Dec 6. FRS Curriculum Guidebook[1]

8/8/2019 Dec 6. FRS Curriculum Guidebook[1]

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DRAFT

Family Rural School CurriculumFramework and Implementation Guide

Jointly Prepared by the:

- Palanog Family Rural Association, Inc.- Capoocan Family Farm Association, Inc.- DISOP-Family Rural School Project Team


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Contents

Foreword iiiAcronyms iv

Chapter 1 Introduction 11.1 Background 11.2 Rationale 31.3 Curriculum Aims 41.4 Curriculum Objectives 41.5 Broad Learning Outcomes 51.6 Interface with Post-secondary Pathways 5

Chapter 2 Curriculum Framework 62.1 Design Principles 72.2 Curriculum Structure and Organization 7

2.2.1 General Education 82.2.2 Personalized Learning: Enterprise Creation 82.2.3 Convivencia: Values & Spiritual formation 92.2.4 Time allocation 10

Chapter 3 Curriculum Planning 113.1 Guiding Principles 113.2 Progression 113.3 Curriculum Planning Strategies 13

3.3.1 Catering for learner diversity 133.3.2 Developing a coherent curriculum that suits learners needs133.3.3 Integrating learning with assessment 13

3.4 Managing the Curriculum 143.4.1 Areas of work 143.4.2 Roles of other stakeholders 14

Chapter 4 Learning and Teaching 154.1 Knowledge and Learning 154.2 Approaches and Strategies 15

4.3.1 Choosing appropriate strategies: fitness for purpose 154.3.2 Self-Learning Modules 174.3.3 Life-long skills 17

4.4 Classroom Interaction 184.4.1 The roles and interaction of students and tutors 184.4.2 Personalized Approach to Teaching 184.4.3 Tutor Coaching & Mentoring 18

4.5 Learning Community 19

Chapter 5 Assessment 205.1 The Roles of Assessment 205.2 Assessment Objectives 20

5.3 FRS Assessment 205.3.1 Guiding principles 20

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5.3.2 School assessment practices 225.4 Community Assessment 23

5.4.1 Guiding principles 245.4.2 Assessment design 245.4.3 School-based Assessment (SBA) 245.4.4 Standards and reporting of results 24

Chapter 6 Learning and Teaching Resources 276.1 Function of Learning and Teaching Resources 276.2 Guiding Principles & the FRS Philosophy 276.3 Commonly Used Resources in the FRS 27

6.3.1 Self-Learning Modules 276.3.2 Secondary School References 28

6.3.3 Community resources 286.4 Flexible Use of Learning and Teaching Resources 28

6.4.1 Developing school-based learning and teaching resources28

6.4.2 Catering for learner diversity 286.5 Resource Management 30

6.5.1 Sharing of learning and teaching resources 306.5.2 Managing resources in schools 306.5.3 Accessibility of resources 306.5.4 Community library 30

Appendices

1 Facilitating the General Education 312 Facilitating the Personalized Enterprise Learning 323 Facilitating Convivencia (Chat, Talk & Get-Together) 384 Planning and conducting the Field Study 395 Conducting the Professional-Technical Assistance 406 Conducting Synthesis and Conclusion 417 An example of a strategy of helping OSY to fulfill their potential 428 Sample Technical Enterprise Workbook on High Value Crops

Production

Glossary

References

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Foreword

This document is designed to provide the rationale and aims of the FRS curriculumfor the family rural schools of Palanog (Tacloban City), and Capoocan, Leyte. This isfollowed by chapters on the curriculum framework, curriculum planning, pedagogy,

assessment and use of learning and teaching resources. One key conceptunderlying the secondary curriculum is that curriculum, pedagogy and assessmentshould be well aligned. While learning and teaching strategies form an integral part ofthe curriculum and are conducive to promoting learning to learn and integraldevelopment, assessment should also be recognized not only as a means to gaugeperformance but also to improve learning. To understand the interplay between thesethree key components, all chapters in this document should be read in a holisticmanner.

This Implementation Guide is jointly prepared by the family farm/rural schools ofPalanog and Capoocan and of the DISOP-FRS Team. This Guide is recommendedfor use in family farm/rural schools.

Both the Palanog FRS and Capoocan FFS will keep the subject curriculum underconstant review and evaluation in the light of classroom experiences, student-learners performance, and the changing needs of students, their families, and thecommunity. All comments and suggestions on this Implementation Guide may besent to:

FRS Pedagogical Team (FRSPT)Curriculum Development ServicesPalanog Family Farm SchoolBrgy. 12 Palanog, Tacloban CityE-mail: [email protected]

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mailto:[email protected]:[email protected]


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Acronyms

ALS Alternative Learning System

A&E Accreditation and Equivalency Test

CAO City Agriculture Office

DA Department of Agriculture

DepEd Department of Education

DSWD Department of Social Welfare and Development

FPRA Formation of Parents and Responsible Association

NPT National Pedagogical Team

FRS Family Rural School

FFS Family Farm School

FLT Functional Literacy Test

CFFS Capoocan Family Farm School

PFRS Palanog Family Rural School

AD Araling Dalaw

TP Talakayang Propesyunal

BT Bulig Teknikal

GE General Education

PEL Personalized Enterprise Learning

PELP Personalized Enterprise Learning Plan

TEW Technical Enterprise Workbook

CEFE Competency-Based Economies through Formation of Entrepreneurs

BP Business Plan

BIP Business Improvement Plan

TESDA Technical Education & Skills Development Authority

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Chapter 1. Introduction

This chapter provides the background, rationale and aims of the FRS Curriculum,and highlights how it articulates with the basic secondary curriculum, post-secondaryeducation, and future career pathways of student-learners.

1.1 Background

The FFS/FRS concept that has spawned an international movement had humblebeginnings. It was an answer to the development challenges faced by a small ruraltown southeast of France in 1935.

As practice grew widespread in other countries, the farm school evolved to become acenter for alternative, responsive and relevant education to the youth and theirfamilies. It is alternative, because it follows a unique pedagogy, the alternating cycle.It is responsive and relevant because it is contextual and community-demand driven.

The concept came to the Philippines in 1986 and in 1988, the first school wasestablished in Dagatan, Lipa City, Batangas. Today, there are 13 schools located inseveral provinces all over the Philippines. These provinces are Lanao del Norte,Batangas, Aurora, Iloilo, Negros Oriental, Oriental Mindoro, Camarines Sur, Cebu,Northern Samar and Leyte.

In June of 2010, the Philippine Federation of Family Farm Schools, Inc., through theDISOP-FRS Project Team, launched an assessment of existing family farm schools.The activity aimed to evaluate application of the Four Pillars of FRS system by usinga self-assessment tool. The Four Pillars is the conceptual framework and system ofthe family farm/rural school. It is composed of the aims, which include IntegralFormation and Rural Development, and of the means to attain those aims, which

point to the Alternating Cycle and Rural Associations. Integral Formation meansthat the learners of the farm school are not only entrepreneurial and ready for theworld of work (the professional aspect) but they are also equipped with thenecessary values, interpersonal and intrapersonal skills, spirituality and morally-sound decision making (the human-social, moral spiritual aspect). Rural developmentmeans improved income, civic consciousness and human formation for rural families.Alternancia is a relevant system where learners spend time inside the school andoutside in the real world of work and enterprises. Rural associations are peoplesorganizations tasked with helping sustain the school and thus serve as vehicle forrural development.

It is noteworthy that there is no single model in place at the moment because the

family farm/rural schools are pursuing different curriculum which they call formationplan. Because of this, the concept and basic orientation of the real FRS system arenot actually followed. Among the other issues that have become a daily part of mostschools include sustainability, competence of tutor-facilitators and School Directors,the setting of FRS standards, and the need to sharpen targeting system as regardslearners.

Quantitative results and analysis show an apparent weak implementation of the FRSsystem, in other words, failure to adhere to the Four Pillars among the existing familyfarm schools. In the same month, an external party confirmed results in some of theschools.

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Enhancing FRS practice in the Philippines

The FFS/FRS system was designed so that the farm/rural schools can concretelycontribute to rural development through improved income of learners families. Theway to improve income of rural families is creation or improvement of familyenterprises. Alternancia, through in-school and off-school periods, ensures that

students earn while they learn. Entrepreneurship and skills development then areimportant components that must be emphasized as soon as the student steps into afamily farm/rural school.

