PEAC INSET 2017 25 February 2022

RAPATAN2022
PAGTUTURO AT
PAGKATUTO SA
BAGONG NORMAL

PEAC INSET 2017 25 February 2022

RAPATAN2022
 “The experience of distance
education during the
pandemic has highlighted the
issue of students’ independent
learning. Indeed, while
students are used to being
supervised, guided and strictly
scheduled in their school work
and in using resources,
including technological tools,
the school closures have
required them, especially
those with parents who are
less available to help them, to
become more independent in
their learning.”

https://en.ccunesco.ca/idealab/education-and-
covid-19-challenges-and-opportunities

PEAC INSET 2017 25 February 2022

RAPATAN2022
POWER SLIDE

Self-directed learners view obstacles as critical parts of success and so are not
deterred by the unpredictable circumstances that come their way such as in a
pandemic fraught by school shutdowns. (Marilyn Price-Mitchell)

PEAC INSET 2017 25 February 2022

RAPATAN2022
V C

U A

RAPATAN2020
 Mga Layunin:
• Makapagpakita ng halimbawang mapa ng kurikulum na nakabatay sa Gabay
Pangkurikulum mula sa DepEd at maipakita ang aplikasyon ng pag-aayon at mga
teknik sa paghihimay, at paghahanay ng mga pamantayan, mga kasanayan, mga
gawain, mga pagtataya, at ng mga institutional core value
• Makapagpakita ng mga plano ng pagkatuto na humihimok sa mga mag-aaral sa
malalim na pagkatuto, pagsasama ng reflective at self-directed learning at angkop
sa napiling modaliti ng pagtuturo
• Mataya ang mga mapa ng kurikulum at mga plano sa pagkatuto gamit ang mga
aytem na may kaugnayan sa Curriculum, Assessment and Instruction area of the PEAC
Junior High School Certification Assessment Instrument (CAI)
PEAC INSET 2017 25 February 2022

RAPATAN2022
PEAC INSET SESSION EVALUATION
SESSIONS TOPIC/OUTPUT TOOLS

SESSIONS 1-2

SESSIONS 3-8

GOOGLE DRIVE GROUP

SESSIONS 9-10 WRITESHOP EVAL. TOOL
WRITESHOP/PRESENTATION
RAPATAN2022
 TP 2022-2023
OKTUBRE 2022-ABRIL 2023
PEAC INSET 2017 6 May 2021 9
 Mga Layunin:

1. Matalakay o mapag-usapan ang rationale at mga bahagi ng DepE

MELCS
2. Maipaliwanag ang yugto ng pag-aayon o pagtutugm
(streamlining) ng mga pamantayan at kasanayan ng K12 s
paghahanda ng mapa ng kurikulum
3. Mailapat ang proseso ng pag-aayon sa napiling paksa sa asignatura

PEAC INSET 2017 25 February 2022

RAPATAN2022
RAPATAN2022
The K to 12 Graduates and the 7Cs

PEAC
PEACINSET
INSET2017
2022 The Mandate, Goal & Learning Outcomes of K-12 BEC 12
Key Teacher’s Role in the 21st Century

ASSESSOR DESIGNER
puts together the
Provides feedback different elements of the
regarding student progress learning plan according to
and achievement the standards

FACILITATOR
Ano-anong gampanin ang dapat na matutuhan ng
guides students in their inquiry
and transfer
mga guro upang maihanda ang mga mag-aaral?
PEAC
PEACINSET
INSET2017
2020
 K12 CURRICULUM LEARNING OUTCOMES/ENDURING SKILLS:
Holistic Filipino with 21st century skills

How can school heads as instructional leaders supervise teaching and learning in the different learning modalities?

TEACHER’S
RESPONSIBILITY
CURRICULUM AND TEACHER-STUDENT ASSESSMENT OF
INSTRUCTIONAL ENGAGEMENT LEARNING
DESIGN
TEACHER’S DESIGNER FACILITATO ASSESSOR
ROLE
R
TEACHER’S -CURRICULUM MAP ONLINE INTERACTIONS FORMATIVE/SUMMATIV
OUTPUT E
-LEARNING MODULE (SYNCHRONOUS AND
ASYNCHRONOUS) ASSESSMENTS

RAPATAN2022
 The K to 12 Basic Education Curriculum is standards-based. The
content standards cover a specified scope of sequential topics,
identify and set the essential knowledge and understanding that
must be learned. The performance standards describe the
abilities and skills that the learners are expected to demonstrate in
relation to the content standards.

MELCS: SCIENCE BRIEFER, p. 42

PEAC INSET 2017 25 February 2022

RAPATAN2022
 Standards & Competencies in 2016 CG K12 Curriculum
What does it mean to teach a standards-based curriculum and lesson?
NILALAMAN PAMANTAYANG PAMANTAYANG MGA KASANAYAN
PANGNILALAMA PAGGANAP
N
Baitang 10 - Ikaapat na Markahan
Naipamamalas Ang mga mag- F10PN-IIIA-76
Mitolohiya ng mag-aaral aaral ay Naipaliliwanag ang pagkakaiba at
ang pag-unawa nakapanghihikay pagkakatulad ng mitolohiya ng Africa at
at at tungkol sa Persia
pagpapahalaga kagandahan ng F10PB-IIIA-80
sa mga akdang alinmang bansa Nasusuri ang mga kaisipang nakapaloob
pampanitikan batay sa sa mitolohiya batay sa:
ng Africa at binasang akdang - Suliranin ng akda
Persia pampanitikan - Kilos at gawi ng tauhan
- Desisyon ng tauhan
F10PT-III-A-76
PEAC INSET 2017
2022 Naibibigay ang pinagmulan ng salita
 Ang lahat ng mga sitwasyon sa ibaba ay may layong ituro ang sumusunod:
PAMANTAYANG PANGNILALAMAN: Naipamamalas ng mag-aaral ang pag-unawa at
pagpapahahalaga sa mga akdang pampanitikan ng Africa at Persia
PAMANTAYANG PAGGANAP: Ang mag-aaral ay nakapanghihikayat tungkol sa kagandahan
ng alinmang bansa batay sa binasang akdang pampanitikan
Alin sa tatlong sitwasyon ang gumagamit ng standards-based approach? I-type ang A, B o C sa Chat box?

