Nongraded education is the

practice of teaching children of

different ages and ability levels
together in the same classroom,
without dividing them or the
curriculum into steps labeled by
"grade" designations (Gaustad
1992a, p.2).
Within these structures, children progress along a
continuum of simple through more complex material
at their own rates, making continuous progress rather
than being "promoted" to the next grade at the end
of a school year. Children in nongraded programs
typically stay with the same teacher (or, preferably,
teaching team) for two or three years. With the
beginning of each new school year, one-half to two-
thirds of the students from the previous year's class
remain together as well, with only the oldest students
entering new classes.
While students of any age can be grouped
in nongraded clusters, it is nongraded
PRIMARY instruction that is the focus of
most current interest and activity. This is
because research on young children (those
eight years old and younger) has revealed
that the educational practices most
beneficial to these children can best be
delivered-and in some cases, can ONLY be
delivered-in nongraded structures.
 MULTI-GRADE (or -GRADED), MIXED GRADE, and
SPLITGRADE, generally refer to structures in which
students of different ages are taught in the same
classroom, but with grade-level designations
maintained and separate curricula used for students
in each grade.
Moreover, as Craig and McLellan (1987) point
out: Split-grade classes...respond to imbalances in
pupil-teacher ratios, age-group placements,
enrollment fluctuations, and budget constraints.
[They] are an administrative necessity rather than a
philosophical preference
The concept of developmental appropriateness has
two dimensions: age appropriateness and individual
appropriateness.
1. Age appropriateness. Human development
research indicates that there are universal,
predictable sequences of growth and change that
occur in children during the first 9 years of life.
These...occur in all domains of development physical,
emotional, social, and cognitive. Knowledge of typical
development of children within the age span served
by the program provides a framework from which
teachers prepare the learning environment and plan
appropriate experiences.
2. Individual appropriateness. Each
child is a unique person with an
individual pattern and timing of
growth, as well as individual
personality, learning style, and family
background. Both the curriculum and
adults' interactions with children
should be responsive to individual
differences (Bredekamp 1987
Bredekamp 1987) identifies general characteristics of
developmentally appropriate schools and programs for these
children:A. Curriculum goals
(1)developing children's knowledge and skills in all areas
(physical, social, emotional, and intellectual)
(2) developing children's self-esteem and positive feelings
about learning; and
(3) being responsive to individual differences in
developmental stage, ability, and interests.

