The document summarizes the key reasons for implementing the K to 12 basic education program in the Philippines. It discusses that the previous 10-year basic education system was inadequate and did not properly prepare students for employment or further education. It also notes that the Philippines was out of step with international standards of having 12 years of basic education. The K to 12 program aims to develop students' skills and competencies based on global benchmarks over 12 years of education to better prepare them for the future.
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
The document discusses the National Competency-Based Teacher Standards (NCBTS) framework for Philippine teachers. It describes the NCBTS as defining effective teaching and providing a single framework to guide teacher development. The NCBTS contains 7 domains that describe the knowledge and skills of effective teachers, including social regard for learning, learning environment, diversity of learners, curriculum, planning/assessing/reporting, community linkages, and personal growth. It emphasizes the importance of helping all students learn and recognizing individual differences. The document provides details on various strands within each domain and their related performance indicators.
The document outlines the 7 domains of the Philippine Professional Standards for Teachers (PPST), which were created by the Department of Education to establish standards for teacher quality and professional development. The PPST improved upon the previous National Competency-Based Teacher Standards to better address changes in education brought about by the K-12 reform program and 21st century learning needs. The 7 domains cover teachers' content knowledge and pedagogy, learning environment, diversity of learners, curriculum planning, assessment and reporting, community engagement, and personal growth.
The document defines learning targets and their components. Learning targets are statements that describe what students should know and be able to do by the end of a unit of instruction. They include educational goals, which are general statements, and educational objectives, which are more specific statements of expected student performance. Highly precise performance objectives have four elements - performance, condition, criterion, and audience. The document also describes different types of learning targets, including knowledge, reasoning, skills, products, and dispositions. Finally, it outlines some common sources used to develop learning targets, such as Bloom's Taxonomy, professional experience, textbooks, and existing objective lists.
The document discusses the key characteristics of 21st century assessment:
1) Assessments should be responsive, flexible, and integrated into daily instruction rather than isolated events.
2) Assessments need to be informative, using clear goals and exemplars to guide student learning.
3) A variety of assessment methods should be used to accommodate all students and communicate results to stakeholders.
The document discusses the Basic Education Curriculum (BEC) and Revised BEC in the Philippines. It notes that the curriculum includes mother tongue-based multilingual education, universal kindergarten, college and livelihood readiness programs, and specialized upper secondary education. It also features spiral progression and contextualization to make the curriculum more relevant to students. The Secretary of Education stated the 2002 BEC was based on 16 years of study to improve the quality of learning, literacy, and numeracy while inculcating values across subject areas.
The document outlines the Philippine Department of Education's Basic Education Development Plan 2030. The plan's goal is for all Filipinos to realize their full potential and contribute meaningfully to nation building. It identifies 4 critical components to achieve this: 1) Make the curriculum relevant to produce competent, job-ready and responsible citizens, 2) Accelerate delivery of basic education facilities and services, 3) Promote learner well-being, inclusive education and positive learning environments, and 4) Support teachers to improve instruction. Specific strategies are provided under each component to enhance access, equity, quality, resilience and governance in basic education by 2030.
This document discusses three approaches to school curriculum: as content, process, and product. It describes each approach and provides examples. Curriculum as content focuses on transmitting a body of knowledge to students. As process, it emphasizes teaching methods and student learning activities. As product, it formulates behavioral objectives and intended learning outcomes demonstrated by students. The document explores each approach in depth and how they relate to defining and implementing an effective curriculum.
The document discusses global education and the role of the global teacher. It defines global education as a curriculum that prepares students for an interconnected world and teaches them with a worldwide perspective. The United Nations has established six goals for global education to be achieved by 2015, including expanding early childhood education and achieving gender parity. The document also defines a global teacher as a competent educator with skills and values to teach a diverse range of students anywhere in the world using both traditional and modern technologies. Global teachers must understand the interconnected nature of the world and be able to facilitate digitally-mediated learning while respecting different cultures.
The document discusses the rationale for implementing a K to 12 curriculum for basic education in the Philippines. It notes that international test scores have consistently ranked Philippine students low in math and science. With a congested 10-year pre-university program, graduates lack preparation for employment, entrepreneurship or higher education. The K to 12 curriculum aims to enhance quality, implement a decongested curriculum, and better prepare students for their futures through a 6-4-2 system with additional skills development.
The document discusses the teaching of Edukasyon sa Pagpapakatao (EsP) in the Philippines. It outlines the goals of EsP to develop students' ethical character and moral reasoning. EsP aims to guide students to find meaning in life and contribute to Philippine society. The document discusses the key stage outcomes for EsP from grades K-12 and the cognitive, behavioral and affective dimensions of EsP. It also summarizes the guiding principles and various approaches and methods used to teach EsP, including values inculcation, moral development, analysis, value clarification and action learning.
The document discusses trends, issues, and policies in the Philippine education system. It provides a history of the Philippine education system from pre-Spanish era to present. It identifies problems in access to basic education, quality of basic education, and weaknesses in the public school system such as low budgets, teacher shortages, and classroom shortages. It also outlines policies to improve access and quality such as establishing schools in underserved areas, creating teaching positions, and implementing a Social Reform Agenda.
This document outlines various philosophies of education including essentialism, progressivism, perennialism, existentialism, behaviorism, linguistic philosophy, and constructivism. It discusses the key beliefs of each philosophy in terms of why we teach, what we teach, and how we teach. The document also introduces the four pillars of learning: learning to know, learning to do, learning to live together, and learning to be. Finally, it provides an overview of four branches of philosophy related to teaching: axiology, epistemology, logic, and metaphysics.
This document discusses assessment in the 21st century. It defines assessment and outlines 21st century skills. Teachers should be skilled in choosing appropriate assessment methods, administering and interpreting various assessments, and using assessment results to help students learn. There has been a shift from traditional testing to alternative forms of assessment like performance and authentic assessments. Assessment for learning, rather than just of learning, helps ensure students master essential skills and close competency gaps. Performance-based assessments directly measure higher-order skills and approximate real-world tasks. Teachers should construct performance tasks, describe them, develop clear prompts, and establish public criteria and rating scales to evaluate student responses.
