1.

1 Q: May a principal of a public elementary

or high school refuse the enrollment of a
pupil/student due to sex, ethnic grouping, or
religion of the child or his parents?
A: No, because such refusal will violate the right of the pupil/student to
have quality education as provided in Sec. 1 Art. XIV of the 1987
Constitution and because it will violate his/her constitutional right to be
accorded equal protection of the laws guaranteed under Sec. 1 Art. III
of the 1987 Constitution to all Filipino citizens.

1.2 Q: May a principal of a public elementary

or high school refuse admission of a
pupil/student for not being a resident of the
same barangay or municipality where the
school is located?
A: No, because such refusal will violate the constitutional right of the
child to have quality education.

1.3 Q: May a principal limit the enrollment to

sixty (60) pupils/student s per classroom and
give to residents priority over non-residents
of the barangay or municipality where the
school is located?
A. Yes, because limiting the enrollment to sixty (60) pupils/students
per classroom in in consonance with DepEd Order No. 32 S 2003
provided that the principal will give assistance to the pupil/student to
enroll in nearby school so as not to deprive him/her right to education.

2.1 Q: Shall state establish, maintain and

support only basic education?
A. No, because Sec 2 (2) Art. XIV of the 1987 Constitution mandates
that the State shall establish, maintain and support a complete
adequate and integrated educational system relevant to the needs of
the people and society and because Sec. 1 Art. XIV of the Constitution
provides that the State shall protect and promote the right of all
Filipino Citizens to quality education at all levels.

3.1Q: Supposing Mr. P the principal of public

high school issues an order not to enroll
students unless they will pay first the
membership fees for Red Cross, Boys Scout
and Girls Scout. Is the order valid?
A. No. The Order is not valid for being contrary to Sec. 2 (3) Art. XIV of
the 1987 Constitution which provides for a free public elementary and
secondary education and for being in violation of DepEd Order No. 65 S
2010 which provides that for grade and year levels beyond grade 4, no
collection of any type should be undertaken during the enrollment
period and the first month of classes and that starting on the second
month of every school year, contributions may be collected but on a
voluntary basis.

4.1 Q: Does the government provide financial

assistance to students in a public school who
want to enroll in a private high school?
A. Yes, the government provides financial assistance to public
elementary school graduates belonging to the top fifty percent (50%)
of the graduating class with an annual family income of P100,000.00 or
less who wish to enroll in a private high school.

4.2 Q: How much is the financial assistance?

A: The financial assistance is P5,000.00 per student grantee outside
National Capital Region (NCR) and P10,000.00 within NCR.

4.3 Q: What is this program that provides

financial assistance to students and teachers
in private education?
A: This program providing for government assistance to students and
teachers in private school is called GASTPE which is provided by RA
6728 as amended.

5.1 Q: Is there a need for alternative learning

system in the Philippines?
A: Yes, to provide all Filipinos the chance to have access to basic
education.

5.2 Q: How is learning provided under this

alternative learning system?
A: Learning may be provided thru the use of modules or by mobile
teachers using books and instructional materials.

6.1 Q: Shall all public and private schools

include the study of the Constitution as part
of the curricula?
Yes, because Sec. 3 (1) Art. XIV of the 1987 Constitution mandates that
all educational institutions shall include the study of the constitution as
part of their curricula.

7.1 Q: In what subject in basic education are

these value of patriotism, nationalism and
other values taught?
A: Values education or edukasyon sa pagpapahalaga.

8.1 Q: How do public and private institutions

in the educational system complement one
another?
A: Students may transfer from a public school to a private school and
vice versa; both institutions follow at least the minimum standards and
criteria set by the Department and both are under the reasonable
supervision and regulation of the Department.

9.1 Q: Supposing Mr. S the Superintendent

Schools appointed Mr. F a foreigner as the
Principal of a public high school. Is the
appointment in order?
A: No, for it is in violation of Sec. 4 (2)Art. XIV of the 1987 Constitution
which vests upon citizens of the Philippines the control and
administration of educational institutions.

