CHAPTER 9

UNPACKING
CURRICULUM
STANDARDS
AND
COMPETENCIES

MEMBERS:
JAN KAYLE CAUNSAG
DIANNE BHABES MALALIS
HAIDEE CASERES
MARIE TRISHA BLESS JIMENEZ
CONTENT STANDARDS
Identify and set the essential knowledge and understanding
that should be learned by the students.

PERFORMANCE STANDARDS
Describe the abilities and skills that the learners are expected
to demonstrate in relation to the content standards and integration
of 21st century.

LEARNING COMPETENCIES
Refer to the knowledge, skills, and understanding that the
learners need to demonstrate in every lesson or activity.

This one of the examples of content standards, performance

standards, and learning competencies in the K-12 curriculum:
Standards Learning Code Learning
Competencies Materials
SUB- Content Performance
1.Identify one’s
DOMAIN The child The child shall be PNEKBS-
demonstrates able to… basic body parts ID-1
on 2.Tell the PNEKBS-
understanding function of ID-2
of…. each basic body
part
Life Science: Body parts Take care of 3.Demonstrate PNEKBS-
(Body and and their uses oneself and the movements ID-3
the Senses) environment and using different
able to solve body parts
problems 4.Name the PNEKBS-
encountered five senses and ID-4
within the content their
of everyday living corresponding
body parts
5.Use the PNEKBS-
senses to ID-5
observe the
environment
Steps for Unpacking Curriculum Standards and
Competencies

Step1: Classify standards as knowledge, skills, and values.

Knowledge- if the learning competency calls for remembering and basic

comprehension of a concept or a skill.

Skill- if the learning competency calls for the learner to demonstrate or

apply skill or desired behavior.

Values- if the learning competency calls for valuing and appreciation.

Example for Knowledge:
 Discuss the different forms of government
 Analyze the importance of water for living organisms
 Discuss rules in subject-verb agreement
 Define percentage

Example for Skills:

 Calculate cost of production
 Plan a menu
 Solve word problems
 Calculate the mean and median

Example for Values:

 Appreciate various forms of literatures
 Recognize the importance of cooperation and unity in achieving
goals
 Respect different national symbols of the country
 Appreciate examples of Baroque music

Step 2: Identify the prerequisite knowledge, skills, and values for each
learning competency.

Example:
 Describe changes in materials based on the effect of temperature
 Solid to liquid
 Liquid to solid
 Liquid to gas, or
 Solid to gas
Step 3: Look for the desired skills or behavior in every competency.
Identify the most suitable activity for each desirable behavior.

Example:
  Create crafts that can be locally assembled with local materials,
guided by local traditional techniques
 The desired behavior or skill in this learning competency is for
students to create crafts assembled with local materials, guided by
local traditional techniques.
 This could be done through the following activities:
Lecture-Workshop
 Project-based Approach (Individual or group project)

Step 4: Classify learning competencies to determine appropriate

assessment tools.
This process is based on the works of Glatthorn (1998)
standard with Conventional Testing (SCT)- these are learning
competencies that require traditional assessment tools like quizzes and
exams.

Examples:
 Describe the characteristics of sounds.
 Identify primary colors.
 Discuss the judicial system in Philippines.
 Explain different communication models.

Standards with Performance Task (SPT)- these are the learning

competencies that require performance tasks for assessment or authentic
assessment.

Examples:
 Perform examples of Philippine Folk dance.
 Write an essay about a selected topic.
 Demonstrate how to dissect an insect.
 Paint using natural and indigenous materials.

Standards for Continuing Development (SCD)- these are competencies

that focus on values and attitudes that cannot be assessed.

Examples:
 Recognize basic human rights of a person.
 Appreciate the role of mathematics in everyday life.
 Develop healthy eating habits.
 Respect different cultural practices.

Other techniques for unpacking curriculum standards and competencies

 Create
 Evaluate
 Analyze
  Apply
 Understand
 Remember

LEARNING HOW TO LEARN

-Becoming a better student
-Inquiring about a subject
-Self-directing learners

FOUNDATIONAL KNOWLEDGE
-Understanding and remembering; information ideas

APPLICATION
-Skills Thinking; Critical, creative and practical thinking
-Managing projects

INTEGRATION
-Connecting: Ideas, People, Realms of life

HUMAN DIMENSION
-Learning about; Oneself, Others

CARING
-Developing new Feelings, Interests, Values

Reflections on Unpacking Curriculum Standards and Competencies

• Curriculum standards are broad statements of what the students
need to know, the skills they need to do, and the values they need to
develop.
• Curriculum competencies are specific knowledge, skills, and values
that students need to master.
• Unpacking curriculum standards and competencies are essential in
the selection of curriculum content, learning activities and
assessment tools.
• In the implementation of the K-12 education program, unpacking
curriculum is useful for teachers especially when they design their
instructional plans and when they design assessment tools.
• Unpacking curriculum standards and competencies include several
processes:
a. Classifying standards and competencies as knowledge, skills and
values.
b. Identifying prerequisite knowledge, skill, and values for each
competency.
c. Identifying appropriate activities and strategies.
d. Classifying standards and competencies based on the types of
assessment they require (conventional testing, authentic task).
• Teachers need to have strong pedagogical-content knowledge (Pck)
in order to unpack curriculum standards and competencies
effectively.