This document contains the Code of Ethics for Professional Teachers in the Philippines. It is comprised of 13 articles that establish ethical standards and guidelines for teachers' conduct in their profession, with their students, colleagues, community and higher authorities. The code aims to promote quality education and uphold teachers' dignity while preventing misconduct. It outlines teachers' duties to students, parents, and others, and the disciplinary actions that can be taken for violations of the code.
Presented by Dr. Richlyn Vicente during the 1st Track of CITE3S Seminar entitled Multigrade Teaching and ICT Integration: Challenges to 21st Century Learners, held at Cebbans Garden Resort, Baluan, Gen. Santos City
This document outlines the Enhanced Basic Education Act of 2013, which aims to develop productive citizens equipped with essential competencies through a reformed basic education system. Key points include:
- The basic education system will be restructured to include kindergarten, 6 years of elementary, 4 years of junior high and 2 years of senior high school.
- The DepED will formulate a new curriculum in coordination with stakeholders to ensure it is globally competitive, learner-centered, and responsive to diversity.
- Teachers will receive improved training, and non-education graduates will be allowed to teach subjects with shortages.
- Career guidance will be strengthened to help students choose career paths.
- Strateg
Multigrade teaching involves one teacher instructing multiple grade levels simultaneously. Some teachers may teach two grades while others may teach up to seven grades. It occurs where there are more grade levels than teachers. Factors like cultural, socioeconomic, benefits to learning, and community involvement contribute to multigrade teaching. Teachers face challenges like curriculum planning, attitude, isolation, and varying student abilities but can overcome them with support, resources, and community involvement.
Teaching as a profession requires long and arduous preparation through continuing education to strive for excellence and better serve students. It also demands a dedication to moral and ethical values as well as public service. While not always financially lucrative, teaching provides the satisfaction of positively impacting students which outweighs monetary concerns. Overall, an effective teacher facilitates learning through imparting knowledge that develops students into well-rounded individuals who can contribute to society.
The document summarizes the key aspects of the K-12 basic education program in the Philippines. It aims to standardize the education system to 12 years of basic education, in line with international standards. This will better prepare students for higher education, employment, or entrepreneurship by equipping them with 21st century skills. The K-12 program adds two additional years to the previous 10-year basic education, with specialized tracks for senior high school students. It is designed to address issues like insufficient mastery of competencies and poor performance on international assessments under the previous 10-year system.
Revisions of the Basic Education Curriculum Genesis Felipe
The document outlines the history and development of the Philippine education curriculum from the 1970s to present, including the introduction of the K-12 program which extended basic education from 10 to 12 years to better prepare students for higher education, vocational skills, employment, and entrepreneurship. Major changes included adding 2 years to high school, strengthening the teaching of Filipino and English, and restructuring subject offerings at different grade levels.
Localization and contextualization are important principles in curriculum development and implementation. Localization refers to relating learning content to local information and materials from the learner's community. Contextualization is the process of relating curriculum competencies to a particular setting or situation to make them relevant and meaningful. Both localization and contextualization are mandated by the Philippine constitution and laws like the Enhanced Basic Education Act to foster preservation of culture and regional diversity. The REACT strategy provides a framework for contextual learning through experiences, applying concepts, cooperation, transferring knowledge, and self-directed learning. Teachers should maximize locally available materials and authentic activities from students' lives and interests to effectively localize and contextualize the curriculum.
Jehnie Power Point Presentation in ICT 100 (Spiral Progression)jehnie16
This document discusses the spiral approach to teaching. It avoids major disjunctions between schooling stages, provides continuity, and reduces overlapping topics. The spiral approach allows learning appropriate to developmental stages, shows interrelatedness of topics, and strengthens retention. It reduces congestion, helps non-science majors teach with confidence as topics are revisited, and simplifies how content and processes can be intertwined in a learner-centered way.
The document discusses two international agreements - the Washington Accord and Bologna Accord - related to education systems. It also mentions the structure of the Philippine K-6-4-2 and K-6-4 education systems for primary, secondary, and tertiary levels. The legal employment and disadvantages of a lack of continuity between the two systems are briefly noted.
The Revised Basic Education Curriculum (RBEC) of 2002 aimed to provide students with knowledge, skills, attitudes, and values needed for personal development and contributing to a changing society. It was based on a 16-year study that began in 1986 and recommendations from the Philippine Commission on Educational Reforms. Key features included greater emphasis on reading skills, interactive learning, integrating subjects, and teaching values across all areas. The curriculum structure focused on core subjects like Filipino, English, math, and science, as well as experiential areas like citizenship education. Its desired outcome was to develop patriotic, environmentally sensitive, and God-fearing students.
Secondary education development program (sedp) power pointJohanna Manzo
The document summarizes the Secondary Education Development Program (SEDP) in the Philippines. It was created in 1989 to address problems with the previous 1973 curriculum and improve the quality of secondary education. The SEDP aimed to reform the curriculum, provide teachers with quality materials, improve facilities, and provide staff development opportunities. It established 8 core subjects to be taught across four years of secondary school. The new curriculum was tested in 80 pilot schools across different types of secondary schools before being implemented nationwide.
The concentric circles approach to organizing content involves introducing a subject matter over multiple years, with elementary knowledge provided in introductory years and more advanced knowledge added each subsequent year. A topic is broken into sub-topics that are allotted to different classes based on difficulty. This allows steady, gradual coverage of a topic from basic to full knowledge. It is considered a psychologically sound approach that maintains student interest through revision and presentation of small portions over time to create lasting impressions. Teachers must take care that topics are neither too long nor too short each year.
The document discusses the spiral curriculum, an approach to teaching where basic facts are first introduced without details, and then more details are added with each repetition to help reinforce learning. It is both a sequencing and teaching strategy that exposes learners to concepts and skills through continually revisiting topics with increasing complexity. An example spiral curriculum for science is provided, showing how topics like characteristics of living things are revisited each year with more details. The approach aims to improve retention of concepts while allowing progressive elaboration of topics to broaden understanding.
The document discusses the spiral curriculum approach to teaching. It is a technique where basic facts of a subject are first learned without details, then more details are introduced as learning progresses while relating to the basics, which are reemphasized to aid long-term memory retention. Key concepts are presented repeatedly with increasing complexity. Students "spiral upwards" as new knowledge builds on prior learning, achieving breadth and depth of understanding. This approach serves to review prior concepts and allow progressive elaboration, leading to broadened comprehension and transfer of learning.
