GUIDING PRINCIPLE

Silangang Mayao Elementary School

MISSION
We equip and provide ourselves, together with other
stakeholders, with faith, trust, confidence and competence.

VISION
Silangang Mayao Elementary School is recognized as the leading school
in the Division of Lucena City for good governance and for developing
functionally literate and God-loving Filipinos.
 SILANGANG MAYAO ELEMENTARY SCHOOL
Lucena City

The K to 12 CURRICULUM MANAGEMENT PLAN

School Year 2013 - 2014
School: SILANGANG MAYAO ELEMENTARY SCHOOL DIVISION: LUCENA CITY REGION: IV-A (CALABARZON)
Subjects: ENGLISH, MATH, MOTHER TONGUE, FILIPINO, MAPEH, EDUKASYON SA PAGPAPAKATAO, ARALING PANLIPUNAN

INTRODUCTION
This is K to 12 Curriculum Management Plan in Silangang Mayao Elementary School is clearly a

“work in progress” plan and focuses on many of the aspects in implementing of K to 12 Curriculum in

Grades I and 2. As

a draft, it allows for you to feed into the ongoing development of the curriculum to inform best practice

for school management, and to provide the support needed during implementation of this curriculum.

Quality education is supported and informed by sound management practices. Within a whole

school development context, all planning and management should be a collaborative effort. It should
involve all role players in a context in which K to 12 Curriculum plays a central role. The focus of this K

to 12 CMP is to identify the management issues which need to be addressed so that they support what

happens in the classroom. The intention is to highlight to management at school level the fact that

increased learner performance, quality teaching and learning and a healthy school environment rely

strongly on good management plans and practices.

Below is the legislative framework and policy further support the principles underpinning effective

K to 12 Curriculum Management Plan:

Curriculum Review Cycle
Source: The Enhance Basic Education Program (2010) p.18

I. Curriculum and Instruction

 Curriculum development in K to 12 is a dynamic and participatory process. It involves vertical teams of teachers

in the various content areas who are facilitated and supported by coordinators in the Division of Teaching and Learning. Standards and

student expectations in the curriculum are based upon the K to 12 Curriculum Guide and provide a framework for the development of

measurable student objectives that are vertically and horizontally aligned. The curriculum includes a well articulated scope and

sequence based on a framework that contains content and performance standards, goals and objectives, prerequisite skills, suggested

timeframes, and a comprehensive instructional plan. Teachers must deliver instruction aligned with the written curriculum and the

tested curriculum. The Department of Education requires that instructional delivery be based on sound teaching principles grounded in

constructivist theory. Instruction is derived from a set of common curriculum standards and instructional differentiation is provided to

address the unique needs of specific sub-groups of students.

Concepts to be Activities or Date and Human Financial Material and Indicators of

Applied Projects Duration Resources Resources other Resources Success
- Assess the need for First day of the
Utilize a range of and implement a Month
instructional techniques curriculum- (Pre-
Quartely running
to enrich differentiated compacting option in Assessment in
records will be
activities and all learning areas. All learning
Parents (for Answer Sheet, used to determine
collaboratively analyze Utilize pre and areas)
Assessment Sheet Questionnaire in the percentage of
results from pre- post-assessments for Teacher, Pupils
photocopy) All K to 12 learning students at the
assessment and use the each unit to Last Day of the
areas lowest level as
information to determine students Month
well as the growth
determine needed needing more (Post-
of all students.
instructional practices advanced content or Assessment in
and student grouping. planned enrichment All learning
activities. areas)

II. Performance and Development of Student

 A measurement of student achievement designed to assess what students know through their ability to perform a

task or produce a product. A comprehensive K to 12 Curriculum Management Plan fosters sound instructional decision making and

provides a vehicle for the analysis and communication of student achievement results. High levels of student achievement are the

benchmark for effective curriculum design and instruction. Schools can maximize the learning conditions for all students through

clearly stated expectations of what students will learn, high expectations for all students, short- and long-term assessment of student

achievement, and modifications based on assessment results.

