Region IV – A Division of Calamba City EUGENIA R. GORGON Schools Division Superintendent
The Senior High School Journey
In Calamba City, such partnership went beyond the usual talks, negotiations, and agreements. The partnership looked into the future of the would ld- be be gradu duates tes of the Senior High School Program, specifically those who would opt for the Science, Technology, Engineering and Mathematics (STEM) and Mechatronics strands.
• We looked beyond the immersion program in Grade 12. • We looked towards the students’ future directions in life – employment, pursuit higher education, middle level skills and entrepreneurial options.
In partnership with ICCP GROUP FOUNDATION, INC. The Social Development Arm of The ICCP Group Region IV – A, Calamba City LISP II Locators’ Association, Inc.
3. STEM /TechVoc 2. Survey, Research and Curriculum Review, Analysis of LISP II industry Contextualization & requirements on Skills & 1. Coordination Integration of needed skills Competencies & competencies 6. Integration of other LISP sites to 5. Institutionalization 4. Immersion Program for replicate the project. MOA/Resolution/Incentives/etc. Faculties & Students
Our partners, in a meeting with Department of Education Calamba City, initially discussed the implementation of the Senior High School Industry Linkage project under the K to 12 program. The IGFI representatives brought into the discussion the potential partnership, focusing on: 1. the challenges of the K to 12 to Human Resource: An initial analysis of LISP II locators 2. harmonizing the industry needed competencies with DepEd competencies 3. the expected output from the partnership
The possibility of aligning our curriculum with the competency requirements of the locator companies was also discussed, so that the students under the K to 12 program who will go into immersion in the companies shall be well-prepared prior to their immersion.
STEM & Tech-Voc Curriculum Contextualization Conference July 15,2015
is developing new skills, knowledge, values and attitudes among students by presenting new lesson in meaningful and relevant context. Context of previous experience Real-life situation Workplace
Local alization zation is the freedom om for schools ls or local al authoritie orities s to adapt pt the curricu culu lum m to local l conditi tions ons and relatin ting g the conte text xt of the curricu culum lum and the process ess of teaching ing and learning ng to the local l environment onment (T aylor lor 2004). ). The curriculu lum shall be flexible le enough to enabl ble and allow schools ls to localize, ize, indigenize, nize, and enhance nce the same based on their respecti ctive ve educa cati tiona onal l and social context xts. s. (RA No. 1053 Enhance Basic Education Act of 2013 (D.O. No. 43, s. 2013))
After the consultative meeting, list of competencies/skills needed by the industry was given to DepEd Calamba City for contextualization of the STEM and Mechatronics Curriculum. Recall the four fundamental operations in Mathematics and signed numbers and apply it on safety awareness.
Sample of CG in Mathematics with identified Industry competency needed Prescribed Learning Contextualized CODE Page Competency Competency M11GM – Ia-1 Represent real-life situations Represent real-life situations using using functions, including functions, including piecewise piecewise functions functions, hazardous and non- 1 hazardous materials Use integers to solve and represent real-life situation using functions, 3 including piecewise functions M11GM – Ia-1 Use calculation and measurement Represent an exponential function through its (a) table to represent an exponential function (b) graph and(c) equation through its (a) table (b) graph 5 and(c) equation
Sample of CG in Physics with identified Industry competency needed Prescribed Learning Contextualized CODE Page Competency Competency Describe the physiological STEM_GP12E Get familiarized with the different effects of electric shock; M-IIIe-43 electrical system, grounding electrical hazards; safety reasons and issues 35 devices and procedures • Draw circuit diagrams with STEM_GP12E Draw the different schematic power sources (cell or M-IIIe-47 electrical symbols. battery), switches, lamps, 42 • resistors (fixed and variable Identify the circuit components in fuses, ammeters and the given schematic diagrams voltmeters)
Some Education Program Specialists from DepEd Central Office gave valuable inputs and writing guidelines to the writeshop participants.
The writers of the contextualized Learners’ Materials were recognized during the Launching as they put all their efforts in the creation of something that will be of great contribution to the Senior High School Program.
The products of our labor of love for our SHS learners
On-site visit at NEC/TOKIN Electronics Inc. and ST Micro Philippines July 28, 2015
K- 12 Supplementary Learners’ Materials English for Academic and Professional Purposes
On-site visit at NEC/TOKIN Electronics Inc. and ST Micro Philippines July 28, 2015
K- 12 Supplementary Learners’ Materials Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino
On-site visit at NEC/TOKIN Electronics Inc. and ST Micro Philippines July 28, 2015
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