SITWASYON A SITWASYON B SITWASYON C

1. Magbibigay ang guro ng mga
akdang pampanitikan mula sa
Africa at Persia.
2. Ipatatala ng guro sa mga mag-
aaral ng mga kultura na nakuha
mula sa mga akda.
3. Magbibigay ang guro ng isang
pagsusulit hinggil sa mga
nakuhang impormasyon.
1. Magbibigay ang guro sa mga mag-aaral ng 1.Pupunan ng mga mag-aaral ang isang
panoorin sa youtube hinggil sa akdang grapikong pantulong na ibibigay ng guro
pampanitikan ng Africa at Persia. kung saan kailangang maisagawa ang
2. Pabubuoin ng guro ang mga mag-aaral ng mga sumusunod: Maitala ang pamagat
isang concept map at itatala ang mga ng akda, ang nakitang kultura, at ang
kaalaman at pagpapahalagaMagbibigay impresyon nila sa bansang pinagmulan
ang guro sa mga sa mga akdang ng akda.
pampanitikan ng Africa at Persia. 2.Inaasahang makabuo ng isang
3. Gagabayan ang mga mag-aaral sa PowerPoint presentation (o anumang
pagtukoy ng mga impresyon ng mga tao sa katulad na aplikasyon) na nagtatampok
mga bansang mula sa Africa. Mula sa mga sa dalawang piniling bansa.
naitala, tutukoy ang mga mag-aaral ng 3.Ibabahagi sa klase ang mga binuong
mga hakbang kung paano mahihikayat ang PowerPoint presentaion.
mga tao ng kilalanin ang mga bansa mula
sa Afria at Persia.

RAPATAN2022
 Ang lahat ng mga sitwasyon sa ibaba ay may layong ituro ang sumusunod:
PAMANTAYANG PANGNILALAMAN: Naipamamalas ng mag-aaral ang pag-unawa at pagpapahahalaga
sa mga akdang pampanitikan ng Africa at Persia
PAMANTAYANG PAGGANAP: Ang mag-aaral ay nakapanghihikayat tungkol sa kagandahan ng
alinmang bansa batay sa binasang akdang pampanitikan
Alin sa tatlong sitwasyon ang gumagamit ng standards-based approach? I-type ang A, B o C sa Chat box?

SITWASYON A SITWASYON B SITWASYON C

1. Magbibigay ang guro ng mga
akdang pampanitikan mula sa
Africa at Persia.
2. Ipatatala ng guro sa mga mag-
aaral ang mga kultura na
nakuha mula sa mga akda.
3. Magbibigay ang guro ng isang
pagsusulit hinggil sa mga
nakuhang impormasyon.
1. Magbibigay ang guro sa mga mag- 1.Pupunan ng mga mag-aaral ang
aaral ng panoorin sa youtube hinggil isang grapikong pantulong na
sa akdang pampanitikan ng Africa at ibibigay ng guro kung saan
Persia. kailangang maisagawa ang mga
2. Pabubuoin ng guro ang mga mag- sumusunod: Maitala ang pamagat ng
aaral ng isang concept map at itatala akda, ang nakitang kultura, at ang
ang mga kaalaman at pagpapahalaga. impresyon nila sa bansang
3. Gagabayan ang mga mag-aaral sa pinagmulan ng akda.
pagtukoy ng mga impresyon ng mga 2.Inaasahang makabuo ng isang
tao sa mga bansang mula sa Africa. PowerPoint presentation (o anumang
Mula sa mga naitala, tutukoy ang mga katulad na aplikasyon) na
mag-aaral ng mga hakbang kung nagtatampok sa dalawang piniling
paano mahihikayat ang mga tao ng bansa.
kilalanin ang mga bansa mula sa Afria 3.Ibabahagi sa klase ang mga binuong
at Persia. PowerPoint presentation.

RAPATAN2022
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.

https://discovery.apsva.us/standards-based-instruction/
RAPATAN2022
ALIGNMENT WITH STANDARDS AND COMPETENCIES

RAPATAN2022
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.

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/
RAPATAN2022
 PAMANTAYANG PAMANTAYAN SA PAGGANAP
PANGNILALAMAN

ANATOMY OF CONTENT AND PERFORMANCE STANDARDS

PEAC INSET 2017 25 February 2022

RAPATAN2020
 PAMANTAYANG PANGNILALAMAN PAMANTAYAN SA PAGGANAP

BIG IDEA

BIG IDEA

BIG IDEA

BIG IDEA BIG IDEA

PEAC INSET 2017

ANATOMY OF CONTENT AND PERFORMANCE STANDARDS
25 February 2022

RAPATAN2020
 PAMANTAYANG PAMANTAYAN SA PAGGANAP
PANGNILALAMAN

BIG IDEA SKILL

BIG IDEA BIG IDEA

BIG IDEA CONDITION

BIG IDEA BIG IDEA BIG IDEA

PEAC INSET 2017

ANATOMY OF CONTENT AND PERFORMANCE STANDARDS
25 February 2022

RAPATAN2020
 HALIMBAWA NG MGA KASANAYAN
SKILL CONTENT
Nasusuri ang mga kaisipang nakapaloob sa mitolohiya batay sa: - suliranin ng akda -
kilos at gawi ng tauhan - desisyon ng tauhan
SKILL CONTENT
Naiaantas ang mga salita ayon sa antas ng damdaming ipinahahayag ng bawat isa
SKILL CONTENT
Naisusulat ang isang talumpati na pang-SONA

ANATOMY OF LEARNING COMPETENCY

PEAC INSET 2017 25 February 2022

RAPATAN2020
Assessment is based on content and skills in standards and competencies.

RAPATAN2022
Instruction is based on content and skills in Standards and Competencies.

RAPATAN2022
 Ang lahat ng mga sitwasyon sa ibaba ay may layong ituro ang sumusunod:
PAMANTAYANG PANGNILALAMAN: Naipamamalas ng mag-aaral ang pag-unawa at
pagpapahahalaga sa mga akdang pampanitikan ng Africa at Persia
PAMANTAYANG PAGGANAP: Ang mag-aaral ay nakapanghihikayat tungkol sa
kagandahan ng alinmang bansa batay sa binasang akdang pampanitikan
Alin sa tatlong sitwasyon ang gumagamit ng standards-based approach? I-type ang A, B o C sa Chat box?

SITWASYON A SITWASYON B SITWASYON C

1. Magbibigay ang guro ng mga
akdang pampanitikan mula sa
Africa at Persia.
2. Ipatatala ng guro sa mga mag-
aaral ng mga kultura na nakuha
mula sa mga akda.
3. Magbibigay ang guro ng isang
pagsusulit hinggil sa mga
nakuhang impormasyon sa akda
CONTENT
ONLY
1. Magbibigay ng guro sa mga mag-aaral ng 1.Pupunan ng mga mag-aaral ang isang
panoorin sa youtube hinggil sa akdang grapikong pantulong na ibibigay ng guro
pampanitikan ng Africa at Persia. kung saan kailangang maisagawa ang
2. Pabubuoin ng guro ang mga mag-aaral ng mga sumusunod: Maitala ang pamagat
isang concept map at itatala ang mga ng akda, ang nakitang kultura, at ang
kaalaman at pagpapahalaga sa mga impresyon nila sa bansang pinagmulan
akdang pampanitikan ng Africa at Persia. ng akda.
3. Gagabayan ang mga mag-aaral sa 2.Inaasahang makabuo ng isang
pagtukoy ng mga impresyon ng mga tao sa PowerPoint presentation (o anumang
mga bansang mula sa Africa. Mula sa mga katulad na aplikasyon) na nagtatampok
naitala, ipaliliwanag ng mga mag-aaral ng sa dalawang piniling bansa.
mga hakbang kung paano mahihikayat ang 3.Ibabahagi sa klase ang mga binuong
mga tao ng kilalanin ang mga bansa mula PowerPoint presentation.
sa Africa at Persia.
CONTENT AND SKILL CONTENT
ONLY
RAPATAN2022
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.

