48072402 done curicculum

8/3/2019 48072402 Done Curicculum

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1.) LOCAL AND NATIONALCURRICULAR INNOVATIONS

Addressing the Future:CURRICULUMINNOVATIONS

2.) GLOBAL CURRICULARINNOVATIONS


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As man seeks for development,innovations are inevitable.


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In curriculum, changesand modifications are

being introduced to keepwith the changing world.

With the emerging theories of learning, instructionaldelivery and management, learning and teaching styles,modes of living and other societal changes in scienceand technology led educators to introduce innovations.


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1. LOCAL AND NATIONAL CURRICULAR

INNOVATIONS

a.) 2002 Basic Education Curriculum

b.) Third Elementary Education Program (TEEP)

c.) Secondary Education Improvement and Development Program(SEDIP)

d.)The New Teacher Education Curriculum for BEEd and BSed

e.)The Ladderized Curriculum for Bachelor of Technical TeacherEducation (BTTE)

f.) Instructional and Curricular Excellence in School Leadership andManagement DepEd eXCELS


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T H E V I S I O N , M I S S I O N A N D R A T I O N A L E O FT H E C U R R I C U L U M

A. 2oo2 Basic EducationCurriculum

VISION:

The Department of Education, envisions every learner to be:

-FUNCTIONALY LITERATE

- EQUIPPED WITH LIFE

- APPRECIATIVE OF ARTS AND SPORTS and

- IMBUED WITH THE DESIRABLE VALUES OF A PERSON WHO ISMAKABAYAN, MAKATAO, MAKAKALIKASAN AND MAKA-DIYOS


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** PARAMETERSOF THE BASICEDUCATIONCURRICULUM

The demands of the learningenvironment, the society and theFilipino learner defined the

parameters that govern theelements of the curriculum.


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Parameters of Basic Education Curriculum

These elements include:

objectives

content

materials

teaching-learning process

evaluation


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The Objectives

- these are expressed in terms of competencies in knowledge,skills and attitudes

- these also determines the content which focuses on theprocesses and skills of learning how to learn rather than on thecontent coverage of facts and information


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The Content

- it is delivered using a variety of media and resources

* From the traditional textbook resources, teachers are encouraged touse ICT and community resources

- it is also CONTEXTUALIZED so that the curriculum is adjustedto the situation and local culture


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Materials

- the use ofMULTI-SENSORY MATERIALS is encourage inteaching

- real objects, tri-dimensional models, audio-visuals and real lifesituations are effective tools in delivery of teaching-learning

process

- the use of local or community resources as well as technology-driven support materials are utilized in the learning environment


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The teaching-learning process

- it considers the learner as active partners rather than objects ofteaching

- the learners are CONSTRUCTORS OF MEANING, while theteacher act as FACILITATORS, ENABLERS and MANAGERSOF LEARNING


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** SALIENTFEATURES OFTHECURRICULUM

It aims to raise the quality of education

of Filipino learners and graduates

The Basic Education Curriculumempowers life-long learners through

the attainment of functional literacy


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Salient Features of the Curriculum

Studies of the past curriculum indicate that there isover crowdedness which was a hindrance tolifelong learners. So to decongest the curriculum,

BEC restructured it into only five learning areasnamely:

ENGLISH, MATHEMATICS,

FILIPINO, SCIENCE andMAKABAYAN


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Are the tool subjectsFilipino, Englishand Science

Are subjects to developinternationalism

English,Mathematics and

Science

Are learning areas whichenhance nationalism

Makabayan

together withFilipino


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a bit focus on

MAKABAYAN:


It stresses on the development of social awareness,empathy, and firm commitment to the common good.

As a learning area, this requires an adequateunderstanding of Philippine history, our political-economic system, local cultures, crafts, arts, music and

games

It is the laboratory of life to develop a healthy

personal and national identity


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** INTEGRATIVETEACHING ASMODE OFINSTRUCTIONALDELIVERY

Integrative teaching works best in the BEC. It is sobecause the curriculum is treated in a HOLISTIC

MANNER. The process is INTERACTIVE,

COLLABORATIVE and INNOVATIVE.

Here are four examples to describe what isIntegrative Teaching is.

