Unpacking The Curriculum Learning Standards Dr. Denn Marc P. Alayon PHD September 7 2023

Unpacking the Curriculum
Standards: Principles and

Processes
Presented by:
Denn Marc P. Alayon, PhD

Supervising Education Program Specialist
Student Inclusion Division
Bureau of Learning Delivery
DepEd Central Office
ay 1 Session 1
WALT
We are learning to:

A. Identify the nature, process, and importance of
unpacking the curriculum learning competencies;
B. Reflect on how unpacking the curriculum learning

competencies can aid instructional planning; and
C. Demonstrate knowledge and skills in unpacking the

curriculum learning competencies to ensure the
attainment of grade level and learning area standards.
Presented by: Denn Marc P. Alayon, Ph.D.
2

Triangulation of 3 most important components

Triangulation of 3 most important components

Questions to Ponder:
1. Why should we unpack the learning

competencies?
2. What are the steps in unpacking the

learning competencies?

Unpacking the curriculum standards is all
about…

“Teachers who truly understand what
they want their students to accomplish
will almost surely be more
instructionally successful than teachers
whose understanding of hoped-for
students accomplishments are murky.”
~ W. James Popham

Steps in Unpacking the Learning Competencies
1. Identify the concepts, knowledge, and

skills.
2. Identify the content complexity.
3. Create student-friendly learning

competency.
4. Identify the evidence of learning.

1. Identify the concepts, knowledge, and

skills.
• Define/Understand what learners are expected to know,

understand, and be able to do.
• Identify the nouns and verbs in the learning competency.
• The nouns will guide us on the content standards (the
things we are supposed to teach) and the verbs will guide
us on the performance standards (skills we need to
develop among learners).
2. Identify the content complexity.
• Identify the level in the revised Bloom’s

Taxonomy to define expectations and
deeper understanding.

3. Create student-friendly learning

competencies.
• Identify the prerequisite skills that learners
need to know, understand, and be able to
do.
• Use WALT (We Are Learning To)

strategy.
• Refer to KUD framework. Presented by: Denn Marc P. Alayon, Ph.D.

4. Identify the evidence of learning.
• Identify the evidence of learning through formative

assessment tasks.
• Through this, the learners will be able to show that what

they understand and what they are able to do to show
mastery of the competencies.
• Ensure alignment between competencies and formative

assessment tasks.
Assessment must be standards-based.
Align the kind of assessment task
you prepare based on the
learning standards.
Learning Competency Assessment Task / Activity
Distinguish different character Ask the learners to compare

traits in the story and contrast character traits
using Venn Diagram.
Anderson and Krathwohl’s Taxonomy (2001)
Revised Bloom’s Taxonomy of Cognitive Skills

Learning Competencies
KNOWING (K)
What the learners should know

(facts, people, dates, places,
definitions, rules, vocabulary, data,
information)
KUD vis-à-vis Anderson & Krathwohl’s Taxonomy
KUD Anderson & Description

Competency Krathwohl’s
Level Taxonomy
Remembering Recalling information,
Knowing retrieving relevant
(Level 1) knowledge from long-
term memory; identify,
retrieve, recognize,
duplicate, list,
memorize, repeat,
reproduce

UNDERSTANDING (U)
General principles, theories, “big”

ideas, essential questions, important
generalizations that learners
understand as a result of analysis

Level Taxonomy
Constructing meaning from oral,
Understanding written, and graphic messages,
exemplify, summarize, infer,
(Level 2) compare, paraphrase, discuss
Using information to undertake a
Applying procedure in familiar situations or in
a new way, execute, implement,
Understanding (Level 3) demonstrate, dramatize, interpret,
solve, use, illustrate, convert,
discover
Distinguishing between parts and
Analyzing determining how they relate to one
another and to the overall structure
(Level 4) and purpose, differentiate,
distinguish, compare, contrast,
organize, outline, attribute,
deconstruct

Level Taxonomy
Understanding Evaluating Making judgments
(Level 5) and justifying
decisions,
coordinate,
measure, detect,
defend, judge,
argue, debate,
critique, appraise,
evaluate
DOING (D)
What a learner can do to

demonstrate his or her
understanding


Level Taxonomy
Doing Creating Putting elements
(Level 6) together to form a
functional whole;
creating a new
product or point of
view, generate,
hypothesize, plan,
design, develop,
produce, construct,
formulate, assemble,
devise
The KUD Framework
Knowing Understanding Doing
(K) (U) (D)
Principles,
Facts, Generalizations, &
Performance,
Vocabulary, Product, or
Big ideas of the
Definitions Output
discipline
STANDARDS
List Compare Analyze Discuss Demonstrate Recommend

