Values Ed PEAC Streamlining The K 12 Curriculum

STREAMLINING THE K12
CURRICULUM:
An Approach to Determining
which K12 Standards and
Competencies to Teach
PEAC WEBINAR- VALUES EDUCATION

JUNE 11, 2020
PEAC INSET 2017 13 June 2020
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bjectives:
• Discuss the rationale and parts of the DepEd MELCS Curriculum Guide for SY
2020-2021
• Explain the process of streamlining K12 standards and competencies
• Relate the importance of alignment in streamlining with PEAC Recertification
• Apply the process to selected units of study in a subject area for

curriculum mapping, identification of instructional materials and
preparation of the unit calendar
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Certification for
SY 2020-2021 is
Schedule of E-Recertification suspended.
HOW WILL ESC SCHOOLS IN SY 2020-2021
PREPARE THE SCHOOL CURRICULUM?
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SAMPLE DIARY CURRICULUM MAP
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HOW CAN ESC SCHOOLS PREPARE A CURRICULUM MAP

THAT COVERS THE K12 STANDARDS AND COMPETENCIES
IN THE “NEW NORMAL” AND MEETS RECERTIFICATION REQUIREMENTS?
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“…releasing the MELCs does not downplay the standards set
by the K to 12 curriculum guides. Rather, these serve as
guide to teachers as they address the instructional needs of
learners while ensuring that curriculum standards are
maintained and achieved.”
PEAC INSET 2017 13 June 2020 GUIDELINES ON THE USE OF THE MELCS, p. 2
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hindi
“Tandaan na ang layunin sa pagbuo ng MELCs ay
upang palitan ang kasakuluyang curriculum
guide kundi upang magabayan ang mga guro sa
pagtukoy ng mga kompetensing mas kinakailangan ng
mga mag-aaral sa Taong Panuruang 2020-2021. Sa huli,
hinihikayat pa rin ang mga guro na sumangguni sa
curriculum guide ng Filipino kung sa tingin nilang
hindi sapat ang mga kompetensing tinukoy sa MELCs. .”
PEAC INSET 2017 13 June 2020 FILIPINO BRIEFER, p. 33
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PEAC CERTIFICATION ASSESSMENT INSTRUMENT
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HOW CAN ESC SCHOOLS PREPARE A CURRICULUM MAP

THAT COVERS THE K12 STANDARDS AND COMPETENCIES
IN THE “NEW NORMAL” AND MEETS RECERTIFICATION REQUIREMENTS?
PREPARE BY USING DEPED CURRICULUM GUIDE AND/OR DEPED

MELCS AND PEAC CERTIFICATION ASSESSMENT INSTRUMENT
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RECERTIFICATION REQUIREMENT OF
ALIGNMENT IN CURRICULUM MAP
FROM DEPED
CURRICULUM GUIDE (CG) FROM
FROM SUBJECT TEACHER FROM
DEPED
SCHOOL’S
CG
VISION
AND/OR AND
DEPED MISSION
MELCS
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1
FROM DEPED
DEPED
SCHOOL’S
CG
VISION
AND/OR AND
DEPED MISSION
MELCS
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The K to 12 Basic Education Curriculum is standards-based. The
content standards cover a specified scope of sequential topics,
identify and set the essential knowledge and understanding that
must be learned. The performance standards describe the
abilities and skills that the learners are expected to demonstrate in
relation to the content standards.
MELCS: SCIENCE BRIEFER, p. 42
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“The content and performance standards are directly
lifted from the curriculum guides. Its inclusion is to
emphasize that the identification of MELCs is
anchored on the prescribed standards and not a
departure from the standards-based basic
education curriculum. Thus, teachers are
encouraged to refer to the 2016 Curriculum Guides
in unpacking the MELCs.”
GUIDELINES ON THE USE OF THE MELCS, p. 3
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1 2
FROM DEPED
DEPED
SCHOOL’S
CG
VISION
AND/OR AND
DEPED MISSION
MELCS
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These standards are further represented as
learning competencies which are the
ALIGNMENT OF knowledge, skills and attitudes that students
STANDARDS-COMPETENCIES-ACTIVITIES
need to demonstrate in every lesson or
learning activity.
MELCS: SCIENCE BRIEFER, p. 42
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As the Department anticipates the challenges in
employing various schemes in the delivery of the
learning standards due to COVID19, the number of the
identified essential learning competencies per quarter
were further reduced, thus, the term most essential
learning competencies (MELCs).
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In determining the most essential learning competencies, the
Department collaborated with stakeholders from the Assessment
14
Curriculum and Technology Research Centre (ACTRC), during which
the descriptor – ENDURANCE – was considered the primary
determining factor. A learning competency is considered
enduring if it remains with learners long after a test or unit of
study is completed or if it is useful beyond a single test or unit of
study. Examples of such learning competencies include research
skills, reading comprehension, writing, map reading, and
hypothesis testing, which are essential in many professions and in
everyday life (Reeves, 2002; Many & Horrell, 2014).
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“na kailangan ng mag-aaral ang learning
competency
14 na pang habang buhay o
pangmatagalan na kahit tapos na sya sa pagaaral
ay patuloy na mailalapat nya ito sa mga
konkretong sitwasyon ng buhay at sa anumang
propesyon o curriculum exit na pipiliin nya ay
hindi ito maanod sa pagbabago ng panahon.”
EsP MELCS Briefer , p. 28

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PEAC INSET 2017 https://absenterprisedotcom.files.wordpress.com/2016/06/real-standards.pdf
13 June 2020
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R

13 June 2020
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A

13 June 2020
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1 2
FROM
DEPED
CG
FROM DEPED
CURRICULUM GUIDE (CG)
AND/OR
DEPED
MELCS SCHOOL’S
VISION
BASED
AND
ON MISSION
R.E.A.L.
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TRANSFER OF
LEARNING
TO REAL LIFE

14
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Certification Assessment Instrument
IN THE LEARNING PLAN, WE WILL SEE…
Standards stated at start of plan.
Procedures related to A, M, and T. Plan

ends with Performance Task.
Activities and strategies done in procedures

describe student actions more than teacher actions.
Less teacher talk, more student interaction.
• Values integration with Vision-Mission

