Shaping Paper English

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Republic of the Philippines

Department of Education
BUREAU OF CURRICULUM DEVELOPMENT
Curriculum Standards Development Division
The Shaping Paper (SP) provides a substantial overview of the Philippine English
Curriculum (PEC). It covers the following: curriculum framework (curriculum goals and
guiding principles), structure of the learning area (Big Ideas, curriculum standards),
21st century skills, and social issues and government thrusts. Additionally, the SP
includes pedagogy and assessment, and a list of learning area-specific terminologies
and their definitions. Familiarity with the Shaping Paper is necessary in order
to fully understand the PEC.
Significantly, the Philippine English Curriculum (PEC) distinguishes itself as one that
is not for native speakers. It espouses the use of the Philippine variety of English in
various contexts, with various purposes, and for various audiences as articulated in
the domains of language education – Literacy, Language, and Text. Likewise, it
explores the interrelatedness and richness of language and culture as two
inseparable entities that identify a Filipino who speaks their Mother Tongue, Filipino,
English, and other languages.
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SHAPE OF THE PHILIPPINE ENGLISH CURRICULUM (PEC)
I. CURRICULUM FRAMEWORK
A. Curriculum Goals
The Mother Tongue-Based Multilingual Education (MTB-MLE) underscores the

importance of learning using the first language, which serves as the language and
literacy resource that the child knows best and can use most effectively, in order to
establish a strong foundation for further education and literacy development in the
target languages – Filipino and English. This is made apparent in the Language
Framework below:
Figure 1. The Language Framework as introduced in the K to 12 Curriculum
Filipino and English are offered simultaneously starting in Grade 1 to primarily

develop learners’ literacy. The curricula for both languages are MT-based as oracy
and literacy skills in the first language serve as the foundation in transitioning
learners’ oracy for literacy to Filipino and English. Knowledge in and of the first
language serves as a resource for learning Filipino and English in order to learn
through those languages. This is in adherence to Cummins’ (1981) Linguistic
Interdependence Hypothesis, which states that the skills and metalinguistic
knowledge gained over the course of acquiring one language may be utilized in the
process of learning another language.
Concomitant with the development of language proficiency, MTB-MLE also aims for
cognitive and academic development that prepares learners to acquire content
knowledge and develop competencies in other learning areas or subjects. Through
multilingual instruction, learners are provided with opportunities to draw on their
knowledge of languages to enhance their linguistic development and learning within
and across Mother Tongue, Filipino, and English. By developing, expanding, and
consolidating learners’ language, literacy, and academic proficiency in their mother
tongue and building parallel competencies in Filipino and English, learners gain
mastery of these languages, which in turn sustains a mindset for life-long learning
through language.
Anchored on the language framework of the K to 12 Curriculum, the enhanced

English curriculum reflects the dynamic nature of the language and to distinguish
Philippine English from the English of, not one of and not for, the native speakers.
Philippine English is a variety of English used in various discourse forms (oral,
written, visual, digital) influenced by the country’s unique historical, multicultural,
and diverse linguistic backgrounds and used widely in literary, academic,
journalistic, and business correspondence. Below is the framework of the revised
Philippine English Curriculum (PEC).
Figure 2. The Philippine English Curriculum Framework

The Philippine English Curriculum aims to produce young Filipino learners who are
literate, communicatively competent, and culturally aware. Through the curriculum,
learners are able to use language appropriately, think critically, and communicate
effectively in various social contexts. In turn, they are able to contribute productively
to their community and to the larger society as multilingual, multiliterate, and
intercultural citizens of the country, while developing a deep sense of cultural
identity. In particular, the goals of the English subject are as follows:
1. Communicative competence refers to the synthesis of knowledge of

grammatical, sociolinguistic, discourse, and strategic competencies in a
language.
2. Literacy refers to the ability to identify, understand, interpret, create,
communicate, and compute using printed and written materials, including
digital and multimedia texts, associated with varying contexts, which entails
active engagement with language to acquire, construct, reconstruct, and
communicate meaning (UNESCO, 2018).
3. Cultural identity refers to the feeling of pride in belonging to a cultural group
that is fully accepted and appreciated by all other cultural groups of the
nation. This sense of pride in belongingness contributes in part to one’s self-
conception, self-perception, and position of equal standing in society.
In order to attain these goals, the Philippine English Curriculum, its delivery through
pedagogy, learning resources, and assessment are informed by sound theories on
language acquisition and learning and are influenced by the learner’s culture.
Therefore, contextualization, through the meaningful inclusion of the local culture,
which includes knowledge systems, belief systems, literature, mores, and norms,
plays a key role in the successful implementation and assessment of the PEC
curriculum.
The Philippine English Curriculum is guided by the three organizing domains of the
Big Ideas: Literacy, Language, and Text. Each domain overlaps with another and
entails a set of competencies. By acquiring these skills, learners are able to effectively
make meaning of language through texts using literacy skills acquired from the first
language, ultimately leading to the achievement of the curriculum goals.
B. Guiding Principles
The Philippine English Curriculum is anchored on the same principles of language

acquisition and learning as in the 2016 English Curriculum Guide:
1. All languages are interrelated and interdependent.

2. Language acquisition and learning is an active process that begins at
birth and continues throughout life.
3. Language is a meaning-making system.
4. Learners learn about language and how to use it effectively through their
engagement with the study of texts.
5. Language learning involves recognizing, accepting, valuing, and building

on one’s existing language competence, including the use of other
varieties of the language, and extending the range of language available.
II. STRUCTURE OF THE LEARNING AREA
A. Big Ideas
Big Ideas are those which are relevant to the learners during and beyond their years
in school (ACTRC, personal communication, February 4, 2021). These are ideas that
are broad in nature and on which the framework, standards, and learning
competencies of a curriculum are anchored. Big Ideas also represent a progression
towards understanding key content in different learning areas (Charles, 2005).
Figure 3. Organizing Domains of the Big Ideas in the Philippine English Curriculum
As shown in Figure 3, the Big Ideas of the language curricula are organized around
the domains of Literacy, Language, and Text, which are interrelated and
interdependent. Focusing on Big Ideas in the PEC gives way to transferable concepts
in a variety of topics and contexts as Literacy, Language, and Text are not exclusive
to the learning area but have relational value to other learning areas, thus leading to
better understanding of key content (Charles, 2005). These important concepts need
to be understood by education stakeholders, especially the implementers and
learners regardless of gender, cultural background, aptitude, and career inclination
because these serve as a guide to attain the desired goals of PEC. In turn, learners
establish the knowledge and skills embodied in English by applying what they know
in making informed decisions in various situations.
The Big Ideas now serve as the domains of the PEC:
1. Literacy does not only refer to the ability to read and write with understanding
of meaning making through language and text, but also includes
multiliteracies which cover various means of communication and multi-modal

