RAPATAN2024

How can teachers design and map a course of study or curriculum that
enables students to achieve learning standards and competencies?

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Learning Area Shaping Paper:
• Curriculum Framework
• Big Ideas
• Key Stage 3 Learning
Standards and Subdomains
• Learning Area Curriculum
Goals
• Curriculum Guide Lay-out
Big Ideas
Learning Area Curriculum Goals (MATATAG General Shaping Paper)

Learners demonstrate proficiency in using English in

multiple modes to communicate effectively in a wide
range of situations, with diverse audiences, and in
various contexts. They use their language skills to
facilitate and enhance learning across different
content areas. They critically analyze, appreciate, and
respond to a wide array of literary and informational
texts, utilizing these resources to broaden their
understanding, perspectives, and creativity. Learners
also actively engage in activities and discussions that
encourage a deep appreciation and understanding of
their cultural heritage, instilling a sense of pride and
identity that fosters cultural literacy and promote
mutual respect and understanding in diverse social
and educational environments.
 Curriculum Guide Layout – WHAT to teach

CONTENT STANDARD: The learners demonstrate their multiliteracies and communicative

competence in evaluating Philippine literature (poetry) for clarity of meaning, purpose, and target
audience as a foundation for publishing original literary texts that reflect local and national
identity.

PERFORMANCE STANDARD: The learners analyze the style, form, and features of Philippine
poetry (lyric, narrative, dramatic); evaluate poetry for clarity of meaning, purpose, and target
audience; and compose and publish an original multimodal literary text (poem) that represents
their meaning, purpose, and target audience, and reflects their local and national identity.
 Standards
GIVEN BY
CURRICULUM
GUIDE Competencies

Assessment
NOT GIVEN
BY
CURRICULUM
GUIDE Instruction
 Standards-Based Model
Stage 1
STANDARDS/ Identify Desired Results
What do I want my students
COMPETENCY to know and be able to do?
Big Ideas 🡪 Enduring Understandings 🡪
Essential Questions

Stage 2
Determine Acceptable Evidence
(Design Balanced Assessments)
ASSESSMENT How will I know whether my students
have acquired the requisite knowledge,
skills, and understandings?

Stage 3
Planning Learning Experiences &
Instruction
ACTIVITY What will need to be done to provide my
students with multiple opportunities to
acquire knowledge, skills, and
understandings?
 SAMPLE DIARY CURRICULUM MAP
A chart of the content, skills, activities and assessments that
describe learning
DESIGN PROTOCOLin a classroom.

FROM DEPED MATATAG

CURRICULUM GUIDE (CG) FROM
FROM SUBJECT TEACHER FROM
DEPED
SCHOOL’S
MATATAG
VISION
CG AND
MISSION
 Task 1: Complete the first four (4) columns in your template by stating Q2
in the first column and copying from the MATATAG CG the next 3 columns.

11 February 2024

RAPATAN2024
 PREPARING A STANDARDS-BASED
UNIT CURRICULUM MAP

1 2 3

PRIORITIZE UNPACK ALIGN

Specify coverage in priority State activities and assessments
Select and cluster priority
competencies that match with priority
competencies
competencies

RAPATAN2024
What are Power
Standards/Competencies?
• A focus for teachers on
what to teach
• “Higher level of Learning”
• A prioritization of the
academic standards
• Provides purpose or
reason for learning a
specific competency
https://absenterprisedotcom.files.wordpress.com/2016/06/real-standards.pdf
 R

https://absenterprisedotcom.files.wordpress.com/2016/06/real-standards.pdf
11 February 2024
A

https://absenterprisedotcom.files.wordpress.com/2016/06/real-standards.pdf
 STEP 1
TABLE OF UNIT POWER AND SUPPORTING COMPETENCIES
CONTENT STANDARD: The learners demonstrate their multiliteracies and communicative competence in evaluating Philippine literature (poetry) for
clarity of meaning, purpose, and target audience as a foundation for publishing original literary texts that reflect local and national identity.

