Australian Curriculum, in some states and territories, or from curriculum documents incorporating the
Australian Curriculum, in others.

More information about the implementation of the Australian Curriculum in each state and territory by
curriculum and school authorities can be found on the ‘Foundation – Year 10’ page of the ACARA
website.

https://www.australiancurriculum.edu.au/f-10-curriculum/implementation-of-the-australian-
curriculum/?searchTerm=curriculum+in+austrakia#dimension-content

Australian Curriculum
For: 
Education authorities
Parents and carers
Principals and teachers
Students
 Australia has a national curriculum, the Australian Curriculum, which provides
schools, teachers, parents, students, and the community with a clear
understanding of what students should learn, regardless of where they live or
what school system they are in.

Latest and popular content

The Foundation to Year 10 Australian Curriculum provides:

 curriculum content
 an achievement standard in each subject that all students should be meeting
 flexibility for teachers to personalise student learning and respond to student
need and interest.

State, territory and non-government education authorities are responsible for delivering
the Australian Curriculum, including decisions about implementation timeframes,
classroom practices and resources that complement teaching of the Australian
Curriculum. The Australian Curriculum, Assessment and Reporting Authority
(ACARA) provides information and resources to support the teaching of the Australian
Curriculum.

Following an independent Review of the Australian Curriculum, in September 2015 all

education ministers endorsed the Australian Curriculum: Foundation to Year 10 in:

 eight key learning areas—English, Mathematics, Science, Humanities and Social

Sciences, Health and Physical Education, Languages, Technologies and the Arts
 seven general capabilities—literacy, numeracy, information and communication
technology capability, critical and creative thinking, personal and social capability,
intercultural understanding, and ethical understanding
 three cross-curriculum priorities—sustainability, Asia and Australia's engagement
with Asia, and Aboriginal and Torres Strait Islander histories and cultures.

The next review of the Australian Curriculum is expected in 2020.

The Australian Government supports the implementation of the Australian Curriculum

by providing targeted projects and programs aligned to the curriculum.

https://www.education.gov.au/australian-curriculum-0

Japan: Learning Systems

Overview | Learning Systems | Teacher and Principal Quality
Supporting Equity | Career and Technical Education | Governance and Accountability
System Structure

The school system in Japan consists of three years of optional kindergarten, six years of primary
school, three years of lower secondary school and three years of upper secondary school. Children
are required to attend school for a minimum of nine years – six years of primary and three years of
lower secondary education. Students who have completed lower secondary school, at about age
sixteen, may choose to apply to upper secondary school. Roughly 98 percent of Japanese students
elect to continue on to upper secondary schools, and each type of school has its own admissions
processes and requirements.There are three types of upper secondary schools in Japan: senior high
schools, colleges of technology and specialized training colleges. The graduation rate from upper
secondary school is 94 percent.

Of the students continuing into upper secondary, the vast majority (over 97 percent) enroll in senior
high schools which provide general, specialized and integrated courses. General courses are
intended for students who hope to attend university, or for students who wish to seek employment
after high school but have no particular vocational preference. Seventy-five percent of senior high
school students enroll in general courses. Specialized courses are for students who have selected a
particular vocational area of interest; about 19 percent of senior high school students choose this
path. Integrated courses allow a student to choose electives from both the general and specialized
tracks, and roughly 6 percent of senior high school students choose this option.

The small percent of students who do not attend senior high schools go to either colleges of
technology or specialized training colleges. Colleges of technology require their own set of entrance
exams. They provide five-year programs in engineering, culminating in an associate’s degree. Some
colleges also offer additional two-year “advanced courses” for students wishing to earn bachelor’s
degrees. Most students go on to full employment after graduation, though a portion elect to continue
on to university.

Specialized training colleges provide vocational education in eight fields: technology, agriculture,
medical care, personal care and nutrition, education and welfare, business, fashion and general
education. These colleges are open-entry and do not require a specific entry exam. Graduates
receive a diploma after completing the high school portion and can continue into post-secondary
courses to earn advanced diplomas.

Many primary and secondary schools are open six days a week and many students spend additional
hours in “cram school,” or juku, to prepare for exams and to drill on the concepts they learned in the
classroom. Juku are essentially a shadow school system in which students may spend up to 12
hours a week, particularly in the months leading up to upper secondary and university entrance
exams. MEXT has tried many different strategies to try to reduce the number of hours students
spend in juku schools over the past decade but they have not been particularly effective. Students
also continue to be assigned several hours of homework a day and summer vacation remains short.
The cumulative effect of these additional hours spent learning is that Japanese students complete
the equivalent of several more years of schooling than students in other nations.

Standards and Curriculum

The Ministry of Education, Culture, Sports, Science and Technology (MEXT), in conjunction with
university professors and the Central Council for Education, establishes broad guidelines for the
content of each school subject from preschool education through senior high school. The curriculum
for each grade level is carefully calibrated to pick up each year where the previous grade left off, and
to ensure preparation for the following grade. Ministry specialists prepare teacher guidebooks in
each subject with input from experienced teachers. While teachers may make adaptations, they are
expected to follow the national curriculum.

This national curriculum is revised about once every decade. It is currently being revised and a new
curriculum will be rolled out in stages starting in 2020. The current curriculum was revised in 2008
and was fully implemented in 2013. That revision represented a shift from the previous decade when
curriculum was “loosened” and requirements reduced to allow more flexibility for schools and to
reduce the “burdens” on students. After a dip in both PISA and TIMMS scores following those
changes, the 2008 revisions reversed direction and added more instructional time and increased the
content and complexity of subject matter. It also required students to begin English in primary
school. While the reform did move Japan back towards its more traditional curriculum, it also
maintained teaching of integrated subjects and a focus on applying knowledge. The latest proposals
for revision include adding history, geography and public affairs as compulsory subjects in senior
high schools and adding an optional course for high school students that allows students to choose
themes from mathematics and science for independent research.

