Curriculum and Instruction

2.1 The curriculum provides for the development needs of all types of learners in
the school community.

Level 1

All types of learners of the school community are identified, their learning curves
assessed; appropriate programs with its support materials for each type of learner
developed.

 Data on school mapping

 Religious Instruction Schedule Permit
 List of 4 P’s beneficiary
 Pupils Anecdotal records
 Activity Design for proposed Program or Project Proposals
 List of enrollees/Form/ with LRN
 List of non-readers, frustrations, independent instructional by grade level
 List of PWD pupils by grade level
 List of pupils at risk of dropping out
 Program interventions SF1-School Register
 Nutritional Status of Students
 Record of students’ Religious Affiliations
 Approved Permit from the Division Office on the conduct program
interventions
2.2 The implemented curriculum is localized to make it more meaningful to the
learners and applicable to life in the community.

Level I

Local beliefs, norms, values, traditions, folklores, current events and existing
technologies are documented and used to develop a lasting curriculum.
Localization guidelines are agreed to by school community and teachers are
properly oriented.

 Remedial Instructions Schedule are Programmed

 Monthly Program/Calendar of Activities
 DepEd Orders, Memorandum
 Copy of DepEd Thrust, projects and programs
 Pictorials of Activities
 Workshops/Trainings conducted with Activity completion report
 Output of Localized Indigenized Learning Materials as MoV
2.3 A representative group of school and community stakeholders develop the
methods and materials for developing creative thinking and problem solving

Level I

A representative team of school and community stakeholders assess content and

methods used in teaching creative, critical thinking and problem solving.
Assessment results are used as guide to develop materials.

 Minutes of Meeting, Notice of Meeting, Attendance, Pictorials.

 Functional SGC/BRGY Educ. Committee
 School Assessment Result (NAT, CFSS)
 List of Committee Members composed of Education Supervisors/Specialists
 Assessment Results
 Output of Teacher- Made or Teacher-Developed Materials
2.4 The Learning system are regularly and collaboratively monitored by the
community using appropriate tools to ensure the holistic growth and
development of the learners and the community.

Level I
1A. School-based monitoring and learning system is conducted regularly
and cooperatively; and feedback is shared with stakeholders.
 SRC reported to
-LGU, SGC Meeting
 PTA/Gen. Assembly
 Reports in the conduct of feedback sessions with stakeholders

2A. The system uses a tool that monitors the holistic development of
learners.

 SBM Monitoring tool

 SREYA/ ECCD-PMCF
 Phil. IRI result
 LAC plan/matrix
 Proficiency test
 2.5 Appropriate assessment tools for teaching and learning are continuously
reviewed and improved, and assessment results are contextualized to the learners
and local situation and the attainment of relevant life skills.

Level I

The assessment tools are reviewed by the school and assessment results are shared
with school’s stakeholders.

 Results of reviewed assessment tools with findings and recommendations.

 Copy of assessment tools for teaching and learning
 Attendance sheets during the conduct of the review
 Minutes of meeting with stakeholders on the review of assessment tools.
 2.6 Learning managers and facilitators (teachers, administrators and
community members) nurture values and environments that are protective of
all children and demonstrate behaviours consistent to the organization’s
vision, mission and goals

1A. Stakeholders are aware of child/learner-centered rights-based, and

inclusive principles of education.
 Minutes of meetings/orientation/conferences on child protection
policy
 Attendance sheets

2A. Learning managers and facilitators conduct activities aimed to

increase stakeholders’ awareness and commitment to fundamental rights
of children and the basic principle of educating them.

 Advocacy campaign/symposium the rights of children

 Photo document, videoclip, AVP on the foruma conducted focused
in the rights of children.
 2.7 Methods and resources are learner and community friendly, enjoyable, safe,
inclusive, accessible and aimed at developing self-directed learners. Learners are
equipped with essential knowledge, skills and values to assume responsibility
accountability for their own learning.

1A. Practices, tools and materials for developing self-directed learners are highly
observable in school, but not in the home or in the community.

 Learners Projects
 Portfolio (student’s output)
 Instructional devices/materials
 Documents on the Conduct of Quarterly Recital/Culmination Activity like
Programs, Photos, Attendance Sheet, Narrative Report

2A. Learning Programs are designed and developed to produce learners who are
responsible and accountable for their learning

 Adopt a school program documents (example feeding program, distribution

of school supplies, etc.
 Anti-bullying program
 Reading program
 ICT integration across curriculum
 Research work/project