PERFORMANCE STANDARD: The learners analyze the style, form, and features of Philippine poetry (lyric, narrative, dramatic); evaluate poetry for
clarity of meaning, purpose, and target audience; and compose and publish an original multimodal literary text (poem) that represents their
meaning, purpose, and target audience, and reflects their local and national identity.
COMPETENCIES R E A L POWER OR
(needed for next (needed for real life) (needed for achievement (needed by other SUPPORTING?
unit or grade) or admissions or job tests) subjects)
Distinguish the features of SUPPORTING
the 3 literary reading
lenses.
a. biographical
b. historical
c. sociocultural
Evaluate literary texts. POWER
EN7LIT-I-4 Compose a POWER
literary text using
appropriate structure.
Classify LCs in terms of Readiness, Endurance, Assessment and Leverage (R-E-A-L). LCs with all R-E-A-L become the
Power Competencies and take priority. LCs with some of R-E-A-L become Support competencies.
RAPATAN2024
 MERGE BY TAKING HIGHER ORDER LC
WHEN CONTENT IS THE SAME
1.1 Evaluate literary texts.
Evaluate literary texts as expressions
1.2 Analyze literary texts as expressions of
individual or communal values.
of individual or communal values.

MERGE RELATED CONTENT

2.1 Compose a literary text using appropriate WHEN SKILL IS THE SAME
structure.
Compose and publish an original
2.2 Publish an original multimodal literary text multimodal poem that reflects culture.
(poem) that reflects culture.

Review Supporting competencies. If these can be merged, then do

so by taking higher-order LC or by related content.
 PREPARING A STANDARDS-BASED
UNIT CURRICULUM MAP

1 2 3

PRIORITIZE UNPACK ALIGN

Specify coverage in priority State activities and assessments
Select and cluster priority
competencies that match with priority
competencies
competencies
A “standard” (sometimes called a “learning
standard” or a “content standard”) is a set of
established norms that a child
should achieve that mean a child has truly
gained a given set of knowledge or a given skill.

In short, a standard is a concrete description of

what a student should be able to
understand (content) and be able to do
(skill).
 LEARNING COMPETENCY LEARNING COMPETENCY
LEARNING COMPETENCY LEARNING COMPETENCY
LEARNING COMPETENCY LEARNING COMPETENCY
LEARNING COMPETENCY LEARNING COMPETENCY

LEARNING COMPETENCY LEARNING COMPETENCY

LEARNING COMPETENCY LEARNING COMPETENCY

LEARNING COMPETENCY LEARNING COMPETENCY

LEARNING COMPETENCY LEARNING COMPETENCY

ANATOMY OF LEARNING COMPETENCY
 5 Techniques
to Unpack Standards and
Competencies
1. Clarifying ambiguous or reconciling conflicting terms in the standard.
2. Making explicit connections between standards and competencies.
3. Breaking down in explicit terms the coverage or process involved in the standard or competency.
4. Providing for missing competencies in order to achieve the standards.
5. Identifying the budget of time as suggested by the Learning Competency code.
T1: Clarifying T3: Specifying T5: Stating time
terms scope for teaching
T4: Provide
needed LC
 T2: Discuss in Unit Standards

5 Techniques
and Competencies Diagram

to Unpack Standards and

Competencies
1. Clarifying ambiguous or reconciling conflicting terms in the standard.
2. Making explicit connections between standards and competencies.
3. Breaking down in explicit terms the coverage or process involved in the standard or competency.
4. Providing for missing competencies in order to achieve the standards.
5. Identifying the budget of time as suggested by the Learning Competency code.
 CONTENT (How many?
TASK 3:What specifically are they?)
UNPACK AND SPECIFY THE CONTENT IN NOUNS FOR UNIT LCs
BY INSERTING OR INDICATING IN PARENTHESES BEFORE OR AFTER NOUN
SPECIFIC NUMBER, SCOPE, OR DEFINITION.

Differentiate 3 types of Philippine poetry: lyric, narrative, and dramatic.

