INSET Powerpoint Presentation Session 2-3.pptx.pdf
MishaWilliams2
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127 slides
Jul 22, 2024
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About This Presentation
for educational purposes
Slide Content
RAPATAN2024
1.Identify the subject’s curriculum framework, Big Ideas, key stage 3 learning
standards and subdomains, and curriculum guide lay-out as articulated in the
learning area’s Shaping Paper
2.Describe a standards-based curriculum map, its importance and process of
preparation
3.Explain process of prioritizing standards and determining power and support
competencies using the REAL criteria
4.Examine various techniques for unpacking Gr. 7 standards and learning
competencies
5.Discuss process of aligning standards and competencies with activities,
assessments, resources and core values
standards and subdomains, and curriculum guide lay-out as articulated in the
learning area’s Shaping Paper
2.Describe a standards-based curriculum map, its importance and process of
preparation
3.Explain process of prioritizing standards and determining power and support
competencies using the REAL criteria
4.Examine various techniques for unpacking Gr. 7 standards and learning
competencies
5.Discuss process of aligning standards and competencies with activities,
assessments, resources and core values
What you need
1.2024 PEAC Summer INSET Program and Schedule
2.MATATAG Grade 7 Subject Curriculum Guide
3.Curriculum Map Template
4.Unpacking Curriculum Standards and Learning
Competencies Worksheet
5.Table for Prioritizing Learning Competencies
6.A-M-T Learning Goals Chart
1.2024 PEAC Summer INSET Program and Schedule
2.MATATAG Grade 7 Subject Curriculum Guide
3.Curriculum Map Template
4.Unpacking Curriculum Standards and Learning
Competencies Worksheet
5.Table for Prioritizing Learning Competencies
6.A-M-T Learning Goals Chart
“currere”
RAPATAN2024
How can teachers design
and map a course of study
or curriculum that enables
students to achieve
learning standards and
competencies?
How can teachers design
and map a course of study
or curriculum that enables
students to achieve
learning standards and
competencies?
How can teachers design and map a course of study or curriculum that
enables students to achieve learning standards and competencies?
+
enables students to achieve learning standards and competencies?
+
RAPATAN2024
Learning Area Shaping Paper:
•Curriculum Framework
•Big Ideas
•Key Stage 3 Learning
Standards and Subdomains
•Learning Area Curriculum
Goals
•Curriculum Guide Lay-out
Learning Area Shaping Paper:
•Curriculum Framework
•Big Ideas
•Key Stage 3 Learning
Standards and Subdomains
•Learning Area Curriculum
Goals
•Curriculum Guide Lay-out
Big Ideas
Page 5 of MATATAG
Curriculum Guide
Page 5 of MATATAG
Curriculum Guide
Key Stage 3 Learning Standards
and Subdomains
The domains for Grades 7-10 are:
•Science of Materials
•Force, Motion, and Energy
•Life Science; and
•Earth and Space Science
and Subdomains
The domains for Grades 7-10 are:
•Science of Materials
•Force, Motion, and Energy
•Life Science; and
•Earth and Space Science
RAPATAN2024
Learning Area Curriculum Goals (MATATAG General Shaping Paper)
Learning Area: Science
The overall goal of the Science Curriculum is the achievement
of scientific, environmental and technology and engineering
literacy of all learners.
On achieving the outcomes of the curriculum, learners will. be
ready to actively participate in local, national, and global
contexts and make meaningful contributions to a dynamic and
culturally diverse and expanding world. By successfully
completing, the Science Curriculum, Filipino learners will
demonstrate capabilities as put forth in the Basic Education
Development Plan (BEDP) 2030
Learning Area Curriculum Goals (MATATAG General Shaping Paper)
Learning Area: Science
The overall goal of the Science Curriculum is the achievement
of scientific, environmental and technology and engineering
literacy of all learners.
On achieving the outcomes of the curriculum, learners will. be
ready to actively participate in local, national, and global
contexts and make meaningful contributions to a dynamic and
culturally diverse and expanding world. By successfully
completing, the Science Curriculum, Filipino learners will
demonstrate capabilities as put forth in the Basic Education
Development Plan (BEDP) 2030
Curriculum Guide Layout
–WHAT to teach
–WHAT to teach
Curriculum Guide Layout –WHAT to teach
HOW will students learn these standards and
competencies?
HOW will students learn these standards and
competencies?
GIVEN BY
CURRICULUM
GUIDE
NOT GIVEN
BY
CURRICULUM
GUIDE
STANDARDS
COMPETENCIES
ASSESSMENTS
INSTRUCTIONS
CURRICULUM
GUIDE
NOT GIVEN
BY
CURRICULUM
GUIDE
STANDARDS
COMPETENCIES
ASSESSMENTS
INSTRUCTIONS
Stage 2
Determine Acceptable Evidence
(Design Balanced Assessments)
How will I know whether my students
have acquired the requisite knowledge,
skills, and understandings?
Standards-Based Model
Stage 1
Identify Desired Results
What do I want my students
to know and be able to do?
Big Ideas Enduring Understandings
Essential Questions
Stage 3
Planning Learning Experiences &
Instruction
What will need to be done to provide my
students with multiple opportunities to
acquire knowledge, skills, and
understandings?
STANDARDS/
COMPETENCY
ASSESSMENT
ACTIVITY
Determine Acceptable Evidence
(Design Balanced Assessments)
How will I know whether my students
have acquired the requisite knowledge,
skills, and understandings?
Standards-Based Model
Stage 1
Identify Desired Results
What do I want my students
to know and be able to do?
Big Ideas Enduring Understandings
Essential Questions
Stage 3
Planning Learning Experiences &
Instruction
What will need to be done to provide my
students with multiple opportunities to
acquire knowledge, skills, and
understandings?
STANDARDS/
COMPETENCY
ASSESSMENT
ACTIVITY
grant wiggins - Google Search
jay mctighe - Google Search
jay mctighe - Google Search
SAMPLE DIARY CURRICULUM MAP
A chart of the content, skills, activities and assessments that
describe learning in a classroom.
A chart of the content, skills, activities and assessments that
describe learning in a classroom.
SAMPLE DIARY CURRICULUM MAP
FROM DEPED MATATAG
CURRICULUM GUIDE (CG)
FROM
DEPED
MATATAG
CG
FROM SUBJECT TEACHER FROM
SCHOOL’S
VISION AND
MISSION
A chart of the content, skills, activities and assessments that describe learning in a
classroom.
FROM DEPED MATATAG
CURRICULUM GUIDE (CG)
FROM
DEPED
MATATAG
CG
FROM SUBJECT TEACHER FROM
SCHOOL’S
VISION AND
MISSION
A chart of the content, skills, activities and assessments that describe learning in a
classroom.
3 March 2024
Task 1: Complete the first four (4) columns in your template by stating Q! in the first column
and copying from the MATATAG CG the next 3 columns.
Task 1: Complete the first four (4) columns in your template by stating Q! in the first column
and copying from the MATATAG CG the next 3 columns.
Task 1: Complete the first four (4) columns in your template by stating Q2 in the
first column and copying from the MATATAG CG the next 3 columns.
first column and copying from the MATATAG CG the next 3 columns.
PREPARING A STANDARDS-BASED
UNIT CURRICULUM MAP
1
Select and cluster priority
competencies
Specify coverage in priority
competencies
State activities and assessments
that match with priority
competencies
PRIORITIZE UNPACK ALIGN
2 3
UNIT CURRICULUM MAP
1
Select and cluster priority
competencies
Specify coverage in priority
competencies
State activities and assessments
that match with priority
competencies
PRIORITIZE UNPACK ALIGN
2 3
PREPARING A STANDARDS-BASED
UNIT CURRICULUM MAP
1
Select and cluster priority
competencies
Specify coverage in priority
competencies
State activities and assessments
that match with priority
competencies
PRIORITIZE UNPACK ALIGN
2 3
UNIT CURRICULUM MAP
1
Select and cluster priority
competencies
Specify coverage in priority
competencies
State activities and assessments
that match with priority
competencies
PRIORITIZE UNPACK ALIGN
2 3
“Priority should be given to those
skills that are pre-requisites for
further learning, including
foundational learning such as
literacy, numeracy and basic
social-emotional competencies.
Priority should also be given to
essential missed content, which
can be identified through the
assessments of current levels of
learning.” - UNESCO, UNICEF, World Bank
skills that are pre-requisites for
further learning, including
foundational learning such as
literacy, numeracy and basic
social-emotional competencies.
Priority should also be given to
essential missed content, which
can be identified through the
assessments of current levels of
learning.” - UNESCO, UNICEF, World Bank
❑A focus for teachers on what to
teach
❑“Higher level of Learning”
❑A prioritization of the academic
standards
❑Provides purpose or reason for
learning a specific competency
What are Power
Standards/Competencies?
teach
❑“Higher level of Learning”
❑A prioritization of the academic
standards
❑Provides purpose or reason for
learning a specific competency
What are Power
Standards/Competencies?
https://absenterprisedotcom.files.wordpress.com/2016/06/real-standards.pdf
https://absenterprisedotcom.files.wordpress.com/2016/06/real-standards.pdf
R
E
R
E
https://absenterprisedotcom.files.wordpress.com/2016/06/real-standards.pdf
A
L
A
L
WHICH IS A
POWER
COMPETENCY
AND SUPPORTING
COMPETENCY?
CONTENT 1 2
USE OF MODELS
Describe the
Particle Model of
Matter
Recognize that scientists
use models
THE PARTICLE
MODEL AND
CHANGES OF
STATE
Explain the
changes of state
in terms of
particle
arrangement and
energy changes
Use diagrams and
illustrations to describe
the arrangement,
spacing, and relative
motion of the particles in
each of the three states
(phases) of matter
SOLUTIONS,
SOLUBILITY,
CONCENTRATIONS
Identify the role
of solute and
solvent
Express quantitatively
the percentage of
concentration of solution
POWER
COMPETENCY
AND SUPPORTING
COMPETENCY?
CONTENT 1 2
USE OF MODELS
Describe the
Particle Model of
Matter
Recognize that scientists
use models
THE PARTICLE
MODEL AND
CHANGES OF
STATE
Explain the
changes of state
in terms of
particle
arrangement and
energy changes
Use diagrams and
illustrations to describe
the arrangement,
spacing, and relative
motion of the particles in
each of the three states
(phases) of matter
SOLUTIONS,
SOLUBILITY,
CONCENTRATIONS
Identify the role
of solute and
solvent
Express quantitatively
the percentage of
concentration of solution
WHICH IS A
POWER
COMPETENCY
AND SUPPORTING
COMPETENCY?
