ENGLISH LANGUAGE CURRICULUM

Description of the English Program

The Secondary English Curriculum aims to help learners acquire lifetime learning
through the mastery of the macro skills of English which are fundamental in the
acquisition of academic skills. Furthermore, it also aims to build up character
development as embedded in the different literary pieces that will be integrated in the
learning activities. Finally, it is also the thrust of the curriculum to incorporate the latest
educational trends in the teaching-learning process in order to answer the demands of
time. This is parallel to globalization which is trending nowadays.

Theoretical Framework
The theoretical bases of this language curriculum are the theories of language
acquisition, theories of learning and the concept of the HOTS or Higher Order Thinking
Skills.
The following schematic diagram shows the components of the secondary
English curriculum.
 Lifetime Character
Learning Development

Secondary English
Literary Language Macro-skills
Appreciation Curriculum of English

Current
Globalization Educational
Trends

Higher Order Theories of

Thinking Skills Theories of Learning
Language
Acquisition
UNIT CREDIT

English in each year level shall be given 1.5 units each.

TIME ALLOTMENT

English is given a period of one hour daily.

EXPECTANCIES

At the end of the Fourth Year level, the student is expected to fully master the

macro skills of English, develop appreciation for World Literature and actualize

character development.

At the end of the Third Year level, the student is expected to maximize their

mastery of the macro skills of English, develop appreciation for British and American

Literature, acquire global perspective, embrace current educational trends, recognize

individual differences and appreciate diversities of culture.

At the end of the Second Year, the student is expected to strengthen mastery of

the macro skills of English, develop appreciation for Afro-Asian literary pieces and

develop higher order thinking skills.

 At the end of the First Year, the student is expected to get acquainted with the

four macro skills of English, identify one’s learning preferences, get oriented with values

integration and build up literary appreciation especially for Philippine literature.

SCOPE AND SEQUENCE

First Year

Quarter 1 Learning Preferences

1. Knowing one’s strengths and weaknesses

2. How do I learn best?

3. What hinders me from learning?

4. Addressing the barriers for learning

5. Building a positive attitude towards learning

Output: An essay entitled, “Who am I as learner?”

Quarter 2 The Macro Skills of English

1. Identifying the macro-skills of English

2. Learning the nature of each of the macro skills

3. Knowing the micro skills for each of the macro skills

4. Recognizing the mastery of the macro skills as very essential for

learning

5. Addressing one’s weaknesses in each of the macro skills

Output: a. Role play b. Reading activity

c. Echolalia test performances d. Writing activity

 e. Reflection from a film-viewing activity

Quarter 3 Values Orientation

1. Recognizing the need for values integration in the learning

process

2. Determining the values conveyed in various literary pieces

integrated in the learning activities

3. Engaging one’s self in reflective learning

4. Reflecting how the values learned influenced one’s beliefs and

philosophies

5. Imagining a world without values

Output: A reflection on the importance of acquiring values

Quarter 4 Literary Appreciation

1. Motivating oneself to read books, magazines, journals and other

write-ups

2. Reading books and other reading materials not as an obligation

but as an intention

3. Obtaining facts and information from literary pieces

4. Understanding the form and content of a literary work

5. Building a positive attitude towards literary appreciation

Output: A reflection on the value of literary appreciation

Second Year

Quarter 1 Developing Skills in Problem-Solving

1. Acquiring the capacity to identify a problem

2. Finding alternative courses of action to resolve a problem

3. Evaluating possible outcomes of each of the possible courses of

action

4. Finding solutions

5. Recognizing the need to solve problems encountered

throughout life

Output: An open forum that will generate solutions to an existing problem

Quarter 2 Developing Skills in Decision-Making

1. Taking the responsibility to decide

2. Looking things at both sides and dimensions

3. Learning to weigh things in order to arrive at the best decision

4. Settling down with the best decision

5. Reflecting on the effectiveness of the decision arrived

Output: An oral discussion where students make use of decision-making skills

Quarter 3 Developing Skills in Critical Thinking

1. Analyzing arguments

2. Generating insights and opinions

3. Developing logical reasoning

 4. Determining assumptions and biases underlying an issue

5. Arriving at a conclusion

Output: A debate on a current issue

Quarter 4 Developing Skills in Creative Thinking

1. Creating something new out of what’s already existing

2. Making a difference

3. Appreciating one’s capability to invent and construct ideas

4. Understanding the context of the known information in order to

effectively develop a creative rendition out of it

5. Utilizing creative thinking skills a s a way of expressing oneself

Output: Writing a new ending of an existing literary piece

Third Year

Quarter 1 Each One is Different and Unique

1. Recognizing individual differences

2. Recognizing cultural diversity

3. Showing appreciation and respect towards varied learning

styles and different cultures

4. Learning other’s culture while enriching one’s own

5. Advocating for the preservation of different cultures

Output: A cultural presentation

Quarter 2 What’s New

1. Change as an unstoppable phenomenon

2. Recognizing change in various aspect s of living

3. Embracing change for greater prosperity

4. Discerning the advantages and disadvantages of innovations

brought about by change

5. Proving that change is harmless to humans if properly dealt with

Output: A scrapbook of the latest innovations with their corresponding advantages

and disadvantages

Quarter 3 Me and the World

1. The value of collaboration among countries/nations

2. Recognizing that optimum progress is best attained through

global advocacy

3. Realizing that awareness of diverse cultures in a global context

can be maximized through collaboration with different nations

4. Promoting one’s culture globally

5. Appreciating the culture of other countries while upholding one’s

own culture

Output: A research of the existing partnership that the Philippines have with other

countries
Quarter 4 Educational Upgrade

1. Embracing changes in the educational system by heart

2. Building collaborative efforts with teachers to cater the

implementation of current trends in education

3. Doing one’s role as an active learner in the learning process

4. Appreciating the efforts of curriculum designers who constantly

update the educational system for the better

5. Examining oneself to reflect on the effectiveness of current

educational trends

Output: A comprehensive essay that will answer the question, “Why is there a

need to adopt current educational trends?”

Fourth Year

Quarter 1 Character Development towards Family

1. Recognizing the family as the basic unit of the society

2. Giving value and respect that each member of the family

deserves

3. Reflecting on the importance of having an intimate relationship

with family members

4. Advocating for the build-up of a nurturing and a caring family

5. Valuing the family more than anybody else

Output: A scrapbook of the family get-together

Quarter 2 Character Development towards Community

1. No man is an island

2. Recognizing the community as essential for growth and

development

3. Understanding the need to work hand in hand with the

community in achieving a common goal

4. Valuing cooperation and collaborative efforts as

fundamental to success

5. Strengthening community activities so as to strengthen

relationships with community members

Output: A portfolio of community activities

Quarter 3 Character Development towards Environment

1. Me and my environment

2. Knowing one’s role towards the environment

3. Finding means to avoid or lessen environmental abuse

4. Developing a caring attitude towards the environment

5. Reflecting on the bad effects of environmental

destruction

Output: A reflective essay entitled, “My Environment, My Responsibility”

Quarter 4 Character Development towards Education

1. Education as a vital wealth

 2. The need to be educated

3. Life with education versus life without education

4. Education as a weapon for progress

5. Functional education

Output: A reflection regarding the Education For All (EFA) 2015 Plan