Understanding and Appreciating

the Curriculum Framework,

Curriculum Guide, Teachers’
Guide and Learners’ Material
 Objectives
In this learning session, the participants
should be able to:
1. discuss the subject area Conceptual
Framework
2. identify the content of the CG, TG, and
LM
3. show appreciation of the curriculum in
developing and producing a holistic
Filipino learner/child
 Activity 1

A Typical Filipino Learner/Child

 Activity 1
 Divide the class into six learning teams
 Reflect on the following question:
- What do you dream of this child?
 On the meta cards provided write key words to
come up with a vision on a typical Filipino
learner/child
 Brainstorm as a learning team to come up with
a vision based on the template provided
 Analysis 1
 How do you feel about your group output?
Why?
 What have you envisioned for this child?
 How can this vision be achieved?
 What is your role in realizing this vision?
 What have you realized from this
activity/session+
 Conceptual Framework
A graduate who lives an active life
for fitness and lifelong health

PHYSICAL LITERACY
Fundamental Fundamental Activity-specific

Movement Skills Motor skills Activity

Rhythms & Dances
Body Management
Games & Sports
K ----1---2---3---4---5---6---7---8----9---10---11---12

Developmentally Standard
Activity-Based Integrated Inclusive
Appropriate based

MOVE TO LEARN, LEARN TO MOVE

 Features of the CG
 Conceptual Framework

 Learning Standards
- Program
- Grade Level
- Content
- Performance

 Learning Competencies
 Parts of the LM and TG
Learner’s Material Teacher’s Guide
Learning Standards Defining Learning
 Content Outcomes
 Performance  Grade Level

Standard
 Content Standard

 Performance

Standard
 Learning
Learning Competencies
Competencies
 Parts of the LM and TG
Learner’s Material Teacher’s Guide

Introduction Planning for Teaching and

Learning
 Introduction

Diagnostic/ Pre Planning for Assessment

Assessment  Diagnostic/Pre

Assessment
 Parts of the LM and TG
Learner’s Material Teacher’s Guide

Instructional Activities Instructional Activities

 What to Know  What to Know

What to Process What to Process

What to Reflect and What to Reflect and

Understand Understand
What to transfer What to transfer
 Parts of the TG and LM

Learner’s Material Teacher’s Guide

Summary/Synthesis/ Summary/Synthesis/
Feedback Feedback

Summative Assessment Summative Assessment

 Activity 2
 Divide the class into six learning teams
 Assign two groups each to work on the CG,
LM and TG
 Distribute copies of the CG, LM and TG
 Brainstorm to come up with output based on
the template
Parts Content Description/
Understanding
 Activity 2
 How did you find the activity? Why?
 What can you say about the CG, TG and LM
as presented? What commonality did you find
in your answer?
 How do you compare these materials to the
one/s you used previously?
 How will these materials help you in teaching
the subject?
 Activity 2
 What difficulty do you foresee in using these
materials?
 What more do you need to address these
difficulties and be able to deliver the
curriculum effectively?
 What insights did you gain from this activity?
 Abstraction 2
 Discuss the parts of the CG, TG and LM
- standards
- coded competencies
- objectives
- activities
- assessment
 Clarify understanding by checking alignment
and relating to their experiences
 Application

 Go back to the vision statement prepared by

the learning teams and compare it with the
DepEd vision and mission

 Ensure the alignment of the learning team’s

vision