The Gifted Students

Republic of the Philippines Bureau of Secondary Education, Department of Education Tel/Fax: (063)6327586 The Gifted Students Round Table Meeting (RTM) VII NhaTrang City, Vietnam

K to 12 Curriculum Model Business & Entrepreneurship Technical-Vocational Humanities and Soc. Sciences (e.g. Arts, Journalism, Languages, Educ) Science, Technology, and Engineering Sports K to 12 graduates proceeding to college take 1yr revised General Education Curriculum (GEC) followed by 2+ yrs of Major Courses

Two Possible Entries for Gifted Children 1. Enroll in special schools for science and arts (Philippine Science High School, Regional Science High School or Philippine School for the Arts) 2. Enroll in regular schools with special programs; • Special Program in the Arts (SPA) • Special Program in Sports (SPS) • Special Program in Journalism (SPJ) • Special Program in Foreign Language (SPFL) • Science, Technology and Engineering (STE) • Technical-Vocational

The Bureau of Secondary Education has designed special programs for students with special talents and skills but are enrolled in the regular schools. Guidelines have been provided to effectively implement each special program.

Core Curriculum (Grade 7 to Grade 10) • English • Science • Mathematics • Career Pathways (CP) • Music, Arts, P.E. and Health (MAPEH) • Filipino • Social Studies • Values Education

Special Program in the Arts (Music, Visual Arts, Theater Arts, Media Arts, Dance, Creative Writing) • Special Program in Sports (Individual/Dual and Team Sports) • Special Program in Journalism • Engineering and Science Education Program • Technical-Vocational

Special Program in Foreign Language (Spanish, Japanese, Chinese, Arabic, French, German) • Technical-Vocational Education ( Arts and Trades: Building Construction, Cosmetology, Drafting Technology, Electricity, Food Trades, Furniture and Cabinet Making, Garments, Machining, PC Hardware Servicing, Plumbing, Welding, Refrigeration and Air Conditioning, Automotive Technology, Electronics;

Technical-Vocational Education (cont’d) (Agriculture: Crop Production, Vegetable Production, Animal Production, Food Processing; Fisheries: Fish Culture, Fish Capture, and Fish Processing)

Vision and Mission The Special Curricular Programs envision responsible, innovative, globally competitive and morally upright graduates. The schools implementing the special curricular programs shall be the centers of excellence in special academic disciplines namely: Science, Technology and Engineering, Arts, Sports, Journalism, Foreign Language and Technical-Vocational education that shall develop the full potential of students.

Objectives of the Special Curricular Programs To widen access to quality secondary education in special academic disciplines namely: Science, Technology and Engineering; Arts; Sports; Journalism; Foreign Language; and Technical-Vocational education To develop a culture of excellence among students with the view to prepare them for career pathways.

Criteria in the Selection of Schools The school has a full-fledged principal. the capacity to implement the special curriculum. teachers with specialization in the different special curricular areas. physical facilities following the DeEd PFSED standards and equipped with at least the basic required equipment/apparatus. a functional library with books, references, magazines, and supplementary materials. participated in national and regional levels fairs and competitions in the last 3 years.

Organizational Structure The Special Curricular Programs shall be managed by a School Head who is preferably a doctoral degree holder in the area of specialization the school would like to offer and delivered by teachers whose qualifications include a masters degree in their area of specializations and assisted by a bookkeeper, guidance counselor, librarian and school nurse. Scope The Special Curricular Programs shall cater to students with aptitude and interest in the discipline they intend to specialize.

Physical Facilities The schools implementing the Special Curricular Programs shall provide adequate and state-of-the-art resources in terms of physical facilities such as classrooms and laboratories including ICT and library facilities and resources.

Finance and Administration The schools implementing the Special Curricular Programs shall receive on top of the Personal Services and regular Maintenance and Other Operating Expenses (MOOE), subsidy/program support in the form of a nationwide lump-sum from DepEd’s annual appropriations. The additional subsidy/program support shall be allocated and disbursed for the following items of expenditure: Professional development/training of teachers including attendance in specialized curricular area related-seminars sponsored or authorized by DepEd and payment of tuition and miscellaneous expenses of teachers enrolled in special academic discipline-related graduate programs;

2. Supplies and materials to support the conduct of projects including procurement of print and non-print instructional materials in the special curricular; 3. Rentals and payment for facilities and services by authorized agencies and/or the use of equipment, spaces, transport, etc.; 4. Subscription expenses to cover the cost for the procurement of print and non-print instructional materials in the special curricular area; 5. Repair and maintenance of buildings and laboratories including the procurement of tools and devices to upgrade existing equipment.

