TIP-Course-2-with Answers part 1

Education (Eastern Samar State University)

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Teacher Induction http://

Program
www.
gbooksdownl ader.
com/

(TIP)
CORE COURSE2
The DepEd Teacher

in collaboration with

Philippine National
Research Center for Teacher Quality

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 Course 2 – Professional

Responsibilities Introduction

W
elcome to Course 2 of the Teacher
Induction Program! This course
will capacitate you on planning
and developing lessons aligned with
the K to 12 Curriculum. It guides you
on how to use the curriculum guide
and apply skills to prepare and plan for
your lessons. This course includes
discussions of best practices in lesson
planning that explicitly show evidence
of quality
practice as means of verification (MOV) in
the RPMS.

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Intended Course Learning Outcomes

At the end of this course, you will be able to:

1. comply with the policy guidelines in the implementation of
the K to 12 Curriculum
2. plan, manage, and implement developmentally sequenced
teaching and learning process aligned with the K to 12
Curriculum and DepEd performance management system
(4.1.2)
3. set achievable and appropriate learning outcomes that are
aligned with learning competencies as specified in the K to 12
Curriculum guide/s (4.2.2)
4. select, develop, organize and use appropriate teaching and
learning resources to address learning goals (4.5.2)

Course Outline:
Module 1 – Understanding the K to 12
Curriculum Module 2 – Navigating the K to 12
Curriculum Guides Module 3 – Lesson Planning
Module 4 – Implementing Learning Plans
and Enriching Teaching Practice

Estimated Time Required: 5 hours

Portfolio Output: Lesson Plan

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Module 1 – Understanding the K to
12 Curriculum Required Resources

Intended Module Learning Outcomes

• Republic Act 10533 on “Enhanced
Basic Edu- cation Act of 2013”
At the end of this module you should be able to:
1. understand the legal bases of the K to 12 • DepEd Order no. 31 s. 2012 on
Curriculum; “Policy Guide- lines on The
2. comply with the policy guidelines in the Implementation of Grades 1 To 10 of
implementation of the K to 12 Curriculum The K To 12 Basic Education
through a deeper understanding of its Curriculum (Bec) Effective School
mandate, salient features, and conceptual Year 2012-2013”
framework; and • DepEd Order no. 43 s. 2013 on
3. examine different conceptual frameworks “Implementing Rules and Regulations (IRR)
within the K to 12 Curriculum to have a full of the Republic Act No. 10533 Otherwise
understanding of the principles of each Known as The Enhanced Basic Education Act
subject area. of 2013”
• DepEd Order No. 20, s. 2018 on
Module Outline “Amendment to Deped Order no. 47 s. 2016,
Session 1 – Legal Bases Omnibus policy on Kindergarten education”
Session 2 – Salient • DepEd Order no. 21 s. 2019 on “Policy
Features Guide- lines on the K to 12 Basic Education
Session 3 – Conceptual Frameworks Program”

Estimated Time Required: 1.5 hours • K to 12 Curriculum Guide

• Republic Act No. 10157 on “Kindergarten Act”
Required Tasks
The following are the tasks in this module: • Republic Act No. 232 on “Education
1. Review Act of 1982”
2. Research • Republic Act no. 9155 on “Governance
3. Independent Learning of Basic Education Act of 2001”
4. Mentor-mentee collaboration
5. Case study • The vision, mission statements of DepEd
6. Framework analysis
7. Reflections

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The Teacher Induction Program - Core Course 2

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Session 1: The K to 12 Basic
Education Program: Legal Bases

The K to 12 Basic Education Program can be

consid- ered as a brave and bold action
undertaken by the government to improve
the quality of Philippine edu- cation. It should
be noted, however, that the success of the
program partly lies in the knowledge, skills,
attitudes, and full support of the
implementers of the program.

As key players/implementers of the

curriculum, teach- ers should be aware of
and familiar with the laws that govern the K
to 12 Curriculum.

Required Task 1: Review/Research/Independent

Learning
This activity will draw upon your prior
knowledge or concepts that you may have
learned in Teacher Ed- ucation Institutions or
seminars that you might have attended. In
case you can’t answer the questions, it is an
opportunity for you to research about the
topic, or you may even ask your colleagues or
your mentor.

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 Guide for Mentors and Newly Hired Teachers5

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 Questions Answers Feedback

Which Act enhances the Before this curriculum was

Philippine basic education implemented, our country
system by strengthening and RA 10533 was the only one in Asia
updating its curriculum to with a 10- year basic
become at par with the global education. As a result, the
education system Philippines needs to catch
by providing two more years for up to other countries.
basic education? This Enhance Basic
a) RA 10157 Education Law, or Republic
Act 10533, (K- 12) aims to
b) RA 10524 produce Filipino graduates
c) RA 10533
who are holistically
developed with 21st century
d) RA 10931 skills. I believed that the K-
12 system would soon
improve the Filipinos' status.
As a teacher, I will always
pursue my passion for
teaching with love.

