About UIC
Hello everyone! My name is Nor Syifa Barirah, i’m from Lambung Mangkurat University and now i’m a third year student in Preschool Education. In this SEA-TEACHER program i was placed in the University of the Immaculate Conception (UIC), Philippines. UIC has 3 campuses with different places. The first campus or main campus is located in Fr. Selga St, near from bankerohan market. The second campus is located in Bajada, this is where we practice the teaching because in this Bajada is a private school from UIC there are schools from Kindergarten to Senior High School. And the third campus is located in Bonifacio.
The University of the Immaculate Conception (UIC) traces its roots to the Beaterio dela Compaňia, the first community of indigenous women formed during Hispanic colonial times. Ignacia del Espiritu Santo, a mestiza from Binondo who decided to serve the Divine Majesty by the sweat of her brow started the Beaterio dela Compañia in 1684. This community of indigenous women, now better known as the Congregation of the Religious of the Virgin Mary (RVM), has grown through the years. It has extended itself through its different ministries especially in the area of education.
The mission of the RVM in Mindanao started in 1902 when the late Rev. Superior General, M. Ma. Efigenia Alvarez sent three Sisters to Davao City. They were M. Severina Santos, Superior, M. Clara Ramirez and M. Engracia Herrera. When they arrived in Davao, they met with the Hon. Teodoro Palma Gil who was appointed Davao deputy representative to Governor General Harrison. The pioneer Sisters stayed in the residence of the Palma Gil Family.
After a little adjustment, the Sisters, in 1905, started to catechize Davao children. Mrs. Sinforosa Bangoy vda de Joven donated a house, which the Sisters converted into a dormitory and classrooms.
With the increase in enrollment in 1906, the house of Mr. Cenon Rasay in San Pedro-Anda intersection was used as classrooms. In 1907, the construction of the Sisters’ Convent was started in San Pedro-Bolton-Claveria site. At the end of the year, the Sisters transferred to their new convent. Originally established exclusively for girls, the RVM Sisters laid the foundation starting as a parochial school named “Escuela Catolica de San Pedro” with only the primary and intermediate courses offered and were given government recognition in 1933.
When the high school opened in 1934, the school assumed the name “Immaculate Conception Academy” and by 1938, the first batch of high school students graduated. By then, the school had been re-named “Immaculate Conception Institute”.
As World War II broke out in 1941, the school closed and was re-opened five years later. The school received government recognition for the high school level in 1947. A year later, the school was named “Immaculate Conception College (ICC)” which then offered initial two collegiate courses namely: Collegiate Secretarial and Pharmacy.
In the fifties, from 1951-1958, Immaculate Conception College (ICC) opened additional courses: BS in Education, BS in Home Economics, BS in Music, and BS in Elementary Education.
With the increasing enrollment and the demand for more courses, the following programs were added in 1961-62, namely: Liberal Arts, BS Commerce, and BS Medical Technology.
In 1969, the Grade and High School Departments were moved to ICC’s new site at Fr. Selga St. and followed by the College Department in 1971. Three more courses were then added namely: BS Chemistry, Pharmacy Aide, and BS in Nutrition and Dietetics. Moreover, in 1983-1986, four more courses were opened: Cafeteria Management, BS in Civil Engineering, MA in Theology, and MA in Elementary Education.
Mindful of its mission to deliver quality education, the Grade School, and High School Departments became one of the PAASCU accredited schools in 1970’s. In 1976, ICC got its formal accreditation for the three programs, namely, Liberal Arts, Education, and Commerce.
With the various expansions going on, a six-story building was built at Bonifacio Street in 1985 and was inaugurated on December 6, 1986. The building housed the Engineering, Liberal Arts, Education, and Commerce programs.
On May 1, 1992, DECS Secretary Dr. Isidro Carino granted ICC the University Status. It took the name “University of the Immaculate Conception (UIC)”. The school was then 87 years old.
It was in the nineties (90’s) when the school was challenged to become more responsive to the needs of Davao City. More science and technology courses were opened, namely; BS Computer Engineering, BS Electronics and Communication Engineering, and BS Computer Science. The graduate school also picked up its pace and added more courses especially when Fund Assistance for Private Education (FAPE) identified UIC as one of the training centers of its scholars for Chemistry, Physics, and Engineering. With this, additional courses were opened: MA in Educational Management, MA in Values Education, MA in Teaching College Physics, MA in Teaching College Chemistry, and MA in Engineering Education major in Civil Engineering and Electronics and Communications Engineering.
True to its commitment to lead in science and technology and to serve the larger community, UIC established in 1993 the Computer Center that paved the way to the automation of the university’s registration and cashiering systems. The Science Resource Center (SRC), a full-service laboratory was established in 1994 to provide science faculty and students with technical assistance as well as extensive, in-house, hands-on training on sophisticated laboratory testing equipment. Since then, the center offered professional analytical services to external clients for a nominal fee. It is equipped to handle analysis of soil, leaf/plant tissue, fertilizer, food/feed, water/wastewater, ores/mines, fats and oils, pharmaceutical, and other samples. It also undertakes collaborative researches with clients and funding agencies, apart from in-house researches.
Since late 1999, the SRC has enjoyed the recognition as a DENR-recognized environmental laboratory, having complied with the documentation, analytical performance and technical requirements of DENR Administrative Order No. 63, Series of 1998. At the time the recognition was awarded, the Center is one of only 12 laboratories in the Philippines (and one of only two in Mindanao) that are so recognized.
Since its creation in 1994, the Science Resource Center has adhered to the quality guidelines of ISO / IEC Guide 25 in its operation. It is now geared toward fulfilling the requirements of ISO 17025, a manifestation of the SRC’s continuous quest for quality!
The following year, the Clinical Laboratory and Training Center was also established to strengthen the training of the Medical Technology students while at the same time catering to the needs of the outside community.
