J.H.

CERILLES STATE COLLEGE

Mati, San Miguel, Zamboanga del Sur

EEd 209

Name:________________________________________________________ Date:________________________________

Lesson 1: Curricular Framework, Approaches and Commonly Used Mother Tongue Words in Teaching
Araling Panlipunan

Inculcate Concepts
A. The New Curriculum in Araling Panlipunan
The curriculum is anchored on the seven themes as prescribed by the K to 12 Enhanced Curricula of the
Department of the Department of Education. The skills to be developed among the learners include:
 general thinking
 logical reasoning
 creativity
 appreciation of one's culture
 research skills
 communication skills
 responsibility
 productivity
 environmental consciousness
 global vision
The skills require higher order thinking, but since the subject will be taught in the mother tongue, the
children will find school learning easy and will enjoy in classes.

To further understand the curriculum from the themes, the Learning Area Standard of Araling Panlipunan is a
crucial component in teaching AP. The learning area standards are to be fully contextualized in the local setting based on
what K to 12 has defined. Accordingly, the learning area standards are stated below:
Naipamamalas ang pag-unawa sa mga konsepto at pag-aaral ng mga:
 tao at grupo;


 komunidad at lipu
nan kung paano sila namumuhay;
 ang kanilang mga paniniwala at kultura upang makabuo ng pagkakakilanlan bilang Pilipino, tao at miyembro ng
bansa at mundo;
 maunawaan ang sariling lipunan gamit ang mga kasanayan sa pananaliksik, makikipagkapwa, likas kayang
paggamit ng pinagkukunang yaman at pakikipagtalastasan tungo sa isang mapanuri, mapagmuni, responsible,
produktibo, makakalikasan, makatao at makabansa na may pambansa at pandaigdigang pananaw;
 at pagpapahalaga sa mga usapin sa lipunan sa nakaraan at kasalukuyan tungo sa pagpanday ng kinabukasan.

The national curriculum is organized into blocks of years called "key stages". At the end of each key stage, the
teacher will formally assess for learning and of learning as outcomes to determine progress and performance. In Araling
Panlipunan for K to Grade 3, the following are expected learning outcomes.

Based on the prescribed curriculum future teachers should also be familiar with the different approaches and
strategies in Araling Panlipunan (AP) or Social Studies.

A. Approaches and Strategies in Teaching Araling Panlipunan or Social Studies.

According to Villamar (2012), there are varied ways that you can use to teach your subject matter in
Araling Panlipunan. Not all of these can be used in your teaching. These are clustered into those which can be
used in K to Grade 3, the lower primary, and another cluster for upper level elementary. You have to make the
steps in your lesson plans for each of the approaches or strategies.

Cluster A - For lower Primary (K to Grade 3)

1. Role Playing - Popular among learners of various age brackets, role play is used to make the learners "feel" and
act the role assigned to them. It provides the opportunity for learners to express their ideas at their own level.
Children love role play because they act specific roles as portrayed by the characters they present.
2. Reading or Writing Quotation - Reading or writing short quotations that relate to the seven themes in Araling
Panlipunan like the local heroes, environment, and the family at beginning or at the end of the lesson encourages
learners to appreciate better lesson.

3. Web Charting- Writing words such as war, peace, friendly, unfriendly, heroes, help, or destroy at the beginning of
the session and asking children to draw a picture or write a word that relate to them will stimulate thinking. It can
also be good springboard to develop concepts.

4. Use of Films and Photographs - Visual like pictures, films and the like will enhance images in the learner’s mind.
After showing these images, a discussion on the message conveyed or a reaction to the visuals will trigger
positive attitude towards learning.

5. Telling Stories - Story telling is one of the favorite strategies for young children. Learners can share their personal
experiences related to the topics in the story listed to or read. In the lower grades, storytelling is accompanied with
the use of big book and illustrated materials.

6. Song and Poem Analysis - Young learners always love to sing songs and recite poems. The use of these will liven
up the classroom, but these songs and poems should be related to the lesson.

7. Sentence Completion - Asking children to complete unfinished sentences will bring out their individual thoughts
and feelings on a particular topic. It will also improve comprehension.