CONTENT 1 2
USE OF MODELS
Describe the
Particle Model of
Matter
Recognize that scientists
use models
THE PARTICLE
MODEL AND
CHANGES OF
STATE
Explain the
changes of state
in terms of
particle
arrangement and
energy changes
Use diagrams and
illustrations to describe
the arrangement,
spacing, and relative
motion of the particles in
each of the three states
(phases) of matter
SOLUTIONS,
SOLUBILITY,
CONCENTRATIONS
Identify the role
of solute and
solvent
Express quantitatively
the percentage of
concentration of solution
POWER
COMPETENCY
AND SUPPORTING
COMPETENCY?
CONTENT 1 2
USE OF MODELS
Describe the
Particle Model of
Matter
Recognize that scientists
use models
THE PARTICLE
MODEL AND
CHANGES OF
STATE
Explain the
changes of state
in terms of
particle
arrangement and
energy changes
Use diagrams and
illustrations to describe
the arrangement,
spacing, and relative
motion of the particles in
each of the three states
(phases) of matter
SOLUTIONS,
SOLUBILITY,
CONCENTRATIONS
Identify the role
of solute and
solvent
Express quantitatively
the percentage of
concentration of solution
CONTENT STANDARD:
PERFORMANCE STANDARD:
COMPETENCIES
R
(needed
for next
unit or
grade)
E
(needed
for real
life)
A
(needed for
achievement
or
admissions
or job tests)
L
(needed by
other
subjects)
POWER OR
SUPPORTING?
TABLE OF UNIT POWER AND SUPPORTING COMPETENCIES
PERFORMANCE STANDARD:
COMPETENCIES
R
(needed
for next
unit or
grade)
E
(needed
for real
life)
A
(needed for
achievement
or
admissions
or job tests)
L
(needed by
other
subjects)
POWER OR
SUPPORTING?
TABLE OF UNIT POWER AND SUPPORTING COMPETENCIES
CONTENT STANDARD: Scientists use models to explain phenomena; the particle model explains the properties of solids, liquids, and gases and the processes involved in changes of
state, diagrams and flowcharts are very useful in demonstrating and explaining the motion and arrangement of particles during changes of state; there are specific processes for
planning, conducting, and recording scientific investigations ; the properties of solutions such as solubility and reaction to litmus determine their use.
PERFORMANCE STANDARD: recognize that scientists use models to describe the particle model of matter. They use diagrams and illustrations to explain the motion and arrangement
of particles during changes of state. They demonstrate an understanding of the role of solute and solvent in solutions and the factors that affect solubility. They demonstrate skills to
plan and conduct a scientific investigation making accurate measurements and using standard units.
COMPETENCIES
R
(needed for next unit
or grade)
E
(needed for real
life)
A
(needed for
achievement or
admissions or job
tests)
L
(needed by other
subjects)
POWER OR
SUPPORTING?
Recognize that scientists use models to
explain phenomena that cannot be easily
seen or detected
POWER
Describe the Particle Model of Matter as
“All matter is made up of tiny particles
with each pure substance having its own
kind of particles.
SUPPORTING
Follow six appropriate steps of a scientific
investigation which includes aim or
problem, hypothesis, materials and
equipment, method or procedures, results
including data, and conclusion.
POWER
Classify LCs in terms of Readiness, Endurance, Assessment and Leverage (R-E-A-L). LCs with all R-E-A-L become the Power
Competencies and take priority. LCs with some of R-E-A-L become Support competencies.
TABLE OF UNIT POWER AND SUPPORTING COMPETENCIES STEP 1
state, diagrams and flowcharts are very useful in demonstrating and explaining the motion and arrangement of particles during changes of state; there are specific processes for
planning, conducting, and recording scientific investigations ; the properties of solutions such as solubility and reaction to litmus determine their use.
PERFORMANCE STANDARD: recognize that scientists use models to describe the particle model of matter. They use diagrams and illustrations to explain the motion and arrangement
of particles during changes of state. They demonstrate an understanding of the role of solute and solvent in solutions and the factors that affect solubility. They demonstrate skills to
plan and conduct a scientific investigation making accurate measurements and using standard units.
COMPETENCIES
R
(needed for next unit
or grade)
E
(needed for real
life)
A
(needed for
achievement or
admissions or job
tests)
L
(needed by other
subjects)
POWER OR
SUPPORTING?
Recognize that scientists use models to
explain phenomena that cannot be easily
seen or detected
POWER
Describe the Particle Model of Matter as
“All matter is made up of tiny particles
with each pure substance having its own
kind of particles.
SUPPORTING
Follow six appropriate steps of a scientific
investigation which includes aim or
problem, hypothesis, materials and
equipment, method or procedures, results
including data, and conclusion.
POWER
Classify LCs in terms of Readiness, Endurance, Assessment and Leverage (R-E-A-L). LCs with all R-E-A-L become the Power
Competencies and take priority. LCs with some of R-E-A-L become Support competencies.
TABLE OF UNIT POWER AND SUPPORTING COMPETENCIES STEP 1
Review Supporting competencies. If these can be merged, then do so by
taking higher-order LC or by related content.
G8
Predict phenotypic expressions of
traits following simple patterns of
inheritance
G9
Explain the different
patterns of non-Mendelian
inheritance
G9
Explain how electrical energy is
generated, transmitted, and
distributed
G10
Explain the operation of a simple
electric motor and generator
MERGE BY TAKING HIGHER ORDER LC
WHEN CONTENT IS THE SAME
MERGE SIMILAR CONTENT
WHEN SKILL IS THE SAME
Predict the different patterns of
Non-Mendelian inheritance by discussing
simple patterns of inheritance. (M)
Explain the safety operation of a
simple electric motor and generator in
the processes of generation,
transmission and distribution of
electrical energy. (M)
taking higher-order LC or by related content.
G8
Predict phenotypic expressions of
traits following simple patterns of
inheritance
G9
Explain the different
patterns of non-Mendelian
inheritance
G9
Explain how electrical energy is
generated, transmitted, and
distributed
G10
Explain the operation of a simple
electric motor and generator
MERGE BY TAKING HIGHER ORDER LC
WHEN CONTENT IS THE SAME
MERGE SIMILAR CONTENT
WHEN SKILL IS THE SAME
Predict the different patterns of
Non-Mendelian inheritance by discussing
simple patterns of inheritance. (M)
Explain the safety operation of a
simple electric motor and generator in
the processes of generation,
transmission and distribution of
electrical energy. (M)
CONTENT STANDARD:
PERFORMANCE STANDARD:
COMPETENCIES R
(needed for
next unit or
grade)
E
(needed for
real life)
A
(needed for
achievement
or admissions
or job tests)
L
(needed by
other
subjects)
POWER OR
SUPPORTING?
TABLE OF UNIT POWER AND SUPPORTING COMPETENCIES
TASK 2: Prepare above table for your group’s Quarter 2
Curriculum Unit Topic.
PERFORMANCE STANDARD:
COMPETENCIES R
(needed for
next unit or
grade)
E
(needed for
real life)
A
(needed for
achievement
or admissions
or job tests)
L
(needed by
other
subjects)
POWER OR
SUPPORTING?
TABLE OF UNIT POWER AND SUPPORTING COMPETENCIES
TASK 2: Prepare above table for your group’s Quarter 2
Curriculum Unit Topic.
PREPARING A STANDARDS-BASED
UNIT CURRICULUM MAP
1
Select and cluster priority
competencies
Specify coverage in priority
competencies
State activities and assessments
that match with priority
competencies
PRIORITIZE UNPACK ALIGN
2 3
UNIT CURRICULUM MAP
1
Select and cluster priority
competencies
Specify coverage in priority
competencies
State activities and assessments
that match with priority
competencies
PRIORITIZE UNPACK ALIGN
2 3
In short, a standard is a concrete
description of what a student should
be able to understand (content) and
be able to do (skill).
https://discovery.apsva.us/standards-based-instruction/
A “standard” (sometimes called a
“learning standard” or a “content
standard”) is a set of established
norms that a child should achieve
that mean a child has truly gained a
given set of knowledge or a given skill.
description of what a student should
be able to understand (content) and
be able to do (skill).
https://discovery.apsva.us/standards-based-instruction/
A “standard” (sometimes called a
“learning standard” or a “content
standard”) is a set of established
norms that a child should achieve
that mean a child has truly gained a
given set of knowledge or a given skill.
ANATOMY OF CONTENT AND PERFORMANCE STANDARDS
CONTENT STANDARD PERFORMANCE STANDARD
Scientists use models to explain phenomena.
The particle model explains the properties of
solids, liquids, and gases and the processes
involved in changes of state.
Diagrams and flowcharts are very useful in
demonstrating and explaining the motion and
arrangement of particles during changes of
state.
There are specific processes for planning,
conducting, and recording scientific
investigations.
The properties of solutions such as solubility
and reaction to litmus determine their use.
Learners recognize that scientists use models
to describe the particle model of matter. They
use diagrams and illustrations to explain the
motion and arrangement of particles during
changes of state. They demonstrate an
understanding of the role of solute and solvent
in solutions and the factors that affect
solubility. They demonstrate skills to plan and
conduct a scientific investigation making
accurate measurements and using standard
units.
CONTENT STANDARD PERFORMANCE STANDARD
Scientists use models to explain phenomena.
The particle model explains the properties of
solids, liquids, and gases and the processes
involved in changes of state.
Diagrams and flowcharts are very useful in
demonstrating and explaining the motion and
arrangement of particles during changes of
state.
There are specific processes for planning,
conducting, and recording scientific
investigations.
The properties of solutions such as solubility
and reaction to litmus determine their use.
Learners recognize that scientists use models
to describe the particle model of matter. They
use diagrams and illustrations to explain the
motion and arrangement of particles during
changes of state. They demonstrate an
understanding of the role of solute and solvent
in solutions and the factors that affect
solubility. They demonstrate skills to plan and
conduct a scientific investigation making
accurate measurements and using standard
units.
CONTENT STANDARD PERFORMANCE STANDARD
Scientists use models to explain phenomena.
The particle model explains the properties of
solids, liquids, and gases and the processes
involved in changes of state.
Diagrams and flowcharts are very useful in
demonstrating and explaining the motion and
arrangement of particles during changes of
state.
There are specific processes for planning,
conducting, and recording scientific
investigations.
The properties of solutions such as solubility
and reaction to litmus determine their use.
Learners recognize that scientists use models
to describe the particle model of matter. They
use diagrams and illustrations to explain the
motion and arrangement of particles during
changes of state. They demonstrate an
understanding of the role of solute and solvent
in solutions and the factors that affect
solubility. They demonstrate skills to plan and
conduct a scientific investigation making
accurate measurements and using standard
units.
BIG IDEA
ANATOMY OF CONTENT AND PERFORMANCE STANDARDS
BIG IDEA BIG IDEA
BIG IDEA
BIG IDEA
BIG IDEA
BIG IDEA
BIG IDEA
Scientists use models to explain phenomena.
