Values Education Themes

for Catch-up
Fridays
 REPUBLIC ACT NO. 11476
“ G M RC and Values Education Act”
Section 2: Declaration of Policies

The State recognizes the vital role of the youth in

nation-building and promotes and protects their
physical, moral, spiritual, intellectual and social
well-being.
Section 2: Declaration of Policies
The State also recognizes the fundamental role of
all educational institutions in the:
• inculcation of patriotism and nationalism,
• fostering of love of humanity,
• respect of h uma n rights,
• appreciation of the role of modern-day and
national heroes in the historical development of
the country,
Section 2: Declaration of Policies
• teaching the rights and duties of citizenship,
• strengthening ethical and spiritual values,
• developing moral character and
personal
discipline,
• encouraging critical and creative thinking,
• broadening scientific and
technological knowledge,
• promoting vocational efficiency.
Quarterly Themes and Sub-themes for Values Education
Sample Teaching Guide
for Values, Peace and
Health Education
Parts of the Teaching
Guide
Parts of the
Guide

General Session Facilitation

Overview Outline Procedure
Part I – General
Overview
❖ provides a clear and concise overview of
the
session.
Elements of the General Overview
▪ Catch-Up Subject: Indicates the main subject area for
the session.
▪ Grade Level: Indicates the grade level of the learners to
be taught.
▪ Quarterly Theme: The overarching theme for the quarter,
as
provided in DM 001, s. 2024.
▪ Sub-theme: A more focused topic within the broader quarterly
theme, as provided in DM 001, s. 2024.
▪ Time: Time allocated for the session.
▪ Date: The exact date on which the session is scheduled to take
place.
Part II – Session
Outline
❖ refers to the specific elements that define
and
structure a particular teaching session.
Session Outline
Elements of the Session Outline
▪ Session Title: A brief and descriptive title
that encapsulates the main focus or topic
of the session.
▪ Session Objectives: Clearly stated goals
outlining what the session intends to achieve.
▪ Key Concepts: The list of concepts that form
the foundation of the session's content.
Part III – Teaching Strategies

❖ refers to the methods and approaches a teacher

will
use to deliver the session effectively.

Teaching Strategies
Elements of the Facilitation Strategies
• Component: The distinct segments within a lesson,
each with a specific focus and purpose.
These include stages like Introduction and
Warm-Up, Concept Exploration, Valuing, and
Journal Writing.
• Duration: Indicates the amount of time allocated for
each component of the session.
• Activities and Procedures: The detailed steps
or
instructions on how these activities should be carried
out.
Teaching Strategies Components

Teaching Strategies

Journal
Writing
Teaching Strategies Components
I. Introduction and War m-Up: Designed to engage
learners and introduce the main topic,
this component uses light, interactive
activities to create a receptive learning
atmosphere.
II. Concept Exploration: Focuses on in-
depth
exploration of the lesson's key concepts
through
detailed activities and discussions.
▪ Note: In Values Education (VE), this
includes
Teaching Strategies Components
III. Valuing: Connects content with personal and
societal experiences to deepen understanding.
▪ Note: In VE, it reinforces values,
facilitates
reflection, encourages communication,
gathers
feedback, and motivates learners for
continued
application of learned values.
IV. Journal Writing: Encourages learners to reflect on
their learning through personal writing,
Walkthrough of Sample
Teaching Guide for
Values Education
Sample Teaching Guide for VE
I. General Overview

Catch-up
Values Education Grade Level: 7
Subject:

Quarterly Community Awareness Compassion

Sub-theme:
Theme: (refer to Enclosure No. 3 of DM 001, s. 2024, Quarter 3)
(refer to Enclosure No. 3 of DM 001,
s. 2024, Quarter 3)

Time: 1:00 – 2:00 PM Date: February 2, 2024

Sample Teaching Guide for VE
II. Session Outline
Session "Empathy in Focus: Seeing Through Others'
Eyes"
Title:
Session At the end of the session, learners will be able to:
Objectives: a) understand empathy and recognize
emotions
requiring empathetic responses;
b) grasp the significance of empathy in
building
relationships.
c) actively engage in empathy-building
activities,
Possible Bases for Selecting Sub-themes
Age and Educational Goals
Developmental and Standards
Relevance • align with broader
• align with the learners' educational objectives and
specific age and curriculum standards.
developmental stage.