In short, a standard is a concrete description of

what a student should be able to
understand (content) and be able to do
(skill).

Standards are generally written in such a way

that all children should be able to meet them,
and that any given child can theoretically exceed
them.

https://discovery.apsva.us/standards-based-instruction/
RAPATAN2022
 The most
effective curriculum
designs are backward.

Wiggins & McTighe

Authors
Understanding by Design

PEAC INSET 2017 30

RAPATAN2021
 Standards-Based Model
Stage 1
Identify Desired Results
STANDARDS/ What do I want my students
COMPETENCY to know and be able to do?
Big Ideas 🡪 Enduring Understandings 🡪
Essential Questions

Stage 2
Determine Acceptable Evidence
ASSESSMENT (Design Balanced Assessments)
How will I know whether my students
have acquired the requisite knowledge,
skills, and understandings?

Stage 3
ACTIVITY Planning Learning Experiences &
Instruction
What will need to be done to provide my
students with multiple opportunities to
acquire knowledge, skills, and
understandings?
 Standards-Based Model
Stage 1
Identify Desired Results
STANDARDS/ What do I want my students
COMPETENCY to know and be able to do?
Proyektong Big Ideas 🡪 Enduring Understandings 🡪
Panghihikayat Essential Questions

Stage 2
Determine Acceptable Evidence
ASSESSMENT (Design Balanced Assessments)
Virtual Expo How will I know whether my students
have acquired the requisite knowledge,
skills, and understandings?

Stage 3
ACTIVITY Planning Learning Experiences &
Mga gawain at aralin tungkol sa Instruction
panghihikayat What will need to be done to provide my
students with multiple opportunities to
acquire knowledge, skills, and
understandings?
 Paano natin malalaman kung
anong mga pagtataya at mga
gawain ang kakailanganin para
sa iba’t ibang pamantayan?

PEAC INSET 2018

2022
 SAMPLE DIARY CURRICULUM MAP
Talahanayan na nagpapakita ng nilalaman, mga kasanayan, gawain
at pagtataya na paglalarawan ng pagkatuto sa silid-aralan

RAPATAN2022
 SAMPLE DIARY CURRICULUM MAP
Saan natin kukunin ang mga impormasyong itatala natin sa iba’t ibang
bahagi?

FROM DEPED
CURRICULUM GUIDE (CG) FROM
FROM SUBJECT TEACHER FROM
DEPED
SCHOOL’S
CG
VISION
AND/OR AND
DEPED MISSION
MELCS

RAPATAN2022
 SAMPLE DIARY CURRICULUM MAP
Paano natin ilalagay ang iba’t ibang impormasyon sa paraang
kapaki-pakinabang at mabisa sa pagtuturo at pagkatuto?

FROM DEPED
CURRICULUM GUIDE (CG) FROM
FROM SUBJECT TEACHER FROM
DEPED
SCHOOL’S
CG
VISION
AND/OR AND
DEPED MISSION
MELCS

RAPATAN2022
 SAMPLE DIARY CURRICULUM MAP
Paano natin ilalagay ang iba’t ibang impormasyon sa paraang
kapaki-pakinabang at mabisa sa pagtuturo at pagkatuto?

A. COPY FROM DEPED FROM

CURRICULUM GUIDE (CG) FROM SUBJECT TEACHER FROM
DEPED
SCHOOL’S
CG
VISION
AND/OR AND
DEPED MISSION
MELCS

RAPATAN2022
 SAMPLE DIARY CURRICULUM MAP
Paano natin ilalagay ang iba’t ibang impormasyon sa paraang
kapaki-pakinabang at mabisa sa pagtuturo at pagkatuto?

B. STREAMLINE – UNPACK - ALIGN

A. COPY FROM DEPED FROM

CURRICULUM GUIDE (CG) FROM SUBJECT TEACHER FROM
DEPED
SCHOOL’S
CG
VISION
AND/OR AND
DEPED MISSION
MELCS

RAPATAN2022
 PREPARING A UNIT CURRICULUM MAP
ACROSS LEARNING MODALITIES

1 2 3

STREAMLINE UNPACK ALIGN

Specify terms in most important State activities and assessments
Select and cluster most important
competencies that match with most important
competencies
competencies

PEAC INSET 2017 25 February 2022

RAPATAN2022
 STREAMLINING UNIT LEARNING COMPETENCIES (LCs)

1. Review the DepEd CG Unit that will be taught. Look for LCs that are not directly aligned with Content
and Performance Standards. (If the standards are missing in MELC, use the 2016 CG unit standards). Also
look for LCs that are taught again in another level.

2. Mark with an X these LCs (note: LCs already taught at a previous level may no longer be needed in the
unit; for LCs to be taught again at a succeeding level, check with concerned grade level if the LC still needs
to be taught at the current grade level. If this is the case, there is no need to mark with X.).

3. Copy the retained (unmarked) LCs in the Table of Unit Power and Supporting Competencies. Then
classify these 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 Supporting
competencies.

4. Review Supporting competencies. If these can be merged, then do so.

5. Classify and sequence the final set of LCs in terms of learning goals from Acquisition to Make Meaning
and Transfer (A-M-T). Check if final set is complete for AMT. If not, supply missing LCs for missing AMT.
 Grade 10 Q3 has 48 CORE
COMPETENCIES

1. Review the DepEd CG Unit that will be taught. Look for LCs that are not directly aligned with Content and
Performance Standards. (If the standards are missing in MELC, use the 2016 CG unit standards). Also look for LCs that
are taught again in another level.
 X X X

X X X
X X X
2. Mark with an X these LCs (note: LCs already taught at a previous level may no longer be needed in the unit; for LCs
to be taught again at a succeeding level, check with concerned grade level if the LC still needs to be taught at the
current grade level. If this is the case, there is no need to mark with X.).
2. Mark with an X these LCs (note: LCs already taught at a previous level may no longer be needed in the unit; for LCs
to be taught again at a succeeding level, check with concerned grade level if the LC still needs to be taught at the
current grade level. If this is the case, there is no need to mark with X.).

X X X
X

X X X X
X X
2. Mark with an X these LCs (note: LCs already taught at a previous level may no longer be needed in the unit; for LCs
to be taught again at a succeeding level, check with concerned grade level if the LC still needs to be taught at the
current grade level. If this is the case, there is no need to mark with X.).