Quite obviously, good curriculum models abound. And while each has limitations,there are many elements that can be replicated and adapted to the family farm/ruralschool context. For this reason, the Federation must lend itself to initiate theapplication of these models in the various contexts of member-schools but allowthem to modify as they see them fit.

That family farm/rural school solution is nowhere more needed than in thePhilippines. Rural communities languish in the quagmire of poverty. Decent living is a

distant dream for many. Incomes of rural families are at dismal low. Most graduatesof the formal school are jobless and unskilled. They are, oftentimes, unprepared forthe world of work and real life settings.

The old farm/rural schools failed to live up to expectations. While most of the featuresof the farm school pedagogy such as contextual teaching, formation planning,alternating cycle and the different means of formation are present, they were not ableto hit the bigger objective which is rural development through improved income,holistic human formation, and civic consciousness for the rural families. In fact, it wasobserved that Araling Dalaw and Talakayang Propesyunal were not directly aimed atcreating or improving the existing enterprises of families.

In the family farm/rural school setting, Araling Dalaw or field studies are done so thatthe learners will know firsthand the technologies and information he needs for hischosen enterprise. In old FRS, students do not have enterprises until they reach theirthird or fourth year. Talakayang Propesyunal and similar activities are supposed tobe regular inputs during enterprise implementation, assessment/diagnostics,revisions, among others, from experts to guide the learners in actual conduct of theenterprise. In most family farm schools, home periods have become rest periodand no longer given focus as time to earn. The correct practice is that school periodis time for learning and off-school or enterprise period are time for learning andearning. Also, most graduates of existing FRS are, like the graduates of formalschools, ill-equipped for work or enterprise implementation. No wonder, theres adearth of entrepreneurs among graduates of the FFS/FRS.

The FRS curriculum was formulated to provide the overall direction for thedevelopment of out-of-school youth (OSY) in rural areas of Tacloban City. Thecurriculum framework stipulates use of the DepEds Basic Education Curriculum as itshares all the generic skills involved in the study of humanities subjects, such ascritical thinking, communication, and interpersonal skills. In addition, the FRScurriculum aims at assisting students to develop the essential skills needed for life-long learning, productivity, and enterprise creation. Of similar importance is thecompulsory re-introduction of values and spiritual education that must be provided tothe learners alongside other technical learning experience. The parents believe thatthe FRS must build character first before ever building other skills.

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Curriculum in existing Family Farm Schools

There are at least three curriculum tracks being followed by family farm/rural schoolsin the Philippines at the moment. Nine family farm/rural schools follow the BasicEducation Curriculum. Three schools currently adopt a modified Alternative LearningSystem (ALS) for their student-learners who are basically out-of-school youths. Theabove practices are not enough. There has to be a unique FRS curriculum.Obviously, the ways to operationalize the family farm school solution is to have aunique, relevant, responsive and community-driven curriculum which is non-existentin Philippines farm schools at present.

Aware of this problem, the FRS Project Team acted as a local pedagogical team anddecided to develop the FRS curriculum through a pilot school, the Palanog FamilyRural School. The Project Team was in the best position to act, together with theparents and members of PFRA, as local pedagogical team.

The FRS curriculum has evolved from the standard formation plan of existing family

farm schools that cater to regular secondary students. The said formation plan putsmore emphasis on academics but lesser focus on enterprise creation. The newcurriculum is consistent with the general directions set out by DepEd but extends theknowledge, technical skills, and values and attitudes that learners develop throughthe enhancements of Convivencia and the greater emphasis on entrepreneurship.

1.1 Rationale

In most rural areas, economy has always been on the downside. In particular,agriculture has become irrelevant and in fact taken the backseat. In equipping theyouth for this new socio-economic environment, the proposed curriculum provides

them with a solid foundation of knowledge about entrepreneurship. The growingpopularity of enterprise creation, especially in urban areas, has developed andrubbed on the minds of rural folks. Thus, the introduction of entrepreneurship opensup opportunities for rural enterprising youths with strong interest in this field topursue and hone their future career.

The FRS Curriculum, when given emphasis in the family rural schools, providesopportunities for student-learners to develop generic skills, such as communication,interpersonal, information-processing, problem-solving and critical thinking, andincluding decision-making skills for life-long learning. Capitalizing on opportunitiesarising from the proliferation of microfinance institutions and service providers, it willhelp learners to become self-employed.

The FRS Curriculum also develops students adaptability, which is required in arapidly changing society. On completing the curriculum, they should have acquiredrelevant knowledge and concepts, and should have developed a range of technicaland generic skills that can be applied in various contexts, especially withinagriculture, services, as well as in the industries sector. By providing a wide range oflearning experiences, family farm/rural schools enables students to explore differentpathways for further study and careers. These might include the academic study of,for example, agribusiness, resource conservation studies, environmental studies, orcareers in a service-related industry.

The family farm/rural school is a complex field of study. Directly or indirectly, itinvolves a variety of disciplines related to the understanding of enterpriseimprovement and business creation. Its multi-disciplinary nature will complement

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students learning in other subjects.

This curriculum adopts an approach that enables students to acquire a broadknowledge and understanding of the local economic situation and industry. Whetherthey are taking this subject with a view to future employment or academic pursuits,student-learners will acquire the basic knowledge upon completion of the four-yearFRS course. The family farm/rural schools takes on a contextual teaching andlearning approach as it aims at equipping the learners with specific skills consistentwith his chosen field. It puts greater emphasis on skills applications in the workingenvironment.

1.2 Curriculum aims

The aims of this curriculum are to enable student-learners to:

(a) enhance their awareness on the importance of agribusiness and creation of

family-based enterprises to spur local rural development;

(b) recognize the importance of their role as successors of existing family enterprisesand as catalysts in pursuit of local socio-economic development;

(c) develop the intellectual capacity for life-long learning through the application ofrelevant concepts and knowledge in enterprise development to daily situations;

(d) appreciate the positive values and attitudes that contribute to the sustainability ofenterprise and/or chosen field of career; and

(e) help explore pathways for further studies in post-secondary institutions and for

future life-long career.

1.3 Curriculum Objectives

Student-learners are expected to master the skills to develop a range of specific andgeneric skills, including effective communication skills, information-processing skills,critical thinking skills, creativity, and problem-solving skills. They are expected todevelop knowledge and understanding to use resources sustainably and beproductive, develop oneself and a sense of community, and expand ones worldview.

Secondly, student-learners are expected to apply appropriate enterprise planning

and development skills in a wide range of trade, industry and service-relatedsituations. Thus, they are expected to cultivate positive values and attitudes that willenable them to succeed in their chosen field of endeavor. The curriculum shouldmake them appreciate the importance of integrity and ethical behavior in agricultureand in any industry, and apply this to daily life situations. The learners and theirfamilies should also be able to acquire understanding of the personal qualitiesrequired for successful work such as courtesy, initiative, adaptability, flexibility, andcollaboration, among others.

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1.4 Broad Learning Outcomes

By the end of the course, student-learners should be able to:

(a) choose relevant career that suit their skills and interests that will provide themwith very practical business tools for use within an existing business or for starting anew business with emphasis on the key aspects of entrepreneurship and businessplanning;

(b) demonstrate effective application of technology skills, communication skills,problem-solving skills and critical thinking skills;

(g) demonstrate the basic principles and skills in business planning anddevelopment;

(h) demonstrate life-long skills through class discussions, simulation/role-plays andactual enterprise project work; and,

(i) demonstrate, through actual application, the development of an enterprise fromthe conceptual stage onto its implementation.

1.5 Interface with Post-secondary PathwaysThe FRS Curriculum takes off from the student-learners prior learning experiences.Through the family farm/rural school, learners should have acquired a basicknowledge and understanding of social, economic, cultural and environmental issuesthrough the study of subjects such as Araling Panlipunan, science integration,business planning and development, and humanities. They will also have developed

generic skills, geographical concepts, knowledge of local, national and world history,and an understanding of economic activities, environmental issues and humanneeds, all of which are needed as a foundation towards future career.

The FRS Curriculum enables students to explore different pathways for further studyand/or careers. These might include tertiary level study of such areas as agricultureand farm management particularly in crops and livestock, enterprise and businessoperations, environmental studies, or possible careers in teaching (as FRStutors/mentors).