Textbook publishers produce books that adhere very closely to the national curriculum, and MEXT
must examine and approve each book before it is made available for schools. Local boards of
education then select which Ministry-approved texts will be used in schools.

Currently, Japan’s primary school curriculum is divided into three main categories: compulsory
subjects, moral education and special activites. Compulsory subjects are Japanese language,
Japanese literature, arithmetic, social studies, science, music, arts and handicrafts, programming
and PE. English is currently required in fifth and sixth grade, but it is taught through informal
activities rather than as a graded subject. Beginning in 2020, English will be a graded subject for fifth
and sixth graders, with informal activities starting earlier in third and fourth grade. Moral education is
intended to teach students to respect one another and the environment, to understand the
importance of life, to respect the rules of society and to learn general self-control. Special activities
refer to activities and ceremonies that emphasize teamwork and cooperation such as graduations,
field trips or school concerts. The compulsory subjects are continued in lower secondary school, with
the addition of fine arts, foreign languages and a greater array of electives.

Assessment and Qualifications

The first major gateway in Japanese schools is the entrance to upper secondary school, when they
take entrance exams for admission. Admission into senior high schools is extremely competitive,
and in addition to entrance examinations, the student’s academic work, behavior and attitude, and
record of participation in the community are also taken into account. Senior high schools are ranked
in each locality, and Japanese students consider the senior high school where they matriculate to be
a determining factor in later success. Japanese students are admitted to university based on their
scores on the National Center Test for University Admissions, known as the “Center Test,” as well as
their performance on the individual exams administered by each university. The Center Test
assesses candidates in five fields: Japanese language, foreign language, math, science and social
studies. The entrance exams for upper secondary school and university are so important in
determining placement that they often are the sole educational concern of students in the years
leading up to the exams.

MEXT is planning an overhaul of the Center Test, amidst concerns that the test emphasizes rote
memorization and is not well suited to the changing economy. The new Center Test (which has been
rebranded as Daigaku Nyugaku Kyotsu) will be designed to assess critical thinking, judgment and
expression. This is part of a larger effort to restructure higher education at a time when the
population is shrinking — a decline of 35 percent by 2065 is predicted — and the country needs to
ensure that its students are well trained and equipped for the job market. The new test is expected to
be rolled out by the 2020 academic year. Some junior colleges and universities have also begun
accepting students based on recommendation from upper secondary schools, instead of requiring
an entrance examination.

Teachers at all levels of schooling consistently assess their students through teacher-developed
tests and other forms of student work. Homeroom teachers often spend many years with the same
group of students and are involved with their lives outside the classroom, making the assessment
process more consistent, more precise and more accessible to parents.

Japan has national assessments — the National Assessment of Academic Ability (NAAA) — in
grades six and nine. These assessments are in mathematics, Japanese and science. NAAA was
first administered in 2007 to a sample of students at the two grade levels for the purpose of
informing curriculum and policy planning. Since 2013, the assessments have been administered
annually to all sixth and ninth grade students, with the goal of providing more data to districts and
schools to improve performance. The same items are administered to all students simultaneously
and are made available after the test has been administered. Mean NAAA subject scores for each
region are announced annually and municipal boards of education and schools use the scores to
identify areas where teaching and learning could be improved.
http://ncee.org/what-we-do/center-on-international-education-benchmarking/top-performing-
countries/japan-overview/japan-instructional-systems/

JAPANESE TOP PAGE

Download : IV Organization &

Implementation Curriculum
1 Each school sets up its ideas and
educational objectives. The curriculum
is a school’s educational plan that
organizes each grade’s core
requirements in a systematic
management style.

2 “Educational objectives” are concepts

of “what kind of human beings are to
be nurtured.” In order to achieve such
objectives, educational contents must
be determined. The educational
contents of “what to teach learners”
are “curriculums” that have a close
relationship with teaching methods
(how to teach).
The curricula of schools in Japan
consist of two areas: “subjects” and
“non-subjects.”
For example, in elementary schools,
according to the Courses of Study
revised in 2008, there are nine
subjects: “Japanese language,” “social
studies,” “arithmetic,” “science,”
“lifestyles,” “music,” “drawing and
handcrafts,” “home economics” and
“physical education.” In “non-
subjects,” there are “moral precepts,”
“foreign language activities,” “periods
of integrated study,” and “special
activities.”
3 In Japan, local standard curriculums
provided by the prefectural boards of
education and the municipal boards of
education, are based on “The Course
of Study,” which is the standard
nationwide curriculum. Each school
makes its “yearly guidance plan” as a
general plan at the beginning of the
year. This guidance plan provides
direction for (1) Guidance plans for
grades, fields and subjects, (2)
Semester guidance plans, (3) Monthly
 guidance plans, (4) Weekly and unit
guidance plans, (5) Daily guidance
plans and (6) Current lesson guidance
plans. Plans are gradually made from
(1) to (6). These plans are evaluated
through actual classes and periodically
reexamined.
The school also makes its “Course of
Study” at the beginning of the year.
This plan is made for each subject and
extracurricular activity (moral
education, special activities, the period
of integrated study) at each grade level
and for each class.
4 The picture above provides one
example of “yearly guideline plan list”
at a lower secondary school (Art).
Using this list, teachers are able to plan
yearly instructions for each subject
they teach, and also to review their
actual lessons in comparison with
initial plans.