Concepts to be Activities or Date and Human Financial Material and Indicators of

Applied Projects Duration Resources Resources other Resources Success
A. Academic
Providing differentiated Project Bulilit Everyday in Teacher, Pupils Parents (for Activity Sheet, Students will have
activities in all learning Mananaliksik! every start of Assessment Sheet Questionnaire in an increase in
areas abreast with the Teachers will new lesson in photocopy) Science proficiency level
K to 12 Curriculum that collaboratively group Science and achivement
would enhance the students for test
pupils process skills instruction focusing
on enhancing all the
learning areas
Provide daily work in Project Let’s get Everyday Teacher, Pupils Pupils are required Reading Materials Student scores on
Reading naturally once READ-y! before flag to bring like storybooks, post assessments
students are able to read Teachers will Ceremonies and 1 English and books, Fluency will determine if
with oral reading fluency collaboratively group Before 1 Filipino Rubrics growth was
measure in the intensive students for afternoon Storybook achieved.
range both in English instruction focusing classes starts Book Donations from
and Filipino and also in on various elements To be put in a shelf LGU and other
Mother Tongue to improve fluency altogether so that Private Education
(i.e. sight words, everybody can use Institutions
phonics, fluency it for group works
practice). and for
recreational
purposes.
Plan problem solving Project ProbleMORE! Word problems Teacher, Pupils Teacher’s Personal Problem solving Student scores on
lessons that use a Problem solving in to be solved Fund lesson plans, post assessments
common approach for Addition before everyday Stakeholders who Assessment tools, will determine if
modeling and practicing Subtraction Math lessons are willing to Activity Cards growth was
problem solving in Math. Multiplication and during free render assistance achived.
Division time.

B. Non-Academic
Provide send-out Poem and Rhyme Everyday during Peer Tutoring, Stakeholders who Activity Cards and Pupils are able
learning opportunities Recitation lunchbreak Group Leaders and are willing to Charts and confident to
and appropriate Members, Club render assistance converse, read
information about the 3-2-1 Ticket out the Activities and write.
abilities, profile, and Door from training
needs 3 Things you learned
of grouped students for 2 areas of confusion
worthwhile activities 1 follow-up training
during lunchbreak. you need

III. Professional/ Personal Performance of Teacher

Staff development refers to a process of learning and keeping up-to-date in one's area of expertise High quality
professional development enables teachers to develop and apply the knowledge and skills necessary to help students learn. Learning

opportunities for teachers must be sustained, intensive, content-based, classroom focused, and evaluated.

Concepts to be Activities or Date and Human Financial Material and Indicators of

Applied Projects Duration Resources Resources other Resources Success
Colleagues will meet for August 20, 2013 Principal, Chairman, MOOE intended Laptop, Projector, More able,
a SLAC to re-echo what SMES LAC Session Co-Chairman, for SLAC White screen, knowledgeable
transpired during the Speakers, Master speakers, Forms, and competent
Division Training of Teachers from Educational Articles, teachers in
Trainers (TOT) to other schools, K to 12 Toolkit, K to teaching the K to
practice presenting Teachers 12 Curriculum Guide, 12 curriculum.
lessons, discuss different Teacher’s Guide and
forms and other issues Learner’s Material
about the K to 12
Curriculum, pedagogy
and content. Discuss the
process and possible
topics in crafting
Classroom Action
Research (CAR)
Motivate teaching staff Back To School June 14, 2013 Teacher, Teacher’s Personal Online Journals, To earn units in
to pursue professional Teachers (every Professors, Fund Scholarly Articles, MAED or Phd in
advancement through Saturdays) Colleagues Books, Laptop Educational
participating in Trainings Schedule of Management
and Post Graduate Classes and other courses
Studies