Thematic teaching

Content-Based Instruction

Focusing inquiry

Generic Competency Model


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Integrative teaching as mode of InstructionalDelivery

THEMATIC TEACHING

- this requires organization ofTHEMES around ideas** The THEMES provides focus and helps learners see the

meaningful connections across subject areas

- it links ideas to action and learning to life

- For Example: you chosen is Philippine Festival as your theme.**You must also know that our country celebrates various festivals in

its different provinces, towns and cities

**The different subject areas in this particular case use the differentfeatures of a particular festival as subject matter


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Here are the simple steps in using the Integrated Unit Design(Thematic Based)

Decide on a unit theme that will allow allsubject areas to join.

Example: Philippine Festival

Identify the major concepts to serve as acommon thread for all the subject areas.Example: Historical Background, purposesof the celebration, dance steps, etc.

Brainstorm and list generalizations thatwill be derived from the study of the theme.

Write questions that would facilitate theunderstanding and mastery of thegeneralization

For each Subject area, write instructionalobjectives to be accomplished.

Identify instructional objectives to beaccomplished.

Identify instructional activities which willaccomplish the objectives.

Based on the objectives, perform theactivities.

Conduct culminating activity where allsubject areas learning will be applied

Design a scoring guide or rubric to assessthe performance of the task in theculminating activity



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THEMATIC TEAHCING mayinvolve, the whole school, a

department, or a group of teachers.

It will encourage collaboration andcooperation among allstakeholders: Teachers, Students,Parents and School Officials


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CONTENT-BASED INSTRUCTION

- is the integration of content learning with language teaching

- CBI crosses the barriers between language and subject matter content

- this approach aims at developing the learners academic language skills


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Let us look into an example:

A lesson in Filipino is designed to developskills in identifying keywords in a given textuses Social Studies content (essay or article)such as Batas ng Bayan or other topics inthe unitPamahalaan at batas .

The Social Science content is used to developlanguage skills in Filipino.

Filipinoand

Social

Studies



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Integrative teaching as mode of Instructional

Delivery

FOCUSING INQUIRY

- it is an interdisciplinary approach that uses questions to organize

learning

- in here, learners become creators rather than recipients of knowledge

- instructional process is built around inquiry, where teachers guide thestudents to discover answers to questions

As a starting point, using what learners already know, theygenerate questions about things they dont know yet.

They design a method of investigation and gather informationon their own.


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Focusing Inquiry Cycle:

Frame focusingquestions.

(asking about priorknowledge)

Present field of facts.

(Who? What?When? How?)

Help learner's connector relate facts.

(Interpret, infer, givemeaning)

Help learners generateexplanatory ideas.

(generalization)

Help learners findanswer.



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Integrative teaching as mode of Instructional

Delivery

GENERIC COMPETENCY MODEL

- in this model, learners are enrolled in three to four linked or relatedcourses or subject areas

- In Makabayan for instance, competencies can be clustered into :- personal development

- social competencies- work and- special skills


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The subject specialist teaches his/her subject and activities will draw onprocessess and skills important to each discipline. The following steps arefollowed:

Decide on generic competency (social, personal, productivity)

that will allow related competencies from the many subjects.

Identify the culminating performance (What?, Why? AndHow?)

Brainstorm the specific skills derived from the project that

would be expected of the learners.

Design the scoring guide criteria and standard to assess theperformance tasks preferably performance test and portfolio.



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B. Third elementary education

program TEEP

HISTORY :

-This began in 1996 and concluded in 2005,Funded by World Bank (wb)and Japan Bank for International Cooperation (JBIC)

-Initial findings of this program reveal that there are indicators of

improved learning achievement and rise in completion rates of students** Access to quality elementary education had also been achieved

-As planned, the best practices of the curriculum innovations of the pilotdivisions would be implemented by other divisions all throughout thecountry .


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Third elementary education

program TEEP

- This program was a flagship project of the Department of Education in

response to the Social Reform Agenda initiatives of the government

- This project/program also focused only on the elementary level with thegoals of:

- IMPROVING LEARNING ACHIEVEMENT- IMPROVING COMPLETION RATES- ACCESS TO QUALITY ELEMENTARY

EDUCATION


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Third elementary education program TEEP

Further, this program aim to build

institutional capacity of theDepartment of Education to managechange and actively involved parents,teachers, community leaders as

stakeholders for quality education.


