Archivetempconceptual Framework Narrative - TGP

CATHOLIC EDUCATIONAL ASSOCIATION OF THE PHILIPPINES
NATIONAL CHRISTIAN FORMATION COMMISSION (NCFC)
Christian Living Education (CLE) - Edukasyon sa Pagpapakatao (EsP)

Curriculum for Basic Education Project
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CHRISTIAN LIVING EDUCATION – GOOD MANNERS AND RIGHT CONDUCT/

VALUES EDUCATON
K TO 12 CURRICULUM GUIDE
July 2020
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TABLE OF CONTENTS
Page
A. Background
B. The Conceptual Framework

 The Goal and Learning Outcome
 Content Themes and Core Values
 Philosophies
 The Whole School Approach
o Curriculum Content
o Pedagogy/Methodology
o Whole School Ethos and Environment
o Community Partnerships
C. The Grade Level Overall Content and Performance Standards
D. Content Focus for Each Quarter and Per Grade Level
E. The Values Map from Kinder to Grade 12
F. Grade Level Topics, DMW, Content Standards, Performance Standards, ,

and Learning Competencies, Core Values, GMRC Focus
G. Bibliography
H. The Project Team
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CHRISTIAN LIVING EDUCATION – GOOD MANNERS AND RIGHT CONDUCT/
VALUES EDUCATON
K TO 12 CURRICULUM GUIDE
July 2020
The curriculum development is an initiative of the Catholic Education of the Philippines

(CEAP) through the National Christian Formation, supported by the Episcopal Commission
on Catechesis and Catholic Education (ECCCE), and in partnership with the REX Bookstore,
Inc. The development work was guided by the Department of Education through the Bureau
of Curriculum Development (BLD) to ensure the curriculum’s suitability for national
implementation in Catholic schools.
A. Background
One of the required learning areas in the 2016 K-12 Basic Education Curriculum is
Edukasyon sa Pagpapakatao (EsP). In the past, the practice in private schools was the
implementation of the Christian Living Education in place of, or together with the EsP as
separate learning areas. With the approval of the K-12 curriculum in 2015, the DepEd
asserts the implementation of the EsP standards and learning competencies across the K-12
levels in the private schools as well. Just recently, on 25 June 2020, the R.A. No. 11476,
known as AN ACT INSTITUTIONALIZING GOOD MANNERS AND RIGHT CONDUCT AND
VALUES EDUCATION IN THE K TO 12 CURRICULUM was passed into law. The EsP is
now replaced with GMRC/VE, and which makes it imperative even more for the private
schools to implement the learning area as mandated.
Possibilities of integrating the CLE into the EsP, now the GMRC/VE, has been
projected as early as March 6, 2018, when the CEAP wrote to Secretary Leonor M. Briones
through the office of the Undersecretary, Dr. Lorna Dig-Dino, requesting that Catholic
schools be allowed to use the Christian Living Education (CLE) curriculum in place of the
EsP. Consequently, the Undersecretary responded in a letter dated June 14, 2018, asking
for a copy of the detailed curriculum guide of Christian Living Education per level to enable
their curriculum specialists to evaluate it vis-a-vis the EsP curriculum standards.
Through the initiative of Fr. Nolan A. Que, Chairperson of the CEAP National
Christian Formation Commission, there was an attempt to search for the CLE curriculum that
would be close to the EsP learning standards. A review of available documents showed that
the CLE standards, i.e. content standards, performance standards, and learning
competencies, needed to be aligned more closely to the DepEd curriculum requirements for
EsP. The review led to the realization of a possibility to integrate the CLE and the DepEd
EsP standards as both learning areas had overlapping learning components and a common
goal for Filipino learners.
Cognizant of an urgent need to develop a full-blown curriculum showing the

integration of Christian Living Education into the K-12 GMRC/VE a development plan was
designed that guided a series of activities participated by CLE and VE experts and
practitioners, i.e. workshops, meetings, and take home writing assignments, and validation
processes.
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The development process in Figure 1, went through several stages that took a period
of eleven months, from August 2019-July 2020 to reach the final completion of the
curriculum. It started with the (A) Documentary Analysis of the major documents: (1)
Religious Education Curriculum developed by CEAP in 2013, (2) ECCCE Religious
Education EMLC dated 2003, (3) The Philippine Catholic Schools Standards (PCSS), (4)
Religious Education Curriculum-Region VI Model, and (5) ECCE 500 YOC Catechetical
Outlines dated 2019.
The next steps were: (B) Framework Designing, (C) Template Designing, and (D)
Writing of Curriculum Standards that were done in a series of workshops, and small group
meetings. The template and format followed closely those of the DepEd curriculum guide for
learning areas, particularly that of the EsP. Except for Grades 11 and 12, the learning
standards from Kinder to Grade 10 were considered in the integration. For Grade 11, the
course in Personal Development, and Introduction to Philosophy for Grade 12, were
considered for integration with the CLE content.
A. B. C. K-12 D. E. CONTENT
DOCUMENTARY F.
FRAMEWORK TEMPLATE STANDARD VALIDATION
ANALYSIS APPROVAL
DESIGNING DESIGNING S WRITING S
EsP Standards and Kinder Approval
CEAP 2013 CLE EsP Framework Internal
Learning by CEAP
Curriculum CLE Framework Competencies Grade 1 Validation by
ECCCE MELC Integration: CLE Unit Titles & Grade 2 TWG & Core Approval
2003 - Overall learning Content Grade 3 Group by ECCCE
PCSS outcome Doctrine-Moral- Validation by Approval
Grade 4
Region VI CLE - Quarterly themes Worship by DepEd
Grade 5 EsP and CLE
Curr Model - Core values Integration:
Grade 6 Experts
ECCCE YOC 500 - Macro
K-12 EsP skills/Practices
- Content Grade 7 Group/
Curriculum, May - T-L Approaches/
Standards GradeLevel
Grade 8
2016 Strategies - Performance validation
Standards Grade 9
- Philosophy National
- Learning Grade 9 Validation by
Competencies Grade10 Catholic
Grade 11 Schools
Grade 12 Finalization
Figure 1. Stages of the curriculum development process
The first versions of the curriculum standards were then subjected to (E) Content
validation. Initially, this involved small group and big group internal validation. The outputs
were then content validated by VE and CLE experts. Both group of experts have an
extensive training and experience in Values Education, and Theology/CLE, respectively. The
outputs were then further subjected to grade and intergrade level validation and refinements
in two sets of online workshops joined by the TWG, Core Groups and all the writers.
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The CLE-GMRC/VE curriculum is intended to guide Catholic Schools in the
implementation of the content standards, performance standards, and learning
competencies across the K to 12 grade levels, compliant to the requirements of the DepEd.
All Catholic schools in basic education are encouraged to use the curriculum guide in
classroom teaching, materials development, and related educational activities.
B. The Conceptual Framework
The newly developed framework basically adapts the elements of the DEPED
Framework developed in all learning areas that put emphasis on the learning outcome, the
content and expected results, the philosophies, and educational approaches to achieve the
envisioned outcome of the program.
Figure 2. Conceptual Framework of the CLE-GMRC/VE Curriculum
The Goal and Learning Outcome
In the face of new and unexpected challenges and complexities today affecting
character and values formation of our Christian learners brought about by various concerns,
e.g. new normal, digital technology, health, substance abuse, access to quality education,
politics, environmental worries, interfaith dialogue, poverty, culture of death and negativity,
etc., there is a need to strengthen the Christian school curriculum in empowering the
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learners to live a life of love and greatness. Pope Francis extolled the youth, “I ask you to
be revolutionaries, I ask you to swim against the tide; yes, I am asking you to rebel against
this culture (of relativism and the ephemeral) that sees everything as temporary and that
ultimately believes you are incapable of responsibility, that believes you are incapable of
true love.”
Through the guidance and gifts of the Holy Spirit the ‘love that is genuine, beautiful
and expansive’ that Pope Francis cited, can only grow in learners who follow the ways of
Jesus Christ. Thus, there is a need to provide them with ‘weapons’ of knowledge, skills and
virtues focused upon a commitment to Christ. It is only through the power of the Holy Spirit
that one can change his/her life. It is through the power of the Holy Spirit that learners can
be molded to be Christ-like in character. “The Holy Spirit fills the heart of the risen Christ
and then flows over into your lives. When you receive the Spirit, he draws you ever more
deeply into the heart of Christ, so that you can grow in his love, his life and his power”
(Christus Vivit, 130).
The goal of the CLE-GMRC/VE curriculum is to mold each learner to be a “Christ-

centered person who loves, discerns, and acts for the common good.” The learner
with this mark is motivated to glorify God and uses the gifts of spiritual (intellect, free-will,
conscience) and material (senses and emotions) in making decisions and actions that are
reflective of his/her love of God and love of others. His/her deep faith in God is not enough
as this is accompanied by action, selflessness for a neighbor in need, and passion in doing
great works for the common good. As The Social Doctrine of the Church defines, Bonum
commune or common good indicates ‘the sum total of social conditions which allow people,
either as groups or as individuals, to reach their fulfilment more fully and more easily.”
Content Themes and Core Values
The learning standards of the CLE-GMRC/VE organized across the K to 12 grade

levels focus on the four major content themes based on the national motto, Maka-Diyos,
Makatao, Makabansa, Makakalikasan setting the desired behavior of the Filipino Christian
learners who are loving, discerning, and acting for the common good. Guided by the
Department of Education having adopted the same core values for its vision, mission and
goals, the these core values serve as the content themes across the grade levels.
Moreover, the themes reflect the Filipino values that are embodied in the Preamble of the
1987 Philippine Constitution to wit:
“We, the sovereign Filipino people, imploring the aid of Almighty God
[Maka-Diyos], in order to build a just and humane society and establish a
Government that shall embody our ideals and aspirations [Makabansa],
promote the common good conserve and develop our patrimony
[Makakalikasan], and secure to ourselves and our posterity, and a regime of
truth, justice, freedom, love, equality, and peace [Makatao], do ordain and
promulgate this Constitution.”
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The Christ-centered learner is expected to demonstrate the following behavioral evidences
of a loving, discerning, and acting person for the common good, along the four themes:
Maka-Diyos - As a child of God and a Christian, the learner demonstrates a deep

relationship with the Almighty God, the All-Powerful Supreme Being, who guides the
destinies of nations. The Christian learner freely expresses his/her faith in God and
shows this in thoughts, words and actions. He/She appreciates and respects all of
God’s creation recognizing every human person with dignity and uniqueness, created
in His image and likeness. He/She commits to follow God’s commandments to love
Him and love his/her neighbor. He/She upholds the values of Human Dignity, and
Christian Spirituality.
Makatao - As a human person, gifted by God with spiritual and material faculties, the
Christian learner demonstrates use of true freedom in making responsible decisions
and actions that show respect and care for oneself, family, and others in the spirit of
malasakit and pakikipagkapuwa. He/She participates actively in initiatives for and in
solidarity with his/her kapuwa especially the less fortunate; makes constant
discernment in the practice of honesty and integrity, good faith in dealing with others,
and in standing by his/her ethical and moral convictions; and is constantly sensitive
to individual, social and cultural differences. He/She upholds the core values of Love
and Goodness, Truth and Respect for Diversity.
Makabansa - As a Filipino citizen, the Christian learner takes pride in being a Filipino,
and in the diverse Filipino cultural expressions, practices, beliefs and traditions.
He/She fosters a true spirit of patriotic love, loyalty to the country, and obedience to
its laws. He/She promotes the values of perseverance and industry, the principles of
solidarity and subsidiarity for the common good, and actions for truth, justice,
freedom and responsibility, respect for human rights, gender equality, peace and
order, among others. As a global citizen, he/she shows appreciation of world
heritage, international understanding and global peace. He/She upholds the core
values of Nationalism/Globalism, Peace and Justice.
Makakalikasan - As a steward of God’s creation, the Christian learner cares, nurtures

and safeguards all that God has created with sense of gratitude, responsibility and
discipline. He/She advocates for the protection and preservation of the environment
not only for the present but for the future generation. He/She utilizes the resources
and goods of the earth wisely, judiciously, economically and religiously. The/She
upholds the core values of Sustainable Development, Health and Harmony with
Nature.
In the CLE-GMRC/VE learning area, the Christ-centered learner is guided by the Holy
Spirit in understanding him/herself as a human person, in discerning the meaning of his/her
life, and preserving his/her human dignity and uniqueness being created in the image and
likeness of God. Of all visible creatures, human is "the only creature on earth that God has
willed for its own sake”, possesses the dignity of a person, who is not just something, but
someone. Human, whole and entire, is therefore willed by God (CCC#356, 357, 362). “The
supreme and overarching value that characterizes education is human dignity: the human
person is of infinite value” (Values Education for the Filipino, 1997). Moreover, the learner is
guided in understanding his/her role and responsibility in Philippine society and the world
so that he/she can participate in building a community that embodies the ethical and moral
values such as Christian Spirituality, Love and Goodness, Truth and Respect, Peace
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and Justice, Health and Harmony with Nature, National and Global Solidarity, and
Sustainable Development. The descriptions of the seven core values in the VE
Framework, 1997 are adapted for the purpose of the CLE-GMRC/VE curriculum.
 The human person is spiritual and is capable of higher concerns and of rising
above the material. He/she must cultivate Christian Spirituality which essentially
connects him/her with God and our Common Home.
 The human person is moral and is endowed with the faculty of freely choosing
and loving. He/she must go out to others and in fact to all humanity in Love and
Goodness.
 The human person is intellectual and is gifted with the mind, the faculty of
knowing. He/she must constantly seek for truth and respect for diversity of
beliefs. He/she seeks knowledge that would transform society and the world. At
the same time, he maintains respect, tolerance and open disposition of the mind.
 The human person is social and lives in a community. He/she must help build
Peace and Justice in our society, through the pursuit of family solidarity as well
as the common good and well-being of the larger society. He must also cultivate
respect for human rights and active non-violence.
 The human person is physical, made of matter. As a steward of creation, he/she
must maintain health and harmony with nature.
 The human person is economic and is bound to concerns of production and
consumption. He/she must help achieve the goal of a more human and
sustainable development for the community.
 The human person is political and participates in activities relating to the conduct
of political affairs within the nation and the world. He/she must cultivate his/her
sense of national and global solidarity. For the former, love of country and
national unity are foremost concerns while the latter global peace and solidarity
are the fundamental goals.
Philosophies
Philosophy gives rise to the curriculum and its methodologies used in teaching and
learning. Three related philosophies explain the content and methodologies of the CLE-
GMRC/VE curriculum: Philosophy of the Human Person, Christian Philosophy, and Moral
Philosophy.
Aristotle’s famous quote is “Knowing yourself is the beginning of all wisdom.” Close
to this view is the concern of Philosophy of Human Person. This is knowing and inquiring
into the what, who, and why of the human person, the Filipino learner who is the subject as
well as object of the CLE-GMRC/VE efforts. As discussed in the 1997 framework of the
Values Education for the Filipino, understanding of the Filipino as a human being entails
his/her historical and cultural context, including his/her role in the shaping of society and
environment. These have been adapted and summarized in the following manner:
1. The human person is the subject of education: he is a person learning and being
taught. The human person is also the object: the human person is at the center
of the curriculum and the entire program. The task of education is to help the
Filipino develop his/her human potential, contribute to the growth of Philippine
culture, and by controlling the environment and making use of human and non-
human resources, build appropriate structures, and institutions for the attainment
of a just and humane society.
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2. The human person is an individual self-conscious being of incalculable value in
him/herself who cannot be a mere instrument of the society and of the state.
H/she is not just body and soul, but he is an embodied spirit.
3. The human person is multi-dimensional, physical, intellectual, moral, spiritual,
social, economic and political.
4. The human person does not live in isolation but in community with other persons.
The person as self grows by developing his/her faculties in contact with the world
and others in the community and by taking an active role in improving that
community. The human person belongs to a family, the basic unit of society, as
well as to a wider and more complex society of men and women. He/she
participates in defining the goals and destinies of the community and in achieving
the common good.
5. The human person gets involved in the economic concerns of livelihood,
sufficiency, production, consumption.
6. The human person is political. Like other peoples in the world, Filipinos have
constituted themselves onto a nation-state to pursue the goal of social progress
and total human liberation and development (Constitution 1987, Art. II, Sec. 17).
The importance of Christian Philosophy for the CLE-GMRC/VE curriculum cannot

be overemphasized for Christian parents, teachers, and learners. Christian Philosophy
embodies every aspect of a learner's character formation experience, as he/she learns from
home to school, to the church and community through various models and events. The
Christian philosophy advances that learning and transfer of such learning are done through
the lens of the Bible and the doctrines that provide the learners the opportunity to stay true
to their commitment to follow God’s commandments and the ways of Jesus Christ .
Moreover, the philosophy aims to meet the challenges of the learners of today in light of the
Church’s faith in Jesus Christ.
In view of today’s ever-changing, technological world, Pope Francis calls on the

Christian schools to provide an education which teaches critical thinking and encourages the
development of mature moral values. He asks the teachers not to teach just content, but the
values and customs of life, with three things that must be learned: how to love, how to
understand which values, and customs that create harmony in society. Additionally, he
says that teachers must aim to build an educational relationship with each student, who must
feel welcomed and loved for what he or she is, with all of their limitations and potential.
In Christian Philosophy, each learner is recognized as an expression of God’s

Principle of Individuality, being created in God’s image, unique and endowed with spiritual
and material qualities that set him apart from other individuals. The teaching-learning
process allows the recognition/acceptance of each learner’s strengths and limitations,
facilitates the use his/her intellect, free-will, and conscience to love, discern, act responsibly,
to improve and become a better person, and to lead others to do the same for the common
good.
Moral Philosophy allows learners to contemplate what is right and wrong. It

empowers them through its method and substance to reflect upon and talk about challenging
moral issues. The method of Moral Philosophy requires understanding concepts and
distinctions, knowing what makes arguments valid, and attending to counter-arguments.
Such critical thinking skills are useful in resolving moral issues which involves considering
moral principles, appealing to reasons, and gathering truthful evidences. Moral argument
itself is a good thing. It allows learners to keep engaging with others even when they
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disagree about values. Values are not simply “given”, but can turn out to be amenable to
reasoned discussion based on moral principles (Breakey, 2014).
Virtue ethics developed by Aristotle is a philosophy within moral philosophy. It is a

character-based approach to morality that assumes we acquire virtue through practice. By
practicing being honest, brave, just, generous, and so on, a person develops an honorable
and moral character. According to Aristotle, by honing virtuous habits, people will likely make
the right choice when faced with ethical challenges. Virtue ethics makes central use of the
concept of character (ethicsunwrapped.utexas.edu, 2020).
The combination of the two is deemed necessary in the CLE-GMRC/VE character

formation. While the subject area of moral philosophy is connected with everyday concerns
about the right action or behavior, virtue ethics is concerned with the good life and what
kinds of persons we should be. Moral theorists ask, “What is the right action?” and virtue
ethicists ask “How should I live? What kind of person should I be?” The former ask the right
action here and now, and the latter ask what kind of person should one be in order to get it
right all the time. Virtue ethics is interested in the acquisition of the virtues as part of the
learners’ own well-being and flourishing. Morality is about other people. It deals with the
learners’ actions to the extent that they affect other people (www.iep.utm.edu, 2020).
The Whole School Approach
A relevant section of the R.A. No. 11476 (Sec. 7) Curriculum
states that, “For the effective institutionalization and

Content
teaching of GMRC and Values Education as a core

subject, a whole school approach shall be adopted. This
shall facilitate collaborative action in and by the school Whole Whole
community and other stakeholders to foster parental Pedagogy/
Methodolgy School School Ethos
and
involvement and develop home and school partnership Approach
Environment
for an inclusive values education framework.”
In cognizance of the mandate of the law, the CLE-

GMRC/VE curriculum employs the Whole School Community
Partnerships
Approach (WSA) as the educational means to achieve

the learning outcome set for the Christian learners. The
Figure 3: Four Elements of the
WSA indicates that the way to get results must be Whole School Approach
comprehensive, inclusive, wide-ranging, all embracing, full,
complete, and total. It is not confined to what happens in the classroom, but all aspects of
school life, including involvement of the family, religious institutions, civic leaders,
authorities, youth workers, and active partnership with community agencies and other
stakeholders. Indeed, like the African proverb says, “it takes a village to raise a child.” The
approach is comprehensive and it implies shared responsibility of the school and the
community and their collaborative action in improving learning, character and wellbeing of
the learners. The whole school approach emphasizes four areas that work in synergy to
make the CLE-GMRC/VE program successful: Curriculum Content, Pedagogy/Methodology,
Whole School Ethos and Environment, and Community Partnerships (Punsalan, April 2020).
Curriculum Content - Since the subject and object of the CLE-GMRC/VE is the Christian
learner, the nature of the curriculum content necessarily includes all that is related to his/her
being a person, created in the image and likeness of God – his/her human nature, and the
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holistic development of personal, ethical, moral, and spiritual values. The
comprehensiveness and depth of the Christian Doctrines, Morals, and Worship integrated
into the four national core themes and the seven core values for the Filipino as presented
earlier are organized carefully into the learning standards in each of the grade levels in the
latter section of this guide.
The integrated curriculum of Catholic Education and DepEd's GMRC/VE responds

to the desire of the Philippine nation to holistically form the young. Christian Living offers a
complete education of faith with Doctrine, Morals and Worship (DMW), forming a person into
being Maka-Diyos, Makatao, Makakalikasan, and Makabansa. Doctrine, Morals, and
Worship are the THREE DIMENSIONS OF FAITH. The Catholic faith encompasses what
one can know, should do, and can hope for. It teaches one to believe in the Supreme Being,
do His will, and trust His plan.
As Filipinos and the Church as a whole, Doctrine as Paniniwala, Morals as

Pagsunod or Pagtalima, and Worship as Pagsamba or Pagtitiwala, touch one's entire being;
the head or mind, the hand or will, and the heart. It forms one to know, to serve, and to love
the Lord. Traditionally known as the creed, code, and cult, Doctrine, Morals, and Worship
comprise the essentials of the Christian faith; the CREED or set of beliefs, the
COMMANDMENTS and VIRTUES, and the PRAYERS and SACRAMENTS, the liturgy.
These three dimensions of the Christian Faith reveals Christ's threefold functions as the
Prophet, the King, and the Priest who is the ultimate Truth, the only Way, and the fullness of
Life.
Catechesis, whether be it at home, in school, or in parishes, is only real and effective

if it has the Doctrine, Morals, and Worship. These three will bring a learner to a genuine
personal maturity who is able to love, discern and act for the common good. It is for this
reason that every lesson in the Christian Living and Values Education subject should be
complete. If the topic is a Doctrine, its counterpart in Morals and Worship should also be
taught.
Development of the skills required for 21st Century Learner focusing on the “Seven
C’s,” must be embedded in the curriculum for CLE-GMRC/VE. The 7 C’s include: critical
thinking; creativity innovation; collaboration; communication; cross-cultural understanding;
computing technology; and career learning. In addition, the Five Macro-skills prescribed by
Department of Education (EsP Curriculum Guide, 2016) must be developed in the learners
for moral living: understanding, reflecting, consulting, discernment & decision-making, and
acting.
1. Understanding. It is important that the learners demonstrate the ability to draw

upon concepts and principles that illuminate one's own experience, situations that
are observed, analyzed and contemplated using objective moral standards and
Christian doctrines.
2. Reflecting. Amidst the rapid flow of information and environmental noise, learners
need to devote time and thoughtfulness to the situations observed and the concepts
learned about moral living.
3. Consulting. The learners should seek advice or guidance from people who have
more knowledge or skills in moral living and weigh information from a variety of
media based on objective moral standards.
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4. Discernment and Decision-making. They must learn to develop one's own position,
beliefs, beliefs or actions that are based on objective moral standards and go through
the process of discernment, a perceptive way to determine God's desire for one's life.
5. Acting. It is important that the learners apply the concept or principle drawn from
the concrete situations of life and demonstrate a willingness to practice the virtues
learned based on moral principles.
Pedagogy/Methodology – Becoming a Christ-centered person depends largely on the

modelling of the teacher. It is for this reason that the Christlikeness of the teachers i.e. their
values, virtues and their caring attitude to the learners be given primary importance in the
CLE-GMRC/VE program. “The goal of our instruction is love from a pure heart and a good
conscience and a sincere faith.” (I Timothy 1:5). The effectiveness of teaching Christian
Living and moral life is closely tied to the personal witness provided by the teacher.
Understandably, many schools put a high premium on the teachers’ professional
competence to teach the subject but the teacher who is spiritually prepared has half the
work done. Half of the worry would be the teacher’s concern about her content and
pedagogical knowledge to demonstrate effective teaching.
The methodology of the ACES (Affective-Cognitive Experiences for Self-direction)

approach has been widely used in the teaching of Values Education across the years until
today. It has been incorporated in teacher training not only for values education teachers
but also for those in other learning areas. It follows Kolb’s experiential learning cycle which
is more appropriate given the nature of values formation process. The methodology has a
uniquely personal and subjective nature of learning and is best attained through having the
learner undergo the experiences by him/herself and also with others in a group. It is basically
an inductive approach that many religious education teachers use in their classrooms (Dees,
2011). The ACES methodology integrates the strengths of 5 major strategies: Values
clarification, Values analysis, Inculcation/Modelling, Moral development, and Action learning,
into a confluence of the affective and cognitive components of learning. Moreover, it has
been enhanced for today’s use in a new instructional design that applies the experiential,
constructivist, inquiry-based, reflective, collaborative and integrative learning methodologies
in the 4 A’s (Activity, Analysis, Abstraction, Application) stages. By design, lessons are
done stressing the nine events of instruction by Robert Gagne, a 1992 model regaining
grounds recently in various learning areas: (G1) gain attention, (G2) inform learners of
objectives, (G3) stimulate recall of prior learning, ( G4) present the content, (G5) provide
“learning guidance”, (G6) elicit performance (practice), (G7) provide feedback, (G8) assess
performance, and (G9) enhance retention and transfer learning. Moreover, new teaching-
learning demands are emphasized, i.e., learner-centeredness, 21st century education skills,
holistic T-L objectives, differentiated instruction, constructive alignment, and authentic
learning assessment for optimum results. These are carefully embedded in appropriate
points/stages of the learning activities stressing the tenets of the Whole Child Approach
(ACCD, n.d.) that the learner is safe, healthy, engaged, challenged, and supported in the
entire teaching-learning episode (Punsalan, 2020)
Parts of a CLE-EGMRC/VE lesson episode should ensure that the appropriate DMW
or the three dimensions of faith are completely delivered. Following the 4 A’s experiential
learning process and Gagne’s instructional design, the Doctrine is effectively embedded in
the abstraction part where inculcation of the lesson content is done allowing the learners to
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form the key concept. Morals is given more stress in the application or the transfer of
learning part, while Worship is done more meaningfully in the conclusion when learners
would have achieved a full grasp of the entire lesson.
There may be variations in the points where the DMW is used depending on the
lesson focus. The Doctrine may be used at the beginning as the activity where individual
learners or groups discuss and illustrate the Doctrine with their own experiences.
Sometimes, Worship can be given in the beginning as the opening prayer or to introduce
the focus of the lesson. Whatever is the dimension of faith that is focused in a lesson, the
other two dimensions should also be integrated. In this way, a learner receives an integral
formation of faith in the context of their experiences. The content standards, performance
standards, and learning competencies both of the Religious Education and GMRC/VE,
however comprehensive they may be, correspond to one another, directing all learners into
a mature, responsible, and moral individuals.
The integration of faith, culture and life is an indispensable purpose of the CLE-
GMRC/VE instruction. Culture and faith is achieved by the integration of all the various
learning areas in different fields of human knowledge in the light of the Gospel. The various
subjects do not only aim to develop knowledge and skills but the development of
values/virtues and the discovery of truth. Integration of faith and life is part of a life-long
process of conversion until the learner becomes what God wishes him/her to be. Faith and
life are interlocked in the growth of the Christian learners. Young people have to be provided
learning opportunities to share their personal lives with God - to be Christ-centered in their
life, to commit themselves to serve God and their kapuwa and to contribute in building a
better place.
Moreover, the integration of culture , faith and life is facilitated by the teacher. By
imitating the Great Teacher, the teachers are called to bring to light the Christian message
not only by their teaching per se, or their words but also by their character. Christian schools
that put a high premium to CLE- GMRC/VE as the core of all subjects and not just one of the
other subjects with teachers’ replete with the Christian spirit not only integrate faith and
culture but naturally guide the learner on to a personal integration of faith and life.
Whole School Ethos and Environment - The whole school approach emphasizes
addressing the needs of learners, staff and the wider community, not only within the
curriculum, but across the whole school and learning environment. A positive school
culture is one where individuals feel valued, cared for and respected. The school with a
positive school culture is a place where there are positive experiences for all teachers,
personnel, school head, and students especially regarding the very values that are being
taught in the classrooms. For instance, how can the culture of Christ-centeredness and the
values of Maka-Diyos, Makatao, Makabansa, Makakalikasan be fostered in the whole school
environment so that what the learners learn from their lessons in the classroom can be
supported by what they experience around the school community?
The CLE-GMRC/VE program contributes in shaping the ethos that reflect the defining
characteristics of a Catholic School indicated in the Philippine Catholic Schools Standards
(PCSS, 2016): (1) Centered in the person and message of Jesus Christ (2) Participating in
the evangelizing mission of the church (3) Animated by the Spirit of Communion, (4)
Established as an ecclesial institution, (5) Distinguished by a culture of excellence, (6)
Committed to integral formation, (7) Engaged in the service of the Church and society with
14

preferential option for the poor. In the PCSS vision, mission, and goals, the Catholic schools
are expected to inculcate among learners and staff to practice the Gospel core values of
sharing, service, solidarity, integrity, justice, truth, humility, and charity, the very values that
the CLE-GMRC/VE curriculum intends to foster.
Not only the learners but all school personnel must show in their practice the Christian
faith in the whole school and community, through: Deepening of the articles of faith, Praying
and Reading of the word of God, Strengthening of moral life, Celebration of the Liturgy,
Sacraments and Marian devotions, and Stewardship of God’s creation.
1. Deepening of the articles of faith - The core and foundation of Christian Living
Education are the articles of our Faith or simply put the Creed. These 12 articles
are the summary of our Faith and as St. Thomas Aquinas defined, are
supernatural truths that form the organic whole of Christian teaching which are
necessary to be believed for human’s salvation. Thus, all lessons in Christian
Living Education are geared towards the deepening of these articles of Faith and
put to life in the entire school community so as to lead Christian learners to a
deeper personal relationship with Christ and His promised salvation and glory.
2. Praying and Reading of the word of God - Reading and praying the word of God
allows a Catholic learner to understand and live out the message of the Word of
God. This is not confined in lessons in the classrooms but in the all religious
activities done in the entire school. Hence, reading and praying the Word of God in
Lectio Divina way is a hallmark of school culture in a Catholic school. This
influences not only the learners but the school staff in their’ lifestyle and spirituality
anchored on and inspired by the Holy Bible. “When it comes to worship and prayer ,
we should never underestimate the ability of young people to be open to
contemplative prayer. In many settings, young Catholics are asking for prayer
opportunities and sacramental celebrations capable of speaking to their daily lives
through a fresh, authentic and joyful liturgy” (Christus Vivit, 224).
3. Strengthening of moral life – The Christian faith influences the moral life of the
Christian learners in the following ways: by giving reason for acting in a Christian
way, developing the attitude and disposition of Christ and by inspiring Christ—like
affections (CFC 138). Faith gives rise to and calls for a life commitment with Christ.
Our acts of charity become a witness before God and our neighbors of the gift of
Jesus who is the moral norm. The learners and their CLE-GMRC/VE teachers
cannot do this alone. In solidarity with the entire school community, they hopefully
act consistently the Christian way - a conversion that transforms them as a whole
person having responsible attitudes and actions. With the guidance of the Holy
Spirit, and the school culture that nourishes them spiritually, their moral lives are
strengthened as Christian learners.
4. Celebration of the Liturgy and Sacraments - The Christian education offered to the
learners are meant not just to enlighten and strengthen their faith but should also
nourish their life according to the spirit of Christ, teaching them how to worship God
the Father in spirit and truth (Gravissimum Educationis), leading them to a “full and
active participation” (Sacrosanctum Concilium) in the liturgical celebrations
especially in the Holy Eucharist, manifesting the true Christian Spirit. Through the
school-wide celebration of the Liturgy, learners are provided opportunities and
15

venues for both personal and communitarian prayers where they could strengthen
and celebrate their FAITH IN GOD with the school community. The learners are
also educated towards a profound understanding of the relationship between the
Liturgy and their daily lives, thus, living a Christ-centered life.
Jesus touches the lives of everybody in the school community through the
Sacraments. As Pope Francis explains, the sacraments as gifts of faith. This faith
must flourish in the entire school community. The Sacraments must be practiced
and well understood as signs of Jesus' presence in everyone’s lives and a
means of receiving His grace. The school must actively be in solidarity with the
Church in celebrating the seven sacraments, which are divided into three
categories, namely: Sacraments of Initiation (Baptism, Confirmation, Eucharist,);
Sacraments of Healing (Reconciliation, Anointing of the Sick), and Sacraments at
the Service of Communion (Holy Orders, Marriage).
5. Marian Devotions - How is Filipino affection for ‘Mama Mary’ through the Marian
Devotion shown in the whole school? How do the people piously practice the true
meaning of the unique display of affection to Mary, e.g. Santacruzan and praying
the rosary? How can the school sustain the culture of ‘pueblo amante de Maria’
or the people in love with Mary, known to be observed only in our country? As
Archbishop Luis Antonio G. Cardinal Tagle (2013) wrote, “We love Mary because
she is the Spirit-filled Mother given to us by Jesus before He breathed His last. A
new family was born at the foot of Jesus’ cross…Mary and Jesus’ disciples are at
the core of that spiritual family of God.”
6. Stewardship of God’s creation - Becoming steward of God’s creation lies not only
in the works of a single person but also a collective endeavor. The wisdom and
intelligence of the Creator is seen in the order and interdependence of creation that
makes life viable. Disrupting this order and interdependence constitutes a grave
consequence which leads to our eventual destruction. It is therefore the duty of
every member of the school community to inculcate the importance of preserving
creation as a gesture of respect to Him who orderly fashioned the world out of his
goodness. This is a task that exempt no one for the benefit of the common good
(Laudato Si, 92).
Community Partnerships – Religious instruction and values education inevitably expand

outside the school community. This involves partnerships with internal stakeholders, the
parents, staff and students. It involves community links with external stakeholders like other
schools, government and non-government organizations such as the family, church, media,
civil and economic society, youth groups, and all community agencies. Having the whole
community involved in the learner’s character formation is essential. Aside from conducting
joint activities of the school and community, partnerships enable needed resources to be
brought into the school to support CLE-GMRC/VE education programs and activities. The
whole school approach includes the whole community’ full participation to enable the kind of
values system envisioned for the learners to succeed (Punsalan, 2020).
Community partnerships may be done through the following:
16
1.
1. The Integration of faith, culture and life can flourish with community partnerships
allowing our Christian learners grow in faith and life with their families, barangays,
church, the civil society, and the youth sector. Adolescent Christian learners, for
instance in their volunteer work together with other adults in the community certainly
learn what is like to do the beatitudes for real. This kind of community partnerships
provide opportunities to our learners to experience and grow in faith and life, and
contribute their share in building a just, peaceful and humane society.
2. The New Evangelization urgently calls our teachers as facilitators of learning who
guide our Christian learners to proclaim the love of Christ to all peoples and to
develop sense of faithfulness to our Catholic Faith and live a life founded on our
Christian Spirituality. Catholic schools are urged to create, explore, and discover ‘the
new methods and means for transmitting the Good News’ more effectively to our
people, always under the guidance of the Spirit ( CBCP Pastoral Exhortation on the
New Era of Evangelization) in particular to the adolescents. Certainly, community
partners can be relied upon to join ‘school centers’ that CLE-GMRC/VE teachers and
learners could create for instance, to strengthen the faith and practice of Catholics in
the community. “Young people know how to organize events, sports competitions
and ways to evangelize using social media, through text messages, songs, videos
and other ways. They only have to be encouraged and given the freedom to be
enthused about evangelizing other young people wherever they are to be found”
(Christus Vivit, 210).
3. Inculturation takes place as “an enriching encounter between the Gospel and a people with
its particular culture and tradition” (FABC, 1991). As part of the community, a Catholic
School needs to be in constant collaboration with its stakeholders in matters of preserving the
faith and its practices. CLE-GMRC/VE, as the core of the curriculum in every Catholic
school where the person of Jesus and his way of life is the basis of faith formation or
catechesis, becomes the medium of inculturation, contextualizing the delivery of the message
of the Gospel in a manner that is best understood and set off the members of the community
to become mature members of the Church.
4. Community Christian Formation is achieved by direct involvement in community-

based learning interactions that may include but not limited to adopting urban poor
communities, medical missions, immersions and the like. It is within these
collaborations with the community that the envisioned values system of the learner is
achieved and cultivated. The CLE-GMRC/VE education program, being the core of
the curriculum, fully implements these community formation in the community which
leads to the ultimate goal of wholistic education and formation of the students that
happens within and outside the walls of the school through its partners in adopted
communities, NGOs, media, and other community agencies.
5. Vocation and Mission are discerned calling in moments of SILENCE and prayer with
God. Many learners, when asked the reasons why they go to school would give
answers that are related to personal goals and ambitions. This is a challenge to
Christian institutions to provide learning opportunities which motivate learners to
aspire in bringing a genuine transformation in the society. Learning activities should
develop Christian learners to passionately involve themselves in outreach activities
as forms of service and stewardship to God’s creation that prepare them for a well-
discerned Christian vocation and mission. This is where community partnerships
17

become relevant. Like the apostles, Christian learners at present are commissioned
by Christ to continue His mission by becoming agents of change in the society,
responding to the signs of the times. Identified willing community partners can serve
as the Christian institution’s laboratory and Jesus’ vineyard in promoting a holistic
“education for justice and social transformation” to promote and concretize the
dreams and goals for the learners’ Christian vocation and mission. A successful
school and community partnership in vocation promotion certainly continues the
creative mission of God the Father through the Church who brings His Word to the
world through the inspiration of the Holy Spirit. Thus, “Youth missions…after a period
of preparation, can lead to a renewed experience of faith and even serious thoughts
about (a learner’s) vocation” (Christus Vivit 240).
C. The Grade Level Overall Content and Performance Standards
Grade Level Overall Content and Performance Standards

Kinder The learners demonstrate understanding of and ways of respecting oneself, others,
country, and God with Jesus and Mary as models and guide to a harmonious,
happy, and faith-filled home and school
Grade 1 The learners demonstrate understanding of and ways of loving God and respecting
oneself, others, and country as a guide to a harmonious and happy home, school,
and Church.
Grade 2 The learners demonstrate understanding of the importance of showing actions that
value oneself, neighbor, country, God, and Creations as a guide to an orderly and
happy school and community.
Grade 3 The learners demonstrate understanding of activities that show appreciation for a
good and happy life , valuing their relationship with God and their devotion to Mary,
making responsible decisions and actions for oneself, others, community, country,
and God, and valuing the Eucharist.
Grade 4 The learners demonstrate understanding and practice of the important activities
focused on one’s positive response to God’s commandments i.e. love of God and
love for neighbour for righteous, orderly, happy and peaceful life for self, others,
nation and God.
Grade 5 The learners demonstrate understanding of thorough analysis of religious
celebrations and expressions, faithful and responsible performance of duties as
Baptized and Confirmed Christians called to witness, and living these out toward a
happy, peaceful, holy and prosperous sacramental life for oneself / family, neighbor /
community, country / world and God
Grade 6 The learners demonstrate understanding of activities in the government and Catholic
Church that help foster self-dignity, care for God’s creation, love for others, and faith
in God through responsible decisions and actions toward an orderly, peaceful and
prosperous life for the common good.
Grade 7 The learners demonstrate understanding of appropriate expected abilities and
behavior during adolescence, skills and talents, interests and personality towards
fulfilling duties to oneself, country / world and to God and setting goals to account
18

for the consequences of decisions and actions inspired by model Filipino Christians
and saints
Grade 8 The learners demonstrate understanding of the, identity, life and mission of JESUS,
our SAVIOR who gives purpose and importance to family and pakikipagkapwa in
becoming responsible toward a meaningful relations and life with others and the
society.
Grade 9 The learners demonstrate understanding of concepts about society and Christian
human work as a calling from God toward making the right course or occupation that
is meaningful and significant for integral human formation and social transformation
Grade 10 The learners demonstrate understanding of concepts related to human nature,
human acts, and moral values as a complete manifestation of being created in God’s
own image and likeness, gifted with intellect and freewill who stand firm amidst
moral issues and environmental influence and make decisions and actions with a
correct conscience.
Grade 11 The learners demonstrate the Christian understanding of the human person’s dignity
and nature and the developmental stages that they are in, for a deeper
understanding of oneself and of the significant people around them as they discern
their vocation and make important career decisions as adolescent.
Grade 12 The learners demonstrate an understanding of philosophical concepts using critical
and analytical reflection from the perspective of a holistic and profound vision of life
as exemplified by Christ and the saints.
D. Content Focus for Each Quarter and Per Grade Level
1. Content Focus for Kinder to Grade 3
(Insert file here)
2. Content Focus for Grades 4 – 6
(Insert file here)
3. Content Focus for Grades 7-10
(Insert file here)
4. Content Focus for Grades 11-12
(Insert file here)
E. The Values Map from Kinder to Grade 12
(Insert file here)
19

F. The Grade Level Content Standards, Performance Standards and Learning

Competencies
(Insert files here one after the other)
Kinder
Grade 1
Grade 2 ….
Grade 12
20

BIBLIOGRAPHY
ACCD (n.d). The ASCD Whole Child Approach. Retrieved on May 26, 2020 from
http://www.ascd.org/whole-child.aspx
Aquinas Çollege Center of Catholic Education, Nashville. (n.d.) Integration of Faith, Culture,
and Life. Retrieved on June 6, 2020 from https://www.aquinascollege.edu/centers/center-for-
catholic-education/themes-church-documents-catholic-education/integration-faith-culture-life/
Breakey, Hugh (September 2014). “Why moral education should involve
moral philosophy” in Moral Philosopher, Griffith University. Retrieved on May 20, 2020
from https://theconversation.com/why-moral-education-should-involve-moral-philosophy-
31675
CBCP-ECCCE (2020). 500 Years of Christianity in the Philippines Catechetical Lessons:

Christian Faith, Call, Gift, Mission
Catholic Education Association of the Philippines (CEAP). Pathways: Religious Education

Curriculum. CEAP Convention. September 26, 2013.
Catholic Education Association of the Philippines (CEAP). (n.d.). Religious Education

Curriculum Region VI Model
Dees, Jared (March 2011). The Religion Teacher. Using Inductive Teaching Strategies to
Get Students’ Attention. Retrieved on May 25, 2020 from
https://www.thereligionteacher.com/inductive-teaching-strategies/
Department of Education, Culture and Sports, “Values Education Program Framework, The
Seven Core and Corresponding Related Values,” in Values Education for the Filipino: 1997
Revised Version of the DECS Values Education Program, (Pasig City: Department of
Education, 1997)
Department of Education. “K to 12 Edukasyon sa Pagpapakatao Gabay Pangkurikulum”

(Mayo 2016), pdf
ECCCE (2003). Elements of Minimum Learning Competencies (EMLC) in Catholic Religious

Education
Gagne, R., Briggs, L. & Wager, W. (1992). Principles of Instructional Design (4th Ed.). Fort
Worth, TX: HBJ College Publishers.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and
development. New Jersey: Prentice-Hall.
McLeod, Saul (2017). Kolb's Learning Styles and Experiential Learning Cycle. Retrieved on
Mar 12, 2020 from: https://www.simplypsychology.org/learning-kolb.html
21

N.A. (Nov. 2016). Pope Francis on Catholic Education. Retrieved on May 20, 2020 from is
https://catholicedaohct.org/blog/pope-francis-on-catholic-
education://ethicsunwrapped.utexas.edu/glossary/virtue-ethics
Pope Francis (March 25, 2019). Post-Synodal Apostolic Exhortation Christus Vivit of the
Holy Father to Young People and to the Entire People of God. Retrieved on June 9, 2020
from http://www.vatican.va/content/francesco/en/apost_exhortations/documents/papa-
francesco_esortazione-ap_20190325_christus-vivit.html
Punsalan, Twila G. (April 2020). Comprehensive Values Education through the Whole
School Approach. http://www.rexpublishing.com.ph/blog/2020/06/how-comprehensive-is-our-
values-education-vis-a-vis-the-whole-school-approach/
REPUBLIC ACT NO. 8491. February 12, 1998. An Act Prescribing the Code of the National
Flag, Anthem, Motto, Coat-Of-Arms and other Heraldic Items and Devices of the Philippines.
Retrieved on May 5, 2020 from: https://www.officialgazette.gov.ph/1998/02/12/republic-act-
no-8491/
The Constitution of the Republic of the Philippines 1987. Preamble.
The Philippine Catholic Schools Standards for Basic Education (2016). Catholic Educational
Association of the Philippines and Phoenix Publishing House Educational Foundation, INC.
The University of Texas at Austin (n.d.). Virtue ethics Retrieved on May 25, 2020 from
https://ethicsunwrapped.utexas.edu/glossary/virtue-ethics
UNESCO International Bureau of Education (IBE) (nd.) Whole School Approach.