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 Questions Answers Feedback
This Policy provides a
Which policy guidelines on the comprehensive explanation
K to 12 Basic Education Program DepEd Order of the K to 12 Basic
provides context to and articulate (No. 21, s. Education Program and its
its contexts, features and 2019) components across all key
programs? stages.
a) DepEd Order (No. 1, s. 2019)
b) DepEd Order (No. 8, s, 2019)
c) DepEd Order (No. 9, s. 2019)
d) DepEd Order (No. 21, s. 2019)

Guide for Mentors and Newly Hired Teachers7

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 Questions Answers Feedback
This Act is a prerequisite, for
What act made Kindergarten all children that they need to
mandatory for all learners? RA 10157 pass through kindergarten,
the first stage of elementary
a) RA 10157
education system before
b) RA 10524 going or moving to Grade 1.
c) RA 10533 This also stated that the
Mother Tongue Based
d) RA 10931 Multilingual Education shall be
implemented as the medium
of instruction for kindergarten
students, according to this
act.

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 Questions Answers Feedback

Which does NOT show the

characteristics of the K to 12 K-12 Program is not
graduates? implemented for individuals
who wants to pursue their
a) They are holistically careers abroad but rather it
developed Filipinos who c. They are individuals is implemented to provide
have built foundations for
who pursue their every Filipino child with the
learning throughout life.
careers for personal education s/he needs to
b) They are individuals development to work compete in a global context.
equipped with abroad.
information, media and
technology skills, learning
and innovation skills, life
and career skills, and
communication skills.
c) They are individuals
who pursue their
careers for personal
development to work
abroad.
d) They can take challenges
and take advantage of
the opportunities of
the 21st century.
• Kindergarten to Grade 3
How many key stages does the (Four) 4 • Grade 4-6
K to 12 Program contain? • Grade 7- 10 (Junior
High School)
a) 2 Grade 11-12 (Senior High
b) 3 School)

c) 4
d) 5

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 Guide for Mentors and Newly Hired Teachers

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 Questions Answers Feedback

How old is the prerequisite age Based on the Enhanced

for preparatory education as Basic Education Act of
defined in the Enhanced Basic (Five) 5 2013, the prerequisite age
Education Act of 2013? for preparatory in education
is 5 years old. One cannot
a) 4 enroll in Grade 1 if he did
b) 5 not finish Kindergarten.
Incoming Kindergarten
c) 6 must strictly comply with
d) 7 this cut-off age policy as
stated in DO No. 47,
s. 2016, as amended by the
DepEd Order.
The SHS curriculum formulation is a Students may
step towards the realization of the choose a
Philippine Qualifications Framework
specialization based
Core Subjects, Applied on
(PQF) and is the main policy for the
implementation of the new 13-year Track, Specialized aptitude, interests, and
cycle of basic education. What Subjects school
comprises the SHS curriculum? capacity. The choice of
career track will define the
a) Basic Subjects, Applied content of the subjects a
Track, student will take in Grades
Specialized Subjects 11 and 12. SHS subjects fall
b) Basic Subjects, Applied under either the Core
Track, Curriculum or specific
Selected Subjects Tracks.
c) Core Subjects, Applied Track,
Specialized Subjects
d) Core Subjects, Selected
Track, Specialized
Subjects

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Required Task 2: Independent Learning

Since 2012, DepEd already issued

infographics on the Frequently Asked
Questions about K to 12 Basic Education
Program. Answer the following questions by
navigating the Internet or by talking with
your col- leagues and/or mentor.

Questions Answers Feedback

Is the K to 12 a product of YES DEPED & CHED
collaboration with other
agencies?
Is the shift from the Basic YES It is the educators who are involved
Education Curric- ulum to K to and responsible in conceptualizing
12 Program conceptualized by the Basic
DepEd alone? Education Curriculum to K-12
program.
Was Kindergarten YES Based on the Kindergarten Education
Education mandatory Act, Kindergarten is mandatory entry
before the K to 12 stage to basic education and is a pre-
Program? requisite for
admission to Grade 1.
Is Republic Act No. 10533 the basis YES
for the additional two years of Section 6 of The Republic Act No.
Senior High School (SHS)? 10533
Does the K to 12 Program give YES The programs address K-12 and
importance to the preparation of ASEAN integration will provide a
graduates on ASEAN Integration? bigger chance
for graduates to become regionally
and globally competitive.

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 Guide for Mentors and Newly Hired Teachers11

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Key Topic 1: Legal Bases on the K to
12 Basic Education Program

On August 22, 2019, the Department of Education (DepEd) issued DepEd Order (No. 21, s. 2019) entitled
Policy Guidelines on the K to 12 Program to provide context to and articulate its context, features and
programs. The order was in reference to the previously issued DepEd Order (No. 3, s. 2013) and DepEd
Memorandum (No. 99, s. 2013). In these orders, background and rationale of the K to 12 Program is
explicitly discussed.

As a newly-hired teacher, it will be helpful for you to understand the legal mandates on the
conceptualization of the K to 12 Program and to understand reasons for the shift from the Revised Basic
Education Curriculum to the K to 12 Basic Education Curriculum. This will serve as a framework in your
professional practice as an education stakeholder.

The following are the legal bases of the K to 12 Curriculum. Please take time to read them, and later on,
discuss with your mentor.

