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3. Implementation of Learning Standards

The document outlines the curriculum standards and performance expectations for Grades 1 to 10, emphasizing a spiral curriculum approach that revisits topics with increasing complexity. It highlights the importance of integrating 21st-century skills and ensuring that students demonstrate knowledge, understanding, and skills through various learning experiences. The goal is to develop holistically educated Filipino learners equipped with critical thinking, creativity, and adaptability.

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jeovani oyanan
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0% found this document useful (0 votes)
2 views

3. Implementation of Learning Standards

The document outlines the curriculum standards and performance expectations for Grades 1 to 10, emphasizing a spiral curriculum approach that revisits topics with increasing complexity. It highlights the importance of integrating 21st-century skills and ensuring that students demonstrate knowledge, understanding, and skills through various learning experiences. The goal is to develop holistically educated Filipino learners equipped with critical thinking, creativity, and adaptability.

Uploaded by

jeovani oyanan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Curriculum

Standards
Curriculum
Guide

Curriculum
Standards

21st
Spiral
Century
Progression
Skills
CONTENT • Refers to the topical coverage of a
particular subject in a grade level in a
given period (vertical logic)
CONTENT • Identifies and set the essential
STANDARDS
understandings that should be
learned in a specific period
• Covers specified scope of
sequential topics within each
learning strand, domain,
theme, or component.
• Content standards answer the
question:
What should the learners
know, do and understand?
PERFORMANCE
• Describe the abilities
STANDARDS and skills that learners
are expected to
demonstrate in relation
to the content
standards and
integration of 21st
century skills
• The integration of
knowledge,
understanding, and
skills is expressed
through creation,
innovation and adding
value to
products/performance
during independent
PERFORMANCE • What can learners do
STANDARDS with what they know?
• How well must learner
do their work?
• How well do learners
use their learning or
understanding in
different situations?
• How do learners apply
their learning or
understanding in real-
life contexts?
• What tools and
measures should
learners used to
demonstrate what they
know?
• Refer to the knowledge, LEARNING
COMPETENCY
understanding, skills and
attitudes that students
need to demonstrate in
every lesson or learning
activity
Coding Legend
LEGEND SAMPLE
Learning Area and
Strand/ Subject or Mathematics
First Entry M2
Specialization
Grade Level Grade 2
Domain/Content/
Uppercase Letter/s Patterns and Algebra NS
Component/ Topic

Roman Numeral
*Zero if no specific Quarter Second Quarter I
quarter
Lowercase Letter/s
*Put a hyphen (-) in
between letters to Week Week one a
indicate more than a
specific week

Arabic Number Competency 2


Ensure that the
Standards are
ACHIEVED !
Spiral
Progression
• …...the reconstruction of
knowledge and experience
which enables the learner to
grow in exercising intelligent
control of subsequent
knowledge and experience
• There is a need to reorganize
the curriculum so that:
– it is consciously and
progressively articulated
– The learning experiences are
continually expanded and
John Dewey deepened in intellectually
on Spiral Curriculum, 1938 related ways
• The curriculum for each subject
should be determined by the most
fundamental understanding that
can be achieved of the underlying
principles that give structure to
that subject

• Students should be exposed to the


content’s basic ideas repeatedly,
thus building on basic
understanding until the whole
concept or lot of learning has
been acquired
• Each discipline is to be treated as
Jerome Bruner an articulated domain of
on Spiral Curriculum, specialized knowledge
1960 production, virtually independent
from other disciplines
Spiral Spiral
curriculum takes curriculum
its starting point takes its
from the starting point
learners’ from each
experiences & separate
reveals the discipline as
interrelatedness conceived by
of all areas of the scholar-
knowledge that specialists on
comprise the the forefront of
school that discipline
curriculum
DepEd Order No. 31, s. 2012

The overall design of Grades 1 to 10


curriculum follows the spiral approach
across subjects by building on the same concepts
developed in increasing complexity and
sophistication starting grade school.
Teachers are expected to use the
spiral/progression approach in teaching
competencies.
What is Spiral
Curriculum? It is a curriculum design in
which there is an
interactive revisiting of
topics, subjects, or themes
throughout the course.
It is not simply the
repetition of a topic taught
but it requires the
deepening of it, with each
successive encounter
building on the previous
one.
What are the Features of Spiral Curriculum?

• Topics are revisited


• There are increasing levels of
difficulty
– New knowledge or skills relating to
the theme or topic
– More advanced applications of
areas previously covered
– Increased proficiency or expertise
through further experiences
• New learning is related to previous
learning
• The competence of students
increases
Content and Connections
Living Things & Force, Motion and
Their Environment Energy
Characteristics Movement
Structure and Effects of Force
Function Forms of Energy and
Processes Science Transformation
Interactions Content
Matter (G1-10)
Earth and Space
Diversity of Surroundings: Land,
materials Properties Water, Air,
and Structure Weather and Climate
Changes Solar system
Interactions
Sequence may vary from grade to grade. Ensure horizontal integration
of topics across grading periods.
Value of Spiral Curriculum

• Reinforcement
• A move from simple to
complex
• Integration
• Logical sequence
• High level objectives
• Flexibility
Our GOAL:
Holistically
Developed Filipino
Learners with 21st
Century Skills
•Creativity and curiosity
Learning and •Critical thiking, problem solving and risk taking
Innovation Skills •Adaptability, managing complexity and self direction
•Higher order thinking and sounding reasoning

Information, •Visual and information literacies


•Media literacy
Media and •Basic, scientific, economic and technological literacies
Technology Skills •Multicultural literacy and global awareness

Effective •Teaming, collaboration, and interpersonal skills


•Personal, social, and civic responsibility
Communication •Interactive communication
Skills •Life and Career Skills

•Initiative and self-direction


Flexibility and •Social and cross cultural skills
Adaptability •Productivity and accountability
•Leadership and responsibility
Curriculum Exits

DEPARTMENT OF EDUCATION

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