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Major Educational Components of the TEEP

ADVOCACY

IN-SERVICE TRAINING FOR TEACHERS (INSET)

SCHOOL IMPROVEMENT AND INNOVATIONFACILITY (SIIF)

STUDENT ASSESSMENT (SA)

EDUCATIONAL MANAGEMENT INFORMATIONSYSTEM (E-MIS} PROCUREMENT

MONITORING AND EVLUATION

**** it also advocate principal empowerment in all the educational component


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C. Secondary EducationalImprovement and Development

Program (SEDIP)

SEDIP is a curricularinnovation which dovetailed

the Third ElementaryEducation Project or TEEP.


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PURPOSE/OBJECTIVE:

Secondary Educational Improvement andDevelopment Program (SEDIP)

To improve the quality and relevance of secondaryeducation in the project provinces;

To increase the rates of participation in and completionof secondary education in the underserved areas;

To support the decentralization process towards thetransfer of greater management responsibilities anddecision-making authority to the schools and offices atthe provincial levels.


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3 Important components within the parameters ofCURRICULUM DEVELOPMENT.

Improving Teachers and Learning

Improving Access to SecondaryEducation

Facilitating DecentralizedSecondary Education Management


d d i l d


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The development skills and competencies of school heads in schoolplanning and management and instructional support for teachers.

Improving teachers subject knowledge and teaching skills

Improving the availability of learning materials by providing text-book,teaching manuals and other instructional materials.

Improving the learning environment through the construction and orrehabilitation of school facilities and procurement of furniture and

equipment for classrooms, laboratories and other school facilities.

In improving teaching and learning, CURRICULUMINNOVATIONS centered on:

S d d i l d


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The 2 other components of theSEDIP are support components to

curriculum innovations such as:

improving access tosecondary

educational

facilitatingdecentralized

secondary schoolmanagement.

Secondar Educational Improvement and


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The SEDIP innovationsstarted in 2000 and ended in

2006. Initial results showedgains, and best practices have

been replicated in otherdivisions which were not

participants in the project.


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D. The New Teacher Education

Curriculum for BEEd and BSEd.

- This was implemented by CMO 30, s, 2004.

-There are two teacher educational degrees which are offered by theTeacher Training Institute

-BEEd (Bachelor of Elementary Education)-BSEd(Bachelor of Secondary Education)

Th N T h Ed ti C i l f


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The New Teacher Education Curriculum forBEEd and BSEd.

Is structured to meet the needs ofprofessional teachers for

elementary schools andeducational education programs

BEEd

Is structured for the needs ofprofessional teachers in the highschools in the PhilippinesBSEd

The Ne Teacher Ed cation C rric l m for


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aims to developed elementary school teacherswho are either generalist who can teach acrossthe different areas in grade school, especial

education teachers and pre-schools teachers

BEEd

aims to developed high school teachers who

can teach in one of the different learning areasin school like Mathematics, Physical Science,Biological Science, English, Filipino amongothers

BSEd


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The New TeacherEducation

Curriculum forBEEd and BSEd.

The competency

standards to bedeveloped byprospectiveteachers for bothelementary andsecondary level

Have the basic and higher level literacy.Communication, numeracy, critical thinking,learning skills needed for higher learning.

Have a deep and principal understanding ofthe learning processes and the role of theteacher and facilitating these processes intheir students.

Have a deep and principled understanding ofhow educational processes relate to the largerhistorical, social, cultural and politicalprocesses.

Have a meaningful and comprehensiveknowledge of the subject matter they willteach.

Apply a wide range of teaching process skills(including curriculum development, lessonplanning, materials development, educationalassessment, and teaching approaches.)


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The New TeacherEducation

Curriculum forBEEd and BSEd.

Have direct experience in the field/classroom (asclassroom observations, teaching assistance and practiceteaching)

Demonstrate and practice the professional and ethicalrequirements of the teaching profession.

Facilitate the learning of diverse types of learners, indiverse types of learning environments using a widerange of teaching knowledge and skills.

Reflect on the relationships among the teaching processskills and learning in the students, the nature of thecontent and the broader social forces encumbering theschools and educational processes in order to improvetheir teaching knowledge, skills and practices

Be creative and innovative in thinking of alternative

teaching approaches, take informed risks in trying outthese innovative approaches and evaluate theeffectiveness of such approaches in improving studentlearning.

Be willing and capable to continue learning in order tobetter fulfill their mission as teachers.

