Day 1-ENGLISH- UK Matrix and Documentation.docx

SHS Core subject review

1. ENGLISH GROUP

Template 1

Comparison of Senior High School focusing on Core Subjects

COUNTRY
FOCUS OF THE
CURRICULUM
ASPIRATIONS
FOR SHS
GRADUATES
PATHWAY/S

CORE
SUBJECTS

TIME
ALLOTMENT
(if applicable)
ASSESSMENT

UNITED
KINGDOM

Language and
Reading,
Numeracy,
Scientific
Literacy, Digital
Literacy,
Sex Education,
and Religion
















Well-rounded
individuals
with academic
and practical
skills
To provide
students with
the skills and
knowledge
needed to enter
the workforce

Academic/
Higher
Education/
Further
Education,
and
Workforce/
Employment
https://www
.gov.uk/gove
rnment/publ
ications/post
-16-skills-
plan-and-
independent-
report-on-
technical-
education
Further
Education
(Post-16

Core Subjects
-English
-Math
-Science
Foundation
Subjects
- Citizenship
- Computing
- Physical
Education

At least one
subject from
these areas:
- Arts
- Design
and Technology
-
Humanit
ies
- Modern
Foreign
Languages

Typically 4-5
hours per
subject per
week

General
Certificate of
Secondary
Education
(GCSE) exams,
GNVQ’s,
Advanced Level
(A-Level) exams,
vocational
qualifications
(e.g., BTEC),
coursework,
practical
assessments
https://www.gov
.uk/government
/publications/as
sessment-in-
schools

2. Education)
or College

Required
Subjects:
-Relationship,
Sex and Health
Education
- Religious
Education




United
Kingdom

Reference:
Department
for
Education.
(December
2014). The
National
Curriculum
of England
Key Stages 3
and 4
framework
document.
https://asse
ts.publishing
.service.gov.
uk/governm
ent/uploads
/system/upl
oads/attach
ment_data/fi
le/840002/S
econdary_nat
ional_curricu
lum_correcte
d_PDF.pdf
The national
curriculum
provides pupils
with an
introduction to the
essential
knowledge they
need to be
educated citizens.
It introduces
pupils to the best
that has been
thought and said,
and helps
engender an
appreciation of
human creativity
and achievement.
Higher
Education


· English
· Maths
· Science
Not indicated
in the
curriculum
General
Certificate of
Secondary
Education
(GCSE)

3. United
Kingdom

Throughout
the British
Curriculum,
there is a
focus on core
subjects, such
as Math,
English, and
Science.
No time
allotment
found.
· Some
children take
GCSEs
· Most
children take
GCSEs or
other
national
· (During
key stage 4
most pupils
work towards
national
qualifications
- usually
GCSEs.)

The English
Programmes of
Study: Key
Stage 4

The overarching
aim for English
in the national
curriculum is to
promote high
standards of
language and
literacy by

4. equipping
pupils with a
strong
command of
the spoken and
written word,
and to develop
their love of
literature
through
widespread
reading for
enjoyment.
A. Reading
B. Writing
C. Grammar
and
Vocabulary
D. Spoken
English

https://assets.p
ublishing.servic
e.gov.uk/media
/5a7585a1ed91
5d731495a9dd/
KS4_English_Po
S_FINAL_17071
4.pdf

United
Kingdom
National
Curriculum
for England
Spiritual, moral,
cultural, mental
and physical
development of
pupils at the
A Levels
International
Baccalaureat
e (IB)
English Year 10-4.5
hours
Year 11-5
hours

General
Certificate of
Secondary
Education
(GCSE)

5. school and of
society
Religion Mathematics Year 10-4
hours
Year 11-5
hours

Sex Education
(Secondary
Education)
Science Year 10-4
hours
Year 11-5
hours


Citizenship
Computing
Physical
Education
Year 10 & 11-
1 hour



References:
Department for Education (2024, April 22a). The national curriculum. https://www.gov.uk/national-curriculum
Department for Education (2024, April 22b). Education system in the UK. Government of UK. http://bit.ly/4d6914o
Department for Education (2024, April 22c). National curriculum in England: secondary curriculum.
https://www.gov.uk/government/publications/national-curriculum-in-england-secondary-curriculum
Hatch End High School (n.d.) Time allocation. https://www.hatchend.harrow.sch.uk/336/time -allocation
World Schools (2024, April 22). British curriculum: Everything you need to know. https://bit.ly/3UsQubh
The UK Education System: A Guide to British Schools. https://sherpa-online.com/blog/read/the-uk-education-system-
a-guide-to-british-schools