Compose 1 original multimodal literary text (poem) that reflects

culture (paper-based, digital, audio-visual).
 SAMPLE DIARY CURRICULUM MAP
TASK 4: WRITE HERE THE UNPACKED
POWER AND SUPPORTING
COMPETENCIES.

A. COPY FROM DEPED FROM

CURRICULUM GUIDE (CG) FROM SUBJECT TEACHER FROM
DEPED
SCHOOL’S
CG
VISION
AND
MISSION
 Acquisition Making Meaning Transfer

A M T
memorize analyze create or
and recall and reason present

TASK 4:
CLASSIFY VERBS IN COMPETENCIES FOR Q2 UNIT LCs IN TERMS OF A-M-T
11 February 2024
TASK 5A: Are there other competencies to make the sequence logical?
REVIEW CG AND ADD OTHER NEEDED LCs TO COMPLETE A SEQUENCE.
Task 5B: Go back to this form and make a logical sequence of
the unpacked learning competencies.
TASK 6: PROVIDE THE TIME ALLOTMENT IN THE LAST COLUMN.
 PREPARING A STANDARDS-BASED
UNIT CURRICULUM MAP

1 2 3

PRIORITIZE UNPACK ALIGN

Specify coverage in priority State activities and assessments
Select and cluster priority
competencies that match with priority
competencies
competencies
 CONSTRUCTIVE ALIGNMENT

ASSESSMENTS ACTIVITIES

RESOURCES

STANDARDS LEARNING
COMPETENCIES

Research on curriculum alignment shows a strong correlation to student achievement.

The success of student achievement depends on our work of alignment in the curriculum.
 SAMPLE ALIGNMENT OF COMPETENCY, ASSESSMENT AND ACTIVITY FOR
ACQUISITION.

COMPETENCY ASSESSMENT ACTIVITY

List Operate Multiple Choice Frayer Model

Name Sequence Fill in the Blanks Venn Diagram
Enumerate Compute Matching 2-Column Comparison Table
Identify Differentiate Enumeration Vocabulary Exercise
Define Locate True or False Pictionary
State Describe Hands-on Operation Labeling Exercise
Solve Report Labeling Sequencing or Flow Chart
Compare Copy Sorting and Classifying
Classify Point Mnemonics
Select KWL
Jigsaw
Gamification
 SAMPLE ALIGNMENT OF COMPETENCY, ASSESSMENT AND ACTIVITY FOR
MAKE MEANING
COMPETENCY ASSESSMENT ACTIVITY
Analyze Formulate Short Paragraph Close Reading
Explain Model Essay Claim-Evidence-Reasoning
Elaborate Synthesize Critique Writing 5E Inquiry-based Learning
Discuss Reflect Concept Mapping Issue Investigation
Justify Journal Writing Experimentation
Prove Claim-Evidence-Reasoning Situation Analysis
Persuade Non-routine Problem Solving Text Analysis
Defend Picture/Video Analysis
Predict Problem Analysis
Generalize Debate
Jigsaw Puzzle
Predict-Observe-Explain
Data Retrieval Chart Analysis
Writing Generalizations
Writing Conclusions
Journal Writing
 SAMPLE ALIGNMENT OF COMPETENCY, ASSESSMENT AND ACTIVITY FOR
TRANSFER
COMPETENCY ASSESSMENT ACTIVITY
Show Formulate Performance Task Scaffold for Transfer
Demonstrate Model Portfolio Project Exercises
Improve Synthesize
Design Reflect
Create
Invent
Simulate
Plan
Revise
Convert
Compose
Devise
Recommend
THE CURRICULUM MAP DOES NOT:

1. Show or list procedures for a lesson

2. Replace a Learning Plan
3. Provide test questions
4. Describe value integration process
 SAMPLE DIARY CURRICULUM MAP

TASK 7: IDENTIFY AND ALIGN ASSESSMENTS,

ACTIVITIES, RESOURCES, CORE VALUES WITH LC.

COPY FROM DEPED FROM

CURRICULUM GUIDE (CG) FROM SUBJECT TEACHER FROM
DEPED
SCHOOL’S
CG
VISION
AND
MISSION