This document provides a historical overview of studies conducted on the Philippine education system from 1925 to 2012, which found inadequacies in the basic education curriculum. It then outlines the key features and implementation timeline of the K-12 basic education reform launched in 2012, which extended the K-6 elementary and 4-year high school system to include 2 additional years of senior high school. The reform aims to enhance the curriculum, offer specializations, and better prepare students for higher education or the workforce. However, some argue the reform will increase financial burden on families and government without necessarily improving education quality.
This document outlines key provisions of Republic Act No. 10533, also known as the Enhanced Basic Education Act of 2013. It establishes an enhanced basic education program in the Philippines consisting of at least one year of kindergarten, six years of elementary education, and six years of secondary education made up of four years of junior high school and two years of senior high school. It aims to develop productive citizens equipped with life-long learning and employment skills through a globally competitive and learner-centered curriculum using research-based approaches including mother tongue instruction in early grades. The act also provides for teacher education and training programs to support the new curriculum as well as hiring specialists and practitioners to address shortage areas.
The document describes three approaches to curriculum - as content, process, and product. It explains each approach through examples and reflects on how they interrelate. Specifically, it outlines how curriculum can be viewed as the topics taught, the methods used to deliver instruction, and the learning outcomes achieved by students.
Approaches in teaching and learning k to 12 Charlyn David
This document outlines how literature should be taught in language arts classes. It recommends using literature to teach reading and language arts skills, as literature emphasizes their connections and engages students. It presents themes to explore like appreciating oneself and linking with the world. Literature should be taught based on Philippine works from different periods rather than by genre. Informative texts can complement literary works by expanding themes and teaching media literacy. A communicative grammar approach is advocated using elicitation, generalization, practice, and expansion. Culminating student performances should integrate study strategies and balance individual and group work.
The document discusses the Department of Education's K-12 Basic Education Program. It notes that the current 10-year basic education program in the Philippines leads to underachievement and lacks competitiveness compared to other countries' 12-year programs. The K-12 program aims to enhance the quality of basic education through a decongested curriculum, better preparing students for work, entrepreneurship or higher education. It will involve adding 2 years to the current elementary and secondary levels, bringing the total basic education to 12 years.
1. True - Activities are chosen based on the developmental growth of learners which is a characteristic of human relations-centered curriculum.
2. False - The focus is not on test scores but on solving common problems as manifested by individuals in the group.
3. True - The teacher considers the practicalities of group life which includes circumstances affecting learners.
4. False - The curriculum recognizes that all can learn and succeed, not just the "best".
5. False - The school environment fostered is not one of competition but of solving problems together.
This document provides an overview of the K-12 curriculum in the Philippines, including:
- The learning areas covered from Kindergarten to Grade 12, such as languages, arts, sciences, mathematics, and technology.
- How subjects are taught differently across grade levels, with some only starting in later elementary grades or in secondary education.
- Details on the exploratory and specialization components of Technology and Livelihood Education (TLE) in junior high school.
- An outline of the proposed core subjects and specializations available in senior high school to prepare students for career paths or further education.
An act entitled: “Enhancing the Philippine Basic Education System by Strengthening its Curriculum and Increasing the Number of Years for Basic Education, Appropriating Funds Therefore and for Other Purposes,” otherwise known as the “Enhanced Basic Education Act of 2013.”The K to 12 Curriculum has its overarching goal, the holistic development of every Filipino learner with 21st-century skills who is adequately prepared for work, entrepreneurship, middle-level skills development, and higher education.
The document provides an overview of the goals and rationale behind the MATATAG Curriculum in the Philippines. It discusses how the curriculum aims to equip learners with 21st century skills and produce competent citizens. It also addresses challenges with the previous K-12 program based on assessment results. The MATATAG Curriculum was created through a review process to identify areas for improvement and ensure the curriculum achieves its goals of developing well-rounded learners. The goals of the MATATAG Curriculum for different subject areas like Filipino, English, Science and Social Studies are also outlined.
The document discusses the historical background and development of the K to 12 Basic Education Program in the Philippines from surveys in the 1920s recommending reforms, to the eventual passage of the K to 12 law in 2013. It aims to add two additional years of senior high school to prepare students with life skills, competencies, and qualifications recognized internationally to better prepare them for employment or higher education. The new program vision is for graduates to be empowered, lifelong learners contributing to society. It also outlines the learning goals and features of the reformed competency-based and inclusive curriculum.
The document discusses the Philippine curriculum and education system. It notes that education must adapt to rapid changes. The basic education system includes elementary, junior high, and senior high school. It emphasizes developing skills like critical thinking for the 21st century. However, the document argues that values education in the curriculum has not been effective given issues in Philippine society like corruption. It calls for reforming values formation to better overcome these challenges.
The document discusses the Philippine curriculum and education system. It notes that education must adapt to rapid changes. The basic education system includes elementary, secondary, and post-secondary levels. Preschool education is being incorporated into basic education. The 2002 revised basic education curriculum emphasizes values education and 21st century skills. However, the education system still struggles with ensuring proper values formation given issues in Philippine society. Reform is needed to improve values education in the curriculum.
The document discusses a seminar on the critical issues and emerging development of the MATATAG curriculum. It provides an overview of the MATATAG curriculum, which aims to develop learners who are Makadiyos, Makatao, Makakalikasan, Makabansa. Key aspects of the MATATAG curriculum discussed include the learning areas, values education, peace education, implementation process, and ways to address challenges in implementing the new curriculum.
This document discusses flexible learning options (FLOs) for students at risk of dropping out of school in the Philippines. It defines FLOs and the Alternative Delivery Mode (ADM) program, which uses flexible, nontraditional approaches to education delivery like blended learning, distance education, and e-learning. The document emphasizes that FLOs expand opportunities for marginalized learners and notes challenges like addressing different learners' needs. It provides an example learning plan matrix and encourages reflecting on effectively teaching diverse groups.
The document outlines the scope and considerations for developing a common school education curriculum in Tamil Nadu. It discusses expanding the scope to include life skills, academic and vocational skills, self-reliance, independence and ability to assert. The curriculum should cater to current and future needs through knowledge creation and innovative skills development using problem-solving learning contexts. Both language and content subjects need to rely on experiential learning strategies like activity-based and active learning to equip students for life and career success.
