The Global Financial Crisis - 3204 Words

The Global Financial crisis, which is believed to have begun during July 2007 due to a credit crunch was caused because there was a large liquidity crisis due to lack of confidence amongst the US investors in judging the value of the subprime mortgages. (Davies, 2014) Now let’s look at what happened at the 2008 global financial crisis. I am not getting into the details but just giving a simple overall picture of what went wrong. The years just before the crisis saw a flood of irresponsible mortgage lending in America. Loans were given out to subprime borrowers without proper evaluation on their credit history and repayment ability. These risky mortgages were then converted into low risk securities by government appointed (or funded) agencies to attract investors. Low rate for short-term funds led investors to borrow more money and invested in these securities. Now, these mortgages were collateralised against houses and land property. When the property value plummeted, the collateral value diminished making it difficult to liquidate (McKibbin, W. and Stoeckel, 2009). This is just one of the reasons leading to the crisis. The government lending money to people who have relatively low credit rating and not evaluating with strict standards, as one would do if they were private lenders led to a large pool of bad mortgages. The problem here is loans were sanctioned to people with poorer risks (low interest were made to promote borrowing) and resulted in higher failure percentageShow MoreRelatedThe Global Financial Crisis And The Crisis Essay1244 Words   |  5 PagesIntroduction The Global Financial Crisis, also known as The Great Recession, broke out in the United States of America in the middle of 2007 and continued on until 2008. There were many factors that contributed to the cause of The Global Financial Crisis and many effects that emerged, because the impact it had on the financial system. The Global Financial Crisis started because of house market crash in 2007. There were many factors that contributed to the housing market crash in 2007. These factorsRead MoreFinancial Crisis : A Global Crisis Essay1729 Words   |  7 PagesOverview: The 2008 financial crisis is notably one of the worst financial disasters in American history. It began with a large financial bubble, in which many investment, real estate, and insurance companies made millions. When the bubble burst, stock markets fell, these companies collapsed, and economies of supposedly strong nations were brought to their knees. Not only did the financial crisis severely affect the economy of the United States, but the international markets as well. At the timeRead MoreGlobal Financial Crisis : Crisis1213 Words   |  5 PagesGlobal Financial Crisis In July of 2007, the global financial crisis was initiated from the property market in the United States. The crisis was criticized regarding to a security called sub-prime mortgages. Sub-prime mortgage is an idea created by the financial institutions to gain more profit by easily giving loans to lower income borrowers or low credit rating borrowers. When the borrowers default the loan, the bank then have the right to take away the ownership of the property and sell it forRead MoreThe Global Financial Crisis642 Words   |  3 PagesThe Global Financial Crisis has had a huge impact on the global economy. The American housing market collapses, the house price drops significantly and the bank is losing lots of money, however, people are not pursued in court for money or declared bankruptcy. People tend to spend less on the due to their houses worth less than the bank has loaned originally and some of them are still committed to clearing off their mortgages. This causes less activity in housing market and sales market, hence moreRead MoreThe Global Financial Crisis1580 Words   |  7 PagesIn the following essay, I will briefly summarize some of the main events leading up to the global financial crisis. Following this, I will discuss the effect this had on the banks and ergo the credit supply, then examine how this contributed to t he corporate failure. I will also pay some attention to how the market imperfection can affect firms real decisions. Finally, I will sum up the main points of the essay. The banking panic of the fall of 2008 set economies around the world into a severeRead MoreGlobal Financial Crisis1408 Words   |  6 Pagesis explained the occurrence of the global financial crisis in 2008. It has shown that lots of companies have bankrupted and millions of people lose their jobs and homes around the world. Such as United States, Iceland, England, France, Singapore and China. There is a sentence in this film has make me impressed, which is â€Å" the poorest always pay the most.† The director has separated this film into five parts, which are How we get there, The Bubbles, The Crisis, Accountability and Where we are nowRead MoreThe Global Financial Crisis711 Words   |  3 PagesThere is no smoke without fire. The global financial crisis caused from hundreds of thousands of decisions and changes from different areas. The America government, Wall Street and the Rating Agencies put on this world-shaking show together. And to be more specific, the top officials in politics and finance pull strings behind the senses. Applying Mintzberg’s ten management roles model as a frame, the America government, Wall Street and the Rating Agencies are correspondingly divided into three categoriesRead MoreThe Global Financial Crisis1474 Words   |  6 PagesThe global financial crisis has raised many concerns for the need to restructure the approach of risk and regulation in the financial sector (KPMG 2011). Figure. 4 has shown the structures of Basel III. It aims to increase the capital and liquidity of banks and therefore maintaining the stability in banking sector with full effect in 2019 (Banks For International Settlements 2011). EUROPE - Preparedness On 26 June of 2013, Capital requirement regulation (CRR) and directive(CRD) has been adoptedRead MoreGlobal Financial Crisis 1067 Words   |  5 PagesThe best evidence so far for the existence of an American empire, despite denials to the contrary, is the Global Financial Crisis (GFC). The persistent removal of restrictions and oversights on the domestic financial system of the US, combined with the decisions of individual firms, other governments and foreign financial organisations, culminated in the singe largest depreciation of assets and currency valuations in history, surpassing even the Great Depression in its extents. The United StatesRead MoreThe Global Financial Crisis2317 Words   |  10 PagesDuring the run-up to the Global Financial Crisis (GFC) 2008 there were numerous contributing factors. One can observe the start of the crisis as a cascading timeline starting possibly decades earlier with the change to a deregulatory culture. The prevailing political environment in the lead up to the financial crisis was one of de-regulation with a focus to economic expansion. This political imperative towards deregulation started under President Reagan in the US and culminated at the turn of the

Forensic Criminology Forensic Anthropology - 1706 Words

A forensic Anthropology studies bodies and determines who the person is and they determines the cause of the person death. When someone dies they call a forensic Anthropology to finger out why this person die. When skeletonized remains are discovered, one needs to establish first if the bones are human. If so, the sex, race, age, stature, weight, and any pathology of the newly acquired skeleton must be established in order to make an identification of the remains, determine manner and cause of death and, if homicide, identify the murderer. According to forensic medicine†Forensic anthropologists are bone detectives who help police solve complex cases involving unidentified human remains. The techniques which physical†¦show more content†¦In these cases Smithsonian anthropologists work with the FBI, State Department, and other law enforcement agencies to identify the individuals and solve crimes. They also conduct research on historic and prehistoric human remains to lea rn more about people from the past. As Smithsonian forensic anthropologist Kari Bruwelheide says The bones are like a time capsule. Anthropologists at the National Museum of Natural History use a variety of techniques to analyze human remains and record their observations. For example, the bones are typically photographed and X-rayed. Some remains may Undergo CT scanning or be examined with high-powered