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Chapter 2. Curriculum Framework

The curriculum framework for the family farm/rural school embodies the keyknowledge, skills, values and attitudes that student-learners, who are basically out-of-school youth (OSY), are to develop. It forms the basis on which the parents, theassociation officers & members, and tutor-monitors plan their curriculum and designappropriate learning, teaching and assessment activities.

Figure 1 shows the schematic diagram of the FRS curriculum framework. The headrepresents the FRS student-learner as a finished product or the result of the familyfarm/rural schools integral formation. The upper-body represents the PersonalizedEnterprise Learning or PEL as the central component of the curriculum in which it issupported by three component-cornerstones. The legs represent the Values/Spiritualformation, which is considered as the foundation for the entire curriculum. GeneralEducation or GE being the left-hand, has a direct relationship to PEL and Values andSpiritual formation. This means that GE is not an isolated area for learning; it must becontextualized to the needed values/spiritual learning area as well as to the creation

or improvement of learners enterprise (PEL). The formation for parents and theresponsible association or FPRA as the right-hand is directly linked to PEL andValues/spiritual formation. Parents and the responsible association must alsoundergo formation so they will be able to contribute to the PEL and Values/spiritualformation of learners.

Fig. 1. Total-Human Framework

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PELPELPTEWBP/BIP

Values/SpiritualFormationChatsTalksGet-Together

GEALSModulesA&ESessionsTLEModules

Formation forParents andResponsibleAssociation

(FPRA)

FRSStuden

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2.1 Design Principles

The curriculum design follows the following principles with an acronym ofPPHADD:

Participatory - Learners, their families and other stakeholders must be involvedin teaching- learning process in the Family Rural School. This acknowledgesthat learners are active not passive participants in their own transformationand that other stakeholders have as much role in their success. Learning inFRS demands various stakeholders families, skilled tradesmen, shopowners, training service providers, government and non-governmentinstitutions to extend assistance in training, provision of resources,facilitating the setting up of enterprise or employment placement.

Personalized Learning in FRS is personalized in the context of theimprovement of a student-learner in the process of developing her

capabilities, values and personal aptitudes. FRS provides premium topersonalized formation activities such as PEL, personalized tutoring in GE,Chat, and Family Visitations.

Alternative Learning in FRS must provide an alternative to the structured andclassroom-oriented type of learning which has marginalized a significantportion of the young population because they fail to see its relevance to theirown needs (e.g. to earn a living).

Holistic - A successful learner is one who is able to develop not just his mental

faculties, skills and aptitudes but has also developed essential values andvirtues in life that would make him/her cope with the demands of living,interacting with others, contributing to the betterment of society and will bringher to fulfill the ultimate goal of her life- happiness.

Development-oriented - Participating in the FRS should impact on localdevelopment by creating changes that would help solve real problems in thecommunity (e.g. lack of food sufficiency, unemployment). Since the FRStargets youths who have pulled out or are not benefitting from the regularschool system, the FRS is also addressing the marginalization of animportant sector in society underserved youth. Learning in the FRS shouldbe directed at helping learners realize a project that would help not onlyherself but her family and community to gain employment, income andpersonal fulfillment.

Demand driven - The learners primarily targeted by the FRS would want theopportunity to combine work/earning a living with studying. Therefore,learning must be organized around what they desire to do for a living and usethat as this as the context and material for learning.

2.2. Curriculum Structure and Organization

The FRS curriculum is composed of four (4) components: the PersonalizedEnterprise Learning (PEL), the general education (GE), Values/Spiritual Formation orthe convivencia, and formation for parents and responsible association. This further

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explains the total-human framework of the FRS curriculum. This elaborates the aimof the curriculum to develop well-rounded individuals.

2.2.1 General Education (GE). A critical component in FRS teaching and learning isthe General Education (GE). GE utilizes modules from the Alternative Learning

System (ALS) and Technology and Livelihood Education (TLE). Communicationskills, critical thinking and problem solving, self and social studies are areas forlearning in GE. Though there is a prepared formation budget for GE, tutors areperforming a regular learning monitoring and assessment called synthesis toactually determine the real learning needs of student-learners. Learning needspractically refer to learning challenges of the student-learner in her enterprisecreation/improvement. GE involves different strategies in its delivery. One could beself-learning reading and answering tests in the modules, another is through groupsessions. Both strategies can be facilitated or be coached by tutors or by the ALSMobile Teacher.

2.2.2 Personalized Enterprise Learning (PEL). A central component of the FRScurriculum is the Personal Enterprise Learning. This component is meant to create orimprove student-learners enterprise together with her family. There are two kinds ofpersonal enterprise learning according to category of student-learners: the enterprisecreation personal enterprise learning (for Category B) and the enterpriseimprovement personal enterprise learning (for Category A). Categorization ofstudent-learners is critical in PEL because it will help facilitate the appropriatePersonal Enterprise Learning Plan (PELP).

The Personal Enterprise Learning Plan or PELP is, as its name suggests, is the planfor learning on the enterprise and plan of activities of the student-learner. It is a

framework upon which guidance, the student-learner will carry out learning andpracticing her personal enterprise learning. It is a learning plan, guide andassessment tool in one document. The duration of the PELP will depend on theenterprise. Included in the PELP are strategies how to effectively gain knowledgeand learning through the so-called FRS means of formation which are: Field Study,Technical Assistance, and Conclusion. Field study is a mechanism in the FRS wherestudents get to actual farms or enterprises and learn firsthand the technologies andall the necessary information to operate their own. Technical assistance is an FRSmechanism where learners take coaching from experts in the enterprise they arepursuing. Conclusion is an assessment process where learners reflect on whetherthey have achieved their PELP targets or not.

Alongside with the PELP is the Technical Enterprise Workbook (TEW). TEW is alearning tool in PEL. It aims to simplify the PEL component of FRS curriculum. It is astudent-learners workbook composed of questionnaires for every topic duringperiods of field studies, technical assistance, and conclusion. Topics in TEW are thesame as reflected in the PELP. So, the accomplishment of TEW is a gauge on howfar the student-learners implementation of her PELP. The same with PELP, one ofthe major learning areas in TEW is the business planning or business improvementplanning. Accomplishing the TEW also means formulation of business plan orbusiness improvement plan.

Implementation of PEL needs a tutor as a facilitator in the following manner:

a. Assist the student-learner in the creation of PELPb. Facilitation of the accomplishment of TEW

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c. Facilitate tie-up with experts on different fields for the learners TechnicalAssistance sessions

d. Facilitate the arrangement of learners Field Studies. Assist the learners incontacting possible areas for Field Studies

e. Ensure the provision of appropriate questionnaires for the learners TEWneeded in the Technical Assistance and Field Studies sessions

f. Upon returning of learner from Technical Assistance and Field Studiessessions, a tutor must facilitate the completion of learners Conclusion inrelation to her Technical Assistance and Field Studies using the TEW

g. Facilitation of planning with learner on proceeding to succeeding topics inthe PELP after accomplishing the Technical Assistance, Field Studies, andConclusion sessions for the preceding topics

h. Coordinate with the responsible association to ensure formal collaborationswith target partners for the implementation of PEL

2.2.3 Convivencia: Values & Spiritual formation. Co-equal with GE and PEL is theValues and Spiritual formation of the youth in the FRS. This component of the

curriculum is its foundation. Values and spiritual formation actually refer to characterformation (positive values that strengthen ones character, relationship with his God aHigher Being and fellowmen, sense of responsibility, citizenship, and a healthyattitude towards life, work and society). The main strategy of FRS in values andspiritual formation is the practice of convivencia. Convivencia is a Spanish termwhich means living together. Through performing chores and other activities,convivencia aims to expose the students and teach them how to correctly deal withdifferent characters of people, various cultures and diverse backgrounds. It also aimsto instill the spirit of cooperation, responsibility, respect, understanding, tolerance andcamaraderie. With convivencia, students are taught interpersonal/social andintrapersonal skills.

Under convivencia, there are Get-togethers, Talks, and Chats. These are activitieswhere the students are encouraged to speak on relevant topics. Get-together is avenue where learners skills, talents and self-confidence are honed. It is also abonding moment for learners and tutors where their camaraderie,interpersonal/intrapersonal skills are developed. Chat is a one-on-one approach offormation focusing on the learners situation, performance, attitude and personalplans. Talks is another venue for values/spiritual formation where resource personsgive discussion on certain topics. These activities must depart from the commonclassroom teaching-learning strategies.