6. GROUP DOCUMENTATION


TITLE OF THE ACTIVITY DATE/ TIME PLACE/VENUE
The Educational System in
UNITED KINGDOM
April 23, 2024/10:30 am – 4:30
pm

Red Hotel, Cubao, Quezon
City
DETAILS OF THE ACTIVITY (DAY 1)

TEAM A ENGLISH GROUP started the round table engagement with setting of expectation on
the target outputs for the Day 1. The group began with a get-to-know stage where the
members shared their names, position, and designation in division, regional and central
offices. The first round of discussion commenced in the familiarity of the template to be
accomplished that includes the aspirations, focused of the curriculum, pathways, assessment
methodologies, core subjects, and time allotment for teaching of the United Kingdom (UK)
basic education system. The second round proceeded with individual research about the
certain aspects that need to be justified in the template provided by the organizers. Sharings
of different insights and unique perceptions of how the UK designs and implements their basic
education surfaced positively where members uncover scenarios with similar and dissimilar
context between the UK and the Philippines. This round highlighted the need to consider the
use of standardized assessment like the General Certificate of Secondary Education (GCSE)
with which the members of the group agreed that this could be a very good add-on to the
current assessment strategies in the SHS curriculum of the country. During the third round, the
members of the group divided themselves to complete the narrative of the report of the
initial review of the group of the UK basic education system.

Major Observation:

7. In the Philippine context, the educational structure is composed of four key stages.
They have grades 1 to 3 for key stage (KS) 1, grades 4-6 for KS2, grades 7-10 for KS3, and
grades 11 and 12 for KS4. This is also the same with the United Kingdom (UK). However, in the
UK, they do not have grade 12 in KS4.
1. Early stage is focused on literacy such as language, reading, numeracy, religion,
scientific literacy, citizenship, physical education, and sex education.
2. For Reading, lessons are focused on classic literature and different genres.
3. For Writing, lessons are focused on writing accurately, adapting for wide range of
audience, vocabulary, grammar, form, structure of the Standard English
4. For Grammar and Vocabulary, lessons are focused on using linguistics and literary
terminology accurately and confidently in discussing reading, writing, and spoken
language.
5. For Spoken English, the curriculum is focused on learners’ skills in speaking confidently
using Standard English in an appropriate audience and contexts.
The fourth round of the discussion was to critique the content of the draft where the group
members are encouraged to make some comments and revision on the actual document.
After attaining agreement from the group, members selected their presenter for tomorrow’s
presentation.

8. Day 1 Photos


TITLE OF THE ACTIVITY DATE/ TIME PLACE/VENUE
The Educational System in
UNITED KINGDOM
April 23, 2024/Morning
08:30 am – 12:00 pm

Red Hotel, Cubao, Quezon
City
DETAILS OF THE ACTIVITY (DAY 2)


Day 2- Morning Session

Sir Oscar Tambalque of Region III presented Team A’s output following the agreements set
by the group. After his presentation, a reactor from TESDA made an additional insight
mentioning that the UK’s educational system adamantly takes into account the significance
of their learners acquiring bachelor's degree and pursuing higher education while a minimal
attention is given to vocational courses.