texts which highlight visuals and embedded texts. The literacy domain refers
to understanding and creating texts in a variety of settings and purposes,
through the macroskills of the language curricula: reading, writing, speaking,
viewing, and listening. This domain ensures that knowledge about language
is put to practical use. It aims “to develop appropriateness, accuracy,
confidence, and efficacy” (ACTRC, 2009) first in L1 and later in Filipino and
English. Literacy development involves conscious attention and focused
learning and is cognitively demanding in L2 requiring supportive levels of
scaffolding. Literacy development across learning areas involves the extension
of literacy development in L1 and in L2.
In this sense, learners under the Philippine English Curriculum (PEC) become
literate as they develop “knowledge, skills and dispositions” to confidently use
language for learning and communication in the society (ACARA, 2012). As
learners advance in these literacy attributes, they get to focus on language
learning particularly on skills such as listening, speaking, reading, writing,
viewing, creating digital texts, and using language for different purposes.
2. Language is a tool for communication and the foundation of all learning and
of all other literacies. It anchors on cultural identity and the interaction with
other languages promotes cultural awareness. Culture is enriched by the
distinct features of its language. In the Language domain of the Philippine
English Curriculum, learners learn about the English language and how it
works. As they learn about and through English, they develop communicative
skills, grammatical knowledge, and cultural understandings in English such
as interacting with others, appropriately and accurately, and with cultural
sensitivity. They learn about vocabulary and the patterns and purposes of
English as they draw on knowledge and awareness of other languages and
their functions.
Language from the first to the last key stage is introduced and developed
through exposure to various texts which range from simple to complex. This
ensures gradual acquisition and learning of the necessary knowledge and
skills for the learner’s academic requirement and beyond. Students need to be
explicitly and systematically taught foundational knowledge about the sound
system, prosody, orthography, word formation, syntax, semantics, and
pragmatics from their knowledge of L1. Teaching grammar should help
students “meet the demands of reading, understanding, speaking, and writing
texts that describe, narrate, analyze, explain, recount, and argue (ACTRC,
2009; Nolasco, personal communication, November 26, 2021).”
3. Text refers to a stretch of spoken and written language with definable

communicative functions and is used as a resource for acquiring and learning
language and literacy skills in context. Texts can be written, spoken, or
multimodal and in print or digital/online forms. Multimodal texts combine
language with other systems for communicating, examples of which are print
text, visual images, animation, soundtracks, and spoken word as in film or

computer presentation media. Texts provide opportunities for learning about
important aspects of human experience and about aesthetic value. Many of
the tasks that students undertake in and out of school involve literary texts,
information texts, media texts, everyday texts, and workplace texts.
As the grade level progresses, the focus in domain shifts – from Literacy in the first
key stage (K to 3), Language in the second key stage (Grades 4-6), to Text in the third
key stage (Grades 7 to 10). This means that there is a certain focus domain for each
key stage, but does not discount the other domains; instead, it allows the other
domains to support the learning and proficiency development in the focus domain,
which in turn becomes a support to the next domain. Hence, the curriculum
intertwines the domains with a focus of instruction shifting from one key stage to
another.
Key Stage 1. The curricula for Filipino and English offered in Key Stage 1 primarily
develop learners’ literacy by focusing on different literacy domains. It consists of
three reading stages: (1) emergent literacy in kindergarten; (2) beginning reading in
Grade 1; and (3) rapid growth and development in Grades 2 and 3. The main goal of
key stage 1 in the literacy continuum is for young learners to become literate (critical
thinkers, readers, and writers) and fluent in the use of Filipino and English as a
second language (oral and written) in understanding and expressing familiar and
developmentally- and grade-level appropriate texts (70% narrative and 30%
informational), and are able to use their conversational language skills in day-to-day
activities and their academic language in understanding and discussing various
specific contents. It has six essential domains that should be mastered by all learners
before exiting this key stage: Phonological Awareness, Phonics and Word Study,
Vocabulary and Word Knowledge, Grammar Awareness and Grammatical
Structures, Comprehending and Analyzing Texts, and Creating and Composing
Texts. A salient feature of the revised curriculum for Key Stage 1 is its emphasis on
fluency in all macroskills or the ability to listen, speak, read, write, and view
accurately, quickly, smoothly, and with appropriate expression unencumbered of
cognitive decoding processes as a result of automaticity to receive and produce texts.
This is illustrated through the integration of learning competencies that develop
fluency in all six subdomains. To be effective readers, children must learn to use
these domains in combination, simultaneously, and instantaneously. The figure
below schematically shows the intricate relationship of these domains pivotal to the
realization of making every Filipino learner literate, most especially within or by the
end of key stage 1 (kindergarten to grade 3).
Figure 4. Conceptual Framework of Key Stage 1
Key Stage 2. Filipino and English continue developing and enhancing learners’
applied literacy skills from Grade 4 to Grade 6. Applied literacy is the ability to
evaluate the veracity of information and make connections and judgements of the
relevance of information; it is a useful tool in understanding literature, culture, and
other disciplines. The focus of KS2 is for learners to use their basic and critical
literacy skills developed in KS1 in using the language (receptive skills, expressive
skills, and viewing) through meaningful, developmentally -, and grade level
appropriate text (50% narrative and 50% informational). Therefore, only those
learning competencies that support literacy (applied level) and language development
(communicative competence) are deemed essential in this key stage (see figure
below).
Key Stage 3. Finally, by the third key stage, both learning areas shall contribute to
the development of learners’ multiliteracies or the ability to understand information
and the design of meaning through the manipulation of individual modes: linguistic
meaning, visual meaning, audio meaning, gestural, tactile, and spatial meaning. The
focus of KS3 is the learners’ literacy skills (basic, critical, applied) and their
knowledge about the language (communicative competence) of Filipino and English
as a second language to critically evaluate and publish a variety of texts (listening,
oral, written, multimodal) to express ideas, concepts, and meaning from

developmentally- and grade-level appropriate themes/topics (70% informational and
30% narrative). Therefore, only those learning competencies that support text
evaluation, production, and publishing using the learners’ literacy skills and
communicative skills are deemed essential in this key stage (see figure below).
A. Key Stage and Grade Level Standards
The following are the curriculum standards of the Philippine English Curriculum:
Learning Area Standard:

Learners use English as a second language appropriately and effectively in oral,
visual, and written communication in a variety of situations and for a variety of
audiences, contexts, and purposes, including learning of other content subjects and
languages; demonstrate appreciation of various forms of literacy and literary texts;
and take pride in one’s cultural heritage.
Key Stage Standards:
Key Stage 1. By the end of Grade 3, learners are literate (critical thinkers, readers,
and writers) and fluent in the use of English as a second language (oral and written)
with Mother Tongue as a literacy resource in understanding and expressing familiar
and developmentally- and grade-level appropriate texts and are able to use their
conversational language skills in day-to-day activities and their academic language
in understanding and discussing various specific contents.
Key Stage 2. By the end of Grade 6, learners have mastered their basic and critical
literacy skills in learning about the language and have proficiently acquired
communicative competence in English (as a second language) by appropriately and
effectively engaging in a variety of situations and for a variety of audiences, contexts,
and purposes, including learning of other content subjects; demonstrate critical
analysis and appreciation of various forms of literacy and literary texts; and take
pride in one’s cultural heritage.
Key Stage 3. By the end of Grade 10, learners have proficiently learned the form
and structure of literary, informational, academic, and transactional texts, and are
able to compose (process and product) and publish (readership) a plethora of
multimedia texts for their purpose, meaning, and intended audience.
Grade Level Standards:
Grade 1. The learner demonstrates oracy for literacy in English as a second language
with Mother Tongue as literacy resource; decodes high and low frequency words;
understands how words are used in simple sentences to get and express meaning;
and comprehends, analyzes, creates, and composes texts based on real-life
experiences and encounters.
Grade 2. The learner demonstrates fluency and mastery in their decoding skills in
English as a second language with Mother Tongue as literacy resource; expands their
vocabulary from conversational to academic use of high frequency and low words;
understands how words are used in simple sentences to get and express meaning;
and comprehends, analyzes, creates, and composes developmentally -, grade-level
appropriate, and content-specific texts.
Grade 3. The learner demonstrates fluency and mastery in their decoding skills in
English as a second language with Mother Tongue as literacy resource; expands their
vocabulary to academic using high and low frequency words; uses words in
compound and complex sentences to get and express meaning; and comprehends,
analyzes, creates, and composes developmentally-, grade-level appropriate, and
content-specific texts.
Grade 4. The learner uses their basic and growing critical literacy skills in learning
receptive, productive, viewing and responding skills in English as a second language;
understands how words are used denotatively and connotatively in composing
narratives and informational texts using enumeration-description, recount, and
chronology text patterns with clear and coherent sentences while consciously using
age-appropriate, gender-responsive, and culture-appropriate verbal and non-verbal
cues for clarity of purpose and meaning; and uses visual elements to derive meaning
and evaluate cultural appropriateness of visual texts.
Grade 5. The learner uses their critical and growing applied literacy skills in
continuously learning receptive, productive, viewing and responding skills in English
as a second language; understands how words are used denotatively and
connotatively in composing narratives and informational texts using
chronology/procedural, news report, and exposition text patterns with clear and
coherent sentences while consciously using tone and mood-appropriate, age-
appropriate, gender-responsive, and culture-appropriate verbal and non-verbal cues
for clarity of purpose and meaning; fills out variety of forms accurately; uses visual
elements to derive meaning and evaluate cultural appropriateness of visual texts;
and understands multimedia elements and how they affect the meaning of
multimedia texts.
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Grade 6. The learner uses their critical and applied literacy skills in mastering the
receptive, productive, viewing and responding skills in English as a second language;
refers to a plethora of reference materials to denotatively and connotatively use words
in composing narratives and informational texts using exposition and argumentation
text patterns with clear and coherent sentences while consciously using tone and
mood-appropriate, age-appropriate, gender-responsive, culture-appropriate verbal
and non-verbal cues, and appropriate propaganda techniques for clarity of purpose
and meaning; creates simple survey forms for specific purposes; uses visual and
multimedia elements to derive meaning from- and produce multimedia texts for
specific purposes.
Grade 7. The learner applies their critical and applied literacy skills and
communicative competence in evaluating form and function of Philippine literary,
informational, academic, and transactional texts in order to appropriately publish
texts in various modalities, which represent their purpose, meaning, and target
audience, and reflects local and/or national identity.
communicative competence in evaluating form and function of Afro-Asian literary,
multimedia texts which represent their purpose, meaning, and target audience, and
reflects their expanding identity (Philippines and Afro-Asia).
communicative competence in evaluating form and function of Anglo-American
literary, informational, academic, and transactional texts in order to appropriately
publish multimedia texts which represent their purpose, meaning, and target
audience, and reflects their expanding identity (Philippines, Afro-Asia, and Anglo-
America).
communicative competence in evaluating form and function of World literary,
multimedia texts which represent their purpose, meaning, and target audience, and
reflects their expanding identity (Philippines, Afro-Asia, Anglo-America, and the
World).
B. Spiral Progression
Spiral progression refers to the process by which basic or general concepts are first
learned; then a more complex and sophisticated version of these concepts is
rediscovered in the succeeding grades. The process strengthens retention and
enhances mastery of topics and skills. It also allows learners to learn topics and skills
appropriate to their developmental and cognitive levels.
Given the nature of language acquisition and learning, the Philippine English
Curriculum is inherently spiral in its approach to introducing and developing
competencies. These learning competencies of the Philippine English Curriculum,

which recur throughout grade levels, are classified according to different learning
subdomains, each representing a Big Idea or a combination of Big Ideas and involving
a respective set of language-related knowledge and skills. The table below shows the
subdomains:
TABLE 1
The Subdomains of the Philippine English Curriculum
KEY STAGE 1 KEY STAGE 2 KEY STAGE 3

Phonological Awareness Listening and Reading Literary Texts
Phonics and Word Study Speaking and Writing Informational Texts
Vocabulary and Word Viewing and Academic Texts
Knowledge Representing
Grammar Awareness and Transactional Texts
Grammatical Structures
Comprehending and
Analyzing Texts
Creating and Composing
Texts
The Philippine English Curriculum streamlines the previous set of subdomains