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 Guide for Mentors and Newly Hired Teachers13
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 AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM
BY STRENCTHENING ITS CURRICULUM AND INCREASING THE
RA NUMBER OF YEARS FOR BASIC EDUCATION, APPROPRIATING
10533 FUNDS THEREFOR AND FOR OTHER PURPOSES

DO 31 POLICY GUIDELINES ON THEIMPLEMENTATION OF GRADES 1 TO 10

S.2012 OF THE K TO 12 BASIC EDUCATION CURRICULUM (BEC)
EFFECTIVE SCHOOL YEAR 2012-2013

DO 41 IMPLEMENTING RULES AND REGULATIONS (IRR) OF REPUBLIC ACT

S.2013 NO. 10533 OTHERWISE KNOWN AS THE ENHANCED BASIC EDUCATION
ACT OF 2013

DO 21 POLICY GUIDELINES OF THE K TO 12 BASIC EDUCATION PROGRAM

S.2019

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14 The Teacher Induction Program - Core Course 2

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Required Task 3: Mentor-Mentee Collaboration

Answer the following processing

questions by discussing with your
mentor.
2. What do you think are the top three
1. What are the different issues addressed
factors that are given emphasis by the
by the legal bases of the K to 12
different K to 12 laws and orders? Why do
Curriculum? Which among them affects
you think so?
you the most as a teacher?

The different issues addressed by

the legal bases of the K-12 I think the top 3 factors that are given
Curriculum are the lack of resources emphasis by the different K to 12
for implementation, teachers do not laws and orders are the teachers, the
find themselves equipped to teach learners and the school environment
students because they believe they because they are the center of the
need more training, and the education process.
additional two years of basic
education known as the senior high
school have had a negative impact
on the lower economic status of
parents.
Among these issues, what
greatly affects me as a teacher is the
lack of resources like computers.
Our school has no access to
internet, that’s why even we want
the learners to be equip with the
21st century skills we cannot provide
them because of this dilemma.

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 Guide for Mentors and Newly Hired Teachers15

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Summary

• The K to 12 Curriculum is a major

structural and programmatic change that
was boldly taken by the Department of
Education. The K to 12 addresses the
challenges posed by the changing context
and realities of current learners.
• RA 10533 otherwise known as the
Enhanced Basic Education Act of 2013 sets
the K to 12 curriculum as a national effort
to strengthen the curriculum in the
Philippines.
• Understanding the legal bases of the K to
12 Curriculum will help teachers
understand the nature and purpose of the
curriculum. This will better set the
teachers’ disposition into aligning the
curriculum into their classroom practices.

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Session 2: Salient Features of the K to 12 Program
Preliminary Activity
Let us have an inventory of your ideas about the salient features of the K to 12 education using the chart below.

Salient Features What I Know What I need to Know

Inclusive Education How to provide better
Diverse students opportunities for learning to
pupils with disability

Early Childhood Education 5 years old is the pre-

requisite age for schooling How early education helps
through Universal kids improved holistically.
Kindergarten.

Curriculum Relevance The competencies should be What activities to be

relevant to the topic included in the lesson.

Curriculum Proficiency Building The Fundamental of What is the relevance of

proficiency-based curriculum proficiency
learning systems for building in education?
schools and districts.

Guide for Mentors and Newly Hired Teachers17

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Key Topic 1: Salient
features of the K to 12
Curriculum

As prescribed by Republic Act 10533,

DepEd shall adhere to several principles in
pursuit of the K to 12 Basic Education
Program. To realize them, our
Department strengthens the programs,
projects and activities anchored on long-
term goals of inclusive education, which is
also aligned to the Sustainable Development
Goals (SDGs) officially known as
“Transforming our World: the 2030 Agenda
for Sustainable Development.1”

The K to 12 Program has several salient

features that will produce 21st century
prepared learners. DepEd Order no. 21 s.
2019 discussed these salient features
explicitly.

1 UN General Assembly, Transforming our world: the 2030

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Agenda for Sustainable Development, 21 October 2015,
A/RES/70/1, available at:
https://www.refworld.org/docid/57b6e3e44.html [accessed 27
April 2021]

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The Teacher Induction Program - Core Course 2

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 Features Program Practical Example
Strengthening Early Universal Kindergarten As defined in Enhanced Basic Education Act of 2013,
Childhood Education kindergarten is the first stage of compulsory and
mandatory formal education which consists of one (1)
year preparatory education for children at least five
(5) years old as a prerequisite to grade one.

Making Curriculum Relevant Contextualization The curriculum endeavors to adapt to the diversified
to Learners and Enhancement and evolving demands and needs of the learners.
Materials, language and teaching styles are being
contextualized based on the learners’ level,
locality, etc.
Building Proficiency Mother -Tongue Based Mother-tongue based materials are being prepared and
Through Language Multilingual Education MTB-MLE is being used in the early stages of
education.
Ensuring Integrated and Spiral Progression To make sure that learners will master the prescribed
Seamless Learning learning competencies, topics are picked and
classified in increasing complexity according to their
level of maturity and readiness.
Gearing Up for the Future Senior High School Programs to provide tangible learnings and
experiences are given to the learners to make them
more life-ready. Some of the good examples include
various intensive mentoring and immersion
programs based on the learners’ chosen field of
interest.
Nurturing the Holistically- College and Livelihood The curriculum’s goal is to equip the learners with 21st
Developed Filipino Readiness, 21st Century century skills and make them ready for whatever
Skills they may pursue beyond basic education. The curriculum
is flexible in containing programs geared for those who
will take higher education or for those who will
pursue entrepreneurial/job-ready career paths.