microscopes. These techniques provide detailed information about remains without altering them while providing a visual record. DNA analysis may be used to help establish identity. This type of testing is most often used in modern forensic case work, but mitochondrial DNA in bones and teeth can be used to confirm relationships of old remains with deceased or living descendants. Other chemical analyses, such as Those involving isotopes, can provide information about the age of bones and a person’s diet. The data gathered is studied and combined to draw conclusions about the deceased individual. For a modern case, photos of the skull may be superimposed on photos of missing people to look for consistencies between the bone and fleshed form. Even in cases whereShow MoreRelatedForensic Criminology : Forensic Anthropology1403 Words   |  6 Pageswould be the forensic anthropologist’s job. Forensic anthropology can be defined as, â€Å"the branch of physical anthropology in which anthropological data, criteria, and techniques are used to determine the sex, age, genetic population, or parentage of skeletal or biological materials in questions of civil or criminal law,† (â€Å"Forensic Anthropology†). A forensic anthropologist’s work begins when human remains are found and ends when the case is marked as complete (Warren 32). A forensic anthropologist’sRead MoreForensic Science: Then versus Now1281 Words   |  5 PagesForensic Science Then Vs. Now In To Kill a Mockingbird by Harper Lee, a 25 year old African American named Tom Robinson was wrongly accused of rape by a white 19 year old woman named Mayella Ewell. Mayella Ewell accused Tom Robinson of rape to cowardly cover her attempt of seducing Tom. What Mayella did, kissing a black man, was an act of breaking a taboo topic by a society of a small Alabaman town in the 1930s. The defendant, Tom Robinson, was sentenced according to the testimonies of the plaintiffsRead MoreForensic Science : A Forensic Scientist1648 Words   |  7 PagesIntroduction Topic: Forensic Science In general, a forensic scientist’s job provides an objective, scientific analysis to discover the truth and use that truth in legal proceedings. Forensic scientists take items of evidence collected from crime scenes and determine their relevance to the case by examining and analyzing the evidence. There are various types of forensic scientists that specialize in specific examinations and analysis of different types of evidence. Eventually forensic scientists willRead MoreForensic Evidence And Criminal Investigation1350 Words   |  6 Pagesimportant steps is the collection and analysis of evidence. According to the Encyclopedia of Criminology (2014), forensic evidence refers to the verbal statements and physical items presented to a neutral fact-finder in the court of law that assist him or her in rendering a verdict (Vandenberg, 2014). In simple terms, it is anything offered to a court to demonstrate if the suspect on trial is guilt or innocent. Forensic evidence can be separated into many categories such as trace evidence, physical evidenceRead MoreThe Various Theories of Criminology 1276 Words   |  5 PagesCriminology is defined as an interdisciplinary profession built around the scientific study of crime and criminal behavior including their forms, causes, legal aspects, and control. There are many aspects in the field of criminology. These aspects include the areas of research involved, the criminology schools of thought, theoretical developments and the people involved in creating and developing the theories. What role do criminologists play in the field of criminology? The term criminologistRead MoreThe CSI Effect and its Implications in Forensic Science Essay1769 Words   |  8 PagesThe definition of forensic science is any scientific research, method, or theory used to analyze evidence in an attempt to solve legal cases (Cho). In recent years, there has been growing public interest in forensic science, arguably because of the numerous television programs that glamorize its practices. This phenomenon is part of what is known as the CSI effect, or the process through which devoted fans of popular crime dramas develop unrealistic notions of forensic science methods, practicesRead MoreAlphone Bertillons System1144 Words   |  5 Pagessuffered from migraine headaches, and nosebleeds, and was very shy and lacked social skills. However, the young Bertillon was not a complete loss, he was an intellectual who had a thirst for knowledge and shared his fathers interest in statistics and anth ropology (http://jimfisher.edinboro.edu). In the year 1875, Bertillon was conscripted into the french army. After several years of armed service Bertillon was discharged. With no higher education or degrees Bertillon struggled with finding employmentRead MoreDiscuss the Nature, Scope and Objectives of the Study of Criminology.1359 Words   |  6 PagesDiscuss the nature, scope and objectives of the study of Criminology. Crime has always accompanied mankind. The oldest order available to us today, like provided in the cave paintings in France and the old books as the Bible show that this was not a stranger to us hundreds or even thousands of years ago. We can even with these materials to draw a conclusion that the development of civilization has contributed to its creation. The formation of increasingly larger clusters of human foster the developmentRead MoreManagement and National Service Training1620 Words   |  7 Pages| 3 |    |    | tc 5 | tourism planning and development | 3 |    |    | bc 2 | human behavior in organization | 3 |    |    | p.e 3 | dual/individual/aquatic/combative sports | 2 |    |    |    | Semester 4 |    |    |    | soc. Sci. 1 | cultural anthropology with IP | 3 |    |    | tc 6 | entrepreneurship and business planning | 3 |    |    | bc 3 | principles of marketing | 3 |    |    | bc 4 | basic finance | 3 |    |    | trm 3 | international and domestic tour planning, packaging and pricing |Read MoreThe Theory Of Crime And Delinquency1978 Words   |  8 PagesIntroduction In the field of criminology there has been certain theories that can articulate the role that society puts on why crime happens. People in society tend to blame delinquent peers, subcultures, and parenting socialization for most of the crime that takes place in the world. This outlook on crime can be resembled to the biosocial theory. According to Crime and Delinquency, by Larry Siegel the biosocial theory is, â€Å"An approach to criminology that focuses on the interaction between biological

Business and Corporation Law Law of Property Act

Question: Discuss about the Business and Corporation Law for Law of Property Act. Answer: 1. In this case, a contract is made between Jack and Jane. Jane gave an invitation of treat with an offer to sell a Lotus Super 7 sports car in $25000. Jack accepted the offer. As Jane was going overseas, for that reason, he needed finance and he decided to sell the car in a fixed price which he decided. The offer and acceptance took place and the agreement took place. In this agreement all the elements of contract are present such as invitation of treat, offer, acceptance and consideration (Keenan and Riches, 2007). An enforceable agreement is balanced here because of the validity of the case but there are some issues which are solved with several rules. Those are discussed with ILAC method which is stated below. Issues An offer and acceptance was done and an agreement was made between Jane and Jack. The offeree (Jack) accepted the offer but problem arises here, because the contract is open ended agreement, where the offeror (Jane) has not mentioned the price, which he has offered. Only the market value is described here. It is necessary that proper offer rate is supposed to be described by the offeree but only the market value of the sports car is described here that is, $25000. So because of unclear description of the offer rate, problem arises in this contract. The market value of the sports car is described which is $25000. The problem arises because the offeror (Jane) wants to sell the car in the same market value but according to Uniform Commercial Code the market value rate cannot be applied on the second hand product because that is already used and sellers obligation arises because Jane has fixed wrong price of a second hand material and the condition of the product is also not described by him (McCormack, 2004). However, Jack (offeree) has accepted the offer but the price rate is improper here. The offeror (Jane) fixed $2500 of the sports car but the car is in very good