The University ushers in the 3rd millennium, (the year 2000) answering the needs and challenges of the time. The College Department opened new courses: Bachelor of Science in Information Technology and Bachelor of Science in Information Management in response to the fast advancing information and communication technology of the present global society. Other undergraduate programs offered were BA major in Psychology (2001), BS Nursing (2002), BA major in Philosophy (2006), BS Hotel and Restaurant Management (2006) and BS Pharmacy major in Clinical Pharmacy (2006). The Graduate School in 2003 offered additional programs namely: MS in Pharmacy, MS in Information Technology, MS in Information Management and Master in Business Administration. In 2004, the first doctoral degree program, Ph.D. in Educational Leadership was offered. Doctor in Business Management, Ph.D. in Education major in Applied Linguistics, MA in Education major in Guidance and Counseling followed this in 2006. In response to the needs of the clientele, the university launched an “E-LEARNING PROGRAM” – a web-based learning strategy serving all Historical Development of UIC as of June 2017 Page 5 of 7 departments/sections. It is a network of services to create, deliver and facilitate learning-teaching process whether inside or outside the traditional classrooms. Together with the launching of E-Learning program is the putting up of the state-of-the-art facility for Information Technology Resource Center (ITRC). It is a modern computer, information technology, and communication laboratory. The installation and use of these facilities are aimed at providing UIC students with the best training in computer science, engineering and communication technology.Another most significant highlight for the year 2000 was the transfer of the Grade School and High School Departments to a beautiful, sprawling 7-hectare UIC Bajada campus. It has its own new, majestic and imposing 3-storey building complete with facilities. These are the air-conditioned auditorium, audio-visual/conference room, library, computer, science laboratories and a gymnasium. A very extensive playground and a chapel provide the pupils an opportunity to grow physically, psychologically and spiritually.
Hand in hand with the offering of additional degree programs and facilities development, the college department continued its pursuit of delivering quality education by working for the PAASCU accreditation of the other programs. The Pharmacy program got its formal accreditation in 2001 while the Information Technology Education in 2009. In 2011, the Accountancy, Medical Technology, and Computer Engineering had their PAASCU Preliminary Visit.
Having exhibited excellence in its various endeavors, UIC was granted by the Commission on Higher Education “deregulated status” in 2001 and autonomous status in 2003. On the same year, the Bureau of Immigration also granted a permit to UIC to accept foreign students. In 2007, the ITE was given by the CHED the recognition as Center of Development (COD) for Information Technology and in 2010 the Education Program as Center of Excellence (COE). In 2009, the Grade School and High School Departments were granted Level III accreditation status by PAASCU.
The same holistic concern for the development of students led to the renovation of the former grade school building to ND/HRM Laboratory at Fr. Selga Campus in 2007. An additional building was constructed at UIC Bonifacio Campus in 2010, which houses the administrative and service offices, the Graduate School and the Mini-Auditorium.
Responding to the challenges of the changing educational landscape in the country particularly the K to 12, a separate Kindergarten building was constructed in the Bajada Campus in April 2012. In September of the same year, the Assumption Hall was built in the Fr. Selga Campus to provide wider space for the Community Development Service, Alumni Affairs, and ROTC Offices.
In line with the University’s commitment to respond to the needs of its clientele, three additional degree programs were offered starting SY 2014-2015 namely: Bachelor of Science in Architecture, Bachelor of Science in Tourism Management and Bachelor of Physical Education major in School P.E. and the UIC Information Technology Development and Incubation Facility was established. In SY 2016-2017, two additional graduate programs were given recognition by CHED. These are Master in Counseling and Master in Pastoral Ministry specialized in Family Ministry and Counseling, Pastoral Management and Retreat Directing.
Recognizing the need for continuous improvement through accreditation, three (3) more college degree programs were granted Level I status in May 2015, i.e., Accountancy, Computer Engineering, and Medical Laboratory Science; another two in July 2016, i.e., Accounting Technology and Nutrition and Dietetics, and in May 2017, Level 1 status was granted to Hotel and Restaurant Management.
In February 2016, the Commission on Higher Education designated the Information Technology Education and Business Education as Center of Development and in March 2016, the Education Program. The University was granted Deregulated Status in April 2016.
With the rollout of Senior High School in June 2016, the Grade School and High School administration shifted from departmentalized to Integrated Basic Education (IBED) with S. Ma. Merlita Sabate, RVM, as the first IBED Principal. Likewise, a new building was constructed in Bajada Campus, the Our Lady of Peace Building, for Grades 11 and 12 with the first phase completed in May 2016 and the second phase in May 2017. Aside from the Bajada Campus, Senior High School was also offered in Bonifacio Campus.
In December 2016, as UIC continuously strive for quality education through accreditation, the Federation of Accrediting Agencies of the Philippines (FAAP) through PAASCU awards UIC an Institutional Accreditation valid until November 2018. This type of accreditation is comprehensive, indicates that the institution has achieved quality standards in all areas and is held in high regard in the world of education (Source: PAASCU Handbook on Accreditation, p.9).
Likewise, on the same year, Liberal Arts, Elementary and Secondary Education, and Business Administration programs were granted Level IV Accredited Status, valid until November 2018. Level IV accredited status is granted to institutions, which are highly respected, possessing very high-quality academic programs in the Philippines and with prestige and authority comparable to similar programs in excellent foreign universities (Source: MORPHE p. 55). The following year, in May 2017, the Commission on Higher Education (CHED) upgraded UIC’s status from Deregulated to Autonomous.
The University of the Immaculate Conception (UIC) takes on the challenge to lead in Humanities, Science, and Technology in a globalized society. It is her desire to provide transformative quality Ignacian Marian education, be relevant to the demands of the time, able to produce the ideal RVM Ignacian Marian graduate imbued with profound faith in God, inspired by the spirituality of humble service committed to a continuous search for excellence; and achieve its vision of a transformed society where persons live their dignity as children of God enjoying the fullness of life in Jesus Christ.
Vision
A Catholic University that envisions the transformation of society in response to the signs of the time
Mission
We commit ourselves to:
• Serve others with humility and love;
• Exercise leadership in the pursuit of excellence in instruction, research, and community service;
• Respect the dignity of the person especially the poor;
• Work for justice, promote peace and preserve the integrity of creation; and
• Promote and strengthen our Filipino culture and values.