The particle model explains the properties of
solids, liquids, and gases and the processes
involved in changes of state.
Diagrams and flowcharts are very useful in
demonstrating and explaining the motion and
arrangement of particles during changes of
state.
There are specific processes for planning,
conducting, and recording scientific
investigations.
The properties of solutions such as solubility
and reaction to litmus determine their use.
Learners recognize that scientists use models
to describe the particle model of matter. They
use diagrams and illustrations to explain the
motion and arrangement of particles during
changes of state. They demonstrate an
understanding of the role of solute and solvent
in solutions and the factors that affect
solubility. They demonstrate skills to plan and
conduct a scientific investigation making
accurate measurements and using standard
units.
BIG IDEA
ANATOMY OF CONTENT AND PERFORMANCE STANDARDS
BIG IDEA BIG IDEA
BIG IDEA
BIG IDEA
BIG IDEA
BIG IDEA
BIG IDEA
CONTENT STANDARD PERFORMANCE STANDARD
Scientists use models to explain phenomena.
The particle model explains the properties of
solids, liquids, and gases and the processes
involved in changes of state.
Diagrams and flowcharts are very useful in
demonstrating and explaining the motion and
arrangement of particles during changes of
state.
There are specific processes for planning,
conducting, and recording scientific
investigations.
The properties of solutions such as solubility
and reaction to litmus determine their use.
Learners recognize that scientists use models
to describe the particle model of matter. They
use diagrams and illustrations to explain the
motion and arrangement of particles during
changes of state. They demonstrate an
understanding of the role of solute and solvent
in solutions and the factors that affect
solubility. They demonstrate skills to plan and
conduct a scientific investigation making
accurate measurements and using standard
units.
BIG IDEA
ANATOMY OF CONTENT AND PERFORMANCE STANDARDS
BIG IDEA BIG IDEA
BIG IDEA
BIG IDEA
BIG IDEA
BIG IDEA
BIG IDEA
BIG IDEA
BIG IDEA
BIG IDEA
BIG IDEA
BIG IDEA
BIG IDEA
BIG IDEA
BIG IDEA
Scientists use models to explain phenomena.
The particle model explains the properties of
solids, liquids, and gases and the processes
involved in changes of state.
Diagrams and flowcharts are very useful in
demonstrating and explaining the motion and
arrangement of particles during changes of
state.
There are specific processes for planning,
conducting, and recording scientific
investigations.
The properties of solutions such as solubility
and reaction to litmus determine their use.
Learners recognize that scientists use models
to describe the particle model of matter. They
use diagrams and illustrations to explain the
motion and arrangement of particles during
changes of state. They demonstrate an
understanding of the role of solute and solvent
in solutions and the factors that affect
solubility. They demonstrate skills to plan and
conduct a scientific investigation making
accurate measurements and using standard
units.
BIG IDEA
ANATOMY OF CONTENT AND PERFORMANCE STANDARDS
BIG IDEA BIG IDEA
BIG IDEA
BIG IDEA
BIG IDEA
BIG IDEA
BIG IDEA
BIG IDEA
BIG IDEA
BIG IDEA
BIG IDEA
BIG IDEA
BIG IDEA
BIG IDEA
BIG IDEA
HOW WE UNDERSTAND THE
STANDARDS
INFLUENCES THE WAY WE
TEACH THE STANDARDS
IN COMMON
STANDARDS
INFLUENCES THE WAY WE
TEACH THE STANDARDS
IN COMMON
ANATOMY OF LEARNING COMPETENCY
SAMPLE LEARNING COMPETENCIES
Describe the Particle Model of Matter as “All matter is
made up of tiny particles with each pure substance
having its own kind of particles
Identify the role of the solute and solvent in a solution
Demonstrate how different factors affect the solubility of
a solute in a given solvent, such as heat
SKILL
SKILL
SKILL
CONTENT
CONTENT
CONTENT
SAMPLE LEARNING COMPETENCIES
Describe the Particle Model of Matter as “All matter is
made up of tiny particles with each pure substance
having its own kind of particles
Identify the role of the solute and solvent in a solution
Demonstrate how different factors affect the solubility of
a solute in a given solvent, such as heat
SKILL
SKILL
SKILL
CONTENT
CONTENT
CONTENT
to Unpack Standards and
Competencies
5Techniques
1. Clarifying ambiguous or reconciling conflicting terms in the standard.
2. Making explicit connections between standards and competencies.
4. Providing for missing competencies in order to achieve the standards.
5. Identifying the budget of time as suggested by the Learning Competency code.
3. Breaking down in explicit terms the coverage or process involved in the standard or competency.
Competencies
5Techniques
1. Clarifying ambiguous or reconciling conflicting terms in the standard.
2. Making explicit connections between standards and competencies.
4. Providing for missing competencies in order to achieve the standards.
5. Identifying the budget of time as suggested by the Learning Competency code.
3. Breaking down in explicit terms the coverage or process involved in the standard or competency.
T1: Clarifying
terms
T3: Specifying
scope
T5: Stating time for
teaching
terms
T3: Specifying
scope
T5: Stating time for
teaching
3 March 2024
RAPATAN2024
T4: Provide
needed LC
RAPATAN2024
T4: Provide
needed LC
to Unpack Standards and
Competencies
5Techniques
1. Clarifying ambiguous or reconciling conflicting terms in the standard.
2. Making explicit connections between standards and competencies.
4. Providing for missing competencies in order to achieve the standards.
5. Identifying the budget of time as suggested by the Learning Competency code.
3. Breaking down in explicit terms the coverage or process involved in the standard or competency.
T2: Discuss in Unit
Standards and
Competencies Diagram
Competencies
5Techniques
1. Clarifying ambiguous or reconciling conflicting terms in the standard.
2. Making explicit connections between standards and competencies.
4. Providing for missing competencies in order to achieve the standards.
5. Identifying the budget of time as suggested by the Learning Competency code.
3. Breaking down in explicit terms the coverage or process involved in the standard or competency.
T2: Discuss in Unit
Standards and
Competencies Diagram
UNPACKING OF LEARNING COMPETENCIES
SAMPLE LEARNING COMPETENCIES
explain the changes of state in terms of particle
arrangement and energy changes
describe the Particle Model of Matter as “All matter is made
up of tiny particles with each pure substance having its own
kind of particles.”
follow appropriate steps of a scientific investigation
SKILL
SKILL
SKILL
CONTENT
CONTENT
CONTENT
SAMPLE LEARNING COMPETENCIES
explain the changes of state in terms of particle
arrangement and energy changes
describe the Particle Model of Matter as “All matter is made
up of tiny particles with each pure substance having its own
kind of particles.”
follow appropriate steps of a scientific investigation
SKILL
SKILL
SKILL
CONTENT
CONTENT
CONTENT
UNPACKING CONTENT OF THE NOUN IN THE LC
follow appropriate steps of a scientific investigation
identify the role of the solute and solvent in a solution
demonstrate how different factors affect the solubility of a solute in a given solvent,
such as heat
CONTENT
CONTENT
CONTENT(How many? What specifically are they?)
(How many? What specifically are they?)
(How many? What specifically are they?)
follow appropriate steps of a scientific investigation
identify the role of the solute and solvent in a solution
demonstrate how different factors affect the solubility of a solute in a given solvent,
such as heat
CONTENT
CONTENT
CONTENT(How many? What specifically are they?)
(How many? What specifically are they?)
(How many? What specifically are they?)
UNPACKING CONTENT OF THE NOUN IN THE LC
Demonstrate how different factors affect
the solubility of a solute in a given
solvent, such as heat
Demonstrate how five factors (i.e., temperature,
pressure, molecular size, solute properties, and
mechanical agitation) affect solubility of a solute in a
given solvent.
CONTENT(How many? What specifically are they?)
Solubility: is the ability
of a substance, the
solute, to form a
solution with another
substance, the solvent.
Demonstrate how different factors affect
the solubility of a solute in a given
solvent, such as heat
Demonstrate how five factors (i.e., temperature,
pressure, molecular size, solute properties, and
mechanical agitation) affect solubility of a solute in a
given solvent.
CONTENT(How many? What specifically are they?)
Solubility: is the ability
of a substance, the
solute, to form a
solution with another
substance, the solvent.
UNPACKING CONTENT OF THE NOUN IN THE LC
follow appropriate steps of a scientific
investigation
Follow the six appropriate steps of scientific
investigations (i.e. Aim or problem, Hypothesis,
Materials and equipment, Method or procedures, Results
including data, and Conclusion)
CONTEN
T
(How many? What specifically are they?)
Scientific
investigation: is a
process of solving
problems using
systematic steps.
follow appropriate steps of a scientific
investigation
Follow the six appropriate steps of scientific
investigations (i.e. Aim or problem, Hypothesis,
Materials and equipment, Method or procedures, Results
including data, and Conclusion)
CONTEN
T
(How many? What specifically are they?)
Scientific
investigation: is a
process of solving
problems using
systematic steps.
TASK 3:
UNPACK AND SPECIFY THE CONTENT IN NOUNS FOR UNIT LCs
BY INSERTING OR INDICATING IN PARENTHESES BEFORE OR AFTER NOUN
SPECIFIC NUMBER, SCOPE, OR DEFINITION.
Follow the six appropriate steps of scientific investigations
(i.e. Aim or problem, Hypothesis, Materials and equipment,
Method or procedures, Results including data, and
Conclusion)
Demonstrate how five factors (i.e., temperature,
pressure, molecular size, solute properties, and
mechanical agitation) affect solubility of a solute in a
given solvent.
UNPACK AND SPECIFY THE CONTENT IN NOUNS FOR UNIT LCs
BY INSERTING OR INDICATING IN PARENTHESES BEFORE OR AFTER NOUN
SPECIFIC NUMBER, SCOPE, OR DEFINITION.
Follow the six appropriate steps of scientific investigations
(i.e. Aim or problem, Hypothesis, Materials and equipment,
Method or procedures, Results including data, and
Conclusion)
Demonstrate how five factors (i.e., temperature,
pressure, molecular size, solute properties, and
mechanical agitation) affect solubility of a solute in a
given solvent.
MATATAG CURRICULUM GUIDE
UNIT LEARNING COMPETENCIES
(underline nouns and encircle
verbs; define key terms)
UNPACKED CONTENT
(restate the LC with additional
information that denotes content’s
number, type or scoe; additions
inserted before or after the noun)
Follow appropriate steps of a
scientific investigation which
includes:
a.Aim or problem,
b.Materians and
equipment;
c.Method or procedures;
d.Resuls including data;
and
e.Conclusion
Key Term:
Scientific investigation is a
process of solving probles
using systematic steps.