Guide for Mentors and Newly Hired Teachers19

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 Required Task 1: Case Studies
Study the following cases and tell what your Case 2: You have a learner wanting to take up
actions will be on these scenarios. Base your engineering in college. Upon checking his grades,
answers on the K to 12 Curriculum and the you have learned that he has not been good in
DepEd Vision and Mission. Limit your response to Mathematics. What can you do to help the
100 words. learner?
There are several methods in which
the teacher might assist the student
Case 1: You have a transferee learner who only in excelling in mathematics. The
speaks her mother tongue. As a result, your teacher should teach the students to
learners cannot communicate with her properly be confident when answering math
and the transferee learner feels left out. What problems. Another thing the teacher
can you do as her teacher? should do is encourage students to
ask questions and create space for
curiosity. The more students ask for
Language barriers can make anyone clarification, the better because it
feel hesitant, therefore it's only means they are paying
responsibility of the teacher to reach attention and learning. Another way
out to the student. Don't wait for him to assist the learner be good at
or her to request assistance. The mathematics is to provide authentic
teacher's solution to these linguistic issues that improve students' desire
hurdles may be to pair the transferee to interact with math. Teaching kids
pupils with one of her more how to apply math to real-world
knowledgeable students. This problems increases their enthusiasm
knowledgeable companion can serve and comprehension.
as a mentor to new students as they
face the inevitable challenges.
Labeling classroom objects is another
alternative. This not only helps
students learn classroom routines,
but it can also help them improve
their conversation skills. The teacher
can also speak with the parents and
advise them about how to teach the
new language to their children at
home.

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Case 3: One of the features of the K to 12 Case 4: You have a class which has a sizable number of over-aged learners who have
Curriculum is spiral progression. Upon seeing taken the grade level multiple times. How will you decide on the learning plan
your learners’ pre- test results, you have considering your other learners?
realized that they are yet to master last year’s
competencies. What will you do to have them
meet the requirements of the new level?
To meet the requirements of the new
The teacher should provide varied
level, the teacher should conduct a
activities that are suitable to the
short review of the certain topic.
aged and understanding of his/her
He/she can give activities that are
learners. The Teacher can provide
aligned to the competency of the
group tasks wherein they can
lesson.
collaborate with each other.

Guide for Mentors and Newly Hired Teachers21

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 • The Department of Education
implements and enacts several programs
that align with the principles of the K to
Summary 12 curriculum and global agenda of
Sustainable Development Goals (SDG).
As teachers, you have a big role to play in
• The K to 12 Curriculum has many features the realization of these educational goals.
which ensure that learners will develop
21st century skills and will have equal • The K to 12 Program includes
access to relevant and quality education. Kindergarten and 12 years of basic
These features address various concerns education (six years of primary education,
which are not limited only to instruction four years of junior high school, and two
but also cover the diversity of learners years of senior high school [SHS]) to allow
and the paths they may choose to pursue for adequate time for concept and skill
after basic education. mastery, to develop lifelong learners, and
to prepare graduates for tertiary
education, middle-level skill
• The features of the K to 12 curriculum development, employment, and entrepreneurship.
are: (1)strengthening early childhood
education,
(2)making curriculum relevant to
learners, (3)building proficiency through
language, (4) ensuring integrated and
seamless learning, (5) making curriculum
relevant, and (6) nurturing the holistically-
developed Filipino. To achieve these
intentions, the Department of Education
develops and implements programs to
respond to these educational goals.

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Session 3 – The Conceptual Framework
of the K to 12 Basic Education
Curriculum
Key Topic 1: The K to 12 Basic
Education Curriculum Framework
Imagine that you are attending a Senior High
School Graduation. This batch of the graduating
class has been your learners in the past year. If you
were one of the teachers of this graduating batch,
in what ways do you think would you have
imparted them with 21st century skills?

Every learner who completes the K to 12 Basic

Education Program is trained and nurtured to
become a Filipino equipped with 21st century skills.
The attainment of this objective is established
based on the nature, contexts, and needs of
learners. The graduates of the K to 12 Program will
have the necessary physical, cognitive, socio-
emotional and moral preparation so they can
determine their own purposes for learning in
consideration of current and emerging needs of
their immediate, local, national, and global
communities.2

By carefully studying the K to 12 Conceptual

Framework, you will understand your role or your
task in realizing the vision, goals and objectives of
the Department of Education.

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2 DepEd Order No. 21 s. 2019

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 Guide for Mentors and Newly Hired Teachers

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 The K to 12 Philippine Basic Education Curriculum Framework

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 Questions Answer Mentor-Mentee Discussions
How is the learner regarded by the K The learner is regarded as
to 12 Program? the center of education.
As a teacher, what 21st century skills The 21st century skills DEPEND ON YOUR
should be acquired by our learners? should be acquired by MENTOR
learners are they should
learn to think critically, learn
t collaborate, enhance their
creativity and innovation
skills, and equip The focus of the 21st century
them with technology skills teacher is on student by
and digital literacy skills. developing higher order
Education provides contextualized Filipino graduates will
thinking skills, effective
practice for the application of 21st become more prepared to communication,
century skills as these are embedded compete in the global collaboration, and other
in different learning areas. skills that they need in the
economy.
What are the possible exit points 21st century. The teachers
of the Filipino K to 12 must develop new teaching
graduates? strategies that will
One of the salient features of the K to There is no difference challenge our 21st century
12 Program is ensuring integrative and when it comes to teaching learners.
seamless learning. How do you think Integrative and seamless
the learning areas will be taught in learning. The learning
the formal schools and non- formal areas taught are more on
schools such as the Alternative practical
Learning System? application of what have
they learned
What support is needed for a Filipino Provide them trainings
graduate to become 21st century about the latest technology
ready? so that they are capable to
cope up with the 21st
century global
competencies.