(formerly referred to as “domains”) in the 2016 English Curriculum Guide. This
paradigm shift simplifies the curriculum and provides more focus on the Big Ideas
and essential learning competencies. Correspondingly, such a move addresses the
concern on curriculum congestion as subdomains of the same nature are merged
together. The new layout of the Philippine English CG also allows for better
curriculum flexibility as it discards the previous rigid format, which limits users to a
certain set and combination of LCs per week. As an alternative, users are presented
with the learning duration for each competency from which they may create learning
episodes or a combination of competencies to be taught or learned. In addition, the
new format shows how the language curricula are inherently spiral or repetitive. The
mapping of competencies, particularly how each progresses across blocks of time, is
more clearly seen using such a layout:
TABLE 2
Layout of the Philippine English Curriculum for Key Stage 1
LEARNING
MACROSKILLS
DURATION
LEARNING
SUBDOMAINS W W W
COMPETENCIES W
L S R W V 1- 4- 7-
10
3 6 9
LC 1. ✓ ✓ ✓ ✓ ✓ ✓ ✓
nating
Activit
Culmi
Phonological
LC 2. ✓ ✓ ✓ ✓ ✓ ✓ ✓
y
Awareness
LC 3. ✓ ✓ ✓ ✓ ✓ ✓ ✓
LC 1. ✓ ✓ ✓ ✓ ✓ ✓ ✓
Phonics and
LC 2. ✓ ✓ ✓ ✓ ✓ ✓ ✓
Word Study
LC 3. ✓ ✓ ✓ ✓ ✓ ✓ ✓
LC 1. ✓ ✓ ✓ ✓ ✓ ✓ ✓
Vocabulary and
LC 2. ✓ ✓ ✓ ✓ ✓ ✓ ✓
Word Knowledge
LC 3. ✓ ✓ ✓ ✓ ✓ ✓ ✓
Grammar LC 1. ✓ ✓ ✓ ✓ ✓ ✓ ✓
Awareness and LC 2. ✓ ✓ ✓ ✓ ✓ ✓ ✓
Grammatical LC 3. ✓ ✓ ✓ ✓ ✓ ✓ ✓
Structures
Comprehending LC 1. ✓ ✓ ✓ ✓ ✓ ✓ ✓
and Analyzing LC 2. ✓ ✓ ✓ ✓ ✓ ✓ ✓
Texts LC 3. ✓ ✓ ✓ ✓ ✓ ✓ ✓
LC 1. ✓ ✓ ✓ ✓ ✓ ✓ ✓
Creating and
LC 2. ✓ ✓ ✓ ✓ ✓ ✓ ✓
Composing Texts
LC 3. ✓ ✓ ✓ ✓ ✓ ✓ ✓
The basic tenet behind spiral progression in curriculum development is that learning
is facilitated by a curriculum whose structure progresses in complexity (vertical
articulation) and extends to a range of applications (horizontal articulation). The
following discussion shows how the Philippine English Curriculum exemplifies spiral
progression in its vertical and horizontal articulation.
Vertical Articulation
As has been established, PEC as a subject is anchored on a number of theories which
posit that language acquisition and learning is an active process that begins at birth
and continues throughout life. It is continuous and recursive throughout a learner’s
life. Learners of English enhance their language abilities by using what they know in
new and more complex contexts and with increasing sophistication. They reflect on
and use prior knowledge to extend and enhance their language and understanding.
By learning and incorporating new language structures into their repertoire and
using them in a variety of contexts, learners develop language proficiency and
ultimately attain the curriculum standards. This spiral process of language
acquisition and learning is replicated and more clearly expressed in the PEC.
Consider the examples below taken from the Vocabulary and Word Knowledge
subdomain of Grade 1 Quarter 1:
LC1. Identify high-frequency words accurately
LC2. Use vocabulary referring to oneself and family
LC3. Use accurately low-frequency words (Mathematics – basic symbols and
terminologies)
The process of teaching the above learning competencies begins with input from the
teacher who re-introduces high-frequency words orally. The learners’ attention will
then be focused on the concept of high-frequency words by making them identify
more words that are commonly used in daily conversations. These words may be
used in exercises that involve talking about oneself and family. Once these
vocabulary words are sufficiently established, teachers may then introduce low-
frequency words or those that take special meaning depending on the learning area.
Horizontal Articulation
Horizontal articulation refers to the quality of a curriculum to seamlessly or
coherently complement and integrate with another. Initial review of the enhanced K
to 10 curriculum reveals that majority of the learning areas acknowledge the
importance of the competencies developed by the Philippine English Curriculum and
their role in providing prerequisite skills and knowledge to effectively acquire, and
even attain mastery of the content in each subject.
C. Development of 21st Century Skills
The Philippine English Curriculum was designed to equip learners with 21 st century
skills or the knowledge, attitudes, and competencies needed to prepare for and
succeed in work and life in the 21st century (DepEd, 2019). To cope with the fast-
paced environment, the National Research Council (2012) emphasizes the
importance of applying knowledge to new situations and solving problems rather
than the ability to recall facts, concepts, or procedures. Hence, the incorporation of
these adaptive skills is seen as a way to respond to the growing complexity of life.
The table shows examples of the skills, competencies, or attributes under the 21 st
Century Skills.
TABLE 5
The 21st Century Skills in Philippine English Curriculum
INFORMATION,
LEARNING AND
COMMUNICATIO LIFE AND MEDIA, AND
INNOVATION
N SKILLS CAREER SKILLS TECHNOLOGY
SKILLS
SKILLS
Informed
Teamwork Visual Literacy Creativity
Decision-Making
Adaptive Information
Collaboration Openness
Leadership Literacy
Interpersonal Intercultural
Media Literacy Critical Thinking
Skills Understanding
Intrapersonal Technology
Self-Discipline Problem Solving
Skills Literacy
Interactive Reflective
Future Orientation Digital Literacy
Communication Thinking
Resilience and
Non-Verbal
Adversity
Communication
Management
Communicating in
Diverse
Environments
Among the domains in the 21st Century Skills Framework, communication aptly fits
in the English learning area. The sub-items which include teamwork and
collaboration provide avenues for meaningful discourse across learning modalities.
Intrapersonal and interpersonal skills, on the other hand, serve as requisites for
successful engagement in interactive exchanges. With the global paradigm of
communication espousing multimodal delivery systems, non-verbal communication
has become dominant. Communicating in a diverse environment enables
interlocutors to exhibit communicative competence and multiliteracies that
encompass the goals of PEC. On the other hand, life and career skills are also
manifested in PEC especially in Key Stages 3 and 4 as learners are being prepared
towards their preferred curriculum exits.
In addition, Information, Media, and Technology Skills, particularly the subdomains