Name Classify Infer Defend Improve Innovate
Enumerate Select Elaborate Generalize Design Simulate
Identify Sequence Interpret Formulate Compose Portray
Define Compute Differentiate Model Devise Prepare
State Differentiate Justify Synthesize Invent Convert
Locate Describe Prove Reflect Create Plan
Copy Point Explain Predict Propose Revise
REMEMBERING UNDERSTANDING APPLYING ANALYZING EVALUATING CREATING
Anderson & Krathwohl’s Taxonomy Presented by: Denn Marc P. Alayon, Ph.D.
40
Alignment of KUD
vis-à-vis creating Doing
Anderson &
Krathwohl’s Taxonomy evaluating
analyzing
Understanding
applying
understanding
remembering Knowing

Unpacking the
Learning
Competencies
EN7V-I-a-22: Distinguish between

slang and colloquial expressions in
conversations.
44
Unpacking the Learning Competencies: Vocabulary Development

EN7V-I-a-22: Distinguish between slang and colloquial expressions in
conversations.
EN7V-I-a-22.1: Distinguish features of colloquial language (fillers,
contractions, etc.) and slang.
*Define slang & colloquial language.
*Give examples of colloquial words. Knowing
*Identify colloquial words found in a text.
*Use slang and colloquial words in the sentences.

Understanding
* Distinguish between common slang and colloquial
expressions
* Compose a dialog using slang and colloquial expressions. Doing

* Role play the composed dialog.

Competency and Assessment Map
Grade Level: Learning Area:
Learning Competency from the CG/MELCs:
Content (Noun):
Skill (Verb):
KUD Unpacked Learning Assessment Task /
Competency Activity
(2 to 3 each)
Knowing (K)
Understanding (U)
Doing (D)
Grade Level: 3 Learning Area: English Quarter 2
MELC: Distinguish fact from opinion (EN3RC-IIIa 2.13)
Content (Noun): fact, opinion
Skill (Verb): Distinguish
Competency Activity
(2 to 3 each)
Knowing (K) • Define a fact and an opinion Sentence Completion
• Identify factual statements from the text. Sentence Analysis

Understanding (U) • Analyze opinions from the text Short Paragraph Analysis
• Differentiate factual statements and
opinions from the given paragraph
Doing (D) • Write factual and opinion statements Writing a descriptive paragraph (with
factual and opinion statements about
own personal experience. Highlight the
facts and underline the opinions. 49
46

Grade Level: 6 Learning Area: English
46
Grade Level: 11 Learning Area: Earth Science
Learning Competency from the CG: S11/12ES-Ic-6: Classify rocks into igneous, sedimentary,
and metamorphic
Content (Noun): rocks and its types (igneous, sedimentary, and metamorphic)
Skill (Verb): classify
Competency Activity
Knowing (K) Describe how igneous, sedimentary, and • Rock formation
metamorphic rocks are formed flowchart/worksheet
• Video clip/ film showing
Understanding (U) Categorize the given samples (actual Laboratory activity on classifying
rock) or examples (pictures) of rocks rocks samples
based on different indicators (crystals,
color, patterns, layering, folds, etc.)
Doing (D) Perform a collaborative project to • Group Project (infographic, map
demonstrate understanding of the or directory, or docu-video)
different locations in the Philippines • Detective/geologist simulation
where each rock type is found or activity
abundant • Facility tour in the Bureau of
Mines and Geosciences
Grade Level: 7 Learning Area: SPTVE
Learning Competency from the CG: SPTVE_EXPL7-PFHP-IId-11: Practice safe steps in food
handling and food preparation
Content (Noun): safe steps in food handling and food preparation

