II.

Curriculum and Learning

Indicators
1. The curriculum All types of learners of the school Programs are fully implemented The educational needs of all
provides for the community are identified, their learning and closely monitored to address types of learners are being met as
development needs curves assessed; appropriate programs performance discrepancies, shown by continuous improvement
of all types of
with its support materials for each type of benchmark best practices, coach low on learning outcomes and products
learners in the
school community learner is developed. performers, mentor potential leaders, of learning. Teachers’ as well as
reward high achievement, and students’ performance is motivated
*where applicable maintain an environment that makes by intrinsic rather than extrinsic
(Elementary/Secondary) learning meaningful and enjoyable. rewards. The schools’ differentiated
program is frequently benchmarked
by other schools.

1. Enrolment Data by Type of 7. Intervention Action plans, M&E 12. Results of academic contests,
Reports, accomplishment, awards, certificates of
Learners
documentation reports on commendation received
2. Assessment tools implementation of initiated 13. School paper, website/ PLNs
and database of assessment PAPs* and other means to
results 8. Documentation report of LAC showcase best practices
 Diagnostic Tools Sessions 14. Report of participation of
 MFAT (SPED) 9. Intervention Reports ( e.g. SIM, students and teachers in
 ECD Checklist Action research, Best Practice) activities outside the school,
 Reading Inventory 10. School rewards/awards 15. Documentation that the
 Numeracy program school has been
 Language Mapping 11. Instructional monitoring benchmarked (e.g. Log Book,
report/anecdotal report/other Letter of Appreciation, etc.)
proofs of monitoring
 3. Report on the Analysis of
Assessment results:
 NAT (if applicable)
 Teacher-made tests (with TOS)
 Other summative Assessment
results
(least learned skills and performance
gaps)

4. Availability of CGs, TGs, LMs, etc.

for other types of learners
 Students with special needs (if
applicable
 IPs, Muslim learners (if applicable)
 ALS modules (if applicable)
 Modules for ADMs (Open High
School, MISOSA, Home Schooling)
(if applicable)