Cont.

competencystandards


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** THE

CURRICULUMOF THE BEEdAND BSEd

The curriculum design featuresinclude various components thatcorrespond to the basic andspecialized knowledge and skills

that will be needed by apracticing professional teacher


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The curriculum of the BEEd and BSEd

foundational general education knowledge and skills

theoretical knowledge about teaching and learning

methodological skills

experiential knowledge and skills and professional ethicalvalues

subject matter knowledge appropriate to the level of teachingof pre-school, elementary and secondary levels

Various components that correspond to the basic and specialized knowledgeand skills like:


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The curriculum of the BEEd and BSEd

The curriculum recognizes the need to equip teachers withwide range of theoretical and methodological skills.

These also allow the teachers to have more options andgreater flexibility in designing and implementing learningenvironments which will maximize students learning.

The curriculum is also designed so that the components areintegrated

The New Teacher Education Curriculum for


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3 components:

GeneralEducationRequired

ProfessionalEducation

Courses

Specializationor content

courses

total units foreach degree

courses

BEEd 63 units 54 units 57 units 174 units

BSEd 63 units 51 units 60 units 174 units



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Some of thepeculiarfeatures oftheProfessionalEducation

Courses

All the subjects will be taught in an integratedmanner.

Discussion of the theory and concepts should

always be linked to the development ofmethods and strategies and to experientiallearning during the field study.

All courses should be taught using a widerange of teaching learning approaches andassessment procedure, including the use of

technology All courses must have a research requirement

which may take the form of term paper, casestudy, action research or reflect on the variousmethods and strategies related thing.

The theory and concept courses provide the

broad framework within which students canunderstand, rationalize and reflect on thevarious methods and strategies relatedteaching


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Cont..

Some of thepeculiarfeatures ofthe

ProfessionalEducationCourses

The methods and strategy courses in theprogram aim to develop a wide range of skillsto facilitate and evaluate learning in diverse

types of students in a variety of learningenvironment.

The field study courses are intended to providestudents with practical learning experiences in

which they can observe, verify, reflect on, andactually experience different components ofthe teaching learning processes in actualschool setting

There will be special topic courses in seminar

form which will be three one-unit courses.Special topics are based on the perceived needsof the students and the expertise of the faculty.


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E. The Ladderized Curriculum forBachelor of Technical Teacher

Education (BTTE)

- prepares teachers and technical vocational education and higher

education institutions who are equipped not only with strongtheoretical understanding of teaching technology but also theexposure to industry.

- shall impart knowledge, skills attitudes, values and experiences thatwill provide prospective teachers with necessary competenciesessential in effective teaching

The Ladderized Curriculum for Bachelor of


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The specific body of knowledge, skills, attitudes,values and experiences include:

General Education Component

Professional Studies Component

Specialization Component

Instructional Technology Component

The Ladderized Curriculum for Bachelor ofTechnical Teacher Education (BTTE)



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General Education Component

-- is consistent of the CHED Memo 59 composed of(60) units of courses in humanities, languages,natural and behavioral sciences, computerproficiency, mathematics, logic and ethics which are

all aimed to make a person broadly educated,creative, cultured, morally upright andproductive.



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Professional Studies Component

-- includes philosophy and aims of technology education,curriculum development and teaching-learning processes.It also includes clinical experiences in teaching and themastery of the Philippine Trainers QualificationFramework (PTTQF).



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Specialization Component

-- this includes the in depth knowledge of contentspecified skills in the major field including industryexposure.



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Instructional Technology Component

-- this includes competencies in the use oftechnology in teaching and training.



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Curriculum Models of the BTTE


Model AIs offered for high schoolgraduates who could meet theadmission requirements of theColleges

Model B

Is offered to the graduates of

the two-year trace technicalCurriculum and the three yeardiploma of Technology Programin different areas ofspecialization

i l d i l


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F. Instructional and Curricular

Excellence in School Leadership and

Management-DepEd eXCELS

-- this was based on competency Framework for South East Asia School Heads which

SEAMEO INNOTECH developed and validated with the Ministries of Education fromthe SEAMEO member states

-- this is a short course package of SEAMEO INNOTECH for elementary andsecondary school administrator of developing instructional and developmentleadership

--It addresses the need to develop and strengthen the school heads role asinstructional leader in promoting or improving the quality of teaching and learning inhis/her school.