Skill (Verb): practice
Competency Activity
Knowing (K) Describe the safe steps in food handling • Oral Discussion/
and food preparation Recitation/
• Interview
• Essay Writing
Understanding (U) Distinguish the safe steps from unsafe • Comparison and
practices in food handling and food contrast using
preparation Venn Diagram
Doing (D) Demonstrate how food handling • Performance

and food preparation are done Demonstration/Simulation
observing health and safe • Peer Tutoring and Evaluation
practices Presented by: Denn Marc P. Alayon, Ph.D.
Grade Level: 4 Learning Area: ALIVE
Learning Competency from the MELC: Note important elements of a story from Qur’an showing trust to
Allah
Content (Noun): important elements of a story from Qur’an showing trust to Allah
Skill (Verb): note
KUD Unpacked Learning Literacy Strategy/
Competency Assessment Task/
Activity
Recognize the meaning of various elements • Matching Type
Knowing (K) of a story • Word Map
• Semantic Feature
Analysis
Distinguish the characters, settings, key plot • Story Map
Understanding (U) points, and themes of a story
Realize the importance of showing trust to • Quick Write
Allah (expressive objective)
Note notable quotes or passages that
Doing (D) encapsulate important ideas and
• Text Annotation
character insights

Unpacking standards to improve instruction
Ensuring that teachers understand what hides

inside each standard is a first and crucial step
to helping students master each standard
(Michael Schrimpf, 2016)

49

Workshop (Group Work)
Using your curriculum guide/MELC,
choose one learning competency and
unpack it for each component of KUD.
Use the given template.
You are given 15 minutes to do this.

51

52

53

54

55

Let’s Mull Over
“A curriculum guide is just a

piece of paper unless
enlivened in the
classrooms.”

“Effective teachers
don’t cover the
curriculum.
They uncover it.”
~ Ann Parker
58
THANK YOU!
You’ve been a
wonderful
audience!
~ DMPA
-

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Unpacking the Curriculum

Standards: Principles and

Denn Marc P. Alayon, PhD

We are learning to:

B. Reflect on how unpacking the curriculum learning

C. Demonstrate knowledge and skills in unpacking the

Presented by: Denn Marc P. Alayon, Ph.D.

Presented by: Denn Marc P. Alayon, Ph.D.

Presented by: Denn Marc P. Alayon, Ph.D.

1. Why should we unpack the learning

2. What are the steps in unpacking the

Presented by: Denn Marc P. Alayon, Ph.D.

Presented by: Denn Marc P. Alayon, Ph.D.

Presented by: Denn Marc P. Alayon, Ph.D.

1. Identify the concepts, knowledge, and

2. Identify the content complexity.

3. Create student-friendly learning

4. Identify the evidence of learning.

1. Identify the concepts, knowledge, and

• Define/Understand what learners are expected to know,

2. Identify the content complexity.

• Identify the level in the revised Bloom’s

Presented by: Denn Marc P. Alayon, Ph.D.

3. Create student-friendly learning

• Use WALT (We Are Learning To)

• Refer to KUD framework. Presented by: Denn Marc P. Alayon, Ph.D.

4. Identify the evidence of learning.

• Identify the evidence of learning through formative

• Through this, the learners will be able to show that what

• Ensure alignment between competencies and formative

Distinguish different character Ask the learners to compare

Presented by: Denn Marc P. Alayon, Ph.D.

What the learners should know

KUD Anderson & Description

Presented by: Denn Marc P. Alayon, Ph.D.

General principles, theories, “big”

KUD Anderson & Description

KUD Anderson & Description

What a learner can do to

Presented by: Denn Marc P. Alayon, Ph.D.

KUD Anderson & Description

List Compare Analyze Discuss Demonstrate Recommend

Presented by: Denn Marc P. Alayon, Ph.D.

EN7V-I-a-22: Distinguish between

Unpacking the Learning Competencies: Vocabulary Development

*Use slang and colloquial words in the sentences.

* Compose a dialog using slang and colloquial expressions. Doing

Presented by: Denn Marc P. Alayon, Ph.D.

• Identify factual statements from the text. Sentence Analysis

Competency and Assessment Map

Content (Noun): safe steps in food handling and food preparation

Doing (D) Demonstrate how food handling • Performance

Presented by: Denn Marc P. Alayon, Ph.D.

Ensuring that teachers understand what hides

(Michael Schrimpf, 2016)

Presented by: Denn Marc P. Alayon, Ph.D.

Presented by: Denn Marc P. Alayon, Ph.D.

You are given 15 minutes to do this.

Presented by: Denn Marc P. Alayon, Ph.D.

Presented by: Denn Marc P. Alayon, Ph.D.

Presented by: Denn Marc P. Alayon, Ph.D.

Presented by: Denn Marc P. Alayon, Ph.D.

Presented by: Denn Marc P. Alayon, Ph.D.