The K-12 Curriculum Framework

Based on the Curriculum Guide for English Subject for Secondary.

Technology for Teaching and Learning II

Prepared by:

Alejandro, Grebelle
Asido, Jose Martin
Coqiua, Eula Jean
Delos Reyes, Mary Lyn
Devilles, Tricia
Fontanil, Angela
Heray, Kaye
Montecalvo, Ralph Janzen
Parejas, Nicole
Tiñana, Rica
Traqeuña, Czar

BSEd-ENGII
I. Choosing from the 21st century skills, rank them based on importance to
your discipline.

RANK 1
LEARNING AND INNOVATION SKILLS

Critical thinking abilities boost drive. Strong problem-solving and critical thinking abilities
increase a child's motivation to succeed in school and decrease their vulnerability to bad influences.

A constructive emotional release is provided through creativity. Children who express

themselves artistically are happier, learn to like studying, and learn to appreciate different
viewpoints.

Collaboration and communication help people feel confident. Teamwork, healthy emotional
growth and self-esteem are all boosted when communication skills are developed in enjoyable and
cooperative ways.

The 4Cs aid in developing executive function abilities. skills related to the executive function,
such as organizing, planning, and strategizing. These aptitudes help children in the acquisition of
self-control, working memory, and cognitive flexibility, all of which will encourage them to study
and explore new things and improve the competence of their social and emotional skills.

The 4Cs are highly valued by employers. The qualities of a job candidate to interact,
communicate, and think critically and creatively are highly valued by hiring managers. Developing
these abilities early on can help prepare kids for success in the future.

You might be wondering why learning and innovation skills that include the 4Cs (critical
thinking, communication, collaboration, and creativity) are so crucial given everything that pupils
are supposed to master. In addition to laying the groundwork for successful learning in the
classroom, 21st century skills also make sure that students are successful outside of it, in situations
that will unavoidably alter in their future lives and workplaces. While acquiring academic skills is
important, 21st century skills help students grow into well-rounded, adjusted, and socialized adults
who will eventually contribute to their community, society, and country.

RANK 2
LIFE AND CAREER SKILLS

21st-century skills under the learning and innovation skills which are critical thinking,
communication, collaboration, and creativity ranked first based on their importance in the K to 12
English curriculum guide. Ranking second is life and career skills because these areas focus on
leadership, flexibility, adaptability, and social skills which will also be very helpful for the students
to achieve the outcomes of this curriculum.
The K to 12 English basic education curriculum has two main outcomes; communicative
competence and multiliteracies. First is communicative competence, which accompanies the
combination of knowledge about fundamental grammatical principles, awareness of how language
is used in social contexts to carry out communicative functions, and how the understanding of
utterances and communicative functions canbe joined together following the principles of
discourse. Second is multiliteracies that acknowledge that there are perpetuating and emerging
diverse forms of literacy today within our society, and these may involve traditional literacy
practices using texts as well as modern literacy practices using texts based on popular culture such
as films.
The primary objective of the Language Arts and Multiliteracies Curriculum is to generate
graduates who can apply the language conventions, principles, strategies, and skills in terms of
communicating with other people, widening knowledge and awareness in other content areas, and
being the ones who will be greatly in charge of themselves in any future endeavors they may
engage in.
With adequate and competent life and career skills, students could help students to broaden
their perspectives and see the world in a much deeper sense. For instance, when they are introduced
to different types of literature and other text types, they will be able to deepen their understanding
of not only their culture and traditions but also of those of other countries and communities.
Through this, they could also discover varying stories, and identities, and explore and construct
meanings that will highlight their critical thinking and creativity. Apart from that, students could
also become more sensitive to sociocultural diversity and appreciative of different kinds of
literature that would enable them to find beauty and uniqueness in people’s differences in terms of
their beliefs, values, culture, language, and ways of thinking and expression
Taking everything into account, life and career skills would greatly capacitate students to
effectively and productively use the English language, demonstrate communicative competence
and acquire multiliteracies that will be advantageous for the application of their knowledge and
skills not only in school but also in future where they will face real-world situations and challenges.
In line with this, this set of skills would enable them to utilize the English language to become
flexible and adaptable to the continuously changing social conditions and demands as it is the most
prevalent medium of communication and is designed to respond to and reflect changes in society.