Goal
In order for us to approximate our vision and live our mission, we dedicate all our human resources to transform the members of the UIC family to become enlightened, empowered, pro-active and liberated Christian leaders living in a humane and harmonious community for love of God and love of country.
Institutional Direction
To keep UIC at par with other Catholic Universities of excellent / prestigious stature.
Core Values
Faith, Excellence, Service.
I do practice teaching in kindergarten. In senior kinder St. Michael.
The University of the Immaculate Conception Pre-School program provides children four to five years old, a learning experience that allows them to move with ease and confidence to grade school. It consists of academic and character formation, drawing on their perceptual skills, fine and gross motor skills, and cognitive development and combining them for total growth and development. This early in their life, preschoolers learn more through exploration, discovery and interest centers that are designed for specific educational goals.
The pupil to teacher ratio is small: Class size is limited to 20 pupils with one aide for a class for four-year olds; and to 25 pupils with an aide for a class of five-year olds. The Pre-School curriculum focuses on the following:
• Character Formation (imbued with Ignacian Marian values)
• Kindergarten Readiness
• Alphabet Recognition – Letter Sounds
• Beginning Reading
• Math Skills
• Social and Emotional Development
• Gross and Fine Motor, Self-help Skills Development
The Integrated Curriculum allows the children to learn in a thematic, and natural way. Physical exercise outside the classroom makes children aware of their body, move creatively and develop gross motor skills. Pre-schoolers are exposed to art media and styles to draw out creativity and make art also fun. The child directs his or her art through play-dough, painting, cutting, tracing, pasting, using natural materials, recycling, stamping, tie-dyeing, etc. Exposure to cooking and food preparation exposes the children to appreciate food, and also hone math skills through measuring, pouring, sequencing. The children get nutritious snacks during recess that is supervised by teachers. Swimming is not only just fun for the children but also develops their social and self-help skills. Parents are involved through the Parent-Teacher Conference (PTC) and the Parents’ Day in the Classroom. The Angels’ Feast Day celebration is a venue for the children to explore their physical and creative potential. Here they stretch and sing while they dance and listen to music while making up story dances. Field trips for the children are fun, educational and safe with UIC school buses for transportation. Music activities help the children increase their body awareness and coordination, develop language, and heighten social skills and interests.
You can see information about UIC in this link
www.uic.edu.ph
The curriculum of kindergarten
Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
Standards and Competencies for Five-Year-Old Filipino Children
I. INTRODUCTION
“The first years of life are important because what happens in early childhood can matter in a lifetime.” (Harvard, 2009)
Republic Act 10157, or "The Kindergarten Education Act" made Kindergarten the compulsory and mandatory entry stage to basic education. Section 2 of this Act provides that all five (5)-year old children shall be given equal opportunities for Kindergarten Education to effectively promote their physical, social, emotional, and intellectual development, including values formation, so they will be ready for school. The Department of Education (DepEd) believes that Kindergarten is the transition period from informal to formal literacy (Grades 1–12), considering that age five (5) is within the critical years in which positive experiences must be nurtured to ascertain school readiness. Extensive research has shown that this is the period of greatest growth and development, during which the brain continuously develops most rapidly and almost at its fullest. It is also the stage when self-esteem, vision of the world, moral foundations are established, and their mind’s absorptive capacity for learning is at its sharpest. Teachers/parents/caregivers/adults should therefore be guided to facilitate explorations of our young learners in an engaging, creative, and child-centered curriculum that is developmentally appropriate and which immerses them in meaningful experiences. Provision of varied play-based activities leads them to becoming emergent literates and helps them to naturally acquire the competencies to develop holistically. They are able to understand the world by exploring their environment, as they are encouraged to create and discover, which eventually leads them to becoming willing risk takers and ready to tackle formal school work. Section 5 of said Republic Act also state the adoption of the Mother Tongue-Based Multilingual Education (MTB-MLE). Therefore, the mother tongue of the learner shall be the primary medium of instruction for teaching and learning in kindergarten.
II. FRAMEWORK
The Kindergarten Curriculum Framework (KCF) draws from the goals of the K to 12 Philippine Basic Education Curriculum Framework and adopts the general principles of the National Early Learning Framework (NELF). Kindergarten learners need to have a smooth transition to the content-based curriculum of Grades 1 to 12.
The items in rectangles in Figure 1 show the theoretical bases for teaching-learning in the early years, which are founded on constructivism, integrative, thematic, collaborative, inquiry–based, and reflective teaching in play-based approaches with application of the Developmentally Appropriate Practices (DAP); these support the principles of child growth and development, and the learning program development and assessment.
The circles, on the other hand, signify the system of how Kindergarten Education is to be employed. The interlocked ellipses represent the learning domains that have to be nurtured and equally imparted to holistically develop children. It also forms a flower that portrays the gradual unfolding but steady development, as is expected of every child. The child is seen as being in the process of blossoming – like a flower bud whose development should not be forced lest it lose its chance to fully mature. The domains are enclosed by the Learning Areas children will meet in Grade One onward, for which they are being prepared. The outermost layer indicates the Curricular Themes upon which the Kindergarten Curriculum Guide (KCG) or the Teacher’s Guide is designed. It has been crafted using the thematic or integrative approach to curriculum development in a spiralling learning process. This approach employs integerative and interactive teaching-learning strategies as well as child-centered learning experiences.
Figure I. The Kindergarten Curriculum Framework
III. GENERAL GUIDING PRINCIPLES
The following are the general guiding principles of the National Early Learning Framework (NELF):
A. On Child Growth and Development
1. Every child is unique. Growth and development vary from child to child, for whom the first eight years of life are most vital. He/she has an innate desire to learn, and this is best done through meaningful and real experiences.
2. Every aspect of growth and development is interrelated and interdependent. The child needs to be nurtured in a good and caring environment that enhances healthy and dependable relationships with other children and most significant adults.
3. The learning and development of every child involve a series of complex and dynamic processes that are best attended to in a more positive and responsive manner.
4. The child must be encouraged to aspire beyond one’s own level of achievements and to practice newly acquired competencies.
5. Every child is a thinking, moving, feeling, and interactive human being able to actively participate in the learning and development of self in the context of one’s family and community, including cultural and religious beliefs.
B. On Learning Program Development
1. The learning program is child centered. It promotes the holistic way by which young children grow and develop, and recognizes the role of families and communities in supporting the child through various stages of growth and development.
2. The learning program is appropriate for developing the domains, and must sustain interest in active learning of all young children including those with special abilities, marginalized, and/or those at risk.
3. The learning program is implemented by way of diverse learning activities that may be enhanced with multimedia technologies such as interactive radio, audio/video clips, and computer-enhanced activities.
4. The use of learning materials and other resources that are locally developed and/or locally available is encouraged. The mother tongue shall be used as the child’s language of learning.
C. On Learning Assessment
1. Assessment is done to monitor learning, know where the child is at, and inform parents of the child’s progress.
2. Assessment is crucial to identifying the child’s total developmental needs and does not determine academic achievement.
3. Assessment is best conducted on a regular basis so that a timely response or intervention can be made to improve learning.
4. The results of the learning assessment of a child shall be kept strictly confidential. Ratings should be more qualitative/descriptive and less numerical.
5. The family and community must be informed of the general outcomes of learning so as to encourage further cooperation and partnerships.
IV. DEVELOPMENTAL DOMAINS ( and what to expect in each)
“Developmental domains” refers to specific aspects of growth and changes in children. These are represented by the ellipses to show interconnectedness in the holistic development of children. The contents of each developmental domain are defined by learning expectations, as follows:
1. Socio-Emotional Development (Pagpapaunlad ng Sosyo-Emosyunal at Kakayahang Makipamuhay) - Children are expected to develop emotional skills, basic concepts pertaining to her/himself, how to relate well with other people in his/her immediate environment, demonstrate awareness of one's social identity, and appreciate cultural diversity among the school, community, and other people.
2. Values Development (Kagandahang Asal) - Children are expected to show positive attitudes, self-concept, respect, concern for self and others, behave appropriately in various situations and places, manifest love of God, country, and fellowmen.
3. Physical Health & Motor Development (Kalusugang Pisikal at Pagpapaunlad sa Kakayahang Motor) - Children are expected to develop both their fine and gross motor skills to be efficient and effective movers when engaging in wholesome physical and health activities. They are also expected to acquire an understanding of good health habits and develop their awareness about the importance of safety and how they can prevent danger at home, in school, and in public places.
4. Aesthetic/Creative Development (Sining) – Children are expected to develop their aesthetic sense and creative expression through drawing, painting, and manipulative activities. Aesthetic development involves the love and pursuit of beauty in art, music, and movement, and creates opportunities for the creative expression of emotions, thoughts, feelings, and ideas.
5. Mathematics - Children are expected to understand and demonstrate knowledge, thinking skills, and insights into patterns of mathematics, concepts of numbers, length, capacity, mass, and time through the use of concrete objects or materials, and to apply these meaningfully in their daily experiences. Children are provided with varied manipulative activities to help them see relationships and interconnections in math and enable them to deal flexibly with mathematical ideas and concepts.
6. Understanding of the Physical and Natural Environment - Children are expected to demonstrate a basic understanding of concepts pertaining to living and nonliving things, including weather, and use these in categorizing things in his/her environment. They are also expected to acquire the essential skills and sustain their natural curiosity in their immediate environment through exploration, discovery, observation, and relate their everyday experiences using their senses (touch, sight, smell, taste, and hearing).
7. Language, Literacy, and Communication - This domain provides opportunities on early literacy learning for self-expression through language using the mother tongue or the child’s first language. Children are expected to develop communicative skills in their first language. They are also expected to develop more positive attitudes toward reading, writing, and to view themselves as effective users and learners of language.
V. CURRICULAR THEMES
The outer circle of the KCF corresponds to the interrelatedness of the learning domains, which dictates the way to approach implementation. The daily activities prescribed in the Kindergarten Curriculum Guide (KCG) or the Teacher’s Guide is designed as learner centered, inclusive, and developmentally appropriate to employ an integrative and interactive approach in developing the competencies focusing on the themes shown in Figure 2. The child and brain development principles were the bases of the selection of content, concepts, and skills, as well as the learning activities. Developmentally appropriate practices considered the developmental tasks that five-year-olds, in general, could tackle at a specific time, and in a specific sequence. Thus, these curricular themes adhere to Bronfenbrenner’s Bio-ecological theory that defines “layers of environment, each having an effect on a child’s holistic development.”
1. Myself - concepts and ideas that help the learners understand himself/ herself better so that he/she will develop as an individual
2. My Family - concepts, ideas, practices that guide the child to be responsible and proud of himself and his family
3. My School - concepts, ideas, practices, and situations that help the child understand how to be an individual and socialize with other learners, teachers, and other school personnel
4. My Community- concepts, ideas, practices, situations, and responsibilities that the learner should acquire and understand so that he/she will a become functional and responsive member of the community.
5. More Things Around Me - all other concepts, ideas, practices, situations, and responsibilities beyond themes 1 to 4, but which may be relevant to the community, culture, and interest of the learner.