The responsible association and the parents are encouraged to build partnershipswith experts on values/spiritual formation. If the association and the parents can

access resource persons, tutors and the association should always guide the latter,to ensure that their interventions are responsive to the PEL or actual learning need ofthe learners. Like GE, values/spiritual formation should also be aligned to learningneed related to the PEL.

2.2.4. Formation of Parents and Responsible Association. FRS is really a unique wayof educational system in a way that its curriculum is not only driven to provideformation to the student-learners but also to the parents and the responsibleassociation. The aim of this scheme is to mobilize them complementary to learningprocess of the student-learners and of course to empower the parents and theresponsible association.

The program of learning for the parents and the responsible association should focuson the concrete problems as expounded by the parents themselves. This ensures

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their motivation and interest on the learning process. Learning of parents andresponsible association should also be programmed in a holistic manner. Formationsshould not limit to technical skills related to the PEL of their student-learners but itshould also include values/spiritual formation and human/social formation. Inparticular, formations may include topics on civic consciousness, cooperativism andcitizenship. Frequencies of formation for parents and the responsible associationmay be once a month or quarterly depending on their concrete need.

2.2.5. Time allocation. On a per week basis and looking at the FRS alternatingschedule, PEL actually needs 71% of the learning time. GE has only 22% of its timeallocation while Values/Spiritual Formation is 7%. This goes to show that the FRSgives premium to actual practical learning rather than theoretical learning. This alsomeans that, FRS must give due time to the enterprise creation/improvement. Moreso, this is a concrete display of following the principles of PPAHDD.

Fig.2. FRS Curriculum Time Allocation

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Chapter 3. Curriculum Planning

3.1 Guiding Principles

Alternating Cycle, Relevance and Contextual teaching. A curriculum must berelevant, meaning it is not alienated from the realities of the community it serves.This is related to the principle of contextual teaching, which says that teaching andlearning must not exist within a vacuum, rather, it must be situated in the presenttime and milieu. Alternating cycle, the main feature of the Family Rural School,makes this happen. It refers to the interplay between school and enterprise periods.Student-learners spend time in those periods alternately so that they are not onlytrained professionally and intellectually, they are also equipped with workingknowledge of her environment or the community she is in.

Participatory curriculum development. Curriculum development in Palanog FRS wasparticipatory in nature. The curriculum creators were guided by the principle ofpeoples participation. Indeed, without community participation, that curriculum

development process could not have happened. Community participation waspresent in every stage. The process followed the popular dictum: Of the people, forthe people, by the people.

Community-Driven Rural Development. The ultimate aim of a Family Rural School isrural development, which is powered by driving force from the grassroots. Thepedagogical team was guided by this principle. The curriculum was developed insuch a way that ultimately, rural development will be attained through improvedfamily incomes in the communities.

Integral formation. Integral formation is another principle guiding the pedagogicalteam. In this principle, learning is not seen as a one-sided, rather, it takes into

consideration that learning is a multi-faceted entity. It is composed of professional-intellectual, human social and moral-spiritual aspects.

Parents and student-learners determine the nature and outcome of their learning.This is closely related to the participatory principle but it takes it a mile further since itputs the grassroots at its center. The student-learners and parents education arenot determined by the state or any other groups but by themselves.

3.2 Progression

The DISOP-FRS Project Team as pedagogical team did not start from nothing in thiscurriculum development process. Rather, it started from the accumulated

experiences of the community where learning and teaching-the Family Rural SchoolWay, is happening. Based on experience of the communities, the primary and mostimportant feature of the family rural school is its being a learn and earn school. Theteam was guided by this knowledge when it took the first step, which was brandingthe FRS as learn and earn school.

The second step was categorization of learners based on the present enrollees ofthe Palanog FRS. Student-learners were classified into three: Category A for thosewho already have existing enterprises, Category B for those who dont have existingenterprises but has the desire to have one and Category C for those who haveneither of the two. The team recommends that a Family Farm/Rural School shouldprioritize admission of category A learners because they are the most appropriate

clients. The second priority should be the category B learners. The Team also thinksthat the FRS should encourage category C learners to enroll in formal school or pure

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ALS providers. Screening of learners is a very crucial process for the farm/ruralschool because it will determine success or failure of both the school and the learner.

Pursuing integral formation, the third step of the team was to classify learning intoGeneral Education, Values/spiritual formation and Personal Enterprise Learning(PEL). The General Learning modules comprise the ALS modules relevant to

creation or enhancement of enterprises. Example, the following modules: Effectivecommunication, The Interview (ALS Learning Strand 1), Business Math (ALSLearning Strand 2) and Putting Up Your Own Business (Learning Strand 3) are allrelated to enterprise creation and enhancement. The Interview module is veryimportant for the conduct of Field studies and Technical assistance, processeswhich are crucial in pursuing PEL.

The Values/spiritual formation refers to Get-together, Chat and Talks which aretools for pushing human-social and moral-spiritual formation.

PEL refers to the enterprise the learner shall pursue. Under the PEL activities areAraling Dalaw, Talakayang Propesyunal, Synthesis and Konklusyon.

After classifying the learning areas, the team came up with a suggested budget forgeneral learning modules. Relevant ALS modules were edited and consolidated to fitthe needs of PFRS. Again the team was guided by the on-going experience of thePalanog Family Rural School.

Having the curriculum framework and guided by the experiences of Palanog FRS,the fourth step of the team was creation of a Personal Enterprise Learning Plan(PELP) and Technical Enterprise Workbook (TEW) templates.

Tutors are not expected to know it all but they are expected to be great facilitatorsand animators especially in facilitating personalized learning. Since personalized

learning is new, tutors need guides to effectively perform. As an answer to the needsof Palanog FRS, the fifth step of the team was creation of a tutors guide forfacilitating the Personal Learning Plan (PELP) of the learners.

The sixth step of the team was setting of alternancia rhythm which was done in closeconsultation with the parents and association. In setting the alternancia rhythm, theassociation and farm school staff considered the production cycle of differententerprises, the availability of learners and availability of key stakeholders.

Based on the above experiences and guided by the needs of the community, theseventh step was setting the weekly and monthly schedule of activities. The activitiesidentified in the classification and alternancia rhythm stages were rendered in a

matrix. Again, this was done through close working with the community.

The next step was the outputs of the team and community, the PELP and TEWformats with filled-in examples were presented to the association, PFRS staff,parents and learners for critiquing and enhancement. Then on September 15 to 18,2010 the activities in the PELP were subjected to dry-run.

After students drafted their PELP and started business planning, they held fieldstudies and sought technical inputs to help them in the enterprises they are pursuing.

At present, the students are carrying out their PELP and accomplishing the TEW. Forthe learners pursuing High Value Crops production, the City Agriculturist Office hasassigned a technician to assist them. Also, a guideline for screening of learners hasalready been drafted by the team based on the relevant experiences of PalanogFRS.

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3.3 Curriculum Planning Strategies

3.3.1 Catering for learner diversity

An important principle of the FRS is limited number of students for personalizedlearning. This principle takes into consideration the diversity of learners. Students-learners are not one homogenous group, rather they are composed of people withvery different learning needs and motivations, not to mention various backgroundsand cultures. A strategy of this curriculum development effort is taking intoconsideration this diversity of learners, their varied needs, learning styles andinterests. The strategy caters to this diversity. Based on experience, student-learnershave very different interests. An example of this is the difference in enterprises theywant to pursue. One student-learner wants to pursue High-Value Crops Productionanother wants to pursue Furniture Making.

3.3.2 Developing a coherent curriculum that suits learners needs

Another strategy of the team was developing a curriculum thats tailor-fit to the needsof the student-learners and their parents. This is related to the principle ofcommunity-demand driven efforts. A curriculum must not exist apart from theconcrete needs of the target learners but rather it should answer these very needs.An example of this is offering High-Value Crops production to student-learners withexisting crops production enterprises. The needs of the student-learners was how todevelop their existing technology, production and marketing, so the strategy to offerHigh-Values Crops Production as part of the Personal Enterprise curricular offerings.

