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DepED ORDER No. 41, s. 2004

JUN 15, 2004

REVISED CURRICULUM OF THE 110S AND TORIENTED (ESEP) HIGH SCHOOLS To: Regional Directors Schools Division/City Superintendents Heads, Public Secondary Schools 1. In the with this Departments policy of making the curriculum relevant to the needs of the learners, the Revised Secondary Education Program of the 110 S and T Oriented High Schools offering the Engineering and Science Education Program (ESEP) shall be implemented effective SY 2004-2005. 2. The implementation shall be done one daggered schedule as follows: First Year Second Year Third Year Fourth Year SY 2004-2005 SY 2005-2006 SY 2006-2007 SY 2007-2008

3. Enclosure No. 1 indicates the time allotment and the unit credits of the subjects comprising the revised ESEP curriculum. The Course Description is provided in Enclosure No. 2. The Learning Competencies of the subjects shall be distributed to the schools concerned. The instructional materials shall be those used in the Basic Education Curriculum, in addition to other references provided by the Science Education Institute of the Department of Science and Technology (SEIDOST). 4. The program shall be implemented in at least two (2) classes in each year level with a maximum of 40 student per class. Admission shall be opened to entering First Year High School students with honors and the upper 26 percentile rank of qualifiers of the High School Readiness Test (HSRT). 5. For inquiries or clarifications about the program, please get in touch with the BSE Director, Attn.: Ms. Victoria V. Cervantes, with tel. nos. 632-77-46 and 635-47-66. 6. All other issuances on the curriculum of the S and T Oriented (ESEP) High Schools, that are inconsistent with this Order, are hereby amended accordingly. 7. Immediate dissemination of and competences with this Order is directed.

EDILBERTO C. DE JESUS Secretary

Inclosure 2 DepED Order Number

, s. 2004

Course Description
Earth and Environmental Science The subject deals with the study of the Earth, its origin, features and the components of its environment. Enviromental science is integral to the study of the Earth as it focuses on the environment, resources, problems and issues, and how these are addressed in an interdisciplinary manner. The course is divided into three major topics: the Earth, the stars and the galaxy and the Enviroment. Each major topics is composed of sobtopics wich present the interconnectedness between and among concepts related to economic, social and moral issues. Science I (Integrated Science) The subject deals with the study of the basic concepts in Biology, Chemistry and Physics and their application to everyday life. It also gives emphasis on the method and basic processes of science with the intergration of values and attitudes that will help the students cope with the challenges of the fast changing world. The course is divided into four (4) major topics, the methods and process of the three science areas, each of which is composed of interconnected subtopics anchored in the life experiences of the students. Mathematics 1 Mathematics 1 is a 1.5 unit course on Elementary Algebra. The subject introduces the real number system and its properties and proceeds to simple manipulation of algebraic expressions, after which, solutions and graphs of linear equations together with its applications to word problems, are discussed. The subject ends with a discussion of both algebraic and graphical solutions to systems of linear equations and inequalities. Developmental Reading Developmental Reading for science-oriented schools serves as a reading laboratory focusing on science texts. It is intended to equip students with reading comprehension skills and the ability to determine the text structure of scientific and technical written discourse. This serves as a preparatory course to Technical Writing which is taken up in the 2nd Year. It provides students with further exposure to and practice in decuding texts that could serves as models in the furthering writing course. The course has the following features: Students work independently, reading multi-level graded self access texts: they read the materials suited to their own reading level and work on the accompanying exercises designed to develop skills in discourse analysis and information mapping; they check their own work at least (2) selections per one hour weekly session. And, they plot their own progress on a reading chart. Computer I Computer Education for the First Year is offered in place of Technology and Livelihood Education. It deal with Computer Applications, i.e. use of the computer as a multipurpose tool. The cpurse covers basic computer concepts, operating system, application software and the internet as a fool in learning the different concepts in Science, Mathematics and other subjects.