The presentation report outlines werre as follows:
1. Overview of the SHS Curriculum in the Philippines
2. Highlights of the SHS Curriculum in the UK
3. Comparative Analysis of the SHS Curricula in the Philippines and the UK
4. Recommendations for Ways Forward

9. Day 2 Photos-Morning Session











Finalization of the English Group’s Output in Preparation to Presentation

10. SHS English Group Presentation of Output

11. TITLE OF THE ACTIVITY DATE/ TIME PLACE/VENUE
Individual Review of the
Curriculum
April 23, 2024/Afternoon
Session
1:30 pm-5:00 pm

Red Hotel, Cubao, Quezon
City
DETAILS OF THE ACTIVITY (DAY 2)


Day 2- Afternoon Session

Presentation of the mapping of competencies per core subject was provided by the
organizers. Templates were discussed thoroughly for the participants to accomplish. BCD
specialists assigned in each team provided further clarifications on the expected output. The
team was assigned to work on three subjects: Oral Communication, Reading and Writing,
and 21st Century Literature from the Philippines and the World. Participants were informed
that the review will have three stages: individual, peer, and team evaluation. It was made
clear during the orientation that the decision of the group shall be in consensus to all the
three subjects being worked on. For a clearer and more careful review process, participants
were advised to visit the JHS MATATAG Curriculum. Moreover, using the curriculum guides of
the assigned subject areas, participants were instructed to review all competencies (original,
not the MELCs), and critique whether these are considered desirable or essential. Essential
learning competencies are defined as those that the learner will need for a successful life, or
for continuation to subsequent grades. On the other hand, Desirable learning competencies
are defined as those that will enhance education but are not essential. Participants were
also encouraged to accomplish the “Remarks” column to provide elaborations of the
decision of the group pertaining to the tagging of individual competency per subject.

Individual Review Results:

12. Oral Communication
Of the 26 learning competencies of Oral Communication, only two (2) competencies were
considered DESIRABLE. These competencies were: 10. Watches and listens to sample oral
communication activities (EN11/12OC-Ibe-10) and 22. Explains that a shift in speech context,
speech style, speech act and communicative strategy affects the following (EN11/12OC-
IIab-22); language form (EN11/12OC-IIab-22.1); duration of interaction (EN11/12OC-IIab-
22.2); relationship of speaker (EN11/12OC-IIab-22.3); role of responsibilities of the speaker
(EN11/12OC-IIab-22.4); message (EN11/12OC-IIab-22.5); delivery (EN11/12OC-IIab-22.6).
Though iteration and mastery of the learning content is the goal of the English courses in the
current curriculum, possible reason for this decision is that these learning competencies can
be embedded to the previous and/or succeeding learning competencies and can also be
achieved by learners while accomplishing task-based learning activities and simulations.

Reading and Writing
Of all the nine (9) learning competencies, participants who worked for this subject area
considered them as DESIRABLE. The reason behind this, is that these learning competencies
are already captured in the JHS English MATATAG Curriculum. Stipulated in the REMARKS
Column of the Excel document, participants were able to extract the English 7 learning
competencies from the JHS Curriculum which have similar target reading and writing
competencies with that of the SHS Reading and Writing subject.



21st Century Literature from the Philippines and the World
In the Quarter 1 of the subject, only three (3) sub-learning competencies were considered as
“essentials” while in the Quarter 2, only three (3) were tagged as “essentials”. Reasons
include that most of the learning competencies of the subject were already included in the
literature subjects in the JHS such as Philippine Literature.

13. Peer Review Results:

Oral Communication
Apart from the two learning competencies which were tagged as “desirable ” in the
individual review, during the peer evaluation, additional learning competencies, 12.
Comprehends various kinds of oral texts (EN11/12OC-Ibe-12), 14. Evaluates the effectiveness
of an oral communication activity (EN11/12OC-Ibe-14), and 24. Uses principles of effective
speech delivery in different situations (EN11/12OC-IIcj-24) were tagged as “desirable” as well
with the same reason that they can be embedded to the other learning competencies.


Reading and Writing
During the peer evaluation, participants agreed that all learning competencies in the
Reading and Writing subject will be tagged as “desirable” confirming the similarities of these
competencies in the English 7 JHS MATATAG Curriculum.


21st Century Literature in the Philippines and the World
One of the reasons that surfaced during the sharing of the participants in terms of their
decision whether the learning competencies will be tagged as “essentials” or “desirables”, it
was observed that some of the learning competencies in the Quarter 2 can be embedded
in the Quarter 1 especially in accomplishing writing tasks.

14. Day 2 Photos -Afternoon Session













Participants reviewing the curriculum guides of their assigned subject area (core subject)

15. Ms. Ferriols, a BCD specialist, oriented the English Group on the task being assigned to them