• Activities and questions related to 7Cs
• Activities and questions related to social issues
and community events
• Activities and questions connecting to other
subjects
• Use of multimedia and other apps to present
lesson or produce student output
Activities that are differentiated or show use of

multiple intelligences; choice in roles or products in
performance task
Activities that are differentiated or show use of

multiple intelligences; student choice in roles or
products in performance task
Since Transfer of Learning to Real Life is emphasized in MELCS,
how do we ensure its achievement in the curriculum design?
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ENSURE ENDURANCE OR TRANSFER
OF LEARNING BY DOING ANY OF THE
FF. WITH MELCS:
1. Unpack into sub-competencies/tasks

2. Repeat in another unit or grade level
3. Follow-up in higher grade levels
4. Cluster with other competencies
5. Merge with other competencies and
rephrase
6. Focus on skill rather than on content
7. Align with unit performance standard
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1. UNPACK MELCS INTO SUB-COMPETENCIES (Edukasyon sa Pagpapakatao)
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2. REPEAT MELCS IN ANOTHER LEVEL FOR REINFORCEMENT (FILIPINO)
Based on EsP MELCs Briefer, those

competencies which were repeated in other
levels were removed already.
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3. FOLLOW-UP MELCS IN HIGHER GRADE LEVELS (SCIENCE)
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4. CLUSTER WITH OTHER COMPETENCIES (Edukasyon sa Pagpapakatao)
Learning Competencies Comments Identified MELCs
Gr7 Quarter 4:
13.1. Nakikilala na ang mga pangarap Clustered 13.1 Nakikilala na ang mga
ang batayan ng mga pagpupunyagi pangarap ang batayan ng mga
tungo sa makabuluhan at maligayang LC is subsumed with other LC pagpupunyagi tungo sa
buhay makabuluhan at maligayang
buhay, sa mga aspetong:
15.2. Natatanggap ang kawalan o a. personal na salik na kailangan
kakulangan sa mga personal na salik na sa pinaplanong kursong
kailangan sa pinaplanong kursong akademiko o teknikal-
akademiko o teknikal-bokasyonal, bokasyonal, Negosyo o
Negosyo o hanapbuhay hanapbuhay
b. Pagkilala sa mga kahalagahan
16.1. Nakikilala ang kahalagahan ng pag- ng papg aaral bilang
aaral bilang paghahanda sa paghahanda sa pagnenegosyo
pagnenegosyo at paghahanapbuhay at at paghahanapbuhay at mga
mga hakbang sa paggawa ng career plan hakbang sa paggawa ng career
plan
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5. MERGE WITH OTHER COMPETENCIES AND REPHRASE (Edukasyon sa Pagpapakatao)
Learning Competencies Comments Identified MELCs
Gr.9 Ikatlong Markahan
Natutukoy ang
10.1. Natutukoy ang Merged and rephrased indikasyon na may
indikasyon na may kalidad o kalidad o kagalingan sa
kagalingan sa paggawa ng paggawa ng isang
isang gawain o produkto gawain o produkto
kaakibat ang wastong
12.1. Naipaliliwanag ang
paggamit ng oras para
kahalagahan ng
pamamahala ng paggamit rito
ng oras.
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6. FOCUS ON SKILL RATHER THAN CONTENT (Edukasyon sa Pagpapakatao or EsP)
MELCs Rephrased
EsP CG
Naipapaliwanag na ang Naisusulong ang kaunlaran
pagkakaroon ng kaayusan, and kabutihang panlahat kung
kaunlaran, at maisusulong ang ang lahat ng tao ay may
kabutihang panlahat kung ang
paninindigan sa tamang
lahat ng tao ay may paninindigan
sa tamang paggamit ng paggamit ng kapangyarihan at
kapangyarihan at pangangalaga sa pangangalaga sa kalikasan
kapaligiran
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7. ALIGN WITH UNIT PERFORMANCE STANDARD
WILL THIS ALIGNMENT LEAD TO ENDURANCE OR TRANSFER?

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PERFORMANCE
STANDARD
ALIGNMENT OF STANDARDS AND COMPETENCIES?

WILL THIS ALIGNMENT LEAD TO ENDURANCE OR TRANSFER?
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Given these gaps, how
do we align standards
and competencies
?
to ensure
? transfer to real life
or endurance for
lifelong learning?
What process
can be done?
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STREAMLINING THE TEACHING
AND LEARNING
OF THE K12 CURRICULUM
https://www.pinterest.ph/pin/26880928995351324/?autologin=true RAPATAN2020
Fluid particles follow a
smooth path in layers or
laminae with each layer
moving parallel to each
other without mixing;
has visible stream lines
Fluid particles move in a

rough path and there
are cross-currents and
mixing of layers; has
swirling zones
https://www.britannica.com/science/streamlining#ref54495
STREAMLINING IS NOT SIMPLY
REDUCING COMPETENCIES;
IT IS ESTABLISHING
ALIGNMENTS BETWEEN
STANDARDS,
COMPETENCIES,
ASSESSMENTS, ACTIVITIES,
AND RESOURCES
BENEFITS OF STREAMLINING:
• CLARITY OF PROCESS
• EFFICIENCY IN TEACHING
• FOCUS ON SKILL
• SCAFFOLDED SKILLS
DEVELOPMENT
• EVIDENCE OF LEARNING
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CONTENT PERFORMANCE
STANDARD STANDARD LAMINAR OR TURBULENT FLOW?
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STREAMLINING BY:
TECHNIQUE A. ALIGNING CONTENT
STANDARD AND COMPETENCIES
WITH PERFORMANCE STANDARD
TECHNIQUE B. IDENTIFYING
POWER AND SUPPORTING
COMPETENCIES AND CLUSTERING
THESE
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ALIGNMENT WITH PERFORMANCE
STANDARD

14
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TRANSFER
PERFORMANCE
STANDARD
TRANSFER GOAL PERFORMANCE TASK

The student is able to
EQ:
UNIT TOPIC EU:
ACQUISITION MAKE MEANING
CONTENT
STANDARD
TECHNIQUE A. ALIGNING CONTENT STANDARD AND COMPETENCIES WITH PERFORMANCE STANDARD