10.1 Q: In formulating educational policies

and programs, what shall the Department
take into account?
A: The Department shall take into account regional and sectoral needs
and shall encourage local planning in the development of educational
policies and programs.

11.1 Q: What is academic freedom?

A: The Supreme Court of the United States said that academic freedom
means a university can “determine for itself on academic grounds:
Who may teach
What may be taught
How it should be taught
Who may be admitted to study”

12.1 Q: At present, the result of the National

Career Assessment Examination (NCAE) being
administered every year to all fourth year
high school students in public and private
secondary schools only serve as guide to
students for the courses they will take in
post-secondary institutions of learning.
Supposing a law will be enacted to make the
results of the NCAE a prerequisite for
enrollment in college/university courses or in
vocational/technological courses or other
short entrepreneurial courses, will the law be
constitutional?
A: The author is of the opinion, that such law will be in consonance on
the basis that making the results of the NCAE a prerequisite for
enrollment in college/ university courses or in vocational/technological
courses will be a fair, reasonable and equitable admission and
academic requirement and within the authority of the State to provide
reasonable supervision and regulation of all educational institutions.

13.1 Q: How shall the State enhance the right

of teachers to professional advancement?
A: By providing trainings and seminars to teachers; by providing
sabbatical leave to teachers; by giving scholarship to teachers.

14.1 How will the state insure that teaching

will attract and retain its rightful share of the
best available talents?
A: Through adequate remuneration and other means of job satisfaction
and fulfillment.

II. BASIC EDUCATION

6.1 Q: What does basic education
encompass?
A: “Basic Education encompasses early childhood, elementary and
high school education as well as alternative learning systems for out-
of-school youth and adult learners and includes education for those
with special needs”
6.2 Q: What shall be the main programs of
basic education?
A: “Basic Education shall have five (5) main programs, namely: pre-
school, elementary, secondary, special needs and alternative learning
systems.”

6.3 Q: What shall the elementary education

programs cover?
A: “Elementary education programs shall cover at least Grades I to VI;
secondary education programs from First year to Fourth year or a total
of ten (10) school years in the formal school system.”

6.4 Q: To ensure proper implementation of

the Education For All (EFA)
A: “To ensure proper implementation of the Education For All (EFA)
policy of the government, alternative learning systems shall provide for
the basic learning needs of out-of-school children, youth and adults, 15
years old and above.”

7 Q: Upon what government agency is the

administration of the educational system and
the supervision and regulation of all
educational institutions in basic education
vested?
A: “The Administration of the educational system and the reasonable
supervision and regulation of all educational institutions in basic
education are vested in the Department without prejudice, however, to
the charter of any state university or college.

8.1 Q: What are the levels in Formal

Education?
A: “Formal Education shall correspond to the following levels in basic
education:

a. The first level or Elementary Education involves compulsory, formal

education primarily concerned with providing basic education, and
usually corresponds to a traditional six or seven grade, and in addition,
pre-school programs. Such pre-school education normally consists of
kindergarten schooling, but may be cover other preparatory courses as
well.

The second level or Secondary Education is concerned primarily with

continuing basic education of the elementary level and expanding it to
include the learning of employable gainful skills, usually corresponding
to four years of high school.”

9.1 Q: What shall the curricular programs be?

A: “The curricular programs shall be suggestive patterns and models
for the guidance of field officials and teachers. These may be enriched
or modified to suit he needs of the learners and the conditions in the
school and community, provided however, that any radical departure
from the specific subjects and curricula shall have the approval of
Secretary of Education.”

9.2 Q: What must the curricular programs

focus on?
A: “The development and organization of the curricular programs must
focus on the learner’s total development. The curricula shall be based
on the fundamental aims of education set forth in Art. XIV Sec. 2 of the
1987 Philippine Constitution, B.P. Blg. 232 also known as the Education
Act of 1982, and other statutes.”