3.3.3 Integrating learning with assessments

Assessments in the FRS is not a simple mark on a report card or on top of a paper,rather, it is a gauge of student-learners performance as to where she is in relation tothe learning goals he has set. Assessment is part of learning both for the student-learner, their families and the tutor-mentor. FRS assessments are used to determineindividual student-learners progress rather than to compare one student-learnerswork to that of another student-learner. The purposes of assessment in the FRS aretwo-fold: to inform the tutor-mentor, the student-learner and the parent of student-learners progress vis-a-vis stated learning goals and objectives; and to inform thetutor-mentor and school board of the effectiveness or not of curriculum approach andinstructional strategies. Without appropriate assessment, the tutor-mentor and the

school board lack data to make critical decisions about teaching and learning.Assessments should inform the parties concerned about the student-learnersprogress in terms of solving real-life and academic problems. Assessments, the FRSway, are designed to assist student-learners on their learning journeys. It showsstudent-learners where they are in relation to their set goals and allow them to designmeans to make further progress towards those goals. The setting of goals and theirassessment are transparent, collaborative process that engages students-learners intheir own learning. That is, student-learners, their families and tutor-mentors describethe learning outcomes, how assessments shall proceed, and means of reachinglearning outcomes. In the FRS, assessments are directly aligned with stated goalsand objectives. Tutor-mentors, student-learners and parents understand curriculumgoals. Assessments are an update of student-learners progress towards statedgoals and objectives.

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3.4 Managing the Curriculum

3.4.1 Areas of work

The school board or the Associations school committee/parents: Sets curriculumgoals, principles and strategies. It drafts the curriculum itself through a pedagogicalteam, subject to the approval of the entire Association, community and stakeholders.

The School Director and Tutor-mentors: May be called as the executive committee ofthe FRS curriculum. They put into practice the curriculum drafted by the schoolpedagogical team. They suggest ways to improve the curriculum.

The student-learners: They follow the FRS curriculum and in the process contributeways of enriching it.

The Stakeholders: They support the realization of curriculum activities like Field

Study, Technical Assistance and OJT.

3.4.2 Roles of other stakeholders

The BLGU: The BLGU provides the needs of the school in relation to the pursuit ofthe FRS curriculum.

The Blessed Sacrament Parish: Takes charge of the moral spiritual aspect of theFRS curriculum.

The CAO: Provides assistance on the professional-intellectual aspect of the

curriculum in terms of professional inputs to student-learners.The E3:20 (Organization of New Life Church Young Professionals): Takes charge ofthe human-social aspect of the curriculum.

The DEPED ALS: Helps in the General Education aspect of the curriculum providingmobile teachers and self-learning modules.

The Eastern Visayas State University and St. Paul School of Business and Law:Helps in the professional-intellectual aspect of the curriculum by providing technicalinputs to student-learners.

Caibaan Furniture Shop: Accepts Palanog FRS student-learners interested in

furniture making for OJT.

Kitchenitos Restaurant: Accepts Palanog FRS student-learners interested in culinaryarts for OJT.

Honda Cinemar: Accepts Palanog FRS student-learners interested in Small-engineRepair and Servicing for OJT.

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Chapter 4. Learning and Teaching

4.1. Knowledge and Learning

The FRS follows the following philosophy of knowledge and learning:

a. Student-learners seek learning for a variety of reasons to gain skills foremployment/self-employment, to find purpose for their life, to obtain academiccertification, to contribute towards developing their community. Thesemotivations must be considered when designing a learning experience for thelearners.

b. Learners bring into the school a host of prior life experiences. These experiencesshape their disposition for learning as much as they help enhance the learningprocess. Learning must be able to harness these experiences and abilities.

c. The FRS places a strong bias towards contextualized-learning organizing

learning towards a particular problem or project that the learner wants to solve oraddress. In this manner, learning becomes more meaningful for the learner.

d. Learning requires a facilitator or mentor. A facilitator helps organize and designlearning by involving the learner, the family and other stakeholders and providescritical guidance to realize the learning goals set by the learners for themselves.The facilitator is not the expert and does not teach. This demands of him/herthe ability to animate and engage the learners in purposive learning.

e. Learning should allow learners to move through a series of modules if he/shedesires so but with each module enabling him/her to accomplish concrete set ofcompetencies and establish a project within a relatively short time duration.

f. Learning should establish core competencies that would give the learners theoption to obtain relevant academic or national certification from appropriateregulatory bodies or state authorities (e.g. TESDA National TrainingRegulation/Certification, Dep Ed Accreditation and Equivalency Certification).

g. Learning through the FRS must create individuals who have strong work ethicsand family values, are hard working, creative, and resourceful, excel in theirfield/craft, employable/saleable, and are effective problem-solvers.

4.2. Approaches and Strategies

4.2.1 Choosing appropriate strategies: fitness for purpose

In the FRS context, the general strategy of learning is to employ less academicbut more realistic approaches - the basis of the strategy of learning byalternation. Alternation is a combination of theory and practice, but putting morebias in practice. More practice than theory will lead to a more relevant learning.Moreover, the objectives of the alternation are the following:

a. It seeks the learner to become more aware of real situations arising in hisenvironment (community).

b. It develops more the capacity to analyze rather than memorize.c. It seeks to develop understanding of various situations through thecombination of theoretical and practical approaches.

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d. It makes the individual ask about his situation without alienating himselffrom the environment.

e. It is basically learning where roles of parents and other stakeholders aresignificant factor.

In the alternating system of learning, the tutor does not teach, but helps thelearner to learn from real life situations, helps her become more responsible. All ofthese are sources of motivation and works in the pattern shown below:

The strategy ofalternation is not

a mere teaching methodology but more on the practical way of allowing the student-learners to create new enterprises or improve existing enterprises of their families.

In particular, there are teaching and learning strategies that the FRS uses. One iscontextualized teaching-learning (CTL) strategy. The idea of responding to the needof the learners and their families through PEL and the use of synthesis as aprocess, thereby aligning other components of the curriculum (GE andValues/spiritual formation) is CTL by nature. Another strategy is personalizedmentoring which was discussed in Chapter 2 and 4.4 of this Chapter. One of themost effective strategies in FRS teaching and learning is multistakeholdership.Teaching and mentoring in FRS is not solely lodged to the tutors. Experts fromvarious fields and other stakeholders depending on the capability of the responsibleassociation to link with them can contribute to the integral formation of the student-

learners and their families.

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Figure 3. Pattern of Learning

Figure 4. Illustration of FRS alternating system as the main strategy for teaching and learning


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4.2.2 Self-Learning Modules

If PEL uses PELP and TEW as its main learning tools, GE uses self-learningmodules. These modules are classified into learning subjects which includecommunication skills, mathematics, science and health, environment and technology,sociology, community, community relations, entrepreneurship and psychology. Theseself-learning modules are modules from the Alternative Learning System (ALS) andTechnology and Livelihood Education (TLE) of the Department of Education(DepEd). In the FRS setting, these modules are the most suitable learning materialsfor GE though it is encourage to use textbooks and other reference books. Aftercompletely determining the PEL of every learner, it is a must to formulate thesuggested GE budget for the whole academic year. This is a budget of ALS and TLElearning modules. Since this is a suggested budget, it is the tutors discretion toadjust the budget according to the results of regular synthesis sessions.

These modules can be facilitated in four ways. When the tutor perceived that majorityof the learners need to undergo similar module, then that particular module can be

facilitated through group session. When the tutor perceived that there is diversity inlearning need, then various modules shall be distributed to every student-learneraccording to his/her need. Modules can also be brought home for off-school learning.And lastly, if resources are at hand, the most effective facilitation of these modules isthrough e-learning. E-learning is learning through interactive and electronic modulesinstalled in a network of computers. In terms of monitoring, the first three ways needmanual low-tech monitoring while the last one has a database that facilitates fast andprecise monitoring.

4.2.3 Life-long skills

What is important in the FRS model is not academic performance or grades; themost important question is did they learn life-long skills? It is not so much aboutgetting a diploma than it is about learning necessary competencies to prosper in life.Although being ready for higher education is one outcome of studying in the FRS, themost important is being ready for real-life work and future settings.

Because of this, formation in the family rural school focuses more on enterprisecreation and entrepreneurship. The core of the schools curriculum must be hingedon a Personalized Enterprise Learning Plan in the sense that each student shouldhave personalized enterprise learning in the form of an income creation activity thatis of utmost interest to him that fits very well for their enterprise and interests. Thepersonal enterprise learning then reflects the real-life setting and experiences of the

student-learners.

Thus, the ultimate test of success of FRS is the ability of the learner to demonstratethe knowledge, skills and values he/she has learned in FRS in the development andmanagement of an enterprise project or in the application of specific enterprise. Thissummarizes the intention of the FRS to infuse life-long skills on its student-learnersas a critical strategy.