VI. TRANSITION PARADIGM
The interrelatedness of the developmental domains and the learning areas. The domain-based skills intended to be developed in kindergarten are aligned to the learning area, content-based curriculum to be learned in Grade 1. Domains are strategically integrated in the content of the blocks of time as contained in the KCG/Teaching Guide. Activities tackle different but interrelated domains for the smooth and successful transition of every five-year-old Filipino child from Kindergarten on to Grades 1 to 12 Basic Education.
you can see the curriculum of kindergarten in this link
https://www.google.co.id/url?sa=t&source=web%rct=j&url=http://www.deped.gov.ph/sites/default/files/page/2016/kinder%2520CG_0.pdf&ved=zahUKEwjs-YjQv7ZAhVBJZQKHUIwA4YQFJABegQICRAB&usg=A0vVaw1_ZB7KpkdMh28hZV4FkN7C
The University of the Immaculate Conception (UIC) traces its roots to the Beaterio dela Compaňia, the first community of indigenous women formed during Hispanic colonial times. Ignacia del Espiritu Santo, a mestiza from Binondo who decided to serve the Divine Majesty by the sweat of her brow started the Beaterio dela Compañia in 1684. This community of indigenous women, now better known as the Congregation of the Religious of the Virgin Mary (RVM), has grown through the years. It has extended itself through its different ministries especially in the area of education.
The mission of the RVM in Mindanao started in 1902 when the late Rev. Superior General, M. Ma. Efigenia Alvarez sent three Sisters to Davao City. They were M. Severina Santos, Superior, M. Clara Ramirez and M. Engracia Herrera. When they arrived in Davao, they met with the Hon. Teodoro Palma Gil who was appointed Davao deputy representative to Governor General Harrison. The pioneer Sisters stayed in the residence of the Palma Gil Family.
After a little adjustment, the Sisters, in 1905, started to catechize Davao children. Mrs. Sinforosa Bangoy vda de Joven donated a house, which the Sisters converted into a dormitory and classrooms.
With the increase in enrollment in 1906, the house of Mr. Cenon Rasay in San Pedro-Anda intersection was used as classrooms. In 1907, the construction of the Sisters’ Convent was started in San Pedro-Bolton-Claveria site. At the end of the year, the Sisters transferred to their new convent. Originally established exclusively for girls, the RVM Sisters laid the foundation starting as a parochial school named “Escuela Catolica de San Pedro” with only the primary and intermediate courses offered and were given government recognition in 1933.
When the high school opened in 1934, the school assumed the name “Immaculate Conception Academy” and by 1938, the first batch of high school students graduated. By then, the school had been re-named “Immaculate Conception Institute”.
As World War II broke out in 1941, the school closed and was re-opened five years later. The school received government recognition for the high school level in 1947. A year later, the school was named “Immaculate Conception College (ICC)” which then offered initial two collegiate courses namely: Collegiate Secretarial and Pharmacy.
In the fifties, from 1951-1958, Immaculate Conception College (ICC) opened additional courses: BS in Education, BS in Home Economics, BS in Music, and BS in Elementary Education.
With the increasing enrollment and the demand for more courses, the following programs were added in 1961-62, namely: Liberal Arts, BS Commerce, and BS Medical Technology.
In 1969, the Grade and High School Departments were moved to ICC’s new site at Fr. Selga St. and followed by the College Department in 1971. Three more courses were then added namely: BS Chemistry, Pharmacy Aide, and BS in Nutrition and Dietetics. Moreover, in 1983-1986, four more courses were opened: Cafeteria Management, BS in Civil Engineering, MA in Theology, and MA in Elementary Education.
Mindful of its mission to deliver quality education, the Grade School, and High School Departments became one of the PAASCU accredited schools in 1970’s. In 1976, ICC got its formal accreditation for the three programs, namely, Liberal Arts, Education, and Commerce.
With the various expansions going on, a six-story building was built at Bonifacio Street in 1985 and was inaugurated on December 6, 1986. The building housed the Engineering, Liberal Arts, Education, and Commerce programs.
On May 1, 1992, DECS Secretary Dr. Isidro Carino granted ICC the University Status. It took the name “University of the Immaculate Conception (UIC)”. The school was then 87 years old.
It was in the nineties (90’s) when the school was challenged to become more responsive to the needs of Davao City. More science and technology courses were opened, namely; BS Computer Engineering, BS Electronics and Communication Engineering, and BS Computer Science. The graduate school also picked up its pace and added more courses especially when Fund Assistance for Private Education (FAPE) identified UIC as one of the training centers of its scholars for Chemistry, Physics, and Engineering. With this, additional courses were opened: MA in Educational Management, MA in Values Education, MA in Teaching College Physics, MA in Teaching College Chemistry, and MA in Engineering Education major in Civil Engineering and Electronics and Communications Engineering.
True to its commitment to lead in science and technology and to serve the larger community, UIC established in 1993 the Computer Center that paved the way to the automation of the university’s registration and cashiering systems. The Science Resource Center (SRC), a full-service laboratory was established in 1994 to provide science faculty and students with technical assistance as well as extensive, in-house, hands-on training on sophisticated laboratory testing equipment. Since then, the center offered professional analytical services to external clients for a nominal fee. It is equipped to handle analysis of soil, leaf/plant tissue, fertilizer, food/feed, water/wastewater, ores/mines, fats and oils, pharmaceutical, and other samples. It also undertakes collaborative researches with clients and funding agencies, apart from in-house researches.
Since late 1999, the SRC has enjoyed the recognition as a DENR-recognized environmental laboratory, having complied with the documentation, analytical performance and technical requirements of DENR Administrative Order No. 63, Series of 1998. At the time the recognition was awarded, the Center is one of only 12 laboratories in the Philippines (and one of only two in Mindanao) that are so recognized.
Since its creation in 1994, the Science Resource Center has adhered to the quality guidelines of ISO / IEC Guide 25 in its operation. It is now geared toward fulfilling the requirements of ISO 17025, a manifestation of the SRC’s continuous quest for quality!
The following year, the Clinical Laboratory and Training Center was also established to strengthen the training of the Medical Technology students while at the same time catering to the needs of the outside community.