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TECHNIQUE A: ALIGNING CONTENT STANDARD AND
COMPETENCIES WITH PERFORMANCE STANDARD
STEPS:
1. Copy the Content and Performance Standards and write Unit Topic.
2. Unpack the Transfer Goal and Performance Task from Performance
Standard. Then write in diagram.
3. Review DepEd CG/School Curriculum Map and take out competencies
that are not directly aligned with Performance Standard. These
competencies may already have been taught or may be taught in
another grade or unit.
4. Classify the remaining unit competencies in terms of AMT Learning
Goals. A & M with Content and T with Performance Standard. Unpack
when needed.
5. Unpack the EQ and EU and with M cluster of competencies, establish
link with Content Standard and Performance Task.
6. Cluster the A competencies and establish link with Content Standard
and Performance Task.
7. Determine assessments for A (QA type) and M (WW type).
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STEP 1: Copy the Content and Performance Standards and write Unit Topic.
STEP 1: Copy the Content and Performance Standards and write Unit Topic.
TRANSFER
PERFORMANCE
STANDARD
The students
…composing and deliveringwill be able
a persuasive speech
TRANSFER GOAL based on an informative essay featuring use of PERFORMANCE TASK
toThe
properly promote
student effective
acknowledged information
is ablesources,
grammatical signals for opinion-making ,
to
ways
persuasion, and to stop/avoid
emphasis, and appropriate
prosodic features, stance, and behavior.
violence in school
Topic: Ending Violence in School

The…understanding
students will be able
of: Southeast to show
Asian
literature
understandingas mirror of the causes ;and
to a shared heritage …
structural analysis of words and propaganda
effects of the
techniques; and common violence
grammatical signals for in
ACQUISITION opinion- making, persuasion, and emphasis.
school.
MAKE MEANING
CONTENT
STANDARD
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1 2 3
PERFORMANCE STANDARD TRANSFER GOAL PERFORMANCE TASK
GRASPS:There is an alarming increase in number of
violence involving Grade 8 students of “Mayamot
Students on their National High School, Caloocan City. To name a few,

the following are three of the most commonly
Performance own and in the long

committed: bullying, physical assault like instigating a
fight and bringing of intoxicating drinks. In response to
the prevailing conditions, the Office of the Discipline
Officer launch a campaign to educate students about
Standard: run will be able to detrimental effects of violence in school and to
promote specific ways of avoiding / stopping them. In
the said campaign, all Grade 8 students will be making
use their learning to their “Infomercial” with their differentiated roles as

Student Council Officers (group1), as Guidance
Counsellors (gorup2), as Members of the School’s
The students will be become promoter Security Team (group3), as elected Officials of Parents’
Association (group4) and as School Administrators
(group5). The “infomercial” which will be shown in the
able to promote of non-violence in strategic areas of the campus should effectively deliver
the message and convey specific ways or actions with
the use of clear and simple graphics, creatively-
effective ways to school, at home and engineered animations, orchestrated pacing & tone,
and relatable background music.
stop / avoid violence In the areas where the infomercial will be shown, the
in the larger following learning outputs will be exhibited also to

highlight the message of non-tolerance to violence:
in school leaflets containing information about forms of violence
community. that might happen in school, slogan defining violence,

posters exposing detrimental effects of violence, and
pictures taken by the students showing a safe and
friendly school environment.
STEP 2: Unpack the Transfer Goal and Performance Task from Performance Standard.
Then write in diagram.
STEP 2: Unpack the Transfer Goal and Performance Task from Performance Standard. Then write in diagram.
TRANSFER Performance Task:

Persuasive to
Non-tolerance
PERFORMANCE Speech
Violence Campaign
STANDARD Delivery
The students
a persuasive speech
TRANSFER GOAL based on an informative essay featuring use of PERFORMANCE TASK
toThe
properly promote
student effective
acknowledged information
is ablesources,
to
grammatical signals for opinion-making ,
ways
persuasion, to stop/avoid
and emphasis, and appropriate
prosodic features, stance, and behavior.
violence in school
UNIT TOPIC:
Topic: Ending Speech
Persuasive Violence in School
Delivery
The…understanding
students will be able
of: Southeast to show
Asian
literature
understandingas mirror of the causes ;and
to a shared heritage …
effects of the
techniques; and common violence
ACQUISITION opinion- making, persuasion, and emphasis.
school.
MAKE MEANING
CONTENT
STANDARD
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Grade 8 Q4 has 16
COMPETENCIES in
the 2016 CG and 12 in
the MELCs Matrix
×
X
×
This topic on Sekwalidad could
be merged with Gr7 1st Quarter ×
Topic onTungkulin Bilang
Nagdadalaga at Nagbibinata
STEP 3: Review DepEd CG/School Curriculum Map and take out competencies that are not directly aligned
with Performance Standard. These competencies may already have been taught or may be taught in
another grade or unit.
STEP 3: Review DepEd CG/School Curriculum Map and take out competencies that are not directly aligned with
Performance Standard. These competencies may already have been taught or may be taught in another grade or unit.
This topic on Agwat

Teknolohikal could be
merged with Gr7 4th
Quarter Topic on Kursong
Akademiko, Bokasyonal at
Teknikal
STEP 3: Review DepEd CG/School Curriculum Map and take out competencies that are not directly aligned with
Performance Standard. These competencies may already have been taught or may be taught in another grade or unit.
This topic could be merged

with Gr8 1st Quarter Topics
on Family
Remaining competencies for
4th Quarter of the 2016
Curriculum Guide

4th Quarter of EsP MELCs
Content Standard: Naipapamalas ng mga Content Standard: Naipapamalas ng mga
mag-aaral ang pangunawa sa katapatan sa mag-aaral ang pangunawa sa mga
salita at gawa karahasan sa paaralan.
Performance Standard:Naisasagawa ng Performance Standard:Naisasagawa ng

mga mag-aaral ang mga angkop ng kilos mga mag-aaral ang mga angkop ng kilos
sa pagsasabuhay ng katapatan sa salita upang maiwasan at matugunan ang
at gawa karahasan sa kanyang paaralan
Merged Transfer Goal: The students will

be able to become a promoter of care for
others and non-violence.
Remaining 2 units have related topics.