Instructional and Curricular Excellence in School


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Special features of Innovation

Instructional and Curricular Excellence in SchoolLeadership and Management-DepEd eXCELS

Delivery of Instruction

Learning Modality

Evaluation System

Time Table



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Delivery of Instruction

--Teaching in the eXCELS is primarily delivered through print self-

instructional modules augmented by the use of interactive tools suchas chat, discussion forums and email, among other support system.

-The learning modules are instructionally designed to be interactiveand to incorporate the four As of adult learning

ACTIVITY ANALYSIS ABSTRACTION APPLICATION



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Each Module is made up of thecomponents:

Pre-organizers and advance organizers, Module pre-test,

Module-posttest, Pre/ post self-rating competency checklist, Interactive learning methodologies such as activities, insight

forming questions, lecturettes and readings, discussion topics,summaries and links to other resources.

Lesson review tests Practical exercises and feedback on the tests A module assignment Glossary of terms List of references and suggested additional readings and links

Leadership and Management-DepEd eXCELS



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Learning Modality

-After the students get their learning package, they can immediatelystudy at their own pace and time.

***Learners should be able to manage their time such

that they finish one module in two weeks and two modules infour weeks.

-Aside from the class interactions during the discussions, each

student is required to submit assignments, reflection paperand action paper either in hard or soft copies to the tutor forevaluation.

***The three requirements make the learning portfolio whichtutor evaluate, give feedback on. They become the basis for the

learners rating.



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Evaluation System

-Each learner will given a feedback in the form of qualitativenarratives by the tutors for their outputs.

- They will also receive a rating for each major requirements andfor their participation in the discussion group. The ratings will beissued by the tutor which has an equivalent as follows:

A=3

Excellent

B=2Pass

C=1Deficient



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Time table

-The duration of time expected of all learners to finish the course is50 hours I equivalent to a 3 unit course.

-The time spent includes self-study of the module,participation on the on-line discussion, preparation andsubmission of module activities which are the contents of the

learning portfolio.

- A maximum of 2 weeks is given to accomplish each modules, hencea maximum of four weeks is expected. Approximately 2 weeks afterthe completion to the course, individual rating will be released.

2.) GLOBAL CURRICULAR

GLOBAL CURRICULAR INNOVATIONS


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INNOVATIONS

1.) Project Child (Computer Helping Instruction and LearningDevelopment)

2.) Brain-Based Learning

GLOBAL CURRICULAR INNOVATIONS

1 Project Child (Computer


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1. Project Child (ComputerHelping Instruction and Learning

Development)

- It is a research-basedinstructional delivery

system that enables oneto intensify the

curriculum withtechnology and handson learning

Project Child (Computer Helping Instruction


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CHILD goals:

Modify the school structure and create classroomconditions conductive to learning with technology

Create a cohesive unit of work that foster strategies forthinking

Reign curriculum for reading, language arts andmathematics so as to cover legally mandated content andintegrating fully the use of computer in the curriculum

j ( p p gand Learning Development)

Project Child (Computer Helping Instruction and


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It aims:

Increase in academic performance

Develop reasoning abilities, problem solving,decision making and knowledge application

Communicating effectively

Emphasize the development of mathematicsin early years

Project Child (Computer Helping Instruction andLearning Development)



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Six "stations" or learning centers in ProjectChild classroom


For technology-based learningComputer Station

For written workTextbook Station

For activities in game formatChallenge Station

For creative expressionImagination Station For hands-on activitiesExploration Station

For additional instructional supportTeacher Station



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Project Child (Computer Helping Instruction andLearning Development)

Learners follow a precisemanagement plan for movingfrom one station to the other.

Goals are set and activities arerecorded in a book calledpassport



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Project CHILD Materials:


Station Planning Games

Station Activities/ Task Cards

Passports

Teachers Manual

Leadership Guide

Special Needs Inclusion Guide

Training Facilitator Guide



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j ( p p gLearning Development)

This are organized in six weeks topical units

The contents include suggested softwareswhich are referenced to state standards,teaching tips, skills checklist for each gradelevel, list of materials and resources and

station activity pages

StationPlanning

Guide



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A companion of stationplanning guides, provide ideasfor hands on station activities

It directs the learners to work

StationActivities/

TaskCards



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This tool help the students tobecome organized and focused ontheir work

It is also use to set and assess thegoals of the learners

Passports



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A complete guide to assist teachers inimplementing CHILD instructionalprogram

The manual includes the overview of

CHILD, and other importantcomponents of it

TeacherManual



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It is composed of materials inmaking presentations tocommunity groups andstrategies to involve the schoolin adopting the effectivepractices of the Project CHILD

LeadershipGuide



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A timely resource for bothregular and exceptional teachersto support the inclusion ofspecial needs in the classroom

SpecialNeeds

InstructionGuide



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j p p gLearning Development)

It includes comprehensivetrainings, overviews,transparencies and handoutsfor workshop participations.

