Principle 2 : Curriculum and Instruction

INDICATORS
II. CURRICULUM AND INSTRUCTION 1 2 3
INDICATORS 1 2 3

1. The curriculum provides for 1

the development needs of all
2. The implemented curriculum is The localized curriculum is
types oflocalized
learners toinmake
the school All types Programs are fully implemented and The educational needs of all types of learners are being
it more meaningful to of learners of the school implemented and monitored closely to
community community Local their
beliefs, norms, values, closely monitored to address met as shown by continuous
Best practicesimprovement on learning
in localizing the curriculum are
the learners and applicable to life in the are identified, learning ensure that it makes learning more
traditions, folklores,
curves assessed; appropriate programscurrent events,performance discrepancies, outcomes and products of learning. Teachers’
mainstreamed and benchmarked asby
well as schools.
other
community meaningful and pleasurable, produces
and existing
with its support materials for eachtechnologies
type of are benchmark best practices, coach students’ performance
There isismarked
motivated by intrinsic
increase ratherofthan
in number projects that
desired learning outcomes, and
learner is developed. documented and used to develop alow performers, mentor potentialcommunity life. extrinsic rewards. The schools’ differentiated programs
uses the community as learning laboratory, and the
directly improves
lasting curriculum. Localization leaders, reward high achievement, are frequently benchmarked by other
school as an agent schools.for improvement of the
of change
Ineffective approaches are replaced
guidelines are agreed to by school and maintain environment
and innovative thatones are developed. community.
Evidence:
community and teachers are properly makes learning meaningful and
Evidence: Evidence: Evidence:
oriented. enjoyable.  Improved learning outcomes (Achievement Rate, Promotion
 Established Assessment System with Rate, FailureRate)
Log Book/Record Sheet showing names of visitors who
Evidence: Evidence:  M & E/Supervisory Report onlocalized Log Book/Recordbenchmarked
Sheet/ showing names of visitors
results (Phil-IRI, numeracy test, Multiple curriculum good or best practices of school’s
Intelligences Assessment Result, benchmarked school’s initiated
localized programs/projects
curriculum
 Compilation of local literature School Supervisory  Adjusted Planlocalized
(monthly)curriculum School’s Best Practices Accomplishment Report
Academic Performance
 Sample Chart, etc.)  Sample performance outputs that could  Accomplishment Report on the School’s Best Practices
Lessons showing its 
utilization
Monthly Supervisory Report
 Learners’ profile ( student tracking be utilized to improve community life (e.g. in Localizing the Curriculum
 Lesson Plans showing the integration of
 Any Program/Project to address
system) solid waste management,  Any document/s of school’s initiated project that uses
local literature
 Support Materials (IM’s, Competency performance discrepancies/ deficits/gaps tree planting/
 ACR on the crafting of localized e.g. RRE, School linisRemedial
bayan activity,
Program etc.) the community as a learning laboratory (e.g. school-
Based Budget ofcurriculum
Lessons, Lesson community livelihood projects)
guidelines duly signed by
 Reading Program/ ADMs Implementation
Exemplars)
school community Report
 Any Program/Project to address learning
deficits/ performance discrepancies e.g.  ACR/Narrative Report of INSETs
RRE/ Reading Program Intervention conducted
Materials and ADM Modules  ACR and copy of program for periodic
recognition (e.g. quarterly convocation/
year- end recognition rites)
OTHER OBSERVATION:

3. A1 representative group of A representative team of school and Learning materials and approaches to
school and community community stakeholders assess reinforce strengths and address
stakeholders develop the content and methods used in teaching deficiencies are developed and tested Materials and approaches are being used in school,
methods and materials for creative, critical thinking and problem for applicability on school, family and in the family and in community to develop critical,
developing creative thinking & solving. Assessment results are used
problem solving as guide to develop materials.
Evidence:
 Minutes of meeting or any document
as MOV that the content and
method used in teaching were
assessed by any of the ff. team:
 PTA
 School Governing Council (SGC)
 School Planning Team (SPT)
 School M & E Team (SMET)
4. The learning systems are
regularly and collaboratively
1 A school-based monitoring and
monitored by the community
using appropriate tools to ensure learning system is conducted
the holistic growth and regularly and cooperatively, and
development of the learners and feedback is shared with
the community stakeholders.
The system uses a tool that monitors
the holistic development of learners.
Evidence:
 Procedure on the conduct of Monitoring
Evaluation & Adjustment (SMEA)
 Terms of Reference (TORs) of school’s
M & E team (SMET)
 SIP/AIP-based Monitoring & Evaluation
instrument /tool
 Schedule on the conduct of SMEA
5. Appropriate assessment tools The assessment tools are reviewed
for teaching and learning are by the school and assessment
continuously reviewed and results are shared with school’s
community.
Evidence:
 Developed/reproduced/ procured learning
materials that could be used to reinforce
strengths and address weaknesses
applicable in the school, home and
community (e.g. individualized learning
modules for students, home study
manuals for parents and community
learning centers)
The school-based monitoring and
learning systems generate feedback
that is used for making decisions that
enhance the total development of
learners.
A committee take care of the
continuous improvement of the tool.
Evidence:
 Feedback mechanism for a well-informed
decision making (e.g. suggestion box, text
brigade, forums /assembly)
 Minutes of meeting of the M & E team
before the conduct of School Monitoring,
Evaluation & Adjustment (SMEA)
 Record of M & E related activities
conducted
The assessment tools are reviewed by
the school community and results are shared
creative thinking and problem solving community of
learners and are producing desired results.
Evidence:
Any of the following:
 Activity Completion Report or any report re: school
initiated activity participated in by the community
utilizing the school’s learning resources (human &
materials) with positive impact to the community
 Write-up or any document of an existing
functional/operational community-based learning
action cell
The monitoring system is accepted and
regularly used for collective decision making.
The monitoring tool has been improved to
provide both quantitative and qualitative data.
Evidence:
 Result on the regular conduct of School Monitoring
Evaluation and Adjustment (SMEA)
 Updated/improved M & E Tool designed by the School
M & E Team duly approved by the School Head/ SGC
School assessment results are used to develop
learning programs that are suited to community,
and customized to each learner’s context, results
improved, and assessment stakeholders.
results are contextualized to the
learner and local situation and Evidence:
the attainment of relevant life  Competency based Test materials duly
skills. checked/ approved by the School Head
(e.g. Table of Specifications, Periodical
Test Questions, Test/ Item Analysis, Item
Bank, other test materials, etc.)
 ACR on the conduct of activity relative to
sharing of assessment results with
school’s stakeholders (e.g. quarterly
issuance of Pupil/Student Report Card,
issuance of NAT and NCAE results to
parents
with community stakeholders.
Evidence:
 Structure in charge of the review and
improvement of assessment tools (list and
TOR)
 Minutes of meeting/ACR/ on:
- review of assessment tools
participated by stakeholders
of which are used for collaborative decision-
making.
Evidence:
 Any document of a functional/operational community
based initiated programs and/ or projects (e.g.
Community Learning Centers) conceptualized to
address the learning deficits/ discrepancies of the
learners based from the school assessment results.

6. Learning managers and Stakeholders are aware of Stakeholders begin to practice

facilitators (teachers,
administrators and community
members) nurture values and
environments that are protective
of all children and demonstrate
behaviors consistent to the
organization’s Vision, Mission
and Goals.
Child/Learner-Centered, right-based
and inclusive principles of education.
Learning managers and facilitators
conduct activities aimed to increased
stakeholders awareness and
commitment to fundamental rights of
children and the basic principle of
educating them.
child/learner-centered principles of
education in the design of support to
education.
Learning managers and facilitators
apply the principles in designing
learning materials.
Learning environments, methods and resources
are community driven, inclusive and adherent to
child’s rights and protection requirements.
Learning managers and facilitators observe
learner’s rights from designing the curriculum to
structuring the whole learning environment.

Evidence:
Evidence: Evidence:

 At least 70% of all of the 7 domains of the Child

 List of Children’s Rights and
Responsibilities (in Filipino or vernacular)
strategically placed/posted in a very
conspicuous place
 School policies which spell out the rights
of children
 Barangay Dev. Plan/ Municipal
Investment Plan showing supports to
education which are anchored on child/
learner-centered principles of education
 Four As (Activity, Analysis, Abstraction
and Application) based lesson plans
Friendly School System (CFSS) tool are satisfied.
 ACCESS compliant school plans ( AIP / SIP )
 School and community record of activities showing
concern to children
  ACR/ Minutes of Meeting on the conduct using/ integrating GAD and ABC
of activity relevant to learner-centered, principles in the key behaviour
right-based, and inclusive principles of indicator/value aim
education /A Child &
 Community-Centered Education
Systems (ACCESs)

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
and accountability for their own
learning.
Practices, tools and materials for There is continuous exchange of information,
developing self-directed learners are sharing of expertise and materials among the
Practices, tools and materials for beginning to emerge in the homes schools, home and community for the
developing self-directed learners are and in the community. development of self-directed learners.
highly observable in school, but not in
the home or in the community.
Learning programs are designed
and developed to produce learners
The program is collaboratively The program is mainstreamed but continuously
who are responsible and
implemented and monitored by improved to make relevant to emergent demands.
accountable for their learning.
teachers and parents to ensure that it
produces desired learners.

Evidence: Evidence:
Evidence:

 LCDs are shared with the parents for  ACR on community based FGD on LCD utilization
 Learning Competency Directory (LCD)
per subject posted in the classroom (it is them to guide the learning activities of  Document/record of a sustained and/or improved
their children program for a self-directed learners
anchored on the budget of lesson per
subject which reflects the competencies
covered in every grading period, date of
delivery, topics to be discussed,
activities/ exercises to be used, book title
and page number)
 Learner’s PORTFOLIO
 RUBRICS developed by the learners
 Any document of a functional school
program to produce learners who are
 accountable for their learning e.g.
modular instruction, peer tutoring and/or
Youth Peer Education

Other Observations: Recommendations SCORE: Total Score = =

10 10

Validated By:

SONNY S. TAYUM - __________________________

EPS / MEMBER
NOVA P. JORGE - ___________________________
EPS / MEMBER
GERARDO L. ADTOON - ______________________
EPS / MEMBER