condition and the market value of the car is too high $25000. In this case Jack has accepted the offer but Jane can run loss because she has not used proper price and the price which she has fixed is too low and she can run loss because of wrong style of contract. Laws As per Contract act of 1990 of section 9, it is required that the terms of the contract should be described in express term clearly which is not done in this case (Burrows, 2011). Consideration has done with proper Invitation of treat but as per section 7 of Contract act, breach of sales of good has taken place (Mahasneh, 2001). Even binding created because the price is not described here which an obligation of Consumer protection act As per Consumer protection act 1986, it is the right of the customer, Jack to know the price of the car which Jane has offered, but the price has not been stated clearly, so breach of consumer protection act has also taken place (UK consumer law, 2003). As per Article 2 of Uniform Commercial Code, breach of UCC has done because the seller has fixed wrong price of the car by fixing the price of the car similar to the market value which is legally not allowed (Kurkela and Turunen, 2010). Obligation under Sales of goods aroused in this case because of wrong fixation of time. Binding arises in the contract in this case. As per section 52 and section 54 of property act 1925, the legal rules of the act has been breached and section 12 and 15 of Sales of goods act has also been breached because of wrong price fixation has done by the offeror which the reason of his loss (Dixon, 2007). Application It is necessary that as per section 9 of Contract act the terms are followed by the offeror and offeree and the offeror (Jane) should clearly state the offer price. If the contract is done in valid way describing the value of the offer then the problem in the case will be solved (Burrows, 2011). It is required, that the rules of Uniform Commercial Codes should be followed by the offeror (Jane) before fixing the price of the sports car after getting idea about the market value of the car. If the regulation of sales of goods act with proper commercial code study is followed by the offeror then the problem occurred in this case can be solved. Remedy of the Sales of goods act and rules of property act should be followed by Jane before fixing the price of the car (Dixon, 2007). This process can help him to create a valid contract without running loss. Conclusion All this three cases had some issues which can be solved using various rules and methods. The rules of contract act, uniform commercial code, sales of goods act and property act are applied to solve the problems which aroused in the three cases and then a valid contract with proper rules are formed following the process of these acts. 2. An agreement has made between two parties, North Ocean Tankers and a ship builder for making tankers. The Ship builder is the manufacturer or seller and the North Ocean Tankers is the customer or buyer. As per US rules the contract between two parties were made. Construction was started after the agreement but conflict aroused when the currency of US devalued around 10% and the buyer and seller both started running loss. The manufacturer demanded US$3 million extra because of the devaluation and the customer had to agree on it but they started delay in giving the money to the seller. The problems are discussed and following various legal methods those are solved with ILAC method described below. Issues The agreement was valid which took place between the two parties but problem aroused when 10% currency was devalued by US government which negatively affected the economic condition of the economists of US including North Ocean tankers. The North Ocean tanker is the promisor who promised that, they will pay extra US$3 million to the manufacturer (promisee) as per his demand but because of their financial crisis they could not deliver money to the manufacturer in time and misrepresentation has done by the company to the seller by promising that they will provide the money in time (Kennedy, 2010). Even contract review has also not done here when the terms of the contract has been changed second time. After the delivery of the product till nine months the money was not been delivered to the seller and the seller was also running loss because of that. Both seller and buyer is running loss in this case. The buyer did misrepresentation with the seller in this case. laws The agreement made between the buyer and the seller, with the legal process of Federal arbitration act (Shimabukuro, 2002). It is necessary that, the contract should be reviewed by the rules of Contract review act. At first a contract had been made but later when the promise of extra money has been done, according to the contract review act the extra term should have written in the contract. Negotiation was done in valid way but according to English law. Breach of negotiation occurred because the promisor (North Ocean Tankers) who promised, that they will pay extra money to the promisee (Ship builder) for constructing the tankers but has not paid money after 9 months of delivery (Kennedy, 2010). As per misrepresentation act 1967, the seller can ask punitive damage from the buyer because they have did wrong promise or false statement of paying the money in time because of the urgent delivery (Misrepresentation Act, 2004). Misguidance or cheating has been done by North Ocean Tankers wi th the ship builder for which the seller can ask damages from the buyer. Application If the legal rules of Federal arbitration act were followed by the seller, then no conflict would have aroused. Some remedies can be used, through which the buyer can get rescued from the seller because the seller can sue the buyer because of violating the rules of federal arbitration act and for doing false promise. In this context, some remedies can be given such as Damages, Specific performances and Reinstitution Cancellation. The Ship builder can sue the North Ocean Tankers by reinstitution method. The North Ocean Company can follow the rules of Bankruptcy act 1966 with the help of US court (Commercial bankruptcy practice after the new act, 2006). As per this act, the company has to proof that they are in liquidated or bankrupt condition and running loss, so they need some specific time to pay the debt of the ship builder (seller). If they can give valid proof to the English court, then they give 6 months more, so that the buyer can stable their financial condition and pay the d ebt but obligation will arise if they are not able to provide proper prove then as per promise they has to give the money to the ship builder otherwise whether the builder can ask punitive damage or the court can declare the case innominate because more time is needed for the judgement from court considering the economic problem of both the defendant and plaintiff. Conclusion In this case, the issue is breach of negotiation and misrepresentation which the buyer did with the seller. The problem aroused because both the promisor and promisee were running economic loss. For that reason various legal rules has been applied and suggested to the buyer through which they can rescue from the breach of remedy but the buyer is bound to give the extra money to the seller in time following the legal rules. References Burrows, A. (2011), A casebook on contract, Oxford: Hart Pub. Commercial bankruptcy practice after the new act, (2006). [Mechanicsburg, Pa.] (5080 Ritter Rd., Mechanicsburg 17055-6903): Pennsylvania Bar Institute. Dixon, M. (2007), Contemporary perspectives on property, equity, and trusts law, Oxford [UK]: Oxford University Press. Keenan, D. and Riches, S. (2007), Business law, Harlow: Pearson Longman. Kennedy, G. (2010), Negotiation, London: Profile. Kurkela, M. and Turunen, S. (2010), Due process in international commercial arbitration, Oxford UK: Oxford University Press. Law of Property Act (1925) amendment, A bill to amend the provisions of the Law of Property Act, 1925, relating to leases for lives (2007), Cambridge [England]: Proquest LLC. Mahasneh, N. (2001), The seller's obligation of delivery and conformity under a contract for sale of goods. McCormack, G. (2004), Secured credit under English and American law, Cambridge, UK: Cambridge University Press. Misrepresentation Act 1967 (2004). 3rd ed. London: H.M.S.O. Shimabukuro, J. (2002), The Federal Arbitration Act, [Washington, D.C.]: Congressional Research Service, Library of Congress. UK consumer law. (2003), [London]: Dept. of Trade and Industry.