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 Guide for Mentors and Newly Hired Teachers

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The following are the
conceptual frameworks of
the different subjects.
Each subject presents a
framework that gives us a
bird’s eye view of how
each subject will help you
achieve the desired
learning outcome.

English Conceptual Framework

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Filipino Conceptual Framework

Guide for Mentors and Newly Hired Teachers27

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 MTB-MLE Conceptual Framework

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MAPEH Conceptual Framework

Guide for Mentors and Newly Hired Teachers29

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 ESP Conceptual Framework

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 Araling Panlipunan
Conceptual Framework

Guide for Mentors and Newly Hired Teachers31

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 Mathematics Conceptual Framework

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 Kindergarten Conceptual Framework

Guide for Mentors and Newly Hired Teachers33

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 TLE Conceptual Framework

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Science Conceptual Framework

Guide for Mentors and Newly Hired Teachers35

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 Required Task 1: Creating a Learning Plan (Portfolio Output)
In your LAC session, you are assigned to work on a learning plan for the subject you are currently
assigned to teach. Your task is to make your own detailed lesson plan for the first quarter, week 3
competencies. Initially, you are given the following questions to guide you.
Complete the table below.

LEARNING PLAN GUIDE

Question Response
What topic will I teach?

MATTER

In what content areas will I focus on?

CHANGES IN SOLID MATERIALS

What references will I use?

SCIENCE BOOK, TG, YOUTUBE,

MODULE

What skills should be developed among my

pupils?
COLLABORATION SKILLS

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 Question Response
What strategies will I use? Collaborative Learning,
Groupwork, Cooperative
Learning

What do I want my learners to become? What To learn how to dispose materials

are the values I want my pupils to possess? that are harmful to the
environment.

What learning theory/ies will I apply? Constructivism Theory and

Experiential Learning
Theory

How will I assess my learners’ understanding of Conduct quiz or pair up and talk it
the lesson? out activity

Guide for Mentors and Newly Hired Teachers37

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 Reflection Questions:
1. What did you feel in doing the activity? 2. What are some considerations in making a learning
plan?

I feel excited doing the activity In making the Learning Plan

because I know that I am Guide the teacher should
familiar doing the lesson conder is what subject to be
guide. taught, what strategies to be
taught, what skills should be
developed of learners and etc.

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3. What insight/s did you gain from this activity?

I learned that learning guide

are documents you give to
students so that they are
guided by their own learning in
the module.

Guide for Mentors and Newly Hired Teachers39

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Optional Task 1

Based on your understanding of the K to 12 Curriculum Conceptual Framework, suggest strategies and
possible exit points given the specific types of learners.

Subject Matter / Grade

Learner Description Strategies Exit Point
Level

Provide the
1. A learner who PE/Grade 10 learner written Teacher should
often needs to assessment provide
skip classes to instead of doing alternative
have his check-ups actual activities assessment to
and medical in student who
procedures. He is P.E and TLE to have medical
good in the ensure his conditions.
languages and health
mathematics but safety.
has difficulty
learning topics in
PE and TLE.
The teacher Teacher should
should provide also help
2. A learner diligently Filipino/Grade 5 activities based learners with
attends classes; on the learning
however, she understanding of disability to
keeps on getting the learner. Give achieve learning
low grades. Her intensive goals.
records reveal that remedial
she has a learning instruction to
disability. Her help the learner.
favorite subject is
Filipino.

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K to 12 Curriculum has been conceptualized and
developed through careful and proper planning Optional Task 2: Compare and contrast
with complete and strong support from all its
During the meeting of the Grade 6 teachers for
stakeholders as mentioned in the curriculum. It is
their subject assignments, Mrs. Navarro was
anchored on a strong framework to ensure that
assigned to teach both Mathematics and Araling
the Curriculum will effectively achieve its desired
Panlipunan subjects. She decided to study and
goals.
analyze how the two subjects will be better
A curriculum guide is designed to provide understood. She compared the two conceptual
directions as it outlines the material that teachers frameworks. Tick Yes if they are similar and No if
need to cover. Before navigating through the not.
parts and features of the curriculum guide, it is
important to understand the conceptual
frameworks that will give you a bird’s eye view of
the K to 12 curriculum.

Mathematics Conceptual Framework Araling Panlipunan Conceptual Framework

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 Guide for Mentors and Newly Hired Teachers41

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 Questions Answers Feedback
Context Yes = incorrect The context may differ even if
the teacher teaches the same
No = correct
grade level. Adjusting to the
learners’ context (their prior
knowledge, motivation and
interest, and cognitive level) is
important in developing effective
lessons for several different
subjects
Content Yes = incorrect Each learning area has a
distinct set of content which
No = correct
can be similar but not
identical to each other.
Skills and processes Yes = correct According to the K to 12
framework, learning areas have
No = incorrect the same processes in
delivering learning.
Values and attitudes Yes = correct The values that are to be
developed remain the same
No = incorrect
across all learning areas.

Learners Yes = correct All learning areas have the

same treatment to the learners.
No = incorrect
However, understanding their
context and considering the
diversity of learners are crucial to
planning effective lessons.

