2022

IN-SERVICE
TRAINING
ENFANT CHERI STUDY CENTRE

PREPARING A STANDARDS-BASED CURRICULUM MAP:

From Streamlining to

Unpacking and Alignment

 OBJECTIVES:
• Explain the stages of unpacking and aligning K12 standards
and competencies in the preparation of a curriculum map
• Present sample curriculum maps that are based on DepEd
curriculum guides and show application of streamlining and
unpacking techniques and alignment of standards,
competencies, activities, assessments, resources and
institutional core values
• Apply the unpacking and alignment stages in the curriculum
mapping process to a selected topic in one’s subject area.
1. 2016 DepEd Subject Curriculum Guide
2. 2020 DepEd MELC Curriculum Guide
3. Unit Curriculum Map Template
4.Table of Unit Power and Supporting
Competencies
 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 FACILITATOR ASSESSOR
ROLE

TEACHER’S -CURRICULUM MAP ONLINE INTERACTIONS FORMATIVE/SUMMATIVE

OUTPUT ASSESSMENTS
-LEARNING MODULE (SYNCHRONOUS AND
ASYNCHRONOUS)

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

26 February 2022

RAPATAN2022
 Standards & Competencies in 2016 CG K12
Curriculum
What does it mean to teach a standards-based curriculum and lesson?

PEAC INSET 2022

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
 CONTENT STANDARD
Naipamamalas ng mag-aaral ang
pag-unawa sa naging
transpormasyon tungo sa
makabagong panahon ng mga
bansa at rehiyon sa daigdig
bunsod ng paglaganap ng mga
kaisipan sa agham, politika, at
ekonomiya tungo sa pagbuo ng
pandaigdigan kamalayan.
PERFORMANCE STANDARD
Ang mga mag-aaral ay
kritikal na nakapagsusuri sa
naging implikasyon sa kaniyang
bansa, komunidad, at sarili ng
mga pangyayari sa panahon ng
transpormasyon tungo sa
makabagong panahon.

ANATOMY OF CONTENT AND PERFORMANCE STANDARDS

26 February
2022
RAPATAN2022
 SAMPLE LEARNING
COMPETENCIES
SKILL CONTENT
Nasusuri ang pag-usbong ng bourgeoisie, merkantilismo, National monarchy, Renaissance, Simbahang Katoliko
at Repormasyon

SKILL CONTENT
Napahahalagahan ang mga kontribusyon ng bourgeoisie, merkantilismo, National monarchy, Renaissance,
Simbahang Katoliko at Repormasyon sa daigdig.

SKILL CONTENT
Natataya ang mga dahilan at epekto ng unang yugto ng imperyalismo at kolonisasyon sa Europa.

ANATOMY OF LEARNING COMPETENCY

26 February 2022

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
 How do we know what
assessments and activities to
do for the different standards?

PPEEAACC
IINNSSEETT
SAMPLE DIARY CURRICULUM MAP
A chart of the content, skills, activities and
assessments that describe learning in a classroom.

RAPATAN2022
 SAMPLE DIARY CURRICULUM MAP
Where do we get the information for the different parts?

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
How will we put in the different information in a way
that is useful and effective for teaching and learning?

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
How will we put in the different information in a way
that is useful and effective for teaching and learning?

A. COPY FROM DEPED FROM

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

MELCS

RAPATAN2022
 SAMPLE DIARY CURRICULUM MAP
How will we put in the different information in a way
that is useful and effective for teaching and learning?

B. STREAMLINE – UNPACK - ALIGN

A. COPY FROM DEPED FROM

CURRICULUM GUIDE FROM SUBJECT TEACHER FROM
DEPED
(CG) 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
competencies
important competencies

PEAC INSET 2017

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. Cluster Power and Supporting LCs.

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.
RAPATAN2022
 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
 Grade 8 Q3 has 9
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.
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.).
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.).

• Grade 8 Q3 has 9 CORE COMPETENCIES* (v1)

 SAMPLE DIARY CURRICULUM MAP
Should all competencies in CG be
covered?

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

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
RAPATAN2022
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
 In determining the most essential learning competencies, the
Department collaborated with stakeholders from the Assessment
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).
26 February 2022
GUIDELINES ON THE USE OF THE MELCS, p. 3

RAPATAN2022
 When the standard represents learning
that is essential for success in a new unit,
course of study or grade level, it has
readiness.
READINE
SS
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 mahahalagang pagbabagong political,

ekonomiko at sosyo-kultural sa panahon Renaissance.
 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

Natataya ang dahilan, pangyayari at epekto ng unang

Yugto ng Kolonyalismo.
 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

Nasusuri ang dahilan, kaganapan at epekto ng Rebolusyong

Siyentipiko, Enlightenment at Industriyal.
 When the standard represents learning
that is applied both within the content
area and in other content areas, it has
LEVERA leverage.
GE
GUIDE QUESTION
Does this competency have multidisciplinary connections?
Is this standard relevant in other disciplines?
EXAMPLE
Naipapahayag ang pagpapahalaga sa pag-usbong ng
Nasyonalismo sa Europa at iba’t ibang bahagi ng daigdig.
(Which discipline can this be linked?)
 STEP 3
TABLE OF UNIT POWER AND SUPPORTING COMPETENCIES

COMPETENCIES R E A L REMARKS
1.Nasusuri ang pag-usbong ng
bourgeoisie, merkantilismo, National
monarchy, Renaissance, Simbahang SUPPORTING
Katoliko at Repormasyon
2.Napahahalagahan ang mga
kontribusyon ng bourgeoisie,
merkantilismo, National monarchy, POWER
Renaissance, Simbahang Katoliko at
Repormasyon sa daigdig.

3. Nasusuri ang unang yugto ng

imperyalismo at kolonisasyon sa Europa SUPPORTING

4. Natataya ang mga dahilan at epekto ng

unang yugto ng imperyalismo at POWER
kolonisasyon sa Europa

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.
RAPATAN2022
 STEP 3
TABLE OF UNIT POWER AND SUPPORTING COMPETENCIES

COMPETENCIES R E A L REMARKS
5. Nasusuri ang kaganapan at epekto ng
Enlightenment pati ng Rebolusyong POWER
Siyentipiko at Industriyal.
6. Naipaliliwanag ang Ikalawang Yugto
SUPPORTING
ng Kolonyalismo
7. Nasusuri ang mga dahilan at epekto ng
ikalawang Yugto ng Imperyalismo at POWER
Kolonisasyon.
8. Naipapaliwanag ang kaugnayan ng
Rebolusyong Pangkaisipan sa POWER
Rebolusyong Pranses at Amerikano.
9. Naipapahayag ang pagpapahalaga sa pag-
usbong ng Nasyonalismo sa Europa at iba’t POWER
ibang bahagi ng daigdig.

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.
RAPATAN2022
 STEP
TABLE OF UNIT POWER AND SUPPORTING COMPETENCIES 4

4. Review Supporting competencies. If these can be merged, then do so. Cluster Power and Supporting LCs.

RAPATAN2022
 MERGE BY TAKING HIGHER ORDER LC WHEN CONTENT IS
THE SAME
Nasusuri ang pag-usbong ng bourgeoisie,
merkantilismo, National monarchy, Renaissance,
Simbahang Katoliko at Repormasyon Napahahalagahan ang mga kontribusyon ng bourgeoisie,
merkantilismo, National monarchy, Renaissance,
Simbahang Katoliko at Repormasyon sa daigdig
Napahahalagahan ang mga kontribusyon ng
bourgeoisie, merkantilismo, National monarchy,
Renaissance, Simbahang Katoliko at Repormasyon sa
daigdig

Nasusuri ang mga dahilan at epekto ng ikalawang

Yugto ng Imperyalismo at Kolonisasyon.
Nasusuri ang mga dahilan at epekto ng ikalawang
Yugto ng Imperyalismo at Kolonisasyon.
Naipaliliwanag ang Ikalawang Yugto ng
Kolonyalismo

Natataya ang mga dahilan at epekto ng unang

yugto ng imperyalismo at kolonisasyon sa Europa
Natataya ang mga dahilan, pangyayari at epekto
ng unang Yugto ng Kolonyalismo.
Nasusuri ang unang yugto ng imperyalismo at
kolonisasyon sa Europa
 MERGE SIMILAR
CONTENT WHEN
SKILL IS THE SAME

Natalalakay ang mga dahilan at epekto

ng unang yugto ng imperyalismo at
kolonisasyon sa Europa
Naipaliliwanag ang mga dahilan at epekto ng
unang yugto ng imperyalismo at kolonisasyon
sa Europa
Naipaliliwanag ang mga dahilan at
epekto ng unang yugto ng
imperyalismo at kolonisasyon sa
Europa
 STEP
CLUSTERING AND BUDGET OF TIME OF UNIT POWER AND SUPPORTING COMPETENCIES 4

CLUSTER Power Competencies Supporting

(Number of Days) Competencies
1 Napahahalagahan ang mga kontribusyon ng bourgeoisie, merkantilismo,
(7 days) National monarchy, Renaissance, Simbahang Katoliko at Repormasyon sa
daigdig
2 Natataya ang mga dahilan, pangyayari at epekto ng unang Yugto ng
(5 days) Kolonyalismo
3 Nasusuri ang kaganapan at epekto ng Enlightenment pati ng
(7 days) Rebolusyong Siyentipiko at Industriyal.
4 Nasusuri ang dahilan, pangyayari at epekto ng Ikalawang Yugto ng
(6 days) Kolonyalismo (Imperyalismo).
5 Naipapaliwanag ang kaugnayan ng Rebolusyong Pangkaisipan sa
(5 days) Rebolusyong Pranses at Amerikano.
6 Naipapahayag ang pagpapahalaga sa pag-usbong ng Nasyonalismo sa
(5 days) Europa at iba’t ibang bahagi ng daigdig.
TOTAL: 35 days

4. Review Supporting competencies. If these can be merged, then do so. Cluster Power and Supporting LCs
 STEP
CLUSTERING AND BUDGET OF TIME OF UNIT POWER AND SUPPORTING COMPETENCIES 4

CLUSTER Power Competencies Supporting

(Number of Days) Competencies
1 Napahahalagahan ang mga kontribusyon ng bourgeoisie, merkantilismo,
(4 days) National monarchy, Renaissance, Simbahang Katoliko at Repormasyon sa
daigdig
2 Natataya ang mga dahilan, pangyayari at epekto ng unang Yugto ng
(6 days) Kolonyalismo
3 Nasusuri ang kaganapan at epekto ng Enlightenment pati ng
(3 days) Rebolusyong Siyentipiko at Industriyal.
4 Nasusuri ang dahilan, pangyayari at epekto ng Ikalawang Yugto ng
(6 days) Kolonyalismo (Imperyalismo).
5 Naipapaliwanag ang kaugnayan ng Rebolusyong Pangkaisipan sa
(2 days) Rebolusyong Pranses at Amerikano.
6 Naipapahayag ang pagpapahalaga sa pag-usbong ng Nasyonalismo sa
(9 days) Europa at iba’t ibang bahagi ng daigdig.
TOTAL: 30 days

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.
 Acquisition Making Meaning Transfer

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

26 February 2022

RAPATAN202
 SAMPLE ALIGNMENT OF COMPETENCY, ASSESSMENT AND ACTIVITY FOR
ACQUISITION.

COMPETENCY ASSESSMENT ACTIVITY

List Operate Multiple Choice Frayer

Name Sequence Fill in the Blanks Model
Enumerate Compute Matching Venn
Identify Differentiate Enumeration True Diagram
Define Locate or False 2-Column
State Describe Hands-on Compariso
Solve Report Copy Operation n
Compare Point Labeling Table
Classify Vocabulary
Select Exercise
Pictionary
Labeling Exercise
Sequencing or
Flow Chart
Sorting and Classifying
Hands-on Modeling
RAPATAN2022
 SAMPLE ALIGNMENT OF COMPETENCY, ASSESSMENT AND ACTIVITY FOR
MAKE MEANING
COMPEľENCY ASSESSMENľ ACľIVIľY
Analyze Formulate Short Paragraph Close Reading
Explain Model Essay 5E Inquiry-based Learning
Elaborate Synthesize Critique Writing Issue Investigation
Discuss Reflect Concept Mapping Experimentation
Justify Journal Writing Situation Analysis
Prove Text Analysis
Persuade Picture/Video Analysis
Defend Problem Analysis
Predict Debate
Generalize Jigsaw Puzzle
Predict-Observe-Explain
Data Retrieval Chart Analysis
Writing Generalizations
Writing Conclusions
Journal Writing
 SAMPLE ALIGNMENT OF COMPETENCY, ASSESSMENT AND ACTIVITY FOR
TRANSFER
COMPEľENCY ASSESSMENľ ACľIVIľY
Show Formulate Performance Task Scaffold for Transfer
Demonstrat Model Portfolio Project Exercises
e Synthesize
Improve Reflect
Design
Create
Invent
Simulate
Plan
Revise
Convert
Compose
Devise
Recomme
nd
 IS THERE ALIGNMENT OF ASSESSMENT IN
THIS CURRICULUM MAP?

PEAC INSET 2022

 By the end of the unit, the student is able to:

1.Napahahalagahan ang mga kontribusyon ng bourgeoisie, merkantilismo, National

monarchy, Renaissance, Simbahang Katoliko at Repormasyon sa daigdig
2. Natataya ang mga dahilan, pangyayari at epekto ng unang Yugto ng Kolonyalismo
3.Nasusuri ang kaganapan at epekto ng Enlightenment pati ng Rebolusyong
Siyentipiko at Industriyal.
4.Nasusuri ang dahilan, pangyayari at epekto ng Ikalawang Yugto ng
Kolonyalismo (Imperyalismo).
5. Naipapaliwanag ang kaugnayan ng Rebolusyong Pangkaisipan sa
Rebolusyong
Pranses at Amerikano
6.Naipapahayag ang pagpapahalaga sa pag-usbong ng Nasyonalismo sa Europa at iba’t ibang
bahagi ng daigdig
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.
26 February 2022

RAPATAN202
 By the end of the unit, the student is able to:

M 1. Napahahalagahan ang mga kontribusyon ng bourgeoisie, merkantilismo,

National monarchy, Renaissance, Simbahang Katoliko at Repormasyon sa daigdig
2.Natataya ang mga dahilan, pangyayari at epekto ng unang Yugto ng
M Kolonyalismo
3. Nasusuri ang kaganapan at epekto ng Enlightenment pati ng Rebolusyong
Siyentipiko at Industriyal.
M 4.Nasusuri ang dahilan, pangyayari at epekto ng Ikalawang Yugto ng
Kolonyalismo (Imperyalismo).
M 5.Naipapaliwanag ang kaugnayan ng Rebolusyong Pangkaisipan sa Rebolusyong Pranses
at Amerikano
6. Naipapahayag ang pagpapahalaga sa pag-usbong ng Nasyonalismo sa Europa
at iba’t ibang bahagi ng daigdig
M
5.TClassify 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.
26 February 2022

RAPATAN202
 By the end of the unit, the student is able to:

M 1. Napahahalagahan ang mga kontribusyon ng bourgeoisie, merkantilismo,

National monarchy, Renaissance, Simbahang Katoliko at Repormasyon sa daigdig
2.Natataya ang mga dahilan, pangyayari at epekto ng unang Yugto ng
M Kolonyalismo
3. Nasusuri ang kaganapan at epekto ng Enlightenment pati ng Rebolusyong
Siyentipiko at Industriyal.
M 4.Nasusuri ang dahilan, pangyayari at epekto ng Ikalawang Yugto ng
Kolonyalismo (Imperyalismo).
M 5.Naipapaliwanag ang kaugnayan ng Rebolusyong Pangkaisipan sa Rebolusyong Pranses
at Amerikano
6. Naipapahayag ang pagpapahalaga sa pag-usbong ng Nasyonalismo sa Europa
at iba’t ibang bahagi ng daigdig
M
5.TClassify 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.
26 February 2022

RAPATAN202
 By the end of the unit, the student is able to:

A 1.Natutukoy ang mga pangyayari na nagbigay-daan sa pag-usbong ng bourgeoisie, merkantilismo,

National monarchy, Renaissance, Simbahang Katoliko at Repormasyon.
2. Natutukoy ang mga kontribusyon ng bourgeoisie, merkantilismo, National monarchy, Renaissance,
Simbahang Katoliko at Repormasyon sa daigdig
A
Renaissance, Simbahang Katoliko at Repormasyon sa daigdig
M 4. Naiisa-isa ang mga mahahalagang pangyayari sa unang yugto (ika-14 hanggang 16 dantaon) ng
imperyalismo at kolonisasyon sa Europa
5. Natataya ang mga dahilan, pangyayari at epekto ng unang Yugto ng Kolonyalismo
3. 6. Nasusuri ang kaganapan at epekto ng Enlightenment pati ng Rebolusyong Siyentipiko at Industriyal.
7.Nasusuri ang dahilan, pangyayari at epekto ng Ikalawang Yugto ng
Kolonyalismo (Imperyalismo).
Na 8. Naipapaliwanag ang kaugnayan ng Rebolusyong Pangkaisipan sa
Rebolusyong Pranses at Amerikano
pah
9. Naipapahayag ang pagpapahalaga sa pag-usbong ng Nasyonalismo sa
aha Naipapahayag
10.Europa ang pagpapahalaga
at iba’t ibang bahagi ng sa mga naging impluwensiya sa mundo ng iba’t ibang mga
pangyayari sa panahon ng transpormasyon
daigdig
lag
11. Nakagagawa ng isang pagsusuri sa naging implikasyon ng mga pangyayari sa panahon ng
aha transpormasyon
5. Classify
n 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.
26 February 2022

RAPATAN202
 By the end of the unit, the student is able to:
1.Natutukoy ang mga pangyayari na nagbigay-daan ang pag-usbong ng bourgeoisie,
merkantilismo, National monarchy, Renaissance, Simbahang Katoliko at Repormasyon. (A)
2.Natutukoy ang mga kontribusyon ng bourgeoisie, merkantilismo, National monarchy,
Renaissance, Simbahang Katoliko at Repormasyon sa daigdig. (A) Acquisition of Information
3.Naiisa-isa ang mga mahahalagang pangyayari sa unang yugto (ika-14 hanggang 16 dantaon)
ng imperyalismo at kolonisasyon sa Europa (A)

1.Napahahalagahan ang mga kontribusyon ng bourgeoisie, merkantilismo, National

monarchy, Renaissance, Simbahang Katoliko at Repormasyon sa daigdig (M)
2.Natataya ang mga dahilan, pangyayari at epekto ng unang Yugto ng Kolonyalismo (M)
3.Nasusuri ang kaganapan at epekto ng Enlightenment pati ng Rebolusyong
Siyentipiko at Industriyal (M) Meaning Making
4.Nasusuri ang dahilan, pangyayari at epekto ng Ikalawang Yugto ng
Kolonyalismo (Imperyalismo) (M)
5.Naipapaliwanag ang kaugnayan ng Rebolusyong Pangkaisipan sa Rebolusyong Pranses
at Amerikano (M)

1.Naipapahayag ang pagpapahalaga sa pag-usbong ng Nasyonalismo sa Europa at iba’t ibang

bahagi ng daigdig (T)
2.Naipapahayag ang pagpapahalaga sa mga naging impluwensiya sa mundo ng iba’t ibang
mga pangyayari sa panahon ng transpormasyon (T) Transfer c/o Perf. Task
3. Nakagagawa ng isang pagsusuri sa naging implikasyon ng mga pangyayari sa
panahon ng transpormasyon (T)

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.
25 February 2022

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