DO 42, S.

2016
POLICY GUIDELINES ON DAILY LESSON PREPARATION FOR THE K TO 12 BASIC
EDUCATION PROGRAM
Date: June 17, 2016

To: Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Regional Directors
Schools Division Superintendents
Public and Private Elementary and Secondary Schools Heads

All Others Concerned

1. In line with the implementation of Republic Act (RA) No. 10533 or the Enhanced Basic
Education Act of 2013, the Department of Education (DepEd) issues the enclosed Policy
Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program

2. Planning lessons is fundamental to ensuring the delivery of teaching and learning in

schools. These guidelines aim to support teachers in organizing and managing their
classes and lessons effectively and efficiently and ensure the achievement of learning
outcomes.

3. Furthermore, these guidelines affirm the role of the K to 12 teacher as a facilitator of

learning. Preparing for lessons through the Daily Lesson Log (DLL) or Detailed Lesson
Plan (DLP) and provides teachers with an opportunity for reflection on what learners
need to learn, how learners learn, and how best to facilitate the learning process. These
guidelines also aim to empower teachers to carry out quality instruction that recognizes
the diversity of learners inside the classroom, is committed to learners’ success, allows
the use of varied instructional and formative assessment strategies including the use of
information and communications technologies (ICTs), and enables the teacher to guide,
mentor, and support learners in developing and assessing their learning across the
curriculum.

4. These guidelines will remain in force and in effect unless sooner repealed, amended,
or rescinded. All issuances inconsistent with this Order are hereby rescinded.

5. Immediate dissemination of and strict compliance with this Order is directed.

(Sgd) BR. ARMIN A. LUISTRO FSC

Secretary

References: DepEd Order: Nos. 43, s. 2013 and 70, s. 2012

To be indicated in the Perpetual Index under the following subjects:

BASIC EDUCATION
CURRICULUM
POLICY
RULES AND REGULATIONS
STRAND: Curriculum and Instruction

Definition of Terms
5. For purposes of this Order, the following terms are defined as follows:

a. Instruction refers to the methods and processes used to direct learning.

b. Instructional planning is the process of systematically planning, developing, evaluating, and
managing the instructional process by using principles of teaching and learning.
c. Daily Lesson Log (DLL) is a template teachers use to log parts of their daily lesson. The DLL
covers a day's or a week's worth of lessons and contains the following parts: Objectives, Content,
Learning Resources, Procedures, Remarks and Reflection.
d. Detailed Lesson Plan (DLP) is a teacher's "roadmap" for a lesson. It contains a detailed
description of the steps a teacher will take to teach a particular topic. A typical DLP contains the
following parts: Objectives, Content, Learning Resources, Procedures, Remarks and Reflection.

Parts of a lesson plan

22. As stated previously, the basic parts of a lesson plan include a beginning, middle, and end. These are
referred to as Before the Lesson, the Lesson Proper, and After the Lesson.

23. Before the Lesson. This is the lesson opening or the "beginning" of lesson implementation. Before
the actual lesson starts, the teacher can do a variety of things including but not limited to the following:
a) review the previous lesson/s;
b) clarify concepts from the previous lesson that learners had difficulty understanding;
c) introduce the new lesson;
d) inform the class of the connection between the old and new lesson and establish a purpose for the new
lesson; and
e) state the new lesson's objectives as a guide for the learners.

24. This part of the lesson is the time to check learners' background knowledge on the new lesson. It can
also be a time to connect the new lesson to what learners already know. It is during this time that
teachers are encouraged to get learners to be interested in the new lesson through the use of "start-up"
or "warm-up" activities. Teachers should also allow learners to ask questions about the new lesson at this
time to assess if learners understand the purpose of learning the new lesson.

25. The Lesson Proper. This is the "middle" or main part of the lesson. During this time, the teacher
presents the new material to the class. This is the time when a teacher "explains, models, demonstrates,
and illustrates the concepts, ideas, skills, or processes that students will eventually internalize" (Teach for
America 2011). This is also the part of the lesson in which teachers convey new information to the
learners, help them understand and master that information, provide learners with feedback, and regularly
check for learners' understanding. If teachers require more time to teach a certain topic, then this part of
the lesson can also be a continuation of a previously introduced topic.

26. After the Lesson. This is the lesson closing or the "end" of the lesson. This can be done through
different “wrap-up" activities. Teachers can provide a summary of the lesson or ask students to
summarize what they have learned. Teachers can also ask learners to recall the lesson's key activities
and concepts. The lesson closing is meant to reinforce what the teacher has taught and assess whether
or not learners have mastered the day's lesson.