Follow appropriate six steps
of a scientific investigation
which includes:
a.Aim or problem;
b.Hypothesis
c.Materians and
equipment;
d.Method or procedures;
e.Resuls including data;
and
f.Conclusion
UNPACKING CURRICULUM UNIT LEARNING COMPETENCIES
UNIT LEARNING COMPETENCIES
(underline nouns and encircle
verbs; define key terms)
UNPACKED CONTENT
(restate the LC with additional
information that denotes content’s
number, type or scoe; additions
inserted before or after the noun)
Follow appropriate steps of a
scientific investigation which
includes:
a.Aim or problem,
b.Materians and
equipment;
c.Method or procedures;
d.Resuls including data;
and
e.Conclusion
Key Term:
Scientific investigation is a
process of solving probles
using systematic steps.
Follow appropriate six steps
of a scientific investigation
which includes:
a.Aim or problem;
b.Hypothesis
c.Materians and
equipment;
d.Method or procedures;
e.Resuls including data;
and
f.Conclusion
UNPACKING CURRICULUM UNIT LEARNING COMPETENCIES
TASK 3: Unpack and specify the content in nouns for unit LCs by inserting or
indicating in parentheses before or after noun specific number, scope, or
definition.
indicating in parentheses before or after noun specific number, scope, or
definition.
SAMPLE DIARY CURRICULUM MAP
A. COPY FROM DEPED MATATAG
CURRICULUM GUIDE (CG)
FROM
DEPED
MATATAG
CG
FROM SUBJECT TEACHER FROM
SCHOOL’S
VISION AND
MISSION
TASK 4: Write here the unpacked
power and supporting
competencies.
A. COPY FROM DEPED MATATAG
CURRICULUM GUIDE (CG)
FROM
DEPED
MATATAG
CG
FROM SUBJECT TEACHER FROM
SCHOOL’S
VISION AND
MISSION
TASK 4: Write here the unpacked
power and supporting
competencies.
SAMPLE DIARY CURRICULUM MAP
A. COPY FROM DEPED MATATAG
CURRICULUM GUIDE (CG)
FROM
DEPED
MATATAG
CG
FROM SUBJECT TEACHER FROM
SCHOOL’S
VISION AND
MISSION
How should competencies be
sequenced?
A. COPY FROM DEPED MATATAG
CURRICULUM GUIDE (CG)
FROM
DEPED
MATATAG
CG
FROM SUBJECT TEACHER FROM
SCHOOL’S
VISION AND
MISSION
How should competencies be
sequenced?
UNPACKING SKILL OF THE VERB IN THE LC
SAMPLE LEARNING COMPETENCIES
Recognize that scientists use models to explain
phenomena that cannot be easily seen or detected
Explain the changes of state in terms of particle
arrangement and energy change
Make accurate measurements using standard units for
physical quantities and organize the collected data when
carrying out a scientific investigation.
SKILL CONTENT
SKILL
SKILL
CONTENT
CONTENT
Learning goal?
Specific steps for
doing this?
Learning goal?
Specific steps for
doing this?
Learning goal?
Specific steps for
doing this?
SAMPLE LEARNING COMPETENCIES
Recognize that scientists use models to explain
phenomena that cannot be easily seen or detected
Explain the changes of state in terms of particle
arrangement and energy change
Make accurate measurements using standard units for
physical quantities and organize the collected data when
carrying out a scientific investigation.
SKILL CONTENT
SKILL
SKILL
CONTENT
CONTENT
Learning goal?
Specific steps for
doing this?
Learning goal?
Specific steps for
doing this?
Learning goal?
Specific steps for
doing this?
memorize and recall analyze and reason create and present
Learning Goals
Learning Goals
UNPACKING SKILL OF THE VERB IN THE LC
SAMPLE LEARNING COMPETENCIES
Recognize that scientists use models to explain
phenomena that cannot be easily seen or detected
Explain the changes of state in terms of particle
arrangement and energy change
Make accurate measurements using standard units for
physical quantities and organize the collected data when
carrying out a scientific investigation.
SKILL CONTENT
SKILL
SKILL
CONTENT
CONTENT
ACQUISITION
ANALYSIS/
MAKE MEANING
APPLICATION/
TRANSFER
SAMPLE LEARNING COMPETENCIES
Recognize that scientists use models to explain
phenomena that cannot be easily seen or detected
Explain the changes of state in terms of particle
arrangement and energy change
Make accurate measurements using standard units for
physical quantities and organize the collected data when
carrying out a scientific investigation.
SKILL CONTENT
SKILL
SKILL
CONTENT
CONTENT
ACQUISITION
ANALYSIS/
MAKE MEANING
APPLICATION/
TRANSFER
memorize and recall analyze and reason create and present
Learning Goals
TASK 4: CLASSIFY VERBS IN COMPETENCIES FOR Q2 UNIT LCs IN TERMS OF A-M-T
Learning Goals
TASK 4: CLASSIFY VERBS IN COMPETENCIES FOR Q2 UNIT LCs IN TERMS OF A-M-T
UNPACKING CURRICULUM UNIT LEARNING COMPETENCIES
3
SKILL (state
encircled verb)
4
SKILL’S LEARNING GOAL
(classify the verb if A-
Acquisition, M- Making
Meaning, T-Transfer)
Follow
A
3
SKILL (state
encircled verb)
4
SKILL’S LEARNING GOAL
(classify the verb if A-
Acquisition, M- Making
Meaning, T-Transfer)
Follow
A
TASK 4: CLASSIFY VERBS IN COMPETENCIES FOR Q2 UNIT LCs IN TERMS OF A-M-T
Does this show a logical sequencing of competencies? Why or why not?
How can we determine the logical sequence?
How can we determine the logical sequence? Use A-M-T Learning Goals.
A
A
A
A
A
A
M
T
T
T
T
T
A
A
A
A
A
A
M
T
T
T
T
T
How can we determine the logical sequence? Use A-M-T Learning Goals.
A
A
A
A
A
A
A
M
T
T
T
T
A
A
A
A
A
A
A
M
T
T
T
T
Are there other competencies to complete the logical sequence?
A
A
A
A
A
A
A
M
T
T
T
T
A
A
A
A
A
A
A
M
T
T
T
T
ADDING OTHER LC TO COMPLETE AMT SEQUENCE
A
A
A
A
A
A
A
M
M
T
T
T
T
T
9. Generalize that community based problems related to
solution concentrations are effectively addressed through
scientific investigation.
14. Design a scientific investigation related to solution
concentrations that effectively addressed community-based
problems.
A
A
A
A
A
A
A
M
M
T
T
T
T
T
9. Generalize that community based problems related to
solution concentrations are effectively addressed through
scientific investigation.
14. Design a scientific investigation related to solution
concentrations that effectively addressed community-based
problems.
TASK 5A: Are there other competencies to make the sequence logical?
REVIEW CG AND ADD OTHER NEEDED LCs TO COMPLETE A SEQUENCE.
REVIEW CG AND ADD OTHER NEEDED LCs TO COMPLETE A SEQUENCE.
Task 5B: Go back to this form and make a logical sequence of the unpacked
learning competencies.
learning competencies.
QUARTER
BUDGET OF TIME
2 CLASS MEETINGS
2 CLASS MEETINGS
TASK 6: PROVIDE THE TIME ALLOTMENT IN THE LAST COLUMN.
Task 6: Go back to this form and make a logical sequence of the unpacked
learning competencies.
learning competencies.
PREPARING A STANDARDS-BASED
UNIT CURRICULUM MAP
1
Select and cluster priority
competencies
Specify coverage in priority
competencies
State activities and assessments
that match with priority
competencies
PRIORITIZE UNPACK ALIGN
2 3
UNIT CURRICULUM MAP
1
Select and cluster priority
competencies
Specify coverage in priority
competencies
State activities and assessments
that match with priority
competencies
PRIORITIZE UNPACK ALIGN
2 3
ASSESSMEN
T
Learning Goal
(A-M-T)
ACTIVIT
Y
Adapted from https://blog.citl.mun.ca/instructionalresources/learning-outcomes-alignment/
ALIGNMENT TRIANGLE
T
Learning Goal
(A-M-T)
ACTIVIT
Y
Adapted from https://blog.citl.mun.ca/instructionalresources/learning-outcomes-alignment/
ALIGNMENT TRIANGLE
ALIGNMENT TRIANGLE
ASSESSMENT
(MATCHING)
LC LEARNING GOAL
(A: DEFINE…)
ACTIVITY
(VOCABULARY)
Adapted from https://blog.citl.mun.ca/instructionalresources/learning-outcomes-alignment/
ASSESSMENT
(MATCHING)
LC LEARNING GOAL
(A: DEFINE…)
ACTIVITY
(VOCABULARY)
Adapted from https://blog.citl.mun.ca/instructionalresources/learning-outcomes-alignment/
ALIGNMENT TRIANGLE
ASSESSMENT
(MATCHING)
LC LEARNING GOAL
(M: ANALYZE…)
ACTIVITY
(DICTIONARY
SEARCH)
Adapted from https://blog.citl.mun.ca/instructionalresources/learning-outcomes-alignment/
ASSESSMENT
(MATCHING)
LC LEARNING GOAL
(M: ANALYZE…)
ACTIVITY
(DICTIONARY
SEARCH)
Adapted from https://blog.citl.mun.ca/instructionalresources/learning-outcomes-alignment/
All teachers below are expected to teach the following:
CONTENT STANDARD: Learners learn that there are specific processes for planning, conducting, and
recording scientific investigations.
PERFORMANCE STANDARD: By the end of the Quarter, learners demonstrate skills to plan and conduct a
scientific investigation making accurate measurements and using standard units.
CLASS A CLASS B CLASS C
1. Teacher assigns students to
read the textbook chapter on
Scientific Inquiry Method.
2. Teacher asks students to list
steps of the method and give a
short description of each.
3. Teacher has students in class
enumerate steps and describe
each.
4. Teacher gives next a quiz
where students name a
described step of the method.
1. Teacher has students watch a
YouTube video explaining the different
steps of the scientific inquiry method.
2. Teacher next asks students to
download a graphic organizer and based
on the video, write the different steps of
the method and a one-sentence
description on each step.
3. Then teacher asks students to think of
a community problem. Teacher asks
students to put problem in question form
and on another sheet, propose how to
solve the identified community problem
using the steps of scientific inquiry.
1. Teacher has students complete
an Activity Sheet that requires
them to do the following: research
on three scientists, identify their
most important discovery or
invention, describe their scientific
process, and explain how their
work solved a community problem.
2. Teacher asks students to make
a portfolio of the three scientists.
Students then upload portfolio in a
virtual museum of scientists.
3. In class, students do a Show
and Tell about one of their
scientists.
Which of the three classes shows the teacher implementing the standards?
CONTENT STANDARD: Learners learn that there are specific processes for planning, conducting, and
recording scientific investigations.
PERFORMANCE STANDARD: By the end of the Quarter, learners demonstrate skills to plan and conduct a
scientific investigation making accurate measurements and using standard units.
