Historical

Perspective of
Philippine
Educational
System
 Early Filipinos
• Medium of instruction
was ALIBATA.
- 17 symbols with 3
vowels and 14
consonants

• BABAYLAN &
KATALONAN were the
teachers before.
• Type of education that was
taught was one of beliefs
and traditions.
• Fathers train their sons how
to hunt & other means of
maintaining livelihood.
• Mothers teach girls to do
household chores.
• Education in Muslim areas
were proliferated through
religion of Islam.
• Imam or Llema were declared
the teachers.
• Children were taught how to
read and write and
comprehend Arabic by using
the Koran as their holy book.
• Informal

• Unstructured

• Not institutionalized

• Specialization in
education did not exist
 Spanish Period
• System has changed
into formal.
• Christian doctrines were
the main focus of
schools.
• Schools for boys and girls
are separate.
• Education are for
wealthy Filipinos or
Ilustrados only.
• Spanish were mandated
to educate the natives
of reading, writing and
Spanish language.

• Clergy & Friars

maintained the order in
educational system.
• Education was
systematic.
• Institutionalized
• There is inequality in
education.
• Education was religious
& patriarchal.
 American Period
• Every child from 7 was
obliged to register to
nearest schools.

• School supplies were

provided for free.
• Levels of education
were divided into:
Elementary- 4 primary
years & 3 intermediate
years
Secondary- 4 years
College
• Religion was not part
of the curriculum.
• Scholar was word
used for students who
excelled
academically and
were given chance
to continue studying
in USA.
• Volunteer American
soldiers were the first
teachers. But they
stopped teaching
when 600 Thomasites
arrived with the ship
USS Thomas.
• Nationalism was
emphasized and
discipline in manners
were not neglected.
• English was used as
medium of instruction.
• Filipino language was
barely used.
• Reading, Writing,
Arithmetic, Language,
Good Manners and
Right Conduct, Civics,
Hygiene and
Sanitation, Gardening,
Science, American
History, and Phil. History
were the subjects
taught.
 Japanese Period
• Enrich Filipino culture
and stop patronizing
western countries.
• Recognize Philippines
as part of the Greater
East Asia Co- Prosperity
Sphere so Philippines
and Japan could have
good relations.
• Boost morality of
Filipinos
• Forget and stop
English Language
learning
• Learn and adopt
Niponggo
• Proliferate primary and
vocational education
• Foster love for work
and dignity for labor
• Teaching Tagalog,
Philippine History and
Character Education
were observed
• Niponggo was taught
and books were
entirely pro-Japanese
 Education at Present
• Education is for
everyone regardless
of class and gender.
• Public schools in
basic education are
not money-oriented.
• Learner-centered
ELEMENTARY EDUCATION

 Objectives of Elementary Education

 Organizational Structure
 Subjects
 Grading System
 Determining Honor Pupils
 NAT/DAT
1. Objectives of Elementary
Education (Education Act of
1982)
• To provide the knowledge
and develop the skills,
attitudes and values
essential to personal
development and
necessary for living in and
contributing to a
developing and changing
social milieu;
• To provide learning
experiences which
increase the child’s
awareness of and
responsiveness to the
changes in and just
demands of society
and to prepare him for
constructive and
effective involvement;
• To promote and
intensify the child’s
knowledge of
identification with, and
love for nation and the
people to which he
belongs; and
• To promote work
experiences which
develop the child’s
orientation to the
world of work and
creativity and prepare
himself to engage in
honest and gainful
work.
Based on the Philippine Constitution
of 1987
All schools shall aim to:
• Inculcate patriotism and nationalism;
• Foster love and humanity;
• Promote respect for human rights;
• Appreciate the role of national heroes
in the historical development of the
country;
• Teach the rights and duties of citizenship;
• Strengthen ethical and spiritual values;
• Develop moral character and personal
discipline;
• Encourage critical and creative thinking;
and
• Broaden scientific and technological
knowledge and promote vocational
efficiency.
ORGANIZATIONAL STRUCTURE
OF AN ELEMENTARY SCHOOL
 PRINCIPAL/SCHOOL
HEAD

Grade
Coordinator/Curriculum Guidance Counselor
Coordinator

TEACHERS TEACHERS TEACHERS TEACHERS

PUPILS
SUBJECTS IN
ELEMENTARY
CLASSES
GRADING SYSTEM
For Kindergarten
• For Kindergarten, checklists and anecdotal
records are used instead of numerical grades.
These are based on learning standards found
in the Kindergarten Curriculum guide.
For Grades 1-6
Components Language AP ESP Science Math MAPEH EPP/TL
E

Written
Work 30% 40% 20%

Performance
1-6 Tasks 50% 40% 60%

Quarterly
Assessment
20% 20% 20%
DETERMINING HONOR
PUPILS
 Policy Guidelines on Awards
and Recognition for the K to 12
Basic Education Program
(DepEd Order No. 36, s. 2016)
• Academic Excellence Award
The award for Academic Excellence
within the quarter is given to the learners
from grades 1 to 12 who have attended
an average of at least 90 and passed all
learning areas.
A. Classroom Awards
• The Average Grade per
Quarter is reported as a
whole number following
DepEd Order No. 8, s.
2015
• The table below shows
the specific Academic
Excellence Award given
to learners who meet
the following cut-off
grades.
Table 1. Academic Excellence
Award
Academic Excellence Award Average Grade per Quarter

1. With Highest Honors/ May

Pinakamataas na Karangalan 98- 100

2. With High Honors/ May Mataas na

Karangalan 95-97

3. With Honors/ May Karangalan 90- 94

B. Grade- level Awards
• At the end of the school
year, the Academic
Excellence Award is
given to learners from
grades 1-12 who have
attained a General
Average of at least 90
and a passing Final
Grade in all learning
areas.
• The General Average is reported as a
whole number following Deped Order
No. 8, s. 2015
Academic Excellence Award General Average
1. With Honors/ May 98-100
Pinakamataas na Karangalan
2. With Honors/May Mataas 95-97
na Karangalan
3. With Honors/May 90-94
Karangalan
DAT/NAT
• History of NAT
The NCEE was abolished in 1994 through
Executive Order no. 632 by then
Education Secretary Raul Roco and was
replaced by the National Elementary
Achievement Test (NEAT) and the
National Secondary Achievement Test
(NSAT).
• When the Department of Education,
Culture and Sports (DECS) was officially
converted into the Department of
Education (DepEd), the NEAT and
NSAT were also abolished and
replaced by the National
Achievement Test (NAT).
Purpose of NAT
• The test is a system-based assessment
designed to gauge learning outcomes
across target levels in identified
periods of basic education.
• It is a standardized test taken by
grades 6,10,12. it is designed to
determine their academic levels,
strength and weaknesses, as well as
their knowledge learnt throughout the
year divided into 5 categories: English,
Filipino, Math, Science and Araling
Panlipunan.
• It provides observational
information on the
achievement level of
pupils in grades 6, 10 and
12 to serve as guide for
principals and teachers in
their respective courses of
action.
• Identify and analyze variations on
achievement levels across the years
by region, division, school and other
variables.
• Determine the rate of improvement in
basic education with respect to
individual schools within certain time
frames.