5 Curriculum development is an activity

that evaluates a school’s curriculum
continuously from the perspective of
social change, etc., and then improves
it. It includes curriculums at various
levels, for instance, schools,
communities, and the national
curriculum. In Japan, the
implementation of the fundamentals of
the Course of Study and each school’s
full involvement in curriculum
development commenced after CERI
(Center for Educational Research and
Innovation) of the OECD advanced an
idea called SBCD (School-based
Curriculum Development).
6 Curriculum development is a dynamic
process of curriculum improvement
through “doing (teaching and
guidance)” and evaluation of the
results of a planned curriculum.
“Teaching” is one of the practice
models in the curriculum development
process. It is important that the unity
of “process of teaching improvement”
be incorporated into curriculum
development.
7 The above chart illustrates the process
of curriculum development in Japan.
This process needs a set of procedures
which are to (1) set educational
objectives, (2) select study
experiences, (3) select contents,(4)
organize study experiences and
contents, (5) perform evaluations, and
(6) make improvements. By this set of
practical procedures, each school
develops its own curriculum.
8 This is one example of the themes of
the “Development Research School”
laid out by the Ministry of Education,
Culture, Sports, Science and
Technology (MEXT) in 2002. In
Japan, the importance of developing
creative and practical curricula at each
school is emphasized. Research into
original and new curricula
development, such as at various
“Development Research Schools”, is
in progress at national and local levels.
9 Educational objectives of schools are
ideas formulated by each school on
what education ought to be. They
indicate the concept of the ideal type
of person that each student should
become through participation in school
educational activities. Educational
objectives of schools can be divided
into 4 levels: (1) school objectives, (2)
grade objectives, (3) class objectives,
and (4) objectives of individual
 students.
10 In Japan, the Constitution and the
Fundamental Law of Education
provide educational objectives, and on
the basis of them the Boards of
Education and schools determine
educational objectives. School
educational objectives show each
school’s educational philosophy.
various educational activities are
carried out in schools to achieve the
objectives.
11 This is an example of educational
objectives at an elementary school.
School educational objectives consist
of ‘school objectives,’ ‘grade
objectives’ and ‘class objectives.’ It
can be said that the objectives of
school activities become more
practical over time.

12 This picture is an example of posted

‘class objectives.’ Among a variety of
posters in the classroom, ‘class
objectives’ are educational objectives
for all the students who belong to the
class to aim for during the school year.
These are posted where students can
see them daily. ‘Class objectives’ play
an important role in assisting each
student to go over and to reflect on
daily personal educational activities
and priorities.
13 In Japan, the official “Course of
Study” is the basis of the national
curriculum which is revised once in
about every 10 years. The most recent
version of the Course of Study was
issued on March 28th 2008 comprising
the Course of Study for elementary
schools, the Course of Study for lower
secondary schools, and the Course of
Study for kindergartens, and the
Course of Study for upper secondary
 schools and the Course of Study for
special needs were issued on March
9th 2009.
14 ● Development of language activities:
As language is the foundation of
intellectual activities and
communication, such learning
activities as recording, explanation,
statement, discussion, etc. should be
developed in all subjects.
● Development of math and science
education: Developing systematic
teaching contents of math and science
education, which is a foundation for
technology
● Development of experience
activities: Enhance group lodging
events or nature experiences
(elementary school), job experiences
(lower secondary school) to nurture
social skills and a rich humanity
● New establishment of “foreign
language activities” (elementary
school): “foreign language activities”
are introduced to 5th and 6th graders
of elementary school to foster behavior
to communicate actively and to deepen
understanding of language and culture.
● Increase of the hours of class
sessions through a year: To enhance
the above learning activities, the hours
of the national language, social
science, arithmetic and math, science
and foreign languages were increased.
15 At elementary schools, each class is 45
minutes long. The total of class hours
for special activities are counted as
hours for class activities (excluding
school lunch periods), which is
provided in the Course of Study for
elementary school.
(The day of a student --> Ⅸ 29)
16 (From the left), (1)The Course of
Study (for elementary schools), (2) the
Course of Study (for lower secondary
schools), (3)the Course of Study (for
upper secondary schools)

17 Teaching contents are organized in

some units according to the actual
conditions of students’ achievements
based on each grade’s and subject’s
objectives. The organization of
teaching contents needs to:
1. Clarify each subject’s objectives and
select proper teaching contents
carefully to achieve objectives of units.
2. Arrange units to fit students,
considering teaching contents’ quality
of systems and development
3. Arrange school events based on the
school’s and local community’s actual
conditions and seasons.
18 “Teaching materials” are the important
elements that constitute a class with
“students” and “teachers.” The
elements that shape the contents to be
taught and in a class are “teaching
materials.” Textbooks are the main
teaching materials while other items
include documents, reference materials
and objects which teachers select from
the daily life of students. An activity
under which a teacher selects,
interprets, and organizes “teaching
materials” in the context of class
objectives is called “research on
teaching materials.” A teacher spends
a long time to conduct “research on
teaching materials” for use in teaching
classes.
19 An example of a list of the unit
structure for an arithmetic lesson at an
elementary school.

20 The above picture consists of a figure

of a unit structure for a school’s period
of integrated study. It enables one to
conceptualize one year curricula by
units.