CLASS A CLASS B CLASS C
1. Teacher assigns students to
read the textbook chapter on
Scientific Inquiry Method.
2. Teacher asks students to list
steps of the method and give a
short description of each.
3. Teacher has students in class
enumerate steps and describe
each.
4. Teacher gives next a quiz
where students name a
described step of the method.
1. Teacher has students watch a
YouTube video explaining the different
steps of the scientific inquiry method.
2. Teacher next asks students to
download a graphic organizer and based
on the video, write the different steps of
the method and a one-sentence
description on each step.
3. Then teacher asks students to think of
a community problem. Teacher asks
students to put problem in question form
and on another sheet, propose how to
solve the identified community problem
using the steps of scientific inquiry.
1. Teacher has students complete
an Activity Sheet that requires
them to do the following: research
on three scientists, identify their
most important discovery or
invention, describe their scientific
process, and explain how their
work solved a community problem.
2. Teacher asks students to make
a portfolio of the three scientists.
Students then upload portfolio in a
virtual museum of scientists.
3. In class, students do a Show
and Tell about one of their
scientists.
Which of the three classes shows the teacher implementing the standards?
All teachers below are expected to teach the following:
CONTENT STANDARD: Learners learn that there are specific processes for planning, conducting, and
recording scientific investigations.
PERFORMANCE STANDARD: By the end of the Quarter, learners demonstrate skills to plan and conduct a
scientific investigation making accurate measurements and using standard units.
CLASS A CLASS B CLASS C
1. Teacher assigns students to
read the textbook chapter on
Scientific Inquiry Method.
2. Teacher asks students to list
steps of the method and give a
short description of each.
3. Teacher has students in class
enumerate steps and describe
each.
4. Teacher gives next a quiz
where students name a
described step of the method.
1. Teacher has students watch a
YouTube video explaining the different
steps of the scientific inquiry method.
2. Teacher next asks students to
download a graphic organizer and based
on the video, write the different steps of
the method and a one-sentence
description on each step.
3. Then teacher asks students to think of
a community problem. Teacher asks
students to put problem in question form
and on another sheet, propose how to
solve the identified community problem
using the steps of scientific inquiry.
1. Teacher has students complete
an Activity Sheet that requires
them to do the following: research
on three scientists, identify their
most important discovery or
invention, describe their scientific
process, and explain how their
work solved a community problem.
2. Teacher asks students to make
a portfolio of the three scientists.
Students then upload portfolio in a
virtual museum of scientists.
3. In class, students do a Show
and Tell about one of their
scientists.
Which of the three classes shows the teacher implementing the standards?
Content Only
Content and Skill
Content Only
CONTENT STANDARD: Learners learn that there are specific processes for planning, conducting, and
recording scientific investigations.
PERFORMANCE STANDARD: By the end of the Quarter, learners demonstrate skills to plan and conduct a
scientific investigation making accurate measurements and using standard units.
CLASS A CLASS B CLASS C
1. Teacher assigns students to
read the textbook chapter on
Scientific Inquiry Method.
2. Teacher asks students to list
steps of the method and give a
short description of each.
3. Teacher has students in class
enumerate steps and describe
each.
4. Teacher gives next a quiz
where students name a
described step of the method.
1. Teacher has students watch a
YouTube video explaining the different
steps of the scientific inquiry method.
2. Teacher next asks students to
download a graphic organizer and based
on the video, write the different steps of
the method and a one-sentence
description on each step.
3. Then teacher asks students to think of
a community problem. Teacher asks
students to put problem in question form
and on another sheet, propose how to
solve the identified community problem
using the steps of scientific inquiry.
1. Teacher has students complete
an Activity Sheet that requires
them to do the following: research
on three scientists, identify their
most important discovery or
invention, describe their scientific
process, and explain how their
work solved a community problem.
2. Teacher asks students to make
a portfolio of the three scientists.
Students then upload portfolio in a
virtual museum of scientists.
3. In class, students do a Show
and Tell about one of their
scientists.
Which of the three classes shows the teacher implementing the standards?
Content Only
Content and Skill
Content Only
All teachers below are expected to teach the following:
CONTENT STANDARD: Learners learn that there are specific processes for planning, conducting, and
recording scientific investigations.
PERFORMANCE STANDARD: By the end of the Quarter, learners demonstrate skills to plan and conduct a
scientific investigation making accurate measurements and using standard units.
CLASS A CLASS B CLASS C
1. Teacher assigns students to
read the textbook chapter on
Scientific Inquiry Method.
2. Teacher asks students to list
steps of the method and give a
short description of each.
3. Teacher has students in class
enumerate steps and describe
each.
4. Teacher gives next a quiz
where students name a
described step of the method.
1. Teacher has students watch a
YouTube video explaining the different
steps of the scientific inquiry method.
2. Teacher next asks students to
download a graphic organizer and based
on the video, write the different steps of
the method and a one-sentence
description on each step.
3. Then teacher asks students to think of
a community problem. Teacher asks
students to put problem in question form
and on another sheet, propose how to
solve the identified community problem
using the steps of scientific inquiry.
1. Teacher has students complete an
Activity Sheet that requires them to
do the following: research on three
scientists, identify their most
important discovery or invention,
describe their scientific process, and
explain how their work solved a
community problem.
2. Teacher asks students to make a
portfolio of the three scientists.
Students then upload portfolio in a
virtual museum of scientists.
3. In class, students do a Show and
Tell about one of their scientists.
Which of the three classes shows the teacher implementing the standards?
Content Only
Content and Skill
Content Only
CONTENT STANDARD: Learners learn that there are specific processes for planning, conducting, and
recording scientific investigations.
PERFORMANCE STANDARD: By the end of the Quarter, learners demonstrate skills to plan and conduct a
scientific investigation making accurate measurements and using standard units.
CLASS A CLASS B CLASS C
1. Teacher assigns students to
read the textbook chapter on
Scientific Inquiry Method.
2. Teacher asks students to list
steps of the method and give a
short description of each.
3. Teacher has students in class
enumerate steps and describe
each.
4. Teacher gives next a quiz
where students name a
described step of the method.
1. Teacher has students watch a
YouTube video explaining the different
steps of the scientific inquiry method.
2. Teacher next asks students to
download a graphic organizer and based
on the video, write the different steps of
the method and a one-sentence
description on each step.
3. Then teacher asks students to think of
a community problem. Teacher asks
students to put problem in question form
and on another sheet, propose how to
solve the identified community problem
using the steps of scientific inquiry.
1. Teacher has students complete an
Activity Sheet that requires them to
do the following: research on three
scientists, identify their most
important discovery or invention,
describe their scientific process, and
explain how their work solved a
community problem.
2. Teacher asks students to make a
portfolio of the three scientists.
Students then upload portfolio in a
virtual museum of scientists.
3. In class, students do a Show and
Tell about one of their scientists.
Which of the three classes shows the teacher implementing the standards?
Content Only
Content and Skill
Content Only
3 March 2024
Research on curriculum alignment shows a strong correlation to student
achievement. The success of student achievement depends on our work of
alignment in the curriculum.
STANDARDS
LEARNING
COMPETENCIES
ASSESSMENTS
ACTIVITIES
RESOURCES
CONSSTRUCTIVE ALIGNMENT
5 puzzle pieces together - Google Search
Research on curriculum alignment shows a strong correlation to student
achievement. The success of student achievement depends on our work of
alignment in the curriculum.
STANDARDS
LEARNING
COMPETENCIES
ASSESSMENTS
ACTIVITIES
RESOURCES
CONSSTRUCTIVE ALIGNMENT
5 puzzle pieces together - Google Search
COMPETENCY ASSESSMENT ACTIVITY
List
Name Enumerate
Identify Define
State
Solve Compare
Classify
Select
Operate
Sequence
Compute
Differentiate
Locate
Describe
Report
Copy
Point
Multiple Choice
Fill in the Blanks
Matching
Enumeration
True or False
Hands-on Operation
Labeling
Frayer Model
Venn Diagram
2-Column Comparison Table
Vocabulary Exercise
Pictionary
Labeling Exercise
Sequencing or Flow Chart
Sorting and Classifying
Hands-on Modeling Demo
SAMPLE ALIGNMENT OF COMPETENCY, ASSESSMENT AND ACTIVITY
FOR
ACQUISITION.
RAPATAN2024
List
Name Enumerate
Identify Define
State
Solve Compare
Classify
Select
Operate
Sequence
Compute
Differentiate
Locate
Describe
Report
Copy
Point
Multiple Choice
Fill in the Blanks
Matching
Enumeration
True or False
Hands-on Operation
Labeling
Frayer Model
Venn Diagram
2-Column Comparison Table
Vocabulary Exercise
Pictionary
Labeling Exercise
Sequencing or Flow Chart
Sorting and Classifying
Hands-on Modeling Demo
SAMPLE ALIGNMENT OF COMPETENCY, ASSESSMENT AND ACTIVITY
FOR
ACQUISITION.
RAPATAN2024
SAMPLE ALIGNMENT OF COMPETENCY, ASSESSMENT AND ACTIVITY FOR
MAKE MEANING.
COMPETENCY ASSESSMENT ACTIVITY
Analyze
Explain
Elaborate
Discuss
Justify
Prove
Persuade
Defend
Predict
Generalize
Formulate
Model
Synthesize
Reflect
Short Paragraph
Essay
Critique Writing
Concept Mapping
Journal Writing
Claim-Evidence-Reasoning
Non-routine Problem Solving
Close Reading
Claim-Evidence-Reasoning
5E Inquiry-based Learning
Issue Investigation
Experimentation
Situation Analysis
Text Analysis
Picture/Video Analysis
Problem Analysis
Debate
Jigsaw Puzzle
Predict-Observe-Explain
Data Retrieval Chart Analysis
Writing Generalizations
Writing Conclusions
Journal Writing
RAPATAN2024
MAKE MEANING.
COMPETENCY ASSESSMENT ACTIVITY
Analyze
Explain
Elaborate
Discuss
Justify
Prove
Persuade
Defend
Predict
Generalize
Formulate
Model
Synthesize
Reflect
Short Paragraph
Essay
Critique Writing
Concept Mapping
Journal Writing
Claim-Evidence-Reasoning
Non-routine Problem Solving
Close Reading
Claim-Evidence-Reasoning
5E Inquiry-based Learning
Issue Investigation
Experimentation
Situation Analysis
Text Analysis
Picture/Video Analysis
Problem Analysis
Debate
Jigsaw Puzzle
Predict-Observe-Explain
Data Retrieval Chart Analysis
Writing Generalizations
Writing Conclusions
Journal Writing
RAPATAN2024
SAMPLE ALIGNMENT OF COMPETENCY, ASSESSMENT AND ACTIVITY FOR
TRANSFER.
