Dimension 2 PDF

Principle 2
Curriculum and Instructions

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Principle 2: Curriculum and Instructions
All types of learners of the school community are identified, their learning curves
Indicators
assessed; appropriate programs with its support materials for each type of learner is
developed.
1. The Level 1
curriculum
provides for the Where applicable only:
development 1. Enrolment data by type of learners
needs of all - Special Interest Program
types of - SPED
learners in the - IPs
school - Muslims
community. - ALS
2. Assessment tools and data-based of the assessment result
- PHIL-IRI - Child-Friendly School Survey (SFSS)
- ECD Checklist
- School Readiness Year-end Assessment Result (SREYA)
- MFAT (SPED)
- ELLNA
- A file of Summative Tests with TOS
2
All types of learners of the school community are identified, their learning curves
Indicators
assessed; appropriate programs with its support materials for each type of learner is
developed.
1. The Level 1
curriculum
provides for the 3. Report on the Analysis of the Assessment Result
development - PHIL-IRI
needs of all - ECD Checklist
types of - School Readiness Year-end Assessment Result (SREYA)
learners in the - MFAT (SPED)
school - ELLNA
community. - NAT (if available)
- Least learned/mastered skills and competencies per grading period, per learning
area, per subject
4. Availability of CGs, TGs, and LMs, etc. for all types of learners
3
Programs are fully implemented and closely monitored to address performance
Indicators discrepancies, benchmark best practices, coach low performers, mentor potential
leaders, reward high achievement and maintain an environment that makes learning
meaningful and enjoyable.
1. The Level 2
curriculum
provides for the 1. Interventions/Action Plans to address performance discrepancies
development - School initiated PAPs
needs of all - CSW of PAPs
types of - M&E report
learners in the - Accomplishment report with photos
school 2. LAC Session Plan and Report
community. 3. Report on SIM, Action Research and best Practices
4. Supporting document for School Rewards and Recognition Program such as
Program Invitation, List of Awardees, Sample Certificates, and photos
5. Supervisory Plan and report are available
6. Documented teaching and learning activities provided
7. Class observation report
8. Copy of curriculum guide
4
The educational needs of all types of learners are being met as shown by continuous
Indicators improvement on learning outcomes and products of learning. Teachers’ as well as
students’ performance, is motivated by intrinsic rather than extrinsic rewards. The
Schools’ differentiated programs are frequently benchmarked by other schools.
1. The Level 3
curriculum
provides for the 1. Result of academic contest outside the school and certificate of recognition received
development 2. Report of participation of students and teachers of activities outside the school
needs of all 3. Documentation that the school has been benchmarked on innovations on schools’
types of differentiated programs:
learners in the - Logbook
school - Letter request
community. - Photos and videos of benchmarking activity
- Certificate of recognition
4. Documentation for the conduct of write shops for learning materials development
and training in updating teacher competencies on curriculum and pedagogy
5. Contextualized intervention programs
6. Contextualized Modules
5
Local beliefs, norms, values, traditions, folklore, current events, and existing
technologies are documented and used to develop a lasting curriculum.
Indicators
Localization guidelines are agreed to by the school community and teachers
are properly oriented.
2. The Level 1
implemented
curriculum is 1. Documentation report in the conduct of workshop to localize the
localized to curriculum
make more 2. Compilation-history of the following:
meaning to - Barangay
the learners - Municipality
and applicable - Stories of local heroes and leaders
to life in the - Successful people in the community
community 3. Inventory of localized curriculum
4. Inventory of localized and indigenized teaching and learning materials
5. Organized school level learning resource evaluators
6. Evaluation tool for localized learning resources
6
The localized curriculum is implemented and monitored closely to ensure
Indicators that it makes learning more meaningful and pleasurable, produces desired
learning outcomes, and directly improves community life. Ineffective
approaches are replaced and innovative ones are developed.
2. The Level 2
implemented
curriculum is 1. At least one daily lesson log/weekly home learning plan per teacher per
localized to quarter, per subject, per grade/year level integrating the localized curriculum
make more supported by localized instructional materials and student’s outputs
meaning to 2. Monitoring report of the implementation of the localized curriculum
the learners 3. Inventory of quality-assured locally developed LRs utilized up to the
and applicable District level
to life in the 4. Compilation of localized curriculum
community 5. Records of utilization available learning resources
6. Project proposal on the intervention of the used learning materials
7. Least learned/mastered skills and competencies per grading period, per
subject, per grade level
7
Best practices in localizing the curriculum are mainstreamed and benchmarked by
other schools. There is a marked increase in the number of projects that use the
Indicators
community as a learning laboratory and the school as an agent of change for the
improvement of the community.