RANK 3
INFORMATION, MEDIA, AND TECHNOLOGY SKILLS

Information, media, and technology provide students with variable controls to improve
thinking, learning, communication, collaboration, and productive skills. Information literate
learners can master content and expand their knowledge, giving them an aspect of self-direction
and greater control over their learning.
 Learners can successfully utilize their strategies like the following:

- use information with competent and adequate understanding and at the same time, recognize and
deepen their knowledge and awareness regarding legal, cultural, and social matters

- apply information literacy principles to obtain valuable information on a particular topic

- control the information obtained or collected. Appropriate standards of information collection,

evaluation, and utilization must be practiced

- demonstrate flexibility and availability to make necessary compromises to achieve common goals

It helps learners to discover, use and create information in a useful and productive way.
Learners can show their informed judgments, as well as be skillful. The ability to critically analyze,
categorize and retain relevant information helps them to acquire knowledge on various topics.
Having this skill is very important to every learner as this not can only help them with their studies
but also in their personal lives.

To summarize the main point, the skills mentioned above are essential for students, especially
in the information, media, and technology-based section. Before, students can only get the
information they need from books, their teachers, and family members. But nowadays, since there
has been a widespread of uncontrollable fake information on different platforms, 21st-century
skills are beneficial for the learners because they can use their critical thinking and analytical skills
in gathering and assessing data.

II. What intended competencies are required for each year level (choose at
least 1 for each year level)

The following are the summaries of the learner’s competencies for Grades 7, 8, 9, and 10 English.
It was divided into their perspective grading quarter. This summary was made to simplify the
learning competencies tackled in different quarters to fill the domains of learning per quarter.

GRADE-7

• G7-1st Quarter-The learner transfers learning by: showing appreciation for the literature of
the past; comprehending texts using appropriate reading styles; participating in
conversations using appropriate context-dependent expressions; producing English sounds
 correctly and using the prosodic features of speech effectively in various situations; and
observing correct subject-verb agreement.
• G7-2nd Quarter-The learner transfers learning by: resolving conflicts presented in literary
selections; using tools and mechanisms in locating library resources; extracting
information and noting details from texts to write a précis, summary, or paraphrase;
distinguishing between and using literal and figurative language and verbal and non-verbal
cues; use phrases, clauses, and sentences meaningfully and appropriately.
• G7-3rd Quarter-The learner transfers learning by: showing ways of asserting one’s identity;
comprehending informative and short narrative texts using schema and appropriate
listening and viewing strategies; expressing ideas, opinions, and feelings through various
formats; and enriching written and spoken communication using direct/reported speech,
active/passive voice, simple past and past perfect tenses and connectors correctly and
appropriately.
• G7-4th Quarter-The learner transfers learning by: explaining the need to be cooperative
and responsible in today’s global village; using appropriate strategies to comprehend
extended text types; using lexical and contextual clues to understand unfamiliar words and
expressions; using imperatives, prepositions, and appropriate and polite oral language,
stance and behavior in various information-sharing formats.

Overall these learning competencies are made for each quarter to improve the student’s capacity
and knowledge in each domain of learning. Different ideas and topics are sharpened in this grade
level where correct grammar is used, and literary works are one of the most essential and
consecutively appearing throughout the four quarters.