TrainingFacilitator

Guide


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2. Brain- Based Learning

- It is an approach to teaching based on research in neuroscience

- It suggests that our Brain learns Naturally

- This also provides a biologically driven framework tor teaching andlearning, and helps the recurring learning behavior.

B i B d L i


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Brain Based Learning

- Brain based learning includes and electric mix oftechniques

Currently this techniques stress allowing teachers to connect learning tostudents real life experiences

- This form of learning also encompasses education conceptslike mastery learning, problem-based learning,cooperative education, multiple intelligences,learning style, experiential learning among others.


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Brain BasedLearning

The brain perceives whole and partssimultaneously

The brain is parallel processor whichcan perform activities at once.

In formation is stored in multipleareas of the brain and is retrieved

through multiple memory andneural pathways

Learning engages the whole body.All learning is mind-body:

movement, food, attention cycles,chemicals modulate learning.

Humans search for meaning innate

Core Principles

Guide:


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Brain BasedLearning

Search for meaning comes frompatterning

Emotions are critical to patterningand drive our attention, meaning andmemory.

Meaning is important thaninformation

Learning involves focused attentionand peripheral perception

We have two types of memory:spatial and rote

The brain is social. It develops betterin concert with other brains

Every brain is uniquely organized

Learning is developmental

Cont..

Core PrinciplesGuide:



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From the principles regarding the Brain-based theoryseveral Interactive Teaching Elments Emerge:

Orchestrated immersion

Relaxed alertness

Active processing


B i B d L i


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Orchestrated immersion

- Learning environments are created to provide authentic

learning experiences

Example:

in elementary level, teachers can use the schoolsmini forest to identify trees, animals and otherplants and find out how they live together

B i B d L i


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Relaxed alertness

- in here efforts are made to eliminate fear while maintaining a

highly challenging environment.- teachers may play classical music when appropriate to relaxedtone in the classroom-Bright lights are dimmed-Scented candles are lighted to calm the senses or stimulate the

senses

- these will all provide a relaxed accepting environment, bythat children are motivated to bring in the best of themselvesand bring out their potentials

B i B d L i


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Active processing

- here, the learners consolidate and internalize information by

actually processing information

-Its like adding new knowledge from what is already known


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Bain basedlearning is

anchored onPRINCIPLESthat willENHANCE

LEARNING

These includes:

Need of rich stimulating environmentswhich utilize students created materialsand product.

** these are displayed on bulletinboards and display area

Tables and desks are grouped together todevelop social skills.

** learners must provide comfortable

chairs and furniture for casual andinformal discussion areas

Indoor and outdoor spaces should belinked so that students can move aboutfreely

Learners should be provided safe places sothat threat will be reduced, specially in cityplaces

There must be variety of learning centersor nooks with varied lightings.


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Cont..

Bain basedlearning isanchored onPRINCIPLESthat will

ENHANCELEARNING

These includes:

Display in classrooms should bechanged regularly to stimulate the

brain development. Provide multiple resources.

** provide educational, physical andvariety of setting with in the classroom so thatlearning activities can be integrated easily

Flexibility is a principle that has beenrecognized long before

Active and passive places should beprovided for students to develop theirinterpersonal and intrapersonalintelligences.

A personal space of learners like locker,desk or a home base is provided eachchild to allow him/her to expresshis/her unique identity


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Cont..

Bain basedlearning isanchored onPRINCIPLESthat will

ENHANCELEARNING

These includes:

The community is utilized as aprimary learning environment

The brain ca grow connections atany age.

** challenging experiences with

appropriate feedback are always the

best, Cognitive skills always developwith Motor skills

Optimizing learning throughdifferent media

** music is used to reduce stress and

boost learning

** same is true with art, it providesavenues for self expression


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Francis Allen YU

Listening!!!

for ThankYou

48072402 done curicculum

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