Curriculum

Framework and
Sample Curriculum
Guide on 1
Learning Area
What is
Curriculum
Framework?
Presenter: Mildred A. Quitalig
BSED III – Social Studies Major
 CURRICULUM FRAMEWORK

 A curriculum framework is an organized plan or set of standards or

learning outcomes that defines the content to be learned in terms of
clear, definable standards of what the student should know and be able to
do.

 A Curriculum Framework is part of a outcome-based education or

standards based education reform design. The framework is the first step,
defining clear, high standards which will be achieved by all students. The
curriculum is then aligned to the standards, and students are assessed
against the standards.
 Curriculum Framework means the desired learning outcomes
for primary (kindergarten - grade 3), intermediate (grades 4 - 6),
junior (grades 7 - 9) and senior (grades 10 - 12) grade levels.

 Curriculum Framework means a comprehensive document

developed for a content area consisting of overarching goals,
content standards, and performance standards. The curriculum
framework serves as a guide to local school districts as they
create a curriculum unique to their needs.
 A curriculum framework is a supportive structure to help schools
to plan and develop their own curricula. It comprises a set of
interlocking components including: essential learning experiences,
generic skills, values and attitudes and key learning areas. The
framework sets out what students should know, value and be able
to do at the various stages of schooling. It gives schools and
teachers flexibility and ownership to plan and develop alternative
curriculum modes to meet their varied needs.
Objectives of Curriculum Framework
 Objectives of Curriculum Framework

Establish the principles on which decisions regarding school curriculum are

based.

Indicate the values that are important to education and are to be encouraged and
modelled.

Establish the essential competencies and skills needed for successful lifelong
learning.

Outline the educational outcomes to be achieved by all students at the different

stages of the schooling process and in each of the learning areas of the national
curriculum.
Guide the development of achievement standards at each key stage, for the
different learning areas.

Provide guidance on assessment and reporting of students’ achievements.

Provide guidance on parental and community involvement.

Mother
Tongue-Based
Multilingual
Education
(MTB-MLE )
Presenter: Dianne P. Villanueva
BSED III – Filipino Major
What is Mother Tongue – Based Multilingual Education (MTB-
MLE)

Mother Tongue – Based Multilingual Education

(MTB-MLE) is the government’s banner program for
education as a salient part of the implementation of
the K to 12 Basic Education Program. Its significance
is underscored by the passing of Republic Act 10533,
otherwise known as the “Enhanced Basic Education
Act of 2013.”
 MTBMLE is education, formal or non - formal, in which the learner’s mother
tongue and additional languages are used in the classroom. Learners begin
their education in the language they understand best - their mother tongue -
and develop a strong foundation in their mother language before adding
additional languages. Research stresses the fact that children with a solid
foundation in their mother tongue develop stronger literacy abilities in the
school language. Their knowledge and skills transfer across languages. This
bridge enables the learners to use both or all their languages for success in
school and for lifelong learning. In terms of cognitive development, the school
activities will engage learners to move well beyond th basic wh-questions to
cover all higher order thinking skills in L1 which they can transfer to the other
languages once enough Filipino or English has been acquired to use these
skills in thinking and articulating thoughts.
 With the nd goal of making Filipino children lifelong learners in their L1 (MT),
L2 (Filipino, the national language), and L3 (English, the global language) the
learners are more than prepared to develop the competencies in the different
learning areas. This will serve as their passport to enter and achieve well in the
mainstream educational system and in the end, contribute productively to their
community and to the larger society as well as Multilingual, Multi-literate, and
Multi-Cultural Citizens of the country.

 For the effective implementation of the MTB-MLE, it is suggested that the two-
track method be used, that is the primer track to focus on accuracy and the
story track to focus on meaning. Learning via the two-track method to gain
proficiency in literacy as well as comprehend academic content and gain
curriculum mastery, creative and critical thinking skills for decisive decision-
making.
The following standards illustrate teaching for meaning and accuracy:
Story Track Primer track
Focus on Meaning Focus on correctness
• Listening Listen in order to understand, Recognize and distinguish
think critically respond sounds; recognize parts of
creatively words
• Speaking Speak with understanding, to Use correct vocabulary,
communicate knowledge, pronunciation, grammar
ideas, experiences
• Reading Read with understanding to Decode by recognizing parts of
apply, analyze, evaluate, and to words, sentences
create new knowledge
• Writing Write to communicate Form letters properly and
knowledge, ideas experiences, neatly; spell words accurately;
goals use correct grammar
• Viewing View in order to understand, Recognize and distinguish print
think critically respond and non print and be able to
creatively critic the materials objectively.
MTB-MLE Provides:
Literacy. We only learn to read once. Learning to read in the L1 develops skills that transfer to
reading any other languages. Comprehension in reading other languages only occurs after oral
proficiency has developed such that vocabulary of the written L2 text is already part of the
learners’ spoken vocabulary.