X X X

X X
 Grade 10 Q3 has (48) 28 CORE
COMPETENCIES

2. Mark with an X these LCs (note: LCs already taught at a previous level may no longer be needed in the unit; for LCs
to be taught again at a succeeding level, check with concerned grade level if the LC still needs to be taught at the
 TABLE OF UNIT POWER AND SUPPORTING COMPETENCIES

CONTENT STANDARD:

PERFORMANCE STANDARD:

COMPETENCIES R E A L POWER OR
(needed for next (needed for real life) (needed for achievement (needed by other SUPPORTING?
unit or grade) or admissions or job tests) subjects)

3. Copy the retained (unmarked) LCs in the Table of Unit Power and Supporting Competencies. Then
classify these 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. RAPATAN2022
 What are Power
Standards/Competencies?

• 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
RAPATAN202
POWER COMPETENCIES SUPPORTING COMPETENCIES
are curricular competencies that are curricular competencies which
directly achieve the Performance contribute to or serve as steps to the
Standard and pass all REAL criteria. attainment of the Power Competencies.

POWER COMEPTENCIES
POWER COMEPTENCIES
POWER COMEPTENCIES
POWER COMEPTENCIES
 WHICH IS A
POWER SUBJECT 1 2
COMPETENCY Identify Types of Explain Structure of
ENGLISH
AND SUPPORTING Modals Effective Persuasive Texts
COMPETENCY?
Use Graphic
FILIPINO Find the Main Idea
Organizers
Find Area of
Find Area of Rectangle or
MATH Rhombus, Trapezoid,
Triangle
Parallelogram

ARALIN Evaluate Historical

PANLIPUNAN
Record Oral Histories
Evidence

Detect Bias in a Analyze and Evaluate

SCIENCE
Scientific Conclusion Scientific Explanation
RAPATAN202
 R

PEAC INSET 2017 https://absenterprisedotcom.files.wordpress.com/2016/06/real-standards.pdf

25 February 2022

RAPATAN202
 In determining the most essential learning competencies, the
Department collaborated with stakeholders from the Assessment
14
Curriculum and Technology Research Centre (ACTRC), during
which the descriptor – ENDURANCE – was considered the primary
determining factor. A learning competency is considered
enduring if it remains with learners long after a test or unit of
study is completed or if it is useful beyond a single test or unit of
study. Examples of such learning competencies include research
skills, reading comprehension, writing, map reading, and
hypothesis testing, which are essential in many professions and in
everyday life (Reeves, 2002; Many & Horrell, 2014).
GUIDELINES ON THE USE OF THE MELCS, p. 3
PEAC INSET 2017 25 February 2022

RAPATAN2022
 A

PEAC INSET 2017 https://absenterprisedotcom.files.wordpress.com/2016/06/real-standards.pdf

25 February 2022

RAPATAN202
 When the standard represents learning
that is essential for success in a new unit,
course of study or grade level, it has
readiness.
READINESS
GUIDE QUESTION
Does this competency contain prerequisite content and/or skills necessary
for the next unit, course of study, or grade level?

EXAMPLE

Nasusuri ang mga kaisipang nakapaloob sa mitolohiya

batay sa: - suliranin ng akda - kilos at gawi ng tauhan -
desisyon ng tauhan
 When the standard represents learning
that goes beyond one course or grade
level and is representative of a concept
or skill that is important in life, it has
ENDURANCE endurance.

GUIDE QUESTION
Does this competency have value beyond one single test date?
Will this competency endure beyond the test?
Will the knowledge and skills be important beyond this unit?
EXAMPLE

Nasusuri ang binasang anekdota batay sa: paksa, tauhan,

tagpuan, motibo ng awtor, paraan ng pagsulat at iba pa
 When the standard is tested on
an achievement test or similar
exam to determine student’s
proficiency

GUIDE QUESTION

Does this competency appear in national, university, or international

examinations ?
EXAMPLE

Naiaantas ang mga salita ayon sa antas ng damdaming

ipinahahayag ng bawat isa
 When the standard represents learning
that is applied both within the content
area and in other content areas, it has
leverage.
LEVERAGE
GUIDE QUESTION
Does this competency have multidisciplinary connections?
Is this standard relevant in other disciplines?
EXAMPLE

Nasusuri ang binasang kabanata ng nobela batay sa

pananaw / teoryang pampanitikan na angkop dito
(Ano-anong asignatura o paksa ito maaaring maiugnay?)
 TABLE OF UNIT POWER AND SUPPORTING COMPETENCIES STEP 1
PAMANTAYANG PANGNILALAMAN:
Naipamamalas ng mag-aaral ang pag-unawa at pagpapahahalaga sa mga akdang pampanitikan ng Africa at Persia.
PAMANTAYANG PAGGANAP:
Ang mag-aaral ay nakapanghihikayat tungkol sa kagandahan ng alinmang bansa batay sa binasang akdang pampanitikan.
R E A L POWER OR
MGA KASANAYAN (needed for next (needed for real (needed for (needed by other
unit or grade) life) achievement or subjects)
SUPPORTING?
admissions or job tests)
F10WG-IIIa-71 Nagagamit SUPPORTING
nang angkop ang mga
pamantayan sa pagsasaling-
wika
F10PN-IIId-e-79 Naiuugnay POWER
ang suliraning nangingibabaw
sa napakinggang bahagi ng
akda sa pandaigdigang
pangyayari sa lipunan
F10PB-IIIc-82 Nabibigyang- POWER
kahulugan ang iba’t ibang
simbolismo at matatalinghagang
pahayag sa tula

3. Copy the retained (unmarked) LCs in the Table of Unit Power and Support Competencies. Then classify
these in terms of Readiness, Endurance, Assessment and Leverage (R-E-A-L). LCs w
RAPATAN202
 STEP 1
TABLE OF UNIT POWER AND SUPPORTING COMPETENCIES
PAMANTAYANG PANGNILALAMAN:
Naipamamalas ng mag-aaral ang pag-unawa at pagpapahahalaga sa mga akdang pampanitikan ng Africa at Persia
PAMANTAYAN SA PAGGANAP
Ang mag-aaral ay nakapanghihikayat tungkol sa kagandahan ng alinmang bansa batay sa binasang akdang pampanitikan
R E A L POWER OR
MGA KASANAYAN (needed for (needed for real (needed for achievement (needed by other
next unit or life) or admissions or job subjects)
SUPPORTING?
grade) tests)

F10PN-IIIa-76 Naipaliliwanag ang POWER

pagkakaiba at pagkakatulad ng
mitolohiya ng Africa at Persia

F10PB-IIIa-80 Nasusuri ang mga POWER

kaisipang nakapaloob sa mitolohiya
batay sa: - suliranin ng akda - kilos
at gawi ng tauhan - desisyon ng
tauhan
F10WG-IIIa-71 Nagagamit nang SUPPORTING
angkop ang mga pamantayan sa
pagsasaling-wika