Book and Print Knowledge, Comprehending and Analyzing Texts and Text Modalities
are expected to be taught in as early as Key Stage 1 as these develop not only the
ability to read and write but also other literacies such as the ability to consume and
produce a variety of information resources.
Moreover, Learning and Innovation Skills are present in PEC. As part of the
curriculum document, performance standards make these skills more explicit by
requiring learners to work creatively and innovatively using a variety of techniques
that are responsive to the demands of the current situation. They may also be
emphasized as teachers facilitate learning engagement through activities that will
allow them to utilize and, consequently, enhance their creativity.
Generally, the interplay of these 21st century skills is best shown in the teaching -
learning process at the course of instructional delivery as well as in the culmination
activities that serve as critical evidence of learning.
D. Social Issues and Government Thrusts
As the curriculum becomes more robust to equip learners with the needed 21 st
century skills, it becomes more imperative to imbibe learning competencies that are
reflective of various relevant social issues and government thrusts to be able to
contribute meaningfully to nation building. In the case of language learning areas,
particularly the English subject, such content may be incorporated and reinforced
in the form of curriculum delivery or instruction, which utilizes contextualized
learning experiences. The development of language and literacy in English provides
learners with the knowledge and skills to engage diverse contexts, topics, and issues
of local and national interests. Learners draw on their language and literacy skills to
become active social citizens, contributing to the expansion of ideas which matter in
their own lives and their respective communities. As a learning area that serves as a
vehicle for content knowledge acquisition by focusing on skills development, the
resources or texts used in language subjects may tackle a variety of social issues and
government thrusts. Doing so strengthens the essential messages intended for
Filipino learners to realize.
III. PEDAGOGY AND ASSESSMENT
A. Pedagogical Principles
Pedagogy is central to the effective implementation of the Philippine English

Curriculum, which emphasizes the development of communicative competence,
literacy, and cultural identity in learners. To achieve these goals and address the
global needs for language competence development, language teachers must draw
on a range of pedagogical principles that give diverse levels of support at different
points in the learning process. More specifically, the pedagogy of the English subject
must embrace the principles of multilingualism and translanguaging.
Translanguaging is the process by which learners use their entire linguistic
repertoires to make meaning in the classroom. It recognizes the value of learners'
Mother Tongue as a resource for learning and facilitates the development of literacy
skills across languages.
In the context of the Philippine English Curriculum, translanguaging supports the

development of English proficiency by allowing learners to draw on their knowledge
of their Mother Tongue to learn English. Mother Tongue serves as a vital foundation
for second language acquisition as it is the language and literacy resource that
learners know best and can use most effectively. The use of Mother Tongue in the
classroom enables learners to transfer knowledge, skills, and strategies from their
first language to their second language, thereby strengthening their ability to learn
and use English. As such, pedagogy of the English subject must encourage schema
building by assisting students in accessing and using their knowledge of their Mother
Tongue and helping them recognize its importance in the process of second language
acquisition by providing opportunities for first language use in the classroom (Rea &
Mercuri, 2006).
In addition to the use of Mother Tongue, pedagogy in the English subject should also
promote the development of translanguaging skills among learners. This involves
creating a classroom environment that encourages learners to use all of their
linguistic resources, including Mother Tongue and English, to communicate and
make meaning. It also involves supporting learners in developing the metalinguistic
awareness necessary to understand and navigate the complexities of multiple
languages and dialects.
Relative to this, the PEC emphasizes that teachers employ pedagogical practices that
cater to the different learning styles of their learners and encourages them to exploit
these styles for autonomous learning (Rosenberg, 2013). Language learning should
give premium to meaningful activities propelled by learners’ real-life needs and
stimulating their desire to communicate. This involves interactive use of language
which promotes opportunities for learners to be more conscious of their language
use, and to process language at a deeper level. Learning activities should also
cultivate learners’ creativity, thinking skills and learning-to-learn skills. Learners’
ability to remember, understand and apply knowledge should be fostered.
The best teaching method for English language learners, according to Krashen’s
second language acquisition theory, is to deliver communicative and comprehensible
input to the students (Krashen, 1985). Instruction should be explicit (Goldenberg,
2006; Norris & Ortega, 2000) and comprehensible (Thompson, 2004; Bayley, 2009).
Effective literacy instruction should include a combination of teaching techniques
such as systematic and explicit reading instruction with consistent feedback, guided
reading, teaching-learning strategies, and free reading (AYP, 2011). Teachers should
provide learners with goal-directed opportunities to interact with each other to build
specific content knowledge and skills (Sherris, 2008). Interactive use of language
promotes opportunities for learners to be more conscious of their language use and
to process language at a deeper level. The teacher as a facilitator of learning, guides
and assists learners learn for themselves.
The gradual release of responsibility model of instruction suggests that cognitive

work should shift slowly and intentionally from teacher modeling to joint
responsibility between teachers and learners, to independent practice and
application by the learner (Pearson & Gallagher, 1983). This model provides a
structure for teachers to move from assuming “all the responsibility for performing a
task . . . to a situation in which the learners assume all of the responsibility” (Duke
& Pearson, 2004, p. 211).
Fisher and Frey’s own implementation of the gradual release of responsibility has
four components (Fisher & Frey, 2008a):
1. Explicit or Focused Instruction. Here, the teacher takes most of the

responsibility. He or she establishes the purpose of the lesson and models his
or her thinking. The purpose should be based on the expected learning
outcomes, such as standards, and be clearly communicated to learners.
2. Guided Instruction. Here, the teacher and learners share responsibility. The
teacher focuses on releasing responsibility to learners while providing
instructional scaffolds to ensure that learners are successful. Questions,
prompts, and cues are given to facilitate learner understanding.
3. Collaborative Learning or Productive Group Work. Learners work in groups with

teacher guidance to produce something related to the topic at hand. This
provides learners with an opportunity to consolidate their understanding
before they apply it independently.
4. Independent Learning. Finally, learners apply what they have learned in class
and outside of class. Many independent learning tasks are used as formative
assessments, designed to check for understanding and to identify needs for
reteaching. Independent learning tasks may not come too soon in the
instructional cycle, since learners need practice before they can sufficiently
apply knowledge in new situations.
These components can be used in any order, as long as every lesson contains all four
of them. Teachers should design their lessons in such a way that learners can work
together to understand what they read by listening, speaking, reading, and writing
collaboratively. They should engage learners in extended interactive learning to
develop depth and complexity of understanding of English.
Pedagogy across Key Stages