The University ushers in the 3rd millennium, (the year 2000) answering the needs and challenges of the time. The College Department opened new courses: Bachelor of Science in Information Technology and Bachelor of Science in Information Management in response to the fast advancing information and communication technology of the present global society. Other undergraduate programs offered were BA major in Psychology (2001), BS Nursing (2002), BA major in Philosophy (2006), BS Hotel and Restaurant Management (2006) and BS Pharmacy major in Clinical Pharmacy (2006). The Graduate School in 2003 offered additional programs namely: MS in Pharmacy, MS in Information Technology, MS in Information Management and Master in Business Administration. In 2004, the first doctoral degree program, Ph.D. in Educational Leadership was offered. Doctor in Business Management, Ph.D. in Education major in Applied Linguistics, MA in Education major in Guidance and Counseling followed this in 2006. In response to the needs of the clientele, the university launched an “E-LEARNING PROGRAM” – a web-based learning strategy serving all Historical Development of UIC as of June 2017 Page 5 of 7 departments/sections. It is a network of services to create, deliver and facilitate learning-teaching process whether inside or outside the traditional classrooms. Together with the launching of E-Learning program is the putting up of the state-of-the-art facility for Information Technology Resource Center (ITRC). It is a modern computer, information technology, and communication laboratory. The installation and use of these facilities are aimed at providing UIC students with the best training in computer science, engineering and communication technology.Another most significant highlight for the year 2000 was the transfer of the Grade School and High School Departments to a beautiful, sprawling 7-hectare UIC Bajada campus. It has its own new, majestic and imposing 3-storey building complete with facilities. These are the air-conditioned auditorium, audio-visual/conference room, library, computer, science laboratories and a gymnasium. A very extensive playground and a chapel provide the pupils an opportunity to grow physically, psychologically and spiritually.
Hand in hand with the offering of additional degree programs and facilities development, the college department continued its pursuit of delivering quality education by working for the PAASCU accreditation of the other programs. The Pharmacy program got its formal accreditation in 2001 while the Information Technology Education in 2009. In 2011, the Accountancy, Medical Technology, and Computer Engineering had their PAASCU Preliminary Visit.
Having exhibited excellence in its various endeavors, UIC was granted by the Commission on Higher Education “deregulated status” in 2001 and autonomous status in 2003. On the same year, the Bureau of Immigration also granted a permit to UIC to accept foreign students. In 2007, the ITE was given by the CHED the recognition as Center of Development (COD) for Information Technology and in 2010 the Education Program as Center of Excellence (COE). In 2009, the Grade School and High School Departments were granted Level III accreditation status by PAASCU.
The same holistic concern for the development of students led to the renovation of the former grade school building to ND/HRM Laboratory at Fr. Selga Campus in 2007. An additional building was constructed at UIC Bonifacio Campus in 2010, which houses the administrative and service offices, the Graduate School and the Mini-Auditorium.
Responding to the challenges of the changing educational landscape in the country particularly the K to 12, a separate Kindergarten building was constructed in the Bajada Campus in April 2012. In September of the same year, the Assumption Hall was built in the Fr. Selga Campus to provide wider space for the Community Development Service, Alumni Affairs, and ROTC Offices.
In line with the University’s commitment to respond to the needs of its clientele, three additional degree programs were offered starting SY 2014-2015 namely: Bachelor of Science in Architecture, Bachelor of Science in Tourism Management and Bachelor of Physical Education major in School P.E. and the UIC Information Technology Development and Incubation Facility was established. In SY 2016-2017, two additional graduate programs were given recognition by CHED. These are Master in Counseling and Master in Pastoral Ministry specialized in Family Ministry and Counseling, Pastoral Management and Retreat Directing.
Recognizing the need for continuous improvement through accreditation, three (3) more college degree programs were granted Level I status in May 2015, i.e., Accountancy, Computer Engineering, and Medical Laboratory Science; another two in July 2016, i.e., Accounting Technology and Nutrition and Dietetics, and in May 2017, Level 1 status was granted to Hotel and Restaurant Management.
In February 2016, the Commission on Higher Education designated the Information Technology Education and Business Education as Center of Development and in March 2016, the Education Program. The University was granted Deregulated Status in April 2016.
With the rollout of Senior High School in June 2016, the Grade School and High School administration shifted from departmentalized to Integrated Basic Education (IBED) with S. Ma. Merlita Sabate, RVM, as the first IBED Principal. Likewise, a new building was constructed in Bajada Campus, the Our Lady of Peace Building, for Grades 11 and 12 with the first phase completed in May 2016 and the second phase in May 2017. Aside from the Bajada Campus, Senior High School was also offered in Bonifacio Campus.
In December 2016, as UIC continuously strive for quality education through accreditation, the Federation of Accrediting Agencies of the Philippines (FAAP) through PAASCU awards UIC an Institutional Accreditation valid until November 2018. This type of accreditation is comprehensive, indicates that the institution has achieved quality standards in all areas and is held in high regard in the world of education (Source: PAASCU Handbook on Accreditation, p.9).
Likewise, on the same year, Liberal Arts, Elementary and Secondary Education, and Business Administration programs were granted Level IV Accredited Status, valid until November 2018. Level IV accredited status is granted to institutions, which are highly respected, possessing very high-quality academic programs in the Philippines and with prestige and authority comparable to similar programs in excellent foreign universities (Source: MORPHE p. 55). The following year, in May 2017, the Commission on Higher Education (CHED) upgraded UIC’s status from Deregulated to Autonomous.
The University of the Immaculate Conception (UIC) takes on the challenge to lead in Humanities, Science, and Technology in a globalized society. It is her desire to provide transformative quality Ignacian Marian education, be relevant to the demands of the time, able to produce the ideal RVM Ignacian Marian graduate imbued with profound faith in God, inspired by the spirituality of humble service committed to a continuous search for excellence; and achieve its vision of a transformed society where persons live their dignity as children of God enjoying the fullness of life in Jesus Christ.
Vision
A Catholic University that envisions the transformation of society in response to the signs of the time
Mission
We commit ourselves to:
• Serve others with humility and love;
• Exercise leadership in the pursuit of excellence in instruction, research, and community service;
• Respect the dignity of the person especially the poor;
• Work for justice, promote peace and preserve the integrity of creation; and
• Promote and strengthen our Filipino culture and values.