The units then may be merged and have a merged transfer goal for
a common performance task
so that these are covered in 1 Quarter.
1 2 3
PERFORMANCE STANDARD TRANSFER GOAL PERFORMANCE TASK
Launch a schoolwide plan for
Merged Students on their own the implementation of a
campaign for non-violence and
Performance and in the long run will care for others to address the
be able to use their
Standard: alarming number of cases on
school violence. The plan will
learning to become be formulated by the students
acting as school’s
promoters of care for stakeholders to come up
The students will be others and non- with these products
able to promote violence in school, at
infomercial, short films,
animated ads, vlogs and
care for others and home and in the larger among others which will be
assessed in terms of the use
effective ways to community. of clear and simple graphics,
creatively-engineered
stop / avoid violence animations, orchestrated
in school pacing & tone, and relatable
background music
Unpack the Transfer Goal and Performance Task from Performance Standard. Then write
in diagram.
STEP 4: Classify the remaining unit competencies in terms of AMT Learning Goals. A and
M are matched with Content Standard and T with Performance Standard. Unpack when
needed.
Content Standard: Naipapamalas ng mga

Content Standard: Naipapamalas ng mga
mag-aaral ang pangunawa sa katapatan sa
+ mag-aaral ang pangunawa sa mga
A
M
M
STEP 4: Classify the remaining unit competencies in terms of AMT Learning Goals. A and M are
matched with Content Standard and T with Performance Standard. Unpack when needed.
Content Standard: Naipapamalas ng mga Content Standard: Naipapamalas ng mga

mag-aaral ang pangunawa sa katapatan sa + mag-aaral ang pangunawa sa mga
A
M
M
LEARNING GOALS
A M T
Acquisition Make Meaning Transfer
Performance
Product
STANDARDS
STEP 4: Classify the remaining unit competencies in terms of AMT Learning Goals. A and
M are matched with Content Standard and T with Performance Standard. Unpack when
needed.
Performance Standards Competencies

Naisasagawa ng mga mag-aaral
ang mga angkop na kilos sa
Naisasagawa ang mga angkop na kilos sa
pagsasabuhay ng katapatan sa salita at gawa
M
T
pagsasabuhay ng katapatan sa
salita at gawa
Naisasagawa ng mga mag-aaral Naisasagawa ang angkop ng kilos upang
ang angkop na kilos upang masupil ang karahasan sa paaralan T
maiwasan at matugunan ang
mga karahasan sa paaralam
STEP 6. Cluster the A STEP 5. Unpack the EQ and
competencies and establish EU and with M cluster of
link with Content Standard competencies, establish
and Performance Task. link with Content Standard
Merged PT: Non-
and Performance Task.
Merged Transfer Goal: tolerance to violence
The students will be able
TRANSFER campaign,
implementation of
to become a promoter of
Communicate
care for others and
arguments in a
care forconvincing
othersway/
and non- PERFORMANCE
STANDARD nonviolence, etc.
violence, etc.
The students
a persuasive speech PERFORMANCE TASK
TRANSFER GOAL based on an informative essay featuring use of
toThe
properly promote
acknowledged
student effective
information
is ablesources,
to
grammatical signals for opinion-making , EQ: Why should we act against
ways
Honesty in Words & prosodic features, stance, and behavior. any violence in school
Actions;
violence in school
EU: The students will
Violence in School UNIT TOPIC:
Topic: Promoting Care and Non- understand that every student
Vigilance in any form Persuasive Speech Delivery has the obligation to care for
of violence Violence in School
The…understanding
students will be able to show each other and right to safety
of: Southeast Asian
understanding
literature as mirrorof
to athe causes
shared heritage and
;…
effects of the
techniques; andcommon violence
ACQUISITION opinion- making,school.
persuasion, and emphasis. MAKE MEANING
CONTENT
STANDARD
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STEP 7. Determine assessments for A (QA type) and M (WW type).
Merged PT: Non-

TRANSFER campaign,
implementation of
to become a promoter of care for others and
care for others and non- PERFORMANCE
violence, etc.
The students
toThe
properly promote
acknowledged
student effective
information
is ablesources,
to
Identification
VOCABULARY of Honesty in Words &
ways
prosodic features, stance, and behavior. any violence in school
factors for care
AND PERSUASIVE Actions;
violence in school
EU: The students will Situation
TECHNIQUES
and school Violence in School UNIT TOPIC:
Topic: Promoting Care and Non- understand that every student Analysis
safety Vigilance in any form Persuasive Speech Delivery has the obligation to care for
The…understanding
QA understanding
of: Southeast Asian
to athe causes
shared heritage and
;… WW
effects of the
CONTENT
STANDARD
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STEP 7. Determine assessments for A (QA type) and M (WW type).
Merged PT: Non-

TRANSFER campaign,
implementation of
to become a promoter of care for others and
care for others and non- PERFORMANCE
violence, etc.
The students
toThe
properly promote
acknowledged
student effective
information
is ablesources,
to
Identification
VOCABULARY of Honesty in Words &
ways
prosodic features, stance, and behavior. any violence in school
factors for care
AND PERSUASIVE Actions
violence in school
EU: The students will Situation
TECHNIQUES
and school Violence in School UNIT TOPIC:
Topic: Promoting Care and Non- understand that every student Analysis
safety Vigilance in any form Persuasive Speech Delivery has the obligation to care for
The…understanding
QA understanding
of: Southeast Asian
to athe causes
shared heritage and
;… WW
effects of the
CONTENT
STANDARD
LAMINAR OR TURBULENT FLOW?