3. Copy the retained (unmarked) LCs in the Table of Unit Power and Support Competencies. Then classify
these 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.
RAPATAN202
 STEP 1
TABLE OF UNIT POWER AND SUPPORTING COMPETENCIES

PAMANTAYANG PANGNILALAMAN:
Naipamamalas ng mag-aaral ang pag-unawa at pagpapahahalaga sa mga akdang pampanitikan ng Africa at Persia
PAMANTAYANG PAGGANAP:
Ang mag-aaral ay nakapanghihikayat tungkol sa kagandahan ng alinmang bansa batay sa binasang akdang pampanitikan
R E A L POWER OR
MGA KASANAYAN (needed for next (needed for real (needed for achievement or (needed by other SUPPORTING?
unit or grade) life) admissions or job tests) subjects)
F10PU-IIIa-78 Naisusulat ang POWER
pagsusuri ng akdang binasa sa
naging impluwensya nito sa sarili
at sa mga kamag-aral na
kinapanayam
F10WG-IIIb-72 Nagagamit ang POWER
kahusayang gramatikal, diskorsal
at strategic sa pagsulat at
pagsasalaysay ng orhinal na
anekdota
F10PB-IIIb-81 Nasusuri ang POWER
binasang anekdota batay sa: paksa
tauhan tagpuan motibo ng awtor
paraan ng pagsulat at iba pa

3. Copy the retained (unmarked) LCs in the Table of Unit Power and Support Competencies. Then classify
these 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.
RAPATAN202
 STEP 1
TABLE OF UNIT POWER AND SUPPORTING COMPETENCIES

PAMANTAYANG PANGNILALAMAN:
Naipamamalas ng mag-aaral ang pag-unawa at pagpapahahalaga sa mga akdang pampanitikan ng Africa at Persia
PAMANTAYANG PAGGANAP:
Ang mag-aaral ay nakapanghihikayat tungkol sa kagandahan ng alinmang bansa batay sa binasang akdang pampanitikan
R E A L POWER OR
MGA KASANAYAN (needed for next (needed for real (needed for (needed by other SUPPORTING?
unit or grade) life) achievement or subjects)
admissions or job tests)
F10PS-IIIb-79 Naisasalaysay POWER
ang nabuong anekdota sa isang
diyalogo aside, soliloquy o
monolog
F10PU-IIIb-79 Naisusulat ang SUPPORTING
isang orihinal na komik strip ng
anekdota

F10PT-IIIc-78 Naiaantas ang SUPPORTING

mga salita ayon sa antas ng
damdaming ipinahahayag ng
bawat isa

3. Copy the retained (unmarked) LCs in the Table of Unit Power and Support Competencies. Then classify
these 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.
RAPATAN202
 STEP 1
TABLE OF UNIT POWER AND SUPPORTING COMPETENCIES
PAMANTAYANG PANGNILALAMAN:
Naipamamalas ng mag-aaral ang pag-unawa at pagpapahahalaga sa mga akdang pampanitikan ng Africa at Persia
PAMANTAYANG PAGGANAP:
Ang mag-aaral ay nakapanghihikayat tungkol sa kagandahan ng alinmang bansa batay sa binasang akdang pampanitikan
R E A L POWER OR
MGA (needed for next (needed for real (needed for (needed by other SUPPORTING?
unit or grade) life) achievement or subjects)
KASANAYAN admissions or job tests)
F10PB-IIIc-82 Nabibigyang- SUPPORTING
kahulugan ang iba’t ibang
simbolismo at
matatalinghagang pahayag sa
tula
F10WG-IIIc-73 Nauuri ang iba’t SUPPORTING
ibang tula at ang mga elemento
nito

F10PN-IIId-e-79 Naiuugnay ang POWER

suliraning nangingibabaw sa
napakinggang bahagi ng akda
sa pandaigdigang pangyayari
sa lipunan

3. Copy the retained (unmarked) LCs in the Table of Unit Power and Support Competencies. Then classify
these 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.
RAPATAN202
 STEP 1
TABLE OF UNIT POWER AND SUPPORTING COMPETENCIES
PAMANTAYANG PANGNILALAMAN:
Naipamamalas ng mag-aaral ang pag-unawa at pagpapahahalaga sa mga akdang pampanitikan ng Africa at Persia
PAMANTAYANG PAGGANAP:
Ang mag-aaral ay nakapanghihikayat tungkol sa kagandahan ng alinmang bansa batay sa binasang akdang pampanitikan
R E A L POWER OR
MGA KASANAYAN (needed for (needed for real (needed for (needed by other SUPPORTING?
next unit or life) achievement or subjects)
grade) admissions or job tests)
F10PB-IIId-e-83 Naiuugnay ang POWER
mga pahayag sa lugar, kondisyon
ng panahon at kasaysayan ng
akda
F10PS-IIId-e-81 Mapanuring POWER
naihahayag ang damdamin at
saloobin tungkol sa kahalagahan
ng akda sa: - sarili - panlipunan –
pandaigdig
F10WG-IIId-e-74 Nagagamit ang POWER
wastong mga pahayag sa
pagbibigay-kahulugan sa
damdaming nangingibabaw sa
akda

3. Copy the retained (unmarked) LCs in the Table of Unit Power and Support Competencies. Then classify these 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.
RAPATAN202
 STEP 1
TABLE OF UNIT POWER AND SUPPORTING COMPETENCIES
PAMANTAYANG PANGNILALAMAN:
Naipamamalas ng mag-aaral ang pag-unawa at pagpapahahalaga sa mga akdang pampanitikan ng Africa at Persia
PAMANTAYANG PAGGANAP:
Ang mag-aaral ay nakapanghihikayat tungkol sa kagandahan ng alinmang bansa batay sa binasang akdang pampanitikan
R E A L POWER OR
MGA KASANAYAN (needed for next (needed for real (needed for (needed by other SUPPORTING?
unit or grade) life) achievement or subjects)
admissions or job tests)
F10PN-IIIf-g-80 Naipaliliwanag SUPPORTING
ang mga likhang sanaysay
batay sa napakinggan

F10PS-IIIf-g-82 Naisasagawa SUPPORTING

ang isang radyong
pantanghalan tungkol sa
SONA ng Pangulo ng Pilipinas
F10PU-IIIf-g-82 Naisusulat ang SUPPORTING
isang talumpati na pang-
SONA