This document provides an overview of the National Curriculum Framework (NCF) 2005 and the Kerala Curriculum Framework 2007. It discusses the key features and perspectives of the NCF 2005, including focusing on holistic student development, making learning enjoyable, and strengthening national identity. It also covers aspects of the curriculum like language, mathematics, computers, and incorporating work-related education. The document then briefly discusses the higher secondary applications and notes that the existing Kerala syllabus is based on the 2007 Framework, which emphasizes activity-based learning and a student-centric approach.
Curriculum development in the philippines in new societySharel Mae Ponce
The document discusses curriculum development in the Philippines during the New Society period from 1972 onward. Key points include:
1) Educational decrees aimed to make schools more responsive to national development needs and introduce moral, vocational, and technical education.
2) The 2002 Reformed Basic Education Curriculum emphasized values formation, critical thinking, and making students productive citizens.
3) It integrated subjects, used both Filipino and English as languages of instruction, and encouraged interactive learning over traditional teaching methods.
Three key elements define quality in education according to UNESCO and UNICEF:
1) Quality learners who are healthy, supported by families and communities
2) Quality learning environments that are safe, protective with adequate facilities
3) Quality processes including well-trained teachers who use child-centered teaching and assessment to reduce disparities
Global concerns regarding these elements include ensuring healthy, nourished students; safe, inclusive schools; literacy and numeracy in curricula; and outcomes such as community participation and lifelong learning. Quality education prepares students for productive lives.
This document provides an overview of outcome-based education (OBE). It discusses that OBE is a student-centered approach that focuses on empirically measuring student performance outcomes rather than inputs like resources. While OBE does not specify teaching styles, it generally promotes constructivist methods over direct instruction. Assessment is based on whether students demonstrate required skills and content mastery. Implementation of OBE varies by country and agency, with some adopting it for all students and others facing criticism from parents and teachers.
This document provides an overview of communicative competence and its importance in education. It discusses how developing communicative competence among learners has become a primary goal of educational institutions. It also outlines several key policies and initiatives in the Philippines that aim to improve access to quality education and ensure all citizens acquire basic education competencies, including communicative skills. The document then discusses challenges that teachers face in developing learners' communicative competence, such as the COVID-19 pandemic, and strategies they employ, such as using self-learning modules.
The National Education Policy 2020 lays out several key reforms and priorities for the Indian education system. It emphasizes developing students' cognitive, social, ethical and emotional capacities. Some major changes include allowing top foreign universities to set up campuses in India, increasing vocational education, making institutions more multi-disciplinary, focusing on early childhood education and foundational literacy and numeracy, reducing dropout rates, restructuring curriculum around a 5+3+3+4 design and experiential learning, improving teacher training and standards, promoting inclusive and equitable education, making schools more efficient through clustering, and strengthening accreditation and governance standards.
This document discusses curriculum innovations in the Philippines from 2002 to the present. It outlines several major innovations including the 2002 Basic Education Curriculum, Third Elementary Education Program, Secondary Education Improvement and Development Program, and the K-12 Basic Education Curriculum. The key innovations include strengthening early childhood education, making the curriculum more relevant, ensuring integrated learning, building proficiency in language, and gearing students for the future and 21st century skills. The document also discusses global concerns around quality learners, learning environments, content, processes and outcomes that curriculum innovations aim to address.
Revised Action Research Proposal (Parts 1-8).pptxJohnMarkLaurio4
This document provides context and rationale for a proposed action research study on developing and using contextualized and localized self-learning modules (SLMs) to teach science to 8th grade students in the Philippines. It notes that the COVID-19 pandemic disrupted in-person learning and that students struggle to master science competencies. The study aims to develop an SLM tailored to the local context to increase student performance and mastery in determining atomic structure. It poses research questions on student performance before and after using the intervention module. The proposed intervention is to develop and use a contextualized and localized SLM to teach the target competency, with the goal of having at least 75% of students pass.
The document summarizes the education systems and mathematics teaching strategies of Australia, Canada, Denmark, Taiwan, and discusses potential applications in the Philippines. The key points are:
1. It provides an overview of the education systems of each country, including curriculum goals focused on student development and engagement.
2. It examines PISA test results in mathematics, science, and reading for each country.
3. It outlines different teaching strategies used in each country, such as constructivism in Australia, repetition and games in Canada, differentiation in Denmark, and spontaneity/interaction in Taiwan.
4. It suggests the best approaches from each country, like constructivism and authentic learning, could be applied to
The document discusses key features of the Philippines' K-12 curriculum for basic education. It aims to be learner-centered, culturally responsive, and competency-based. Some key changes include adding two years to basic education for a total of 12 years, requiring kindergarten, and introducing a new senior high school program. The goals are to better prepare students for employment, higher education, and global competitiveness through an enhanced, decongested curriculum. While implementation challenges exist, supporters believe the reformed system will benefit students long-term.
The document discusses the latest initiatives in education development in Malaysia and their connection to the philosophy of education. It covers international performance standards (IPS), their implications for the Malaysian curriculum including the introduction of higher-order thinking skills (HOTS) and new teaching methods. It also discusses the impacts of globalization on education and the development of industrial revolutions in Malaysia, focusing on preparing students and institutions for Industry 4.0.
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RA 9155 or Governance of Basic Education Act of 2001Joey Valdriz
This document summarizes key aspects of Republic Act No. 9155, which establishes a framework for governance of basic education in the Philippines. It renames the Department of Education, Culture and Sports to the Department of Education. It also defines the roles and responsibilities at the national, regional, division, district, and school levels to implement educational programs. Additionally, it transfers cultural agencies to the National Commission for Culture and the Arts and abolishes the Bureau of Physical Education and School Sports, transferring functions to other agencies.
A Presentation on the No Collection Policy of DepEdJoey Valdriz
This document summarizes several DepEd issuances and regional memoranda regarding the no collection policy in public schools. It discusses DepEd Order No. 19, s. 2008 which prohibits the collection of fees from students in preschool to Grade 4 and limits collections for students in higher grades to voluntary contributions only. It also outlines DepEd Order No. 41, s. 2012 and DepEd Memorandum No. 143, s. 2016 which reiterate this no collection policy. Finally, it presents Regional Memorandum No. 422 and 425, s. 2022 which remind schools in Region 1 to strictly follow the no collection policy put forward in DepEd directives.
