Designing Curriculum Part 1

Designing a
Curriculum Unit
Part 1
Here starts the
lesson!
How do we know
what to teach and
assess in the
classroom?
Does the CG show what activities to do and tests to give?
Does the MELCS show what activities to do and tests to give?

Does the MELCS show what activities to do and tests to give?
CURRICULUM
CURRICULUM

v
Sample Diary Curriculum Map
FROM DEPED 2016 FROM SUBJECT FROM

CG AND/OR 2020 TEACHER
SCHOOL’S
VISION AND
MELCS MISSION

FROM DEPED 2016 FROM SUBJECT FROM

CG AND/OR 2020 TEACHER
SCHOOL’S
VISION AND
MELCS MISSION
PERFORMANCE TASK
On Performance Benchmark of Transfer of Learning
Task
Students are expected to
produce products and/or
performances as evidence
that they can transfer or use
their learning in real-life
situations.
DO 31 s2012

Content Mastery Performance Mastery

Characteristics
of a Performance
Task
Aligned with the

Standards
GRASPS
Performance The Philippines is vulnerable to many types of

natural disasters because of its geographical
Standard location. It is located at the western part of the
Pacific Ring of fire, a most active part of the earth
Transfer Goal characterized by an ocean encircling belt of
active volcanoes and earthquake generators.
In response to all these factors and conditions,
you are to develop a strategy for disaster
The learner
preparedness and risk reduction for natural
catastrophes that include volcanic eruptions,
earthquakes, and their resultant effects like
demonstrates Students on their tsunamis specifically designed for Filipino
homes.
understanding of the own and in the long In line with this, the National Disaster Risk
causes and
Reduction and Management Council (NDRRMC),
run will be able to in an effort to inspire local communities to be
disaster-ready and resilient, is once again
implications of recommend ways on hosting the “Search for the Most Outstanding
Community-Based Disaster Risks Reduction and
environmental issues how to correctly Management (CBDRRM) Plan”.
This year’s contest is focused on creating a
and challenge in respond to issues disaster-resilient home. As President of Negros

First Rescue Elite, you and your team were
assigned by the city mayor to represent Bacolod
order to become a and challenges of the City in the said contest.
You are assigned to make a CBDRRM Plan that
part of the solution environment. models a disaster-ready and resilient home. It will
be presented to a board of judges chosen by
for the betterment of NDRRMC as well as to different sectorial
representatives. It will be rated base on the
society. following criteria: appropriateness, content,

practicality, and impact.

Performance
Standard
TRANSFER GOAL
The learner
demonstrates Students on their own and in the
understanding of the long run will be able to
causes and
implications of Ang mga mag-aaral sa kanilang
environmental issues sariling kakayahan ay
and challenge in
order to become a VERB + PRODUCT + REAL WORLD
part of the solution PURPOSE
for the betterment of
society.
Performance Standard
The learner demonstrates understanding of the causes and

implications of environmental issues and challenge in order to
become a part of the solution for the betterment of society.
Transfer Goal
Students on their own and in the long run will be able to recommend
ways on how to correctly respond to issues and challenges of
the environment.
VERB PRODUCT REAL LIFE PURPOSE

Characteristics
of a Performance
Task
Aligned with the

Standards
Written in
GRASPS
The Philippines is vulnerable to many types of natural disasters because of its geographical
GOAL location. It is located at the western part of the Pacific Ring of fire, a most active part of the earth
characterized by an ocean encircling belt of active volcanoes and earthquake generators.
ROLE In response to all these factors and conditions, you are to develop a strategy for disaster
preparedness and risk reduction for natural catastrophes that include volcanic eruptions,
earthquakes, and their resultant effects like tsunamis specifically designed for Filipino homes.
AUDIENCE
In line with this, the National Disaster Risk Reduction and Management Council (NDRRMC), in an
SITUATION effort to inspire local communities to be disaster-ready and resilient, is once again hosting the
“Search for the Most Outstanding Community-Based Disaster Risks Reduction and Management
PRODUCT/ (CBDRRM) Plan”. This year’s contest is focused on creating a disaster-resilient home. As
PERFORM President of Negros First Rescue Elite, you and your team were assigned by the city mayor to
ANCE represent Bacolod City in the said contest.
You are assigned to make a CBDRRM Plan that models a disaster-ready and resilient home. It
STANDARD will be presented to a board of judges chosen by NDRRMC as well as to different sectorial
representatives. It will be rated base on the following criteria: appropriateness, content,

In response to all these factors and conditions, you are to develop a strategy for disaster
effort to inspire local communities to be disaster-ready and resilient, is once again hosting the
(CBDRRM) Plan”. This year’s contest is focused on creating a disaster-resilient home. As
President of Negros First Rescue Elite, you and your team were assigned by the city mayor to
represent Bacolod City in the said contest.
will be presented to a board of judges chosen by NDRRMC as well as to different sectorial
location. It is located at the western part of the Pacific Ring of fire, a most active part of the earth

AUDIENCE

PRODUCT/ (CBDRRM) Plan”. This year’s contest is focused on creating a disaster-resilient home. As

AUDIENCE
PRODUCT/ (CBDRRM) Plan”.This year’s contest is focused on creating a disaster-resilient home. As
Characteristics
of a Performance
Task
Aligned with the