Curriculum and Curricular Programs The Special Curricular Programs has a curriculum which is designed to develop the students in all disciplines. Guided by Provision C.5 of DepEd Order No. 76, s. 2010, the students shall experience a core curriculum based on the K to 12 Basic Education Curriculum (BEC) from Grade 7 to Grade 10 which shall be enriched by additional subjects in a special academic discipline that allows the students to maximize their potential intellectual skills.

Legend: *Music, Arts, Physical Education, and Health **Edukasyon sa Pagpapakatao

Time Allotment The time alloment for each of the core subjects stipulated in DepEd Order No. 31, s. 2012 is strictly implemented. Likewise, the additional subjects by special curricular areas have additional hours per week.

Admission, Retention and Transfer • Admission • Students shall be admitted in the Special Curricular Programs based on the following requirements: • Pupils who belong to the top 10 of the graduating class for schools with at least 500 pupils or the top 10% of the graduating class for schools with 1,000 or more pupils and who have been certified by their respective principals to take the entrance examinations; • Pupils with a general average of 85% in the area of specialization and 83% in other subjects from Grades 3 to 6 as evidenced by Form 137 and Form 138; and

Selection shall be done in three stages: • Preliminary screening and elimination by the school; • Administration of a standardized interest and multiple intelligence tests; and • Interview of student together with a parent/guardian by the school screening committee.

2. Retention in the Special Curricular Program For a student to remain in the Special Curricular Program, a student should obtain a general average of 85% in the special curricular area and 83% in the other subjects and should not have any grade lower than 80% in any grading period during the school year. Failure to meet the grade requirement shall put the incoming Grade 8 and Grade 9 students under probation for one (1) year and shall be cause for transfer the following year to a regular class.

3. Transfer from Special Curricular Program to Regular Class • A student who wants to transfer to Special Class in another school offering the same special curricular program is allowed to transfer laterally at any curriculum year level except in Grade 10, provided the student has maintained the grade requirements. Likewise, a student who intends to transfer to a general secondary is allowed, provided that the grade requirements for the core curriculum have been completed.

3. Transfer from Special Curricular Program to Regular Class • A student from a high school implementing a special curricular program who wants to transfer to another special class in another school is allowed, provided that the student meets the grade requirements; • Transfer from a regular class to a special class is not allowed in any curriculum year.

Organization of Classes The school should organize a maximum of three (3) special classes per year level. All classes should have a maximum of 35 students per class for better instruction and improved laboratory work.

Assessment and Rating System The assessment and rating system shall be based on the policies and guidelines as stipulated in DeEd Order No. 31, s. 2012 and DepEd Order No. 158, s. 2011. The only differentiating factor shall be the higher grade requirement for the special curricular program.

Selection of Honor Students A Selection Committee , chaired by the Principal with the Department Heads and teachers and members should be created. Any head or teacher who is related within the second degree of affinity or consanguinity to any candidate for honors should not be allowed to sit as member of the Selection Committee. Announcement of honor students should be made by the Principal not later thant fifteen (15) working days before recognition rites for the undergraduates and the commencement exercises for the graduating class.

Selection of Honor Students (cont’d) 4. Protests, if any, should be filed with the Office of the Principal by the candidates and their parents/guardians, within five (5) working days before the recognition/graduation rites and shall be settled by the Division Office not later than three (3) days before the recognition/graduation rites. Selection of honor students in the special class should follow the guidelines as in the regular class.

An effective curriculum for students who are gifted is essentially a basic curriculum that has been modified to meet their needs. • The unique characteristics of the students must serve as the basis for decisions on how the curriculum should be modified (Feldhusen, Hansen, & Kennedy, 1989; Maker 1982; TAG, 1989; VanTassel-Baska et al., 1988).

The Gifted Students