10.1 Q: What does Pre-school education or

early childhood education refer?
A: ‘It refers to the educational program/s preparatory to Grade I to
develop the child in all aspects physical, social, emotional, moral and
cognitive, so that s/he may be better prepared to tackle formal school
works and cope with the demands of complex life”

10.1.1 Q: What do the early Childhood

Education (ECE) Learning area include?
A: The Early Childhood Education (ECE) Learning Areas include
activities that develop in each child communication skills in English and
Filipino, numeracy skills, sensory perceptual skills, socio emotional
skills, motor and creative skills.”

10.2 Q: What are the objectives of

elementary education?
A: “Elementary Education Objectives.

 To provide knowledge and develop the skills, attitudes and

values essential to personal development and necessary for
living in, and contributing to, a developing and changing
social milieu;
 To provide learning experiences which shall increase the
learner’s awareness of, and responsiveness to, the changes
and demands of society and prepare him/her for
constructive and effective involvement;
 To promote and intensify the learner’s knowledge of
identification with, and love for the nation and the people to
which he/she belongs; and
 To promote experiences which develop the learner’s
orientation to the world of work and creativity and prepare
himself/herself to engage in honest and gainful work.”
10.3 Q: What is Special Needs Education?
A: Special Needs Education refers to the education of persons who are
gifted or talented as well as those who have physical, mental, social or
sensory impairment. Such group may require modifications of the
school curricula, programs and special services and physical facilities
to help them develop to their maximum capacity.
Q: What shall be the aim of special
education?
A: “Special Education (SPED) shall aim to develop the maximum
potential of the child with special needs to enable him to become self-
reliant and gears towards providing him with the opportunities for a full
and happy life.”

Q: What shall be the ultimate goal of special

education?
A: “The ultimate goal of special education shall be the integration of
learners with special needs into the regular school system and
eventually in the community.”

Q: On what is the curriculum for special

needs education based and designed?
A: The curriculum for Special Needs Education shall be based on the
curriculum prescribed for the regular schools by the Department and
designed to respond to the special needs of the following learners.

 The Mentally Handicapped

 The Hearing Impaired
 The Visually Impaired
 The Orthopedically Handicapped
 The Children with Behavioral Problems
Q: What are the schemes or options that may
be adopted for Special Needs Education
Program?
A: The following schemes or options may be adopted for Special Needs
Education program:
Modified curriculum shall be prescribed for regular children with certain
adaptations to meet the needs of special children.
Special curriculum shall be prescribed for children with special needs
aimed primarily at developing adaptive skills to maximize their
potentials.
Q: What are the prototypes of special
programs and provisions for the gifted and
talented which shall be developed and
maintained?
A: Special programs and provisions for the gifted and talented which
shall be developed and maintained may take the following prototypes:

Acceleration shall refer to any administrative practice designed to

move gifted learners through school more rapidly than usual.
Administrative practices under acceleration shall include early
admission, grade skipping, advanced placement, telescoping of grade
levels and credits by examination.

1. Grade Acceleration/Grade Skipping

2. Grade Telescoping
Ability grouping shall refer to any classification of children for
instructional purposes in terms of capacity for learning and
demonstrated achievement. The types of ability grouping shall be:

1. Special Class/Self-Contained Classes

2. Pull-out Program
3. Enrichment
10.4 Q: What are its objectives?
A: Its objectives are as follows:
To continue to promote the objectives of elementary education
To discover and enhance the different aptitudes and interests of the
students so as to equip him with skills for productive endeavor and/or
prepare him for tertiary schooling

10.4.1 Q: What are the curricular offerings of

the different types of secondary education?
A: The curricular offerings of the different types of secondary schools
are as follows:

1. General Secondary School

2. General Comprehensive High School
 3. Secondary Vocational School
4. Special Secondary School
 Regional Division Science High School (R/DHS)
 Science and Technology High School (STHS)
 Science High School and Science and Technology School
1. Mathematics in the fourth year includes Analytical
Geometry and Elementary Calculus
2. English includes Speech and Drama in the First Year and
Technical and Essay Writing in the Second Year.
3. Earth Science/Environmental Science and the regular Fourth
Year Physics are subjects in the Third Year Chemistry is a
subject in the Fourth Year.
 The Special Science Curriculum
 School for the Handicap
 Boys’ Town School
 The School for Minor Offenders
 The Philippine High School for the Arts
10.5 Q: What is Alternative Learning System?
A: Alternative Learning System is a parallel learning system that
provides viable alternative to the existing formal education instruction.
It encompasses both the non-formal and informal sources of
knowledge and skills.

Policy, Principles and Levels of

Governance for Basic Education
III. GOVERNANCE FOR BASIC EDUCATION
11 Q: What is the State Policy on the right of
citizens to quality basic education?
A: It is hereby declared the policy of the State to protect and promote
the right of all citizens to quality basic education and to make such
education accessible to all by providing all Filipino children a free and
compulsory education in the elementary level and free education in
the high school level. Such education shall also include alternative
learning systems for out-of-school youth and adult learners.
Q: What shall be the goal of basic education?
A: It shall be the goal of basic education to provide them with the skills,
knowledge and values they need to become caring, self-reliant,
productive and patriotic citizens.

Q: What shall be the heart of the formal

education system?
A: The school shall be the heart of the formal education system. It is
where children learn. Schools shall have a single aim of providing the
best possible basic education for all learners.

Q: Where shall governance of basic education

begin?
A: Governance of basic education shall begin at the national level.

Q: Where shall the policy and principle for

the governance of basic education be
translated into programs, projects, and
services to fit local needs?
A: It is at the regions, divisions, schools, and learning centers referred
to as the field offices where the policy and principle for the governance
of basic education be translated into programs, projects and services
developed, adapted and offered to fit local needs.

Q: To improve the quality of basic education,

whom shall be the State encourage?
A: The State shall encourage local initiatives for improving the quality
of basic education.

12. Q: What is the principle of shared

governance?
A: Shared governance is a principle which recognizes the every unit in
the education Bureaucracy has a particular role, task and
responsibilities inherent in the office and for which it is principally
accountable for outcomes.

Q: What shall be observed in the decision

making process at appropriate levels?
A: The process of democratic consultation.

Q: What shall be established to ensure

coordination and open communication for the
central office with the regional, division and
school levels?
A: Feedback mechanism.

Q: What shall be operationalized in the

performance of functions and responsibilities
at all levels?
A: The principles of accountability and transparency.

Q: What shall be strengthened to facilitate

the flow of information and expand linkages
with other government agencies, local
government units, non-governmental
organization for effective governance?
A: The communication channels of field officers.

13.1 Q: What is the Department of Education

vested with for ensuring access to,
promoting equity in, and improving the
quality of basic education?
A: The Department of Education is vested with authority, accountability
and responsibility for ensuring access to, promoting equity in, and
improving the quality of basic education.

13.2 Q: What are the structural components

of the department?
A: The Central Office and Field Offices

13.2 Q: What are the major services of the

DepEd Central Office and their respective
functions?
A: The major services of DepEd Central Office and their respective
functions are the following:

1. Administrative

 Office of the Director

 General Services Division
 Dental Clinic
 Medical
 Radio Communication Network Unit
 Security Service Unit
 Records Division
 Property Division
 Teachers Camp
2. Financial Management Service

 Budget Division
 Payroll Services Division
 Systems Division
 Management Division
 Cash Division
3. Human Resource Development
Personnel Division
– Project
– Employees Welfare and Benefits Division
– Staff Development Division

– Special Programs
– Programs

4. Planning

Project Development and Evaluation Division


Research and Statistics Division (RSD) and Database

Management Unit (DBMU)
 Physical Facilities Schools and Engineering Division
5. Technical Service