4.3 Classroom Interaction

4.3.1 The roles and interaction of students and tutors

a. Tutor learner relationship.A tutor in the FRS must establish camaraderiewith the learners. He/she must not intimidate student-learners. He/she must not

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apply the carrot and stick policy toinduce an expected behavior from a student-learner. Instead, the tutor must discover and anticipate the student-learnersvalues; he/she must help the student-learner resolve her difficulties. The tutormust give the student-learner the motivation and direction he/she needs tomake her way in the world, on her own.

A tutor in the FRS is required to exert tireless perseverance. A large part of thisperseverance is forged in the tutors contact and personal conversation with eachstudent-learner in the context of friendship that is sincere, courageous, and creative.The chance for dialogue, dealing with others, helping each other, among others, areeffective ways of building friendship with the student-learners. This tutor-learnerfriendship mainly requires clarity and sincerity. A tutor must not employ deceptions.

b. Learner learner relationship. The climate created in the relationshipbetween tutors and learners gradually permeates the relationship among thelearners. The tutor must persevere in facilitating the environment of familiarity andcamaraderie between and among the student-learners.

Camaraderie and familiarity can be established easily if the tutors regularly andreligiously conduct the scheduled Chat, Talks, and Get-Together.

4.4 Personalized Approach to Teaching

The term, personalized formation has to be understood in the context of theimprovement of a student-learner in the process of developing her capabilities,values and personal aptitudes. An educational institution or a system of educationlike the FRS, which facilitates such improvement, favors personalized formation. As a

whole it is essential in formation.

In the FRS, the basic determinant of personalized formation is the Alternating Cycle.The enterprise period is an opportunity for the learner to personally learn thenecessary competencies to create or improve her enterprise together with her family.If a learner is with a technical expert, her coach or mentor is that person. If thelearner is with her parent, her coach or mentor is her parent. During school period, itis an opportunity for the learner to personally learn the necessary competencies inGE or Values Formation aspect that may prepare for her enterprise period.

4.4.1 Tutor Coaching & Mentoring

Tutoring is a guidance process in order to help a person in the process of makingcorrect decisions for himself/herself, in accordance with his/her personal dignity, andmaking him/her capable of applying it to every situation he/she may encounter in thefuture.

In the FRS, tutoring is concretized in the following activities:

a. Guiding to develop proper learning techniques to help learners cope with thedemands of the FRS.

b. Facilitate the proper orientation of the FRS system.c. Awaken the learners of their responsibility and involvement in the community.d. Guide and train the learners in making the right decisions in solving their

personal problems.e. Motivate the learners to pursue and persevere on the creation/improvement of

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their enterprise.f. Motivate parents to assume responsibilities in order to facilitate and hone their

learners talents and skills.g. As a tutor, assist and discuss with colleagues and/or experts on tutoring

regarding techniques, methods and procedures to improve tutoring.

Tutoring is either done individually or in a group. Activities like Talks, Get-Together,Synthesis are examples of group tutoring while Chat is an example of individualizedtutoring.

4.5 Learning Community

The learning community of the FRS is the communities situated 30 kilometers aroundthe established FRS. Learners and their families together with various stakeholdersin these communities are encouraged to participate in the FRS learning experience.Their participation will eventually lead to rural development.

The ultimate goal of the FRS is to contribute to rural development. It is thedevelopment of the community where the parents and learners reside. Through thealternating cycle, the learners, their parents, responsible association, governmentinstitutions, non-government organizations, business institutions, the church,technical experts among others, are consciously informed of pressing problems andare motivated to seek possible solutions together. Awareness of the communitysproblems, its real situation is the start of the solution process. In the end, FRS actsas the catalyst for rural development.

Chapter 5. Assessment5.1 The Roles of Assessment

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Assessment is the practice of collecting evidence of student learning. It is a vital andintegral part of classroom instruction, and serves several purposes and audiences.First and foremost, it gives feedback to students, teachers, schools and parents onthe effectiveness of teaching and on students strengths and weaknesses in learning.Second, it provides information to schools, school systems, government, tertiaryinstitutions and employers to enable them to monitor standards and to facilitateselection decisions.

The most important role of assessment is in promoting learning and monitoring thestudent-learners progress. In the FRS, assessments are important since the resultsare typically employed to make critical decisions about the learners and theirfamilies.

The FRS Curriculum hopes to provide a common end-of-school credential that willgive its graduates access to post-secondary study, work, and further education andtraining. It summarizes student performance in the general education including bothdiscipline-oriented subjects and those in the Personalized Enterprise Learning.

5.2 Assessment Objectives

Assessment is an integral part of the teaching and learning process. Its purpose is toinform student-learner regarding their learning progress and for the tutors regardingways to adjust the curriculum and instruction to respond effectively to the learningneeds of students. Further, it communicates to the school community the progress ofstudent-learner in achieving the school's expectations for student learning, course-specific learning and achievement of Personalized Enterprise Learning Plan goals.Assessment results must be continually discussed to improve curriculum andinstruction.

The following assessment objectives are closely aligned with the curriculum

framework and the broad learning outcomes:

Understanding the structure and nature of the various interdependentcomponents (general education, PEL, and values/spiritual formation) of thecurriculum;

Evaluating strategies that can be used to minimize the negative economic,environmental and social impact of creating enterprises and maximizing thepositive one; and,

Applying technology, communication skills, problem-solving skills and criticalthinking skills effectively in the context of enterprise development.

5.3 FRS Assessment

5.3.1 Guiding Principles

The FRS Guiding Principles for Assessment are intended to promote a sharedunderstanding in the assessment of student learning at school, as well as provideguidelines for meaningful and effective assessment practices. These Principles arenot a set of rules or how-tos but are intended as a philosophy to guide how wedevelop our assessment programs.

The FRS Assessment utilizes Course Assessment Plan which stipulates the grading

system within the framework of PELP and the General Education.

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However all assessment within a module should follow the following basic principles:

1.Assessment should be based on an understanding of how student-learners learn.Assessment should play a positive role in shaping the learning experiences ofstudent-learner following the integral formation components such as professional /intellectual, human/social, and the moral/spiritual aspects and the performance in the

General Education.

2. Assessment should accommodate individual learning differences in student-learners. Assessment should be based on the objectives and allow student-learner todemonstrate outcomes in appropriate diverse ways especially with their respectiveenterprises.

3. Assessment should be demonstrably fair to all student-learner. Assessmentpractices should be inclusive and support equity principles. They should cater forboth the student-learner and family support for the implementation of PELP.

4. The purposes of assessment need to be clearly explained. At the beginning of the

school year, student-learner and their parents should know the rationale for choosinga particular form of assessment in its particular context. In this, guidelines by theassociation on who will graduate and who will not should be considered informulating the assessment instrument, see attached guidelines.

5. Assessment needs to be valid. By this, we mean that assessment methods shouldbe chosen which directly measure that which it is intended to measure, and not just areflection in a different way of knowledge, skills or competencies being assessed.Thus, evaluating the achievement of the student-learner must be based on enterprisechosen versus the PELP.

6. Assessment instruments and processes need to be reliable and consistent. As far

as possible, subjectivity should be eliminated, and assessment should be carried outin ways where grades or scores that student-learners are awarded are independentof the assessor who happens to mark their work. The instrument should clearlyreflect the components in the course syllabus as basis of grading system.

7. All assessment forms should allow student-learner to receive feedback on theirlearning and their performance. Assessment should be a developmental activity.There should be no hidden agendas in assessment, and we should be prepared tojustify to student-learners grades or scores we award them, and help students towork out how to improve. Even when summative forms of assessment are employed,students should be provided with feedback on their performance, and information tohelp them identify where their strengths and weaknesses are.

8. Assessment should provide tutors and student-learner with opportunities to reflecton their practice and their learning. Assessment instruments and processes shouldbe the subject of continuous evaluation and adjustment. Monitoring and adjustmentof the quality of assessment should be built in to quality control processes.

9. Assessment should be an integral component of course design, and notsomething bolted on afterwards. Learning and teaching elements of each coursesyllabus should be designed in the full knowledge of the sorts of assessmentstudent-learner will encounter, and be designed to help them show the outcomes oftheir learning under favourable conditions like relationship with the module and in theactual implementation of their PELP.