IV. External Relations

Silangang Mayao Elementary School ensures that goals and priorities for the development and delivery of
curriculum are considered as central to the core work of educating students. A major premise of curriculum management is that results

can be assessed and there is a relationship among goals and objectives, priorities, costs, and results. Funding priorities are aligned with

the curriculum management plan and this are achieved by developing strong linkages with other affiliations who may render service,

time, monetary and other materials which will be of great help for pupils achievement. Communication with the stakeholders enable

them to engage in a deliberate, thoughtful process of continuous improvement

Concepts to be Activities or Date and Human Financial Material and Indicators of

Applied Projects Duration Resources Resources other Resources Success
Provide information to Homeroom PTA Quarterly Teachers, Parents Local Attendance Sheet, A harmonious
parents regarding Meeting Other Stakeholders Government’s Minutes of the relationship
available services for the Fund thru meeting between the
pupils and the services Induction of General Teachers, Parents Solicitation school and the
which needs PTA Officers and July 2013 Other Stakeholders Invitation, Letters, stakeholders for
improvement. The Acquaintance Party LGU Decoration, Tables well implemented
information will include, and Chairs projects for the
but is not limited to, Educational Viewing : current school
grouping practices, pull- Television Project year.
out class enrichments,
the consideration of For a more
social/emotional needs, comfortable learning
and the role of the experience:
Parents-Teachers’ Electric Fan Project
Association (PTA), the
facilities which needs to Book Donations
be improved, repaired or
provided. Seedlings and Tools
for the School
Garden

IV. Curriculum Monitoring and Evaluation

K to 12 Curriculum monitoring is an evaluation process that occurs during every phase of the curriculum
development cycle. The Silangang Mayao Elementary School Teaching Staff and Principal are responsible for monitoring the
curriculum to ensure that the written, taught, and tested curricula are aligned. Teachers monitor through continuous evaluation of
student performance data. Teachers identify the instructional needs of individual students and of groups of students and then modify
instruction based on these needs. Throughout the year, teachers track the written curriculum, making notations for possible revisions
to the written curriculum. Subject area departments or campus teams use data as a basis for collaboration and planning. As the
instructional leader of the campus, the principal has the primary responsibility for monitoring the implementation of the written
curriculum. Monitoring should occur through the analysis of district and state assessment data, review of lesson plans and curriculum
documents, individual conferencing, committee meetings, classroom walk-through and formal observations. The principal must stress
the importance of the curriculum guide, ensures that resources are available, and provides needed staff development in collaboration
with School Improvement.
Concepts to be Activities or Date and Human Financial Material and Indicators of
Applied Projects Duration Resources Resources other Resources Success
Analysis and use of ▪ Analysis of Principal, Teachers, Forms, Educational Provide periodic
Assessment, Monitoring district and state Weekly Parents MOOE Articles, K to 12 reports to the
and Evaluation of Data assessment data Other Stakeholders, Toolkit, K to 12 Education
regarding the ▪ Review of Pupils Curriculum Guide, Program
Implementation of the K lesson plans and Teacher’s Guide and Supervisors (EPS),
to 12 Curriculum curriculum Learner’s Material, District Supervisor
documents CB-Past and Division
▪ Individual Superintendent
conferencing that project
▪ Committee actions and
meetings summarize
▪ Classroom accomplishments.
walk-throughs
▪ Formal
observations

Committed to Implement: Date: June 25, 2013

SHERILL B. DUEZA
Grade 2 Teacher

SILANGANG MAYAO ELEMENTARY SCHOOL

Lucena City
 CURRICULUM REFINEMENT AND ENHANCEMENT FOR ALL LEARNING AREAS
School Year 2012 - 2013
Name of School: SILANGANG MAYAO ELEM. SCH. Position: EGT – I District: NORTH Grade Handled: GRADE II – A
School: SILANGANG MAYAO ELEMENTARY SCHOOL DIVISION: LUCENA CITY REGION: IV-A (CALABARZON)
Subjects Handled: ENGLISH II, MATH II, SCIENCE II, FILIPINO II, MAKABAYAN II
Curriculum refinement and enhancement is a dynamic process. Teachers and coordinators in each learning
areas follow a scheduled cycle for reviewing student assessment data and feedback from teachers and
administrators. This information informs modification of the written curriculum, as needed.