UNESCO.org Retrieved on Feb 25, 2020 from http://www.ibe.unesco.org/en/glossary-
curriculum-terminology/w/whole-school-approach
University of Texas. (2020). Virtue Ethics. Retrieved on May 26, 2020 from:
https://ethicsunwrapped.utexas.edu/glossary/virtue-ethics
Values Education for the Filipino.1997 Revised Version of the DECS Values Education
Program. UNESCO National Commission of the Philippines Education Committee Project
Values Education: A Whole School Approach. Australian Government Department of

Education, Science and Training. Retrieved on March 25, 2020 from
https://slideplayer.com/slide/15870686/
Virtue Ethics (2020). Internet of Encyclopedia of Philosophy. Retrieved on May 26, 2020
from: https://www.iep.utm.edu/virtue/#SH6a
THE PROJECT TEAM
A. Technical Working Group (TWG)
22

 Project Leader: Fr. Nolan A. Que, CEAP-National Christian Formation
Commission
 Project Sponsor: Mr. Don Timothy Buhain, CEO, REX Book Store, Inc.
 Project Manager: Mr. Dexter C. Ngo, K-12 General Manager, Rex Book
Store, Inc.
 Member: Mo. Ma. Jesusa Enginco, OP, CBCP-ECCCE
 Member: Mr. Mark Anthony Bercando: DepEd Values Education
Specialist, Bureau of Curriculum Development
 Project Adviser: Dr. Twila G. Punsalan, Teacher Education/Values
Education specialist, and Former College Dean, Philippine Normal
University
 Technical Staff/Secretariat (REX): Mr. James V. Duavit, K-12 Business
Officer, Rex Book Store, Inc.
 Technical Staff/Secretariat (CEAP-NCFC): Ms. Catherine G.
Pajanostan, Mr. Chris M. Panaglima
B. CLE and Values Education Resource Persons/Validators
Sr. Aileen Bonifacio, Vice President, St. Paul University-Bulacan

Prof. Nonita C. Marte, Associate Professor, Philippine Normal University
Dr. Wilma S. Reyes, Full Professor, Philippine Normal University
Prof. Elmgay M. Valeriano, Head, Student Affairs, St. Paul University-Manila
C. Curriculum Writers
Ms. Marissa Belo Ms. Ma. Virginia Abuel

Ms. Michelle Hagamann Mr. Ronan Paguntalan
Mr. Louie Francis Uy Sr. Aileen Bonifacio, SPC
Sr. Jessica N. Arante, Osb Mr. Hansel Geneta
Sr. Maria Cecilia A. Michael,Osb Mr. Arnel Daliva
Sr. Ma. Rhea Castillo, Op Mr. Gerry Mel Pacana
Ms. Joyce Corpuz Miral Mr. Jonathan Michael Reyes
Bro. Emman Unabia Mr. Ralph Matthew Uy
Mr. Jade Diaz Ms. Maria Cecilia Caramat
23

Ms. Christine Flores Ms. Girly Constantino
24

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CATHOLIC EDUCATIONAL ASSOCIATION OF THE PHILIPPINES

NATIONAL CHRISTIAN FORMATION COMMISSION (NCFC)

Christian Living Education (CLE) - Edukasyon sa Pagpapakatao (EsP)

Christian Living Education (CLE) - Edukasyon sa Pagpapakatao (EsP)

CHRISTIAN LIVING EDUCATION – GOOD MANNERS AND RIGHT CONDUCT/

Christian Living Education (CLE) - Edukasyon sa Pagpapakatao (EsP)

B. The Conceptual Framework

C. The Grade Level Overall Content and Performance Standards

D. Content Focus for Each Quarter and Per Grade Level

E. The Values Map from Kinder to Grade 12

F. Grade Level Topics, DMW, Content Standards, Performance Standards, ,

H. The Project Team

Christian Living Education (CLE) - Edukasyon sa Pagpapakatao (EsP)

The curriculum development is an initiative of the Catholic Education of the Philippines

Cognizant of an urgent need to develop a full-blown curriculum showing the

Christian Living Education (CLE) - Edukasyon sa Pagpapakatao (EsP)

Christian Living Education (CLE) - Edukasyon sa Pagpapakatao (EsP)

B. The Conceptual Framework

Figure 2. Conceptual Framework of the CLE-GMRC/VE Curriculum

The Goal and Learning Outcome

Christian Living Education (CLE) - Edukasyon sa Pagpapakatao (EsP)

The goal of the CLE-GMRC/VE curriculum is to mold each learner to be a “Christ-

Content Themes and Core Values

The learning standards of the CLE-GMRC/VE organized across the K to 12 grade

Christian Living Education (CLE) - Edukasyon sa Pagpapakatao (EsP)

Maka-Diyos - As a child of God and a Christian, the learner demonstrates a deep

Makakalikasan - As a steward of God’s creation, the Christian learner cares, nurtures

Christian Living Education (CLE) - Edukasyon sa Pagpapakatao (EsP)

Christian Living Education (CLE) - Edukasyon sa Pagpapakatao (EsP)

The importance of Christian Philosophy for the CLE-GMRC/VE curriculum cannot

In view of today’s ever-changing, technological world, Pope Francis calls on the

In Christian Philosophy, each learner is recognized as an expression of God’s

Moral Philosophy allows learners to contemplate what is right and wrong. It

Christian Living Education (CLE) - Edukasyon sa Pagpapakatao (EsP)

Virtue ethics developed by Aristotle is a philosophy within moral philosophy. It is a

The combination of the two is deemed necessary in the CLE-GMRC/VE character

The Whole School Approach

A relevant section of the R.A. No. 11476 (Sec. 7) Curriculum

states that, “For the effective institutionalization and

teaching of GMRC and Values Education as a core

for an inclusive values education framework.”

In cognizance of the mandate of the law, the CLE-

Approach (WSA) as the educational means to achieve

Christian Living Education (CLE) - Edukasyon sa Pagpapakatao (EsP)

The integrated curriculum of Catholic Education and DepEd's GMRC/VE responds

As Filipinos and the Church as a whole, Doctrine as Paniniwala, Morals as

Catechesis, whether be it at home, in school, or in parishes, is only real and effective

1. Understanding. It is important that the learners demonstrate the ability to draw

Christian Living Education (CLE) - Edukasyon sa Pagpapakatao (EsP)

Pedagogy/Methodology – Becoming a Christ-centered person depends largely on the

The methodology of the ACES (Affective-Cognitive Experiences for Self-direction)

Christian Living Education (CLE) - Edukasyon sa Pagpapakatao (EsP)

Christian Living Education (CLE) - Edukasyon sa Pagpapakatao (EsP)

Christian Living Education (CLE) - Edukasyon sa Pagpapakatao (EsP)

Community Partnerships – Religious instruction and values education inevitably expand

Community partnerships may be done through the following:

4. Community Christian Formation is achieved by direct involvement in community-

Christian Living Education (CLE) - Edukasyon sa Pagpapakatao (EsP)

C. The Grade Level Overall Content and Performance Standards

Grade Level Overall Content and Performance Standards

Christian Living Education (CLE) - Edukasyon sa Pagpapakatao (EsP)

D. Content Focus for Each Quarter and Per Grade Level