 Materials Production and Division Publication Division

 Educational Information Division
 Audio-Visual Division
 Educational Technology Unit
6. Legal

13.4 Q: What are the Bureaus of the

Department and their respective functions?
A: The Bureaus of the Department comprise of the following:

1. Bureau of Elementary Education

2. Bureau of Secondary Education
3. Bureau of Alternative Learning System (BALS)
13.5 Q: What do the Centers of the
Department compromise of and what are
their functions?
A: The Centers of the Department each headed by a Director comprise
of the following with their respective functions:

1. The National Education Testing and Research Center

(NETRC)
 2. Schools Health and Nutrition Center ( SHNC)
3. Educational Development Projects Implementing Task Force
(EDPITAF)
4. National Science Testing Instrumentation Center (NSTIC)
5. Instructional Materials Council Secretariat (IMCS)
6. National Educators Academy of the Philippines (NEAP)
13.6 Q: What are the Field Offices of DepEd?
A: DepEd Field Offices consist of Regional Offices, Division Offices and
Public School and Learning Centers.

14.1 Q: What shall the Secretary exercise

over the operation of the Department?
A: Overall authority and supervision over the operation of the
Department.

Q: What are the powers, duties and

responsibilities of the Secretary?
A: In addition to his/her powers under existing laws, the Secretary of
Education shall have authority, accountability and responsibility for the
following:

1. Formulating national educational policies;

2. Formulating a national basic education plan;
3. Promulgating national educational Standards
4. Monitoring & Assessing national learning outcomes;
5. Undertaking national educational research and studies;
6. Enhancing the employment status, professional
competence, welfare and working conditions of all
personnel of the Department; and
7. Enhancing the total development of learners through local
and national programs and/or projects.
Q: How many undersecretaries and assistant
secretaries shall assist the Secretary?
A: The Secretary of Education shall be assisted by not more than four
(4) undersecretaries and not more than four (4) assistant secretaries
whose assignments duties and responsibilities shall be governed by
law.

Q: Are the powers of the Secretary limited to

those enumerated in Sec. 7A of RA 9155?
A: No. Because Sec. 7A of RA9155 expressly provides that the powers
enumerated therein are only in addition to his/her powers under
existing laws.

14.2 Q: Is there a limit to the number of

regional offices?
A: No. Because “there shall be as many regional offices maybe
provided by law.”

Q: How are regional offices created?

A: By Law.

Q: What is the composition of a regional

office and where are they located?
A: It is composed of provincial and city schools divisions and it has a
Director, an Assistant Director and an office staff for programs,
promotion and support, planning, administrative and fiscal services.

Region IV-A is composed of 14 divisions

1. Calamba City
2. Cavite City
3. Cavite
4. Laguna
5. Lucena City
6. Lipa City
7. Quezon
8. Antipolo City
9. Sta. Rosa City
10. Rizal
 11. Batangas Province
12. Batangas City
13. Tanauan City
14. San Pablo City
Q: What shall be the authority, accountability
and responsibilities of the regional directors?
A: Consistent with the national educational policies, plans and
standards, the regional director shall have authority, accountability
and responsibility for the following:

1. Defining a regional educational policy framework which

reflects the values, needs and expectations of the
communities they serve.
2. Developing a regional basic education plan;
3. Developing regional educational standards with a view
towards bench-marking for international competitiveness
4. Monitoring, evaluating and assessing regional learning
outcomes.
1. Undertaking research projects and developing and
managing region wide projects which may be funded
through official development assistance and/or other finding
agencies.
2. Ensuring strict compliance with prescribed national criteria
for the recruitment.
3. Formulating, in coordination with the regional development
council, the budget to support the regional educational plan
which shall take into account the educational plans of the
divisions and districts.
4. Determining the organization component of the divisions
and districts and approving the proposed staffing pattern of
all employees in the divisions and districts.
1. Hiring, placing and evaluating all employees in the regional
office, except for the position of assistant director.
2. Evaluating all schools division superintendents and assistant
division superintendents in the region.
3. Planning and managing the effective and efficient use of all
personnel, physical and fiscal resources of the regional
office, including professional staff development.
4. Managing the database and management information
system of the region.
 5. Approving the establishment of public and private
elementary and high schools and learning centers
6. Performing such other functions as may be assigned by
proper authorities.
Q: How shall the regional directors exercise
authority over employees in the regional
office?
A: By hiring, placing and evaluating all employees in the regional office
except for the position of assistant director.

