The K-12 is now on its third year of implementation, critics are busy seeing the half empty cup and keep on denying the other half full. Many have been said about the shortcomings of this curriculum but too little to recognize the positive side brought about by the changes which in turn will benefit our younger generation.

Let us focus on one of K-12’s salient point, the teaching of local history to our grade three pupils. The spiral approach of our present curriculum is undeniably a redeeming factor to the diminishing nationalism of our citizenry. The first grader will have the family as the core subject matter. The grade two will have the community and the grade three who in turn will study first the local history. For twenty three years of teaching in primary education, I could say that the chronological order of our subject in social studies is one sure formula for our students to develop the love for our culture and history. There will be better recognition of our local events and venue to unfold such information. The appreciation of our national history and heritage become easier and more meaningful for students because local history can be used as introduction to the greatness of our nation using their own stories. As IBON foundation claimed that a sure way to catch the attention of our students is to retell their own stories. Their stories of courage, cooperation and resiliency of people and places  are not alienated to them.

By: Jane L. Mason | Teacher III | Kitang Elem. School | Limay, Bataan