History of the Philippine Educational System

The Pre-Spanish Curriculum

● Before the coming of the Spaniards the Filipino possessed a culture of their own. They had
contacts with other foreign peoples from Arabia, India, China, Indo-China and Borneo.
● The diaries of Fr. Chirino attest to the historical fact that “the inhabitants were a civilized people,
possessing their system of writing, laws and moral standards in a well-organized system of
government.
● They did not have an organized system of education as we have now.
● They, however, possessed them to expressed in their ways of life and as shown in the rule of the
barangay, their code of law – the Code of Kalantiao and Maragtas – their belief in the Bathala, the
solidarity of the family, the modesty of the women, the children’s obedience and respect for their
elders, and in the valor of the men.
● This informal education was the learning which the early Filipino received as a result of his
interaction with others in the group of which he was a member.
● Ideas and facts were acquired through suggestion, observation, example and imitation.
● There was no direct teaching, no formal method of instruction. The learning of the basic habits,
patterns of culture, ideas and new knowledge was unplanned and unsystematic.
● This was done mostly in the family, paly group, neighborhood and occupational group. The
youngsters learned their trade through experience. The farmers taught their boys how to hunt by
actually taking them out into the woods and teaching them how to use the bow and arrow in
catching wild animals. The fishermen on the other hand taught their youngsters by taking them to
the river and showing them how to nets and fish traps.

The Spanish-devised Curriculum (1521-1898)

● When the Spanish soldiers of fortune conquered the Philippines, they deemed it wise to bring
Spanish missionaries to consolidate their control of the Filipinos, body and soul.
● The Spanish curriculum then consisted of the three R’s - reading, writing and religion with undue
emphasis on the last as a tool for perpetuating the colonial order.
● The curricular goals were the acceptance of Catholicism and the acceptance of Spanish rule.
● The schools then were parochial or convent schools.
● The main reading materials were the cartilla, the caton and the catecismo.
● The schools were ungraded and the curriculum organization was separately subject organization.
● The method of instruction was predominantly individual memorization.
 ● According to Fr. Modesto de Castro, author of Urbana at Feliza (1877), the curriculum for boys
and girls was aimed to (1) teach young boys and girls to serve and love God, (2) discover what is
good and proper for one’s self, and (3) enable the individual to get along well with his neighbors.

The American-devised Curriculum (1898-1946)

● The American-devised curriculum was also dominated with the motive of conquering the Filipinos
not only physically but also intellectually.
● The public school system established and healed by an American until 1935, was train the
Filipinos after the American culture and way of life.
● The curriculum was based on the ideals and traditions of America and her hierarchy of values.
● The reading materials were about Tom, Dick and Harry, George Washington and Abraham
Lincoln.
● Filipino children were taught to draw houses with chimneys and to play the role of Indians and
cowboys.
● They sang the Star-Spangled Banner and Philippines; My Philippines to the tune of Maryland, My
Maryland. English was the medium of instruction.
● The primary curriculum prescribed in 1904 by the Americans for the Filipinos consisted of three
grades which provide training in two aspects.
○ a) Body training – singing, drawing, handwork, and physical education.
○ b) Mental Training – English (reading, writing, conversation, phonetics, and spelling),
nature study, and arithmetic. In grade III geography and civic were added to the list of the
subjects.
● The intermediate curriculum consisted of subjects such as arithmetic, geography, science, and
English. Science included plant life, physiology and sanitation.
● In the collegiate level, normal schools were opened with teacher’s training curriculum appropriate
for elementary mentors. Its aim was to replace the soldiers and the “Thomasites.”
● The curriculum organization remained separate-subject Group method of teaching was adopted.
● A significant aspect of the American-devised curriculum was the prohibition of compulsory
religious instruction in the public schools.