2. The Level 3
implemented
curriculum is 1. Documentation that the school has been benchmarked on their best practices in
localized to localizing the curriculum
make more - Logbook
meaning to the - Letter request
learners and - Photos and videos of benchmarking activity
applicable to - Certificate of recognition
life in the 2. Proof that locally developed LRs is published in the LR portal, printed or widely
community circulated in the Division level
3. Best practices on the development and implementation of innovative-based learning
materials
4. Parental involvement in the production of innovative-based learning materials
5. Action research conducted focused on pedagogy and content
8
A representative team of school and community stakeholders assesses
content and methods used in teaching creative, critical thinking, and
Indicators
problem-solving. Assessment results are used as a guide to develop
materials.
3. A Level 1
representative
group of 1. Composition of School Project Team (PT)with TOR
school and 2. Assessment tools for assessing the content and methods used in teaching
community creative, critical thinking, and problem-solving
stakeholders 3. Copy of professional development plan
develop the 4. Copy of PPAs on curriculum
methods and 5. List of interventions and implemented program to address the learners
materials for need
developing 6. Copy of report on child mapping conducted
creative 7. Copy of report on SPED or ALS Program, if applicable
thinking and 8. Copy of performance profile of the learners
problem-
solving.
9
Learning materials and approaches to reinforce strengths and address
Indicators deficiencies are developed and tested for applicability on school, family and
community.
3. A Level 2
representative
group of 1. Copy of developed learning resources intended for the least mastered
school and competencies
community 2. Evaluation and validation results of the developed learning resources
stakeholders 3. Reports on remedial/ enhancement/ reinforcement initiatives/catch-up
develop the mechanism with photos
methods and 4. Copy of monitoring tools in the conduct of assessment on interventions
materials for implemented
developing 5. Developmental needs plan for the diverse learners
creative 6. Report on the classroom teaching and learning evaluation
thinking and 7. LAC session plans and reports focused on the teaching and learning
problem- process
solving. 8. Copy of action plan per learning/ subject area
10
Materials and approaches are being used in school, in the family, and in the
Indicators community to develop the critical, creative thinking, and problem-solving
community of learners and are producing desired results.
3. A Level 3
representative
group of 1. Inventory of developed/enhanced learning resources
school and 2. Inventory of innovations in the teaching and learning process
community 3. Certification that the developed/enhanced learning resources and
stakeholders innovations in the teaching and learning process were adopted/utilized in
develop the school, family, and community
methods and 4. Monitoring results showing the attainment of expected outputs
materials for 5. Documentation Report of the interventions and innovations conducted
developing 6. LAC sessions focused on the diversity of learners
creative 7. Copy of mentoring and coaching program/activities
thinking and 8. Action research on the impact of interventions programs
problem-
solving.
11
School-based monitoring and learning are conducted regularly cooperatively, and
Indicators feedback is shared with stakeholders. The system uses a tool that monitors the
holistic development of learners.
4. The Level 1
learning
systems are 1. All report cards are signed by the parents/guardian
regularly and 2. Conduct of INSET on the differentiated strategies
collaboratively 3. Documentation of school monitoring and assemblies
monitored by 4. Suggestion box
the community
5. Feedback form for parents and learners
using
appropriate
6. Evidence of the conduct of the State of the School Address (SOSA)
tools to ensure - The message of the School Head
the holistic - Program Invitation
growth and - Received letter of invitation to the stakeholders
development of - Photo documentation
the learners and 7. Copy of classroom observation tools.
the community.
12
The school-based monitoring and learning systems generate feedback that is used for
Indicators making decisions that enhance the total development of learners. A committee takes
care of the continuous improvement of the tool.
4. The Level 2
learning
systems are 1. All report cards are signed by the parents/guardian
regularly and 2. Copy of rubrics for differentiated instruction
collaboratively 3. Portfolio assessment in all subject areas
monitored by 4. Documentation of school monitoring and assemblies
the community 5. Summary of feedbacks from the suggestion box, feedbacks from parents and
using learners with actions taken
appropriate 6. Evidence of the conduct of the State of the School Address (SOSA)
tools to ensure - The message of the School Head
the holistic - Program Invitation
growth and - Received letter of invitation to the stakeholders
development of - Photo documentation with video
the learners and 7. Copy of localized instructional materials
the community.
13
The monitoring system is accepted and regularly used for collective decision-making.
