DepEd's New Policy on Giving Awards and Recognition (for High School)

Rationale

The new policy aims to give all learners equal opportunity to excel in relation to the standard set by the curriculum and focus on their own performance rather than to compete with one another.

It recognizes that all students have their unique strengths that need to be identified, strengthened, and publicly acknowledged.

The awards aim to acknowledge and promote student excellence and to provide formal recognition of student achievements that can motivate learners to strive for excellence in academic, leadership, and social responsibility.


What awards do we give?

DepEd Order No. 36 s.2016 specifies 3 types of awards, namely; Classroom Awards, Grade-level Awards & Special Recognition.

CLASSROOM AWARDS

• are recognition given to learners in each class or section. 

• A simple recognition may be given per quarter, semester, or at the end of the school year. 

• Awardees are given merit by the adviser and or other subject teachers in recognition of the learners’ outstanding performance in class.

GRADE-LEVEL AWARDS

• are given to qualified learners for every grade level at the end of the school year. 
• Candidates for the awards are deliberated by the Awards Committee (AC) if they have met the given criteria.

SPECIAL RECOGNITION

• is given by the school to the learners who have represented and/or won in competitions at the district, division, regional, national, or international levels
• These awardees have demonstrated their exemplary performance in academics, athletics, and the arts, and/or represented the school in DepEd recognized activities. 

• The school may also give due recognition to learners who have brought honor to school.

• The actual certificates, medals, trophies and/or plaques received by the learners from the various activities or competition shall be used to publicly affirm and acknowledge the contribution of the awardees in giving honor to the school.

• This will be done during a flag ceremony or in school-awarding ceremony.

How do schools determine awardees?

1. An Awards Committee (AC)  shall be organized by the school head or principal in every school for each grade level  at the beginning of the SY. For small schools, only one (1) AC shall be organized.

2. The committee must be composed of at least three (3) members from the teaching staff, guidance counselor or designated teacher. The total count of committee members should be odd numbers. The chairperson of the AC could be any of the teachers, department head, grade level chairperson, or curriculum head.

3. No member of the AC must be related within

the second degree of consanguinity or affinity

to any of the candidates for awards. 

4.  The AC shall use the report cards and permanent records for Academic Excellence Awards. For other awards, a portfolio of copies of all documents such as DepEd Advisories, written authorization from the school head/principal, certificates, medals, trophies, plaques, accomplishment reports (verified through certifications by proper authorities), and others shall be presented

5.  The report on the results of the AC shall be signed by all members of the committee and certified by the Principal. The Principal shall approve the final list of awardees upon the recommendation of the committee. If the Principal is related within the 2nd degree of consanguinity or affinity to any of the candidates for awards, he/she must inhibit from participating in the process. The approval shall come from the person next in rank.

6. The documents shall be kept in the office of the Principal for ready reference. Copies of the results shall be submitted to the Schools District and Division Offices. The AC, through the Office of the Principal shall release the final list of awardees upon the request of stakeholders for scholarship purposes.

7. The AC, together with the principal, shall determine roles and assign tasks to awardees (e.g. delivery of graduation speech, batch history) for the graduation or school-awarding ceremony.

Reference:

DepEd Order No. 36 Policy Guidelines on Awards and Recognition for the K to 12 Basic Education Program

Choose Your Senior High School Track Wisely

Grade 10 Completers may choose from four Senior High School (SHS) tracks, namely; 
• Academic Track, 
• Technical-Vocational and Livelihood Track, 
• Sports Track, 
• Arts and Design Track

Your 2 years in senior high school will actually prepare you for the following four possible exits after graduation. 
1. Employment, 
2. Entrepreneurship, 
3. Higher Education, 
4. Middle Skills Development

For those who are planning to pursue Higher Education (Bachelor's Degree), choosing the right SHS track will prepare you to your planned Bachelor's Degree in college.