The Curriculum during the Commonwealth (1935-1936)

● The period of the Commonwealth must be considered as the period of expansion and reform in
the Philippine curriculum.
● American-trained Filipino teachers applied in the Philippines the educational reform they learned
from the United States.
● These educational leaders expanded the curriculum by introducing courses in farming, trade,
business, domestic science, etc.
● The curriculum for the training of elementary school teachers was expanded by the Bureau of
Education by elevating it from the secondary normal schools to collegiate normal schools which
started operating in 1939 were for two years training beyond the high school.
● Commonwealth Act 586, also known as Educational Act of 1940, reorganized the elementary
school system by eliminating Grade VII and providing for the double-single session in which
elementary pupils attended classes for one-half day only. This measure ushered the beginning of
the decline of the efficiency of elementary education.
The Japanese-devised Curriculum (1941-1945)
● The Second World War led to the occupation of the Philippines by the Japanese Imperial Forces .
● Just like the Spaniards and the Americans, they devised a curriculum for the Filipino to suit their
vested interest.
● They introduced many changes in the curriculum by including Nippongo and abolishing English
as a medium of instruction and as a subject.
● All textbooks were censored and revised.
● The Japanese-devised curriculum caused a blackout in Philippines education and impeded the
educational progress of the Filipinos

The Curriculum during the Liberation Period (1944-1945)

● During the liberation period, steps were taken to improve the curriculum existing before the war.
● Some steps taken were to restore Grade VII, to abolish the double-single session and most
especially, to adopt the modern trends in education taken from the United States.
● Filipino educational leaders, such as Cecilio Putong, Prudencio tried to develop a curriculum
based on the characteristics and needs of the Filipino children and on the needs, problem and
resources of the community.
● However, their efforts remained in the ideational stage. The school curriculum remained basically
the same as before and was still subject-centered.

The Curriculum during the Philippine Republic (1946- present)

● The granting of independence to the Filipinos led to some educational reforms in the curriculum.
● Great experiments in the community school idea and the use of the vernacular in the first two
grades of the primary school as a medium of instruction were some of them.
● An experiment worth-mentioning that led to a change in the Philippine educational philosophy
was that of school and community collaboration pioneered by Jose V. Aguilar.
● The community school concept had for its goal the improvement of pupil and community life
through the curriculum.
● Due to its successful implementation the community school concept was given official
cognizance by the Bureau of Public schools in June 1949.
● Another experiment led by Aguilar was the use of the vernacular as a medium of instruction in the
first two grades of the primary school. He believed that the primary school would “give them (the
pupils) leverage on social, political and economic forces, and for those who go through these
grades, the vernacular base may promote better learning in English.
● It is source of gratification also to note that our schools are increasingly using instructional
materials that Philippine-oriented. This policy has been formulated by our educational leaders, the
most recent example of which being Department Memorandum No. 30, 5 1966. This particular
memorandum sets the order of priority in the purchase of books for use in our schools as follows (
PDF)
● The crucial role of the instructional materials in the promotion of nationalism is now well
organized.
● In elementary level, vocational education has been introduced as a part of the educational
program of the Bureau of Public Schools. Vocational education has been preserved to develop a
proper attitude toward work, to develop certain vocational skills and to enhance the
agricultural-industrial development of the country.
 ● There are six major areas namely:
○ agricultural education
○ business education
○ fishery, home economics
○ home industries
○ trade industrial education, including trade courses for girls.
● Another step taken in the direction of increasing respectability for technical education was the
establishment of vocational schools.
● The use of media like television, radio, filmstrip in our teaching helps a lot in the attainment of our
instructional purposes and enrichment program.
● In 1961, the Committee on the Reform of the Philippine Educational System was appointed by
the Board of National Education, now known as National Board of education. This Committee
devoted a substantial part of its report to recommendations for curriculum improvement at
different levels of the educational system. Its recommendations were based on an earlier study by
the Swanson group, composed of appreciation of the ongoing community life and problems.
● The methodology is not anymore spoon feeding but teaching the students how to learn and
unlearn: to think and decide by themselves
● As the center of teacher-training institutions all over the country, it implemented educational
projects which aim to revolutionize the former ineffective curriculum by making education relevant
to the realities of rural life.
● Teachers-trainees are asked to live and work with farmers for several months to get the
interaction of the people, acquire the spirit of service to the people, and know the people’s lives
needs and aspirations. The same thing is happening with the medical and nursing professions:
graduates of these schools are ask to train for some time in the rural areas.
● Several curriculum changes have also been implemented in the business collegiate program.
Students are exposed to Filipino life situations. Textbooks and teaching materials oriented the
Philippine setting are being used. Visual aids, case study method, open dialogue, project method,
syndicated work and being used in teaching.
● In summary, the curricular developments introduced in the Philippines since 1946 are the
integrative-activity program, the broad field curriculum, and the experience curriculum
organizations;
● development of local supplementary curriculum materials, resources units, curriculum guides,
courses of study, supplementary readers and other teaching-learning aids based on local
resources, locally prepared teaching aids,
● Filipino-authored textbooks; democratic school practices and teaching methods, group processes
use of the vernacular and Filipino as a medium of instruction bilingualism; new approaches to the
development of the community-school service program; practical arts courses in the general
secondary curriculum as the foundation for specialized training and vocational courses in
agricultural and trade schools for greater skills and specialization continuous progression,
non-graded curriculum, and individualized instruction.