3. Copy the retained (unmarked) LCs in the Table of Unit Power and Support Competencies. Then classify
these 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.
RAPATAN202
 STEP 1
TABLE OF UNIT POWER AND SUPPORTING COMPETENCIES
PAMANTAYANG PANGNILALAMAN:
Naipamamalas ng mag-aaral ang pag-unawa at pagpapahahalaga sa mga akdang pampanitikan ng Africa at Persia
PAMANTAYANG PAGGANAP:
Ang mag-aaral ay nakapanghihikayat tungkol sa kagandahan ng alinmang bansa batay sa binasang akdang pampanitikan
R E A L POWER OR
MGA KASANAYAN (needed for next (needed for real (needed for (needed by other SUPPORTING?
unit or grade) life) achievement or subjects)
admissions or job tests)
F10WG-IIIf-g-75 Nagagamit ang POWER
angkop na mga tuwiran at di-
tuwirang pahayag sa
paghahatid ng mensahe
F10PN-IIIh-i-81 Natutukoy ang POWER
tradisyong kinamulatan ng
Africa at/o Persia batay sa
napakinggang diyalogo
F10WG-IIIh-i-76 Nagagamit ang POWER
angkop na mga pang-ugnay sa
pagpapaliwanag sa panunuring
pampelikula nang may kaisahan
at pagkakaugnay ng mga talata

3. Copy the retained (unmarked) LCs in the Table of Unit Power and Support Competencies. Then classify
these 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.
RAPATAN202
 STEP 1
TABLE OF UNIT POWER AND SUPPORTING COMPETENCIES
PAMANTAYANG PANGNILALAMAN:
Naipamamalas ng mag-aaral ang pag-unawa at pagpapahahalaga sa mga akdang pampanitikan ng Africa at Persia
PAMANTAYANG PAGGANAP:
Ang mag-aaral ay nakapanghihikayat tungkol sa kagandahan ng alinmang bansa batay sa binasang akdang pampanitikan
R E A L POWER OR
MGA KASANAYAN (needed for next (needed for real (needed for (needed by other
unit or grade) life) achievement or subjects)
SUPPORTING?
admissions or job tests)
F10PB-IIIh-i-85 Nasusuri ang POWER
binasang kabanata ng nobela
batay sa pananaw / teoryang
pampanitikan na angkop dito
F10PD-IIIh-i-79 Nasusuri ang SUPPORTING
napanood na excerpt ng isang
isinapelikulang nobela

F10PU-IIIh-i-83 Naisusulat ang SUPPORTING

iskrip ng isang puppet show na
naglalarawan sa tradisyong
kinamulatan sa Africa at/o Persia

3. Copy the retained (unmarked) LCs in the Table of Unit Power and Support Competencies. Then classify
these 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.
RAPATAN202
 STEP 1
TABLE OF UNIT POWER AND SUPPORTING COMPETENCIES
PAMANTAYANG PANGNILALAMAN:
Naipamamalas ng mag-aaral ang pag-unawa at pagpapahahalaga sa mga akdang pampanitikan ng Africa at Persia
PAMANTAYANG PAGGANAP:
Ang mag-aaral ay nakapanghihikayat tungkol sa kagandahan ng alinmang bansa batay sa binasang akdang pampanitikan
MGA KASANAYAN R E A L POWER OR
(needed for (needed for real (needed for achievement or (needed by other SUPPORTING?
next unit or life) admissions or job tests) subjects)
grade)
F10PS-IIIj-84 Naitatanghal nang SUPPORTING
may panghihikayat ang nabuong
iskrip

F10PU-IIIj-84 Naisusulat ang SUPPORTING

iskrip ng isang pagtatanghal
tungkol sa kultura at kagandahan
ng bansang Africa at Persia
F10WG-IIIj-77 Nabibigyang-puna POWER
ang pagtatanghal gamit ang mga
ekspresyong naghahayag ng
sariling pananaw

3. Copy the retained (unmarked) LCs in the Table of Unit Power and Support Competencies. Then classify
these 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.
RAPATAN202
 STEP 1
TABLE OF UNIT POWER AND SUPPORTING COMPETENCIES

PAMANTAYANG PANGNILALAMAN:
Naipamamalas ng mag-aaral ang pag-unawa at pagpapahahalaga sa mga akdang pampanitikan ng Africa at Persia
PAMANTAYANG PAGGANAP:
Ang mag-aaral ay nakapanghihikayat tungkol sa kagandahan ng alinmang bansa batay sa binasang akdang pampanitikan
MGA KASANAYAN R E A L POWER OR
(needed for (needed for real (needed for achievement or (needed by other SUPPORTING?
next unit or life) admissions or job tests) subjects)
grade)
F10PS-IIIj-84 Naitatanghal nang SUPPORTING
may panghihikayat ang nabuong
iskrip

F10PU-IIIj-84 Naisusulat ang SUPPORTING

iskrip ng isang pagtatanghal
tungkol sa kultura at kagandahan
ng bansang Africa at Persia
F10WG-IIIj-77 Nabibigyang-puna POWER
ang pagtatanghal gamit ang mga
ekspresyong naghahayag ng
sariling pananaw
3. Copy the retained (unmarked) LCs in the Table of Unit Power and Support Competencies. Then classify
these 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.
RAPATAN202
 STEP 1
TABLE OF UNIT POWER AND SUPPORTING COMPETENCIES

PAMANTAYANG PANGNILALAMAN:
Naipamamalas ng mag-aaral ang pag-unawa at pagpapahahalaga sa mga akdang pampanitikan ng Africa at Persia
PAMANTAYANG PAGGANAP:
Ang mag-aaral ay nakapanghihikayat tungkol sa kagandahan ng alinmang bansa batay sa binasang akdang pampanitikan
MGA KASANAYAN R E A L POWER OR
(needed for (needed for real (needed for achievement or (needed by other SUPPORTING?
next unit or life) admissions or job tests) subjects)
grade)
F10PS-IIIj-84 Naitatanghal nang SUPPORTING
may panghihikayat ang nabuong
iskrip

F10PU-IIIj-84 Naisusulat ang SUPPORTING

iskrip ng isang pagtatanghal
tungkol sa kultura at kagandahan
ng bansang Africa at Persia
F10WG-IIIj-77 Nabibigyang-puna POWER
ang pagtatanghal gamit ang mga
ekspresyong naghahayag ng
sariling pananaw
3. Copy the retained (unmarked) LCs in the Table of Unit Power and Support Competencies. Then classify
these 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.
RAPATAN202
 STEP 1
TABLE OF UNIT POWER AND SUPPORTING COMPETENCIES

PAMANTAYANG PANGNILALAMAN:
Naipamamalas ng mag-aaral ang pag-unawa at pagpapahahalaga sa mga akdang pampanitikan ng Africa at Persia
PAMANTAYANG PAGGANAP:
Ang mag-aaral ay nakapanghihikayat tungkol sa kagandahan ng alinmang bansa batay sa binasang akdang pampanitikan
R E A L POWER OR
MGA KASANAYAN (needed for next (needed for real (needed for (needed by SUPPORTING?
unit or grade) life) achievement or other subjects)
admissions or job
tests)
F10EP-IIf-32 Nagagamit POWER
ang iba’t ibang batis ng
impormasyon tungkol sa
magagandang katangian
ng bansang Africa at/o
Persia

