REVISITING

PPST
I N D I C AT O R LUCENA
WEST I
1 ELEMENTARY
APPLY SCHOOL
KNOWLEDGE OF
CONTENT
WITHIN AND
ACROSS
CURRICULUM
TEACHING AREAS
OBJECTIVES:

At the end of the session, the participants

should be able to:
1.acquire in-depth understanding of the
indicator 1 –apply knowledge of content
within and across curriculum teaching
areas
2.Apply intra and interdisciplinary concepts
in the teaching-learning process.
PRELIMINARY ACTIVIT Y

Have a short recap of the previous topic

on Reorientation of the RPMS-PPST
PRELIMINARY ACTIVIT Y

1.What are the legal bases of RPMS-PPST?

DepEd Memorandum No. 008 s. 2023

Civil Service Commission Memorandum
Circular No. 6, s. 2012
DepEd Order No. 2, s. 2015
DepEd Order No. 42, s. 2017
PRELIMINARY ACTIVIT Y

2. How many cycles does RPMS have?

Answer: 4
PRELIMINARY ACTIVIT Y

3. At least how many classroom observations

do we need to conduct for SY 2023-2024?
Answer: at least 4 which will be conducted
once every quarter . Additional classroom
observations may be conducted for purposes
of technical assistance to teachers to improve
their teaching practice.
PRELIMINARY ACTIVIT Y

4. How many PPST indicators are there for

both proficient and highly proficient teachers?
Answer: 37
PRELIMINARY ACTIVIT Y

5.All classroom observations for performance

evaluation purposes shall be scheduled in
advance. At least how many working days
before the classroom observation does a
ratee must be informed of the schedule?
Answer: at least 3 working days.
 KEY
CONCEPTS
CONTENT KNOWLEDGE
Competencies that teachers are
expected to master for them to
teach efficiently and effectively.
CURRICULUM AREAS
Different learning/subject areas
taught and learned in the basic
education curriculum
 WITHIN CURRICULUM
TEACHING AREAS
Inclusion of intra-disciplinary
topics and enabling learning
competencies within the curriculum
guide of a specific learning area
and grade level
 ACROSS CURRICULUM
TEACHING AREAS
Making meaningful connections and
including appropriate interdisciplinary
topics and learning competencies cited
in the curriculum guide of other learning
areas in any grade level
SELF- REFLECTION
 GRADE 8
TECHNOLOGY AND LIVELIHOOD
EDUCATION
*MECHANICAL DRAFTING
1. HOW DID THE TEACHER DISPLAY EXTENSIVE KNOWLEDGE OF
CONTENT?

2.HOW WERE THE LEARNING COMPETENCIES WITHIN THE

CURRICULUM INTEGRATED INTO THE TEACHING-LEARNING
PROCEDURES?

3. HOW DID THE TEACHER ESTABLISH THE CONNECTION OF THE

CONCEPTS FROM OTHER LEARNING AREAS IN HER CURRENT
TEACHING OBJECTIVES?

4. IF YOU WERE TO ENHANCE THE DLP WHAT ACTIVITIES WOULD YOU

ADD TO EMPHASIZE THE APPLICATION OF CONTENT KNOWLEDGE
WITHIN AND ACROSS CURRICULUM?
 GRADE 4
MUSIC, ARTS , PHYSICAL EDUCATION
AND HEALTH
 STEPS TO CONSIDER IN APPLYING
INTRA(WITHIN) AND
INTERDISCIPLINARY
CONCEPTS(ACROSS) IN TEACHING
PRACTICES
1.Analyze the target learning competencies. Think of how you
can translate these competencies to learning objectives.
2. Assess learners based on their diverse learning styles, needs,
interests, engagement level, previously mastered enabling
competencies, and progression in the past lessons.
3. Assess the setting, time and resources. Consider possible
involvement of other teachers/ resources persons and expanding
learning locale.
STEPS TO CONSIDER IN APPLYING
INTRA(WITHIN) AND
INTERDISCIPLINARY
CONCEPTS(ACROSS) IN TEACHING
PRACTICES
4. Localize or contextualize the lesson and use relatable
issues/concerns. You may use the following criteria:
a. Is it a real issue?
b.Are you personally interested in it?
c. Is the scope of the issue manageable?
STEPS TO CONSIDER IN APPLYING
INTRA(WITHIN) AND
INTERDISCIPLINARY
CONCEPTS(ACROSS) IN TEACHING
PRACTICES
5. Plan activities for each part of the DLP
a. Make and deliver activities/exercises aligned with the
lesson objectives.
b. Have each activity reinforce ideas and/or skills from
different subjects to indicate the importance of
combining disciplines.
c. Vary activity types to increase engagement level
STEPS TO CONSIDER IN APPLYING
INTRA(WITHIN) AND
INTERDISCIPLINARY
CONCEPTS(ACROSS) IN TEACHING
PRACTICES
6. Give time for learners to reflect on their
answers/outputs.
7. Determine proper assessment strategies.
8. Develop rubrics based on the measurable lesson
objectives and use criteria that appropriately describe the
target output.
STEPS TO CONSIDER IN APPLYING
INTRA(WITHIN) AND
INTERDISCIPLINARY
CONCEPTS(ACROSS) IN TEACHING
PRACTICES
9. Reflect on learners’ participation rate, products, and
performances.
10.Reflect on the relevance and appropriateness of
interdisciplinary teaching process in your class.
FOR MORE
ILLUSTRATIONS OF
PRACTICES IN APPLYING
KNOWLEDGE OF
CONTENT WITHIN AND
ACROSS CURRICULUM
TEACHING AREAS,
TEACHERS MAY READ
PPST RESOURCE PACKAGE
–MODULE 1
APPLYING KNOWLEDGE OF CONTENT
WITHIN AND ACROSS CURRICULUM
TEACHING AREAS MAY NOT ONLY BE DONE
DURING THE TEACHING AND LEARNING
PROCESS . IT COULD ALSO BE DONE DURING
THE CONDUCT OF CULMINATING
ACTIVITES-SCHOOL BASED OR COMMUNITY
BASED, PERFORMANCE TASK, ETC.

How to do this? Read Module 1

 REMEMBER:

ENSURE THAT THE INTEGRATION

WOULD NOT REPLACE THE MAIN
LESSON AND WOULD NOT HINDER
THE ATTAINMENT OF THE
COMPETENCY.