The document discusses geometric sequences and series. It defines a geometric sequence as a sequence where each term is obtained by multiplying the preceding term by a constant called the common ratio. It provides examples and discusses how to find the nth term, determine if a sequence is geometric, and calculate the geometric mean. It then introduces geometric series as the sum of the first n terms of a geometric sequence and provides the formulas to calculate finite and infinite geometric series.
This document defines arithmetic sequences and provides examples and explanations of key concepts such as the common difference, finding specific terms, finding sums of terms, and solving word problems involving arithmetic sequences. Key points covered include defining an arithmetic sequence as a sequence where each term is obtained by adding a constant to the preceding term, using the formula an = a1 + (n-1)d to find the nth term, and the formulas Sn = n(a1 + an)/2 and Sn = n(n-1)d/2 to find the sum of the first n terms. Examples of finding missing terms, common differences, and sums are worked through.
The document provides an overview of lessons on probability for Mathematics 10 covering weeks 6-8 of the third quarter. Key concepts covered include terms related to probability, probability of simple and compound events, probability of the union and intersection of events, conditional probability, and examples of sample spaces and events. Some common phrases involving numbers are also defined.
This document contains a mathematics lesson on combinations and permutations. It begins with examples of finding the number of combinations and permutations of letters. It then provides examples of combination word problems involving selecting groups from larger sets, forming committees, handshakes, and selecting exam questions. Applications of combinations in real world scenarios are also discussed, such as lotteries, fruit salads, and polygon formation using points.
This document provides an overview of permutations including definitions, examples of calculating permutations using factorials and the nPr notation, and applications of permutations such as arranging objects, selecting a subset of objects, and circular arrangements. It discusses permutations of n objects, distinguishable permutations, and permutations of n objects taken r at a time. Examples are provided to illustrate calculating permutations in different scenarios as well as applications and non-applications of permutations.
Problems Involving Probabilities of Events (Math 8)Joey Valdriz
This document contains 30 probability problems involving events such as choosing days of the week, selecting marbles from a jar, drawing cards from a deck, rolling dice, and tossing coins. The student is asked to calculate the probability of various outcomes for each scenario.
This document provides a lesson on conditional probability that includes:
1. Examples and formulas for calculating conditional probability
2. Practice problems solving for conditional probabilities in situations involving cards, dice, families, and committees
3. A discussion of how conditional probability can inform decisions about driving while using a cell phone, health, and sports.
Multiplying Polynomials: Two BinomialsJoey Valdriz
This document contains notes from a mathematics lesson on multiplying polynomials. The key points covered are:
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2. Examples are provided of multiplying polynomials using algebra tiles, the distributive property, the box method, and FOIL (First, Outer, Inner, Last).
3. Practice problems are given for students to multiply different binomial expressions.
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This document contains a lesson plan on probability for students. It begins with definitions of key probability terms and examples of calculating probabilities of simple and compound events. It then provides word problems for students to practice calculating probabilities. The document concludes with additional practice problems for students to answer. The overall document provides instruction and practice on fundamental concepts in probability.
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The document provides lesson plans and worksheets for teaching students about the Cartesian coordinate system, including how to name and plot points, identify tourist attractions on a map of San Fernando City using coordinates, and create profiles of points in the coordinate plane that specify location and relationships to other points. The materials are intended to help students learn about and practice using the rectangular coordinate system.
A presentation about the recognized Philippine heroes as listed in Annex A of Memorandum Circular No. 25 from the Office of the President of the Philippines dated September 15, 2017
How to Install Theme in the Odoo 17 ERPCeline George
With Odoo, we can select from a wide selection of attractive themes. Many excellent ones are free to use, while some require payment. Putting an Odoo theme in the Odoo module directory on our server, downloading the theme, and then installing it is a simple process.
AI Risk Management: ISO/IEC 42001, the EU AI Act, and ISO/IEC 23894PECB
As artificial intelligence continues to evolve, understanding the complexities and regulations regarding AI risk management is more crucial than ever.
Amongst others, the webinar covers:
• ISO/IEC 42001 standard, which provides guidelines for establishing, implementing, maintaining, and continually improving AI management systems within organizations
• insights into the European Union's landmark legislative proposal aimed at regulating AI
• framework and methodologies prescribed by ISO/IEC 23894 for identifying, assessing, and mitigating risks associated with AI systems
Presenters:
Miriama Podskubova - Attorney at Law
Miriama is a seasoned lawyer with over a decade of experience. She specializes in commercial law, focusing on transactions, venture capital investments, IT, digital law, and cybersecurity, areas she was drawn to through her legal practice. Alongside preparing contract and project documentation, she ensures the correct interpretation and application of European legal regulations in these fields. Beyond client projects, she frequently speaks at conferences on cybersecurity, online privacy protection, and the increasingly pertinent topic of AI regulation. As a registered advocate of Slovak bar, certified data privacy professional in the European Union (CIPP/e) and a member of the international association ELA, she helps both tech-focused startups and entrepreneurs, as well as international chains, to properly set up their business operations.
Callum Wright - Founder and Lead Consultant Founder and Lead Consultant
Callum Wright is a seasoned cybersecurity, privacy and AI governance expert. With over a decade of experience, he has dedicated his career to protecting digital assets, ensuring data privacy, and establishing ethical AI governance frameworks. His diverse background includes significant roles in security architecture, AI governance, risk consulting, and privacy management across various industries, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: June 26, 2024
Tags: ISO/IEC 42001, Artificial Intelligence, EU AI Act, ISO/IEC 23894
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Find out more about ISO training and certification services
Training: ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Principles of Roods Approach!!!!!!!.pptxibtesaam huma
Principles of Rood’s Approach
Treatment technique used in physiotherapy for neurological patients which aids them to recover and improve quality of life
Facilitatory techniques
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3. Republic Act No. 10533
“An Act Enhancing the Philippine
Basic Education System by
Strengthening Its Curriculum and
Increasing the Number of Years for
Basic Education, Appropriating
Funds Therefor and for Other
Purposes”
Approved: May 15, 2013
Effective: June 8, 2013
6. Students do not get adequate instructional
time or time on task. Philippine basic
education is congested (based on a study of
SEAMEO-Innotech).