3. Copy the retained (unmarked) LCs in the Table of Unit Power and Support Competencies. Then classify
these 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.
RAPATAN202
 STEP 1
TABLE OF UNIT POWER AND SUPPORTING COMPETENCIES
PAMANTAYANG PANGNILALAMAN:
Naipamamalas ng mag-aaral ang pag-unawa at pagpapahahalaga sa mga akdang pampanitikan ng Africa at Persia
PAMANTAYANG PAGGANAP:
Ang mag-aaral ay nakapanghihikayat tungkol sa kagandahan ng alinmang bansa batay sa binasang akdang pampanitikan
MGA KASANAYAN R E A L POWER OR
(needed for next (needed for real life) (needed for achievement (needed by other SUPPORTING?
unit or grade) or admissions or job tests) subjects)

F10WG-IIIa-71 Nagagamit SUPPORTING

nang angkop ang mga
pamantayan sa pagsasaling-
wika
F10PN-IIId-e-79 Naiuugnay POWER
ang suliraning nangingibabaw
sa napakinggang bahagi ng
akda sa pandaigdigang
pangyayari sa lipunan
F10PB-IIIc-82 Nabibigyang- SUPPORTING
kahulugan ang iba’t ibang
simbolismo at matatalinghagang
pahayag sa tula

4. Review Supporting competencies. If these can be merged, then do so.

RAPATAN202
 MERGE BY TAKING HIGHER ORDER LC
Natutukoy ang tradisyong kinamulatan ng Africa
WHEN CONTENT IS THE SAME
at/o Persia batay sa napakinggang diyalogo
Naisusulat ng ang iskrip ng isang puppet show
Naisusulat ang iskrip ng isang puppet show na na naglalarawan sa tradisyong kinamulatan sa
naglalarawan sa tradisyong kinamulatan sa Africa at Persia
Africa at/o Persia

MERGE SIMILAR CONTENT

Nasusuri ang mga kaisipang nakapaloob sa mitolohiya
batay sa: - suliranin ng akda - kilos at gawi ng tauhan -
desisyon ng tauhan
Nasusuri ang binasang anekdota batay sa: paksa
tauhan tagpuan motibo ng awtor paraan ng pagsulat at
iba pa
WHEN SKILL IS THE SAME
Nasusuri ang mga kaisipang nakapaloob sa mga
akdang pampanitikan batay sa suliranin, kilos,
gawi, desisyon ng tauhan, paksa, tauhan,
tagpuan, motibo ng awtor sa pagsulat.

4. Review Supporting competencies. If these can be merged, then do so.

PEAC INSET 2017 25 February 2022

RAPATAN202
 STEP 1
TABLE OF UNIT POWER AND SUPPORTING COMPETENCIES

PAMANTAYANG PANGNILALAMAN:
Naipamamalas ng mag-aaral ang pag-unawa at pagpapahahalaga sa mga akdang pampanitikan ng Africa at Persia
PAMANTAYANG PAGGANAP:
Ang mag-aaral ay nakapanghihikayat tungkol sa kagandahan ng alinmang bansa batay sa binasang akdang pampanitikan
R E A L POWER OR
MGA KASANAYAN (needed for next (needed for real (needed for (needed by other
unit or grade) life) achievement or subjects)
SUPPORTING?
admissions or job tests)
F10PB-IIIh-i-85 Nasusuri ang POWER
binasang kabanata ng nobela
batay sa pananaw / teoryang
pampanitikan na angkop dito
F10PD-IIIh-i-79 Nasusuri ang SUPPORTING
napanood na excerpt ng isang
isinapelikulang nobela

F10PU-IIIh-i-83 Naisusulat ang SUPPORTING

iskrip ng isang puppet show na
naglalarawan sa tradisyong
kinamulatan sa Africa at/o Persia

5. Classify and sequence the final set of LCs in terms of learning goals from Acquisition to Make Meaning
and Transfer (A-M-T). Check if final set is complete for AMT. If not, supply missing LCs for missing AMT.
RAPATAN202
 Acquisition Making Meaning Transfe
r

A M T
memorize analyze create or
and recall and reason present

PEAC INSET 2017 25 February 2022

RAPATAN202
 Sa pagtatapos ng yunit, ang mga mag-aaral ay:
1. Nagagamit ang angkop na mga pang-ugnay sa
pagpapaliwanag sa panunuring pampelikula nang may
kaisahan at pagkakaugnay ng mga talata
2. Nasusuri ang binasang kabanata ng nobela batay sa
pananaw / teoryang pampanitikan na angkop dito
3. Nasusuri ang napanood na excerpt ng isang isinapelikulang
nobela
4. Naisusulat ang iskrip ng isang puppet show na naglalarawan
sa tradisyong kinamulatan sa Africa at/o Persia
5. Natutukoy ang tradisyong kinamulatan ng Africa at/o Persia
batay sa napakinggang diyalogo

5. Classify and sequence the final set of LCs in terms of learning goals from Acquisition to Make Meaning
and Transfer (A-M-T). Check if final set is complete for AMT. If not, supply missing LCs for missing AMT.

PEAC INSET 2017 25 February 2022

RAPATAN202
 Sa pagtatapos ng yunit, ang mga mag-aaral ay:
1. Nagagamit ang angkop na mga pang-ugnay sa
T
pagpapaliwanag sa panunuring pampelikula nang
may kaisahan at pagkakaugnay ng mga talata
M 2. Nasusuri ang binasang kabanata ng nobela batay
sa pananaw / teoryang pampanitikan na angkop dito
M 3. Nasusuri ang napanood na excerpt ng isang
isinapelikulang nobela
4. Naisusulat ang iskrip ng isang puppet show na
T
naglalarawan sa tradisyong kinamulatan sa Africa
at/o Persia
A 5. Natutukoy ang tradisyong kinamulatan ng Africa
at/o Persia batay sa napakinggang diyalogo
5. Classify and sequence the final set of LCs in terms of learning goals from Acquisition to Make Meaning
and Transfer (A-M-T). Check if final set is complete for AMT. If not, supply missing LCs for missing AMT.

PEAC INSET 2017 25 February 2022

RAPATAN202
 Sa pagtatapos ng yunit, ang mga mag-aaral ay:
A 1. Natutukoy ang tradisyong kinamulatan ng Africa at/o Persia
batay sa napakinggang diyalogo
M 2. Nasusuri ang binasang kabanata ng nobela batay sa
pananaw / teoryang pampanitikan na angkop dito
M 3. Nasusuri ang napanood na excerpt ng isang isinapelikulang
nobela (M)
T 4. Nagagamit ang angkop na mga pang-ugnay sa
pagpapaliwanag sa panunuring pampelikula nang may
kaisahan at pagkakaugnay ng mga talata
T 5. Naisusulat ang iskrip ng isang puppet show na naglalarawan
sa tradisyong kinamulatan sa Africa at/o Persia

5. Classify and sequence the final set of LCs in terms of learning goals from Acquisition to Make Meaning
and Transfer (A-M-T). Check if final set is complete for AMT. If not, supply missing LCs for missing AMT.