42 The Teacher Induction Program - Core Course 2

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Process Questions:
1. What can you say about the similarities 2. Try to look at the conceptual framework of
and differences between the conceptual the other subjects, do they have the same
frameworks of the two subjects? features? How can you say so?

Yes. All subjects follow the Spiral

The similarities are they are
Progression Approach
both experiential and
situated learning. The
difference between the two
subjects is the Araling
Panlipunan aims to develop
the pupil’s literate and
effective participation as a
citizen of the country while
the Mathematics aims to
achieve the twin goals of
developing students critical
and problem solving skills.

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 Guide for Mentors and Newly Hired Teachers43

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Summary:

• The K to 12 Curriculum Conceptual Framework

illustrates the Department of Education’s
mandate to holistically develop Filipino learners
equipped with 21st century skills which are
embedded in the curriculum and gradually
developed through the learning competencies
and learning standards.
• The curriculum guide provides us with different
learning principles and theories, strategies,
instructional materials, and assessments that
can be utilized for the learners to meet the
content and performance standards and
learning competencies in each grade level,
thus, achieving the overall goal of K to 12 for
holistically developed Filipino with 21st century
skills. It also provides us with a set of broad
learning outcomes that summarizes the
knowledge, skills and understanding, values,
and attitudes essential for all learners to
succeed in and beyond their schooling.

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44 The Teacher Induction Program - Core Course 2

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Module 2 – Navigating the K to
12 Curriculum Guides Required Resources
• DepEd Order No. 21 s. 2019 on Policy
Guidelines on the K to 12 Basic Education
Program
Intended Module Learning Outcomes • DepEd Order No. 43 s. 2013 on IRR of R
No. 10533 otherwise known as the Basic
Education Act of 2013
At the end of this module you should be able to: • DepEd Order No. 42 s. 2016 on Policy
Guidelines on Daily Lesson Preparation for the
• plan developmentally sequenced K to 12 Basic Education Program
teaching and learning process using • Curriculum Guides per grade level and by
the K to 12 curriculum guides; subject areas
• provide purposeful activities anchored
on the target standard and critical
competencies; and
• set learning outcomes that are aligned Session 1 – Curriculum Guides and Lesson
with learning competencies in the K to 12
curriculum guide/s.
Planning
Module Outline
Session 1 - Parts/Features of the Curriculum Prior Knowledge Assessment
Guide Session 2 - Using the Curriculum Guide
in Preparing
Daily Lesson Logs and Daily
Lesson Plans After engaging with the content on Module 1,
you are now prepared to explore the parts and
Estimated Time Required: 2 hours features of the curriculum guide. Remember
that the framework and curriculum
Required Tasks: guide (CG) set the standards for the curriculum
1. Case study and they provide the context such as available
2. Lesson planning resources, teachers’ capabilities, and systems
3. Mentor-mentee collaboration support.
4. Reflections
5. Portfolio Output: Filling out a DLL Template

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 Guide for Mentors and Newly Hired Teachers

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 Instructions for answering the puzzle

In the Policy Guidelines on the K to 12 Basic

Education Program (D.O. 21 s. 2019), some
important terms are defined to guide
educators like you in implementing the
curriculum. Try to solve this simple crossword
puzzle to become familiar with these words.

ACROSS
1. It refers to a standards-based sequence of planned experiences
where learners practice and achieve proficiency in content and 1 S
T
applied learning skills.1
A
2. It refers to the K to 12 program reflecting developmental N
milestones (two words). D
3. It refers to a specific skill A
performed with varying degrees 2 G
U R R I U L U M
of independence. 1 C 3 C
I D O
DOWN
D N
1. It is something against which
E Y - S T A G E
other things can be compared to 2 K
for the purpose of determining E
accuracy, estimating quantity or N
judging quality. 3C O M P E T E N C Y
2. One that leads or directs
another’s way; a person who
exhibits
and explains points of
interest; something that
provides a person with
guiding information.
3. It is the scope and sequence of
topics and skills covered in each
strand/
domain/theme/component.
2 https://www.ride.ri.gov/InstructionAssessment/Curriculum/CurriculumDefinition.aspx
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Optional Task: KWL Chart
Now that we defined some of the key words in this session, it is time for you to give your idea by filling in the
KWL Chart with the needed information.
1. For column K, write all the things you know about the curriculum guide and its salient features.
2. For column W, write all the things you want to know about the curriculum guide and its salient features.
3. For column L, answer this after finishing session 1 and write all the things you learned about the
curriculum guide and its salient features.

Add label K W L
for this (What I Know) (What I want to Know) (What I Learned)
column
Standards- and How can the teacher I learned that GC is
The DepEd Curriculum Competence-based achieve all the important to teachers,
Guide competencies written it guides the teacher in
in the
the curriculum guide? delivery of the lesson.
shows the learners’ How should teachers Make the standards
Learning Area expected level of implement this fit into the student’s
Standard proficiency learning standards? interest
Focus on the skills and
language learning.
“Benchmarks of What is the The topic or the lesson
Content Standard knowledge importance of that
and skills” as defined in content standards? were going to tackle or
DO 31 s. 2012 discuss.
benchmarks of What kind of I learned to give simple
Performance transfer of learning’ as performance I’m yet meaningful to the
Standard defined in DO 31 s. going to give to my pupil’s performance.
2012 pupils? And how can
assess it.
Key stage refers to What particular level Different stages have
Key Stage Standard stages in the K to 12 I’m going to prepare different ability to
program reflecting for my activity sheet? acquire knowledge.
distinct
developmental
milestones.
shows the degree or What kind of activity Different stages have
Grade Level Standard quality of proficiency that I’m going to give different ability to
the learner is able to based on their Grade acquire knowledge.
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demonstrate in each level?
grade
level