21 A “guidance plan” is a specific plan

made on the basis of school
curriculum. On the basis of the
“Guidance plan” and “Unit structure”
as a general perspective, individual
class “study lesson plans” per period
are made. By making a “study lesson
plan,” teachers can plan the class
developmental process for a period and
prepare guidance suitable for
children’s actual conditions.
22 Subsumed within “Lesson plans” are
all the outcomes based on class
planning and research on teaching
materials done by a teacher, including
his / her ideas of education and
educational instruction. The “Lesson
plan” is a blueprint with intentions and
structures of each class that is prepared
to pre-plan the class. The “Lesson
plan” is also useful to help improve the
way teachers teach. By reviewing
guidance plans, teachers can determine
where there are instruction gaps. This
allows them to adapt the structure of
their future classes in a way to try to
 fill in those gaps.
23 In the above lesson plan, in addition to
the name of the instructor, date, and
class, additional information includes
(1) name of the unit (2) the reason for
the unit setting (3) objective of the unit
(4) plan for the unit (5) objective of
this class (6) guidance process for this
class. For (2), teachers write about
how they should teach, what they
should use, and their views of the
students in their class. In this unit, and
for (6), they outline the process of the
class hour from the beginning through
conclusion.
24 (Picture) The above picture provides
an example of a lesson plan (1st grade
of lower secondary school, Japanese
History).

25 Written “guidelines” change every

time the Course of Study is revised
according to evolving principles.
These written guidelines consist of
“records of the school register” and
“records of instructions,” and plays
two roles as: 1) the original
certification for external use, and 2)
instruction materials.
A “report card” (--> Ⅶ 19) contains
information about a student’s
performance and attendance record.
Report cards are provided to students’
parents at the end of each quarter,
thereby allowing them to track the
progress of their children in order to
provide feedback and reflect on future
instruction. In Japan today, absolute
evaluation are being considered
seriously as a means to assess
students’ academic performance since
 they provide a clearer assessment of
students’ performance and progress.
26 Today in Japan, setting concrete
educational objectives and making
precise evaluations of the extent to
which objectives have been achieved
have been prioritized in order to clarify
individual improvements. This
approach reflects previous knowledge
regarding the utility of evaluations.
Excerpts from the Curriculum Council,
Report on Evaluation of Learning and
Educational Process of Students,
December 4th, 2000.
27 This is a picture of a school report
card. A homeroom teacher carefully
writes down evaluations of the
progress and strengths of individual
students in order to let them know their
achievements, to set goals and to
inform parents regarding their
children’s academic development.

28 In order to assess students’ academic

achievements, teachers evaluate tests
which are done before, after and
during the school term. Teachers also
check notebooks, worksheets and work
done by each student in order to be
aware of their level of understanding
and to teach appropriately. Teachers
file these documents and make use of
them in their evaluations.
(1) 6th grade, November 2005
(2) 1st grade, January 2005
(3) 1st grade, December 2003
(4) Test, 6th grade, December 2003
29 An evaluation of class improvements
is called ‘class evaluation’ and an
evaluation of curriculum improvement
is called ‘curriculum evaluation.’
Through these evaluations overall
class and curriculum palns are
reassessed.

30 ‘Curriculum evaluations’ are made to

check if curriculum are designed and
implemented appropriately and to
improve curriculums. Evaluations are
conducted at multiple levels, such as
schools, communities, and the state.
‘Curriculum evaluations’ of schools
are conducted in terms of (1) students’
assessment of academic achievement,
(2) organization of school curriculum
development, (3) relationships
between communities and curriculums,
(4) results of evaluations of
curriculums and the entire school and
(5) school characteristics.
31 ‘Class evaluations” are made to
improve classes. While valuation
points differ according to class
objectives, important points to be
considered are (1) the appropriateness
of class content in terms of child
development, (2) whether the class
content has adequate range to
accommodated individual differences,
(3) whether children are able to work
effectively and whether they are
satisfied with the content, (4) whether
children had opportunities to express
their thoughts about things that they
don’t understand and (5) whether the
teaching materials and equipment were
effectively used.
32 In this picture, teachers observe a
class. After the class visit, they hold a
seminar, and discuss the objectives,
content and methods of the class.
There are both ‘in-school seminars’
held in the same school and ‘open
seminars’ which are open to outsiders.
By learning from these seminars,
teachers reassess their classroom
instruction methods and attempt
through mutual feedback to improve
individual quality and abilities.
(1) Class visit, moral education, 1st
grade, March 2005
(2) Discussion after the class
33 There are three forms of general
guidance: (1) frontal teaching, (2)
group study, and (3) provision of
individual learning. In addition,
recently, providing guidance according
to students’ individual needs and
abilities becomes important at Japan’s
elementary schools and lower
secondary schools.

34 The above caption illustrates general

types of instruction and the
characteristics of each type. Currently
in Japan, schools utilize not only
classroom study but also other types of
instruction, such as group and
individual study. Which type of
teaching methods are practiced
depends on the contents of a class. To
instruct students individually and to
ascertain their level of comprehension,
instruction is given by the teacher by
walking around children’s desks. (The
number of students per class -->Ⅱ 41)
35 To strengthen the teaching of basic and
fundamental contents and to develop
education considering individual
students’ needs and abilities,
instruction for small numbers of
students through individual and group
teaching, instruction based on
student’s abilities and team teaching,
etc. are carried out.

