MODULE

1
UNDERST
ANDING
THE K TO
12
CURRICU
LUM
A SESSION 1:
RT#1: Legal Basis
Review/Research

Which Act enhances the Philippine basic

education system by strengthening and
updating its curriculum to become at par
with the global education system by
providing two more years for basic
education?
Republic Act 10533

Which policy guidelines on the K to 12 Basic

Education Program provides context to and
articulate its contexts, features and programs?
DepEd Order No. 21, s. 2019

What act made Kindergarten mandatory

for all learners?
Republic Act 10157
 SESSION 1:
RT#1: Legal Basis
Review/Research

Which does NOT show the

characteristics of the K to 12
graduates?
They are individuals who pursue
their careers for personal
development to work abroad.

How many key stages does the K

to 12 Program contain?

4 Key Stages
 SESSION 1:
RT#1: Legal Basis
Review/Research

How old is the prerequisite age for

preparatory education as defined in
the Enhanced Basic Education Act
of 2013? 5 Years Old

The SHS curriculum formulation is a step

towards the realization of the Philippine
Qualifications Framework (PQF) and is the
main policy for the implementation of the new
13-year cycle of basic education. What
comprises the SHS curriculum?
Core Subject,
Selected Track,
Specialized Subjects
 SESSION 1:
RT#2:
Legal Basis
Independent
Learning

Is the K to 12 a product of collaboration

with other agencies?YES

Is the shift from the Basic Education Curriculum to K

to 12 Program conceptualized by DepEd NOalone?

Was Kindergarten Education mandatory before the K

NO
to 12 Program?

Is Republic Act No. 10533 the basis for the additional

two years of Senior High SchoolYES
(SHS)?

Does the K to 12 Program give

importance to the preparation of
graduates onYES
ASEAN Integration?
 SESSION 1:
RT#3:
Legal Basis
Mentor-Mentee
Collaboration

What are the different issues addressed by the

legal bases of the K to 12 Curriculum? Which
among them affects you the most as a teacher?
The first issue identified was the
cost of adding two years of secondary
education; the second is the
competencies of students after SHS,
are those learners capable to work
after senior high; both issues
affected me. Not all public schools
can accommodate all strands of K-12,
even the government gave a “voucher”
to every student as help for Grade 11
and Grade 12 students who want to
pursue their studies in private
schools, studying is still expensive.
After senior high, we are still
measuring the capability of each
learner, if they are globally
competent and ready for a job.
 SESSION 1:
RT#3:
Mentor-Mentee
Legal Basis
Collaboration

What do you think are the top three

factors that are given emphasis by the
different K to 12 laws and orders? Why
do you think so?
The 3 factors that I think the k-12
laws gave emphasis on; strengthening
the curriculum, policy guidelines
and implementing rules and
regulations, and the mandatory
implementation of kindergarten.
Strengthening the K to 12 curricula
by the law (RA 10533). Policy
guidelines were stated clearly
(DepEd Order No. 21, s. 2019),
implementing rules and regulations
(DepEd Order No. 41, s. 2013).
Mandatory Kindergarten (RA 10157).
 RT#1: SESSION 2:
Case Silent
Studies Features

Case 1: You have a transferee learner

who only speaks her mother tongue. As a
result, your learners cannot communicate with
her properly and the transferee learner feels
left out. What can you do as her teacher?

Talk to the class and explain to

them that their new classmate can
only speak their mother tongue.
Ask them if they can talk or speak
to her using a common or universal
language such as English. I can
also teach basic words and give
her a translation dictionary or
suggest listening to some audio or
video that contains the language
we are using.
 SESSION 2:
RT#1: Silent
Case
Features
Studies

Case 2: You have a learner wanting to

take up engineering in college. Upon
checking his grades, you have learned that he
has not been good in Mathematics. What can
you do to help the learner?
I will check his career test result
(NAT, Aptitude test) and grades to
see what type of intelligence the
learner has. If I already
identified what is/are the
intelligence/s of the learner, I
can now talk to his/her. I will
highlight first the abilities,
talents, and skills of the learner
and I will mention to him/her his
plan in taking up Engineering but
not good in mathematics. Lastly, I
will suggest what will be the best
course for the learner to take
based on the grades and assessment
of the skills or knowledge result.
 SESSION 2:
RT#1: Silent
Case
Features
Studies

Case 3: One of the features of the K to 12

Curriculum is spiral progression. Upon seeing
your learners’ pre-test results, you have realized
that they are yet to master last year’s competencies.
What will you do to have them meet the
requirements of the new level?