Some of the subjects in SHS sound like college courses but they are meant for high school students. These subjects will prepare you to learn more advanced skills in college, if you decide to go. They will also develop skills you will need if you want to work right after high
school.

To help you properly choose your SHS Track the following table shows the Bachelor's Degree aligned to a particular SHS Track.

ACADEMIC TRACK

A. SCIENCE, TECHNOLOGY, ENGINEERING & MATHEMATICS (STEM)

Leading Bachelor's Degree for STEM

B. ACCOUNTANCY & BUSINESS MANAGEMENT (ABM)

Leading Bachelor's Degree for ABM

C. HUMANITIES & SOCIAL SCIENCES (HUMSS)

Leading Bachelor's Degree for HUMSS

D. GENERAL ACADEMIC STRAND (GAS)

After graduation you qualify for any academic course.

References:

SHS Student Primer. An Introductory Guide to SHS. deped.gov.ph/sites/default/files/SHS%20Student%20Primer_Colored%20HiRes.pdf

K to 12 Senior High School Basics

Adapted from DepEd Order No. 41, s. 2015

1. How many years are added to High School because of the Senior
High School Program?

• Answer: two years

2. What are you called when you finished Grade 10 but does not want to
enroll in SHS?

• Answer: Grade 10 completer

3. What are the four exits after finishing SHS?

• Answer: Employment, Entrepreneurship, Higher Education,
Middle Skills Development

4. How much does it cost to enroll in SHS in public schools?

• Answer: none because it’s free

5. Who automatically gets a Voucher for enrolling in a private or non-
DepEd Senior High School?

• Answer: all Grade 10 completers from public schools and all
Grade 10 completers in private high schools who are Education
Service Contracting (ESC) grantees

6. What are the four SHS tracks you can choose from?

• Answer: Academic Track, Technical-Vocational and Livelihood
Track, Sports Track, Arts and Design Track

7. What are the four strands under the Academic Track?

• Answer: Accountancy, Business and Management strand;
Humanities and Social Sciences strand; Science, Technology,
Engineering, and Mathematics strand; and General Academic
strand

8. What are the four strands under the TVL Track.

• Answer: Agri-Fishery Arts strand; Home Economics strand;
Industrial Arts strand; and Information and Communications
Technology strand

9. Why is SHS mandatory for all Filipino learners?

• Answer: it is a law that has been signed by the President of the
Philippines

10. What is TESDA’s role in the TVL Track?

• Answer: TVL courses offered may or may not have a National
Certificate (NC) equivalent from the Technical Education and
Skills Development Authority (TESDA).

Reference: 
Appendix A. Questions and Answers, "K to 12 Ready Ka na Ba?" Activity. DepEd Order No. 41, s. 2015. Senior High School Career Guidance Program and Early Registration. Career Guidance Program (Teacher's Guide) p28.

SCIENCE 10 Curriculum Guide (August 2016)

SCIENCE 10 Curriculum Guide (August 2016)

1st Quarter - Earth & Space (Earth Science)
2nd Quarter - Force, Motion & Energy (Physics)
3rd Quarter - Living Things and Their Environment (Biology)
4th Quarter - Matter (Chemistry)

SCIENCE 10 Curriculum Guide - DOWNLOAD HERE

Reference:
K to 12 Science Curriculum Guide (August 2016)

SCIENCE 9 Curriculum Guide (August 2016)

SCIENCE 9 Curriculum Guide (August 2016)

1st Quarter - Living Things and their Environment (Biology)
2nd Quarter - Matter (Chemistry)
3rd Quarter - Earth & Space (Earth Science)
4th Quarter - Force, Motion & Energy (Physics)

SCIENCE 9 Curriculum Guide - DOWNLOAD HERE

Reference:
K to 12 Science Curriculum Guide (August 2016)

New Assessment and It's Transmutation Table (D.O. No. 8 s.2015)

(Repost from DepEd Official E-Class Record (K to 12 Grading System) Help Desk Facebook Group)

