II.

Curriculum and Learning

Indicators
1. The curriculum All types of learners of the school Programs are fully implemented The educational needs of all
provides for the community are identified, their learning and closely monitored to address types of learners are being met as
development needs curves assessed; appropriate programs performance discrepancies, shown by continuous improvement
of all types of
with its support materials for each type of benchmark best practices, coach low on learning outcomes and products
learners in the
school community learner is developed. performers, mentor potential leaders, of learning. Teachers’ as well as
reward high achievement, and students’ performance is motivated
*where applicable maintain an environment that makes by intrinsic rather than extrinsic
(Elementary/Secondary) learning meaningful and enjoyable. rewards. The schools’ differentiated
program is frequently benchmarked
by other schools.

12. Results of academic contests,

1. Enrolment Data by Type of 7. Intervention Action plans, M&E awards, certificates of
Reports, accomplishment, commendation received
Learners
documentation reports on 13. School paper, website/ PLNs
2. Assessment tools implementation of initiated and other means to
and database of assessment PAPs* showcase best practices
results 8. Documentation report of LAC 14. Report of participation of
 Diagnostic Tools Sessions students and teachers in
 MFAT (SPED) 9. Intervention Reports ( eg. SIM, activities outside the school,
 ECD Checklist Action research, Best Practice) 15. Documentation that the
 Reading Inventory 10. School rewards/awards school has been
 Numeracy program benchmarked (e.g. Log Book,
 Language Mapping 11. Instructional monitoring Letter of Appreciation, etc.)
3. Report on the Analysis of report/anecdotal report/other
Assessment results: proofs of monitoring
  NAT (if applicable)
 Teacher-made tests (with TOS)
 Other summative Assessment
results
(least learned skills and performance
gaps)
4. Availability of CGs, TGs, LMs, etc.
for other types of learners

 Students with special needs (if

applicable
 IPs, Muslim learners (if applicable)
 ALS modules(if applicable)
 Modules for ADMs (Open High
School, MISOSA, Home Schooling)
(if applicable)

5. Supervisory Plan, Instructional

Supervision Report
6. Action plans, accomplishment,
documentation reports on
implementation of programs and
projects that address learners’
needs (submitted & received by
the district/ SDO)

2. The implemented Local beliefs, norms, values, The localized curriculum is Best practices in localizing the
curriculum is traditions, folklores, current events, implemented and monitored closely to curriculum are mainstreamed and
localized to make it existing technologies are documented ensure that it makes learning more benchmarked by other schools.
more meaningful to
and used to develop a lasting curriculum. meaningful and pleasurable, produces There is marked increase in number
the learners and
Localization guidelines are agreed to by desired learning outcomes, and of projects that uses the community
applicable to life
and community school community and teachers are directly improves community life. as learning laboratory, and the
 properly oriented.
1. Documentation report/Certificates
of participation in workshops to
localize the curriculum
2. Local heritage matrix
3. Contextualized curriculum matrix
per learning area
4. Inventory of localized and
indigenized teaching and learning
materials
5. Organized School Level Learning
Resource Evaluators
6. Evaluation tools for localized
Learning Resources
3. A representative A representative team of school
group of school and community stakeholders assess
community content and methods used in teaching
stakeholders
creative, critical thinking and problem
develop the
solving. Assessment results are used as
methods and
materials for guide to develop materials.
developing creative
thinking and
problem solving. 1. Composition of a School Project
Team with Terms of Reference
2. Learning resource needs
assessment
3. Summary of assessment results
Ineffective approaches are replaced
and innovative ones are developed
7. Record of utilization
downloaded materials from the
LR portal
8. Record of quality assured
locally-developed LRs utilized at
the school, district, division
level
9. Functional school library/
LRC/mobile library/library
corner/classroom mini-libraries
10. Monitoring report of
implementation of the localized
curriculum
Learning materials and
approaches to reinforce strengths and
address deficiencies are developed
and tested for applicability on school,
family and community.
4. Presence of
developed/redeveloped
learning resources with
evidences of utilization
5. Evidences of
remedial/enhancement
school as an agent of change for
improvement of the community
11. Records of locally-developed
LRs published in the LR
portal/ printed, published or
widely –circulated
12. Report/record of community
engagement/program/
extension services/
immersion in communities
Materials and approaches are
being used in school, in the family
and in community to develop
critical, creative thinking and
problem solving community of
learners and are producing desired
results
7. Project implementation
report showing attainment of
expected output/s
8. Certification that innovations
were adopted/utilized in
school, family and
 instruction or catch-up community
mechanisms
6. Evaluation and validation
results for learning resources