As the learners haven’t mastered

yet the last competencies, I can
make a quick review discussion and
activity and then include some
items in the assessment to ensure
that they already mastered the past
lesson.
 SESSION 2:
RT#1: Silent
Case
Features
Studies

Case 4: You have a class which has a

sizable number of over-aged learners who
have taken the grade level multiple times.
How
will you decide on the learning plan
considering your
Ageother learners?
is not a problem
in
creating a lesson plan. As the
teacher’s job is to teach
every student, they will do
their best to teach the lesson
that every learner will
understand and comprehend
regardless of their age. If
the learner has already taken
the grade level multiple
times, I can provide another
enrichment activity and do
one-on-one classes at least
twice a week.
 SESSION 3:
RT#1:
Conceptual
Creating a
Learning Plan
Framework

TOPIC:
Triangles
FOCUS AREA: Solving the Area of
Triangles
REFERENCES: Textbooks, websites and
modules

SKILLS DEVELOPED: Problem Solving

Skills
STRATEGY: Use manipulatives and Real-
life Application Examples

I want my learners to become fearless

logically and critically thinker; Possess the
values of accuracy.
THEORY APPLIED: Cognitivism

Give them real-life application in

 SESSION 3:
RT#1:
Conceptual
Creating a
Learning Plan
Framework

I feel happy and excited about doing the

activity. I know that I can deliver the topic
well after I created my learning guidelines.

The consideration we need to look at is the

competency that we need to attain. Learners
should master the competency by giving the
right activity.

I learned from this specific task that It is

very important to make a lesson plan and
learning guide ahead of time.
 MODULE
2
NAVIGATING
THE K TO 12
CURRICULUM
GUIDES
 SESSION 1:
RT#1: Features of
Case Curriculum
Analysis Guides

What are the objectives of the

Araling Panlipunan curriculum?

Makahubog ng mamamayang mapanuri,

mapagnilay, mapanagutan, produktibo,
makakalikasan, makabansa, at makatao
na may pambansa at pandaigdigang
pananaw at pagpapahalaga sa mga
usapin sa lipunan, sa
nakaraan, kasalukuyan, at hinaharap.

Are there differences between Grade 4, 5,

and 6 Araling Panlipunan curriculum?

There are differences

between the grade level’s
content because the
curriculum works in a
developmentally
progressive framework.
 SESSION 1:
RT#1: Features of
Case Curriculum
Analysis Guides

What approaches are appropriate and

relevant for Grade 4 to Grade 6 Araling
Panlipunan learners?

The approaches in Araling Panlipunan

should be; constructivist,
collaborative, and contextual.

How is the content standard different from the

performance standard?
Content standard answers the
question: “What do the
learners need to learn?” while
the performance standard
answers the question: “What do
the learners need to do to
demonstrate their knowledge?”
 SESSION 1:
RT#1: Features of
Case Curriculum
Analysis Guides

Panlipunan 4 curriculum, the Learning

Area Standard for AP 4 is: “Naipagmamalaki
ang pagka-Pilipino at ang bansang Pilipinas
na may pagpapahalaga sa pagkakaiba-iba ng
mga kulturang Pilipino batay sa paggamit ng
mga kasanayan sa heograpiya, pag-unawa sa
kultura at kabuhayan, pakikilahok.

Give activities to show their

love for their country and
give respect to the
differences.
 SESSION 1:
RT#1: Features of
Case Curriculum
Analysis Guides

Study the conceptual framework found

in the curriculum guide and reflect on the
guiding principles and philosophies your
subject area is anchored on. Are there concepts
that are new to you? Which guiding principles
or philosophies do you think are reflected in
your current teaching practices?
None, all these guiding
principles was already
taught as part of K-12
curriculum and I’ve using
it now as well. The
philosophy and principles
reflected in my current
teaching practices are
constructivism and critical
problem thinker.
 SESSION 1:
RT#1: Features of
Case Curriculum
Analysis Guides

Study the core learning area/learning area standards

of your subject area. If you are teaching senior high
school, look for the course/subject description.
For Kindergarten and ALS, you may refer to the
Introduction or the description of learning strands.
These portions in the curriculum guide give you a broad
idea of expectations and/or expected outcomes of the
learning area/course/subject. List down key words/concepts to
help you remember the core learning standards.

Strategic competence

Linguistic Competence

Holistic Assessment

Discourse Competence
 SESSION 1:
Study the conceptual framework found in the curriculum guide and reflect on the guiding principles and philosophies
RT#1: Features of
your subject area is anchored on. Are there concepts that are new to you? Which guiding principles or philosophies
do you think are reflected in your current teaching practices?

Case Curriculum
Analysis Guides

Familiarize yourself with the content

and performance standards. How could
they help you in planning your lessons?

It is very useful in providing

what kind of approach and
strategy is fit to the
learners and to the topic. It
helps to deliver the lesson as
you all know what to do and
expecting positive feedback
that can be reflected on the
assessment of the learners.
 SESSION 1:
RT#1: Features of
Case Curriculum
Analysis Guides

Study the curriculum matrix/guide. You will

see that it contains the content standards,
performance standards and learning competencies.
How are the learning competencies related to the content
and performance standards? Which do you think could be
met in a short period of time (within a lesson) and which
are expected to be attained in a longer period of time?

To define the core knowledge and

skills the learners should master
and serve as guidelines to
teachers in identifying
instructions on the knowledge and
skills that learners should learn.
Content standard expected to be
obtained in a longer period.
 SESSION 2:
RT#1: Using CG in
Mentee-Mentor Preparing
Collaboration DLL / DLP
 SESSION 2:
RT#2: Using CG in
Complete the Preparing
DLL / DLP
Table
 SESSION 2:
RT#2: Using CG in
Complete the Preparing
Table DLL / DLP

How important are the learning codes

to you as a teacher? Answer in a
minimum of twenty (20) words.