CURRICULUM ENRICHMENT IN K TO 12 ENGLISH

Enrichment
Sources of Expected
Curriculum Gap Objective Activity/ Methodology/ Procedure
Fund outcome
Project
Pupils are too Share inferences Teaching Conversation between two to three pupils Stakeholders Pupils will
timid to share and intrapersonal Reading in response to works of art they have seen who are be confident
inferences and experiences, Strategies this provides additional avenues for willing to help to express
intrapersonal personal through the understanding through multiple in any possible their
experiences, experiences, Analysis of intelligences. It is a process by which they means thoughts
personal feelings and Visual Art evaluate the art, share their feelings about
experiences, emotions using the art work and infer how and why they
feelings and Mother Tongue think the artist made that artwork.
emotions using and English
English language

Pupils are always Use Oral Practice Every morning during flag ceremonies, Stakeholders Pupils will
confused in positive/negative through pupils are asked by the teacher who is in- who are be answering
answering tag form of auxiliary Question-and- charge for the flag ceremonies various tag willing to help Tag
questions verbs – are, aren’t/ Answer after questions which may entail affirmative or in any possible questions in
does, doesn’t/ can, every Flag negative response and the pupils respond means a complete
can’t/ did, didn’t/ Ceremonies correctly and correct
do, don’t way
Pupils have Identify/ Using “Tongue- This will help pupils experience success to Stakeholders Pupils now
problems in Recognize and twisters” to master consonant digraphs as well as long who are will find
blending letters Produce consonant improve and short vowels. To begin with, select a willing to help blending
thus pronouncing digraphs decoding tongue-twister that will enable the teacher in any possible sounds easier
consonant to teach the targeted skill. means thus
digraphs developing
incorrectly them to
pronounce
consonant
digraphs
accurately
Pupils cannot Retell stories heard Incorporating This activity is a creative way for pupils to Stakeholders Pupils are
clearly retell or read in 4-5 Drama and use drama in English class. After the story who are now fluent in
stories that they sentences Writing: heard or read, there will be an oral willing to help retelling how
have heard or read Performing a deliberation to check their comprehension in any possible the story
because of lack of Mystery Play and later on, they will be asked to form a means happened
confidence and simple script to show what happened in the
communication story.
skill or fluency