36 The Course of Study adopted in 1998

aims to strengthen the teaching of
basic and fundamental contents and to
develop education considering
individual students’ needs and
abilities. To achieve this goal,
instruction for small numbers of
students is carried out, such as through
individual and group teaching,
instruction based on students’ abilities
and team teaching.
(1) Frontal teaching, arithmetic, 5th
grade, January 2005
(2) Group study, science, 4th grade,
December 2003
(3) Team teaching, Japanese language,
1st grade, December 2003
(4) Individualized teaching, arithmetic,
1st grade, December 2003
(5) Individualized teaching of
Japanese, Japanese language, January
2005
37 There are nine subjects in elementary
school; ‘Japanese language,’ ‘social
studies,’ ‘arithmetic,’ ‘science,’ ‘life
skills,’ ‘music,’ ‘drawing and
handcrafts,’ ‘home economies’ and
‘physical education.’ ‘Life skills’ is
taught only in the first and second
grades, while ‘science’ and ‘social
studies’ are taught from the third
grade. Fifth and sixth graders study
home economics together.
38 Posting objectives from “the Course of
Study for elementary schools ” (2008).
In the new curriculum, some wordings
are changed or added such as “basic
knowledge and skills” to “basic and
fundamental knowledge and skills”
(Arithmetic and Home Economics), to
“realistic understanding” (Science), to
“enjoy sports throughout one’s life”
(Physical Education), and to “one’s
own way of living” (Moral).
39 The above shows scenes from science
and music classes in elementary
school.
(1) Japanese, 1st grade, December
2003
(2) Calligraphy, 4th grade, July 2004
(3) Arithmetic, 1st grade, December
2003

40 The above shows scenes from science

and music classes in elementary
school.
(1) Science 4th grade, December 2003
(2) Music 6th grade, December 2003

41 The above shows scenes from physical

education, handicrafts and home
economics classes in elementary
school.
(1) Physical education, December
2003
(2) Physical education (swimming)
2nd grade, July 2004
(3) Drawing and Handcrafts 3rd grade,
December 2003
(4) Home economics 5th grade,
November 2005
42 They shows scenes from social studies
and life skill activities in elementary
school.
(1)(2) Social Studies (study outside the
school), 3rd grade, November 2004
(3)(4) Life skills (study outside the
school), 2nd grade, November 2004

43 These are examples of children’s

learning activities in an elementary
school: research, summary,
presentation, discussion, observation
and watching.
(1) In a school library room (the period
of integrated study), 6th grade,
December 2003
(2) In a science room, 4th grade,
December 2003
(3) In a science room, 6th grade,
December 2003
(4) In a science room, 6th grade,
December 2003
(5) In a science class, 6th grade,
September 2004
(6) In a period of integrated study
(international education), 2nd grade,
June 2004
44 Elementary and lower secondary
schools in Japan conduct ‘moral
education’ classes once a week. With
the ‘moral education’ class as a
cornerstone, moral education is
provided throughout the entire
educational activities of the school.

1. Objectives of moral education

(elementary school)
To teach and instill morality covering
moral sentiments, moral judgment,
moral attitudes and the capability and
willingness to put these in practice
through all educational activities at
school.
2. Objectives of moral education
 classes
Based on the objectives of moral
education in the above item 1, to
intensify moral values of self-
awareness and thoughts on one’s way
of life and to develop students’ ability
to practice morality. This is done by
maintaining close relations with moral
education in each subject, foreign
language activities, the period of
integrated study, and special activities
through systematic developmental
instruction.
45 * Moral education enhancing teacher:
a teacher in charge of mainly
enhancing moral education
●Grade 1 & 2：
・Basic daily habits such as greetings
・Learn rules of social life, make a
judgment of what is good and bad, and
do not do what one should not do as a
human being
●Grade 3 & 4：
・Keep promises and follow rules of
groups and society
・Acquire attitudes to cooperate and
help each other with people around
●Grade 5 & 6：
・Understand significance of laws and
rules
・Acquire attitudes to understand the
other person’s position and support
each other
・Play a role and carry out
responsibilities in a group
・Have a consciousness as a member
of the nation and society
・Cover such topics as emotional
disturbances (distress, conflict, etc.)
and understanding of human
relationships, so that students can
deepen their understanding of their
way of life
46 These are the pictures of a Moral
Education textbook and supplementary
reading. In Japan, many schools use
not only textbooks, but also
supplementary readings.
(1) Use of paintings for introduction.
(2) Distributing handouts to students.
(3) Asking students’ opinions.
(4) Handmade teaching materials
(5) Supplementary readings
47 (1) An introduction to a class using
paintings
(2) “Watch with an eye of heart”
(3) A challenged person relates her
experience

48 ‘Foreign language activities’ started

for grade 5 & 6 pupils in elementary
schools under “the Course of Study for
elementary schools” (2008) with
objectives to foster attitudes to try to
communicate actively and to deepen
understanding of languages and
cultures
■Contents of Foreign Language
Activities (elementary schools)
1 To try to communicate actively in
foreign languages
(1) To experience the joy of
communicating in foreign languages
(2) To listen to and speak foreign
languages actively
(3) To know importance of verbal
communication
2 To deepen understanding of Japanese
and foreign languages and cultures
through experience
(1) To get familiar with sounds and
rhythms of foreign languages, while
understanding their differences from
those of Japanese and realizing the
excitement and richness of languages
 (2) To become aware of a variety of
viewpoints and visions by
understanding differences of ways of
life, customs and events between Japan
and foreign countries.
(3) To deepen cultural and other
understanding while communicating
with people of different cultures.
49 The “period of integrated study” was
newly established under the revised
Course of Study adopted in 1998. This
is a period when children can study
beyond the normal framework of
subjects by pursuing original ideas
identified within individual schools:
elementary schools, lower secondary
schools and upper secondary schools.
The aims of the period are mentioned
below.
■ Aims (elementary schools)
To develop and improve abilities and
stature to solve problems by
identifying issues, learning, exercising
critical thinking, interpreting and
acting independently through
crossover and integrated study and
explorative study, and to learn how to
study and think, and to learn how to
act independently and creatively to
solve problems and to carry out
investigative activities, and finally to
be able to undertake self-introspection.
50 The “period of integrated study“ and
the subjects encountered have an inter-
linked structure, as shown in the chart
above. This means that the knowledge
and skills learned in each subject inter-
relate in a comprehensive fashion to
“the period of integrated study.” The
power gained during the “period of
integrated study” is utilized in learning
individual subjects.
51 Source: ”Survey on School Education”
in September 2003, by the Ministry of
Education, Culture, Sports, Science
and Technology (MEXT)
From the above survey data, we can
see students’ progress in developing
perspectives that they don’t always
encounter in classroom settings when
learning subjects. For example, when
children encounter new experiences
they become absorbed in studying by
themselves. They can also engage in
activities with children from other
class levels.
52 Source: ”Survey on School Education”
in September 2003, by the Ministry of
Education, Culture, Sports, Science
and Technology (MEXT)
From the above survey data, we can
see students’ progress in developing
perspectives that they don’t always
encounter in classroom settings when
learning subjects. For example, when
children encounter new experiences
they become absorbed in studying by
themselves. They can also engage in
activities with children from other
class levels.
53 The pictures show an activity during
the “period of integrated study.”
Various activities are done during the
period of integrated study, depending
on the creativity of teachers and
students and the features of each
school.
(1) Voluntary teachers from a NPO for
environment protection are explaining
advantages to plant reeds for restoring
nature. Students grew these reeds in
their school.
(2) Students are planting reeds.
(3) City officials cooperate in carrying
reeds from the school to the lakeside.
54 “Special activities” are the activities
outside subjects that are done usually
through group activities of a whole
class, grade, or school. To be more
specific, they consist of four types of
activities: A) class activities, B)
activities of student councils, C) club
activities, and D) school events.
■ Objectives of special activities
Through appropriate group activity,
special activities aim to develop
students’ minds and bodies in
harmony, foster independent and
practical attitudes in order to seek to
build better life and human relations as
a member of a group, deepen their
awareness of way of life, and nurture
abilities to make the most of oneself.
55 “Class activities” are defined as
activities to improve progress in class
and school life and to cultivate sound
life styles for children.
■Examples of content are:
(1) Solve various problems in class
and school life, organize a class to
assign work to individual students, and
to improve various group lives in
school by making class rules.
(2) To develop attitudes to live with
hope and purpose, to acquire basic
living habits, to develop good human
relationships, to understand the
importance of roles and jobs of
assigned work such as cleaning, to
make use of school library, to build
healthy and safe lifestyles in mind and
body, and to develop school lunch in
view of food education and desirable
eating habits.
56 (1)(2) Class meeting; Under the
guidance of a teacher and selected
class representatives, students bring up
topics such as problems in their class.
The students then discuss these issues
find solutions to the problems. (topic;
what to do while summer vacation, 6th
grade, July 2005)
(3) Morning meeting (1st grade
December 2003)
(4) Procedure of class meeting
(5) Record of class meeting (6th grade)
(6) Record of class meeting (1st grade,
December 2003)
57 These are pictures of students at a
school library and students during
lunch time.
(1) Students responsible for various
tasks, 2nd grade, December 2003
(2) School lunch time, 1st grade,
December 2003　
(3) Students responsible for growing
plants, January 2005

58 Another special activity is the “student

council,” which is a students’ meeting
organized by all students in a school.
Management of the student council is
carried out primarily by students in the
5th and 6th grades. The types of
committees that the student council
engages in are: “representative
committee,” “committee” and
“students’ assembly.”
59 “Representative committees” consist
of “class representatives” “committee
representatives” and “steering
committees.” Representative
committees discuss organization and
government of student councils, plans
of meetings and general school life.
For example, they hold such meetings
as to make annual activity plans, to
conduct reviews of activities over the
year, to plan sports activities
(marathon races, rope skipping day), to
 plan cultural activities (welcome party
for first graders, farewell party for
sixth graders), to discuss school life
problems (making and enforcing
school rules, how to deal with rainy
days, reading of books) and finally
other topics (plan UNICEF day, make
an annual cleaning plan).
60 (1)(2) Student council “About
greetings movement”
(3) Feedback from a teacher

61 (1) At a health committee, students are

making posters calling attention for all
students to wash hands in order to
prevent colds. December 2003
(2) A student of national flag
committee is raising the national flag
before morning meeting. December
2003
(3) Library committee. December 2003
(4) At a newspaper committee,
students are making a school
newspaper concerning school news
and school events. December 2003
(5) At a radio broadcasting committee,
students are broadcasting school news
to all classes during an afternoon
break. December 2003
62 These pictures show student
assemblies titled “Welcome 4th year
students.” All the students gather and
the 4th grade students are
demonstrating what they have recently
learned.
(1) Reading compositions
(2) Drama
(3) Physical Education
(4) Music
63 “Club activities” are organized mainly
by the upper grade students who have
common interests. They are practiced
in elementary school. Teachers
encourage students to work and study
by themselves with leaders from the
5th or 6th grades.

64 The figure provides an example of

typical club activities at a school such
as athletics, arts, and recreational
activities, which meet students’ needs.
The school organizes various types of
club activities.

65 (1) Computer club, July 2004

(2) Cooking club: Students are making
“Zenzai,” January 2005
(3) Handicraft club, July 2004

66 The pictures show cultural activities

involving computer clubs and
handicraft clubs.
At the end of each term, students do
self-assessments
(1) Flower arrangement club, July
2004
(2) Flower arrangement club, July
2004
(3) Science club, July 2004
(4) Science club, July 2004
67 (1) Writing self-assessments
(2) Club activities start from 4th grade.
The visiting 3rd grade students are
observing club activities to know what
they are like.