Q: Does the regional director have the

authority to hire a public school teacher in
his region? Why or why not?
A: No. Because the power to hire, place and evaluate all employees in
the division both teaching and non teaching personnel except for the
assistant division superintendent is expressly vested upon the schools
division superintendent.

Q: Who is the one vested by law with the

power to approve the establishment of public
and private elementary and high schools and
learning centers?
A: The regional director.

14.3 Q: What shall a division consist of?

A: A division shall consist of province or a city which shall have a
schools division superintendent, at least one assistant schools division
superintendent and an office staff for programs promotion, planning,
administrative, fiscal, legal, ancillary and other support services.
Q: What shall be the authority, accountability
and responsibility of schools division
superintendent?
A: Consistent with the national educational policies plans and
standards, the school division superintendents shall have authority,
accountability and responsibility for the following:

1. Developing and implementing division education

development plans
2. Planning and managing the effective and efficient use of all
personnel, physical and fiscal resources of the division,
including professional staff development.
1. Hiring, placing and evaluating all division supervisors and
schools district supervisors as well as all employees in the
division, both teaching and non-teaching personnel,
including school heads, except for the assistant division
superintendent.
2. Monitoring the utilization of funds provided by the national
government units to the schools and learning centers.
3. Ensuring compliance of quality standards for basic
education programs and for this purpose strengthening the
role of division supervisors as subject area specialists.
1. Promoting awareness of and adherence by all schools and
learning centers to accreditation standards prescribed by
the Secretary of Education.
2. Supervising the operations of all public and private
elementary, secondary and integrated schools and learning
centers.
3. Performing such other functions as may be assigned by
proper authorities.
Q: Who is the one vested with the authority
to supervise the operation of all public and
private elementary, secondary and
integrated schools and learning centers.
A: The Schools Division Superintendent.
Q: Shall the Division Superintendent have the
power to hire, place or evaluate an assistant
division superintendent?
A: No. Because, Sec 7C (3) of Ra 9155 expressly excludes from an
authority of the superintendent the power to hire an assistant division
superintendent.

14.4 Q: How many additional schools districts

be established within a school’s division?
A: Upon the recommendation of the schools division superintendents,
the regional director may establish additional schools districts within a
schools division.

Q: What shall a schools district have?

A: A Schools District shall have a schools district supervisor and an
office staff for program promotion

Q: What shall be done about the schools

districts already existing at the time of the
passage of RA 9155?
A: Schools District already existing at the time of the passage of RA
9155 shall be maintained.

Q: What shall be the authority, accountability and responsibility of the

Schools District Supervisor?

A: The schools district supervisor shall be responsible for:

1. Providing professional and instructional advice and support

to the school heads and teachers/facilitators of schools and
community learning centers in the district or cluster thereof.
2. Curricula supervision.
 3. Undertaking advocacy work directed at encouraging local
government units (LGUs) and non-government
organizations (NGOs) to implement ALS programs.
4. Assisting in the identification of community-based NGOs
which could be tapped as service providers for the basic
literacy, accreditation and equivalency programs and other
community development efforts.
5. Supervising the organization of ALS programs in
collaboration with LGUs, NGOs and other government
agencies and monitor implementation
6. Monitoring the formulation of school improvement plans
and consolidate funding requirements of programs and
projects to be presented to the Municipal School Board
7. Providing technical support to school heads in expenditures
documentation and liquidation of cash advances.
8. Coordinating data gathering efforts of schools and
community learning centers in the district.
9. Undertaking data verification in coordination with the
division planning unit
10. Performing such other functions as may be assigned
by proper authorities.
11. Which of the following is not considered in selecting the aims of curriculum?
12. a. Analysis of culture
13. b. Consistency of the curriculum with learning theory
14. c. Validity of knowledge claim
15. d. The present status of the learner
16.
17. 14. Learning experiences are vital components of curriculum. Which of the
following factors must be considered in determining learning experiences?
18. a. Observability
19. b. Compatibility
20. c. Trialability
21. d. Suitability

