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THE TEACHER
AND THE
SCHOOL
CURRICULUM
CHAPTER XI:
UNPACKING
CURRICULUM
STANDARDS
AND
COMPETENCIES
CHAPTER XI DELA CRUZ PERLAS

REPORTS:

PANIZA CELO
 LESSON 1:
DEFINITION AND
EXAMPLES OF
CURRICULUM
STANDARDS AND
COMPETENCIES.
DELA CRUZ
Curriculum standards are
widely used in the United
States and in some countries
for their curriculum. As
discussed earlier in the book,
curriculum standards are
broad statements of what
students need to know and
do as a result of learning.
In the K-12 curriculum also
includes learning
competencies. The
Department of Education and
its memorandum order
number 8 series of 2015
defined curriculum standards
and competencies
CONTENT STANDARD
 Identify and set the
essential knowledge and
understanding that
should be learned by
students.
PERFORMANCE STANDARD
Describe the abilities and
skills that learner are
expected to demonstrate
in relation to the content
standards and intention
of 21st century Skills.
LEARNING COMPETENCIES
Refer to the knowledge,
skills, and understanding
that learners need to
demonstrate in every
lesson or activity
 LESSON 2:
STEPS FOR UNPACKING
CURRICULUM
STANDARDS AND
COMPETENCIES
PERLAS
STEP 1: Classify
standards of
knowledge, skills,
and values
KNOWLEDGE: If the learning competency calls for a
remembering and basic comprehension of a concept or skill.

Examples for knowledge:

• Discuss the different forms of
government
• Analyze the importance of water for
living organism
• Discuss rules in subject-verb agreement
• Define percentage
SKILL: if the learning competency calls for a learner
to demonstrate or apply a skill or desired behavior

Examples for skills:

• Calculate cost of population
• Plan a menu
• Solve word problem
• Calculate the mean and median
VALUES: If the learning competency calls for
valuing and appreciation

Examples for values:

• Appreciate various form of literature
• Recognize the importance of
cooperation and unity in achieving
goals
• Respect different national symbols
• Appreciate the baroque music
STEP 2: Identify the
prerequisite
knowledge, skills,
and values for each
learning
competencies.
STEP 3: Look for the
desired skills or
behavior in Every
competencies identify
the most suitable
activity for each
desirable behavior.
STEP 4: Classify the
learning competencies
to determine
appropriate assessment
tool, this process is
based on the words of
Glatthorn (1998)
 LESSON 3:
OTHER TECHNIQUES
FOR UNPACKING
CURRICULUM
STANDARDS AND
COMPETENCIES
PANIZA
Standard with conventional testing ( SCT)

These are learning

competencies that
require traditional
assessment tools like
quizzes and exams.
 Standard with conventional testing ( SCT)

Example:
•Describe the characteristics of sound
•Identify primary colors
•Discuss the judicial system in the
Philippines
• Explain the different communication
Standards with performance task (SPT)

There are learning

competencies that
require performance task
for assessment or
authentic assessment.
Standards with performance task (SPT)

Example:
•Perform example of Philippines folk
dance
•Write an essay about selected topic
•Demonstrate how to dissect an insect
•Point using natural and indigenous
materials
Standards for continuing development(SCD)

These are competencies

that focus on values and
attitudes that cannot be
assessed.
Standards for continuing development(SCD)

Example:
•Recognize basic human rights of a
person
•Appreciate the role of mathematics in
everyday life
•Develop healthy eating habits
•Respect different cultural practices.
 THE
UNPACKING
PROCESS
THERE ARE FOUR KEY
STEPS TO UNPACKING
CELO STANDARDS:
STEP 1: IDENTIFY KEY
CONCEPTS & SKILLS
Identify what students
need to know and what
they need to do. We like
to highlight nouns
(content) in blue and
verbs (skills) in green.
 STEP 2: IDENTIFY
LEARNING TARGET TYPES
Next, you’ll determine
which concepts are
content/knowledge targets,
reasoning/cognitive targets,
skill/performance targets,
and product targets.
 STEP 3: DETERMINE BIG
IDEAS
The next step is to list the
conceptual understandings
that students discover
during the learning process
(the ah-ha! moments).
 STEP 4: WRITE
ESSENTIAL QUESTIONS
To focus and guide
classroom instruction and
assessment, write open-
ended questions to help
stimulate student interest
and make new connections.
 Think of this unpacking
process as a journey with a
destination in mind. The
journey will include packing
and preparation, travel
arrangements, perhaps some
new experiences, and
ultimately an endpoint
(student learning), which may
very well begin a new journey
 REFERENCE;

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