Republic of the Philippines

President Ramon Magsaysay State University

Teaching Social Studies in Primary Grades / ESC 12

The Teaching of Social Studies

The Goals and Scope of the Teaching and Learning of Araling Panlipunan (Social Studies)

Intended Outcomes of Araling Panlipunan as a Course (Subject)

the K to 12 Curriculum guide for Araling Panlipunan developed by the Department of Education,
states:

…tunguhin (goal) ng K to 12 Kurikulum ng Araling

Panlipunan ang makahubog ng mamamayang
mapanuri (analytical), mapagmuni (creative),
mapanagunatan (responsible), produktibo
(productive), makakalikasan (cares for environment),
makabansa (nationalistic) at makatao (cares for
humanity) na may pambansa at pandaigdigang
pananaw (has national and global awareness) at
pagpapahalaga sa mga usaping pangkasaysayan at
panlipunan (appreciation for current and social
issues). …layunin ng pagtuturo ng K to 12 Araling Panlipunan na malinang sa mag-aaral ang pag-
unawa sa mga pangunahing kaisipan at isyung pangkasaysayan, pangheograpiya, pampulitika,
ekonomiks at kaugnay na disiplinang panlipunan upang siya ay makaalam, makagawa, maging
ganap at makipamuhay (Pillars of Learning).

Nilalayon ng Araling Panlipunan kurikulum na makalinang ng kabataan na may tiyak na

pagkakakilanlan at papel bilang Pilipinong lumalahok sa buhay ng lipunan, bansa at daigdig.
Kasabay sa paglinang ng identidad at kakayanang pansibiko ay ang pag-unawa sa nakaraan at
kasalukuyan at sa ugnayan sa loob ng lipunan, sa pagitan ng lipunan at kalikasan, at sa mundo
kung paano nagbago at nagbabago ang mga ito upang makahubog ng indibiduwal at kolektibong
kinabukasan.

The words “mapanagutan” (responsible), “produktibo” (productive), “makakalikasan” (cares for

environment), “makabansa” (nationalistic) at “makatao” (cares for humanity) and phrases “na
may pambansa at pandaigdigang pananaw” (has national and global awareness) “at
pagpapahalaga sa mga usaping pangkasaysayan at panlipunan” (appreciation for current and
social issues) imply a relationship with another – either a person, a country, the world and
environment. Indeed, it is social studies. This means that whatever knowledge, skills and
attitudes that the Araling Panlipunan student acquires must redound to the improvement of
his/her community both local, national and global including natural environment. The
development of his/her critical and creative thinking skills applied in his/her analysis of current
local and global issues and concerns is not done for its own sake but for him/her to become more
makatao, makabansa, at makakalikasan. All forms of “learning to know”, “learning to do”,
learning to be” must lead to a community of people living together peacefully for that is the true
essence of man as a social being and as one meant to be social.

The Key Stage Standards (Pangunahing Pamantayan ng Bawat Yugto)

The Araling Panlipunan Curriculum Guide specified the outcomes of teaching Araling Panlipunan
after each key stage. They are:

K-3 Naipamamalas ang panimulang pag-unawa at

pagpapahalaga sa sarili, pamilya, paaralan, at komunidad, at
sa mga batayang konsepto ng pagpapatuloy at pagbabago,
distansya at direksyon gamit ang mga kasanayan tungo sa
malalim ng pag-unawa tungkol sa sarili at kapaligirang pisikal
at sosyo-kultural, bilang kasapi ng sariling komunidad at ng
mas malawak na lipunan.

4-6 Naipamamalas ang mga kakayahan bilang batang produktibo, mapanagutan at makabansang
mamamayang Pilipino gamit ang kasanayan sa pagsasaliksik, pagsisiyasat, mapanuring pag-iisip,
matalinong pagpapasya, pagkamalikhain, pakikipagkapwa, likas-kayang paggamit ng
pinagkukunang-yaman at pakikipagtalastasan at pag-unawa sa mga batayang konsepto ng
heograpiya, kasaysayan, ekonomiya, pamamahala, sibika at kultura tungo sa pagpapanday ng
maunlad na kinabukasan para sa bansa.

7-10 Naipamamalas ang mga kakayahan bilang kabataang mamamayang Pilipino na mapanuri,
mapagnilay, malikhain, may matalinong pagpapasya at aktibong pakikilahok, makakalikasan,
mapanagutan, produktibo, makatao, at makabansa, na may pandaigdigang pananaw gamit ang
mga kasanayan sa pagsisiyasat, pagsusuri ng datos at iba’t ibang sanggunian, pagsasaliksik,
mabisang komunikasyon at pag-unawa sa mga batayang konsepto ng heograpiya, kasaysayan,
ekonomiya, politika at kultura tungo sa pagpapanday ng maunlad na kinabukasan para sa bansa.

The Grade Level Standards and Subjects of Araling Panlipunan

The Grade level standards of Araling Panlipunan make more specific the key stage standards of
Araling Panlipunan as a course. With specific content per grade level, the outcomes of Araling
Panlipunan as a whole become more specific, too.
 Saklaw at Daloy Ng Kurikulum

Naipamamalas ang kamalayan bilang batang

Pilipino sa katangian at bahaging ginagampanan ng
tadhana, paaralan at pamayanan tungo sa paghubog
ng isang mamamayang mapanagutan, may
pagmamahal sa bansa at pagmamalasakit sa
kapaligiran at kapwa.

Guiding Principles in the Teaching of Araling Panlipunan (Social Studies)

Effective teaching of Araling Panlipunan is characterized as meaningful, integrative, value-based,

challenging, and active.

1. It is meaningful when students see the relevance and connection of their lesson to their lives
because it has real-world application.
2. Araling Panlipunan as a subject is in itself an integration of several interrelated disciplines-
history, economics, geography, political science, sociology, anthropology, archeology, and
psychology.
3. The intended outcomes of Araling Panlipunan as a course/subject are the affective domain,
the development of the “mamayang mapanagutan, makakalikasan, makabansa, at makatao”.

The 3-level strategy includes the teaching of:

Fact (first level)

Concept (second level)
And values (third level)

4. Araling Panlipunan teaching requires students to process

and think about what they learn.

For Araling Panlipunan teaching and learning to be

challenging, learning tasks should neither too easy to bore the students nor too difficult to
discourage them.

The Enhanced Basic Act 2013 (K to 12 Law) states that curriculum should be “culture-sensitive”,
“contextualized ad global.”
The guiding principles in the teaching of Araling Panlipunan can be summarized in the acronym
MAVIC. Meaningful, Active, Value-based, Integrative, and Challenging

1. Meaningful
-it is relevant and connected to students’ lives including prior
experiences.
-it is taught with depth not just memorizing isolated bits of
information and special content coverage for the test.
-it challenges the students to employ life skills like critical
and creative thinking skills
-lesson is learned by doing

2. Active
-learning is “hands-on, minds-on, heart-on”
-students discuss issues, solve problems make
decisions themselves
-students interact with the teacher
-students interact with classmates
-students interact with learning materials

3. Value-based
-lessons have both cognitive and affective dimensions.
Lessons are meant to develop students with a mind and
a heart.
-lessons make use of value-laden concerns and issues
where students are expected to come up with informed
and value-based decisions.
-AP lessons students engage in experiences what develop them to become a good citizens of a
democratic form of government
-AP lessons balance the cerebral approach with an emotional touch

4. Integrative
-AP teaching is enriched by employing multidisciplinary
approach. By its very nature, AP as a subject consist of a
number of interrelated disciplines.
-lessons integrates other disciplines.
-lessons connect the past, the present and the future.
-considers students’ multiple intelligence and learning
styles.
-make use of cognitive skills used in other disciplines such as imperative data, drawing
conclusions.
 5. Challenging
-AP teaching is challenging when it requires real effort
on the part of students to learn.
-they are not easy to take for granted nor too difficult
to turn of students.
-they inject novelty into exercises so they are
different from the usual and familiar.

Methods and Techniques in Teaching Araling Panlipunan (Social Studies)

Approaches in Teaching Araling Panlipunan

a. Constructivist Approach
-students come to class with entry knowledge and skills.

b. Collaborative Learning
-students learn better when they learn with others.

c. Experiential and Contextualized Learning

-learning begins in experience and ends in experience.

Five Phrases:
 Experiencing
 Sharing or Publishing
 Analyzing or Processing
 Inferring or generalizing
 Applying

d. Thematic Method
-learning revolves around a theme

e. Conceptual Approach
-students figure out the attributes of a group or category that has already been formed by the
teacher.

f. Integrative Approach
-teaching and learning are more meaningful and further
enriched if lesson is connected to other disciplines
(interdisciplinary) and is connected to real life
experiences (transdisciplinary).
For MAVIC (meaningful, active, value-based, integrative, and challenging) AP (Araling Panlipunan)
teaching, the following specific methods and techniques are suggested:

 Tri-Question
 What happened?
 Why did it happen?
 What are possible consequences?

 Moral Dilemma Method

 A person is torn between two action.

 Lesson Indigenization
-explaining using thought patterns and materials of
indigenous communities.

Using varied learning activities to cater the students’ multiple intelligences and learning styles
(verbal linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal,
intrapersonal, naturalist, etc.).

 Conduct a survey or interview.

 Service Learning
The K to 12 Curriculum in Araling Panlipunan (Social Studies)

https://www.deped.gov.ph/wp-content/uploads/2019/01/AP-CG.pdf