As the focus of the curriculum shifts from one key stage to another, so should the
pedagogies used by the teacher:
1. Key Stage 1: Focus on Literacy
The Pedagogy for Literacy in the Philippine English Curriculum is designed to develop
learners' reading, writing, listening, and speaking skills. The approach used is a
balanced literacy approach, which includes both explicit and implicit teaching of
literacy skills. In addition to this, curriculum delivery emphasizes the importance of
translanguaging as a way to scaffold learners' understanding of English texts.
Teachers are encouraged to use the learners' mother tongue as a resource to help
them make sense of English texts, particularly when introducing new concepts or
vocabulary. This approach recognizes that the development of literacy skills is a
gradual process and that learners need to be exposed to a wide range of texts and
genres to develop their literacy skills.
2. Key Stage 2: Focus on Language
The Pedagogy for Language in the Philippine English Curriculum focuses on

developing learners' communicative competence. The approach espoused is
communicative language teaching (CLT) approach, which emphasizes the importance
of using English for meaningful communication. Instruction in this key stage urges
learners to engage in a variety of communicative tasks that reflect real-life situations,
such as participating in group discussions, giving presentations, and writing emails.
Teachers are encouraged to create a supportive and interactive classroom
environment that promotes communication and collaboration among learners.
Additionally, teachers continue to recognize the importance of the learners' first
language in the process of acquiring English through the use of translanguaging
strategies to facilitate the development of learners' communicative competence in
English.
3. Key Stage 3: Focus on Text
The Pedagogy for Text in the Philippine English Curriculum is designed to develop
learners' critical reading and writing skills. The approach used is a genre-based
approach, which focuses on the study of different text types and the language
features that characterize them. Instruction in this key stage emphasizes the
importance of exposing learners to a variety of texts, including authentic texts from

different genres, to develop their understanding of text structures and language
features. Teachers are encouraged to use explicit teaching of text features and
modeling of text types as a way to support learners' understanding and use of
language. Additionally, teachers continue to recognize the importance of the learners'
first language in the process of developing critical reading and writing skills through
the use of translanguaging strategies to scaffold learners' understanding of text
features and to support their analysis and interpretation of English texts.
B. Language Assessment
The importance of assessment in learning and teaching cannot be overstated. It

should be effectively used to support the holistic development of our learners. In
addition to content standards, performance standards, learning competencies and
concept development, assessment should be used to keep track of learners' progress
in the development of 21st century skills. Our assessment practices should go beyond
summative evaluation and move towards a more holistic approach (DepEd, 2016).
In English language lessons, adequate attention should be given to the four skills as
well as language awareness and production. Teachers need to consider language and
literature as interconnected components of English. Many of the skills and systems
that learners master in the classroom serve the purpose of both components.
Teachers need to adopt a balanced approach to the use of literary and non-literary
texts, providing learners with substantial exposure to different text types and
purposes as well as various forms of discourse, such as creative, technical, and
scientific.
Assessment practices need to be authentic (Frey, Schmitt, & Allen, 2012). Authentic
assessment, according to Picket and Dodge (2001), occurs when a teacher observes
a learner in the process of working on something real, provides feedback, monitors
the learner’s use of the feedback, and adjusts instruction and evaluation accordingly.
Portfolios, journals, authentic tasks, anecdotal records, self-evaluation/stud ent
reflections, peer evaluation, and rubrics are some of the assessment tools that may
be used for formative and summative purposes.
Similar to the instructional practices observed in the delivery of the PEC,

translanguaging can also play a significant role in language assessment as it
recognizes the multilingual and multifaceted nature of language use. It allows
learners to draw on their linguistic resources in order to demonstrate their
understanding and knowledge in a language. Moreover, translanguaging can provide
a more accurate and comprehensive picture of a learner's language proficiency by
allowing them to use their mother tongue or other languages they know alongside
the target language.
Translanguaging assessments can take various forms, such as bilingual or

multilingual tests, where learners are allowed to use their first language or other
languages they know to answer questions in the target language. This type of
assessment can be especially beneficial for learners who may have limited proficiency
in the target language but have a strong understanding of the concepts being
assessed. It also allows for a more inclusive assessment process that acknowledges
the linguistic diversity of learners.
In addition to formal assessments, translanguaging can also play a role in informal

assessments, such as classroom discussions or group work. Teachers can encourage
students to use their mother tongue or other languages they know to facilitate
communication and understanding. This can not only help with language
development but also foster a more inclusive classroom environment where students
feel valued and can contribute to discussions in their own language.
Assessment across Key Stages

Assessment is a critical component of any curriculum, as it provides a measure of
learners' progress and achievement, informs instruction and learning, and guides
future decision-making. In the Philippine English Curriculum, assessment is
designed to be aligned with the Big Ideas of Literacy, Language, and Text:
1. Key Stage 1: Focus on Literacy
Assessment for Literacy focuses on measuring learners' ability to read, write, listen,
and speak in English, as well as their ability to critically analyze and interpret texts.
Assessment in this domain should be authentic and meaningful, incorporating real -
world texts and tasks that reflect the diverse contexts and purposes for which
English is used. Assessments should also be aligned with the curriculum's learning
outcomes and objectives, measuring learners' progress in acquiring the necessary
knowledge, skills, and dispositions related to literacy in English.
2. Key Stage 2: Focus on Language
Assessment for Language focuses on measuring learners' ability to use English

effectively and appropriately in different contexts, including social, academic, and
professional settings. Assessment in this domain should reflect the principles of
translanguaging, recognizing the value of learners' first language as a resource for
second language acquisition. Assessments should also measure learners' progress
in developing their sociolinguistic competence, including their knowledge of English
grammar, vocabulary, pronunciation, and discourse strategies.
3. Key Stage 3: Focus on Text
Assessment for Text focuses on measuring learners' ability to comprehend, analyze,