Our high school graduates are not
adequately prepared for the world of work.
WHY K TO 12?
7. The 10-year basic education cycle hinders
the recognition of Filipino professional
abroad.
The Washington Accord prescribes 12 years
of basic education as an entry to recognition
of engineering professionals
WHY K TO 12?
8. The Bologna Process also requires 12 years
of education for university admission and
practice of profession in European countries
The Philippines is the only country in Asia
and among the three remaining countries in
the world that has a 10-year basic education
cycle.
WHY K TO 12?
12. During the assessment done by the prestigious organization
Trends in International Mathematics and Science Study
(TIMSS), they conclude that the problem about the present
curriculum in squeezing 12 years of basic education into
just 10 is that students are overloaded with subjects which
resulted to poor quality of basic education as reflected in
the low achievement scores of Filipino students.
International tests results like 2003 TIMSS rank the
Philippines 34th out of 38 countries in HS II Math and 43rd
out of 46 countries in HS II Science; for grade 4, the
Philippines ranked 23rd out of 25 participating countries in
both Math and Science. In 2008, even with only the science
high schools participating in the Advanced Mathematics
category, the Philippines was ranked lowest. This quality of
education is reflected in the inadequate preparation of high
school graduates for the world of work or entrepreneurship
or higher education.
16. Section 2. Declaration of Policy
1. The State shall establish, maintain and support a complete, adequate, and integrated system of
education relevant to the needs of the people, the country and society-at-large.
2. Every graduate of basic education shall be an empowered individual who has learned, through a
program that is rooted on sound educational principles and geared towards excellence, the
foundations for learning throughout life, the competence to engage in work and be productive, the
ability to coexist in fruitful harmony with local and global communities, the capability to engage in
autonomous, creative, and critical thinking, and the capacity and willingness to transform others
and one’s self.
3. The State shall create a functional basic education system that will develop productive and
responsible citizens equipped with the essential competencies, skills and values for both life-long
learning and employment. In order to achieve this, the State shall:
a) Give every student an opportunity to receive quality education that is globally competitive based on
a pedagogically sound curriculum that is at par with international standards;
b) Broaden the goals of high school education for college preparation, vocational and technical career
opportunities as well as creative arts, sports and entrepreneurial employment in a rapidly changing
and increasingly globalized environment; and
c) Make education learner-oriented and responsive to the needs, cognitive and cultural capacity, the
circumstances and diversity of learners, schools and communities through the appropriate
languages of teaching and learning, including mother tongue as a learning resource.
20. IMPLEMENTING RULES AND REGULATIONS OF THE
ENHANCED BASIC EDUCATION ACT OF 2013
10.2. Standards and Principles
a) The curriculum shall be learner-centered, inclusive and developmentally
appropriate;
b) The curriculum shall be relevant, responsive and research-based;
c) The curriculum shall be gender- and culture-sensitive;
d) The curriculum shall be contextualized and global;
e) The curriculum shall use pedagogical approaches that are constructivist,
inquiry-based, reflective, collaborative and integrative;
f) The curriculum shall adhere to the principles and framework of Mother
Tongue-Based Multilingual Education (MTB-MLE) which starts from where
the learners are and from what they already know proceeding from the
known to the unknown; instructional materials and capable teachers to
implement the MTB-MLE curriculum shall be available.
g) The curriculum shall use the spiral progression approach to ensure
mastery of knowledge and skills after each level; and
h) The curriculum shall be flexible enough to enable and allow schools to
localize, indigenize and enhance the same based on their respective
educational and social contexts.
22. 1. It is learner-centered – The learner is the very reason of the entire
curriculum system. Who the learner is in his/her totality, how he/she learns
and develops and what his/her needs are were highly considered in the
making of the K to 12 curriculum framework.
The holistic learning and development of the learner is its primary focus.
Teacher creates a conducive atmosphere where the learner enjoys learning,
takes part in meaningful learning experiences and experiences success
because he/she is respected, accepted and feels safe even if in his/her
learning exploration he/she commits mistakes. He/she learns at his/her
own pace in his/her own learning style. He/she is empowered to make
choices and to become responsible for his/her own learning in the
classroom and for a lifetime.
The learner-centered K to 12 curriculum gives prime importance to
developing self-propelling and independent lifelong learners.
23. 2. It is inclusive – The vision statement of DepEd states, “We affirm
the right of every Filipino child especially the less advantaged to
benefit from such system.” It reaches out to all kinds of learners
regardless of ability, condition, age, gender, ethnicity, and social
status. It is built on the principle that every child has a right to
education and that the education system needs to be flexible to
accommodate the learning needs of all learners. The emphasis is on
making schools learner-friendly, mainstreaming learners with
disability into general schools, and creating a non-discriminatory
education system where all learners have equal opportunity to learn.
24. 3. It is developmentally appropriate – The K to 12 curriculum
considers the various developmental stages of learners. Selection of
activities is informed by age-appropriateness, individual differences,
and social and cultural diversity.
4. It is standard-based and competency-based – What learners
should know and be able to do and the levels of proficiency at which
they are expected to demonstrate what they know and can do are
clearly stated in the form of standards unpacked into competencies.
With a standards- and competencies-based curriculum, learners
understand what are expected of them, parents are clear on what are
expected of their children, teachers are guided on what to teach and
how to teach, and the DepEd is provided with a common reference
tool for national assessment.
25. 5. It is research-based – The new features of the K to 12 curriculum are backed up
by hard data. The use of Mother Tongue as a medium of instruction from K to Grade
3 is supported by a research finding that children learn better and are more active
in class and learn a second language even faster when they are first taught in a
language they understand.
The strengthening of ICT-integration in the basic education curriculum in order to
meet the 21st century skills required by employers, the use of the spiral progression
approach in the teaching of Math and Science, and the development of alternative
delivery modes to provide equal opportunity for all are backed up by the
recommendations of the DepEd-commisioned researches conducted by SEAMEO
INNOTECH and University of Melbourne.