COMPETENCY ASSESSMENT ACTIVITY
Show
Demonstrate
Improve
Design
Create
Invent
Simulate
Plan
Revise
Convert
Compose
Devise
Recommend
Formulate
Model
Synthesize
Reflect
Performance Task
Portfolio
Scaffold for Transfer
Project Exercises
RAPATAN2024
TRANSFER.
COMPETENCY ASSESSMENT ACTIVITY
Show
Demonstrate
Improve
Design
Create
Invent
Simulate
Plan
Revise
Convert
Compose
Devise
Recommend
Formulate
Model
Synthesize
Reflect
Performance Task
Portfolio
Scaffold for Transfer
Project Exercises
RAPATAN2024
SAMPLE DIARY CURRICULUM MAP
Identify the
role of the
solute
(substance
that is
dissolved in
the solvent)
and solvent
(substance in
which the
solute is
dissolved) in a
solution
Fill in the
blanks
Laboratory
Experiment
TextbookThe Particle
model and
changes of
state
use diagrams
and
illustrations
to explain
the motion
and
arrangement
of particles
during
changes of
state.
G7
Q1
A
IS THERE ALIGNMENT OF ASSESSMENT AND ACTIVITIES
IN THIS CURRICULUM MAP?
The particle
model
explains the
properties of
solids,
liquids, and
gases and
the
processes
involved in
changes of
state.
Collaboration
Identify the
role of the
solute
(substance
that is
dissolved in
the solvent)
and solvent
(substance in
which the
solute is
dissolved) in a
solution
Fill in the
blanks
Laboratory
Experiment
TextbookThe Particle
model and
changes of
state
use diagrams
and
illustrations
to explain
the motion
and
arrangement
of particles
during
changes of
state.
G7
Q1
A
IS THERE ALIGNMENT OF ASSESSMENT AND ACTIVITIES
IN THIS CURRICULUM MAP?
The particle
model
explains the
properties of
solids,
liquids, and
gases and
the
processes
involved in
changes of
state.
Collaboration
SAMPLE DIARY CURRICULUM MAP
explain the
changes of
state in terms
of particle
arrangement
and energy
changes:
a. solid →
liquid →
vapor, and
b. vapor →
liquid →
solid;
Fill in the
blanks
Vocabulary
Exercise
TextbookThe Particle
model and
changes of
state
use diagrams
and
illustrations
to explain
the motion
and
arrangement
of particles
during
changes of
state.
G7
Q1
M
IS THERE ALIGNMENT OF ASSESSMENT AND ACTIVITIES
IN THIS CURRICULUM MAP?
The particle
model
explains the
properties of
solids,
liquids, and
gases and
the
processes
involved in
changes of
state.
Collaboration
explain the
changes of
state in terms
of particle
arrangement
and energy
changes:
a. solid →
liquid →
vapor, and
b. vapor →
liquid →
solid;
Fill in the
blanks
Vocabulary
Exercise
TextbookThe Particle
model and
changes of
state
use diagrams
and
illustrations
to explain
the motion
and
arrangement
of particles
during
changes of
state.
G7
Q1
M
IS THERE ALIGNMENT OF ASSESSMENT AND ACTIVITIES
IN THIS CURRICULUM MAP?
The particle
model
explains the
properties of
solids,
liquids, and
gases and
the
processes
involved in
changes of
state.
Collaboration
SAMPLE DIARY CURRICULUM MAP
Express
quantitatively
the amount
of solute
present in a
given volume
of solvent
(percentage
concentration
(m/m, v/v,
m/v)
Multiple
Choice
CER TextbookSolutions,
solubility,
and
concentrati
on
They
demonstrate
an
understandin
g of the role
of solute and
solvent in
solutions and
the factors
that affect
solubility.
G7
Q1
T
IS THERE ALIGNMENT OF ASSESSMENT AND ACTIVITIES
IN THIS CURRICULUM MAP?
The
properties
of
solutions
such as
solubility
and
reaction to
litmus
determine
their use.
Service
Express
quantitatively
the amount
of solute
present in a
given volume
of solvent
(percentage
concentration
(m/m, v/v,
m/v)
Multiple
Choice
CER TextbookSolutions,
solubility,
and
concentrati
on
They
demonstrate
an
understandin
g of the role
of solute and
solvent in
solutions and
the factors
that affect
solubility.
G7
Q1
T
IS THERE ALIGNMENT OF ASSESSMENT AND ACTIVITIES
IN THIS CURRICULUM MAP?
The
properties
of
solutions
such as
solubility
and
reaction to
litmus
determine
their use.
Service
https://www.britannica.com/science/streamlining#ref54495
Fluid particles follow a smooth path
in layers or laminae with each layer
moving parallel to each other
without mixing; has visible
streamlines.
LAMINAR FLOW
Fluid particles follow a smooth path
in layers or laminae with each layer
moving parallel to each other
without mixing; has visible
streamlines.
LAMINAR FLOW
https://www.britannica.com/science/streamlining#ref54495
TURBULENT FLOW
Fluid particles move in a rough path
and there are cross-currents and
mixing of layers; has swirling zones
Fluid particles follow a smooth path
in layers or laminae with each layer
moving parallel to each other
without mixing; has visible
streamlines.
LAMINAR FLOW
TURBULENT FLOW
Fluid particles move in a rough path
and there are cross-currents and
mixing of layers; has swirling zones
Fluid particles follow a smooth path
in layers or laminae with each layer
moving parallel to each other
without mixing; has visible
streamlines.
LAMINAR FLOW
SAMPLE DIARY CURRICULUM MAP
explain the
changes of
state in terms
of particle
arrangement
and energy
changes:
a. solid →
liquid →
vapor, and
b. vapor →
liquid →
solid;
Short
Paragraph
Experimen
tation
Phase
Change
Laborator
y Activity
The Particle
model and
changes of
state
use diagrams
and
illustrations
to explain
the motion
and
arrangement
of particles
during
changes of
state.
G7
Q1
M
IS THERE ALIGNMENT OF ASSESSMENT AND
ACTIVITIES IN THIS CURRICULUM MAP?
The particle
model
explains the
properties of
solids,
liquids, and
gases and
the
processes
involved in
changes of
state.
Collaborat
ion
TURBULENT FLOW
explain the
changes of
state in terms
of particle
arrangement
and energy
changes:
a. solid →
liquid →
vapor, and
b. vapor →
liquid →
solid;
Short
Paragraph
Experimen
tation
Phase
Change
Laborator
y Activity
The Particle
model and
changes of
state
use diagrams
and
illustrations
to explain
the motion
and
arrangement
of particles
during
changes of
state.
G7
Q1
M
IS THERE ALIGNMENT OF ASSESSMENT AND
ACTIVITIES IN THIS CURRICULUM MAP?
The particle
model
explains the
properties of
solids,
liquids, and
gases and
the
processes
involved in
changes of
state.
Collaborat
ion
TURBULENT FLOW
TURN THE TURBULENT INTO A LAMINAR FLOW
SAMPLE DIARY CURRICULUM MAP
A1: Recognize
that scientists
use models
(i.e., tangible
and
conceptual) to
explain
phenomena
that cannot
be easily seen
or detected
A1. Short
Responses
A1. Video
Viewing
A1:
Scientific
Models by
Angela
Alderfer
Ahcs
https://www.yo
utube.com/wat
ch?v=nGauq57P
5Bg
1. Use of
models
recognize that scientists
use models to describe
the particle model of
matter. They use
diagrams and
illustrations to explain
the motion and
arrangement of
particles during
changes of state. They
demonstrate an
understanding of the
role of solute and
solvent in solutions and
the factors that affect
solubility. They
demonstrate skills to
plan and conduct a
scientific investigation
making accurate
measurements and
using standard units.
G7
Q1
A
IS THERE ALIGNMENT OF ASSESSMENT AND ACTIVITIES
IN THIS CURRICULUM MAP?
1. Scientists use
models to
explain
phenomena.
A1.
Innovative
A1: Recognize
that scientists
use models
(i.e., tangible
and
conceptual) to
explain
phenomena
that cannot
be easily seen
or detected
A1. Short
Responses
A1. Video
Viewing
A1:
Scientific
Models by
Angela
Alderfer
Ahcs
https://www.yo
utube.com/wat
ch?v=nGauq57P
5Bg
1. Use of
models
recognize that scientists
use models to describe
the particle model of
matter. They use
diagrams and
illustrations to explain
the motion and
arrangement of
particles during
changes of state. They
demonstrate an
understanding of the
role of solute and
solvent in solutions and
the factors that affect
solubility. They
demonstrate skills to
plan and conduct a
scientific investigation
making accurate
measurements and
using standard units.
G7
Q1
A
IS THERE ALIGNMENT OF ASSESSMENT AND ACTIVITIES
IN THIS CURRICULUM MAP?
1. Scientists use
models to
explain
phenomena.
A1.
Innovative
SAMPLE DIARY CURRICULUM MAP
A9: Generalize
that
community
based
problems
related to
solution
concentration
s are
effectively
addressed
through
scientific
investigation.
A9:
Stick-it-Tog
ether
A9. CER A9.
Article on
the
application
of solutions
in
community
3.
Planning,
following
, and
recording
scientific
investiga
tions
recognize that scientists
use models to describe
the particle model of
matter. They use
diagrams and
illustrations to explain
the motion and
arrangement of
particles during
changes of state. They
demonstrate an
understanding of the
role of solute and
solvent in solutions and
the factors that affect
solubility. They
demonstrate skills to
plan and conduct a
scientific investigation
making accurate
measurements and
using standard units.
G7
Q1
M
IS THERE ALIGNMENT OF COMPETENCIES, ASSESSMENT,
ACTIVITIES AND RESOURCES IN THIS CURRICULUM MAP?
4. There are
specific
processes
for
planning,
conductin
g, and
recording
scientific
investigat
ions.
A9
Environ-
mental Care
A9: Generalize
that
community
based
problems
related to
solution
concentration
s are
effectively
addressed
through
scientific
investigation.
A9:
Stick-it-Tog
ether
A9. CER A9.
Article on
the
application
of solutions
in
community
3.
Planning,
following
, and
recording
scientific
investiga
tions
recognize that scientists
use models to describe
the particle model of
matter. They use
diagrams and
illustrations to explain
the motion and
arrangement of
particles during
changes of state. They
demonstrate an
understanding of the
role of solute and
solvent in solutions and
the factors that affect
solubility. They
demonstrate skills to
plan and conduct a
scientific investigation
making accurate
measurements and
using standard units.
G7
Q1
M
IS THERE ALIGNMENT OF COMPETENCIES, ASSESSMENT,
ACTIVITIES AND RESOURCES IN THIS CURRICULUM MAP?
4. There are
specific
processes
for
planning,
conductin
g, and
recording
scientific
investigat
ions.