68 The pictures show athletic club

activities;
(1) badminton, July 2004
(2) basketball, July 2004
(3) table tennis, July 2004

69 (1) Ceremonial events

To conduct activities to give school
life meaningful changes and
milestones, to experience solemn and
refreshed feelings, to be motivated to
lead a new stage of life
(2) Cultural events
To conduct activities to present
achievement of daily leaning activities,
to increase motivation for
improvement further, and to get
familiar with culture and art　
(3) Health and safety related events
and athletic events
To conduct activities to raise
awareness of building healthy minds
and bodies and of maintenance and
enhancement of health, to learn safe
behavior and orderly group behavior,
to nurture attitudes to enjoy exercise,
to develop responsibility and sense of
solidarity, and to improve physical
condition.
(4) School excursion / group lodging
events
To conduct activities to broaden one’s
 knowledge, to enjoy nature and
culture, to be able to have desirable
experiences of a way of group living
such as human relationships, and
public morals in life environment
which is different from ordinary
environment such as group lodging in
a natural environment.
(5) Work service and voluntary events
To conduct activities to learn the value
of work and joy of production by
experience, to gain experiences to
nurture spirit of social dedication such
as volunteer activities.
70 When compared with compulsory
“club activities” in elementary school
which are performed during class
hours with participation by all
students, “extracurricular activities”
are club activities of students’ choices
which are organized outside the
curriculum at lower secondary schools
or higher school levels. At present, the
“extracurricular activities” are
practiced at most lower and upper
secondary schools. Since the
“extracurricular activities” represent
activities chosen by students outside of
regular school curriculums, students
can develop social and group skills
that are more difficult to learn from
school classroom subjects, as well as
to develop their individual
personalities.
71 The above list of club activities are
extracurricular, and are divided into
athletic and cultural clubs in school.
Through such club activities, students
can learn respect for their seniors,
sympathy toward juniors, and social
interaction skills that cross age groups.
72 The above pictures show athletic club
activities: Kendo and Softball tennis.
Through club activities, students
participate in official games and
tournaments.
During practice sessions, advisory
teachers also participate in club
activities
(1)(2) Kendo (Japanese fencing),
November 2004
(3)(4) Soft tennis, December 2004
73 The above pictures show athletic club
activities: baseball and basketball.
Through club activities, students
participate in official games and
tournaments.
During practice sessions, advisory
teachers also participate in club
activities
(1)(2) Baseball, November 2004
(3)(4) Basketball, November 2004
74 These are pictures of extra-curricular
cultural activities such as computer
clubs and brass band clubs. In these
activities, students show their abilities
by exhibiting their work at exhibitions
held both within and outside school
premises, including performing in
concerts. Feedback from external
evaluations is designed to develop
students skills and to improve the
quality of their activities.
(1)(2) Computer club, December 2004
(3)(4) Brass bands, December 2004
http://www.criced.tsukuba.ac.jp/keiei/kyozai_ppe_f4.html
Music and Arts, Physical Education and Health:)
The Music and Arts Program seeks to expose students to and develop appreciation for Philippine, Asian,
and Western music. Students do not only acquire factual and theoretical knowledge but are also
introduced to applications like singing, playing Filipino and Asian instruments, listening to recordings,
and reading, writing and creating music.
Physical Education aims to make the students physically strong, well-poised, sound and efficient,
mentally alert and active, and emotionally tempered and well-balanced. Each year level takes on a
different fitness program such as sports, gymnastics, dancing, and martial arts.

Health Education is designed to keep students abreast with health concerns and issues. Lessons on
Health Assessment, Proper Hygiene, First Aid, Drugs and Substance Abuse, Mental Health,
Communicable and Non-communicable diseases, Alternative Medicine and Nutrition and Fitness all aim
to lead the students to adopt a healthy lifestyle.
Picture
Music is an art form whose medium is sound and silence. Its common elements arepitch (which governs
melody and harmony), rhythm (and its associated conceptstempo, meter, and articulation), dynamics,
and the sonic qualities of timbre and texture. The word derives from Greek μουσική (mousike; "art of
the Muses").

The creation, performance, significance, and even the definition of music vary according to culture and
social context. Music ranges from strictly organized compositions (and their recreation in performance),
through improvisational music to allegorical forms. Music can be divided into genres and subgenres,
although the dividing lines and relationships between music genres are often subtle, sometimes open to
personal interpretation, and occasionally controversial. Within the arts, music may be classified as a
performing art, a fine art, and auditory art. It may also be divided among art music and folk music. There
is also a strong connection between music and mathematics.Music may be played and heard live, may
be part of a dramatic work or film, or may be recorded.

To many people in many cultures, music is an important part of their way of life.Ancient Greek and
Indian philosophers defined music as tones ordered horizontally as melodies and vertically as
harmonies. Common sayings such as "the harmony of the spheres" and "it is music to my ears" point to
the notion that music is often ordered and pleasant to listen to. However, 20th-century composer John
Cage thought that any sound can be music, saying, for example, "There is no noise, only sound."[3]
Musicologist Jean-Jacques Nattiez summarizes the relativist, post-modern viewpoint: "The border
between music and noise is always culturally defined—which implies that, even within a single society,
this border does not always pass through the same place; in short, there is rarely a consensus ... By all
accounts there is nosingle and intercultural universal concept defining what music might be.

Picture
Pitch – register (high or low); Organization of pitches with a pattern of intervals between them creates
scales; Words we might use to describe scales: major/minor, chromatic, gapped, pentatonic.

Rhythm – the time element of music. A specific rhythm is a specific pattern in time; we usually hear
these in relation to a steady pulse, and mentally organize this pulse or tempo into meter (sometimes
called a "time signature"). Meter organizes beats into groups, usually of two or three; beats can be
divided into small units usually 2, 3 or 4 subdivisions

Melody, or musical line, is a combination of pitch and rhythm (some say "duration"). Sometimes a
melody is considered to be the theme of a composition. We might characterize melody by its contour
(rising or falling) and the size of the intervals in it. A melody that uses mostly small intervals (or scale
steps) and is smooth is said to be a conjunct melody. Not surprisingly, a melody that uses large intervals
is called a disjunct melody. A motif (or motive) is either a very short melody or a distinctive part of a
longer melody. I might describe the opening four notes of Beethoven's Fifth Symphony as a "motific
cell."