Goal
In order for us to approximate our vision and live our mission, we dedicate all our human resources to transform the members of the UIC family to become enlightened, empowered, pro-active and liberated Christian leaders living in a humane and harmonious community for love of God and love of country.
Institutional Direction
To keep UIC at par with other Catholic Universities of excellent / prestigious stature.
Core Values
Faith, Excellence, Service.
I do practice teaching in kindergarten. In senior kinder St. Michael.
The University of the Immaculate Conception Pre-School program provides children four to five years old, a learning experience that allows them to move with ease and confidence to grade school. It consists of academic and character formation, drawing on their perceptual skills, fine and gross motor skills, and cognitive development and combining them for total growth and development. This early in their life, preschoolers learn more through exploration, discovery and interest centers that are designed for specific educational goals.
The pupil to teacher ratio is small: Class size is limited to 20 pupils with one aide for a class for four-year olds; and to 25 pupils with an aide for a class of five-year olds. The Pre-School curriculum focuses on the following:
• Character Formation (imbued with Ignacian Marian values)
• Kindergarten Readiness
• Alphabet Recognition – Letter Sounds
• Beginning Reading
• Math Skills
• Social and Emotional Development
• Gross and Fine Motor, Self-help Skills Development
The Integrated Curriculum allows the children to learn in a thematic, and natural way. Physical exercise outside the classroom makes children aware of their body, move creatively and develop gross motor skills. Pre-schoolers are exposed to art media and styles to draw out creativity and make art also fun. The child directs his or her art through play-dough, painting, cutting, tracing, pasting, using natural materials, recycling, stamping, tie-dyeing, etc. Exposure to cooking and food preparation exposes the children to appreciate food, and also hone math skills through measuring, pouring, sequencing. The children get nutritious snacks during recess that is supervised by teachers. Swimming is not only just fun for the children but also develops their social and self-help skills. Parents are involved through the Parent-Teacher Conference (PTC) and the Parents’ Day in the Classroom. The Angels’ Feast Day celebration is a venue for the children to explore their physical and creative potential. Here they stretch and sing while they dance and listen to music while making up story dances. Field trips for the children are fun, educational and safe with UIC school buses for transportation. Music activities help the children increase their body awareness and coordination, develop language, and heighten social skills and interests.
You can see information about UIC in this link
www.uic.edu.ph
The curriculum of kindergarten
Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
Standards and Competencies for Five-Year-Old Filipino Children
I. INTRODUCTION
“The first years of life are important because what happens in early childhood can matter in a lifetime.” (Harvard, 2009)
Republic Act 10157, or "The Kindergarten Education Act" made Kindergarten the compulsory and mandatory entry stage to basic education. Section 2 of this Act provides that all five (5)-year old children shall be given equal opportunities for Kindergarten Education to effectively promote their physical, social, emotional, and intellectual development, including values formation, so they will be ready for school. The Department of Education (DepEd) believes that Kindergarten is the transition period from informal to formal literacy (Grades 1–12), considering that age five (5) is within the critical years in which positive experiences must be nurtured to ascertain school readiness. Extensive research has shown that this is the period of greatest growth and development, during which the brain continuously develops most rapidly and almost at its fullest. It is also the stage when self-esteem, vision of the world, moral foundations are established, and their mind’s absorptive capacity for learning is at its sharpest. Teachers/parents/caregivers/adults should therefore be guided to facilitate explorations of our young learners in an engaging, creative, and child-centered curriculum that is developmentally appropriate and which immerses them in meaningful experiences. Provision of varied play-based activities leads them to becoming emergent literates and helps them to naturally acquire the competencies to develop holistically. They are able to understand the world by exploring their environment, as they are encouraged to create and discover, which eventually leads them to becoming willing risk takers and ready to tackle formal school work. Section 5 of said Republic Act also state the adoption of the Mother Tongue-Based Multilingual Education (MTB-MLE). Therefore, the mother tongue of the learner shall be the primary medium of instruction for teaching and learning in kindergarten.
II. FRAMEWORK
The Kindergarten Curriculum Framework (KCF) draws from the goals of the K to 12 Philippine Basic Education Curriculum Framework and adopts the general principles of the National Early Learning Framework (NELF). Kindergarten learners need to have a smooth transition to the content-based curriculum of Grades 1 to 12.
The items in rectangles in Figure 1 show the theoretical bases for teaching-learning in the early years, which are founded on constructivism, integrative, thematic, collaborative, inquiry–based, and reflective teaching in play-based approaches with application of the Developmentally Appropriate Practices (DAP); these support the principles of child growth and development, and the learning program development and assessment.
The circles, on the other hand, signify the system of how Kindergarten Education is to be employed. The interlocked ellipses represent the learning domains that have to be nurtured and equally imparted to holistically develop children. It also forms a flower that portrays the gradual unfolding but steady development, as is expected of every child. The child is seen as being in the process of blossoming – like a flower bud whose development should not be forced lest it lose its chance to fully mature. The domains are enclosed by the Learning Areas children will meet in Grade One onward, for which they are being prepared. The outermost layer indicates the Curricular Themes upon which the Kindergarten Curriculum Guide (KCG) or the Teacher’s Guide is designed. It has been crafted using the thematic or integrative approach to curriculum development in a spiralling learning process. This approach employs integerative and interactive teaching-learning strategies as well as child-centered learning experiences.
Figure I. The Kindergarten Curriculum Framework
III. GENERAL GUIDING PRINCIPLES
The following are the general guiding principles of the National Early Learning Framework (NELF):
A. On Child Growth and Development
1. Every child is unique. Growth and development vary from child to child, for whom the first eight years of life are most vital. He/she has an innate desire to learn, and this is best done through meaningful and real experiences.
2. Every aspect of growth and development is interrelated and interdependent. The child needs to be nurtured in a good and caring environment that enhances healthy and dependable relationships with other children and most significant adults.
3. The learning and development of every child involve a series of complex and dynamic processes that are best attended to in a more positive and responsive manner.
4. The child must be encouraged to aspire beyond one’s own level of achievements and to practice newly acquired competencies.