A9
Environ-
mental Care
SAMPLE DIARY CURRICULUM MAP
A14: Design
a scientific
investigation
related to
solution
concentratio
ns that
effectively
addressed
community-
based
problems.
A14. Performance
Task: Scientific
Investigation
A14. Scaffolding
Activities
A14. Online
Resources
3. Planning,
following, and
recording
scientific
investigations
4. Solutions,
solubility, and
concentration
recognize that scientists
use models to describe
the particle model of
matter. They use
diagrams and
illustrations to explain
the motion and
arrangement of
particles during
changes of state. They
demonstrate an
understanding of the
role of solute and
solvent in solutions and
the factors that affect
solubility. They
demonstrate skills to
plan and conduct a
scientific investigation
making accurate
measurements and
using standard units.
G7
Q1
T
IS THERE ALIGNMENT OF COMPETENCIES, ASSESSMENT,
ACTIVITIES AND RESOURCES IN THIS CURRICULUM MAP?
4. There are
specific
processes for
planning,
conducting, and
recording
scientific
investigations
5. The properties
of solutions such
as solubility and
reaction to
litmus determine
their use.
A14
Good
Stewardship
A14: Design
a scientific
investigation
related to
solution
concentratio
ns that
effectively
addressed
community-
based
problems.
A14. Performance
Task: Scientific
Investigation
A14. Scaffolding
Activities
A14. Online
Resources
3. Planning,
following, and
recording
scientific
investigations
4. Solutions,
solubility, and
concentration
recognize that scientists
use models to describe
the particle model of
matter. They use
diagrams and
illustrations to explain
the motion and
arrangement of
particles during
changes of state. They
demonstrate an
understanding of the
role of solute and
solvent in solutions and
the factors that affect
solubility. They
demonstrate skills to
plan and conduct a
scientific investigation
making accurate
measurements and
using standard units.
G7
Q1
T
IS THERE ALIGNMENT OF COMPETENCIES, ASSESSMENT,
ACTIVITIES AND RESOURCES IN THIS CURRICULUM MAP?
4. There are
specific
processes for
planning,
conducting, and
recording
scientific
investigations
5. The properties
of solutions such
as solubility and
reaction to
litmus determine
their use.
A14
Good
Stewardship
3 March 2024
Research on curriculum alignment shows a strong correlation to student
achievement. The success of student achievement depends on our work of
alignment in the curriculum.
STANDARDS
LEARNING
COMPETENCIES
ASSESSMENTS
ACTIVITIES
RESOURCES
CONSSTRUCTIVE ALIGNMENT
5 puzzle pieces together - Google Search
Research on curriculum alignment shows a strong correlation to student
achievement. The success of student achievement depends on our work of
alignment in the curriculum.
STANDARDS
LEARNING
COMPETENCIES
ASSESSMENTS
ACTIVITIES
RESOURCES
CONSSTRUCTIVE ALIGNMENT
5 puzzle pieces together - Google Search
SAMPLE DIARY CURRICULUM MAP
A. COPY FROM DEPED MATATAG
CURRICULUM GUIDE (CG)
FROM
DEPED
MATATAG
CG
FROM SUBJECT TEACHER FROM
SCHOOL’S
VISION AND
MISSION
TASK 7: IDENTIFY AND ALIGN
ASSEESSMENTS, ACTIVITIES, RESOURCES,
CORE VALUES WITH LC.
A. COPY FROM DEPED MATATAG
CURRICULUM GUIDE (CG)
FROM
DEPED
MATATAG
CG
FROM SUBJECT TEACHER FROM
SCHOOL’S
VISION AND
MISSION
TASK 7: IDENTIFY AND ALIGN
ASSEESSMENTS, ACTIVITIES, RESOURCES,
CORE VALUES WITH LC.
Task 7: RETURN TO THIS FORM AND IDENTIFY AND ALIGN ASSEESSMENTS,
ACTIVITIES, RESOURCES, CORE VALUES WITH LC FOR YOUR Q2 UNIT.
ACTIVITIES, RESOURCES, CORE VALUES WITH LC FOR YOUR Q2 UNIT.
The MATATAG Curriculum Guide
provides only the unit topic, learning
standards and competencies to teach
but not the activities, assessments,
resources and values for integration.
What does the MATATAG
Curriculum Guide provide?
What does it not provide?
provides only the unit topic, learning
standards and competencies to teach
but not the activities, assessments,
resources and values for integration.
What does the MATATAG
Curriculum Guide provide?
What does it not provide?
Curriculum maps provide teachers with
direction on what and how to teach. Since
activities, assessments, resources and
values are needed for planning teaching
and learning, these need to be identified in
advance by the teacher and recorded in a
unit curriculum map.
The MATATAG Curriculum Guide
provides only the unit topic, learning
standards and competencies to teach
but not the activities, assessments,
resources and values for integration.
What is a Curriculum Map
and what needs to be
identified first before filling
out the CM?
direction on what and how to teach. Since
activities, assessments, resources and
values are needed for planning teaching
and learning, these need to be identified in
advance by the teacher and recorded in a
unit curriculum map.
The MATATAG Curriculum Guide
provides only the unit topic, learning
standards and competencies to teach
but not the activities, assessments,
resources and values for integration.
What is a Curriculum Map
and what needs to be
identified first before filling
out the CM?
The process of curriculum mapping involves
prioritizing, unpacking, and aligning
competencies.
The MATATAG Curriculum Guide
provides only the unit topic, learning
standards and competencies to teach
but not the activities, assessments,
resources and values for integration.
Curriculum maps provide teachers with
direction on what and how to teach. Since
activities, assessments, resources and values
are needed for planning teaching and learning,
these need to be identified in advance by the
teacher and recorded in a unit curriculum map.
it is a
What are the different
processes involved in
curriculum mapping?
prioritizing, unpacking, and aligning
competencies.
The MATATAG Curriculum Guide
provides only the unit topic, learning
standards and competencies to teach
but not the activities, assessments,
resources and values for integration.
Curriculum maps provide teachers with
direction on what and how to teach. Since
activities, assessments, resources and values
are needed for planning teaching and learning,
these need to be identified in advance by the
teacher and recorded in a unit curriculum map.
it is a
What are the different
processes involved in
curriculum mapping?
The MATATAG Curriculum Guide
provides only the unit topic, learning
standards and competencies to teach
but not the activities, assessments,
resources and values for integration.
Curriculum maps provide teachers with
direction on what and how to teach. Since
activities, assessments, resources and values
are needed for planning teaching and learning,
these need to be identified in advance by the
teacher and recorded in a unit curriculum map.
it is a
The process of curriculum
mapping involves prioritizing,
unpacking, and aligning
competencies.
it
involves
How do we determine if a
competency is a power or
supporting competency?
Learning competencies can be prioritized by
determining if they are power or support
competencies using the REAL criteria (Readiness,
Endurance, Assessment, Leverage).
provides only the unit topic, learning
standards and competencies to teach
but not the activities, assessments,
resources and values for integration.
Curriculum maps provide teachers with
direction on what and how to teach. Since
activities, assessments, resources and values
are needed for planning teaching and learning,
these need to be identified in advance by the
teacher and recorded in a unit curriculum map.
it is a
The process of curriculum
mapping involves prioritizing,
unpacking, and aligning
competencies.
it
involves
How do we determine if a
competency is a power or
supporting competency?
Learning competencies can be prioritized by
determining if they are power or support
competencies using the REAL criteria (Readiness,
Endurance, Assessment, Leverage).
The MATATAG Curriculum Guide
provides only the unit topic, learning
standards and competencies to teach
but not the activities, assessments,
resources and values for integration.
Curriculum maps provide teachers with
direction on what and how to teach. Since
activities, assessments, resources and values
are needed for planning teaching and learning,
these need to be identified in advance by the
teacher and recorded in a unit curriculum map.
it is a
The process of curriculum
mapping involves prioritizing,
unpacking, and aligning
competencies.
it
involves
Learning competencies can be
prioritized by determining if they
are power or support competencies
using the REAL criteria (Readiness,
Endurance, Assessment, Leverage).
we prioritize
competencies by
What is unpacking and how
does it help teachers with
regards to curriculum
mapping?
Learning competencies can be unpacked in terms
of content (stated through the noun) and the skill
(given in the verb). Unpacking also ensures
common understanding among teachers of the
requirements of competencies.
provides only the unit topic, learning
standards and competencies to teach
but not the activities, assessments,
resources and values for integration.
Curriculum maps provide teachers with
direction on what and how to teach. Since
activities, assessments, resources and values
are needed for planning teaching and learning,
these need to be identified in advance by the
teacher and recorded in a unit curriculum map.
it is a
The process of curriculum
mapping involves prioritizing,
unpacking, and aligning
competencies.
it
involves
Learning competencies can be
prioritized by determining if they
are power or support competencies
using the REAL criteria (Readiness,
Endurance, Assessment, Leverage).
we prioritize
competencies by
What is unpacking and how
does it help teachers with
regards to curriculum
mapping?
Learning competencies can be unpacked in terms
of content (stated through the noun) and the skill
(given in the verb). Unpacking also ensures
common understanding among teachers of the
requirements of competencies.
The MATATAG Curriculum Guide
provides only the unit topic, learning
standards and competencies to teach
but not the activities, assessments,
resources and values for integration.
Curriculum maps provide teachers with
direction on what and how to teach. Since
activities, assessments, resources and values
are needed for planning teaching and learning,
these need to be identified in advance by the
teacher and recorded in a unit curriculum map.
it is a
The process of curriculum
mapping involves prioritizing,
unpacking, and aligning
competencies.
it
involves
Learning competencies can be
prioritized by determining if
they are power or support
competencies using the REAL
criteria (Readiness, Endurance,
Assessment, Leverage).
we prioritize
competencies by
Learning competencies can be unpacked in
terms of content (stated through the noun)
and the skill (given in the verb). Unpacking
also ensures common understanding among
teachers of the requirements of
competencies.
we can
unpacked
them
through
How do you unpack the
content and skill contained
in a given competency?
Content indicated by the noun is unpacked by
specifying in terms of number, coverage or
process.
Skills indicated by the verbs are unpacked in terms of
their learning goal (A-M-T) which is then used as the
basis for for sequencing LCs and identifying and
aligning the activities, assessments, resources and
institutional core values.
provides only the unit topic, learning
standards and competencies to teach
but not the activities, assessments,
resources and values for integration.
Curriculum maps provide teachers with
direction on what and how to teach. Since
activities, assessments, resources and values
are needed for planning teaching and learning,
these need to be identified in advance by the
teacher and recorded in a unit curriculum map.
it is a
The process of curriculum
mapping involves prioritizing,
unpacking, and aligning
competencies.
it
involves
Learning competencies can be
prioritized by determining if
they are power or support
competencies using the REAL
criteria (Readiness, Endurance,
Assessment, Leverage).
we prioritize
competencies by
Learning competencies can be unpacked in
terms of content (stated through the noun)
and the skill (given in the verb). Unpacking
also ensures common understanding among
teachers of the requirements of
competencies.
we can
unpacked
them
through
How do you unpack the
content and skill contained
in a given competency?