4. The learning systems A school-based monitoring of The school-based monitoring of The monitoring system is
are regularly and learning system is conducted regularly learning systems generate feedback accepted and regularly used for
collaboratively and cooperatively; feedback is shared that is used for making decisions that collective decision making
monitored by the
with stakeholders. enhance the total development of
community using
learners 8. LGU /community
appropriate tools to
1. Documentation of school assemblies resolutions/ordinance
ensure the holistic
and meetings 6. Formulated school policy supporting the activities for the
growth and
2. State of the School Address [SOSA] guidelines on learner development total development of learners
development of the
3. Updated School Report Card (SRC) activities 9. Manual/handbook on learning
learners and
4. All SF 9 (Report Cards) are signed by and monitoring system is
community.
the parents 7. Presented/Communicated SRCs to available
5. Learners’ profile with anecdotal stakeholders
records
5. Appropriate The assessment tools are reviewed The assessment tools are The school assessment results
assessment tools by the school and assessment results are reviewed by the school community are used to develop learning
for teaching and shared with school’s stakeholders. and assessment results are shared programs that are suited to
learning are
with community stakeholders. community, and customized to each
continuously
learners’ context, results of which
reviewed and
improved and are used for collaborative decision-
assessment results making.
are contextualized
to the learner and 1. Creation of Assessment Review Team 5. Documentation of the review of 8. Documents on the learning
local situation and with terms of reference assessment tools (FGD, meeting) programs/ activities developed as
the attainment of 2. Evidence of Reviewed assessment conducted by school community a result of assessment
relevant life skills. tool/s on written work such as Sample and stakeholders
pupils/students’ portfolio with specific 6. Evidences of modification of
 rubrics;Sample pupils’ students’ assessment tools based on the
journals with rubrics and Other written suggestions gathered from the FGD
work like reaction or reflection paper, 7. Assessment results are conveyed to
students’ researches, etc. stakeholders through assemblies
3. Evidence of Reviewed assessment and other appropriate online or
tool/s on Performance task such as offline strategies
Culminating activities, Simulation and
Actual performance of task/s
4. Evidence of Reviewed assessment
tool/s on Quarterly examinations with
TOS
6. Learning managers Stakeholders are aware of Stakeholders begin to practice Learning environments,
and facilitators child/learner-centered, rights-based, child/learner-centered principles methods and resources are
( teachers, and inclusive principles of education. of education in the design of community driven, inclusive and
administrators and
support to education. adherent to child’s rights and
community
members) nurture protection requirements.
1. School advocacy program on child
values and
environment that protection related concerns 4. WINs 2-Star 7. WINs 3- star
2. WINs 1-star 5. Statement of support from 8. Outstanding CFSS rating
are protective of all
children and 3. BE Best Implementer – stakeholders in relation to 9. BE Implementer- National
District/Division level school’s advocacy program level
demonstrate
behaviours 6. BE Best Implementer –
Regional level
consistent to the
organization’s
vision, mission and
goals Learning managers and Learning managers and Learning managers and
facilitators conduct activities aimed facilitators apply the principles in facilitators observe learners’
to increase stakeholders’ awareness designing learning materials. rights from designing the
and commitment to fundamental curriculum to structuring the
rights of children and the basic whole learning environment.
principle of educating them.
 1. Documents on the implementation of
activities related to increasing
stakeholders’ awareness and commitment
to child protection
7. Methods and resources Practices, tools and materials for
are learner and community developing self-directed learners are
–friendly enjoyable, safe, highly observable in school, but not in
inclusive, accessible and
the home or in the community.
aimed at developing self
-directed learners. Learners
1. Workbooks, Activity Sheets,
are equipped with essential
modules
knowledge, skills, and
2. Documentation of student-led
values to assume
learning activities
responsibility and
3. Approved Students-Initiated
accountability for their
Activities
own learning.
Learning programs are designed
and developed to produce learners
who are responsible and accountable
for their learning.
1. Portfolio of self-directed learning
programs
2. Availability of strategic
Intervention Materials (SIM)
3. SLAC documentation
designing learner-centered LMs
Practices, tools, and materials
for developing self-directed learners
are beginning to emerge in the homes and materials among the schools,
and in the community.
4. Student–initiated community
programs,
5. Community-sponsored
program/activities (Picto-
narrative)
The program is
collaboratively implemented and
monitored by teachers and
parents to ensure that it produces
desired outcome.
2. Parents’ engagement in the
learning activities of learners
4. Student Handbook
on
There is continuous exchange
of information, sharing of expertise
home and community for the
development of self-directed
learners.
6. Benchmarking of best
practices in line with
developing self-directed
learners evident in the home
and community
The program is
mainstreamed but continuously
improved to make relevant to
emergent demands.
3. Proof of institutionalization of
self-directed learning programs in
school