5. Every child is a thinking, moving, feeling, and interactive human being able to actively participate in the learning and development of self in the context of one’s family and community, including cultural and religious beliefs.
B. On Learning Program Development
1. The learning program is child centered. It promotes the holistic way by which young children grow and develop, and recognizes the role of families and communities in supporting the child through various stages of growth and development.
2. The learning program is appropriate for developing the domains, and must sustain interest in active learning of all young children including those with special abilities, marginalized, and/or those at risk.
3. The learning program is implemented by way of diverse learning activities that may be enhanced with multimedia technologies such as interactive radio, audio/video clips, and computer-enhanced activities.
4. The use of learning materials and other resources that are locally developed and/or locally available is encouraged. The mother tongue shall be used as the child’s language of learning.
C. On Learning Assessment
1. Assessment is done to monitor learning, know where the child is at, and inform parents of the child’s progress.
2. Assessment is crucial to identifying the child’s total developmental needs and does not determine academic achievement.
3. Assessment is best conducted on a regular basis so that a timely response or intervention can be made to improve learning.
4. The results of the learning assessment of a child shall be kept strictly confidential. Ratings should be more qualitative/descriptive and less numerical.
5. The family and community must be informed of the general outcomes of learning so as to encourage further cooperation and partnerships.
IV. DEVELOPMENTAL DOMAINS ( and what to expect in each)
“Developmental domains” refers to specific aspects of growth and changes in children. These are represented by the ellipses to show interconnectedness in the holistic development of children. The contents of each developmental domain are defined by learning expectations, as follows:
1. Socio-Emotional Development (Pagpapaunlad ng Sosyo-Emosyunal at Kakayahang Makipamuhay) - Children are expected to develop emotional skills, basic concepts pertaining to her/himself, how to relate well with other people in his/her immediate environment, demonstrate awareness of one's social identity, and appreciate cultural diversity among the school, community, and other people.
2. Values Development (Kagandahang Asal) - Children are expected to show positive attitudes, self-concept, respect, concern for self and others, behave appropriately in various situations and places, manifest love of God, country, and fellowmen.
3. Physical Health & Motor Development (Kalusugang Pisikal at Pagpapaunlad sa Kakayahang Motor) - Children are expected to develop both their fine and gross motor skills to be efficient and effective movers when engaging in wholesome physical and health activities. They are also expected to acquire an understanding of good health habits and develop their awareness about the importance of safety and how they can prevent danger at home, in school, and in public places.
4. Aesthetic/Creative Development (Sining) – Children are expected to develop their aesthetic sense and creative expression through drawing, painting, and manipulative activities. Aesthetic development involves the love and pursuit of beauty in art, music, and movement, and creates opportunities for the creative expression of emotions, thoughts, feelings, and ideas.
5. Mathematics - Children are expected to understand and demonstrate knowledge, thinking skills, and insights into patterns of mathematics, concepts of numbers, length, capacity, mass, and time through the use of concrete objects or materials, and to apply these meaningfully in their daily experiences. Children are provided with varied manipulative activities to help them see relationships and interconnections in math and enable them to deal flexibly with mathematical ideas and concepts.
6. Understanding of the Physical and Natural Environment - Children are expected to demonstrate a basic understanding of concepts pertaining to living and nonliving things, including weather, and use these in categorizing things in his/her environment. They are also expected to acquire the essential skills and sustain their natural curiosity in their immediate environment through exploration, discovery, observation, and relate their everyday experiences using their senses (touch, sight, smell, taste, and hearing).
7. Language, Literacy, and Communication - This domain provides opportunities on early literacy learning for self-expression through language using the mother tongue or the child’s first language. Children are expected to develop communicative skills in their first language. They are also expected to develop more positive attitudes toward reading, writing, and to view themselves as effective users and learners of language.
V. CURRICULAR THEMES
The outer circle of the KCF corresponds to the interrelatedness of the learning domains, which dictates the way to approach implementation. The daily activities prescribed in the Kindergarten Curriculum Guide (KCG) or the Teacher’s Guide is designed as learner centered, inclusive, and developmentally appropriate to employ an integrative and interactive approach in developing the competencies focusing on the themes shown in Figure 2. The child and brain development principles were the bases of the selection of content, concepts, and skills, as well as the learning activities. Developmentally appropriate practices considered the developmental tasks that five-year-olds, in general, could tackle at a specific time, and in a specific sequence. Thus, these curricular themes adhere to Bronfenbrenner’s Bio-ecological theory that defines “layers of environment, each having an effect on a child’s holistic development.”
1. Myself - concepts and ideas that help the learners understand himself/ herself better so that he/she will develop as an individual
2. My Family - concepts, ideas, practices that guide the child to be responsible and proud of himself and his family
3. My School - concepts, ideas, practices, and situations that help the child understand how to be an individual and socialize with other learners, teachers, and other school personnel
4. My Community- concepts, ideas, practices, situations, and responsibilities that the learner should acquire and understand so that he/she will a become functional and responsive member of the community.
5. More Things Around Me - all other concepts, ideas, practices, situations, and responsibilities beyond themes 1 to 4, but which may be relevant to the community, culture, and interest of the learner.
VI. TRANSITION PARADIGM
The interrelatedness of the developmental domains and the learning areas. The domain-based skills intended to be developed in kindergarten are aligned to the learning area, content-based curriculum to be learned in Grade 1. Domains are strategically integrated in the content of the blocks of time as contained in the KCG/Teaching Guide. Activities tackle different but interrelated domains for the smooth and successful transition of every five-year-old Filipino child from Kindergarten on to Grades 1 to 12 Basic Education.
you can see the curriculum of kindergarten in this link
https://www.google.co.id/url?sa=t&source=web%rct=j&url=http://www.deped.gov.ph/sites/default/files/page/2016/kinder%2520CG_0.pdf&ved=zahUKEwjs-YjQv7ZAhVBJZQKHUIwA4YQFJABegQICRAB&usg=A0vVaw1_ZB7KpkdMh28hZV4FkN7C
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