Content indicated by the noun is unpacked by
specifying in terms of number, coverage or
process.
Skills indicated by the verbs are unpacked in terms of
their learning goal (A-M-T) which is then used as the
basis for for sequencing LCs and identifying and
aligning the activities, assessments, resources and
institutional core values.
The MATATAG Curriculum Guide
provides only the unit topic, learning
standards and competencies to teach
but not the activities, assessments,
resources and values for integration.
Curriculum maps provide teachers with
direction on what and how to teach. Since
activities, assessments, resources and values
are needed for planning teaching and learning,
these need to be identified in advance by the
teacher and recorded in a unit curriculum map.
it is a
The process of curriculum
mapping involves prioritizing,
unpacking, and aligning
competencies.
it
involves
Learning competencies can be
prioritized by determining if
they are power or support
competencies using the REAL
criteria (Readiness, Endurance,
Assessment, Leverage).
we prioritize
competencies by
Learning competencies can be unpacked in
terms of content (stated through the noun)
and the skill (given in the verb). Unpacking
also ensures common understanding among
teachers of the requirements of
competencies.
we can
unpacked
them
through
Content indicated by the noun is unpacked by
specifying in terms of number, coverage or
process.Skills indicated by the verbs are unpacked in
terms of their learning goal (A-M-T) which is then
used as the basis for for sequencing LCs and
identifying and aligning the activities, assessments,
resources and institutional core values.
content
and skill
can be
unpacked
by
How important is
constructive alignment in
curriculum planning?
Research on constructive alignment in curriculum
shows that when learning standard and
competencies are unpacked and aligned well in a
curriculum map, students are able to achieve the
desired learning outcomes and become
MATATAG in their skills.
provides only the unit topic, learning
standards and competencies to teach
but not the activities, assessments,
resources and values for integration.
Curriculum maps provide teachers with
direction on what and how to teach. Since
activities, assessments, resources and values
are needed for planning teaching and learning,
these need to be identified in advance by the
teacher and recorded in a unit curriculum map.
it is a
The process of curriculum
mapping involves prioritizing,
unpacking, and aligning
competencies.
it
involves
Learning competencies can be
prioritized by determining if
they are power or support
competencies using the REAL
criteria (Readiness, Endurance,
Assessment, Leverage).
we prioritize
competencies by
Learning competencies can be unpacked in
terms of content (stated through the noun)
and the skill (given in the verb). Unpacking
also ensures common understanding among
teachers of the requirements of
competencies.
we can
unpacked
them
through
Content indicated by the noun is unpacked by
specifying in terms of number, coverage or
process.Skills indicated by the verbs are unpacked in
terms of their learning goal (A-M-T) which is then
used as the basis for for sequencing LCs and
identifying and aligning the activities, assessments,
resources and institutional core values.
content
and skill
can be
unpacked
by
How important is
constructive alignment in
curriculum planning?
Research on constructive alignment in curriculum
shows that when learning standard and
competencies are unpacked and aligned well in a
curriculum map, students are able to achieve the
desired learning outcomes and become
MATATAG in their skills.
1.The MATATAG Curriculum Guide provides only the unit topic, learning standards and competencies to teach but
not the activities, assessments, resources and values for integration.
2. Since activities, assessments, resources and values are needed for planning teaching and learning, these need
to be identified in advance by the teacher and recorded in a unit curriculum map. Curriculum maps provide
teachers with direction on what and how to teach.
3. The process of curriculum map mapping involves prioritizing, unpacking and aligning competencies.
4. Learning competencies can be prioritized by determining if they are power or support competencies using the
REAL criteria (Readiness, Endurance, Assessment, Leverage).
5. Learning competencies can be unpacked in terms of content (stated through the noun) and the skill (given in
the verb). Unpacking also ensures common understanding among teachers of the requirements of competencies.
6. Content indicated by the noun is unpacked by specifying in terms of number, coverage or process.
7. Skills indicated by the verbs are unpacked in terms of their learning goal (A-M-T) which is then used as the basis
for sequencing LCs and identifying and aligning the activities, assessments, resources and institutional core values.
8. Research on constructive alignment in curriculum shows that when learning standard and competencies are
unpacked and aligned well in a curriculum map, students are able to achieve the desired learning outcomes and
become MATATAG in their skills.
not the activities, assessments, resources and values for integration.
2. Since activities, assessments, resources and values are needed for planning teaching and learning, these need
to be identified in advance by the teacher and recorded in a unit curriculum map. Curriculum maps provide
teachers with direction on what and how to teach.
3. The process of curriculum map mapping involves prioritizing, unpacking and aligning competencies.
4. Learning competencies can be prioritized by determining if they are power or support competencies using the
REAL criteria (Readiness, Endurance, Assessment, Leverage).
5. Learning competencies can be unpacked in terms of content (stated through the noun) and the skill (given in
the verb). Unpacking also ensures common understanding among teachers of the requirements of competencies.
6. Content indicated by the noun is unpacked by specifying in terms of number, coverage or process.
7. Skills indicated by the verbs are unpacked in terms of their learning goal (A-M-T) which is then used as the basis
for sequencing LCs and identifying and aligning the activities, assessments, resources and institutional core values.
8. Research on constructive alignment in curriculum shows that when learning standard and competencies are
unpacked and aligned well in a curriculum map, students are able to achieve the desired learning outcomes and
become MATATAG in their skills.
Complete G7 Q2 Curriculum Map
Template (Part I. in Workshop Output file)
that shows unit standards and priority
learning competencies that are unpacked
and aligned with identified activities,
assessments, resources and institutional
core values.
Template (Part I. in Workshop Output file)
that shows unit standards and priority
learning competencies that are unpacked
and aligned with identified activities,
assessments, resources and institutional
core values.
Curriculum Guide
Curriculum Map
PREPARING A STANDARD-BASED
CURRICULUM MAP
Curriculum Map
PREPARING A STANDARD-BASED
CURRICULUM MAP
SAMPLE DIARY CURRICULUM MAP
FROM DEPED MATATAG
CURRICULUM GUIDE (CG)
FROM
DEPED
MATATAG
CG
FROM SUBJECT TEACHER FROM
SCHOOL’S
VISION
AND
MISSION
DESIGN PROTOCOL
A chart of the content, skills, activities and assessments that describe learning in a classroom.
FROM DEPED MATATAG
CURRICULUM GUIDE (CG)
FROM
DEPED
MATATAG
CG
FROM SUBJECT TEACHER FROM
SCHOOL’S
VISION
AND
MISSION
DESIGN PROTOCOL
A chart of the content, skills, activities and assessments that describe learning in a classroom.
memorize and recall analyze and reason create and present
Learning Goals
Learning Goals
COMPETENCY ASSESSMENT ACTIVITY
List
Name Enumerate
Identify Define
State
Solve Compare
Classify
Select
Operate
Sequence
Compute
Differentiate
Locate
Describe
Report
Copy
Point
Multiple Choice
Fill in the Blanks
Matching
Enumeration
True or False
Hands-on Operation
Labeling
Frayer Model
Venn Diagram
2-Column Comparison Table
Vocabulary Exercise
Pictionary
Labeling Exercise
Sequencing or Flow Chart
Sorting and Classifying
Hands-on Modeling Demo
SAMPLE ALIGNMENT OF COMPETENCY, ASSESSMENT AND ACTIVITY FOR
ACQUISITION.
List
Name Enumerate
Identify Define
State
Solve Compare
Classify
Select
Operate
Sequence
Compute
Differentiate
Locate
Describe
Report
Copy
Point
Multiple Choice
Fill in the Blanks
Matching
Enumeration
True or False
Hands-on Operation
Labeling
Frayer Model
Venn Diagram
2-Column Comparison Table
Vocabulary Exercise
Pictionary
Labeling Exercise
Sequencing or Flow Chart
Sorting and Classifying
Hands-on Modeling Demo
SAMPLE ALIGNMENT OF COMPETENCY, ASSESSMENT AND ACTIVITY FOR
ACQUISITION.
SAMPLE ALIGNMENT OF COMPETENCY, ASSESSMENT AND ACTIVITY FOR
MAKE MEANING.
COMPETENCY ASSESSMENT ACTIVITY
Analyze
Explain
Elaborate
Discuss
Justify
Prove
Persuade
Defend
Predict
Generalize
Formulate
Model
Synthesize
Reflect
Short Paragraph
Essay
Critique Writing
Concept Mapping
Journal Writing
Claim-Evidence-Reasoning
Non-routine Problem Solving
Close Reading
Claim-Evidence-Reasoning
5E Inquiry-based Learning
Issue Investigation
Experimentation
Situation Analysis
Text Analysis
Picture/Video Analysis
Problem Analysis
Debate
Jigsaw Puzzle
Predict-Observe-Explain
Data Retrieval Chart Analysis
Writing Generalizations
Writing Conclusions
Journal Writing
MAKE MEANING.
COMPETENCY ASSESSMENT ACTIVITY
Analyze
Explain
Elaborate
Discuss
Justify
Prove
Persuade
Defend
Predict
Generalize
Formulate
Model
Synthesize
Reflect
Short Paragraph
Essay
Critique Writing
Concept Mapping
Journal Writing
Claim-Evidence-Reasoning
Non-routine Problem Solving
Close Reading
Claim-Evidence-Reasoning
5E Inquiry-based Learning
Issue Investigation
Experimentation
Situation Analysis
Text Analysis
Picture/Video Analysis
Problem Analysis
Debate
Jigsaw Puzzle
Predict-Observe-Explain
Data Retrieval Chart Analysis
Writing Generalizations
Writing Conclusions
Journal Writing
SAMPLE ALIGNMENT OF COMPETENCY, ASSESSMENT AND ACTIVITY FOR
TRANSFER.
COMPETENCY ASSESSMENT ACTIVITY
Show
Demonstrate
Improve
Design
Create
Invent
Simulate
Plan
Revise
Convert
Compose
Devise
Recommend
Formulate
Model
Synthesize
Reflect
Performance Task
Portfolio
Scaffold for Transfer
Project Exercises
TRANSFER.
COMPETENCY ASSESSMENT ACTIVITY
Show
Demonstrate
Improve
Design
Create
Invent
Simulate
Plan
Revise
Convert
Compose
Devise
Recommend
Formulate
Model
Synthesize
Reflect
Performance Task
Portfolio
Scaffold for Transfer
Project Exercises
MAPPING ASSESSMENT AND ACTIVITIES WITH UNIT
STANDARDS AND PRIORITIZED COMPETENCIES
STANDARDS AND PRIORITIZED COMPETENCIES
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