Indicators The monitoring tool has been improved to provide both quantitative and qualitative
data
4. The Level 3
learning
systems are 1. Evidence of the conduct of School Monitoring, Evaluation, and Plan
regularly and Adjustment (SMEPA)
collaboratively 2. Summary of feedbacks from the suggestion box, feedbacks from parents
monitored by and learners with actions taken
the community
3. Record of involvement of stakeholders in the development of policies and
using
appropriate
procedures
tools to ensure 4. Updated Electronic School Report Card (ESRC) with proof of dissemination
the holistic to the stakeholders
growth and 5. Copy of rubrics for differentiated instruction
development of 6. Documented partnership activities on improving assessment design
the learners and 7. Proof of networking activities with the stakeholders on the improvement of
the community. school facilities
14
The assessment tools are reviewed by the school and assessment
Indicators
results are shared with the school’s stakeholders
5. Appropriate
assessment
Level 1
tools
teaching
for
and
1. Memorandum on the composition of school-based assessment
learning are review team with TOR
continuously 2. Evidence of reviewed assessment tool such as rubrics and
reviewed and other proofs of dissemination of assessment results to the
improved, and
assessment stakeholders
results are 3. Copy of the summative exam by grading period, per subject
contextualized area
to the learner
and local
situation and
the attainment
of relevant
skills.
15
The assessment tools are reviewed by the school community and
Indicators
results are shared with community stakeholders
5. Appropriate Level 2
assessment
tools
teaching
for
and
1. Documentation of the review of the assessment tool
learning are (FGD or meeting) conducted by the school
continuously
reviewed and
2. Evidence of modification (if any) of assessment tools
improved, and based on the suggestions gathered from the
assessment
results are
FGD/Meetings conducted
contextualized 3. Approved assessment tools by the school
to the learner
and local 4. Evidences where assessment results are shared with
situation and stakeholders through assemblies and other platforms
the attainment
of relevant 5. Copy of the action plan per subject area
skills.
16
School assessment results are used to develop learning programs that are
Indicators suited to the community and customized to each learners’ context, results of
which are used for collaborative decision-making
5. Appropriate Level 3
assessment
tools for 1.Documentation of the review of the assessment tool
teaching and (FGD or meeting) conducted by the school
learning are
continuously 2.Evidence of modification (if any) of assessment tools
reviewed
improved, and
and
based on the suggestions gathered from the
assessment FGD/Meetings conducted
results are
contextualized
3. Approved assessment tool by the school
to the learner 4. Evidences where assessment results are shared with
and local
situation and stakeholders through assemblies and other platforms
the attainment 5. Documents on the learning programs/activities
of relevant
skills. developed as a result of the assessment
17
Stakeholders are aware of child/learner-centered, rights-based, and inclusive principles of education. Learning
Indicators managers and facilitators conduct activities aimed to increase stakeholders’ awareness and commitment to the
fundamental rights of children and the basic principle of educating them.
6. Learning
Level 1
managers and
facilitators
(teachers,
1. Child-friendly school assessment tool and result
administrators, 2. School advocacy program on child protection related concern
and community
members) nurture
3. Certificate of WinS one-star recognition
values and 4. Certificate/Plaque as Brigada Eskwela awardee or nominee at
environments
that are
the district level
protective of all 5. Posted fire exit plan and evacuation Plan
children and
demonstrate
6. Availability of serviceable fire extinguisher
behaviors 7. Certificate of fire inspection clearance
consistent with
the organization’s
8. Separate/Functional comfort rooms for employees and
vision, mission, students
and goals.
18
Stakeholders are aware of child/learner-centered, rights-based, and inclusive principles of education. Learning
Indicators managers and facilitators conduct activities aimed to increase stakeholders’ awareness and commitment to the
fundamental rights of children and the basic principle of educating them.
6. Learning
Level 1
managers and
facilitators
(teachers,
9. Designation of security personnel in the school
administrators, 10. Designation of Guidance Counselor/Guidance counselor
and community
members) nurture
designate
values and 11. Functional Guidance room/corner
environments
that are
12. Designation of Librarian /librarian designate
protective of all 13. Functional Mini-Library/Library/SLRC
children and
demonstrate
14. Memorandum on the scheduled duty of the school nurse and
behaviors supported by logbook
consistent with
the organization’s
15. Functional school clinic
vision, mission, 16. Recreational facilities are available
and goals.
19
Stakeholders begin to practice child/learner-centered principles of education in the design of support to
Indicators
education. Learning managers and facilitators apply the principles in designing learning materials.