Other research recommendations that were integrated in the K to 12 curriculum
are the use of the expanding spiral progression approach in the teaching of
Science, Mathematics, Araling Panlipunan, MAPEH and Edukasyon sa
Pagpapakatao and the deliberate teaching of the investigatory process in Science
as a separate topic by Grade 7.
26. 6. It is relevant and responsive – The K to 12 curriculum is
aligned with national education and development goals
enunciated in the laws of the country and to the ten-point
education agenda of the President. It also responds to the
Millennium Development Goals and Education for All.
As the curriculum framework shows, the K to 12 curriculum is
designed to respond to the needs for a nationalistic and
productive citizenry who contributes to the building of a
progressive, just, and humane society and whose personal
discipline is grounded on ethical, moral, and spiritual values.
The curriculum likewise addresses the demands of global
citizenship and partnership for development that ensures
environmental sustainability. In short, the K to 12 curriculum
responds to the learning needs of the learner of the 21st
century and the local, national and global community.
27. 7. It is value laden – The curriculum offers a subject
In Values Education with the descriptive title
Edukasyon sa Pagpapakatao. This is one of the core
and compulsory subjects from Grades 1 to 10.
Values and Character Education is also one of the 6
domains in Kindergarten. In the K to 12 curriculum,
every teacher is a Values Education teacher as all
subject matter is a potent vehicle for values
integration.
In the K to 12 curriculum, the learner learns and
develops in a value-driven environment where
everyone is respected and is valued for he/she is.
28. 8. It is culture-responsive and culture sensitive – to be truly
inclusive, the K to 12 curriculum respects cultures and
experiences of various ethnic groups and uses these as
resources for teaching and learning. Teachers are expected to
provide lessons that cater to a culturally diverse population
and honor the cultural heritage of all learners.
Given the multi-cultural characteristics of Philippine schools,
the Mother Tongue-Based Multilingual Education (MTB-MLE)
makes the curriculum truly culture-responsive. Learning
mother tongue language helps learners retain their ethnicity
identity, culture, heritage and values.
To make it responsive to Muslim learners, the K to 12
curriculum continues to offer Madrasah education with
subjects in Arabic Language and Islamic Values Education
(ALIVE) as a vital component of the basic education system.
29. 9. It is decongested – To allow for mastery of competencies
and to give more emphasis to the development of student
understanding and on learning how to learn, repetitions of
competencies are weeded out. The new curriculum was
redesigned in line with the standards and competencies
desired of a K to 12 graduate.
10. It is seamless – The K to 12 curriculum consists of a
continuum of competencies which provides transition from
one grade level to another without unnecessary duplication.
The continuum of standards and competencies from the
elementary to secondary level is ensured by the unified
curriculum framework for each learning area from
elementary to high school. The standards and competencies
are developed following expanding spiral progression model.
This means learning is built upon prior knowledge, skills,
values and attitude of students to ensure vertical continuity.
30. 11. It is flexible – The flexibility of the curriculum is in keeping with the
constitutional mandate of schools “to encourage non-formal, informal, and
indigenous learning systems, as well as self-learning, independent, and out-
of-school study programs particularly those that respond to community
needs” (Article XIV, Section 2(1).
12. It is ICT-based – ICT is taught in the junior high school as one of the
Technology and Livelihood Education courses and is now integrated starting
Grade 1 not Grade 4 as it is done in the 2002 Basic Education Curriculum.
The K to 12 curriculum promotes the use of technology for an engaging,
effective, and efficient instruction.
13. It is global – The K to 12 curriculum is benchmarked with curricula of
other countries. It meets international standards not merely by adding two
years to the 10 years of basic education is equivalent to the 12-year basic
education offered in other countries. Graduates of the K to 12 curriculum
will be recognized as such in other countries.
It expands the local orientedness of the learner to national and global
concerns. It enables learners to relate local, national and global events and
concerns and builds patterns of interconnectedness which help them make
sense of their own lives and the world.
31. 14. It is integrative – For holistic learning, subjects are taught using
the interdisciplinary and multidisciplinary approach. Learners do not
learn isolated facts and theories divorced from their lives. Learning
involves change in knowledge, skills, values and attitudes.
Learning is organized around the 4 fundamental types of learning: 1)
“learning to know”, 2) “learning to do”, 3) “learning to be”, and 4)
“learning to live together”. The K to 12 curriculum emphasizes the
significant role that co-curricular activities and community
involvement play in the holistic development of the learner. They are
genuine opportunities for contextualized learning. The co-curricular
activities and community involvement programs enable learners to
build on their classroom learning and apply the knowledge and skills
learned.
32. 15. It is broad-based – K to 12 curriculum provides for a
broad general education that will “assist each individual in
the peculiar ecology of his own society, to (a) attain his
potentials as a human being; (b) enhance the range and
quality of individual and group participation in the basic
functions of society; and (c) acquire the essential
educational foundation of his/her development.”
33. 16. It is enhanced – The K to 12 curriculum is a product of the
collaborative effort of curriculum specialists, subject specialists,
practitioners and education stakeholders representing NGOs,
business and industry, public and private education institutions,
educational institutions, government agencies such as CHED,
TESDA, NEDA, DSWD, and DOLE. This curriculum was crafted
based on the suggestions from sectoral representatives, college
readiness standards formulated by CHED, recommendations
from researches and feedbacks from practitioners. The K to 12
curriculum takes pride in the unified frameworks for elementary
and high school for all the learning areas.
34. The K to 12 curriculum builds on the previous curricular
reforms. The 1957 2-2 Plan for secondary education and 1958
revised elementary education curriculum provided for the
preparation of students in the world of the academe or the
world of work. However, it limited the students to only two
choices – college or vocational education. The K to 12
curriculum affords the student more choices after graduation, at
least four (4) – employment, entrepreneurship, middle level
skills development, or higher education.
37. 1. Constructivist. Teaching of all the subjects is
anchored on the belief that the learner is not an empty
receptacle who is mere recipient of instruction. Rather,
the learner is an active constructor of knowledge and a
maker of meaning.
The role of the teacher becomes one of a facilitator, a
guide on the side” rather than a dispenser of
information, the “sage on stage”. The student becomes
the active “meaning-maker” not the teacher imposing
meaning. This means that learners construct their own
knowledge and understanding of what is taught out of
their experiences.