Timbre – sound quality or tone color; timbre is the characteristic that allows us to distinguish between
one instrument and another, and the difference between vowel sounds (for example, long "a" or "ee").
Terms we might use to describe timbre: bright, dark, brassy, reedy, harsh, noisy, thin, buzzy, pure,
raspy, shrill, mellow, strained. I prefer to avoid describing timbre in emotional terms (excited, angry,
happy, sad, etc.); that is not the sound quality, it is its effect or interpretation. Rather than describe the
timbre of an instrument in other terms, it is often more clear just to describe the timbre by naming the
instrument, once we have learned the names and sounds of a few instruments.

Dynamics – loud or soft. A composition that has extremely soft passages as well as extremely loud
passages is said to have a large or wide dynamic range. Dynamics can change suddenly or gradually
(crescendo, getting louder, or decrescendo, getting softer.)

Texture – monophonic (one voice or line),

polyphonic (many voices, usually similar, as in Renaissance or Baroque counterpoint),

homophonic (1. a melody with simple accompaniment; 2. chords moving in the same rhythm
(homorhythmic))

heterophony – “mixed” or multiple similar versions of a melody performed simultaneously (rare in

European music; possibly used in Ancient Greece)

collage – juxtaposition & superimposition of extremely different textures or sounds

Picture
This INSTRUMENT could be used in teaching your students in the subject matter which is MUSIC.
Picture
"What Is Art?" (Russian: Что такое искусство? [Chto takoye iskusstvo?]; 1897) is an essay by Leo Tolstoy
in which he argues against numerous aesthetic theories which define art in terms of the good, truth, and
especially beauty. In Tolstoy's opinion, art at the time was corrupt and decadent, and artists had been
misled.

Art is the process or product of deliberately arranging elements in a way that appeals to the senses or
emotions. It encompasses a diverse range of human activities, creations, and modes of expression,
including music and literature. The meaning of art is explored in a branch of philosophy known as
aesthetics.

Picture
Palette with paint tubes is one of an example of instructional materials in teaching arts.
Picture
Physical education (often abbreviated Phys. Ed., P.E., or PE) or gymnastics(gym or gym class) is an
educational course related to the physique of the human body, taken during primary and secondary
education that encourages psychomotor learning in a play or movement exploration setting to promote
health.Physical education trends have developed recently[when?] to incorporate a greater variety of
activities besides typical sports. Introducing students to activities like bowling,walking/hiking, or Frisbee
at an early age can help students develop good activity habits that will carry over into adulthood. Some
teachers have even begun to incorporate stress-reduction techniques such as yoga, deep-breathing and
tai chi. Tai chi, an ancient martial arts form focused on slow meditative movements is a relaxation
activity with many benefits for students. Studies have shown that tai chi enhances muscular strength
and endurance, cardiovascular endurance, and provides many other physical benefits. It also provides
psychological benefits such as improving general mental health, concentration, awareness and positive
mood. It can be taught to any age student with little or no equipment making it ideal for mixed ability
and age classes. Tai chi can easily be incorporated into a holistic learning body and mind unit.
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Health is the level of functional or metabolic efficiency of a living organism. In humans, it is the general
condition of a person's mind and body, usually meaning to be free from illness, injury or pain (as in
"good health" or "healthy").[1] The World Health Organization (WHO) defined health in its broader
sense in 1946 as "a state of complete physical, mental, and social well-being and not merely the absence
of disease or infirmity."[2][3] Although this definition has been subject to controversy, in particular as
lacking operational value and because of the problem created by use of the word "complete," it remains
the most enduring.[4][5] Other definitions have been proposed, among which a recent definition that
correlates health and personal satisfaction.[6][7] Classification systems such as the WHO Family of
International Classifications, including the International Classification of Functioning, Disability and
Health (ICF) and the International Classification of Diseases (ICD), are commonly used to define and
measure the components of health.

Systematic activities to prevent or cure health problems and promote good health in humans are
undertaken by health care providers. Applications with regard to animal health are covered by the
veterinary sciences. The term "healthy" is also widely used in the context of many types of non-living
organizations and their impacts for the benefit of humans, such as in the sense of healthy
communities,healthy cities or healthy environments. In addition to health care interventions and a
person's surroundings, a number of other factors are known to influence the health status of individuals,
including their background, lifestyle, and economic and social conditions; these are referred to as
"determinants of health."

Health is the general condition of a person in all aspects. It is also a level offunctional and/or metabolic
efficiency of an organism, often implicitly human.TheCaduceus

At the time of the creation of the World Health Organization (WHO), in 1948, health was defined as
being "a state of complete physical, mental, and social well-being and not merely the absence of disease
or infirmity".[1][2]
Only a handful of publications have focused specifically on the definition of health and its evolution in
the first 6 decades. Some of them highlight its lack of operational value and the problem created by use
of the word "complete." Others declare the definition, which has not been modified since 1948, "simply
a bad one." [1]
In 1986, the WHO, in the Ottawa Charter for Health Promotion, said that health is "a resource for
everyday life, not the objective of living. Health is a positive concept emphasizing social and personal
resources, as well as physical capacities." Classification systems such as the WHO Family of International
Classifications (WHO-FIC), which is composed of the International Classification of Functioning,
Disability, and Health (ICF) and the International Classification of Diseases (ICD) also define health.
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