Guide for Mentors and Newly Hired Teachers47

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 Key Topic 1: The Curriculum Guide of the K to
12 Curriculum

In order to help teachers in implementing the K to

12 Curriculum, the Department issued curriculum
guides for all learning areas. The list of curriculum
guides are as follows:
1. Kindergarten
2. Grades 1-
10
Subject
Areas:
a. Mother Tongue
b. Filipino
c. English
d. Mathematics
e. Science
f. Araling Panlipunan
g. Edukasyon sa Pagpapakatao (EsP)
h. Music
i. Arts
j. Physical Education
k. Health
l. Edukasyong Pantahanan at
Pangkabuhayan (EPP)
m. Technology and Livelihood Education
(TLE)
3. Senior High School Core Curriculum
Subjects
4. Senior High School Applied Track Subjects
5. Senior High School Specialized Subjects
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6. Alternative Learning (ALS) - K to 12
Basic Education Program:

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 iii. Learning Strand 3:
Mathematical and Problem
i. Learning Strand 1: Communication Skills Solving Skills
(English); Communication Skills (Filipino) iv. Learning Strand 4: Life and Career Skills
ii. Learning Strand 2: Scientific Literacy and v. Learning Strand 5:
Critical Thinking Skills Understanding the Self and
Society
vi. Learning Strand 6: Digital Literacy

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The curriculum guides are available at the DepEd
website through this link:
https://www.deped.gov.ph/k-to- 12/about/ k-to-
12-basic-education-curriculum/
The curriculum guides generally follow a certain
format and has salient features like the following:

Curriculum Guide for Grade 3 Science retrieved from:

https://www.deped.gov.ph/wp-content/uploads/2019/01/Science-CG_with-tagged-sci-equipment_revised.pdf

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 Guide for Mentors and Newly Hired Teachers49

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 2012, p. 2)
1. Conceptual framework
- answer the questions:
- shows the guiding principles in “What do we
which the teaching of the subject
area is anchored on.
2. Learning area standards
- shows the learners’ expected
level of proficiency
in terms of the learning or subject area.
3. Content standards
- are “benchmarks of knowledge and
skills” as defined in DO 31 s. 2012
- define what learners are expected to
know (knowledge, facts and
information), what they should be able to
do (process or skills) with what they
know, and the meanings or
understandings that they construct or
make as they process the facts and
information (Enclosure to DO 31 s.
2012, p. 1)
- answer the question: “What do learners
want to know, be able to do, and
understand?”
4. Performance standards
- are ‘benchmarks of transfer of
learning’ as defined in DO 31 s. 2012
- define the expected proficiency level
which is expressed in two ways:
learners should be able to use their
learning or understanding in real-life
situations and they should be able to do
this on their own (Enclosure to DO 31 s.
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want learners to do with their learning or
understanding?” and “How do we want them to
use their learning or understanding?”

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 (DepEd Order no. 21, s. 2019, p. 4)
6. Grade level standards
5. Key stage standard
- shows the degree or quality of
- shows the degree or quality of proficiency that the proficiency that the learner is able to
learner is able to demonstrate in each key stage demonstrate in each grade level
after learning a particular learning area in relation (grades 1-10)
to the core learning area standard.
7. Learning competencies
- key stage refers to stages in the K to 12 program
reflecting distinct developmental milestones. - knowledge, understanding, skills, and
Assessment of learning is critical at the end of attitudes that learners need to
each stage. The key stages are: demonstrate in every lesson and/or
learning activity (DepEd, 2020)
Key stage 1 - Kindergarten to Grade 3 Key
Some curriculum guides may also provide
Stage 2 - Grade 4 to Grade 6 additional information such as a brief introduction
key Stage 3 - Grade 7 to Grade 10 or outline, philosophy and guiding principles, and
other inputs to help teachers gain a deeper
Key Stage 4 - Grade 11 and 12 understanding of the subject area. The
curriculum guide unpacks the program and
learning area standards to help teachers in
designing activities for the lesson plan.

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Required Task 1: Case Analysis

The best way for you to know more about the

curriculum guides is by exploring it yourself.
Read the following scenario and answer the
guide questions:
Sheryll is a new teacher who is assigned to teach
Grade 4, 5, and 6 Araling Panlipunan in a small
elementary school. Since she will be teaching
three levels of the same subject, her master
teacher told her to check the Araling Panlipunan
curriculum. She reflected on the curriculum by
answering the following questions:
a. What are the contents that she will
teach in the subject area?
b. What is the difference between
Grade 4, 5 and Grade 6 Araling
Panlipunan curriculum?
c. What approaches are appropriate
and relevant for Grade 4, Grade 5
and Grade 6 Araling Panlipunan
learners?

As a colleague, you want to help her figure

out these concerns. Go through the
Curriculum Guide for Araling Panlipunan and
answer Sheryll’s questions.