B. Different levels of ability, development, and learning styles

are expected, accepted, and used to design curriculum.
Curriculum is integrated so that children's learning in all
traditional subject areas occurs
C.Teachers plan and prepare the environment so children
can learn through active involvement with materials and
with each other, with adults, and with older children
serving as informal tutors.
D. Individual children or small groups are expected to work
and play cooperatively, collaboratively, or alone in learning
centers and on projects that they may select themselves
or be guided to by the teacher(s).
E. Centers are changed frequently. Learning materials and
activities are concrete, real, and relevant to children's
lives. Teachers promote prosocial behavior through
offering stimulating activities and facilitating choices. T
E. Teachers involve parents through conferences,
invitations to help in classrooms, and the provision of
home-based activities for parents to engage in with
their children.
F. Progress is assessed primarily through observation
and recording at regular intervals; comparisons are
made only with the child's own past performance, not
with others
G. Children are actively involved in assessing their
products and progress.
H.Children are neither promoted nor retained;
instead, they continually work to acquire competence
in all areas.
THE RATIONALE FOR
NONGRADED
PRIMARY PROGRAMS
1.Chronological age and mental age do not always
correspond. A child may excel in one curricular area
and simultaneously have difficulty in another.
2. Children are able to work at different developmental
levels without obvious remediation, thus avoiding the
social or emotional damage typically caused by
retention.
3. Students stay with their teacher(s) for more than one
year; thus teachers get to know students well and
provide for continuity in their learning, and children
avoid the trauma of adjusting to new teachers
annually.
4. Children have more time to assimilate
and consolidate learnings in a familiar
environment.5. Age and achievement
differences are accepted as normal by
children.
6. Nongraded arrangements lend
themselves to integrated curriculum.
7. Nongraded grouping lends itself to the
use of validated practices such as
cooperative learning and cross-age
tutoring
8.The increasing diversity of contemporary
society is more easily accommodated by
nongraded programs.
9.Research shows that nongraded grouping
leads to more positive student attitudes and
behavior than graded structures and that
achievement outcomes are similar.
10.The team teaching and family-like
atmosphere typical of nongraded programs
leads to increased job satisfaction for
teachers.
A nongraded school does not use grade-level
designations for students or classes. Progress is
reported in terms of tasks completed and the
manner of learning, not by grades or rating
systems.
A team of teachers generally works with a team
of students who are regrouped frequently
according to the particular task or activity and
student needs or interests. Many times these
are multiage heterogeneous groups pursuing
complex problem-solving activities in
interdisciplinary thematic units.
Students are active participants in their
learning and in the collection of
documentation to be used for assessment
and evaluation. The continuous progress
of pupils is reflected in students' growth of
knowledge, skills, and understanding, not
movement through a predetermined
sequence of curriculum levels.
What is work value
oriented curriculum?
Department order no. 6, s. 1972 entitled
''adoption of a work-oriented curriculum in
Philippine schools has as its objective the
maximization of the school's contribution to the
attainment of national developmental goals and
educational objectives.
In a work-value-oriented curriculum, the
content of the subject is modified to relate it to
the dominant economic activities or products of
the community.
What are 'core work values'?
Top 10 Work Values
1. Strong Work Ethic 2. Dependability
and Responsibility 3. Possessing a
Positive Attitude. 4. Adaptability 5.
Honesty and Integrity 6. Self -
Motivated 8. Strong Self - Confidence
9. Professionalism 10. Loyalty 7.
Motivated to Grow & Learn
Can a mixed orientation marriage work?
Answer . It can, but it requires certain
qualities that are hard to find in three
individuals. . And understanding
heterosexual partner who is not
threatened or feels insecure about their
partners same sex attraction . A same sex
oriented partner who is prepared to be
open, honest and respect
What is orientation?
Orientation is the spatial difference
between one object and another.
Also, orientation can mean an
introduction to something new. It can
also mean the "settings" on which a
person chooses to go by, i.e.: sexual
orientation, e.t.c
What is curriculum?
In formal education or schooling (cf.
education), a curriculum is the set of
courses, course work, and content
offered at a school or university. A
curriculum may be partly or entirely
determined by an external,
authoritative body
What is the Value and Significance of Curri
culum Development?
Curriculum development provides a
framework for reaching educational goals.
Curriculum development also helps to
make certain that the material meets the
minimum standards set forth by
government authorities
What are Filipino work values?
"PAKIKISAMA" - "mabuti na yung
nakikisama" which means doing something
good for others. " PAKIKITUNGO " - ability
of Filipinos to deal with anybody with
warmth and enthusiasm. "PAMPALUBAG -
LOOB" - fond of bargaining ('tawad or
dagdag"). " SALITANG PAG - IWAS " - hide
the truth.
What is value of work certified?
The Work Certified Program is not just an
assessment! Through years of research we
found you cannot teach work ethics, self-
esteem, team building and other important
issue about employment on-line, it must
be done in the classroom with computers
as an aid. Work Certified is unique as it
transforms 
What are the common Filipino work v
alues?
Filipinos are considered hardworking,
resourceful, consistent and persistent
in their work habits. Following are the
common Filipinos' work values: Goal
oriented, competence, knowledgeable,
orderly, reliable, loyalty.
Should moral education
or values clarification be
included in school
curriculum?
• What is a Community
School?
A community school is both a place and a set of
partnerships between the school and other
community resources.
Its integrated focus on academics, health and social
services, youth and community development and
community engagement leads to improved student
learning, stronger families and healthier communities.
Community schools offer a personalized curriculum
that emphasizes real-world learning and community
problem-solving. Schools become centers of the
community and are open to everyone – all day, every
day, evenings and weekends.
Using public schools as hubs, community schools
bring together many partners to offer a range of
supports and opportunities to children, youth,
families and communities. Partners work to achieve
these results: Children are ready to enter school;
students attend school consistently; students are
actively involved in learning and their community;
families are increasingly involved with their children's
education; schools are engaged with families and
communities; students succeed academically;
students are healthy - physically, socially, and
emotionally; students live and learn in a safe,
supportive, and stable environment, and communities
are desirable places to live.
Most people think of schools today as serving a single
purpose: a binary, analog-system of delivery -
teachers teach and students learn.
Community schools are more akin to smart phones.
Schools and communities connect, collaborate, and
create.
Children and families have an array of supports from
community partners right at their school.
Communities and schools leverage their shared
physical and human assets to help kids succeed.
Community schools contain a host
of opportunities and supports built-
in that give students and parents all
the tools they need to learn and
grow. 
Just like smart phones, community schools have
an infrastructure or operating system that
makes all the 'apps' work in a synchronized
manner. A school-site leadership team, often
comprised of educators, parents, community
partners, and others, is responsible for creating
a shared vision for the school, identifying
desired results and helping align and integrate
the work of partners with the school.
A community school coordinator works hand-in-hand
with the principal, and is a member of the school
leadership team. The coordinator is responsible for
building relationships with school staff and
community partners, for engaging the families and
community residents, and coordinator an efficient
delivery of supports to students both inside and
outside of the classroom, all day, every day. Data on
academic AND non-academic factors drive the work
for a community school.
A vernacular, or vernacular language, is the lect used in
everyday life by the common people of a specific population.
It is distinguished from national, literary, liturgical or scientific
 idiom, or a lingua franca, used to facilitate communication
across a large area. It is usually native, mostly spoken
 informally rather than written and usually 
seen as of lower status than more codified forms.[1] It can be
a distinct stylistic register, regional dialect, sociolect or an
independent language.
In the context of language standardization, the term
"vernacular" is also used specifically to refer to 
nonstandard dialects of a certain language, as opposed to its
prestige normative forms.[2]