SD_English-4-and-7_Sessionnnnnnnnnnnnnnnnnnnn-3.pptx

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1. TRAINING ON THE MATATAG CURRICULUM Venue Date 1

2. TRAINING  ON THE MATATAG CURRICULUM Venue Date 2 ENGLISH 4

3. Grade 4/7 Learning Journey 3 Day 1 Pretest Opening Program Session 1 The General Shape of the MATATAG Curriculum   Session 2 21st Century Skills in the MATATAG Curriculum   Session 3 Walkthrough of [Learning Area] Shaping Paper Day 2 Session 4 Quarter 1 Curriculum Standards and Unpacking/Clustering of Learning Competencies Session 5 Quarter 2 Curriculum Standards and Unpacking/Clustering of Learning Competencies Day 3 Session 6 MATATAG Curriculum: Instructional Design Framework  Session 7A   MATATAG (Learning Area) Instructional Design Framework (IDF):   Pedagogy and Assessment   Session 7B   MATATAG (Learning Area) Walkthrough of Learning Resources   Day 4 Session 8 Integrating 21st Century Skills in Classroom-based Assessment Session 9 Classroom Practices to   Promote Inclusion for Special Needs Education Learners (SNED) Session 10 Collaborative Expertise    Session 11 Class Observation in the Context of MATATAG Curriculum   Day 5 Session 12 Management of School-based Professional Development Programs   Session 13 Facilitation Skills   Posttest Closing Program *For School Leaders Only

4. Grade 4/7 Learning Journey 4 Day 1 Pretest Opening Program Session 1 The General Shape of the MATATAG Curriculum   Session 2 21st Century Skills in the MATATAG Curriculum   Session 3 Walkthrough of [Learning Area] Shaping Paper Day 2 Session 4 Quarter 1 Curriculum Standards and Unpacking/Clustering of Learning Competencies Session 5 Quarter 2 Curriculum Standards and Unpacking/Clustering of Learning Competencies Day 3 Session 6 MATATAG Curriculum: Instructional Design Framework  Session 7A   MATATAG (Learning Area) Instructional Design Framework (IDF):   Pedagogy and Assessment   Session 7B   MATATAG (Learning Area) Walkthrough of Learning Resources   Day 4 Session 8 Integrating 21st Century Skills in Classroom-based Assessment Session 9 Classroom Practices to   Promote Inclusion for Special Needs Education Learners (SNED) Session 10 Collaborative Expertise    Session 11 Class Observation in the Context of MATATAG Curriculum   Day 5 Session 12 Management of School-based Professional Development Programs   Session 13 Facilitation Skills   Posttest Closing Program *For School Leaders Only

5. Session 1 The English Shaping Paper Name of Resource Person 5

6. Session Objectives At the end of the session, participants will… explain the key components of the Languages Curriculum Framework; and identify the core pedagogical and assessment principles of the curriculum. 6

7. Professional Standards Addressed 7 Domain 1: Content Knowledge and Pedagogy Domain 2: Learning Environment Domain 3: Diversity of Learners Domain 4: Curriculum and Planning Domain 6: Community Linkages and Professional Engagement

8. The Language Framework Language Curriculum Framework The Big Ideas Literacy Focus Learning Subdomains Curriculum Standards 8 Curriculum Guide Session Flow

9. 9 I’ve SCENE this before! Share the challenges or issues encountered in using the old English Curriculum Guide. You are given 10 minutes to accomplish Worksheet Number 1.1.

10. 10 I’ve SCENE this before! What are the most common issues or challenges encountered in terms of the following components: Curriculum Design Curriculum Standards Learning Competencies Pedagogy Assessment

11. 11 Lights, Camera, Action! You will be divided into [] groups. Each group will be assigned one of the issues or challenges identified earlier. You will act out how you previously resolved these issues or challenges. You will be given 15 minutes to prepare for your presentation. Only 2 to 3 minutes will be given for every presentation.

12. 12 Lights, Camera, Action! What is the most enjoyable part of the activity? What is the most relatable scenario for you? Why? How did you come up with solutions to the challenges or issues?

13. 13 Lights, Camera, Action! In general, do you believe that the old English Curriculum Guide was able to serve its purpose? Why or why not? Do you think it is still effective despite the issues and challenges? Why or why not? What are some improvements that you expect in the new English Curriculum Guide? What is your realization in this current transition from the old to the new English Curriculum Guide so far?

14. 14 Addressing the Gaps Three significant findings were put forth based on the review of the curriculum: The curriculum was congested. Learning competencies were classified through overlapping curriculum domains. Knowledge of language structure was emphasized instead of literacy development.

15. 15 Stronger emphasis on the role of L1 in English learning The Language Framework

16. 16 Language Curriculum Framework

17. 17 The Big Ideas

18. 18 Shifting Big Ideas

19. 19 Literacy Focus

20. 20 KS1 KS2 KS3 Phonological Awareness Receptive Skills: Listening and Reading Literary Text Phonics and Word Study Informational Text (Journalistic, Non-Journalistic, Academic Texts) Vocabulary and Word Knowledge Productive Skills: Speaking and Writing Transactional Text Grammar Awareness and Grammatical Structures Comprehending and Analyzing Texts Viewing and Representing Creating and Composing Texts Learning Subdomains

21. 21 KS1 KS2 KS3 By the end of Grade 3, learners are becoming literate and increasingly fluent in the use of English, with L1 as a literacy resource in understanding and expressing familiar and developmentally-appropriate texts. They are able to use their conversational language skills in day-to-day activities and their first language in understanding and discussing content in the learning areas; and take pride in their cultural heritage. By the end of Grade 6, learners have mastered their basic literacy and are developing applied and critical literacy. They demonstrate a level of communicative competence in English which enables them to engage effectively in a variety of situations and for a variety of audiences, contexts, and purposes, including learning of other content areas; and take pride in their cultural heritage. By the end of Grade 10, learners can critically analyze and evaluate the style, form, and features of literary, informational (non-journalistic, journalistic, and academic texts), and transactional texts. They are able to compose and publish a range of multimedia texts for a variety of meanings, purposes, and audiences, including learning in other content areas; and take pride in their cultural heritage. Key Stage Standards

22. 22 The Curriculum Guide

23. 23 OLD NEW The Curriculum Guide

24. 24 Reflection Write a reflection about the English Shaping Paper. Use Worksheet 1.2 to accomplish this task.

25. “Language is the blood of the soul into which thoughts run and out of which they grow.” -Oliver Wendell Holmes 25

26. 26 Program Management Team Curriculum and Teaching Strand Bureau of Curriculum Development Bureau of Learning Delivery Bureau of Education Assessment Bureau of Alternative Education Bureau of Learning Resources Human Resources and Organizational Development Strand National Educators Academy of the Philippines (NEAP) Professional Development Division Quality Assurance Division Session Guide and Presentation   Deck Developer/s Ayette  Ferriols Ricardo Ador Dionisio Wenda Fajardo MATATAG CURRICULUM TRAINING RESOURCE PACKAGE

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