10. The amount of assessment should be appropriate. Student-learners' learningshould not be impeded by an overload of assessment requirements, nor should the

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quality of the teaching conducted by tutors be impaired by excessive burdens ofassessment tasks.

11. Assessment criteria need to be understandable, explicit and public. Student-learners need to be able to tell what is expected of them in each form of assessmentthey encounter. Assessment criteria also need to be understandable to employers

(OJT), parents and the association.

5.3.2 School Assessment Practices

A range of assessment practices such as oral questioning, tests and examinations,projects and field trips and familiarization visits, is used to promote the attainment ofthe various learning outcomes. However, tutors should note that these practicesshould be an integral part of learning and teaching, not add-on activities.

Assessment chart follows the alternating cycle of the FRS curriculum. TheExternal Assessment is administered during enterprise period through thestudent-learners enterprise / business progress for Category A, and thestudent-learner performance in the practicum for the Category B. TheInternal Assessmentis done during the school period with the student-learneracademic performance gauge through the written exam and class

participation.

Commonly used Assessment Practices

Oral questioning. Oral questioning does not need to be confined to languagesubjects it may be helpful in other subjects also. Teachers are encouraged to tryusing oral assessment as it can be a valuable supplement to conventionalassessment methods and can also help students to improve their oralcommunication skill.

Tests and examinations. Tests and examinations are widely employed in everydaylearning and teaching. In devising the items, an effort should be made to includequestions with different demands and of different types (such as multiple-choice,

data-based and essay-type). A variety of items should be used to assess a widerange of skills, including creativity, critical thinking and problem-solving skills.

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Assessment of

student-learnerPerformance

External Assessment

(Enterprise Period)

Enterprise / BusinessPracticum

Internal Assessment

(School Period)

Written ExamClass Participation


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Role Play. Role-play is important for simulating real-life situations and bridging thegap between academic knowledge and actual practices. Simulations help students todevelop their critical thinking skills and also provide a way of assessing theirperformance on practical tasks, which cannot be done through paper-and-pen tests.Role-play exercises can introduce students to the concept of team-building byengaging them in pair or group work, and engage them in analytical thinking andinvestigation to explore the interdisciplinary nature of enterprise development.

Field Studies. Field studies have many applications in different subjects, rangingfrom collecting samples or specimen to reflecting on visits or study tours. In the FRS,student-learners have the opportunity to explore the real contexts in the community.This calls for keen observation, mastery of concepts and skills, and accuraterecording. Field studies can often contribute significantly to establishing goodrelations between the school and the community and can be very rewarding forstudent-learners.

5.4 Community Assessment

In the context of rural development, the community will assess the performance ofthe school in the delivery of the FRS four pillars. Emphasis of the exercise will bemore on the schools capacity to implement the pillars and its contribution to alldevelopment dimensions not limited to economic, social (human formation and civicconsciousness), and environmental aspects.

Prior to the establishment of the school, a Baseline Survey shall be conducted alongwith Participatory Rural Appraisal (PRA) exercise covering the area of operation.The results shall be used during the assessment period to gauge the progressagainst the desired goal of the school. On the capacity of the school as implementer,OCSA tool shall be administered together with SWOT analysis during theassessment. See attached tools - OCSA template and manual, SWOT and PRA.

5.4.1 Guiding principles

1. Assessment should provide a clear picture of the school operation impact in thecommunity based on the "need-based principle". This will look into the relevance ofthe baseline and PRA result and the issues addressed by the school.

2. Assessment instrument and processes should reflect the level of communityparticipation. All processes shall have consultation with the community as the majorstakeholder of the project. This should be given weight in the instrument. Theexercise shall be administered in all levels, from the direct beneficiaries, theimplementers and other stakeholders.

3. Assessment should give emphasis on the sustainability of the school. This shalldig into the capacity of the school to a long-term provision of an alternative educationin the community. Further, this shall look into the strength of the school in networkand linkage building, fundraising and promotion strategies.

4. Assessment should be fair and evidence-based. The process and the procedure incarrying out the exercise should be clear to the evaluators that the exercise shall beadministered objectively and based on facts and concrete evidence.

5. Assessment result should help the school reflect on its Strength and Weaknesses,Opportunities and Threats. This shall be carried out and participated by all players toallow them to voice out their ideas and opinions that would help the assessment.The subjectivity of the process would help pinpoint the areas for improvement forfuture planning.

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6. Assessment result should be presented to the implementer, stakeholders anddirect beneficiaries. Validity of the assessment result shall be solicited during thepresentation. Transparency of the program and full knowledge of the community inthe school operations would encourage support and trust among implementers.

5.4.2 Assessment design

Since the four pillars are the basis of curriculum framework of the Farm school, thesame shall be the center of the assessment. Utilizing the FRS Four Pillarsassessment tool (see attached), the instrument could be delivered through FocusedGroup Discussion (FGD), workshop and interview.

The appraisal instrument is designed to determine the extent of adherence of familyfarm/rural schools to the FFS/FRS system otherwise known as the Four Pillars,which covers the Alternancia, Integral Formation, Association and RuralDevelopment.

5.4.3 School-based Assessment (SBA)

In the context of community assessment, school-based assessment refers tocommonly used assessments administered in schools and marked by the studentsown teachers. The primary rationale is to enhance the validity of the overallassessment by extending it to include the assessment of a range of specific andgeneric skills that can be applied in various contexts both within and beyond theenterprise industry.

The key learning outcomes to be assessed are as follows:

- Demonstrating effective technology skills, communication skills, problem-solving skills and critical thinking skills;

- Demonstrating life skills through class discussions, role-plays and project work;- Identifying strategies that can be used to minimize the negative economic,

environmental and social impact of tourism and maximize the positive one;and,

- Understanding the development of an enterprise from the conceptual stagethrough to its implementation.

-It should be emphasized that assessments based on student performance over anextended period of time and developed by those who know the students best, theirsubject teachers, are more reliable. Please see attached course flow.

5.4.3.1 Rules in the conduct of Assessments

1.1 Assessment shall be conducted in accordance with the Principles of Assessment(see 5.3.1).

1.2 Detailed information on assessment requirements for the course shall be set outin the course syllabus outline (see separate module outline procedures).

1.3 The pattern of assessment shall be determined and monitored by the Tutors aspresented in 5.3.2.

1.4 Assessments shall recognize competencies and achievements, maintain

standards and support entrepreneurial recognition.

5.4.3.2 Grades

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2.1 The results achieved by a candidate in course shall be graded utilizing the criteriain the course syllabus.

Below are the criteria in grading based on Course Assessment Plan from CourseSyllabus which will be the basis for the final grade.

Grading Areas % Verification

Objectives 10% Revitalize, sustain FEP, increase in incomeField Studies 10% Success factors & inputs incorporated in the FEPTechnical Assistance 10% Improved technology adapted into the operationConclusion 10% Concrete results shown in businessPracticum 15% Skills acquired, success in applicationBusiness Plan Based on Rubrics scorecard

Market Study 5%Production/Technical

Study

5%

Operation & Management 5%Financial Study 5%Validation/Viability Test 5%

Enterprise Workbook 10% Consistency with PLP & Business PlanGeneral Lessons 10% Scores & ratings in pre/post testsTotal 100%

Performance indicator:

Excellent - 90% to 100%

Very Good - 85 % to 89%

Good - 80% to 84%

Passed - 75% to 79%

Failed - 74 % below

5.4.4 Standards and reporting of results

Flow chart of reporting and feedbacking. The FRS system is a facilitated teachingand learning structure that allows the leaner to explore the areas of interest prior tothe Tutors assistance in the learning process.

The reporting follows the ascending flow. The PELP and Course syllabus are themain assessment reference in the grading system. This guides the Tutors rating of

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the Student-learner performance through the internal and external learningenvironment. Performance of the student learners in those environments assessedthrough home visits, practicum performance, classroom participation and exams areforwarded to the School Director. Issues and concerns of the student-learner on theschool performance are presented to the Board of Directors if not settled at theSchool Directors Level.

The Feedbacking follows the descending flow. Major issues in the school operationthat requires deliberation and approval by the Board are decided and approved at theBoard of Director Level. Results of the deliberation from the Board of Director'smeeting are channeled to the School Director and discussed to the Tutors forexecution.

Chapter 6 Learning and Teaching Resource

This chapter discusses the importance of selecting and making effective use of awide range of learning and teaching resources, including textbooks, to enhancestudent learning. Schools need to select, adapt and, where appropriate, develop therelevant resources to support student learning.