Araling Panlipunan Conceptual Framework

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Guide for Mentors and Newly Hired Teachers

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 a. What are the contents that she will teach in the subject area?
GRADE 4- Ang Pilipinas
GRADE 5- Pagbuo ng Pilipinas bilang
Nasyon GRADE 6- Mga Hamon at Tugon
sa Pagkabansa

b. What is the difference between Grade 4, 5 and Grade 6 Araling Panlipunan curriculum?

There is no difference between Grade 4, 5 and Grade 6 Araling

Panlipunan curriculum because the overall design curriculum follows
the spiral approach across subjects by building on the same concepts
developed in increasing complexity. These grade levels have the same
key stage standards.

c. What approaches are appropriate and relevant for Grade 4, Grade 5 and Grade
6 Araling Panlipunan learners?
• Experiential and contextualized learning
• Collaborative learning
• Constructivist approach
• Dramatizations
• Field Trips
• Discussion

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Instructions/Give context to these questions

Question Option Feedback

1. What are the objectives of the Araling Panlipunan Makahubog ng
mamamayang end on you and your
curriculum?
MENTOR FEEDBACK
Dep
a. “functionally literate and developed Filipino.”
mapanuri,
b. “Naipamamalas ang panimulang pag-unawa sa mapagnilay,
pagkilala sa sarili at pakikipag-ugnayan sa kapwa The objectivesof teachin k-12
mapanagutan,
bilang pundasyon sa paglinang ng kamalayan ARALING PANLIPUNAN is to
produktibo,
sa kapaligirang sosyal.” develop students
makakalikasan,
understandingin primary
makabansa, at
c. “Makahubog ng mamamayang mapanuri, knowledge aspects
makatao na may
mapagnilay, mapanagutan, produktibo,
pambansa at
makakalikasan, makabansa, at makatao na may
pandaigdigang
pambansa at pandaigdigang pananaw at
pananaw at
pagpapahalaga sa mga usapin sa lipunan, sa
pagpapahalaga sa
nakaraan, kasalukuyan, at hinaharap.” mga usapin sa
d. “Pagsunod sa teorya sa pagkatuto na kontruktibismo, lipunan, sa
magkatuwang na pagkatuto (collaborative learning), at nakaraan,
pagkatutong pangkaranasan at kasalukuyan, at
pangkonteksto at ang paggamit ng mga pamaraang tematiko- hinaharap.”
kronolohikal at paksain/ konseptuwal, pagsisiyasat,
intregratibo, interdesiplinaryo at multisiplinaryo.”
2. Are there differences between Grade 4, 5, and 6 Araling There are no They have the same
Panlipunan curriculum? differences featured key reforms like
between these restructured learning
a. There are no differences between these grade levels grade levels areas stronger
because they have the same key stage standards. because they have integration of
the same key competencies and
b. There are no differences between these grade levels stage standards. values across learning
because they follow the same format as any areas and greater
other subjects and grade level. emphasis on the learning
c. There are differences between the grade level’s process and integrative
content because the curriculum works in a modes of teaching.
developmentally progressive framework.
d. There are differences between the grade level’s
content because unlike the previous curriculum, Grade 5
already covers the Philippine nationhood.

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 Question Option Feedback
3. What approaches are appropriate and relevant for Grade 4 to The approaches in Through approaches
Grade 6 Araling Panlipunan learners? Araling Panlipunan in araling panlipunan,
should be students develop their
a. The approaches should follow a constructivist approach with constructivist, understanding. They
emphasis on content contextualization. collaborative, and will learn about their
contextual. values in different
b. The approaches in Araling Panlipunan should be; time and condition.
constructivist, collaborative, and contextual. They also develop the
c. The approaches in Araling Panlipunan should be; thematic, perspective of their
investigative, and multidisciplinary environment and the
process of its
d. The approaches in Araling Panlipunan should be advancement.
developmentally progressive.
4. How is the content standard different from the performance Content standard Content standards are
standard? answers the broad statement
question: “What explaining what
a. Content standard answers the question: “What do the learners do the learners students should know,
need to learn?” while the performance standard answers the need to learn?” care and be able to
question: “What do the learners need to do to demonstrate while the do in each level of
their knowledge?” performance learning. Performance
standard answers standard are used to
b. Content standard is the outline of content learners need to the question: evaluate what
learn while the performance standard is a performative “What do the specific, measurable
assessment done by the end of the lesson. learners need to evidence is
do to acceptable in
c. Content standard is a series of chronological events in history that
demonstrate their determining whether
learners need to learn while performance standard is the part
knowledge?” content standards
where teachers and learners reflect on their learning
have been met.
experience.
d. None of the above.
5. I want to set a goal for my class this coming school year. To teach the Based in Area
Based on the Araling Panlipunan 4 curriculum, the Learning pupils to learn to Standard for AP 4 you
Area Standard for AP 4 is: appreciate the will preparing your
different diversity students to become a
“Naipagmamalaki ang pagka-Pilipino at ang bansang Pilipinas of Filipino cultures better citizen in their
na may pagpapahalaga sa pagkakaiba-iba ng mga kulturang Pilipino community and
batay sa paggamit ng mga kasanayan sa heograpiya, pag-unawa teaching how to learn
sa kultura at kabuhayan, pakikilahok sa pamamahala at to appreciate diversity
pagpapahalaga sa mga mithiin ng bansang Pilipinas.” of culture.

What goal would you suggest for my class in AP 4? (open-ended

question)

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 Guide for Mentors and Newly Hired Teachers53

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