Kindergarten Curriculum Essay Essay Example

Kindergarten Curriculum Essay Essay I. INTRODUCTION â€Å"The first old ages of life are of import because what happens in early childhood can count in a life-time. † ( Harvard. 2009 ) The Department of Education ( DepEd ) holding been a strong advocator of early childhood instruction has implemented assorted plans for kindergartners for decennaries now. The Department farther strengthens this through the inclusion of kindergarten in the K to 12 basic instruction course of study in the state. DepEd believes Kindergarten is a passage phase between informal literacy and formal literacy ( grade 1-12 ) . This is the period of greatest growing and development. when the encephalon develops most quickly. about at its fullest. It is a period when walking. speaking. self- regard. vision of the universe and moral foundations are established. Children at this phase should be immersed with activities. games. and plays to of course get the skills/competencies appropriate for their holistic development as emergent literates and be ready for formal school. We will write a custom essay sample on Kindergarten Curriculum Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Kindergarten Curriculum Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Kindergarten Curriculum Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Harmonizing to National Association for the Education of Young Children ( NAEYC ) kindergarten is a critical twelvemonth where children’s experiences nurture positive attacks to larning and fix kids for the more strict academic outlooks of the primary classs ( NAEYC. 2009 ) . Therefore. kindergarten instructors should steer the scholars utilizing an engaging and originative course of study that is developmentally appropriate. Republic ACT 10157 besides known as the Kindergarten Education Act which was signed into jurisprudence by President Benigno Aquino III on Jan. 20 makes kindergarten â€Å"the first phase of compulsory and compulsory formal instruction. † For public schools. the kindergarten instruction plan will be free of tuition and other school fees. With the Kindergarten Education Act. the kindergarten instruction plan will be comprised of one twelvemonth of preschool instruction for kids aged five and supra. The act besides pushes for the conceptualisation and development of a regular preparation plan for kindergarten instructors to guarantee that learning manners. methodological analysiss and attacks are ever in line with modern tendencies in and issues on instruction. K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 1 K TO 12 – KINDERGARTEN II. FRAMEWORK The Kindergarten Curriculum Framework draws from the rules and ends of the K to 12 Philippine Basic Education Curriculum Framework. It is similarly aligned with National Early Learning Framework ( NELF ) . It clearly depicts the developmental undertakings and mileposts of 5 to 6 year-olds and how pedagogues can steer them to develop holistically. Figure 1. The Kindergarten Curriculum Framework K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 2 K TO 12 – KINDERGARTEN The model is composed of two parts. The rectangular figures show the teaching-learning theoretical bases. get downing with the comprehensive Developmentally Appropriate Practices ( DAP ) . so traveling up to the rules and taking to the attacks. The circle consists of three chief constituents. ( 1 ) Developmental Domains. ( 2 ) Learning Areas. and the ( 3 ) Curricular Themes. At the centre is the Filipino kid who is envisioned to be functionally literate and holistically developed. A. PRINCIPLES A developmentally appropriate course of study is one that is age-appropriate. separately appropriate and socio-culturally appropriate ( NAEYC. 2009 ) This Kindergarten model considers the developmental benchmarks of Filipino five-year-olds. recommends the usage of schemes that address demands and involvements of the scholars. and uses the female parent lingua as medium of direction. Preschoolers are invariably developing in the different spheres ( cognitive. linguistic communication. physical. originative and aesthetic. socio-emotional. and values and character ) . The National Early Learning Framework ( NELF ) . formulated by the Early Childhood Care and Development Council. views the Filipino Child as the most of import plus of the state. NELF furthers its position of the Filipino Child as†¦ †¦as a human being who loves God. parents. and state ; is proud to be a Filipino ; honors the imposts. traditions and good values of the people. knows his/her basic rights ; respects other civilizations and is able to populate in peace and harmoniousness with all. Therefore get downing at an early age the kid must be cared for and given all the chances to turn to current developmental demands and fix him/her for womb-to-tomb acquisition. Kindergarten schoolrooms. hence. should multi-level because preschoolers will differ in their development in each sphere. The following are state of affairss that a kindergarten instructor should set to mind. 1. 2. 3. 4. 5. 6. every schoolroom is a multi-level schoolroom every instructor is a multi-level facilitator every scholar is alone every scholar has peculiar intelligence or intelligences every scholar has his/her ain acquisition manners every scholar has his/her ain peculiar demands a. cognitive b. physical c. socio-emotional 3 K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012. K TO 12 – KINDERGARTEN 7. every scholar has his/her ain specific wants and involvements 8. every acquisition has a right to develop unambiguously from the others This model upholds the 16 ( 16 ) general rules of the NELF as ushers on ( 1 ) kid growing and development ( 2 ) larning plan development and ( 3 ) larning assessment development: 1. ON CHILD GROWTH AND DEVELOPMENT The followers are the general guiding rules on kid growing and development: 1. Every kid is alone. Growth and development varies from kid to kid of which the first six old ages of life are most critical. He/she has an innate desire to larn and is best done through meaningful and existent experiences. 2. Every facet of growing and development is interrelated and mutualist. The kid needs to be nurtured in a good and caring environment that enhances healthy and reliable relationships with other kids and most important grownups. 3. The acquisition and development of every kid involves a series of complex and dynamic procedures that are best attended to in a more positive and antiphonal mode. 4. The kid must be encouraged to draw a bead on beyond one’s ain degree of accomplishments and to pattern freshly acquired competences. 5. Every kid is a thought. traveling. feeling and synergistic homo being able to actively take part in the acquisition and development of ego in the context of one’s household and community including cultural and spiritual beliefs. 