Learning code is important to

me as a guide in identifying
the subject, quarter tittle,
quarter number, number of
weeks and competency number.
It serves as guide whether how
long I will be teaching the
competency and should I unpack
it.
 SESSION 2:
RT#2: Using CG in
Complete the Preparing
Table DLL / DLP

How can the learning code help a teacher

in budgeting the learning competencies and
planning the lesson for a subject? Answer in a
minimum of twenty (20) words.

The learning code help the

teacher in budgeting the
learning competencies and
planning the lesson for a
subject by understanding the
numbers of week indicated in
each competency.
 SESSION 2:
RT#3: Using CG in
Filling Out a Preparing
DLL Template DLL / DLP
 SESSION 2:
RT#3: Using CG in
Filling Out a Preparing
DLL Template DLL / DLP
 SESSION 2:
RT#3: Using CG in
Filling Out a Preparing
DLL Template DLL / DLP
 SESSION 2:
RT#3: Using CG in
Filling Out a Preparing
DLL Template DLL / DLP
 SESSION 2:
RT#3: Using CG in
Filling Out a Preparing
DLL Template DLL / DLP
 SESSION 2:
RT#4: Using CG in
Preparing
Yes or No DLL / DLP
 MODULE
3
LESSON
PLANNING
 SESSION 1:
RT#1: Curriculum &
Scenario Analysis Instruction
Alignment
 SESSION 2:
RT#1: Nature & Purpose
Scenario Analysis of LP
 SESSION 2:
RT#2: Nature & Purpose
Moving from Assessment of LP
to Progress
 SESSION 3:
RT#1: Parts of a
Scenario Analysis Lesson Plan
 SESSION 3:
RT#2: Parts of a
Lesson Plan
True or False
 SESSION 3:
RT#3: Parts of a
Lesson Plan
Case Analysis
 SESSION 3:
RT#4: Parts of a
Scenario Lesson Plan
Analysis
 MODULE
4
IMPLEMENTING
LEARNING PLAN &
ENRICHING TEACHING
PRACTICE
 SESSION 1:
PRIOR Class
KNOWLEDGE Disruption
ASSESSMENT

FALSE

FALSE

FALSE

TRUE

TRUE
 SESSION 1:
RT#1: Class
Disruption
Case Analysis
 SESSION 1:
RT#2: Class
Scenario Disruption
Analysis

Teacher _______ was asked to write a module

on entrepreneurship. Since the expected
learning modality is home-based, she is
having a hard time going about the module
because its subject requires community
immersion of business concepts. On a regular
school year, entrepreneurship learners are
asked to sell in school fairs but this year all
extra-curricular activities are cancelled.
As learning does not take
place in a cl
 SESSION 1:
RT#2: Class
Scenario Disruption
Analysis

Teacher ______ is tasked to write a module

for Grade 10 Mathematics. As an experienced
teacher, content is not a problem for him
anymore. He has a bank of assessments and
activities that are time-tested. Despite these
factors, he worries about the fact that his
assessments are prone to leakage and cheating
which may result in problematic learning
outcomes.
Learning code is important to
me as a guide in identifying
the subject, quarter tittle,
quarter number, number of
weeks and competency number.
It serves as guide whether how
long I will be teaching the
competency and should I unpack
it.
 SESSION 1:
RT#2: Class
Scenario Disruption
Analysis

Riza is a learner in a far flung province. Sadly,

their town was severely hit by a typhoon
which badly affected her family’s livelihood.
To recover from the calamity, Riza was asked
by her parents to stop going to school so she
can help in the family’s rebuilding process –
an advice she resents but is inclined to accept.
She informs her adviser Mrs. Reyes about her
situation. What help can Mrs. Reyes extend to
Riza?
Learning code is important to
me as a guide in identifying
the subject, quarter tittle,
quarter number, number of
weeks and competency number.
It serves as guide whether how
long I will be teaching the
competency and should I unpack
it.
 SESSION 2:
RT#2: Curriculum
Scenario Requirements
and Needs of
Analysis
Learners
 SESSION 2:
RT#2: Curriculum
Scenario Requirements
and Needs of
Analysis
Learners
 SESSION 1:
RT#2: Class
Scenario Disruption
Analysis
 SESSION 2:
RT#2: Class
Scenario Disruption
Analysis
 SESSION 3:
RT#2: Class
Scenario Disruption
Analysis
 SESSION 3:
RT#2: Class
Scenario Disruption
Analysis
 SESSION 1:
RT#2: Class
Scenario Disruption
Analysis
 SESSION 1:
RT#2: Class
Scenario Disruption
Analysis
 SESSION 1:
RT#2: Class
Scenario Disruption
Analysis
 SESSION 1:
RT#2: Class
Scenario Disruption
Analysis
 SESSION 1:
RT#2: Class
Scenario Disruption
Analysis