38. 2. Inquiry-based. The curriculum ensures that the
learners have the opportunity to examine concepts,
issues and information in various ways and from various
perspectives. It provides them opportunities to develop
skills of creative and critical thinking, informed decision-
making, and hypothesis building and problem solving.
The learners are encouraged to become active
investigators by identifying a range of information,
understanding the sources of information and evaluating
the objectivity of information. They are thus better able
to draw meaningful conclusions which are supported by
evidence. Rather than examining an issue from any one
perspective, the learners are challenged to explore other
possibilities by applying higher order thinking skills in
their decision-making endeavors.
39. 3. Reflective. Reflective teaching means making the
learners look at what they do in the classroom, think
about why they do it, and think about if it works.
Reflective teaching encourages learners to engage in a
process of self-observation and self-evaluation. By
collecting information about what goes in their
classroom, and by analyzing and evaluating this
information, they identify and explore their own
practices and underlying beliefs. This may then lead to
changes and improvements in their learning.
40. 4. Collaborative. Learning is a social activity and so
must be collaborative. Learning is intimately associated
with connection with other human beings-classmates,
teachers, peers, family as well as community. The
teaching-learning process is a rich opportunity to teach
what it means to “live together”, the fourth pillar of
learning. The teaching-learning process should be
interactive and must promote teamwork.
41. 5. Integrative. Subject matter is taught using interdisciplinary
and multidisciplinary approaches. Science is taught in relation to
Math and vice versa. The content in Science, Health, Art, and
Physical Education may become a reading material in English or the
content in Araling Panlipunan and Edukasyon sa Pagpapakatao
serves as reading material in Filipino. What is taught in Science is
reinforced by the lessons in Health. With the thematic approach,
within each subject itself, the connectedness of topics taught is
shown. Co-curricular activities and community involvement
complement teaching-learning in the classroom. They are real life
opportunities for contextualized and integrative learning.
Learning is contextual. Learning cannot be divorced from their lives.
Learners do not learn from isolated facts and theories separate
from the rest of their lives.
Every end of the quarter is an opportunity to integrate learning by
way of a culminating activity.
42. The K to 12 curriculum has a balanced assessment
program. Assessment in the K to12 curriculum is, in
the words of Cronbach, comprehensive and involves
multifaceted analysis of performance that uses a
variety of techniques which has primary reliance on
observations of performance and integration of
diverse information. It makes appropriate use of
both traditional and authentic assessment tools. It
practices self-assessment (assessment as learning),
formative assessment (assessment for learning) and
summative assessment (assessment of learning).
45. 1.Quizzes
2. Periodical Examinations
Paper and pencil test using multiple
choice, true or false, matching type
Paper and pencil test using constructed
response type like essay tests, fill in the
blanks, performance tasks
3. Participation
47. 1.Quizzes
2. Periodical Examinations
3. Recitation
Explain/justify something based on
facts/data, phenomenon or evidence
Tell/retell stories
Make connections of what was learned
Apply what has been learned in real life
situations
48. 1.Authentic Performance Task
Transfer is assessed thru product and
performance
Performance includes participation in
group activities/projects
Products include projects, homework,
experiments, formal and informal
themes, portfolio, and other outputs
50. • CMO 11, series of 2011, “Policies and Standards for the
Doctor of Philosophy in Mathematics (Ph. D Mathematics)
Program”
• CMO 10, series of 2011, “Policies and Standards for the
Master of Science in Mathematics (M. Sc. Mathematics)
Program”
• CMO 19, series of 2007, “Minimum Policies and Standards
for Bachelor of Science in Mathematics and Bachelor of
Science in Applied Mathematics”
51. CMO 19, series of 2007,“Minimum Policies and Standards for
Bachelor of Science in Mathematics and Bachelor of Science
in Applied Mathematics”
ARTICLE IV
COMPETENCY STANDARDS
Section 6 Competency Standards
Graduates of a BS Mathematics/Applied Mathematics program are expected to:
a. Develop an appreciation of the power of mathematical thinking and achieve a command of the
ideas and techniques in pattern recognition, generalization, abstraction, critical analysis, problem-
solving and rigorous argument;
b.Acquire and develop an enhanced perception of the vitality and importance of mathematics in the
modern world;
c.Apply analytical and critical reasoning skills to express mathematical ideas with clarity and
coherence;
d. Know how to use problem-solving approaches to investigate and understand mathematical
content;
e. Formulate and solve problems from both mathematical and everyday situations;
f. Communicate mathematical ideas orally and in writing using clear and precise language;
g. Make and evaluate mathematical conjectures and arguments and validate their own mathematical
thinking;
h. Determine the truth or falsity of mathematical statements using valid forms of argument;
i. Appreciate the concept and role of proof and reasoning and demonstrate knowledge in reading
and writing mathematical proofs;
j. Show an understanding of the interrelationships within mathematics; and,
k. Connect mathematics to other disciplines and real-world situations.
52. CMO 10, series of 2011, “Policies and Standards
for the Master of Science in Mathematics (M. Sc.
Mathematics) Program”
ARTICLE IV
COMPETENCY STANDARDS
Graduates of M.Sc. Mathematics are expected to:
Demonstrate success in teaching and possess the ability to work
with undergraduates in research;
Achieve a certain level of fluency in advanced mathematics;
Be able to pursue various career options such as research,
teaching, and other professional practice.
53. ARTICLE IV
COMPETENCY STANDARDS
Section 3. A graduate the of the Ph.D. in Mathematics program is expected to:
acquire the requisite knowledge and skills in mathematics and move beyond the
relatively passive role of receiving knowledge to become active and self-motivated
scholar;
develop a commitment to the professional standards and practices of mathematics;
attain a level of training and knowledge suitable for advanced and independent research;
possess the competence to sit as a member of a panel in a thesis/dissertation defense;
have the ability to referee or review a research article in his/her field of specialization for
possible publication in a journal;
demonstrate a commitment to the continued improvement of teaching that utilizes
research-based practices;
participate in course and curriculum development and provide public or professional
service; and
have the maturity and desire to conduct research and direct or advise graduate students.
54. As teachers, we are all like
pencils. We go through a lot of
sharpening. We are used and
sometimes abused.
No matter what, we will
always leave a mark.