Social and Emotional Resonance with

Competencies Learner Experiences
• focus on key skills crucial for • relatable and applicable to
personal growth and the
community interaction. learners' everyday lives.
Why Empathy?
Fostering
Compassion
• Learning
Enhancing empathy is a
Emotional compassion,
step aligning
Intelligence with the curriculum's
focus
towardson community
Building • Empathy interactions and values
Social emotional
enhances intelligence, education.
Skills
• Empathy, a key aiding in emotion
Developmental social skill, aids management and
appropriate social
Stage Grade 7 learners in
responses.
better
navigating social
• Grade 7 learners are situations and
in a crucial stage developing supportive
of social and relationships with
moral development, peers.
where empathy helps
them understand
others and fosters
compassion.
Sample Teaching Guide for VE
II. Session
Outline Key ∙ Empathy is the ability to comprehend and share the feelings of
others, forming a crucial aspect of human connection.
Concepts: ∙ Recognizing and responding to various emotions and situations
with empathy is fundamental for fostering positive relationships and
social interactions.
∙ Empathy plays a significant role in building strong, supportive
relationships by facilitating understanding and connection between
individuals.
∙ The impact of empathetic actions extends beyond the immediate
interaction, influencing both the giver and receiver in profound ways
within a relationship.
∙ Active participation in empathy-building activities is essential for
learners to internalize and apply empathy as a critical social skill in
their daily lives.
Sample Teaching Guide for VE
III. Teaching Strategies
Components Duration Activities and Procedures
Activity: “Visualizing Empathy”
Materials: Whiteboard, markers, emotional picture
1. Introduce the topic. Display a picture
A. illustrating an emotional situation.
Introduction 2. Ask, "What's happening? How might they
10 mins
and War m- feel?"
Up 3. Share experiences related to empathy in the
context of the picture.
4. Summarize key points. Note on the board.
Stress the importance of empathy in building
relationships and creating supportive
communities.
Sample Teaching Guide for VE
III. Teaching Strategies
Components Duration Activities and Procedures
Activity: “Charades”
Materials: Cards with emotions and situations
1. Arrange the class. Ensure all learners can
see performers.
B. Concept 2. Explain the rules. Focus on
15 mins
Exploration expressing
empathy-related themes.
3. Learners act out emotions/
situations;
class guesses.
4. Reflect on portrayed emotions.
Discuss
challenges and insights gained.
Sample Teaching Guide for VE
III. Teaching Strategies
Components Duration Activities and Procedures
Activity: “Emotional Cinematics”
Materials: Film clip, projector/screen
1. Show a short clip with emotional content.
2. Prompt learners and discuss
C. Valuing 20 mins character
feelings and real-life connections.
3. Explore the role of empathy in understanding
others and its application in
daily
interactions.
4. Ask this reflective question: "Can you recall a
Sample Teaching Guide for VE
III. Teaching Strategies
Components Duration Activities and Procedures
Activity: “Expressing Empathy: Our Journey”
Materials: Journals, writing tools, coloring materials,
cellphones for digital entries, bond paper.

1. Explain the task: Creatively express thoughts

D. Journal on empathy.
15 mins
Writing 2. Allow time to write, draw, or record thoughts.
3. Sharing Option: Offer learners the chance to
share reflections.
4. Conclude by emphasizing the critical role of
understanding and practicing empathy for
positive social interactions and relationships.
Concluding each session

• End with Impact: Teachers are encouraged to

conclude each session with a statement or thought
that leaves a lasting impression on learners.
• Highlighting Topic's Impact: The closing moment is
an opportunity to emphasize how the day's
topic
profoundly affects learners' lives, connecting
the
content to their experiences and future.
Concluding each session
• Variety of Closing Remarks: Teachers can craft final
remarks
that resonate with the lesson's essence, using tools like:
✔ Reflective questions
✔ Inspiring quotes
✔ Personal anecdotes
✔ Forward-looking statements
✔ Inspirational clips
• Encouraging Deep Engagement: The aim is for the
closing
remark to inspire learners to think and feel differently, seeing the
world in a new light. The goal is to make the lesson memorable
and transformative, providing valuable insights for learners to
apply in their lives.
MARAMING SALAMAT