2. ON LEARNING PROGRAM DEVELOPMENT The followers are the general guiding rules on larning plan development: 6. The learning plan is child centered. It promotes the holistic manner by which immature kids turn and develop ; and recognizes the function of households and communities to back up the kid through assorted phases of growing and development. K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 4 K TO 12 – KINDERGARTEN 7. The learning plan is appropriate for developing the spheres of development identified in the NELF ; and must prolong involvement in active acquisition of all immature kids including those with particular abilities. are marginalized and/or at hazard. 8. The learning plan is implemented by manner of diverse acquisition activities that may be enhanced with engineerings such as synergistic wireless and audio/video cartridge holders for larning countries. 9. The usage of larning stuffs and other resources that are locally developed and/or locally available is encouraged. 10. The female parent lingua shall be used as the child’s linguistic communication of larning in the early old ages and shall be recognized as a span linguistic communication of larning. 3. ON LEARNING ASSESSMENT The followers are the general guiding rules on larning assessment development: 11. Appraisal is done to supervise larning. cognize where the kid and inform parents of the child’s advancement. 12. Appraisal is indispensable to placing the child’s entire developmental demands and does non find academic accomplishment. 13. Appraisal is best conducted on a regular footing so that a timely response may be made to better larning countries. 14. The consequences of the appraisal of acquisition of a kid shall be kept purely confidential 15. Evaluations should be qualitative/descriptive and non merely numerical. 16. The household and community may be informed of the general results of larning in the early old ages so as to promote farther cooperation and partnerships The model espouses teaching-learning attacks that are constructivist. integrative. thematic. collaborative. one n Q U I r Y – b a s vitamin E vitamin D and reflective. in order to be aligned with Developmentally Appropriate Practices. NELF and K to 12 Framework. K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 5 K TO 12 – KINDERGARTEN B. Component 1: The Developmental Domains and Benchmarks/Expectations Component 1: shows the developmental spheres represented by the six interlocked eclipsiss. They are arranged to organize a flower in order to stress Erikson’s epigenetic rule. This rule states that development happens through a gradual flowering. The kid is seen as being in the procedure of blooming. a small like a rose bud. that should non be hurried. lest it loses its opportunity to to the full develop. These spheres are the developmental undertakings or mileposts that preschoolers are expected to achieve. These includes: ( 1 ) Physical Health. Well-being and Motor Development. ( 2 ) Social-Emotional Development. ( 3 ) Fictional character and Values Development ( 4 ) Cognitive/ Intellectual Development ( 5 ) Language Development. and ( 6 ) Creative and Aesthetic Development. The following are the six spheres. 1. Physical Health. Well-being and Motor Development refers to a child’s physical growing. wellness and safety. and the development of accomplishments related to the usage of big and little musculus groups. Sphere 1: Physical HEALTH. Wellbeing AND MOTOR DEVELOPMENT Sub-domain Physical Health †¢ †¢ †¢ †¢ †¢ Benchmarks/expectation from 5 to 6 year-olds The kid demonstrates equal growing ( weight. caput perimeter ) The kid has equal centripetal systems to take part in day-to-day activities. The kid has equal staying powers to take part in day-to-day activities. The kid shows control and coordination of organic structure motions affecting big musculus groups. The kid can command and organize manus and finger motions. O Copies a simple form of different basic forms o Draws a human figure ( caput. eyes. oral cavity. bole. weaponries. legs. etc. ) without prompts o Draws a house without prompts utilizing geometric signifiers o Colorss with shots remaining within the lines The kid participates in basic personal attention modus operandis o Feeds self-using fingers without spillage O Prepares ain nutrient O Dresses without aid. including buttoning and binding o Wipes/Cleans him/herself after a intestine motion 6 Gross Motor Skills Development Fine Motor Skills Development †¢ Personal Care and Hygiene K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 K TO 12 – KINDERGARTEN o o Brushes dentitions after repasts without holding to be told Washes and prohibitionists face independently without holding to be told 2. Social – Emotional Development refers to the child’s ability to cognize one’s ego. express and understand feelings. and associate to others. Domain 2: SOCIAL AND EMOTIONAL DEVELOPMENT Sub-domain Emotional Expression †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Benchmarks/expectation from 5 to 6 year-olds The kid expresses different basic emotions. The kid demonstrates ability to self –regulate feelings/emotions and follows agendas every bit good as regulations and ordinances. The kid comprehends and shows self-appraisal emotions ( shame. pride. guilt ) . The kid is receptive to the different emotions of other people and shows empathy. The kid expresses cognition of ego and basic functions of people in his/her immediate environment. The kid forms healthy fond regards to primary health professionals and other important grownups and kids in his/her life. The kid dramas and has positive interactions with other kids. The kid has positive dealingss and interactions with grownups. The kid takes societal cues from the environment and adjusts his behavior consequently. The kid recognizes and respects similarities and differences in people. linguistic communication. civilization. Emotional ( Receptivity to Other’s Emotions ) Social ( Emerging Sense of Self ) Social ( Forming Attachments ) ( Interactions with Other Children ) Social ( Interactions with Adults ) Social ( Sensitivity ) Social ( Appreciating Diversity ) 3. Character and Values Development refers to a developing apprehension of justness and equity. right and incorrect. love and regard for different spheres of the child’s life. Domain 3: Fictional character AND VALUES DEVELOPMENT Sub-domain Personal Values ( Honesty ) †¢ Benchmarks/expectation from 5 to 6 year-olds The kid demonstrates honesty in words and in actions. 