DepEd Order No. 8, series of 2015

True that this DepEd Order has a few imperfections noticeable, but mainly within the promotion, retaining, and ranking procedures alone. But to be fair, the assessment guidelines are clearly stated based on theories and principles. In order to actualize the Zone of Proximal Development, one must conduct religiously the assessment procedures coming from the original standards based assessments of (1) Diagnostic, (2) Formative and (3) Summative Assessments. DepEd Order 8 though used two terms alone where Diagnostic and Formative Assessments are treated as one. This is in order to avoid confusion that Diagnostic Assessments are to be treated as baseline pre-tests alone when in fact in should be done as frequently as it should. Every time the teacher conducts a lesson, an indirect method of diagnostic assessment should accompany it, such that the result of the said assessment directs or redirects the planned lesson towards the actuality of the objective(s). This redirection or direction would include the Formative Assessment procedure. Each lesson uses these methods of Diagnostic and Formative Assessments where the results should be tallied, studied and researched. If the results entails positive outcomes, teachers may now conduct the Summative Assessment of the said unit or chapter of the lesson. If the results of the two prior assessments are negative, this would be the key point of the remedial sessions which are also included in our Individual Class Programs. In other words, if teachers have garnered more than 75% functional literacy of the said competencies within that period/unit/chapter, then they may conduct their Summative Assessments which is recorded in the ECR. The remaining 25% are the students subject for Remedial Sessions in order to cope up with the lacked skills and competencies. The results of the Summative Assessment which were recorded are again studied in order to identify if the said 75% student population did pass the Summative Assessment. If the results are below the said range, all students below it are also subject for Remedial Classes.

In the light of these procedures, it is - theoretically - impossible not to garner a percentile population of passing students below 75% since the Summative Assessment was conducted via the justification of the Formative Assessment results. Neither is it allowed to alter the students' raw scores after the remedial, but they are to cope up - which is the objective of the remedial sessions - in order for them to pass the next Summative Assessment. These process is used over and over until the student will be able to achieve, learn and show the said learning skills and competencies. Grades are merely numbers, the goal of DepEd is to produce Functional Literate Filipinos equipped for the 21st Century Advocacies.

THE TRANSMUTATION TABLE

As I have explained in other threads and discussions, is a mathematical result justified by statistical tools such as frequency of distribution using the condition of two groups (1) Pass and (2) Fail.

*First Consideration*
Since the lowest possible grade a student could have in his/her Report Card is 60, this value is to be considered as the midpoint of all Initial Grades. This is very important to note because 60 as the Lowest Possible Grade after Transmutation is the Lowest Passing Grade within the Table. This would mean, an Initial Grade of 60 is equal to 75 in the Transmutation.

*Second Consideration*
In Transmuting Grades, 100 is to be transmuted equal to itself. Therefore, 100 = 100. This is both Highest Possible Initial Grade and Highest Possible Transmuted Grade. But because 100 is 100, there is no transmutation that occurred in the first place, because when we say "transmutation" it should mean that the Initial Grade is equal to value that is also equal to other initial grades. 100 as an initial grade does not have this condition. Thus, all values less than 100 starting from 99.99 down to the lowest passible passing initial grade of 60.00 is the range of the first condition i.e. Passing Grades. And all grades below 60.00 starting from 59.99 down to 0 is the range for the second condition i.e. Failing Grades.

*Frequency of Distribution*
From 99 down to 75, the number of units inside the transmutation table, we have N=25. As explain in the First Consideration above, 100 is not part of the Transmutation Procedure since it is equal to itself. So we have 25 units under the range of 99.99 to 60. We should now distribute this 25 units within the said range using the formula of HPS of the passing range divided by the LPS of the passing range divided by the said units. We now have (99.99-60.00)/25 = the range distribution for each unit of transmutation. The result is 1.5996 to be exact. But because statistically speaking, we use a marginal of error of .05, we can use the exact two decimal places of the said value without rounding off. The result would be 1.59 which is now the range of each unit. Thus we have, 99.99-1.59=98.40 and this is the first unit inside the transmutation table, that 98.40 going to 99.99 initial grade is equal to 99 as a whole number in the Transmuted Grade. You will repeat the same process until you reach 60.00 which is the Lowest Possible Initial Grade of Passing Condition.