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Grade 8 Q4 has 16 8 CORE
COMPETENCIES
(can these skills lead to endurance or transfer?)
STREAMLINING BY:
TECHNIQUE A. ALIGNING CONTENT
STANDARD AND COMPETENCIES
WITH PERFORMANCE STANDARD
TECHNIQUE B. IDENTIFYING
POWER AND SUPPORTING
COMPETENCIES AND CLUSTERING
THESE
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What are Power
Standards/Competencies?
A focus for teachers on
what to teach
“Higher level of Learning”
A prioritization of the
academic standards
Provides purpose or
reason for learning a
specific competency
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POWER COMPETENCIES SUPPORTING
are curricular competencies that COMPETENCIES
directly achieve the Performance are curricular competencies which
Standard and pass all REAL criteria. contribute to or serve as steps to the
attainment of the Power Competencies.
POWER COMEPTENCIES
POWER COMEPTENCIES
POWER COMEPTENCIES
POWER COMEPTENCIES
WHICH IS A
POWER SUBJECT 1 2
COMPETENCY Identify Types of Explain Structure of
ENGLISH
AND SUPPORTING Modals Effective Persuasive Texts
COMPETENCY?
Use Graphic
FILIPINO Find the Main Idea
Organizers
Find Area of
Find Area of Rectangle or
MATH Rhombus, Trapezoid,
Triangle
Parallelogram
ARALIN Evaluate Historical
PANLIPUNAN
Record Oral Histories
Evidence
Detect Bias in a Analyze and Evaluate

SCIENCE
Scientific Conclusion Scientific Explanation
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WHICH IS A
POWER SUBJECT 1 2
COMPETENCY Identify Types of Explain Structure of
ENGLISH
AND SUPPORTING Modals Effective Persuasive Texts
COMPETENCY?
Use Graphic
FILIPINO Find the Main Idea
Organizers
Find Area of
Find Area of Rectangle or
MATH Rhombus, Trapezoid,
Triangle
Parallelogram
ARALIN Evaluate Historical
PANLIPUNAN
Record Oral Histories
Evidence
Detect Bias in a Analyze and Evaluate

SCIENCE
Scientific Conclusion Scientific Explanation
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How can identification and clustering of
power and supporting competencies be
done for streamlining the curriculum?
Do the following steps:

1. Identify power and supporting competencies
using REAL from core set of competencies.
2. Make clusters of power and supporting
competencies.
3. Sequence clusters with the last related to the
Performance Task.
4. Set the budget of time for teaching the clusters.
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READINESS
ENDURANCE
ASSESSMENT
LEVERAGE
TECHNIQUE B. IDENTIFYING THE UNIT POWER AND SUPPORTING

COMPETENCIES
RAPATAN2020
When the competency represents
learning that is essential for success in a
new unit, course of study or succeeding
grade level, it has readiness.
READINESS
GUIDE QUESTION
Does this standard contain prerequisite content and/or skills necessary for the
next unit, course of study, or grade level?
EXAMPLE
Nakikilala na may dignidad ang bawat tao anuman ang kanyang kalagayang panlipunan,
kulay, lahi, edukasyon, relihiyon, at iba pa.
RAPATAN2020
learning that goes beyond one course or
grade level and is representative of a
concept or skill that is important in life, it
ENDURANCE has endurance.
GUIDE QUESTION
Does this standard have value beyond one single test date?
Will this standard endure beyond the test?
Will the knowledge and skills be important beyond this unit?
EXAMPLE
Naisasagawa ng mga mag-aaral ang pagsasabuhay ng mga pagpapahalaga at birtud na
magpapaunlad ng kanyang buhay bilang nagdadalaga / nagbibinata.
RAPATAN2020
When the competency is often tested in
an achievement or admissions exam or
for a job, it has value for assessment
ASSESSMENT
RAPATAN2020
learning that is applied both within the
content area and in other content areas,
it has leverage.
LEVERAGE
GUIDE QUESTION
Does this standard have multidisciplinary connections?
Is this standard relevant in other disciplines?
EXAMPLE
Naipapaliwanag kung bakit may lipunang pulitikal, prinsipyo ng subsidiarity, at prinsipyo ng
pagkakaisa.
(Which discipline can this be linked?)
RAPATAN2020
TECHNIQUE B. IDENTIFYING UNIT POWER AND SUPPORTING COMPETENCIES WITH REAL
COMPETENCIES R E A L POWER OR
(needed for next (needed for real (needed for achievement (needed by other SUPPORTING?
unit or grade) life) or admissions or job subjects)
tests)
RAPATAN2020
TECHNIQUE B. IDENTIFYING UNIT POWER AND SUPPORTING COMPETENCIES WITH REAL STEP 1
(needed for next (needed for real life) (needed for achievement (needed by other SUPPORTING?
unit or grade) or admissions or job tests) subjects)
12.1. Nakikilala ang kahalagahan ng POWER
katapatan; mga paraan ng
pagpapakita ng katapatan at bunga
ng di pagpapakita ng katapatan.
12.2. Nasusuri ang mga umiiral

na paglabag ng mga kabataan SUPPORTING
sa katapatan
12.3. Naipapaliwanag na ang

pagiging tapat sa salita at gawa ay
pagpapatunay ng pagkakaroon ng
SUPPORTING
komitment sa katotohanan at ng
mabuti / matatag na konsensiya.
May layunin itong maibigay sa
kapwa ang nararapat sa kanya,
gabay ang diwa ng pagmamahal.
RAPATAN2020
TECHNIQUE B. IDENTIFYING UNIT POWER AND SUPPORTING COMPETENCIES WITH REAL STEP 1
(needed for next (needed for real life) (needed for achievement (needed by other SUPPORTING?
unit or grade) or admissions or job tests) subjects)
14.1. Nakikilala ang mga uri, sanhi at SUPPORTING
epekto ng mga umiiral na karahasan sa
paaralan
14.2. Nasusuri ang mga aspekto ng

pagmamahal sa sarili at kapwa ng
kailangan upang maiwasan at SUPPORTING
matugunan ang karahasan sa paaralan.
14.3. Naipapaliwanag na:

(a) ang pagiwas sa anonamg uri ng
karahasan sa paaralan (tulad ng pagsali
sa fraternity at gang at pambubulas) at
ang aktibong pakikisangkot upang
masupil ito ay patunay ng pagmamahal
sa sarili at kapwa at paggalang sa SUPPORTING
buhay. Ang pagmamahal na ito sa
kapwa ay may kaakibat na katarungan-
ang pagbibigay sa kapwa ng nararapat
sa kanya ( ang kanyang dignidad bilang
tao)
(b) may tungkulin ang tao kaugnay sa

buhay- ang ingatan ang kanyang sarili POWER
at umiwas sa kamatayan o sitwasyong
maglalagay sa kanya sa panganib.
RAPATAN2020
Grade 8 Q4 has 2 POWER COMPETENCIES
and 6 SUPPORTING COMPETENCIES
TECHNIQUE B. IDENTIFYING UNIT POWER AND SUPPORTING COMPETENCIES WITH REAL
CLUSTERING OF UNIT POWER AND SUPPORTING COMPETENCIES STEPS 2-4
CLUSTER NO. POWER COMPETENCIES SUPPORTING COMPETENCIES
(NO. OF
DAYS)
RAPATAN2020
(NO. OF DAYS) sa
1 1.2. 1 Nakikilala ang kahalagahan ng 12.2. Nasusuri ang mga umiiral na

(1ST -3RD katapatan; mga paraan ng pagpapakita ng paglabag ng mga kabataan sa katapatan
Week or katapatan at bunga ng di pagpapakita ng
9 days) katapatan.
12.3. Naipapaliwanag na ang pagiging
tapat sa salita at gawa ay pagpapatunay
ng pagkakaroon ng komitment sa
katotohanan at ng mabuti / matatag na
konsensiya. May layunin itong maibigay
sa kapwa ang nararapat sa kanya, gabay
ang diwa ng pagmamahal.
RAPATAN2020
(NO. OF DAYS)
2 14.3.b. Naipapaliwanag na may tungkulin 14.1 Nakikilala ang mga uri , sanhi at epekto ng
(4th -6th Week ang tao kaugnay sa buhay –ang ingatan ang umiiral na karahasan sa paaralan.
or kanyang sarili at umiwas sa kamatayan o
9 days) sitwasyong maglalagay sa kanya sa
panganib
14.2. Nasusuri ang mga aspekto ng
pagmamahal sa sarili at sa kapwa na kailangan
upang maiwasan at matugunan ang mga
karahasan sa paaralan.
14.3.a. Naipapaliwanag na ang pag-iwas sa anumang

uri ng karahsan
sa paaralan at ang aktibong pakikisangkot upang
masupil ito ay pagpapatunay ng pagmamahal sa sarili
at sa kapwa ay may kaakibat na katarungan – ang
pagbibigay sa kapwa ng nararapat sa kanya.
RAPATAN2020
(NO. OF DAYS) sa
3 1.2. 1 Nakikilala ang kahalagahan ng 12.4. Naisasagawa ang mga angkop na

(7th-8th Week katapatan; mga paraan ng pagpapakita ng kilos sa pagsasabuhay ng katapatan sa
or 6days) katapatan at bunga ng di pagpapakita ng
katapatan.
salita at gawa
Alloted time 14.4 Naisasagawa ang angkop na kilos

for the upang maiwasan at masupil ang
Performance
karahasan sa paaralan
Task
Total:
8 Weeks or 24
days
RAPATAN2020
4th Quarter of the 2016
Curriculum Guide
Grade 8 Q4 has 3 CLUSTERS OF 8 CORE

COMPETENCIES FROM 2 MERGED UNITS
FOR 6 WEEKS

4th Quarter of EsP MELCs
LAMINAR OR TURBULENT FLOW?

1 2 3 4
FROM DEPED
DEPED
SCHOOL’S
CG
VISION
AND/OR AND
DEPED MISSION
MELCS
RAPATAN2020
MAPPING ASSESSMENT AND ACTIVITIES WITH UNIT POWER AND SUPPORTING COMPETENCIES
CLUSTER POWER SUPPORTING ASSESSMENT PEAC LM ACTIVITY/ INSTITUTIONAL

NO.
(NO. OF COMPETENCIES COMPETENCIES MATERIALS: CORE VALUES
DAYS)
OFFLINE ONLINE
RAPATAN2020
CLUSTER POWER SUPPORTING ASSESSMENT PEAC LM ACTIVITY/ MATERIALS: INSTITUTIONAL

NO.
(NO. OF COMPETENCIES COMPETENCIES CORE VALUES
DAYS) OFFLINE ONLINE
2 14.3.b. Naipapaliwanag 14.2. Nasusuri ang mga Case Analysis PEAC LM pp. 18-19 PEAC LM p. 17 Kapayapaan
(4th
-6th na may tungkulin ang aspekto ng pagmamahal sa
Week or tao kaugnay sa buhay – sarili at sa kapwa na kailangan ACTIVITY TITLE: ACTIVITY TITLE: at Katarungan
9 days) ang ingatan ang upang maiwasan at Simulating a Child UNICEF Article
kanyang sarili at matugunan ang mga Protection Policy Analysis
umiwas sa kamatayan karahasan sa paaralan. Committee Meeting
o sitwasyong WEB LINK:
maglalagay sa kanya sa MATERIAL: printed https://www.unicef.
panganib copies of the CPP org/publications/file
legal bases s/Child_Friendly_Sc
(documents) hools_Manual_EN_
040809
14.3.a. Naipapaliwanag na ang PEAC LM p. 23 PEAC LM p. 20
Short Constructed
pag-iwas sa anumang uri ng
Response
karahsan sa paaralan at ang ACTIVITY TITLE: ACTIVITY TITLE:
aktibong pakikisangkot upang Journaling Web Case Study
masupil ito ay pagpapatunay
ng pagmamahal sa sarili at sa MATERIAL: Journal WEBLINK:https://w
kapwa ay may kaakibat na Notebook ww.lolwot.com/10-
katarungan- ang pagbibigay sa real-stories-of-
kapwa ng nararapat sa kanya. bullying-that-will-
shock-you/
RAPATAN2020
SAMPLE OFFLINE ACTIVITY FROM THE PEAC VALUES EDUCATION
LEARNING MODULE, GR.8 Q4
SAMPLE OFFLINE ACTIVITY FROM THE PEAC VALUES EDUCATION LEARNING MODULE, GR 8 Q4
SAMPLE ONLINE ACTIVITY FROM THE PEAC VALUES EDUCATION
LEARNING MODULE, GR 8 Q4
Virtual Think-Pair-Share!
WEB LINK:
https://www.unicef.org/publications/files/Child_Friendl
y_Schools_Manual_EN_040809
SAMPLE ONLINE ACTIVITY FROM THE PEAC VALUES EDUCATION LEARNING MODULE, GR 8 Q4
Submission of
accomplished
guided
generalization
sheet through
google
classroom
https://www.lawphil.
net/statutes/repacts
/ra2013/ra_10627_2
013.html
CLUSTER POWER SUPPORTING ASSESSMENT PEAC LM ACTIVITY/ MATERIALS: INSTITUTIONAL