7 K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 K TO 12 – KINDERGARTEN Personal Values ( Responsibility ) Interpersonal Values ( Love of Family ) †¢ †¢ The kid takes on duty and accomplishes these as best he/she can. O Does his/her portion of work in the schoolroom O Does and coatings assigned undertakings without motivating The kid loves. respects and feels he/she belongs to a household unit. Interpersonal Values ( Pakikipagkapwa ) †¢ †¢ †¢ †¢ †¢ Nationalism ( Love of Community ) Nationalism ( Love of Country ) The kid shows regard for others. kids. and grownups likewise. The kid demonstrates concern for others. The kid opts for concerted. non-aggressive agencies for accomplishing ends and deciding struggle. O Works good with others The kid demonstrates cognition and love for his/her community or vicinity. The kid shows regard and love for the Philippines. o Knows he/she is Filipino o Keeps during flag ceremonial O Knows name of state The kid shows involvement in and inquire at nature. The kid demonstrates a caring attitude towards nature’s animals and its resources. The kid shows regard and love for the Creator. Spiritual ( Appreciation of Nature ) Spiritual ( Care for Nature and Its Resources ) Spiritual ( Love for the Creator ) †¢ †¢ †¢ 4. Cognitive/Intellectual Development refers to a child’s ability to abstract. understand constructs and their logical dealingss. and to pull strings them to get at new thoughts or decisions. Sphere 4: COGNITIVE DEVELOPMENT Sub-domain Attention and Activity Level †¢ Benchmarks/expectation from 5 to 6 year-olds The kid is able to prolong attending and modulate his activity at age-expected degrees. 8 K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 K TO 12 – KINDERGARTEN o Sustains attending and concentration on a tabletop activity for 15-20 proceedingss o Can work on a school assignment with minimum supervising O Can work on a school assignment independently The kid develops basic constructs refering to object stability. infinite. clip. measure. seriation. etc. and uses these as the footing for understanding how stuffs are categorized in his/ her environment. O Can Tell which is the left and right people confronting him/her O Knows the difference between yesterday. today. and tomorrow O Understands the construct of number-quantity dealingss for 1-10 O Demonstrates construct of add-on utilizing finger or objects o Demonstrates construct of minus utilizing fingers or objects The kid is able to understand the cause –effect relationships. The kid is able to remember people he has met. events. and topographic points he has been to. The kid is able to hive away verbal information in short and long –term memory. O Can declaim the yearss of the hebdomad with some mistakes o Remembers lessons learned in school even after several yearss have passed Os Can declaim the yearss of the hebdomad with no mistakes o Can declaim the months of the twelvemonth with some mistakes The kid is able to follow the logic of events ( i. e. . grounds why these go on ) and draw accurate decision by measuring the facts presented to him. O Knows that certain elements remain the same even if their places alterations o Able to foretell what will go on next in a narrative O Can foretell how a narrative will stop half-way through The kid is able to be after and form a simple. familiar activity. Os Can be after how he/she will transport out an activity without grownup counsel The kid is able to bring forth new thoughts or constructs. or new associations between bing thoughts or constructs. O Can pull things or scenes from experience but with no existent theoretical account or mention O Can draw or pigment things that do non be in existent life The kid is able to switch to more adaptative cognitive processing schemes in order to efficaciously cover with new and unexpected conditions in his/her environment. including job state of affairss. Higher-Ordered Mental Abilities ( Concept Formation ) †¢ Higher-Ordered Mental Abilities ( Cause-Effect Relationships ) Memory ( Memory for Experiences: Episodic Memory ) Memory ( Memory for Concept-Based Knowledge: Semantic Memory †¢ †¢ †¢ Higher-Ordered Mental Abilities ( Logical Reasoning ) †¢ Higher-Ordered Mental Abilities ( Planning and Organizing ) Higher-Ordered Mental Abilities ( Creative Thoughts ) †¢ †¢ Higher-Ordered Mental Abilities ( Cognitive Flexibility ) †¢ K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 9 K TO 12 – KINDERGARTEN 5. Language Development refers to a child’s ability to understand and utilize linguistic communication to pass on thoughts. learn to get linguistic communication accomplishments in readying for reading. authorship and numeration. Domain 5: Language. PRE-READING AND PRE-MATH Sub-domain Receptive Skills Development Expressive Skills Development Pre-Reading and Pre-Math ( Matching ) Pre-Reading and Pre-Math ( Rote Sequencing ) †¢ †¢ †¢ †¢ Benchmarks/expectation from 5 to 6 year-olds The kid is able to understand both verbal and non-verbal signifiers of communicating. The kid is able to utilize words and gestures to show his ideas and feelings. o Draw and tells a narrative about his pulling The kid is able to fit indistinguishable objects. colourss. forms. symbols. Pre-Reading and Pre-Math ( Copying Letterss and Numbers ) The kid is able to declaim the alphabet and Numberss in sequence. o Sings the alphabet vocal absolutely o Names more than 5 letters o Associates 2 letters with their sounds o Counts from 1 to 10 absolutely o Associates more than 5 letters with their sounds †¢ The kid is able to copy letters and Numberss. o Prints complete name without theoretical account O Prints upper instance letters with a theoretical account with no reversals o Prints lower instance letters with a theoretical account with some reversals o Prints Numberss 1-5 with a theoretical account with some reversals o Prints upper instance letters without a theoretical account and with no reversals o Prints lower instance letters without a theoretical account and with no reversals o Prints Numberss 1-5 without a theoretical account and with no reversals 6. Creative and Aesthetic Development refers to the child’s consciousness of and development of their unconditioned endowment and originative accomplishments. The sphere includes music. ocular humanistic disciplines. play. dance and originative motions. This sphere is a recent add-on because it is recognized as every bit of import as the other five spheres in the development of the immature scholar. Therefore. the benchmarks and outlooks particular to this sphere are yet to be finalized. K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 10 K TO 12 – KINDERGARTEN C. Component 3: The Curricular Themes Component 3 provides the curricular subjects for incorporating the five ( 5 ) larning countries to develop the six ( 6 ) spheres for the holistic and functional development of the preschooler. These curricular subjects adheres to Brofenbenner’s Bio-ecological Theory. that defines â€Å"layers of environment. each holding an consequence on a child’s environment. † 1. Myself – constructs and thoughts that help the scholars understand himself/herself better so that he/she will develop as an person. 