Curriculum in the New Society (1972-1980)

● “To guarantee that the educational system would be relevant and responsive to the challenges and
requirement of national, provincial and local development.” President Ferdinand Marcos pursuant to
Proclamation No. 1081 issued last Sept. 29, 1972, Decree No. 6 known as Educational Development
Decree of 1972, to take effect immediately.
 ○ This Presidential education decree aims to make schools responsive to the needs of the New
Society.
● President Marcos issued the Educational Development Decree of 1972 as a national policy and as
part of the law of the land
○ This decree institutes meaning reform that will decidedly improve the quality of life of the
curriculum.
○ Among its objectives are
■ to provide for a broad general education that will assist each individual in his
development as a whole human being useful to his fellowmen and to his country; to train
the nations manpower in the middle level in skills required for national development
■ to develop the high-level professions that will provide leadership for the nation and
advance knowledge through research
■ respond effectively to the changing needs and conditions of the nation through a system
of educational planning and evaluation.
○ to advance its objectives, the Educational Development Decree has formulated a ten year
program based on a number of principles, among them
■ improvement of curricular programs and quality of instruction at all levels by upgrading
physical facilities
■ and training and retraining of teachers and administrators
■ upgrading of academic standards through accreditation schemes, admissions testing and
guidance counseling
■ and democratization of access to education by financial assistance to poor but deserving
students, skills training programs for out of school youth and a continuing educational
program for illiterate adults.
○ the requirement of Family Planning and Philippine Constitution as compulsory subjects in the
collegiate level
○ the National College Entrance Examination for all college applicants
○ the extension of classwork into areas that would not otherwise benefit from education, like the
farms and factories.
○ Taxation and population education courses are offered at higher levels of education.
○ Mandatory use of textbooks authored and published by Filipinos in the Philippines in the
elementary and secondary levels in higher education courses, except for certain specialized
and technical courses in college such as medicine is also being implemented.
● Another significant change in the New Society has something to with alien schools in accordance
with Presidential Decree No. 176.
● These alien schools will have to follow the basic 9 curriculum of the Department of Education,
and may not be owned solely by aliens. Also, by virtue of a presidential directive, no student will
be allowed to graduate without a semester of civic action work consisting of activities related to
his particular course.
● The Department of Education and Culture also looked into the possibility of including materials
informative of the ways of the Filipino minorities in social studies subjects currently being taught
in Philippine schools, as well as eliminating materials offensive or objectionable to the Muslim and
other minorities.
● We can say that the emphasis of the curriculum of the New Society are on moral values,
relevance, proper methods of teaching, retraining of teachers, vocational and technical education,
bilingualism, national consciousness and cultural values.
● Pres. Marcos formulated a 10-year national education development program
● In 1972, the Department of Education became the Department of Education and Culture.
 ● 1973 Constitution – Revised Secondary Education Program and set out the 3 fundamental aims
of Philippine Education:
○ Foster love of country
○ Teach the duties of citizenship
○ Develop moral character, self-discipline, and scientific, technological & vocational
efficiency.
● 1978- DECS became Ministry of Education & Culture
● The Education Act of 1982 or BP 232
○ Provided for an integrated system of education covering for both formal and non-formal
education at all levels
○ Also created the Ministry of Education, Culture & Sports

ADDITIONAL READINGS IN PDF

K-12 Curriculum
The Philippines is committed to achieving its Education for All (EFA) goals not only for the
development of each Filipino, but also for the overall social and economic progress of the
country. Part of the Philippine Education For All Plan of Action 2015, is Critical Task No. 5,
“the expansion of basic education, targeting that by 2015, the Philippines has lengthened its
cycle of basic education schooling to make it twelve years.”

K to 12 means Kindergarten and the 12 years of elementary and secondary education.

Kindergarten refers to the five-year old cohort that takes a
standardized kindergarten curriculum. Elementary education refers to primary schooling that
involves six years of education (Grades 1 to 6). Secondary education refers to four years of
junior high school (Grades 7 to 10) and two years of senior high school (Grades 11 to 12).