8. Exposure Trips First hand exposure, community immersion, and getting aware of the local community condition,
perhaps in calamity areas, can develop empathy and compassion among learners. Understanding and realization,
will allow the young learners to be deeply involved in the common issues at their own level. Exposure trips will
allow learners to see, hear, and have the first hand experiences of the prevailing realities.

9. Show-and -Tell - These strategies give the learners an opportunity to explain the concepts to their classmates with
matching visual aids. Show-and -Tell is premised on the ben that if one can explain a concept well to someone,
this person, without doubt, understands the concepts.

Cluster B - For Upper Primary (Grade 4) and Intermediate grades (Grades 5-6)
Cluster B are strategies that develop higher order thinking skills which young learners through the guidance of the
teacher, can effectively utilize.
1. Visualization/Imagination Exercise-This strategy allows learners to use their imagination. Young children are
more imaginative. They make varied images that can be a subject of conversation. They can make drawings of
different images even in K to Grade 3 and most especially in upper grades.

2. Perspective Taking - This is a strategy for problem solving. This is like "standing on the shoes of another person
and walking with them for a while." The "if and then" initial statement can also be utilized. For example: If you
are the Barangay Captain of a typhoon-ravaged community, what will you do to immediately respond to the
disaster? Then, I should….

3. Discussion - This is a strategy that enables each member of the group to be heard. Topics for discussion shall be
based on the factual information that is relevant to the lesson. Discussion will be best if it is student-led and
teacher facilitated. Group discussion is preferred than whole class discussion.

4. Simulation Games Simulating the varied situation like poverty allows learners a better feel of the situation. This
will allow them to be more creative in making suggestions or alternative situations.

5. Journal Writing/Individual Reflection - This is done at the end of the class session. Learners are to answer one or
two questions that will allow thinking of their responses, reflections or reactions to a topic that has been
discussed.

6. Think-Pair and Share - This strategy requires two persons or a dyad. Each one verbally gives his or her thoughts
while the partner listens. After the first of the pair has spoken and listened, they exchange places in the
conversation. When each of the two has spoken and listened, they continue by discussing their thoughts together.
This will develop the skill in communicating and thinking as well as in listening.

7. Problem Solving - It is one of the most valuable learning strategies. It enables the person to use other valuable
cognitive Skills such as analyzing, generating option, and evaluating option.

8. Research through Interview - Even young school children can conduct interviews and do research. Asking
children to interview community helpers and take down answers will help develop high order thinking skills.
 9. Reciprocal Learning-Learners take turn in facilitating a discussion or a learning episode in small groups or whole
class. This will be the under the close guidance of the teacher.

10. Twinning Project - This is a strategy where the learners in one school partner with other learners in another school
in the same municipality, in another province, or outside the country through emails or other means of
communication. They share activities that they are doing in their school or community. This project allows them
to develop wider perspectives and deepen their understanding of the situations and become model for one another.

B. Some Common Terms in the Mother Tongue for Use in Araling Panlipunan
Let us make an inventory of some common terms needed to teach and learn Araling Panlipunan with the
use of the mother tongue.
We will use the seven themes as recommended in the framework and the new K to 12 Curriculum. We
will use Filipino as the basis of our listing, since the seven themes are written in Filipino in the curriculum. For
purposes of this material, we will only focus on the first them which is Tao, Kapaligiran at Lipunan.
Common Terms for Theme 1: Tao, Kapaligiran at Lipunan. (Examples)

In Filipino Mother Tongue (Binisaya)

1. Bata
2. Kapatid
3. Kaibigan
4. Katulong
5. Bayan
6. Bundok
7. Ilog
8. Kapitbahay
9. Magsasaka
10. Palengke
11. Simbahan
12. Paaralan
13. Guro
14. Palay
15. Bulaklak

Insure Outcomes : Below you will find a word puzzle box. Each cell contains a letter which can form into words in
English that will be used in Araling Panlipunan. Circle each word that you can identify and write these below. Give the
equivalent words in your mother tongue.

S T A N D A R D S G
E M Y O I Y K E T N
D A M A N T L V H I
A R O R H E N E G N
R I N T V I D L I R
G T O P I C S O R A
X E C U J O W P C E
T H E M E S G O A L

Words in English Words in Mother Tongue (Binisaya)

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.