2. My Family – constructs. thoughts. patterns that guides the kid to be responsible and proud of himself and his household. 3. My School – constructs. thoughts. patterns. and state of affairss that help the kid understand how to be an single and socialise with other scholars. instructors. school forces and other members of the school. 4. My Community– constructs. thoughts. patterns. state of affairss. and duties that the scholar should get and understand so that he/she will go functional and antiphonal member of the community. 5. More Thingss Around Me – all other constructs. thoughts. patterns. state of affairss. and responsibilities non covered by subjects 1 to 4 but which may be relevant to the community. civilization. and involvement of the leaner. Figure 2 The Curricular Themes K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 11 K TO 12 – KINDERGARTEN III. OVERALL GOAL AND OUTCOMES A. Overall Goal: Five-year old Filipino kids will be prepared for life. B. Outcomes: By the terminal of the KINDERGARTEN twelvemonth. we will hold kids who are: effectual communicators in their female parent linguas ; healthy and physically active ; respectful. honest. God-loving ; proud of themselves. their household. civilization. heritage and state ; originative and appreciative of the humanistic disciplines. and lovingness of the environment ; speculative. enthusiastic and occupied scholars. K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 12 K TO 12 – KINDERGARTEN TRANSITION FROM KINDERGARTEN TO GRADE 1 Figure 3. Kindergarten-Grade 1 Passage Paradigm Passage Paradigm Kindergarten Education by and large addresses the different developmental spheres of the 5-year olds. But. as mentioned earlier. the spheres are formless or do non hold form ; hence acquisition countries are identified. The larning countries transition the domain-based course of study of kindergarten to the content-based course of study of class 1 to 12. This design allows for a smooth passage from Kindergarten to rate 1 thereby doing it seamless. IV. CONTENT AND PERFORMANCE STANDARDS Domains: Fictional character AND VALUES DEVELOPMENT Strand Content Standards Social –Emotional Development Ang Bata ay †¦ ? Kagandahang Asal? ? ? Nagkakaroon ng kaalaman sa pagpapahalaga SA sarili Nagkakaroon ng kaalaman ukol pakikipagkapwa Nagkakaroon ng kamalayan sa konsepto ng disiplina Nagkakaroon ng pagpapahalaga sa Panginoon Nagkakaroon ng kamalayan SA pananagutang panlipunan ( tungkuling pantahanan at pampaaralan Nagkakaroon ng kaalaman sa sariling damdamin Performance Standards Ang bata ay inaasahang†¦ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ nakapagpapakita nanogram paggalang SA sarili sa lahat ng pagkakataon nakapagpapakita ng katapatan SA kanyang ginagawa nakapagpapakita nanogram pagmamahal at paggalang SA mga kasapi ng maganak nakapagpapakita ng pagmamahal at paggalang SA kapwa nakatatanggap at naisasagawa Air National Guard mga itinakdang tungkulin nakapagpapakita ng pagmamalasakit SA kalinisan at kaayusan ng kapaligiran nakapagpapakita nanogram pagmamahal SA Panginoon nakikisali nang may sigla SA mga pangkatang Gawain nakakatulong sa mga gawaing tahanan at paaralan sa kanyang gawin? ? ? Pagpapaunlad sa kakayahang sosyo-emosyunal? ? Nakikilala at natatanggap Air National Guard nakapagpapahayag ng iba’t ibang damdamin SA tamang paraan nakapagpapahayag nanogram kakayahang mapigil Air National Guard mga damdamin at emosyon at nakasusunod sa mga pang-araw-araw na gawain/tuntunin †¢ nakauunawa at nakapagpapakita nanogram sariling emosyon †¢ nakapagpapakita ng pagtanggap at pag-unawa ng emosyon nanogram ibang Taoist K TO 12 – KINDERGARTEN emosyon ng ibang Taoist †¢ †¢ ? Nagkakaroon ng mabuting pakikipag-ugnayan SA kapwa at nakatatanda †¢ †¢ †¢ ? Nagkakaroon ng kamalayan ukol SA pagkakaiba ng Taoist †¢at nakapagpapahiwatig ng pagdamay SA damdamin ng iba ( empathy ) naipahihiwatig ang akma at katanggap-tangap na reaksiyon SA damdamin ng iba naisasaalang-alang and damdamin nanogram iba at nakikisali SA kasiyahan / Nakikiramay SA kalungkutan nanogram iba nakapagsisimula ng laro naipadadama at naipakikita Air National Guard pagmamahal SA mga nakatatanda at mga Bata nakikisalamuha SA mga kilalang nakatatanda sa pamamagitan pakikipag-usap at pakikipaglaro nakikilala at natatanggap Air National Guard pagkakaiba ng Taoist O wika o kasuotan O kagamitan O kakayahan o kulay nakikilala Air National Guard mga kasapi ng pamilya nailalarawan ang iba’t-ibang bahagi nanogram bahay natutukoy Air National Guard mga Taoist SA paaralan natutukoy Air National Guard mga lugar SA paaralan natutukoy Air National Guard mga katulong SA pamayanan ( community assistants ) Natutukoy ang mga lugar SA pamayanan naipapakita Air National Guard paggalang SA pambansang watawat at pambansang awit Pamilya Paaralan Pamayanan Bansa? Pagkilala SA sarili bilang kabahagi ng pamilya? Pagkilala sa sarili bilang kabahagi nanogram paaralan? Pagkilala sa sarili bilang kabahagi nanogram pamayanan? Pagkilala sa sarili bilang kabahagi ng bansa †¢ †¢ †¢ †¢ †¢ †¢ †¢ Domains: Health. Wellbeing AND MOTOR DEVELOPMENT Strand Content Standards Physical Education and Health The learner†¦ Health? acquires and pattern sound wellness wonts? acquires attitudes. cognition. and accomplishments about physical activity for keeping physically fit life styles Safety? identifies and patterns appropriate K to 12 Curriculum Guide Science – version as of January 31. 2012 Performance Standards The learner†¦ †¢ demonstrates wellness wonts that keep their organic structures clean and healthful. †¢ shows sufficient energy to take part in day-to-day activities ( Physical Fitness ) †¢ demonstrate safety patterns at place. in school. at the resort area and 15 K TO 12 – KINDERGARTEN safety processs? demonstrates cardinal gross motor accomplishments decently †¢ †¢ †¢ ? Demonstrates competency in assorted all right motor accomplishments? demonstrates centripetal perceptual accomplishments †¢ †¢ †¢ †¢ the vicinity. demonstrates locomotive accomplishments such as walking. running. jumping. leaping mounting right demonstrates non-locomotor accomplishments such as forcing. drawing. turning. rocking. flexing right. demonstrates receptive and projective ( manipulative ) accomplishments such throwing. catching. kicking right demonstrates all right motor accomplishments such as cutting. composing. pulling. utilizing spoon and fork right demonstrates consciousness of the place and motion of one’s organic structure. ( Body awareness ) demonstrates ocular favoritism accomplishments like. placing same and different. losing parts. which does non belong ( Visual Discrimination ) creates representations like forms. letters. images ( Form perceptual experience representations ) Physical Education Sensory-perceptual Spheres: CREATIVE AND AESTHETIC DEVELOPMENT Strand Discovery Content Standards The learner†¦ ? appreciates the beauty of nature Exposure? appreciates the different art signifiers ( music. dance. play and ocular humanistic disciplines ) ? evaluates music. dance. play and ocular humanistic disciplines? uses a assortment of stuffs. tools. techniques and procedures in the humanistic disciplines ( music. dance. play and ocular art ) Performance Standards The learner†¦ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ observes things and happenings in nature shows involvement in analyzing assorted things found in nature identifies the assorted art signifiers demonstrates involvement and enjoyment in sing. and listening to artistic public presentations and plants of art chooses music. dance. play and ocular art that they prefer describes the features of music. dance. play and ocular art that they prefer participates in the creative activity of music. dance. play and ocular art creates ocular humanistic disciplines utilizing different stuffs creates rhythm responds to different round. pitch. tune. kineticss. pacing. temper. kineticss utilizing originative motion function plays a narrative. Evaluation Production K to 12 Curriculum Guide Science – version as of January 31. 2012 16 K TO 12 – KINDERGARTEN Domains: LANGUAGES DEVELOPMENT Strand Listening and Viewing Content Standards The learner†¦ ? ? ? ? ? ? ? ? ? discriminates sounds listens for waies listens to narratives expresses oneself asks and replies inquiries portions information tells narratives gives waies analyzes intending sounds ( Phonemic Awareness ) Performance Standards The learner†¦ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ distinguishes different types of sounds follows simple waies comprehends simple and familiar narratives increases his/her vocabulary for depicting things and showing 1s feelings replies and responds to inquiries consequently increases his/her vocabulary in sharing information narrates simple and familiar narratives gives simple waies Identifies and distinguishes sounds distinguishes vowel and harmonic sounds blends and sections words blends and sections words lucifers letters to their sounds ( and frailty versa ) recognizes and names all capital and small letter letters of the alphabet. Decodes basic sight words identifies common words understands that printed stuffs provide information reads utilizing right directivity reads utilizing proper modulation analyzes and comprehends simple narrative analyzes and comprehends simple information/factual texts writes words and phrases utilizing a mix of invented and conventional spelling writes words and phrases utilizing manuscript signifier composes ain narratives with a clear beginning. center and terminal composes ain narratives utilizing images composes informational/factual texts utilizing ain words composes information/factual texts utilizing illustrations Talking Reading? decodes words? Demonstrates book cognition and print consciousness? comprehends simple texts Writing? writes utilizing the correct mechanics? writes narrative and informational/ factual texts K to 12 Curriculum Guide Science – version as of January 31. 2012 17 K TO 12 – KINDERGARTEN Domains: COGNITIVE / INTELLECTUAL DEVELOPMENT Strand MATHEMATICS Number Sense of Whole Numbers Content Standards The learner†¦ ? begins to understand the relationship between Numberss and quantities up to 10. ? Begins to understand. to depict simple add-on and minus. and to utilize them to work out jobs. The learner†¦ †¢ recognizes sets of objects up to 10 †¢ comparisons two or more sets of objects up to 10 †¢ recognizes. represents. lucifers. names. reads. counts. and writes whole Numberss up to 10 †¢ comparisons and orders whole Numberss up to 10 †¢ uses the words â€Å"put together. † attention deficit disorder to. † and â€Å"plus† to understand the construct of add-on †¢ uses the words â€Å"take away† and â€Å"minus† to understand the construct of minus †¢ uses manipulative to research the constructs of add-on and minus with amounts or differences between 0 to 10 †¢ utilizations concrete objects to find replies to add-on and minus jobs †¢ divides a whole into two or four equal parts. †¢ explores the environment to detect. place. describe. and compare 2- to 3- dimensional objects †¢ compares forms. sizes. and places of 2- to three-dimensional objects †¢ utilizations manipulative to make 2- to three-dimensional objects †¢ observes dawn and sunset to state the clip of the twenty-four hours ( forenoon. noontime. flushing ) †¢ tells the figure of yearss in a hebdomad and the months in a twelvemonth †¢ steps and compares the length. mass. and capacity of familiar objects utilizing non-standard units †¢ participates actively in garnering information about objects or events in their environment. †¢ makes a graph or chart based on the information gathered †¢ reply inquiries about the graph or chart Performance Standards Operations of Whole Numbers Number Sense of Fractions Geometry Measurement? understands the construct of spliting wholes into equal parts. ? begins to place the common 2- to 3dimensional objects in the environment and depict their forms. sizes. and places. ? understands the construct of clip. length. mass and capacity and the nonstandard units to? Measures them. ? starts to do a graph or chart based on the information gathered about objects or events in their environment. Statisticss K to 12 Curriculum Guide Science – version as of January 31. 2012 18 K TO 12 – KINDERGARTEN Strand SCIENCE Content Standards The learner†¦ The learner†¦ †¢ †¢ †¢ Performance Standards Scientific Thinking and Practice †¢ understands the procedures of scientific probes uses observation and oppugning accomplishments in the scientific discipline enquiry asks and replies inquiries about milieus and portion findings with schoolmates records observations and informations with images. Numberss and/or symbols Peoples. Animals and Plants. Knows the similarities and differences of populating things knows that populating things are made up of parts that have specific maps knows the alterations in life things over clip †¢ Earth ( Weather ) †¢ knows that conditions alterations and that it affects people People †¢ identifies the similarities and differences of people †¢ identifies the organic structure parts of life things and its specific maps †¢ identifies the five senses and how they are used †¢ uses the senses to detect milieus and sorting objects observed.