The same procedure is used in the Second Condition which is the Failing Grade Category. The Highest Possible Failing Grade of 59.99 and the Lowest Possible zfailing Grade of 0 are used to determine the range from the units of the transmuted failing grade highest possible score of 74 down to the lowest possible score in the report card of 60. So we count the number of units from 74 to 60 which is equal to 15 = N. The same method, (HPS-LPS)/N is (59.99-0)/15 = 3.9993333. Taking the two decimal account as above, we have 59.99-3.99=56. This is the first unit of our Highest
Possible Failing Grade in the transmutation, such that 56 to 59.99 = 74. Repeating the same process is done all through out the initial grade of 0.

Clearly, what I am trying to explain, once and for all, is that the transmutation grade is justifiable mathematically. And statistical tools were used in order to meet the desired results. This is not just because "trip lang talaga ng deped na ganun ang transmutation basta ba't mayroon lang mailagay". Ever since early 2000's, we have been using zero based system, and until now, we still are. This can be seen from the results of the initial grades. And DepEd tried to raise the numerical value of these zero based system using Justified Statistical Method, and the result is DepEd Order 8's Transmutation Table.

Those who question this should have scientific and statistical research analysis data to justify their claim. Especially those who say "WE WILL ALTER OR MODIFY THE TRANSMUTATION TABLE" either because it is so high or low. DepEd Order 8 is a result of a research study, not just a mere imagination or whatever. Teachers who disclaim, criticize and speak negatively of this transmutation table should ask themselves first "Am I credible enough to use other statistical transmutation?". Even if you claim to say you've been with teaching and/or in DepEd for 20 or so years, learn first what you're talking about. This is not a matter of whim and opinion. Teaching is a scientific process using scientific tools based on scientific studies.

So please, reflect first and know where we should be standing.

Sir Wedz 8/18/15
SECPRT

Source:
Wedzmer Briz Munjilul. DepEd Official E-Class Record (K to 12 Grading System) Help Desk Facebook Group. facebook.com/groups/DepEdECR/permalink/846837102090630/ (Retrieved, 20.April.2016)

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Science X Lectures (Biology)

To My Grade X Science Students,

I've already uploaded the lectures on Mediafire, a free online 50 GB cloud storage, that allows storage as well as sharing of files... you may sign up if you want to have yours.


The following are the topics that we've already discussed, just click on the link and download the file for your own copy. ---Sir Jaytee

Lesson 3.1: The Nervous System

Lesson 3.2: The Endocrine System


Lesson 3.3: The Reproductive System

Science X Lectures (Earth Science)

To My Grade X Science Students,

I've already uploaded the lectures on Mediafire, a free online 50 GB cloud storage, that allows storage as well as sharing of files... you may sign up if you want to have yours.

The following are the topics that we've already discussed, just click on the link and download the file for your own copy. ---Sir Jaytee

Lesson 1.1: The Nature of Science

Lesson 1.2: Seismic Waves

Lesson 1.3: The Earth's Interior

Lesson 1.4: The Earth's Mechanism

Lesson 1.5: Plate Tectonics

Spiral Progression of Physics Topics for Junior High School

Prepared by: J. Policarpio 

[based on the Prescribed Curriculum Guide for Science]

A. Mechanics

B. Waves, Acoustics & Optics

C. Thermodynamics

D. Electricity & Magnetism

Reference:
K to 12 Curriculum Guide – Science (Grade 3 to 10). December 2013 Version.

goodbye physics!

by JFreigh

(soon...)

Physics is everything around us!