and create different types of texts in English, including literary, informational, and
digital texts. Assessment in this domain should be multimodal, incorporating various
forms of text, such as print, visual, and digital, and measuring learners' ability to
use different modes and media to communicate effectively in English. Assessments
should also measure learners' progress in developing their critical literacy skills,
including their ability to analyze and interpret texts critically, and to use texts to
construct and communicate meaning effectively.
IV. LEARNING AREA-SPECIFIC TERMINOLOGIES
• Academic Text. This is generally written with and often characterized by its
formal style, objectivity, and use of technical terms. It is formal by avoiding
casual or conversational language, such as contractions or informal
vocabulary. It is objective by avoiding direct reference to people or feelings,
and instead emphasizing objects, facts, and ideas. It is technical by using
vocabulary specific to the discipline.
• Applied Literacy. This is the ability to think about particular ways of doing
reading and writing with the purpose of achieving communicative goals in a
socially appropriate manner. It is a useful tool in understanding literature,
culture, and other disciplines.
• Basic Literacy. This refers to the skills used for the initial learning of reading
and writing.
• Communicative Competence. This refers to the ability to achieve
communicative goals in a socially appropriate manner. It is organized and
goal-oriented, i.e., it includes the ability to select and apply skills that are
appropriate and effective in the respective context. It includes verbal and non-
verbal behavior.
• Comprehending and Analyzing Texts. It is the ability to construct meaning
by intentionally interacting with text.
• Creating and Composing Texts. It is the ability to express and produce
meaning via oral, written, visual, by applying and using their acquired
knowledge of vocabulary, grammar, and text structures.
• Critical Literacy. This refers to the central thinking skill that involves the
questioning and examination of ideas, and the skills to synthesize, analyze,
interpret, evaluate, and respond to texts. It is the ability to evaluate the
veracity of information and make connections and judgements of the relevance
of information.
• Domains. These refer to the interrelated, interdependent, and organizing
spheres of knowledge in the languages: Literacy, Language, and Texts, which
represent a progression towards understanding key content in different
learning areas (Charles, 2005).
• Expository Text Pattern. It is a way of organizing and presenting information
in writing that is commonly used in academic and informational texts. It
involves presenting factual information in a logical and structured manner,
with the goal of explaining, describing, or informing the reader about a
particular topic.
• Fluency. It is the smooth flow and efficiency to receive and express ideas for
communication.
• Grammar Awareness and Grammatical Structures. It is a systematic
account or understanding of the rules governing language in general with
focus on syntax and semantics).
• High Frequency Words. These are words that are commonly used in daily
conversations and written with multiple meanings, which vary depending on
the context.
• Informational Text. This refers to nonfiction writing, including prints, digital

and multimedia, written with the intention of informing the reader about a
specific topic. It is written using special text features such as visual
representations that allow the reader to easily find key information and
understand the main topic. Its typical examples are articles found in
magazines, newspapers, science or history books, autobiographies, and
instruction manuals.
• Language. It is the primary tool used in meaningful communication and
serves as a conduit to achieving success in producing lifelong learners who
are communicatively competent and culturally aware through exposure to
multimodal texts.
• Literacy. It goes beyond the ability to read and write as it entails “developing
knowledge and skills to confidently use language for learning and in
communication" (ACARA, 2012).
• Literary Text. It is any written and/or spoken work distinguished by its
aesthetic excellence that follows either grammatical or metrical structure and
represents significant human experiences.
• Low Frequency Words. These are words that take special meaning depending
on the learning/subject areas.
• Macroskills. This refers to the primary, key, main, and largest skill set
relative to a particular context. The four macro skills are reading, listening,
writing, and speaking.
• Multilingualism. This refers to the ability to use multiple languages.
• Multimedia. This refers to any type of delivery form and mode through which
texts are conveyed, transmitted, and delivered. This includes conventional and
digital prints, cartoons, posters, audio-visual materials, slide presentations,
films, and online publications, among others.
• Multimedia Text. It is any type of content which combines different forms of
media, such as text, images, audio, video, and interactive elements.
• Multimodal. This refers to the combination of multiple modes of
communicating a message. Modes include written language, spoken language,
and patterns of meaning that are visual, audio, gestural, tactile, and spatial,
among others, where every mode uses unique semiotic resources to create
meaning. Examples include picture books, textbooks, graphic novels, comics,
and posters (multimodal) and film, animation, slide shows, e-posters, digital
stories, and web pages (digital multimodal).
• Multimodal Texts. This refers to the use of a combination of two or more
communication modes, for example, print, image and spoken texts as in film
or computer presentations, digital texts, graphics, and performances combine
visual, audio, gestural, and spatial modalities which require understanding
not only of the individual mode, but also the relationship between and among
modalities.
• News Report Text Pattern. This is a common format used in journalism to
present factual information about current events.
• Oracy for Literacy. It is the ability to use relevant oral language elements
like phonological awareness, vocabulary, and listening capacity to develop
basic or beginning literacy.
• Pedagogical Translanguaging. The use of planned instruction strategies
from the learners’ repertoire to develop language awareness and
metalinguistic awareness (Cenoz and Gorter, 2020).
• Philippine English Curriculum (PEC). It is the enhanced curriculum for the
English learning area with the ultimate goal to produce communicatively
competent, culturally aware, and lifelong learners.
• Phonics and Word Study. It is the ability to understand the relationship
between letters and sounds and remembers the exact letter patterns and
sequences that represent various speech sounds (letter-sound
correspondences, sound-symbol associations).
• Phonological Awareness. It is the ability to recognize and manipulate the
spoken parts of words and sentences.
• Plurilingualism. This refers to the ability to draw on and integrate knowledge
of multiple languages which contribute to life-long learning through language.
• Propaganda Techniques. This refers to methods used to influence people's
opinions and beliefs through various forms of media, including advertising,
politics, and media messaging. These techniques are often used to manipulate
people's emotions and perceptions and can be used in both positive and
negative ways.
• Publish. This refers to the act of making a composition available to a
particular audience.
• Spoken Texts. These convey meaning through appropriate diction, effective
choice of spoken discourse, and the use of grammatical conventions and
prosodic features like stress, pitch, intonation, speech rate, juncture, and
volume.
• Subdomains. These refer to the classification of learning competencies, which
represents a Big Idea or a combination of Big Ideas and involving a respective
set of language-related knowledge and skills.
• Tasks. These enable learners to engage with and develop skills, knowledge,
and understandings in constructive, cooperative, intentional, and authentic
manners.
• Text. This broadly refers to everything that has been written in a field or
subject area categorized into informational and literary.
• Themes. It is a central subject, message, or topic within a text or discourse.
• Translanguaging. It is the act performed by bilinguals of accessing different
linguistic features or various modes of what are described as autonomous
languages, in order to maximize communicative potential (Garcia, 2009).
• Transactional Text. It is an umbrella term for non-fiction writing genres that
intend to communicate information between individuals or groups for a
specific purpose: to persuade, to argue, to advise, and/or to inform. Examples
of which include letters, emails, speeches, among others.
• Viewing and Representing. This refers to a set skill used in engaging with
visual and multimedia texts and critically analyzing and interpreting them
and responding to them in a thoughtful and informed way.
• Vocabulary and Word Knowledge. This refers to the knowledge of words
and their meaning in isolation and/or in context. It is about understanding
the set of vocabulary necessary for developing literacy and language in Mother
Tongue and other languages.
• Written Texts. These convey meaning through words, sentences, and
paragraphs that make up whole connected discourse that form text types
categorized in terms of purpose, language, text features, and structures.
REFERENCES
Ainsworth, L. (2003). Power standards: Identifying the standards that matter most.
Advanced Learning Press.
Assessment, Curriculum and Technology Research Center
Australian Curriculum Assessment and Reporting Authority (ACARA). (2012).