5. Supervisory Plan, Instructional

Supervision Report

6. Action plans, accomplishment,

documentation reports on
implementation of programs and
projects that address learners’
needs (submitted & received by
the district/ SDO)
2. The implemented Local beliefs, norms, values,
curriculum is traditions, folklores, current events,
localized to make it existing technologies are documented
more meaningful
and used to develop a lasting curriculum.
to the learners and
Localization guidelines are agreed to by
applicable to life
and community school community and teachers are
properly oriented.
1. Documentation report/Certificates
of participation in workshops to
localize the curriculum
2. Local heritage matrix
3. Contextualized curriculum matrix
per learning are
4. Inventory of localized and
indigenized teaching and learning
materials
5. Organized School Level Learning
Resource Evaluators
6. Evaluation tools for localized
Learning Resources
The localized curriculum is
implemented and monitored closely to
ensure that it makes learning more
meaningful and pleasurable, produces
desired learning outcomes, and
directly improves community life.
Ineffective approaches are replaced
and innovative ones are developed
7. Record of utilization
downloaded materials from the
LR portal
8. Record of quality assured
locally-developed LRs utilized
at the school, district, division
level
9. Functional school library/
LRC/mobile library/library
corner/classroom mini-libraries
10. Monitoring report of
implementation of the
localized curriculum
Best practices in localizing the
curriculum are mainstreamed and
benchmarked by other schools.
There is marked increase in number
of projects that uses the community
as learning laboratory, and the
school as an agent of change for
improvement of the community
11. Records of locally-developed
LRs published in the LR
portal/ printed, published or
widely –circulated
12. Report/record of community
engagement/program/
extension services/
immersion in communities
 3. A representative A representative team of school Learning materials and Materials and approaches are
group of school and community stakeholders assess approaches to reinforce strengths and being used in school, in the family
community content and methods used in teaching address deficiencies are developed and in community to develop
stakeholders
creative, critical thinking and problem and tested for applicability on school, critical, creative thinking and
develop the
solving. Assessment results are used as family and community. problem solving community of
methods and
materials for guide to develop materials. learners and are producing desired
developing creative results
thinking and
problem solving. 1. Composition of a School Project 4. Presence of 7. Project implementation
Team with Terms of Reference developed/redeveloped report showing attainment of
2. Learning resource needs learning resources with expected output/s
assessment evidences of utilization 8. Certification that innovations
3. Summary of assessment results 5. Evidences of were adopted/utilized in
remedial/enhancement school, family and
instruction or catch-up community
mechanisms
6. Evaluation and validation
results for learning resources
4. The learning systems A school-based monitoring of The school-based monitoring of The monitoring system is
are regularly and learning system is conducted regularly learning systems generate feedback accepted and regularly used for
collaboratively and cooperatively; feedback is shared that is used for making decisions that collective decision making
monitored by the
with stakeholders. enhance the total development of
community using
learners
appropriate tools to
ensure the holistic 1. Documentation of school assemblies
and meetings 6. Formulated school policy 8. LGU /community
growth and
2. State of the School Address [SOSA] guidelines on learner development resolutions/ordinance
development of the
3. Updated School Report Card (SRC) activities supporting the activities for the
learners and
4. All SF 9 (Report Cards) are signed by total development of learners
community.
the parents 7. Presented/Communicated SRCs to 9. Manual/handbook on learning
5. Learners’ profile with anecdotal stakeholders and monitoring system is
records available
5. Appropriate The assessment tools are reviewed
assessment tools by the school and assessment results are
for teaching and shared with school’s stakeholders.
learning are
continuously
reviewed and
improved and
assessment results
are contextualized
to the learner and 1. Creation of Assessment Review Team
local situation and with terms of reference
the attainment of
relevant life skills. 2. Evidence of Reviewed assessment
tool/s on written work such as Sample
pupil’s/students’ portfolio with specific
rubrics; Sample pupils’ students’
journals with rubrics and Other written
work like reaction or reflection paper,
students’ researches, etc.
3. Evidence of Reviewed assessment
tool/s on Performance task such as
Culminating activities, Simulation and
Actual performance of task/s
4. Evidence of Reviewed assessment
tool/s on Quarterly examinations with
TOS
6. Learning managers Stakeholders are aware of
The assessment tools are The school assessment results
reviewed by the school community are used to develop learning
and assessment results are shared programs that are suited to
with community stakeholders. community, and customized to each
learners’ context, results of which
are used for collaborative decision-
making.
5. Documentation of the review of 8. Documents on the learning
assessment tools (FGD, meeting) programs/ activities developed
conducted by school community as a result of assessment
and stakeholders
6. Evidences of modification of
assessment tools based on the
suggestions gathered from the FGD
7. Assessment results are conveyed to
stakeholders through assemblies
and other appropriate online or
offline strategies
Stakeholders begin to practice Learning environments,
 and facilitators child/learner-centered, rights-based, child/learner-centered principles methods and resources are
(teachers, and inclusive principles of education. of education in the design of community driven, inclusive and
administrators and support to education. adherent to child’s rights and
community
protection requirements.
members) nurture
1. School advocacy program on child
values and
protection related concerns 4. WINs 2-Star 7. WINs 3- star
environment that
2. WINs 1-star 5. Statement of support from 8. Outstanding CFSS rating
are protective of all
3. BE Best Implementer – Division stakeholders in relation to 9. BE Implementer- National
children and
level school’s advocacy program level
demonstrate
*BE Implementer with Documents 6. BE Best Implementer –
behaviours
(will be considered) Regional level
consistent to the
organization’s
vision, mission and
goals
Learning managers and Learning managers and Learning managers and
facilitators conduct activities aimed facilitators apply the principles in facilitators observe learners’
to increase stakeholders’ awareness designing learning materials. rights from designing the
and commitment to fundamental curriculum to structuring the
rights of children and the basic whole learning environment.
principle of educating them.

1. Documents on the implementation of 4. Student Handbook

2. Availability of strategic
activities related to increasing Intervention Materials (SIM)
stakeholders’ awareness and commitment 3. SLAC documentation on
to child protection designing learner-centered LMs

7. Methods and resources Practices, tools and materials for Practices, tools, and materials There is continuous exchange
are learner and community developing self-directed learners are
–friendly enjoyable, safe, highly observable in school, but not in
inclusive, accessible and the home or in the community.
aimed at developing self
-directed learners. Learners
1. Workbooks, Activity Sheets,
are equipped with essential
modules
knowledge, skills, and
2. Documentation of student-led
values to assume
learning activities
responsibility and
3. Approved Students-Initiated
accountability for their
Activities
own learning.
Learning programs are designed
and developed to produce learners
who are responsible and accountable
for their learning.
1. Portfolio of self-directed learning
programs
for developing self-directed learners
are beginning to emerge in the homes
and in the community.
4. Student–initiated community
programs,
5. Community-sponsored
program/activities (Picto-
narrative)
The program is
collaboratively implemented and
monitored by teachers and
parents to ensure that it produces
desired outcome.
2. Parents’ engagement in the
learning activities of learners
of information, sharing of expertise
and materials among the schools,
home and community for the
development of self-directed
learners.
6. Benchmarking of best
practices in line with
developing self-directed
learners evident in the home
and community
The program is
mainstreamed but continuously
improved to make relevant to
emergent demands.
3. Proof of institutionalization of
self-directed learning programs
in school