CURRICULUM ENRICHMENT IN K TO 12 MATHEMATICS

Curriculum Gap Objective Enrichment Methodology/ Procedure Sources of Expected

 Activity/ Fund outcome
Project
Use mathematics Stakeholders Pupils will
confidently to who are gain
solve problems willing to help understanding
Learning through problem solving should be the
focus of mathematics at all grade levels. When in any possible and
Pupils are not More word students encounter new situations and respond to appreciation
means
confident in problems with questions of the type, “How would you...?" or of the
solving word vivid “How could you...?” the problem-solving approach is contributions
being modeled. Students develop their own of
problems illustrations problem-solving strategies by being open to
listening, discussing and trying different strategies. mathematics
as a science,
philosophy
and art
Communicate and Students need opportunities to read about, Stakeholders •Pupils will
reason represent, view, write about, listen to and discuss exhibit a
mathematical ideas. These opportunities allow
who are
mathematically students to create links between their own willing to help positive
Pupils do not Group attitude
language and ideas, and the formal language and in any possible
communicate activities and symbols of mathematics. Communication is toward
their brainstorming important in clarifying, reinforcing and modifying
means
mathematics
mathematical in solving word ideas, knowledge, attitudes and beliefs about
mathematics. Students should be encouraged to
reason clearly problems use a variety of forms of communication while
learning mathematics. Students also need to
communicate their learning using mathematical
terminology.
Appreciate and Show value Stakeholders Pupils engage
Mathematical reasoning helps students think
value mathematics and logically and make sense of mathematics. who are and
Pupils cannot persevere in
appreciation Students need to develop confidence in their willing to help
relate to abilities to reason and justify their mathematical mathematical
relating in any possible
Mathematics so thinking. High-order questions challenge students to tasks and
mathematical think and develop a sense of wonder about means
they fail to projects
reasng to life mathematics. Mathematical experiences in and out
appreciate it of the classroom provide opportunities for
through Role inductive and deductive reasoning.
Playing
Pupils cannot Make connections Contextualization and making connections to the Stakeholders Pupils
between Differentiated experiences of learners are powerful contribute to
apply processes in developing mathematical who are
mathematics and activities mathematical
mathematics to understanding. When mathematical ideas are willing to help
 their everyday its applications connected in any possible discussions
to each other or to real-world phenomena, students
life can begin to view mathematics as useful, relevant
means
and integrated. Learning mathematics within
contexts and making connections relevant to
learners can validate past experiences, and
increase student willingness to participate and be
actively engaged. The brain is constantly looking for
and making connections.
To become Show value Stakeholders Pupils are
Mental mathematics is a combination of cognitive
Pupils fail mathematically and strategies that enhance flexible thinking and who are ready to take
develop literate adults, appreciation number sense. It is calculating mentally without the willing to help risks in
mathematical using mathematics relating use of external memory aids. Mental mathematics in any possible performing
to contribute to enables students to determine answers without mathematical
skills which are mathematical paper and pencil. It improves means
society. tasks and
crucial in their reasng to life computational fluency by developing efficiency,
accuracy and flexibility. exhibit
adult lives through Role curiosity
Playing

Prepared by: Date: July 9, 2013

SHERILL B. DUEZA
EGT - I

Noted:

JUVARTA O. TIERRA ANDREA MAYBEL E. ABRENCILLO

Principal I Lucena North District Supervisor

SILANGANG MAYAO ELEMENTARY SCHOOL

Lucena City
 CALENDAR OF ACTIVITIES
School Year 2013 - 2014
School: SILANGANG MAYAO ELEMENTARY SCHOOL DIVISION: LUCENA CITY REGION: IV-A (CALABARZON)