6.1 Function of Learning and Teaching Resources

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Board of Director

School Operations ProgressReport

School Director

Student-learnerperformance Report

Tutor

Internal & externalAssessment result (PELP,

Course Syllabus)

r

e

por

t

i

ng

feedba

cking

Student-Learner

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The function of learning and teaching resources is to provide a basis for studentslearning experiences. Learning resources include not only textbooks, workbooks andaudio-visual teaching aids produced by the Department of Education (DepED) orother agencies and organizations, but also web-based learning materials, computersoftware, the Internet, the media, libraries, resources in the natural environment, andpeople in the community. All of these should be drawn upon to help student-learnersto broaden their learning experiences, and to meet their different learning needs. Ifused effectively, they will help learners to consolidate what they have learned, extendand construct knowledge for themselves and develop the learning strategies, genericskills, values and attitudes they need, and thus lay a solid foundation for life-longlearning.

6.2 Guiding Principles and the FRS Philosophy

The following are considerations in the selection and use of self-learning modules,guidebooks and other learning and teaching resources:

- They should be in line with the curriculum aims and contain core elements ofthe curriculum.

- They should arouse students interest and motivate them to engage actively inlearning tasks.

- They should provide access to knowledge to help student-learners progress intheir learning.

- They should present information and ideas accurately and effectively andshould facilitate discussion and further enquiry.

- They should promote independent learning by complementing and extendingthe learning activities inside and outside of the classroom.

- They should cater for learners individual differences by providing a variety oflearning activities at different levels of difficulty.

6.3 Commonly Used Resources in the FRS

Learning and teaching resources such as textbooks, self-learning modules and visualteaching aids assist student-learners to meet the expectations for learning in the FRScurriculum.

6.3.1 Self-Learning Modules

Self-learning modules are a basic resource for learning, but they are not the

curriculum itself. Tutors should exercise their professional judgment in selecting self-learning modules that help student-learners to achieve the learning objectives of thecurriculum. In doing so, the following guidelines should be considered:

- They should be designed to allow flexibility to cater for the diversity of studentsinterests and aptitudes.

- The content should enhance students understanding of the dynamic nature ofthe enterprises and provide an appropriate coverage of the subject area,including both international and local contexts.

- The content should motivate students to examine their attitudes and behaviors,and understand their responsibilities, rights and privileges.

- They should include discussion questions to deepen students understanding

and help them to apply theories and concepts.

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6.3.2 Secondary School References

Student-learners should be encouraged to use a wide range of reading materials orresources for example, reference books, magazines, press releases, reports,surveys, newspaper clippings, maps, pictures, cartoons, drawings and slogans toencourage them to understand real-life contexts. These learning resourcescomplement the self-learning modules and are useful for promoting Reading toLearn. These reading materials help learners to see the relevance of what they havelearned to current developments and issues. Tutors can select suitable resourcesfrom a wide range of sources.

6.3.3 Community resources

The self-learning modules that often fail to catch up with the most recentdevelopments should not bind learning and teaching in the family farm/rural schools.Student-learners and tutors should make use of the wide variety of resourcesavailable in the community for example, brochures, magazines, and maps that may

be available in the community. The School Director should develop cordial workingrelationships with the LGU officials and help develop a reliable databank ofinformation for use in the learning and teaching of family farm/rural schools.

6.4 Flexible Use of Learning and Teaching Resources

Given the variety of possible sources of learning and teaching materials for FRS,tutors should exercise their professional judgment in choosing and adapting the bestof them to support a wide range of topics and suit the needs of different learners.

6.4.1 Developing school-based learning and teaching resources

As teachers need to employ a wide variety of learning and teaching strategies toaddress the different learning styles of their students, they may have to adaptwhatever materials they choose to use. The following points should be consideredwhen using learning and teaching resources for the FRS curriculum:

- Resources should be adapted so that tasks and activities challenge differentstudents at the right level. This will ensure that highly motivated students arechallenged while the less motivated remain engaged in their studies.

- Make good use of the most recent quantitative data and factual information.- Resources such as case studies, scenarios and illustrations must be adapted

to deepen student-learners understandings and provide opportunities forapplication of the theories and concepts learned.

6.4.2 Catering for learner diversity

The resources selected should meet the varied needs and learning styles ofstudents: for instance, some students may respond well to textual information, othersto visual representation, and yet others to resources in other formats. Using a varietyof types of resources can help to develop different cognitive faculties. Whenconducting role-plays, student-learners can make use of learning resources thatinclude magazines, maps, reference books, brochures and guidebooks.

Mode ofPedagogy

Internet anddigital resources

Brochures,illustrations,

Self-LearningModules &

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pictures, etc. Textbooks

Direct Instruction Less motivatedgroups and morevisual learnersrespond well to theuse of interactive

media as it cansustain theirattention.

Enriching a text-centered teachingstrategy with imageswill help visuallearners to

understandingconcepts that aredifficult to explainverbally.In catering forlearners diversity,images and graphicsare useful aids forlearners with limitedverbal understanding.

Good self-learningmodules andtextbooks are reliablelearning andteaching resources

for engagingstudents in teacher-led learning.Workbooks providestudents with aframework forlearning which issuitable for text-centered learnerswho rely on concreteexamples.

Group Discussion Audio-visual aids canbe employed in

teaching practicalskills. They can helplearners to clarifyconcepts for furtherdiscussion of issuesrelated to any subjectmatter.Role-play allowslearners to play thecharacters, and canstrengthen theirunderstanding of theconcepts orprocedures beingstudied, as well asoffer them theopportunities to puttheory into practice.

Images prompt ideas,emotions and

responses in studentsbetter than words do.This enhancesstudents creativethinking skills, andhelps them toformulate inquiryquestions fordiscussion.

Scenarios, casestudies and learning

activities enrichedwith real examplesquoted in textbookscan help students tounderstand andanalyze concepts ortheories throughdiscussion, role-playand enquiry learning.

Role Play Images can engagefeelings, particularlyin role-play. Theyraise studentsinterest in particularinformation so thatthey are keen toengage in enquirylearningexperiences/activities.Other Learning

Activities

Video recordings duringfield visits can be used insynthesis and conclusionsessions to promotestudent discussion.The Internet allowsstudents and tutors toaccess large amounts ofquantitative data andfactual information forenquiry learning on majorconcepts and issues, suchas sustainabledevelopment, marketingand the impact ofenterprise development.

6.5 Resource Management

6.5.1 Sharing of learning and teaching resources

A culture of sharing is the key to the success of knowledge management. Familyfarm/rural schools should make arrangements for tutors and students to share

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learning and teaching resources through the Intranet or other means within theschool. In like manner, tutors should form professional development groups for theexchange of experiences through periodic meetings and/or face-to-face small groupdiscussion.

6.5.2 Managing resources in schools

The management of learning resources is an ongoing process that includesbudgeting, purchasing, organizing and providing access. Resources must beorganized and classified according to their nature modules, books, magazines,technology guidebooks, interactive media and other similar resources.

Having a variety of resources is important and student-learners should have accessto enterprise books, magazines, TV programs and including computer software, ifavailable. In particular, more frequent updating are probably needed for resourcesthat are available from the internet. Finally, resources should be easily accessible toall student-learners.

6.5.3 Accessibility of resources

Students should have access to a wide variety of resources such as books, TVprograms, including computer software. It is useful to set up a learning corner in theschool so that student-learners have easy access to modules, magazines, books,brochures and other resources.

6.5.4 School librarians

Librarians play an important part in supporting the implementation of the FRScurriculum by providing relevant learning resources to promote student-learners

attainment of the curriculum objectives and learning outcomes. The librarian mustkeep on informing tutors about resources that might be useful for supporting thecurriculum. Also, the school should promote the ethical use of resources by citingsources, copyright and intellectual property issues, among others.

APPENDICES

Appendix 1. Guide For Facilitating the General Education of the

FFS/FRS Students

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For Whom Is this Guide?

This guide is intended for tutors who are tasked to facilitate the execution ofthe General Education in the FRS.

What is General Education (GE)?

It refers to the relevant academics intended to develop the professional-intellectualaspect of the student-learners. It also includes A&E

Dec 6. FRS Curriculum Guidebook[1]

Documents

Transcript of Dec 6. FRS Curriculum Guidebook[1]