Public School Curriculum

● Malolos Constitution -A system of free and compulsory elementary education was established
● Schurman Commission -An adequate secularized and improved free public school system
● Taft Commission – English as medium of instruction
● 1901 Philippine Commission – installation of highly centralized public school system and more
than 600 American teachers were brought to the Philippines (Thomasites)

* DepEd-Department of Education

*EFA-Education for All

This is the Philippine Education For All (EFA) 2015 Plan. This Plan for Action was developed by different
Technical Working Groups (TWGs) of the DepEd who conducted a series of consultations with civil
society, education experts, policy makers, teachers and administrators on what needs to be done to
improve the quality of Philippine education. The TWGs finalized the EFA Plan of Action, which is to be
implemented from the year 2005 until the year 2015.
As a teacher, this Plan will serve as your framework for doing your job well as an education stakeholder.

GOALS OF EFA
 1. Universal Functional Literacy
2. Universal coverage of quality Early Childhood Education (ECE) for all 3-5 year- old children.
3. Universal school participation and total elimination of drop-outs and repetition from Grades I-III.
4. Universal completion of the full cycle of basic education schooling with satisfactory achievement
levels by all at every grade level.
5. Expand the coverage of the Basic Literacy Program for the 16 year old and- above and the
Alternative Learning System (ALS) Accreditation and Equivalency Program for the 16 year–old
and above who have less than 10 years of basic education.
6. Commitment of all Philippine communities to the attainment of basic education competencies for
all– Education for All by ALL. The ALL here again refers to the Filipino children in need of
education. It also refers to ALL the stakeholders, most especially you.

EFA’s Critical Tasks

1. Make every school continuously perform better.
2. Expand ECE coverage to yield more EFA benefits.
3. Transform existing non-formal and informal learning options into a truly viable alternative learning
system yielding more EFA benefits.
4. Get all teachers to continuously perform better.
5. Adopt a 12-year cycle for formal basic education.
6. Accelerate curriculum development.

● Before the NESC and NSEC were developed, the Department of Education, Culture and
Sports (DECS), reviewed the results of several researches, surveys and experimental programs
conducted in the country to find out what ailed the educational system. The surveys and
researches revealed the deficiencies of previous curricula implemented by the Department.
○ The Presidential Commission to Study Philippine Education (PCSPE) 1970
○ Survey of the Outcomes of Elementary Education (SOUTELE) 1975
○ Experimental Elementary Education Program (EEEP) 1978
revealed that our elementary students performed poorly especially in the 3R’s. The studies went deeper
and revealed the deficiencies in the curricula themselves. One of the findings revealed that the
elementary school curriculum was overloaded starting from Grade One.

* NESC- New Elementary School Curriculum (1984–2002)

● The 1983 National Elementary School Curriculum was deemed the answer to the problems
revealed by the previously mentioned surveys.
● First, a comprehensive plan known as the Program for Comprehensive Elementary Education
(PROCEED) was prepared.
● From this big program was derived the sector program known as the Program for Decentralized
Educational Development (PRODED). With assistance from the World Bank, PRODED
encompassed several reform measures to improve elementary education.
● The NESC was considered the first research-based curriculum in the country.
● It had fewer learning areas in the first three grades: Filipino, English, Mathematics and Civics
and Culture. Science and Health was added starting Grade III. Music, Arts and Physical
Education were integrated in Grades I and II and became a separate subject starting from Grade
III.
● At the same time, the contact time for each subject was increased, thus giving both the
teachers and students more time to develop the basic skills of literacy, numeracy and also
values. Other subjects were gradually added beginning Grade IV, like Home Economics and
Livelihood Education, a common subject for boys and girls, and Geography, History, Civics for
Grade IV–VI, which was the continuation of Civics and Culture.
 ● In a series of consultations, seminars and workshops, the curriculum experts identified the
different contents, skills and values that needed to be learned by our elementary students. They
called these competencies. The listing of competencies came to be known as the Minimum
Learning Competencies (MLC).
● In the implementation of the NESC, mastery learning was emphasized. The students were
expected to acquire the required competencies with at least 75% mastery. In other words, a
child must be able to answer at least seven (7) out of ten questions in a formative test.