What is the ultimate goal of special education? a. Integration of learners with special needs to the
regular school system.* b. Provision of special education to the special children. c. Giving of special
attention to the needs of the special children. d. Give tender loving care to the special children. 94. What
are the main programs of Basic Education? I. Pre-school III. Secondary II. Elementary IV. Special
Education V. ALS a. I, II and III only c. I, II, III, and V only b. I, II, III and IV only d. I, II, III, IV and V*
To produce globally competitive graduates, Philippine education should give emphasis to a. Values Ed.,
Science and Social Studies b. English, Science and Mathematics c. Science and Technology and
Citizenship Education d. Humanities, Social Studies and Work Education

This is a hands-on, inquiry-based activities where children immerse themselves in community

discovering for themselves the interconnectedness of the school and society. Children connect with
each

other and with the beauty of the natural world; activities are located at different sites to study the

complexities of a variety of community needs.

a. community development c. community empowerment

b. community integration d. community organizing

Republic Act No. 10533 encourage examples, activities, songs, poems, stories, and illustrations be based

on local culture, history, and reality. This makes the lessons relevant to the learners and easy to

understand. What is this process called?

A. Contextualization & Enhancement C. Integration & Contextualization

B. Enhancement & Integration D. None of the above

4. Children learn better and are more active in class and learn a second language even faster when they
are

first taught in a language they understand. Based from the new K-12 curriculum, What level will the

Mother Tongue-Based Multilingual Education be implemented?

A. K-4 C. K-12

B. K-3 D. K-5

The K-12 curriculum has the following features: Basic concepts/general concepts are first learned; More

complex and sophisticated version of the basic/general concepts are then rediscovered in the
succeeding

grades; This strengthens retention and enhances mastery of topics and skills as they are revisited and

consolidated time and again; and This also allows learners to learn topics and skills appropriate to their

developmental and cognitive skills. What do you call this concept in the curriculum?

A. Vertical Progression C. Spiral Progression

B. Horizontal Progression D. Linear Progression

6. What are specialized subjects that are being offered in the Enhanced K-12 Curriculum?

A. Academic, Sports, Arts and Design, and Technical Vocational Livelihood Tracks

B. Academic, Science, Arts and Design, and Technical Vocational Livelihood Tracks

C. Academic, Sports, Arts and Music, and Technical Vocational Livelihood Tracks

D. Academic, Engineering, Arts and Design, and Technical Vocational Livelihood Tracks

7. One of the ten points Basic Education Agenda of President Aquino is that all public school children will

have preschool as their introduction to formal schooling by 2016, and it will be made this available to all

children regardless of income. This means that __________.

A. 12 years Basic Education Cycle

B. Universal Preschooling for All

C. Madaris education as a sub-system within the education system

D. Technical vocational education as an alternative stream in senior high school

Which of the following is an instructional strategy in student-centered learning climate?

A. Provide questions and tasks that stimulate learners’ thinking beyond rote

memorization.

B. Help learners refine their understanding by using critical thinking skills.

C. Support learners in developing and using effective learning strategies for

each task.

D. All of the above.

It is an approach to learning in which learners choose not only what to study but also how and why. At

the heart of the learning environment are learner responsibility and activity, in contract to the emphasis

on instructor control and coverage of academic content found in conventional didactic teaching.

A. Cooperative Learning C. Student Centered Learning

B. Learning by doing D. Learning Beyond Boarders