Prior knowledge. Engaging learners in a discussion of what is already familiar to them using the
home language and culture enables better  learning of the curriculum through integration and
application of that knowledge into current knowledge schemes.
Cognitive development and higher order thinking skills (HOTS). Using the learners’ mother
tongue provides a strong foundation by developing cognitive skills and comprehension of the
academic content from day one. The knowledge, skills, attitudes, and values gained through the
mother tongue better support learning of other languages and learning through other languages
later.

Strong Bridge. MTBMLE provides a good bridge to listening, speaking, reading, and writing the
L2s (L2, L3) of the classroom using sound educational principles for building fluency and
confidence in using the other languages for lifelong learning. Reading in the L2 is only introduced
after basic L1 reading fluency and L2 oral proficiency are developed. Comprehension in reading
the L2 occurs after the development of that spoken L2. Once sufficient oral and written
proficiency in the L2 are developed, a gradual transition to using the L2 as medium of instruction
can progress without the L1 support.
Scaffolding. In L2 teaching, the L1 is used to support learning when the L2 is not sufficiently
developed to be used alone. The L1 is used for expression and the teacher facilitates the
development of the L2 to enable learners to adequately express ideas in the L2. In this way, the
L1 strengthens the learning of the L2 by supporting the L2 development for communication.

Teaching for meaning and accuracy. Decoding text requires accuracy, while comprehending
texts requires decoding skills within a meaningful context. Both meaning and accuracy are
important, but in classrooms that teach only L2 , there is often primary focus on accuracy until
the L2 is sufficiently learned. This delays actual meaningful learning until the L2 can support that
learning.
Curriculum
Guide
Presenter: Ladiemirr Q. Ildefonso
BSED III – English Major
 What is Curriculum Guide?
 Teachers don’t walk into the classroom not knowing what to teach and
when to teach it. If education worked that way, it would be chaotic!
Instead, states, districts, and individual schools help define what
material teachers cover by creating a curriculum guide, a guide that
outlines material teachers need to cover. Although a curriculum guide
can range from very specific to a general outline, teachers from early
childhood education to the professional world use them for direction
when planning.

 A curriculum guide is a structured document that delineates the

philosophy, goals, objectives, learning experiences, instructional
resources and assessments that comprise a specific educational
program.
 Curriculum guides are documents used by states, school
districts and individual schools to guide teachers in their
instruction. Many guides are detailed, giving teachers a
specific scope of what to teach and when. Many provide
additional resources, such as necessary materials and
assessment tools.
Learning Area Standards:

Use Mother Tongue appropriately and effectively in oral, visual and written communication in a variety of
situations and for a variety of audiences, contexts and purposes including learning of other content subjects
and languages, demonstrate appreciation of various forms of literacy genres and take pride in one’s cultural
heritage
Content Here

Key Stage Standard:

Content Here
K-3 Content Here

By the end of grade III, students will enjoy communicating in their first language on familiar topics for a variety
of purposes and audiences using basic vocabulary, and phrases; read L1 texts with understanding, and create
their own stories and texts in their L1.
Grade Level Standard:
Grade Level Grade Level Standard

The learner demonstrates skills and strategies in phonemic awareness, alphabet

K knowledge, sound-letter correspondences, decoding, vocabulary and comprehension as
they enjoy listening and responding to a variety of texts in their Mother Tongue.

Content Here
The learner demonstrates basic communication skills in talking about familiar topics using
simple words and both verbal and non-verbal cues to understand spoken language, shows
Grade 1
understanding of basic vocabulary and language structures, reading process, writing system
and appreciates aspects of one’s culture.

TheHere
Content learner demonstrates communication skills in talking about Here
Content variety of topics using
developing vocabulary and simple phrases and sentences, simple to complex spoken
Grade 2 language using both verbal and non-verbal cues, understands vocabulary and language
structures, appreciates and understand the cultural aspects of the language and the writing
system used, and reads and writes simple and short literary and informational texts.