* NSEC- New Secondary Education Curriculum (1991–2002)

the Bureau of Secondary Education (BSE) implemented the NSEC in the schools. Of
course, like the NESC, it had to undergo field try-outs and on the basis of the results, was revised and
finalized. The NSEC included the following learning areas to be taught for 400 minutes daily from First
Year to Fourth Year: Values Education, Araling Panlipunan, Filipino, Science and Technology, English,
Physical Education, Health and Music Mathematics Technology and Home Economics

Evaluation of the NESC and NSEC

The 2002 Basic Education Curriculum–Bawat Graduate Bayani at Marangal (DepED, April 5, 2002).

Studies/Researches Findings/Recommendations

National Elementary Achievement Test (NEAT) Grade VI students were able to answer correctly
less than 50% of questions asked in science,
mathematics and English.

National and Secondary Assessment Test (NSAT) A mean percentage score of only 50% was
achieved

Committee on Information Technology, Science, An" overcrowded curriculum" especially in Grade

Mathematics, Education & other Technology. I-III resulted in poor performance of pupils in the
elementary grades. Students needed longer time
in science and mathematics

Aurora Roldan, " Present Realities in Reading
Education"
Our students are deficient in reading ability. They
have not developed the higher order thinking
skills even at Grade V. There is the danger of
reverting to literacy if the students dropped out
before completing Grade VI.

Third International Mathematics & Science Study The Philippines ranked 39th out of 42 countries
(TIMMS) which participated in the study,

Allan B. I. Bernardo, The Learning Process: The In comparison with other countries, the Philippine
Neglected Phenomenon in Science and "science syllabus contained more topics"
Mathematics Education Reform in suggesting that the curriculum is still congested.
the Philippines"

* BEC- Basic Education Curriculum 2002

Features of BEC (Readings in Book)
● Greater emphasis on helping every learner become a successful reader.
● Emphasis on interactive/collaborative learning approaches
● Emphasis on the use of integrative learning approaches
● Teaching of values in all learning areas.
 ● Development of self-reliant and patriotic citizens.
● Development of creative and critical thinking skills.

➢ According to then-Sec. Of Education Raul Roco, the 2002 BEC was based on a 16-year study
(starting in 1986).
➢ The 2002 BEC is a restructuring and not a sweeping change of the elementary and secondary
curricula (NESC & NSEC)
➢ The implementation of the 2002 Basic Education Curriculum was announced in DepEd Order No.
25, s. 2002, issued on June 17, 2002.
➢ The actual implementing guidelines were found in DepEd Order No. 43, s.2002, dated Aug. 29,
2002.

RBEC- Revised Basic Education Curriculum 2002 (RBEC 2002)

❖ Implementation of RBEC was based on Executive Order No. 46, which in turn was based on
recommendations of the Philippine Commission on Educational Reforms (PCER), created on
Dec. 7,1998.
❖ Less than a year later (on June 12, 2003), a newcurriculum (the Revised BEC) was signed into
law.
PELC AND PSLC
● They are the documents that you have to study religiously because they are the sources of your
objectives and they prescribe the contents of your lessons as well as the strategies and
assessment procedures to use.
● The PELC and the PSLC define the intermediate and the specific learning goals that your pupils
are expected to learn and that you, as a teacher, are expected to achieve.
● rganized according to learning areas so you have a list of objectives and competencies from
Grades I-VI and from first year to fourth year for English, Filipino, Mathematics, Science and
Health and for all the Makabayan Components.

* PELC- Philippine Elementary Learning Competencies

● The PELC is your curriculum guide for the elementary grades.
● Study them vertically, for the coverage within the grade level, and horizontally, for the coverage
across grade levels for the PELC
* PSLC- Philippine Secondary Learning Competencies
● If you are a secondary school teacher your guide is the PSLC
● The objectives are arranged by year level, so examining the handbooks horizontally may be a
little difficult but not impossible. You may have to exert a little extra effort to check the horizontal
articulation from one-year level to another
* DECS- Dept.of Education, Culture & Sports

*Secondary Education Curriculum– Understanding by Design Model (UBD) 2010

● The refinement of the secondary education curriculum was guided by the need, as articulated in
the Education Plan 2015, to streamline its content in order to improve student mastery and
contribute to the attainment of functional literacy. This became the primary consideration in the
design of the curriculum and the formulation of standards and the essential
understandings from which the content of the curriculum was derived.
● It offers a three-stage, backward process to curriculum design,hence,it is also known as the
“Backward Design Curriculum.”
● Three Stages;
○ Identify Desired Results
○ Determine acceptable evidence/assesment
○ Plan Learning Experiences/Instructions