DATE ACTIVITIES PERSON INVOLVED FUND/SOURCE EXPECTED OUTPUT REMARKS

JUNE
Beginning of Classes SY 2013-2014 Awareness of Pupils
Parents, Stakeholders
Orientation of Students on K to 12 Basic School Stakeholders about K to 12 BEP
Teachers, Pupils,
3–7 Education Program (BEP) No Collection Books are properly
Principal
Implementation / Distribution of textbooks LGUs distributed to the pupils
and other learning Resources with their parents.
Assessment of Pupils
7 Diagnostic Test Teachers, Pupils School Funds
academic status
General Assembly
Parents, Stakeholders Awareness of parents and
Orientation of Parents and other School Funds
8 Teachers, Principal stakeholders about K to
stakeholders on K to 12 BEP LGUs
Brgy. Officials 12 BEP
Implementation (Saturday)
Understand the value of
Independence Day
Independence in their
(Regular Holiday) School Funds
12 Teachers, Pupils lives
Displaying Philippine flag outside/inside the
Recall the history of
classroom)
Independence
Teachers, Pupils School Funds Assessment of the reading
17 – 21 Phil – IRI (Grades 2-6)
level of the pupils
1st Parent-Teacher Conference Teachers, Pupils
Awareness of parents
Tracking ang planning for Student’s
29 School Funds about the academic
Progress
progress of their child
(Saturday)
JULY
Teachers, Pupils Identification of Pupils’ NL
5 Profiling, Nutritional Status School Funds
Status
Due date NL Status Teachers, Pupils School Funds Accurate NL Status
Monday Program Teachers, Pupils Awareness on Health and
8 School Funds
Planting Malunggay Planting c/o Gr. IV-VI Pupils Nutrition
 Teachers
24 Due date Phil IRI English-Filipino School Funds Profiling of Readers
Grade II – VI Pupils
Professional
27 SLAC Teachers/School Head School Funds
Advancement
Awareness on Health and
Grade V-VI Pupils Teachers Nutrition
26 Cooking Contest Canteen Funds
Parents Learning Across
Curriculum
Culminating Activity Awareness on Health and
Nutrition Month Celebration: Parade, Nutrition
26 Teachers/Pupils/Parents Canteen Funds
Search for A-1 child and awarding Learning Across
ceremonies Curriculum
AUGUST
Awareness of the
Monday Program
5 Teachers, Pupils School Funds importance of “Buwan ng
Launching of Buwan ng Wika Celebration
Wika”
Awareness of the History
19 Quezon Day Celebration Teachers School Funds Local Holiday
of Quezon Day
Araw ng Lucena Celebration Awareness of the History
20 Teachers School Funds Local Holiday
Due Date Submission of Test Results of Lucena Day
Respect to one’s Religion
9 Eid’l Fitr Holiday
or Belief
Culminating Activity
Awareness of the
“Buwan ng Wika Program”
17 Teachers, Pupils School Funds importance of “Buwan ng
Paligsahan ng Deklamasyon, Talumpati at
Wika”
Balagtasan,
Awareness of the History National
26 National Heroes’ Day Teachers, Pupils School Funds
of National Heroes’ Day Holiday
SEPTEMBER
School Science Fair Teachers/Pupils/ Develop Scientific
2 School Funds
Sci-Quiz, Sci-Dama, Science Camp Mrs. Balita Mindedness
Awareness of the
13 Day Camp BSP/GSP Scout Leaders / Scouts School Funds
importance of Scouting
20 Zone Meet Coaches / Players School Funds Develop Sportsmanship
OCTOBER
4 Family Day Celebration Teachers, Pupils with their School Funds Promotes Family’s
 “Kapamilyaro” Families closeness
Develop sportsmanship
and Unity
Assessment of Pupils
10-11 2nd Periodical Test Teachers, Pupils School Funds
Mastery
Awareness of the
UN Celebration Parade/Program
25 Teachers, Pupils School Funds rationale of celebrating
Due IRI of Gr. II-VI
United Nation’s Day
Mid-Year Assessment Assessment of One’s
28-31 Teachers, Pupils School Funds
Semestral Break INSET Performance
NOVEMBER
Remembering dead loved
1 All Saints Day Holiday
ones
Awareness of the life of
4 Hermano Pule Day Teachers, Pupils Holiday
Hermano Pule
5 Resumption of Classes Teachers, Pupils School Funds
Awareness of the life of
30 Bonifacio Day Teachers, Pupils Holiday
Andres Bonifacio
DECEMBER
Develop harmonious
relationship and
20 Teacher’s Convention Teachers, Pupils School Funds
camaraderie among
teachers
Develop harmonious
relationship and
19 Children’s Christmas Party Teachers, Pupils School Funds
camaraderie among
children
21-31 Christmas Break
JANUARY
3 Resumption of Classes
Assessment of Pupils
9-10 3rd Quarterly Exam Teachers, Pupils School Funds
Mastery
FEBRUARY
25 EDSA People Power 1 (Anniversary) Teachers, Pupils School Funds Awareness of EDSA
MARCH
 National Achievement Test (NAT Assessment of Pupils
7 Teachers, Pupils School Funds
Elementary) Mastery
Assessment of Pupils
14 Final Examination for Grade VI Teachers, Pupils School Funds
Mastery
Assessment of Pupils
21 Final Examination for Grades I-V Teachers, Pupils School Funds
Mastery
Awarding of Pupils with
Graduation 2013
25 Teachers, Pupils School Funds exemplary performance
Recognition 2013
for SY 2013-2014
Summer Vacation

Prepared by: Date: July 9, 2013

SHERILL B. DUEZA
EGT - I

Noted:

JUVARTA O. TIERRA ANDREA MAYBEL E. ABRENCILLO

Principal I Lucena North District Supervisor