for educational purposes only

1. Walking Through
CGs, LMs and TGs

2. In this learning session, the
participants will be able to:
1.activate prior knowledge on the
content and key features of the K-
12 curriculum
2.discuss the relationship among
the CG, TG and LMs
DEPARTMENT OF EDUCATION

4. P.E K-12 CURRICULUM

5. P.E K-12 CURRICULUM

6. P.E K-12 CURRICULUM

7. P.E K-12 CURRICULUM

8. P.E K-12 CURRICULUM

9. P.E K-12 CURRICULUM

10. P.E K-12 CURRICULUM

11. P.E K-12 CURRICULUM

12. P.E K-12 CURRICULUM

13. P.E K-12 CURRICULUM

14. P.E K-12 CURRICULUM

15. P.E K-12 CURRICULUM

16. P.E K-12 CURRICULUM
PE10PF-Ia-h 39

17. P.E K-12 CURRICULUM
PE10PF-Ia-h 39
Physical Education
Grade 10
Physical Fitness
Quarter 1
week 1 to 8
competency no. 39

18. P.E K-12 CURRICULUM

19. P.E K-12 CURRICULUM

20. P.E K-12 CURRICULUM

21. P.E K-12 CURRICULUM

22. P.E K-12 CURRICULUM

23. P.E K-12 CURRICULUM

24. P.E K-12 CURRICULUM

25. P.E K-12 CURRICULUM

26. DISCUSSION
Features of the
Curriculum Materials

27. Walking Through Grade 10 CGs, LMs and TGs
DEPARTMENT OF EDUCATION
The key features embedded in all the curriculum documents
include:
a.spiral progression e. learner-centeredness
b.21st
century skills f. contextualization
c.integration g. constructivism
d.differentiated instruction

28. Walking Through Grade 10 CGs, LMs and TGs
DEPARTMENT OF EDUCATION
HOW THESE FEATURES RESPOND
TO GOVERNMENT THRUSTS
Government Thrusts Features Where to find in the document
GAD •21st
Century Skills
•Spiral Progression
•Differentiated instruction
•Integration
•Learner-centeredness
•Contextualization
•Constructivism
Learner’s Material
Teaching Guides
Climate Change
Peace Education
ARH
Road Safety
Disaster Risk Reduction Management
Anti-Bullying Act

29. Understanding the Connection among the
Curriculum Framework (CuF), Conceptual
Framework (CF), Curriculum Guide (CG),
Learner’s Material (LM) and Teacher’s
Guide (TG)

30. Connection among CuF, CF, CG, LM & TG
DEPARTMENT OF EDUCATION
(Subject Area) Grade 10
Learning
Competencies
Introduction
Phase 1
Phase 2
Phase 3
Phase 4
Objectives
Culminating
Activity
Enabling
Activities
The K to
12
Philippine
Basic
Education
Curriculum
Framework
ASSESSMENT
SUBJECT
AREA
CONCEPTUAL
FRAMEWORK
Content
Standard
Performance
Standard
Holistic
Filipino
Learner/
Child

31. The Learning Standards
DEPARTMENT OF EDUCATION
Content Standard:
• answers the
question: What
should students
know (knowledge)
and do (skills)?
• shares the most
important and
enduring ideas,
issues, principles,
skills and habits of
mind
• expresses the
desired results
Performance Standard:
• answers the question: How well
must students do their work?
• presents product or performance
as evidence of learning or
attainment of content standard
• adds value to what students
learned
• demonstrates conceptual
understanding of content and skill
acquisition
• represents real life, authentic task
• encompasses the standard
Reference: DepEd Order No. 8 S. 2015

32. The Learning Standards
DEPARTMENT OF EDUCATION
Nouns in the content standards :
The conceptual nouns in the
content standards indicate the
learning episodes, topics and
lessons the students must be able to
understand.

33. The Learning Standards
DEPARTMENT OF EDUCATION
The nouns / verbs in the
performance standards are the
products and performances the
students must be able to do and
produce in relation to the content
standard.
Nouns/verbs in the performance
standard:

34. The Learning Standards
DEPARTMENT OF EDUCATION
The adjectives/ adverbs in the
performance standard
The adjectives and adverbs determine
the assessment criteria or components
from which the rubric must be crafted.
e.g. proficiently, creatively, effectively,
actively, powerful, short etc.

35. The Learning Standards
DEPARTMENT OF EDUCATION
Learning Standards
• Each subject area has a program standard.
• Each subject has a key stage standard.
•Each grade level has a grade level standard.
• Each quarter has a content and
performance standard.

36. WORKSHOP
The Learning Standards

37. The Learning Standards
DEPARTMENT OF EDUCATION
Answer the Unpacking CS/PS Worksheet.

38. The Learning Standards
DEPARTMENT OF EDUCATION

41. The Grade 10 Learning
Competencies

42. The Learning Competencies (LCs)
DEPARTMENT OF EDUCATION
1. The Learning Competencies (LCs) are coded.
This was initiated in order to identify learning
competencies that are connected and exhibited
spiral progression (from Kinder to Grade 10).
These LCs bear the same code number. This is
also connected to the creation of the LRMDS or
Learning Resources Management and
Development System.
You should notice that:

43. The Learning Competencies (LCs)
DEPARTMENT OF EDUCATION

44. The Learning Competencies (LCs)
DEPARTMENT OF EDUCATION
2. There are deliberate iteration of LCs. Iteration of
learning competencies was done to give teachers ample
time to tackle the LCs and also to develop mastery
among the learners. Spiral progression was taken into
account in the iteration by identifying a focus on a
particular segment of the LC and/or by the use of the
sub-competencies, for a suggested time period.
Quarter 1: PE10PF-Ia-h 39 (Active Sports)
Quarter 2: PE10PF-Ia-h 39 (Active Sports)
Quarter 3: PE10PF-Ia-h 39 (Dance)
Quarter 4: PE10PF-Ia-h 39 (Dance)
Quarter 1: PE10PF-Ia-h 39 (Active Sports)
Quarter 2: PE10PF-Ia-h 39 (Active Sports)
Quarter 3: PE10PF-Ia-h 39 (Dance)
Quarter 4: PE10PF-Ia-h 39 (Dance)
You should notice that:

45. The Learning Competencies (LCs)
DEPARTMENT OF EDUCATION
3. The Learning Competencies (LCs) are
distributed within a nine-week period
(number of weeks varies according to learning
area). The 10th week of the quarter is reserved
for the periodical tests and for some
interruptions in the school days (e.g. typhoon,
regular holidays, etc.).
(Refer to your copy of the Curriculum Guide)
You should notice that:

46. THE LEARNER’S
MATERIAL

47. How LM is Crafted
DEPARTMENT OF EDUCATION
• Learning competencies address the macro skills and
multi - intelligences
• Progression of activities is from simple to complex
• Enabling activities are prerequisites to the Culminating
Activity
• Culminating activity (product/performance) addresses the
Performance Standard
• Development of skills progresses from the self and
radiated to others and the community
• Activities address the cognitive process dimensions (CPD)
for WW (as per DepEd Order No. 8 S. 2015)

48. Parts of the Learner’s Material (LM)
DEPARTMENT OF EDUCATION
LEARNER’S
MATERIAL
Objectives
states the concepts and skills
learners need to develop as well
as the contents of the lesson they
will encounter
Phase 1
introduces tasks that will hook learners’
interest in the lesson and prepare them
for higher level tasks
Phase 3
includes tasks that will prompt learners to have
discussions beyond the context of the main reading
material. It also includes other activities for
expansion of understanding, and enabling activities
for the final task
Phase 4
has the culminating task/s for the
week and could serve as enabling
task for the main
product/performance at the end
of each module. The tasks
included in this part are essential
for learners’ development and
are based on real life situations

49. Parts of the Learner’s Material (LM)
DEPARTMENT OF EDUCATION
Fill out the table below.
Phases General features Activities and purpose
Phase 1 in all subjects areas is labelled differently
as Your initial task, What to Know, Explore, and
Alamin.
Phase 2 in all subjects areas is labelled differently
as Your text, What to Process, Firm Up, and
Ilahad.
Phase 3 in all subjects areas is labelled differently
as Your Discover Task, What to Reflect, Deepen,
and Palalimin.
Phase 4 in all subjects areas is labelled differently
as Your Final Task, What to Transfer, Transfer +
++, and Paglilipat.

50. Parts of the Learner’s Material (LM)
DEPARTMENT OF EDUCATION

51. THE TEACHER’S
GUIDE (TG)

52. Parts of the Teacher’s Guide (TG)
DEPARTMENT OF EDUCATION
Fill out the table below.
Elements Guide Questions Answers
Overview of contents and
objectives
•What information does the
overview provide?
Activities •How are the activities
communicated in the TGs?
•What other features are noticeable
among the activities?
Resources •Are the resources accessible,
useful and credible?
Assessment Plan •Describe the assessment plan as
a whole.

53. WORKSHOP 4
The GRADE 10 Teacher’s Guide

54. The Teacher’s Guide (TG)
DEPARTMENT OF EDUCATION
• purpose of the activity
TGs are based on your LMs. They contain:
• pre and post tests
• resources/materials
• sets of instructions
• processing questions
• alternative activities
• alternative readings
• connection between one activity to the next

55. The Teacher’s Guide (TG)
DEPARTMENT OF EDUCATION
•The components of the teaching guide are
overview, activities, resources and assessment
plan.
•Overview describes what the students are
supposed to learn in the module.
•The activities are presented as instructions to
teachers.

56. The Teacher’s Guide (TG)
DEPARTMENT OF EDUCATION
•The activities are processed through questions.
•The purpose of the activities is presented.
•Alternate activities are provided.
•Resources detail the bibliography where the texts,
photos, and others are lifted.
•Resources provide other resources and useful links.
•Assessment plan articulates DepEd Order No 8. S. 2015.

57. Workshop 5

58. DEPARTMENT OF EDUCATION

59. LM and TG
DEPARTMENT OF EDUCATION
On the Tasks / Activities
• begin where students are, not where the content is
• highly modifiable, but no deviation from CG
• consider contextualization, localization, and differentiated
instruction
• the learning package is NON-CONSUMABLE
On the Usage of the Learning
Package
• existing materials developed by DepEd can still be used vis-
à-vis the Learning Package for Grade 10

60. Reflection and Application
DEPARTMENT OF EDUCATION
As a teacher, how will you maximize the use of LMs
and TGs?
1. With the same learning groups, answer the
question by preparing guidelines on
optimizing the use of LMs and TGs.
2. Post and present your group’s answer.
Questions to Ponder:

61. DEPARTMENT OF EDUCATION

62. DEPARTMENT OF EDUCATION
Maraming
Salamat Po!