National Assessment Program Literacy and Numeracy. Australian Curriculum
Assessment and Reporting Authority.
Cenoz, J. & Gorter, D. (2020). Teaching English through pedagogical

translanguaging. World Englishes, 1–12.
https://doi.org/10.1111/weng.12462
Charles, R. (2005). Big ideas and understandings as the foundation for early and
middle school mathematics. NCSM Journal of Educational Leadership, 8 (1),
9.
Cummins, J. (1981). The role of primary language development in promoting

educational success for language minority students. In School and language
minority students: A theoretical framework (pp. 3-49). Department of
Education, Evaluation, Dissemination and Assessment Center.
Department of Education. (2016). K to 12 English Curriculum Guide.

https://www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf
Garcia, O. (2009). Education, multilingualism and translanguaging in the 21st

century. In: Ajit Mohanty, Minati Panda, Robert Phillipson and Tove
Skutnabb-Kangas (eds). Multilingual Education for Social Justice: Globalising
the local. New Delhi: Orient Blackswan, pp. 128-145.
Krashen, S. (1985). The input hypothesis: Issues and implications. Longman.
National Research Council. (2012). Education for life and work: Developing
transferable knowledge and skills in the 21st century. National Academies
Press.
Reeves, D. (2002). Making standards work. Lead+Learn Press.
United Nations Educational, Scientific and Cultural Organization [UNESCO]. (2018).

Defining literacy. UNESCO Publications.

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Republic of the Philippines

SHAPE OF THE PHILIPPINE ENGLISH CURRICULUM (PEC)

The Mother Tongue-Based Multilingual Education (MTB-MLE) underscores the

Figure 1. The Language Framework as introduced in the K to 12 Curriculum

Filipino and English are offered simultaneously starting in Grade 1 to primarily

Anchored on the language framework of the K to 12 Curriculum, the enhanced

Figure 2. The Philippine English Curriculum Framework

1. Communicative competence refers to the synthesis of knowledge of

The Philippine English Curriculum is anchored on the same principles of language

1. All languages are interrelated and interdependent.

5. Language learning involves recognizing, accepting, valuing, and building

II. STRUCTURE OF THE LEARNING AREA

The Big Ideas now serve as the domains of the PEC:

multiliteracies which cover various means of communication and multi-modal

3. Text refers to a stretch of spoken and written language with definable

text, visual images, animation, soundtracks, and spoken word as in film or

Figure 4. Conceptual Framework of Key Stage 1

Figure 5. Conceptual Framework of Key Stage 2

oral, written, multimodal) to express ideas, concepts, and meaning from

Figure 6. Conceptual Framework of Key Stage 3

A. Key Stage and Grade Level Standards

Learning Area Standard:

Key Stage Standards:

Grade Level Standards:

competencies. These learning competencies of the Philippine English Curriculum,

KEY STAGE 1 KEY STAGE 2 KEY STAGE 3

The Philippine English Curriculum streamlines the previous set of subdomains

C. Development of 21st Century Skills

In addition, Information, Media, and Technology Skills, particularly the subdomains

D. Social Issues and Government Thrusts

III. PEDAGOGY AND ASSESSMENT

Pedagogy is central to the effective implementation of the Philippine English

In the context of the Philippine English Curriculum, translanguaging supports the

The gradual release of responsibility model of instruction suggests that cognitive

1. Explicit or Focused Instruction. Here, the teacher takes most of the

3. Collaborative Learning or Productive Group Work. Learners work in groups with

Pedagogy across Key Stages

1. Key Stage 1: Focus on Literacy

2. Key Stage 2: Focus on Language

The Pedagogy for Language in the Philippine English Curriculum focuses on

3. Key Stage 3: Focus on Text

importance of exposing learners to a variety of texts, including authentic texts from

The importance of assessment in learning and teaching cannot be overstated. It

Similar to the instructional practices observed in the delivery of the PEC,

Translanguaging assessments can take various forms, such as bilingual or

In addition to formal assessments, translanguaging can also play a role in informal

Assessment across Key Stages

1. Key Stage 1: Focus on Literacy

2. Key Stage 2: Focus on Language

Assessment for Language focuses on measuring learners' ability to use English

3. Key Stage 3: Focus on Text

Assessment for Text focuses on measuring learners' ability to comprehend, analyze,

IV. LEARNING AREA-SPECIFIC TERMINOLOGIES

• Informational Text. This refers to nonfiction writing, including prints, digital

Assessment, Curriculum and Technology Research Center

Australian Curriculum Assessment and Reporting Authority (ACARA). (2012).

Cenoz, J. & Gorter, D. (2020). Teaching English through pedagogical

Cummins, J. (1981). The role of primary language development in promoting

Department of Education. (2016). K to 12 English Curriculum Guide.

Garcia, O. (2009). Education, multilingualism and translanguaging in the 21st

Krashen, S. (1985). The input hypothesis: Issues and implications. Longman.

Reeves, D. (2002). Making standards work. Lead+Learn Press.

United Nations Educational, Scientific and Cultural Organization [UNESCO]. (2018).