GRADE-8

• G8 - 1st Quarter - The learner demonstrates communicative competence through his/ her
understanding of Afro- Asian Literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
• G8 - 2nd Quarter - The learner demonstrates understanding of: African literature as a means of
exploring forces that human beings contend with; various reading styles purposes of reading;
prosodic features that serve as carriers of meaning ways by which information may be organized,
related, and delivered orally; and parallel structures and cohesive devices in presenting
information.
• G8 - 3rd Quarter -The learner transfers learning by composing and delivering a persuasive
speech based on a specific topic of interest keeping in mind the proper and effective use of parallel
structures and cohesive devices and appropriate prosodic features, stance, and behaviour.
• G8-4th Quarter-Use appropriate cohesive devices in composing an informative speech.
The language competencies are a set of statements describing linguistic abilities in English and
each of four modalities speaking, listening, reading, and writing. define three levels of proficiency:
Level 1, Level 2, and Level 3

GRADE-9

· G9-1st Quarter- The learner transfers learning by showing appreciation for the literature of
the past; comprehending texts using appropriate reading styles; participating in conversations
using appropriate context-dependent expressions; producing English sounds correctly and using
the prosodic features of speech effectively in various situations; and observing correct subject-
verb agreement

· G9-2nd Quarter - The learner transfers learning by composing and delivering a brief and
creative entertainment speech featuring a variety of effective paragraphs, appropriate grammatical
signals or expressions in topic development, and appropriate prosodic features, stance, and
behavior.

· G9-3rdd Quarter - The learner transfers learning by composing and delivering a persuasive
speech based on an informative essay featuring use of properly acknowledged information sources,
grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic
features, stance, and behavior.

· G9-4th Quarter- The learner transfers learning by composing a variety of journalistic texts,
the contents of which may be used in composing and delivering a memorized oral speech featuring
use of properly acknowledged information sources, grammatical signals for opinion-making,
persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.

All these learning competencies from quarter 1 to 4 measures the performance standards of
students in understanding of literature and other text types for a deeper appreciation in specific
topic in English.

GRADE-10

· G10-1st Quarter-The learner composes a short but powerful persuasive text using a variety
of persuasive techniques and devices.
· G10-2nd Quarter-The learner proficiently delivers an argumentative speech emphasizing
how to resolve conflicts among individuals or groups.
· G10-3rd Quarter-The learner skilfully delivers a speech for a special occasion through
utilizing effective verbal and non-verbal strategies and ICT resources.
· G10-4th Quarter-The learner competently presents a research report on a relevant socio-
cultural issue.

In total, these learners’ competencies present in each quarter are all part of learning that the
students need to enhance to move to the next grade level. In this grade level, learning competencies
are all relevant to the practical use of language, in speaking and in writing. These competencies
enhance the student's skills by showing the practical and daily use of the English language as they
grow and become developed learners.

III. Of which, choose only one competency for each level, you think is suitable
for ICT Integration.

Competency for year level that is suitable for ICT Integration

ICT Competency for Grade 7: Computer-Researched Based Literacy

Each quarter presents and highlights the importance of being equipped with research and computer
Literacy for academic activities. It aims to enhance their academic skills when it comes to literary
writing, as to what the Curriculum guideline for Grade 7 is about, enhancing literacy skills using
research and the various online platforms for finding factual and credible references for their
academic outputs.

ICT Competency for Grade 8: Graphic and Text Illustration Skills in Writing
This competency enables learners to compose and illustrate graphics and tables using their ICT
skills. Moreover, this will help the learner to organize ideas by putting them on a concept map or
creating a forum that talks about the discussed topics.

ICT Competency for Grade 9: Utilization of audio-visual recordings and other software
Exposing students to ICT tools for auditory and video demonstration will help them
improve their learning. In line with this, speech and communication are also present that will
facilitate and enable the transfer and retention of the student's knowledge. Their literary skills in
communication, speech writing, and drama will be developed and enhanced with the help of ICT
integration, which will productively and effectively uplift their learning skills and competencies.

ICT Competency for Grade 10: Researched Based and Visual/Auditory Learning
Competency
In this competency, students must exhibit their skills in researching, gathering, and
understanding information using various forms of online resources such as news, reports,
informative talks, journals, etc. In addition, the students must also showcase their ICT skills in
discussing the information they will find from online platforms through class or collaborative
discourses.