NO.
(NO. OF COMPETENCIES COMPETENCIES CORE VALUES
DAYS) OFFLINE ONLINE
3 14.3.b. Naipapaliwanag 14.2. Nasusuri ang mga Case Analysis PEAC LM pp. 18-19 PEAC LM p. 17 Kapayapaan
(5thweek- na may tungkulin ang aspekto ng pagmamahal sa
th
8 week / tao kaugnay sa buhay – sarili at sa kapwa na kailangan ACTIVITY TITLE: ACTIVITY TITLE: at Katarungan
12 days) ang ingatan ang upang maiwasan at Simulating a Child UNICEF Article
kanyang sarili at matugunan ang mga Protection Policy Analysis
umiwas sa kamatayan karahasan sa paaralan. Committee Meeting
o sitwasyong WEB LINK:
maglalagay sa kanya sa MATERIAL: printed https://www.unicef.
panganib copies of the CPP org/publications/file
legal bases s/Child_Friendly_Sc
(documents) hools_Manual_EN_
040809
14.3.a. Naipapaliwanag na ang PEAC LM p. 23 PEAC LM p. 20
Short Constructed
pag-iwas sa anumang uri ng
Response
karahsan sa paaralan at ang ACTIVITY TITLE: ACTIVITY TITLE:
aktibong pakikisangkot upang Journaling Web Case Study
masupil ito ay pagpapatunay
ng pagmamahal sa sarili at sa MATERIAL: Journal WEBLINK:https://w
kapwa ay may kaakibat na Notebook ww.lolwot.com/10-
katarungan- ang pagbibigay sa real-stories-of-
kapwa ng nararapat sa kanya. bullying-that-will-
shock-you/
RAPATAN2020
Naipapamalas A.1. Nasusuri ang A.1. Case Analysis A.1.1 Simulating A.1.1 Printed Kapayapaan
Q4 Karahasan sa Naisasagawa ng
mga aspekto ng
ng mga mag- mga mag-aaral a Child Protection Copies of CPP
Paaralan pagmamahal sa sarili at Katarungan
ang mga angkop Policy Committee Legal Bases
aaral ang at sa kapwa na
na kilos upang Meeting
pang-unawa kailangan upang
A.1.2 Web Link:
maiwasan at maiwasan at A.1.2 UNICEF
sa mga matugunan ang https://www.unic
matugunan ang mga Article Analysis
karahasan sa mga karahasan sa karahasan sa ef.org/publication
paaralan kanyang paaralan paaralan. s/files/Child_Frien
dly_Schools_Man
A.2. Naipapaliwanag
na ang pag-iwas sa A.2. Short A.2.1 Journaling A.2.1 Journal NB
anumang uri ng
Constructed
karahsan sa paaralan
Response
at ang aktibong
pakikisangkot upang A.2.2. Web Case A.2.2 Web Link:
masupil ito ay Study https://www.lolw
pagpapatunay ng ot.com/10-real-
pagmamahal sa sarili stories-of-
at sa kapwa ay may bullying-that-will-
kaakibat na shock-you/
katarungan- ang
pagbibigay sa kapwa
Naipapamalas A.1. Nasusuri ang A.1. Case Analysis A.1.1 Simulating A.1.1 Printed Kapayapaan
Q4 Karahasan sa Naisasagawa ng
mga aspekto ng
ng mga mag- mga mag-aaral a Child Protection Copies of CPP
Paaralan pagmamahal sa sarili at Katarungan
ang mga angko Policy Committee Legal Bases
aaral ang at sa kapwa na
na kilos upang Meeting
pang-unawa kailangan upang
A.1.2 Web Link:
maiwasan at maiwasan at A.1.2 UNICEF
sa mga matugunan ang https://www.unic
matugunan ang mga Article Analysis
karahasan sa mga karahasan sa karahasan sa ef.org/publication
paaralan kanyang paaralan paaralan. s/files/Child_Frien
dly_Schools_Man
A.2. Naipapaliwanag
na ang pag-iwas sa A.2. Short A.2.1 Journaling A.2.1 Journal NB
anumang uri ng
Constructed
karahsan sa paaralan
Respnse
at ang aktibong
pakikisangkot upang A.2.2. Web Case A.2.2 Web Link:
masupil ito ay Study https://www.lolw
pagpapatunay ng ot.com/10-real-
pagmamahal sa sarili stories-of-
at sa kapwa ay may bullying-that-will-
kaakibat na shock-you/
katarungan- ang
pagbibigay sa kapwa
RAPATAN2020
SAMPLE QUARTERLY CALENDAR OF COMPETENCY CLUSTERS
SUBJECT: GRADE: SECTION: TEACHER: UNIT TOPIC:

SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY
1 2 3 4 5 6 7
ACQUISITION ACQUISITION ACQUISITION ACQUISITION ACQUISITION ACQUISITION
CLUSTER 1 CLUSTER 1 CLUSTER 1 CLUSTER 1 CLUSTER 1 REVIEW
OFFLINE - OFFLINE - OFFLINE – ONLINE –
TEXTBOOK TEXTBOOK TEXTBOOK YOUTUBE VIDEO
8 9 10 11 12 13 14
ACQUISITION TEST MAKING MAKING MEANING MAKING MEANING MAKING MEANING MAKING
MEANING CLUSTER 2 CLUSTER 2 CLUSTER 2 MEANING
CLUSTER 2 REVIEW
15 16 17 18 19 20 21
MAKING MEANING MAKING SCAFFOLD FOR PT SCAFFOLD FOR PT SCAFFOLD FOR PT PT ASSIGNMENT
CLUSTER 2 MEANING TEST CLUSTER 3 CLUSTER 3 CLUSTER 3
22 23 24 25 26 27 28
SCAFFOLD FOR PT SCAFFOLD FOR PT SCAFFOLD FOR PT SCAFFOLD FOR PT SCAFFOLD FOR PT PT ASSIGNMENT
CLUSTER 3 CLUSTER 3 CLUSTER 3 CLUSTER 3 CLUSTER 3
29 30 31 1 2 3 4
SCAFFOLD FOR PT SCAFFOLD FOR PT SCAFFOLD FOR PT SCAFFOLD FOR PT SCAFFOLD FOR PT PT ASSIGNMENT
CLUSTER 3 CLUSTER 3 CLUSTER 3 CLUSTER 4 CLUSTER 4
RAPATAN2020
DEPED SUBJECT CG DEPED MELCS MATRIX
SCHOOL CURRICULUM SY 2020-2021
PEAC CERTIFICATION
ASSESSMENT INSTRUMENT
RAPATAN2020
RECERTIFICATION REQUIREMENT OF
ALIGNMENT IN CURRICULUM MAP
FROM DEPED
DEPED
SCHOOL’S
CG
VISION
AND/OR AND
DEPED MISSION
MELCS
RAPATAN2020
GOAL:
TEACH
ENDURING
SKILLS FOR
WORK
AND LIFE
IN THE 21st
CENTURY
RAPATAN2020
ENSURE ENDURANCE OR TRANSFER
OF LEARNING BY DOING ANY OF THE
FF. WITH MELCS:
1. Unpack into sub-competencies/tasks

2. Repeat in another unit or grade level
3. Follow-up in higher grade levels
4. Cluster with other competencies
5. Merge with other competencies and
rephrase
6. Focus on skill rather than on content
7. Align with unit performance standard
RAPATAN2020
STREAMLINING FOR ENDURANCE / TRANSFER BY:
TECHNIQUE A. ALIGNING CONTENT TECHNIQUE B. IDENTIFYING POWER AND
STANDARD AND COMPETENCIES WITH SUPPORTING COMPETENCIES AND
PERFORMANCE STANDARD CLUSTERING THESE
STEPS:
1. Copy the Content and Performance Standards and write Unit
Topic.
2. Unpack the Transfer Goal and Performance Task from
Performance Standard. Then write in diagram.
3. Review DepEd CG/School Curriculum Map and take out
competencies that are not directly aligned with Performance
Standard. These competencies may already have been taught
or may be taught in another grade or unit.
4. Classify the remaining unit competencies in terms of AMT
Learning Goals. A & M with Content and T with Performance
Standard. Unpack when needed.
5. Unpack the EQ and EU and with M cluster of competencies,
establish link with Content Standard and Performance Task.
6. Cluster the A competencies and establish link with Content
Standard and Performance Task.
7. Determine assessments for A (QA type) and M (WW type).
RAPATAN2020
Never give up. Today is hard.
Tomorrow will be worse but
the day after tomorrow will be sunshine.
PEAC INSET 2017 13 June 2020 - Jack Ma
RAPATAN2020

Values Ed PEAC Streamlining The K 12 Curriculum

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Values Ed PEAC Streamlining The K 12 Curriculum

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STREAMLINING THE K12

PEAC WEBINAR- VALUES EDUCATION

PEAC INSET 2017 13 June 2020

• Explain the process of streamlining K12 standards and competencies

• Relate the importance of alignment in streamlining with PEAC Recertification

• Apply the process to selected units of study in a subject area for

HOW CAN ESC SCHOOLS PREPARE A CURRICULUM MAP

PEAC INSET 2017 13 June 2020

HOW CAN ESC SCHOOLS PREPARE A CURRICULUM MAP

PREPARE BY USING DEPED CURRICULUM GUIDE AND/OR DEPED

PEAC INSET 2017 13 June 2020

MELCS: SCIENCE BRIEFER, p. 42

PEAC INSET 2017 13 June 2020

PEAC INSET 2017 13 June 2020

EsP MELCS Briefer , p. 28

PEAC INSET 2017 https://absenterprisedotcom.files.wordpress.com/2016/06/real-standards.pdf

PEAC INSET 2017 https://absenterprisedotcom.files.wordpress.com/2016/06/real-standards.pdf

In determining the most essential learning competencies, the

Procedures related to A, M, and T. Plan

Activities and strategies done in procedures

• Values integration with Vision-Mission

Activities that are differentiated or show use of

Activities that are differentiated or show use of

1. Unpack into sub-competencies/tasks

PEAC INSET 2017 13 June 2020

Based on EsP MELCs Briefer, those

PEAC INSET 2017 13 June 2020

PEAC INSET 2017 13 June 2020

WILL THIS ALIGNMENT LEAD TO ENDURANCE OR TRANSFER?

ALIGNMENT OF STANDARDS AND COMPETENCIES?

PEAC INSET 2017 13 June 2020

Fluid particles move in a

PEAC INSET 2017 13 June 2020

PEAC INSET 2017 13 June 2020

PEAC INSET 2017 13 June 2020

In determining the most essential learning competencies, the

TRANSFER GOAL PERFORMANCE TASK

ACQUISITION MAKE MEANING

TECHNIQUE A. ALIGNING CONTENT STANDARD AND COMPETENCIES WITH PERFORMANCE STANDARD

Topic: Ending Violence in School

Students on their National High School, Caloocan City. To name a few,

Performance own and in the long

use their learning to their “Infomercial” with their differentiated roles as

in the larger following learning outputs will be exhibited also to

community. that might happen in school, slogan defining violence,

TRANSFER Performance Task:

This topic on Agwat

This topic could be merged

Remaining competencies for

Performance Standard:Naisasagawa ng Performance Standard:Naisasagawa ng

Merged Transfer Goal: The students will

Remaining 2 units have related topics.

Content Standard: Naipapamalas ng mga

Content Standard: Naipapamalas ng mga Content Standard: Naipapamalas ng mga

Performance Standards Competencies

Merged PT: Non-

Merged PT: Non-

LAMINAR OR TURBULENT FLOW?

PEAC INSET 2017 13 June 2020

Detect Bias in a Analyze and Evaluate

Detect Bias in a Analyze and Evaluate

Do the following steps:

TECHNIQUE B. IDENTIFYING THE UNIT POWER AND SUPPORTING