SIGNIFICANCE OF TEACHING PHYSICAL EDUCATION

HECTOR G. LOPEZ

Physical education is something that cannot be simply set aside, especially in this time of COVID-19. There is a need to keep promoting physical education and regular exercise among children.

DepEd has been urged to come up with innovative ways to ensure that PE subjects are tailored for different grade levels.

Educational programs promote regular exercise among children, as this could lead to many health benefits and potentially prevent respiratory illnesses.

Fitness and movement education content is the core of the K to 12 PE Curriculum. It includes value, knowledge, skills and experiences in physical activity participation in order to (1) achieve and maintain health-related fitness (HRF), as well as (2) optimize health.

In particular, it hopes to instill an understanding of why HRF is important so that the learner can translate HRF knowledge into action. Thus, self-management is an important skill.

In addition, the curriculum recognizes the view that fitness and healthy physical activity (PA) behaviors must take the family and other environmental settings (e.g. school, community and larger society) into consideration. This curricular orientation is a paradigm shift from the previous sports-dominated PE curriculum aimed at athletic achievement.

Move to learn is the context of physical activity as the means for learning, while Learn to move embodies the learning of skills, and techniques and the acquisition of understanding that are requisites to participation in a variety of physical activities that include exercise, games, sports, dance and recreation.

The K to 12 PE Curriculum develops the students’ skills in accessing, synthesizing and evaluating information, making informed decisions, enhancing and advocating their own and others’ fitness and health. The knowledge, understanding and skills underpin the competence, confidence and commitment required of all students to live an active life for fitness and health. Physical education does not really take up too much space, and there are many things that can be done. There is a need to teach children the importance of taking care of their health.

-oOoThe author is Teacher III at San Vicente San Francisco High School, Macabebe, Pampanga

MA. ADRIENNE GEL M. GALANG Dalawang taon na ang lumipas simula nang umusbong ang pandemya. Ang mga paaralan ay tila naging abandonadong establesimiento sapagkat hindi nalinisan at napasukan ang mga ito. Naging malaking suliranin ang pandemya sa pagkatuto sa pagbasa ng mga bata. Sa loob ng dalawang taon na walang face-to-face classes, ang mga modules ang naging sandigan ng mga ito. Sa kabila ng paghihirap ng mga guro na makabuo ng mga modules, hindi ito naging sapat upang mapunan ang pangangailangan ng mga mag-aaral upang matuto. Ito ay tila naging “band aid” lamang sa suliranin na kinakaharap natin sa pandemya. Ilan sa mga dahilan kung bakit hirap ang bata sa pagkatuto sa pagbasa sa panahon ng pandemya ay; una, karamihan sa mga bata ay umaasa sa magulang sa pagsagot ng mga modules. Ikalawa, hirap ang ibang magulang sa pagpapaliwanag ng mga lisyon. Ikatlo, pansamantalang pagtigil ng bata sa pag-aaral sa kadahilanang walang mag-aantabay sa bata sa pag-momodule.

Sa pagpasok nila ngayon sa eskwelahan, dama ng mga guro ang pagkasabik ng mga bata sa kanilang pagpasok. Ramdam rin nila ang saya at paggaan ng loob ng mga magulang. At higit sa lahat, damang dama ng mga guro ang epekto ng pandemya sa pagkatuto ng mga bata. Hirap sa pagbasa sa Ingles at Filipino at pagkilala sa mga numero. Ganunpaman, dahan dahang pupunan ng mga guro ang lahat ng nasayang na panahon at pagsisikaping ang lahat ng bata ay makakabawi at makakabangon na dulot ng pandemya. Salamat sa pagtitiis at pagtitiyaga ng mga kabataan, magulang at guro upang makasabay at maipagpatuloy ang pag-aaral ng mga kabataan.

-oOoThe author is Teacher School

Iat Tabuan Elementary

MARIJO OLIVA A. LLOBRERA

The Department of Education (DepEd) aims to strengthen climate literacy and support climate action in the basic education curriculum to hone learners and personnel who are climate literate and proactive in championing resilient and sustainable schools.

By virtue of Republic Act (RA) No. 9729 or the Climate Change Act, the agency’s Disaster Risk Reduction and Management Service (DRRMS) has been promoting climate education through different programs, projects, and activities aligned with the updated K-12 curriculum.

Climate change concepts are integrated with the K-12 curriculum in Science, Health, Araling Panlipunan, Edukasyon sa Pagpapakatao, Mathematics, English, Filipino, Edukasyong Pantahanan at Pangkabuhayan & Technology and Livelihood Economics, and Music, Arts, and PE.

While climate change concepts are already integrated with the K-12 curriculum, there is a need to strengthen its presence in the curriculum by refining learning competencies and standards and monitoring learning delivery.

The Department is committed to reviewing learning competencies relevant to Climate Change Education (CCE) and coordinates various offices and experts with the enhancements needed in developmentallyappropriate and multi-disciplinary climate change education.

In partnership with Young Southeast Asian Leaders Initiative (YSEALI), DepEd launched the conduct of Climate Changemakers, which is the first climate change training course recognized by the National Educators Academy of the Philippines (NEAP) as part of the Professional Development Priorities of the Department.

The program aims to increase the capacities of teachers to effectively teach climate change competencies, integrate climate change in competencies, and commit to climate action.

Some 400 teachers completed the tenweek online course that utilized synchronous and asynchronous modalities focusing on correcting misconceptions about climate change. It also provided a space for teachers to reflect on their learning and share challenges and good practices.

-oOoThe author is Teacher III at San Carlos San Luis National High School