Republic of the Philippines

MARIKINA POLYTECHNIC COLLEGE

2 Mayor Chanyungco St., Sta. Elena, Marikina City. 1800
Graduate School Program

Professor : Dr. Erico M. Habijan

Student : Group I
Course : Curriculum Development in Basic and Higher Education

EDUCATION SKILLS EMOTIONAL INTELLECTUAL

Grade 1 Demonstrates understanding of familiar words
English used to communicate personal experiences,
ideas, thoughts, actions, and feelings.
Grade 2 Demonstrates understanding of grade level
English appropriate words used to communicate inter-
and intrapersonal experiences, ideas, thoughts,
actions and feelings
Grade 3 Demonstrates understanding of processes and
English information in text for articulation of ideas.
Grade 4 Demonstrates an understanding of verbal cues
English for clear expression of ideas and nonverbal cues
for effective oral presentation.
Presents varied ideas independently and shows The learner listens for comprehension,
interest enthusiastically in diverse literacy- speaks clearly and uses appropriate
related activities/tasks expressions in talking about oneself,
family, and other social context
interactions.
Shares/express personal ideas, thoughts,
actions, and feelings using familiar words.
Demonstrates understanding of concepts about Independently takes turn in sharing inter
narrative and informational texts for and intra personal experiences, ideas,
appreciation and makes personal accounts on thoughts, actions and feelings using
stories/texts as expression of appreciation to appropriate words
familiar books
Demonstrates understanding of narrative and Creatively presents information in varied
informational texts for appreciation of literacy- ways.
related activities/tasks and can makes personal
journals, diaries, portfolios and logs, etc. as
expression of enthusiasm in reading books both
for pleasure and learning.
Demonstrates an understanding of nonverbal Actively creates and participates in oral
cues to communicate with others and applies theme-based activities and efficiently
knowledge of nonverbal skills to show respect delivers oral presentations.
when communicating with others.
Grade 5 The learner listens critically to different text
English types; expresses ideas logically in oral and
written forms; and demonstrates interest in
reading to meet various needs.
Grade 6 The learner listens critically; communicates
English feelings and ideas orally and in writing with a
high level of proficiency; and reads various text
types materials to serve learning needs in
meeting a wide range of life’s purposes.
Grade 7 The learner demonstrates communicative
English competence through his/ her understanding of
Philippine Literature and other texts types for a
deeper appreciation of Philippine Culture and
those of other countries.
Grade 8 The learner demonstrates communicative
English competence through his/ her understanding of
Afro- Asian Literature, East Asian Literature,
Southeast Asian Literature, South and West
Asian Literature and other texts types for a
deeper appreciation of Philippine Culture and
those of other countries.
Grade 9 The learner demonstrates communicative
English competence through his/her understanding of
British-American Literature, including Philippine
Literature, Anglo-American serves as means of
connecting to the world and preserving
unchanging values in a changing world. and
Observe politeness at all times
Show tactfulness when communicating with
others
Observe politeness at all times, show
tactfulness when communicating with others
and show openness to criticism.
Showing appreciation for the literature of the
past.
Deeper appreciation of Philippine Culture and
those of other countries such as Afro- Asian
Literature, East Asian literature, Southeast
Asian literature, South and West Asian
literature.
East Asian literature as an art form inspired and
influenced by nature;
Southeast Asian literature as mirror to a shared
heritage
South and West Asian literature as an
expression of philosophical and religious beliefs
The learner demonstrates understanding of
how Anglo-American literature and other text
types serve as means of valuing other people
and deeper appreciation of the Philippine
culture and those of other countries.
Demonstrate eagerness to explore and
experience oral and written texts and to
communicate meanings and feelings
effectively.
Learners construct meanings and
communicate them using creative,
appropriate and grammatically correct oral
and written language.
The learner demonstrates understanding
of: pre-colonial Philippine literature as a
means of connecting to the past; various
reading styles; ways of determining word
meaning; the sounds of English and the
prosodic features of speech; and correct
subject-verb agreement.
The learner transfers learning by
composing and delivering an informative
speech based on a specific topic of
interest keeping in mind the proper and
effective use of parallel structures and
cohesive devices and appropriate prosodic
features, stance, and behavior.
The learner demonstrates understanding
of how Anglo-American literature and
other text types serve as means of
enhancing the self; also how to use
processing, assessing, summarizing
information, word derivation and formation
 other text types for a deeper appreciation of
Philippine Culture and those of other countries.
Grade 10 The learner demonstrates communicative
English competence through his/ her understanding of
literature and other text types for a deeper
appreciation of World Literature, including
Philippine Literature.
The learner demonstrates understanding of
how world literature and other text types serve
as ways of expressing and resolving personal
conflicts, among individuals, groups and nature
strategies, appropriate word order,
punctuation marks and interjections to
enable him/her to participate actively in a
speech choir.
The learner demonstrates understanding
of how world literature and other text types
serve as ways of expressing and resolving
personal conflicts, also how to use
strategies in linking textual information,
repairing, enhancing communication public
speaking, emphasis markers in persuasive
texts, different forms of modals, reflexive
and intensive pronouns.
The learner proficiently delivers an
argumentative speech emphasizing how to
resolve conflicts among individuals or
groups.
The learner skilfully delivers a speech for a
special occasion through utilizing effective
verbal and non-verbal strategies and ICT
resources.
Emotional - Each child has an emotional dimension. Children learn best in a safe, supportive environment. Positive feelings towards self, others, and learning are
continuously promoted by the school. As children move from kindergarten through grade 6, they are encouraged to become independent and more responsible for
their own learning. There is relationship between success and self-esteem. Learning is structured so that every child experiences success. Children are encouraged
to become more reflective and introspective. They are given opportunities to consider ideas that are of both general and personal significance.

Intellectual - Each child has an intellectual dimension. Intellectual development is the process of deriving meaning from experience through acquiring and
constructing knowledge. The ultimate goal is that children develop strategies that will help them solve complex problems. They learn to reason and communicate
effectively, and take responsibility for their own learning. They ask questions and question the answers. They develop an understanding of how human beings know
and comprehend. They become thoughtful and reflective learners. Elementary children generally function at a concrete level intellectually, and the general
progression from concrete experiences to semi-concrete to abstract is the most effective way of meeting the learning needs of children. Elementary children are
usually very literal in their interpretations, and adults working with them must be aware of this characteristic. Sensitive inclusion of those with unique intellectual
challenges is modelled and promoted.