The learner demonstrates communication skills in talking about variety of topics using
expanding vocabulary and phrases, shows understanding of spoken language in different
Grade 3
contexts using both verbal and non-verbal cues, vocabulary and language structures,
cultural aspects of the language, reads and writes literary and informational texts.
 LEARNING AREAS FROM KINDER TO 12

KINDERGARTEN:
• The Kindergarten Curriculum Framework (KCF) draws from the goals of the K to 12 Philippine Basic
Education Curriculum Framework and adopts the general principles of the National Early Learning
Framework (NELF). Kindergarten learners need to have a smooth transition to the content-based curriculum
of Grades 1 to 12.
• Learning Domains Content Here
GRADES 1 TO 10:
Students in Grades 1 to 10 will experience an enhanced, context-based, and spiral progression learning
curriculum with the following subjects:
• Mother Tongue ( 1-3 )
• Filipino
• English Content Here Content Here
• Mathematics
• Science
• Araling Panlipunan
• Edukasyon sa Pagpapakatao (EsP)
• MAPEH (music, Arts, Physical Education and Health)
• Edukasyong Pantahanan at Pangkabuhayan (EPP)
• Technology and Livelihood Education (TLE)
GRADES 11 &12:
Senior High School is two years of specialized upper secondary education; students may
Content Here
choose a specialization based on aptitude, interests, and school capacity. The choice of
career track will define the content of the subjects a student will take in Grades 11 and 12.
Each student in Senior High School can choose among three Specializations ( Academic;
Technical-Vocational-Livelihood; and Sports and Arts)
Science
Mathematics Content Here Content Here

Contemporary Issues
THE K TO 12
CURRICULUM :

CURRICULUM
FRAMEWORK AND
SAMPLE CURRICULUM
GUIDE IN
ARALING
PANLIPUNAN
Presenter: Russell C. Salvador
BSED III – Social Studies Major
 SCOPE & EXPECTED COMPETENCIES IN K TO 12 ARALING PANLIPUNAN
CURRICULUM FRAMEWORK
GRADE LEVEL SPIRAL PROGRESSION
Kindergarten Ako At Ang Aking Kapwa
1 Ako, Ang Aking Pamilya at Paaralan
2 Ang Aking Komunidad, Ngayon at Noon
3 Ang Mga Lalawigan Sa Aking Rehiyon
4 Ang Bansang Pilipinas
5 Pagbuo ng Pilipinas Bilang Nasyon
6 Mga Hamon at Tugon sa Pagkabansa
7 Araling Asyano
8 Kasaysayan ng Daigdig
9 Ekonomiks
10 Mga Kontemporaryong Isyu
11 to 12 Branches of Social Science
 GRADE LEVEL STANDARDS :
K Naipamamalas ang panimulang pag-unawa sa pagkilala sa sarili at pakikipag-ugnayan sa kapwa bilang
pundasyon sa paglinang ng kamalayan sa kapaligirang sosyal. .

1 Naipamamalas ang kamalayan at pag-unawa sa sarili bilang kasapi ng pamilya at paaralan at pagpapahalaga
sa kapaligirang pisikal gamit ang konsepto ng pagpapatuloy at pagbabago, interaksyon, distansya at direksyon
tungo sa pagkakakilanlan bilang indibidwal at kasapi ng pangkat ng lipunan.komunidad.

2 Naipamamalas ang kamalayan, pag-unawa at pagpapahalaga sa kasalukuyan at nakaraan ng kinabibilangang

komunidad, gamit ang konsepto ng pagpapatuloy at pagbabago,kapangyarihan, pamumuno at pananagutan,
pangangailangan at kagustuhan, pagkakilanlan, mga simpleng konseptong heograpikal tulad ng lokasyon at
pinagkukunang-yaman at ng mga saksi ng kasaysayan tulad ng tradisyong oral at mga labi ng kasaysayan.