6. Learning Level 2
managers and
facilitators 1. Child-friendly school assessment tool and result
(teachers,
administrators, and 2. School advocacy program on child protection related concern
community 3. Memorandum on the scheduled duty of the school nurse and
members) nurture
values and supported by logbook
environments that
are protective of all
4. Records of learners with disability (LwD)
children and 5. Facilities that address the needs of LwD
demonstrate
behaviors consistent 6. Documentation with photos of SLAC in designing learner-centered
with the LMs
organization’s
vision, mission, and 7. Certificate of WinS with two-stars recognition
goals. 8. Designation of security personnel in the school
9. Designation of Guidance Counselor/Guidance Counselor designate
10. Functional Guidance room/corner
20
Stakeholders begin to practice child/learner-centered principles of education in the design of support to
Indicators
education. Learning managers and facilitators apply the principles in designing learning materials.
6. Learning
managers and Level 2
facilitators
(teachers, 11. Designation of Librarian /librarian designate
administrators, and
community 12. Functional Mini- Library/Library/SLRC
members)
values
nurture
and
13. Posted signage on safety and security
environments that 14. Functional school clinic
children and 15. Available recreational facilities
demonstrate
behaviors consistent 16. Certificate/Plaque as Brigada Eskwela awardee or nominee
with
organization’s
the at the division level
vision, mission, and 17. Posted fire exit plan and evacuation plan
goals.
18. Availability of serviceable fire extinguishers
19. Certificate of fire inspection/ clearance
20. Separate and Functional comfort rooms for employees and
students
21
Learning environments, resources are community-driven, inclusive, and adherent to child’s rights and
Indicators protection requirements. Learning facilitators observe learners’ rights designing the curriculum to structuring
the whole learning environment.
6. Learning
facilitators
(teachers, 1. Child-friendly school assessment tool, with result and analysis
administrators, and 2. School advocacy program on child protection related concern
community
members) nurture 3. Memorandum on the scheduled duty of the school nurse and supported by
values and logbook
environments that
4. Functional school clinic
children and 5. Available recreational facilities
demonstrate 6. Certificate/Plaque as Brigada Eskwela awardee or nominee in the Regional
behaviors consistent
with the levelesignate
organization’s 7. Posted fire exit plan and evacuation plan
vision, mission, and
goals. 8.Availability of serviceable fire extinguishers
9.Certificate of fire inspection/clearance
10.Functional and gender-responsive comfort rooms for employees and
students
22
Learning environments, resources are community-driven, inclusive, and adherent to child’s rights and
Indicators protection requirements. Learning facilitators observe learners’ rights designing the curriculum to structuring
the whole learning environment.
6. Learning
facilitators
(teachers, 11. Records of learners with disability (LwD)
administrators, and 12. Facilities that address the needs of LwD
community
members) nurture 13. Documentation with photos of SLAC in designing learners centered LMs
values and Intervention materials that address the needs of LwD
environments that
14. Certificate of WinS with three-stars recognition.
children and 15. Designation of security personnel in the school
demonstrate 16. Designation of Guidance Counselor/Guidance counselor designate
behaviors consistent
with the 17. Functional Guidance room/corner
organization’s 18. Designation of Librarian /librarian designate
vision, mission, and
goals. 19. Functional Mini -Library/Library/SLRC
20. Proof of dissemination to stakeholders of the implementation of policies
and procedures on disaster preparedness and child protection policy
23
Practices, tools, and materials for Practices, tools, and materials for There is a continuous exchange of
developing self-directed learners developing self-directed learners information, sharing of expertise and
are highly observable in school, are beginning to merge in the materials among the schools, home,
but not in the home or homes and community. The and community for the development
Indicator
community. Learning programs program is collaboratively of self-directed learners. The
are designed and developed to implemented and monitored by program is mainstreamed but
produce learners who are teachers and parents to ensure continuously improved to make it
responsible and accountable for that it produces desired learners. relevant to emergent demands.
their learning.
7. Methods Level 1 Level 2 Level 3
and resources are
learner and 1. Documentation with 1. Functional EPP/TLE 1. Inventory and compilation of best
community-friendly, photos of student-led practices in line with developing self-
laboratory rooms directed learners’ outputs is evident
enjoyable, safe, activities
inclusive, accessible, 2. Documentation with in the home, school, and community
2. Portfolio of accomplished
and aimed at photos on the stakeholders 2. List of learners with diverse
self-directed learning special needs in IPED, SPED, and
developing self-
materials sharing their resources to
directed learners. ALS programs
Learners are 3. Availability of at least one the school 3. Issuance/s on the
equipped with self-directed learning 3. Documentation with institutionalization of self-directed
essential knowledge, materials per grade level per photos on parents’ learning programs (interventions) in
skills, and values to subject such as workbook school.
engagement in the learning 3. Copy and posted citizens’ charter
assume activity sheets and modules
responsibility and activities of the learners in a conspicuous place of the school
accountability and
for their learning.
24
Thank you!

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Principle 2

Curriculum and Instructions

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