PEAC INSET 2017 25 February 2022

RAPATAN202
 Sa pagtatapos ng yunit, ang mga mag-aaral ay:
A 1. Natutukoy ang tradisyong kinamulatan ng Africa at/o Persia batay
sa napakinggang diyalogo
M 2. Nasusuri ang binasang kabanata ng nobela batay sa pananaw /
teoryang pampanitikan na angkop dito
M 3. Nasusuri ang napanood na excerpt ng isang isinapelikulang
nobela
T 4. Nagagamit ang angkop na mga pang-ugnay sa pagpapaliwanag
sa panunuring pampelikula nang may kaisahan at pagkakaugnay ng
mga talata
T 5. Nakabubuo ng isang kuwento batay sa tradisyong kinamulatan sa
Africa at/Persia
T 6. Naisusulat ang iskrip ng isang puppet show na naglalarawan sa
tradisyong kinamulatan sa Africa at/o Persia

5. Classify and sequence the final set of LCs in terms of learning goals from Acquisition to Make Meaning
and Transfer (A-M-T). Check if final set is complete for AMT. If not, supply missing LCs for missing AMT.

PEAC INSET 2017 25 February 2022

RAPATAN202
Sa pagtatapos ng yunit, ang mga mag-aaral ay:
1. Natutukoy ang tradisyong kinamulatan ng Africa
Acquisition of Information
at/o Persia batay sa napakinggang diyalogo

2. Nasusuri ang binasang kabanata ng nobela

batay sa pananaw / teoryang pampanitikan na
angkop dito Making Meaning
3. Nasusuri ang napanood na excerpt ng isang
isinapelikulang nobela

4. Nagagamit ang angkop na mga pang-ugnay sa pagpapaliwanag sa

panunuring pampelikula nang may kaisahan at pagkakaugnay ng mga
talata
5.Nakabubuo ng isang kuwento batay sa tradisyong kinamulatan sa Transfer c/o Perf.
Africa at/Persia
6. Naisusulat ang iskrip ng isang puppet show na naglalarawan sa Task
tradisyong kinamulatan sa Africa at/o Persia

5. Classify and sequence the final set of LCs in terms of learning goals from Acquisition to Make Meaning
and Transfer (A-M-T). Check if final set is complete for AMT. If not, supply missing LCs for missing AMT.
PEAC INSET 2017 25 February 2022

RAPATAN202
 STREAMLINING UNIT LEARNING COMPETENCIES (LCs)

1. Review the DepEd CG Unit that will be taught. Look for LCs that are not directly aligned with Content
and Performance Standards. (If the standards are missing in MELC, use the 2016 CG unit standards). Also
look for LCs that are taught again in another level.

2. Mark with an X these LCs (note: LCs already taught at a previous level may no longer be needed in the
unit; for LCs to be taught again at a succeeding level, check with concerned grade level if the LC still needs
to be taught at the current grade level. If this is the case, there is no need to mark with X.).

3. Copy the retained (unmarked) LCs in the Table of Unit Power and Supporting Competencies. Then
classify these 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 Supporting
competencies.

4. Review Supporting competencies. If these can be merged, then do so.

5. Classify and sequence the final set of LCs in terms of learning goals from Acquisition to Make Meaning
and Transfer (A-M-T). Check if final set is complete for AMT. If not, supply missing LCs for missing AMT.
RAPATAN202
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.

In short, it is a concrete description of what a

student should be able to understand
(content) and be able to do (skill).

Standards are generally written in such a way

that all children should be able to meet them,
and that any given child can theoretically exceed
them.

https://discovery.apsva.us/standards-based-instruction/
RAPATAN202
 Standards-Based Model
Stage 1
Identify Desired Results
STANDARDS/ What do I want my students
COMPETENCY to know and be able to do?
Big Ideas 🡪 Enduring Understandings 🡪
Essential Questions

Stage 2
Determine Acceptable Evidence
ASSESSMENT (Design Balanced Assessments)
How will I know whether my students
have acquired the requisite knowledge,
skills, and understandings?

Stage 3
ACTIVITY Planning Learning Experiences &
Instruction
What will need to be done to provide my
students with multiple opportunities to
acquire knowledge, skills, and
understandings?
 RECERTIFICATION REQUIREMENT OF
ALIGNMENT IN CURRICULUM MAP

FROM DEPED
CURRICULUM GUIDE (CG) FROM
FROM SUBJECT TEACHER FROM
DEPED
SCHOOL’S
CG
VISION
AND/OR AND
DEPED MISSION
MELCS

RAPATAN202
 PREPARING A UNIT CURRICULUM MAP
ACROSS LEARNING MODALITIES

1 2 3

STREAMLINE UNPACK ALIGN

Specify terms in most important State activities and assessments
Select and cluster most important
competencies that match with most important
competencies
competencies

PEAC INSET 2017 25 February 2022

RAPATAN202
 STREAMLINING UNIT LEARNING COMPETENCIES (LCs)

1. Review the DepEd CG Unit that will be taught. Look for LCs that are not directly aligned with Content
and Performance Standards. (If the standards are missing in MELC, use the 2016 CG unit standards). Also
look for LCs that are taught again in another level.

2. Mark with an X these LCs (note: LCs already taught at a previous level may no longer be needed in the
unit; for LCs to be taught again at a succeeding level, check with concerned grade level if the LC still needs
to be taught at the current grade level. If this is the case, there is no need to mark with X.).

3. Copy the retained (unmarked) LCs in the Table of Unit Power and Supporting Competencies. Then
classify these 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 Supporting
competencies.

4. Review Supporting competencies. If these can be merged, then do so.

5. Classify and sequence the final set of LCs in terms of learning goals from Acquisition to Make Meaning
and Transfer (A-M-T). Check if final set is complete for AMT. If not, supply missing LCs for missing AMT.
 PREPARING A UNIT CURRICULUM MAP
ACROSS LEARNING MODALITIES

1 2 3

STREAMLINE UNPACK ALIGN

Specify terms in most important State activities and assessments
Select and cluster most important
competencies that match with most important
competencies
competencies

PEAC INSET 2017 25 February 2022

RAPATAN202
⮊ Streamline Competencies for Selected
Unit Topic.
⮊ Classify Power and Supporting
Competencies.
⮊ Classify and Sequence Unit
Competencies according to A-M-T
Learning Goals.

PEAC INSET 2017

RAPATAN2017
WRITESHOP