Standards
Open-ended
Written in
GRASPS

How can we
ensure that our
students can
successfully
transfer their
learning?
GRADUAL RELEASE OF RESPONSIBILITY SCAFFOLD FOR TRANSFER

GRADUAL RELEASE OF RESPONSIBILITY
Sample Scaffold Activities
Scaffold 1 Scaffold 2 Scaffold 3 PT

Directed Prompt Open Prompt Guided Transfer Independent
Transfer
• Discussion on • Analyzing • Mini PT • PT
what is a Samples of (Disaster
CDRRM Plan CDRMM Plan Management
and it contains • Working on Plan on a given
Assessments scenario)
(Hazard, Risk,
Vulnerability
Assessments)

Analytic Rubric
• is a two-dimensional
rubrics with levels of
achievement as columns
• You can assign
and assessment criteria different weights
as rows (value) to different
criteria and include
• Allows you to assess an overall
participants'
achievement by
achievements based on
totaling the criteria
multiple criteria using a
single rubric.

Content
Appropriateness
Practicality
Impact
Content Rubric CRITERIA are based on

the GRASPS.
Appropriateness (standards)
Practicality
Alignment of rubric criteria with
standards and transfer goal.
Impact

Quality Rubric
• Clear essential criteria

• Realistic in number of
criteria • Real-world criteria
• Explicit observable • High interjudge reliability

indicators
• Tested with students
• No overlaps in levels
• Avoid degree modifiers

STEP 1 STEP 2
Standards It will be rated base on the following criteria: appropriateness,
in GRASPS content, practicality, and impact.
STEP 5 STEP 4 STEP 6 STEP 7

CRITERIA ADVANCED PROFICIENT DEVELOPING BEGINNING
CONTENT
STEP 3
APPROPRIATENESS
PRACTICALITY
IMPACT

Standards It will be rated base on the following criteria: appropriateness,
in GRASPS content, practicality, and impact.
CRITERIA ADVANCED PROFICIENT DEVELOPING BEGINNING
CONTENT
APPROPRIATENESS
PRACTICALITY
IMPACT
WHAT’S WRONG?
CRITERIA ADVANCED PROFICIENT DEVELOPING BASIC
Organization Organized in Organized in Organized in Is not

a unique all parts some parts organized
way
Observable aspects of organized are not

defined.

WHAT’S WRONG?
Format Follows Follows Follows Does not

and entire format in follow
enhances format some parts format
format
Items like format or mechanics not part of

standards; use as checklist items.

WHAT’S WRONG?
Supporting Gives more Gives 3-5 Gives 1-2 Gives no

Examples than 5 supporting supporting supporti
supporting examples examples ng
examples example
s
Quantity not usually found in standards; avoid
using numbers as part of descriptors.

WHAT’S WRONG?
Following Follows Follows Follows Does not

Directions and direction in direction in follow
enhances all parts some parts direction
directions s
Concerned with task rather than with learning.
WHAT’S WRONG?
Explanation Gives Gives wrong Gives Reasons

logical reasons inconsistent do not
reasons sometimes reasons in make
throughout some parts sense in
certain
parts
No clear distinction between levels; some levels
overlap or say the same thing.

WHAT’S WRONG?
Use of Visual Contain a lot of Contain pictures or Contain pictures or Does not
Materials pictures or videos videos and videos but description contain
and complete complete or explanations were pictures or
description or description or not provided. videos.
explanations were explanations were
provided. provided.
Additional details
were included.
The description pertains to quantity rather than

quality of work.

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Designing Curriculum Part 1

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Designing a

Does the CG show what activities to do and tests to give?

Does the MELCS show what activities to do and tests to give?

Sample Diary Curriculum Map

Sample Diary Curriculum Map

FROM DEPED 2016 FROM SUBJECT FROM

FROM DEPED 2016 FROM SUBJECT FROM

Aligned with the

Performance The Philippines is vulnerable to many types of

and challenge in respond to issues disaster-resilient home. As President of Negros

society. following criteria: appropriateness, content,

The learner demonstrates understanding of the causes and

VERB PRODUCT REAL LIFE PURPOSE

Aligned with the

Aligned with the

GRADUAL RELEASE OF RESPONSIBILITY SCAFFOLD FOR TRANSFER

Sample Scaffold Activities

Scaffold 1 Scaffold 2 Scaffold 3 PT

Content Rubric CRITERIA are based on

• Clear essential criteria

• Explicit observable • High interjudge reliability

STEP 5 STEP 4 STEP 6 STEP 7

CRITERIA ADVANCED PROFICIENT DEVELOPING BEGINNING

CRITERIA ADVANCED PROFICIENT DEVELOPING BASIC

Organization Organized in Organized in Organized in Is not

Observable aspects of organized are not

CRITERIA ADVANCED PROFICIENT DEVELOPING BASIC

Format Follows Follows Follows Does not

Items like format or mechanics not part of

CRITERIA ADVANCED PROFICIENT DEVELOPING BASIC

Supporting Gives more Gives 3-5 Gives 1-2 Gives no

CRITERIA ADVANCED PROFICIENT DEVELOPING BASIC

Following Follows Follows Follows Does not

Concerned with task rather than with learning.

Explanation Gives Gives wrong Gives Reasons

The description pertains to quantity rather than

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