(Inclosure to DECS Order No. 54, s. 1996) IMPLEMENTING GUIDELINES 1. Organization of Classes a. All prospective first year students are required to take the Selection Test for the Special Science Classes. b. Results of the Selection Test shall be posted at the Office of the Principal and of the RSTC Director within 2 weeks after test administration. c. The number of classes to be organized will depend on the number of takers, i.e for every 100 takers one SSC for a class size of 45-50 students. d. The RSTC Director or Node Coordinator shall furnish SEI-DOST and BSEDECS a copy of the list of qualifiers for record purposes. 2. Students Performance a. Any student who failed to take the Selection Test and enrolled under the regular curriculum and with good grades (see item 3) may transfer to the SSC in the second year of the same school provided he will take all the subjects under the SSC curriculum. b. Students enrolled in the special science classes from one ESEP HS may transfer to another ESEP HS subject to the approval of the principal of the receiving school. c. Only students from public schools applying for lateral entry to the SSC at the second year level will be considered provided that: 1) the student meets a grade requirement in the SSC (Please see item 3) 2) he takes the back subjects, i.e. subjects offered under SSC curriculum which are not included in the SEDP curriculum. 3) He meets all other requirements for SSC d. A student who dropped out in the first year due to illness and other reasonable cause may be accepted again in the following school year provided he can cope with the requirements of SSC. e. Lateral entry will be allowed only in the first two (2) years of high school. f. An equal number of drop-outs in the SSC may be replaced with students from the regular classes as long as they meet the requirements of the SSC. g. Replacement of drop outs shall be made at the beginning of the school year. 3. Students Retention in the SSC A student in the SSC must maintain a general average of 83% and shall have no final grade lower than 80% in any subject area. 4. Honor Students There should be no separate honors for students under the SEDP curriculum and that of the Special Science Classes, i.e. there will only be one set honor students in a school.

5. Teaching Assignment a. ESEP scholars who attended the Certificate/Diploma Program are required to teach the science and mathematics subjects of the Special Science Classes. b. SSC teachers who attended the training programs in Earth Science, Research, Advanced Mathematics/Calculus should be assigned to teach the subjects they were trained in. c. Teacher-scholars of the Certificate Program under ESEP shall be allowed to leave the school on Thursday and Fridays or during the days the teacher-scholars are to attend classes. d. Each teacher-scholar shall be assigned a substitute to handle her class during Thursdays and Fridays/ or days the teachers are attending classes under the ESEP Certificate/Diploma Program. e. Substitutes of teacher-scholars shall be paid an honorarium of one thousand pesos (P 1,000.00) per month. 6. Instructional Materials a. All special science classes from first year to fourth year must use the Enrichment Materials for Science and Technology and Mathematics subjects. b. Audio-visual equipment and materials shall be used for teaching science subjects and other science-related activities. c. Maximum utilization of laboratory equipment shall be encouraged.

REPUBLIC OF THE PHILIPPINES DEPARTMENT OF EDUCATION, CULTURE AND SPORTS Meralco Avenue, Pasig City

OFFICE OF THE SECRETARY DECS ORDER No. 54, s. 1996

AUGUST 8, 1996

GUIDELINES FOR THE IMPLEMENTATION OF SPECIAL, SCIENCE CLASSES (SSC) UNDER THE ENGINEERING AND SCIENCE EDUCATION PROJECT (ESEP) To: Regional Director Schools Superintendent 1. The department of Education, Culture and Sports (DECS) in collaboration which the Department of Science and Technology implementation of the Special Science Classes (SSC) in the Network of 110 S & T Oriented High Schools under the Engineering and Science Education Project (ESEP). 2. Inclosed are the implementing guidelines on the organization of classes, students performance, students retention in the SSC, honor students, teaching assignment, and instructional materials which agreed upon by the principals of the 110 high schools during the Annual Conference in 1995 and 1996. 3. For information and compliance.

RICARDO T. GLORIA Secretary Incl: As stated References: DECS Memorandums: Nos. 128, s. 1995 and 186, s. 1996 Allotment: 1-2(M.O. 1-87) To be indented in the Perpetual Index under the following subjects: Course of Study, SECONDARY CURRICULUM SCHOOLS SCIENCE EDUCATION