3 Naipamamalas ang malawak na pag-unawa at pagpapahalaga ng mga komunidad ng Pilipinas bilang bahagi
ng mga lalawigan at rehiyon ng bansa batay sa (a) katangiang pisikal (b) kultura; (c) kabuhayan; at (d)
pulitikal, gamit ang malalim na konsepto ng pagpapatuloy at pagbabago, interaksyon ng tao at kapaligirang
politikal at sosyal.
4 Naipagmamalaki ang pagka- Pilipino at ang bansang Pilipinas na may pagpapahalaga sa
pagkakaiba-iba ng mga kulturang Pilipino batay sa paggamit ng mga kasanayan sa heograpiya, pag-
unawa sa kultura at kabuhayan, pakikilahok sa pamamahala at pagpapahalaga sa mga mithiin ng
bansang Pilipinas.

5 Naipamamalas ang pag-unawa at pagpapahalaga sa pagkakabuo ng kapuluan ng Pilipinas at mga

sinaunang lipunan hanggang sa mga malalaking pagbabagong pang-ekonomiya at ang implikasyon
nito sa lipunan sa simula ng ika-labing siyam na siglo, gamit ang batayang konsepto katulad ng
kahalagahang pangkasaysayan (historical significance), pagpapatuloy at pagbabago, ugnayang sanhi
at epekto tungo sa paglinang ng isang batang mamamayang mapanuri, mapagmuni, responsable,
produktibo, makakalikasan, makatao at makabansa at may pagpapahalaga sa mga usapin sa lipunan
sa nakaraan at kasalukuyan tungo sa pagpanday ng maunlad na kinabukasan para sa bansa.

6 Naipamamalas ang patuloy na pag-unawa at pagpapahalaga sa kasaysayan ng Pilipinas mula sa ika-20

siglo hanggang sa kasalukuyan, tungo sa pagbuo ng tiyak na pagkakakilanlan bilang Pilipino at
mamamayan ng Pilipinas Naipamamalas ang malalim na pag-unawa sa kasaysayan ng Pilipinas base
sa pagsusuri ng sipi ng mga piling primaryang sangguniang nakasulat, pasalita, awdyo-biswal at
kumbinasyon ng mga ito, mula sa iba-ibang panahon, tungo sa pagbuo ng makabansang kaisipan na
siyang magsisilbing basehan ng mas malawak na pananaw tungkol sa mundo
7 Naipamamalas ang malalim na pag-unawa at pagpapahalaga sa kamalayan sa heograpiya , kasaysayan,
kultura, lipunan, pamahalaan at ekonomiya ng mga bansa sa rehiyon tungo sa pagbubuo ng
pagkakakilanlang Asyano at magkakatuwang na pag-unlad at pagharap sa mga hamon ng Asya

8 Naipamamalas ang malalim na pag-unawa at pagpapahalaga sa sama-samang pagkilos at pagtugon sa mga

pandaigdigang hamon sa sangkatauhan sa kabila ng malawak na pagkakaiba-iba ng heograpiya, kasaysayan,
kultura, lipunan, pamahalaan at ekonomiya tungo sa pagkakaroon ng mapayapa, maunlad at matatag na
kinabukasan

9 Naipamamalas ang malalim na pag-unawa at pagpapahalaga sa mga pangunahing kaisipan at napapanahong

isyu sa ekonomiks gamit ang mga kasanayan at pagpapahalaga ng mga disiplinang panlipunan tungo sa
paghubog ng mamamayang mapanuri , mapagnilay, mapanagutan, makakalikasan, produktibo,
makatarungan, at makataong mamamayan ng bansa at daigdig

10 Naipamamalas ang malalim na pag-unawa at pagpapahalaga sa mga kontemporaryong isyu at hamong pang-
ekonomiya, pangkalikasan, pampolitika, karapatang pantao, pang-edukasyon at pananagutang sibiko at
pagkamamamayan sa kinakaharap ng mga bansa sa kasalukuyang panahon gamit ang mga
kasanayan sa pagsisiyasat, pagsusuri ng datos at iba’t ibang sanggunian, pagsasaliksik, mapanuring pag-iisip,
mabisang komunikasyon at matalinong pagpapasiya.
THE K TO 12
CURRICULUM :

Features and
Standards of
Curriculum Guide

Presenter: Lerna Delos Reyes

BSED III – English Major
Learning Competencies
• are the Code
• This was initiated in
order to identify
learning competencies
that are connected and
exhibited im spiral
progression.

• AP – Subject
• 8 – Grade Level
• HSK – Domain
• Id – Quarter
• 4 - Competency
THANK YOU
COLLEGE OF TEACHER EDUCATION
BSED III