GUIDE AND WORKSHEET FOR UNPACKING DepEd K12 CURRICULUM GUIDE
STANDARDS AND COMPETENCIES FOR CURRICULUM MAPPING
CURRICULUM GUIDE
STANDARDS AND
COMPETENCIES
1. When the CG has
different terms that refer to
a reconcile conflicting terms
certain concept or when
the terms can mean many
things…
2. When there is no
specific relationship
between
UNPACKING
UNPACKING
TECHNIQUE
QUESTIONS
Clarify ambiguous or
What are the big ideas or
key concepts in the
in the standard or
standards and
competencies.
competencies? How are
these ideas or concepts
.
defined? Is the meaning of
the ideas and concepts in
the standards the same as
that of the competencies? If
not, how can the difference
be resolved or clarified?
How can the competency
be restated or enhanced in
the curriculum map in
order to make its meaning
clearer?
Make explicit connections
How do the competencies
UNPACKED LEARNING
UNIT Gr 8 Q 3
TOPIC:
Kontemporaryong Panitikan
BIG IDEAS:
Big Idea: Multimedia
MEANING:
● Ang multimedia ay ang paggamit
ng higit sa isang anyo ng
komunikasyon sa paglalahad sa
isang pagkakataon.
RESTATED/ENHANCED
COMPETENCIES:
F8PTIIIa-c-29*
Nabibigyang-kahulugan ang mga lingo na
ginagamit sa iba’t ibang anyo ng
multimedia sa kasalukuyan
CONNECTION:
Ang kasanayan na nagagamit sa
pagsulat ng isang dokumentaryong
 standards and between standards and
competencies… serve as steps to the
competencies
attainment of the
standards? What is the
connection?
How can the competencies
in the curriculum map be
restated or stated in a more
specific way to show the
connection?
3. When the CG does not Provide missing standards
state any standard or Are both standards found
competencies related to or competencies
the standards… in the guide? If the content
in order to achieve the
standard is missing, which
standards
competency can be used to
cover the key concepts of
the unit? If the
pantelebisyon ang mga ekspresyong
nagpapakita ng kaugnayang lohikal ng
kaugnayang lohikal ay makatutulong sa
pag-unawa ng
kaugnayan ng panitikang popular sa
kulturang Pilipino na makatutulong sa
pagkakaroon ng kamalayang panlipunan
ng mga mag-aaral
RESTATED/ENHANCED
COMPETENCIES:
Nagagamit sa pagsulat ng isang
dokumentaryong pantelebisyon na
makikitaan ng pagkakaroon ng
kamalayang panlipunan at gumagamit
ng mga ekspresyong nagpapakita ng
kaugnayang lohikal
FOR MISSING STANDARDS:
FOR MISSING
performance standard is
missing, which
competency can be used to
show how the unit can be
applied to real life
situations?
Are the competencies
sufficient? Are there
missing competencies that
are not stated that need to
be added in order to
achieve the standards?
What competencies can be
added in the curriculum
map to ensure attainment
of the standards?
COMPETENCIES: Added
competencies:
● Nabibigyang-kahulugan ang
multimedia
● Naiisa-isa ang mga anyo ng
multimedia na ginagamit sa mga
panitikang popular
● Nailalahad ang mga hakbang sa
paggamit ng iba’t ibang anyo ng
multimedia
4. When the CG shows Identify the budget of time TIME ALLOTMENT PER
the same time period What is the time allotment COMPETENCY
in the for the allotted weeks in Ang labingpitong (17) kasanayan mula sa
competency code for all for teaching the Gabay Pangkurikulum at ang iba pang
competencies… competency code nadagdag na kompetensi ay ituturo sa
competencies as indicated loob ng apatnapung (40) sesyon. May 1
in the codes? What is the hanggang 2 kompetensi ang nakalaan sa
budget of time in the bawat sesyon.
curriculum map for
covering the different Linggo 1:
competencies, including F8PT-IIIa-c-29
those that are added? F8PN-IIIa-c-28
F8PB-IIIa-c-29
F8PD-IIIa-c-29

Linggo 2:
F8PU-IIIa-c-30
F8WG-IIIa-c-30
F8PS-IIIa-c-30

RESTATED/ENHANCED
5. When the CG mentions a COMPETENCIES:
range but does not Nabibigyang-kahulugan ang mga lingo
specify Break down in explicit na ginagamit sa mundo ng multimedia
the number or a process What words in the (eg. social media, mass media,
but does not state its traditional media)
terms the coverage or
components… competencies suggest a
process involved in the
process? Does the
standard
competency as stated show
or competency
the components of the
process (usually indicated
as i.e. in parentheses)? If
not, what are specific
components that can be
stated in the curriculum
6. When the CG shows map in parentheses UNDER-REPRESENTED
different competencies… preceded by i.e.? LEARNING GOAL(S):
What words in the
competencies suggest a ADDED COMPETENCIES IN LINE
range? Does the WITH UNDER-REPRESENTED
competency as stated show GOAL:
the specific number of
items or parts in the range
(usually indicated as i.e. in
parentheses)? If not, what
number or how many parts
or items can be stated in
7. When the CG requires the curriculum map in
spiraling content across parentheses preceded by SELECTED STRAND OR DOMAIN:
grade levels i.e.?
Classify the different
What is the learning goal ADDED OR RESTATED
competencies in terms of COMPETENCIES:
of each competency? How
A-M-T learning goals to
many are there per learning
help plan instruction
goal? Which goal
dominates? Which goal
lacks competencies, esp. in
relation to the performance
standard? For the
under-represented learning
goals, what competencies
need to be added in the
curriculum map?
Establish a content and
 How does the content in a
learning progression across
particular strand or domain
grade levels
develop across grade
levels? How does the skill
in a particular strand or
domain develop across

grade levels? Is there

repetition for mastery and
addition for advancement?
If none, how can the
competencies be restated or
added in the curriculum
map to show a
progression?

8. When the CG does not /drmqr2018 can be stated in the

show any value Integrate school philosophy,
integration Vision and Mission and
institutional core values
What are the key graduate
attributes, dispositions or core
values from the school’s
philosophy and Vision and
Mission? Which attribute,
disposition or core value
curriculum map and best
aligns with the standards
and competencies of a unit?
SPECIFIC ATTRIBUTES,
DISPOSITIONS OR VALUES
RELEVANT TO THE UNIT: