UNIVERSITY OF SOUTHERN MINDANAO

KIDAPAWAN CITY CAMPUS

Sudapin, Kidapawan City

TECHNOLOGY FOR TEACHING AND

LEARNING 2

SERDON,
Serdon, Clint Abygyl
CLINT ABYGYL P.
Collegeofof
College Education,
Education, ArtsArts, and Sciences
and Sciences

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 UNIVERSITY OF SOUTHERN MINDANAO
KIDAPAWAN CITY CAMPUS
Sudapin, Kidapawan City

K-12 CURRICULUM FRAMEWORK

Serdon, Clint Abygyl

College of Education, Arts and Sciences

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• The implementation of the K to 12
Curriculum is expected to contribute to
the country’s development in various
forms.
• It is believed to be necessary to improve
the quality of our education which is
critical to our progress as a nation.
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 SALIENT FEATURE #1

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 SALIENT FEATURE #1

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 SALIENT FEATURE #2

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• Sara Bernard (2010) stressed that students need
to have a personal connection to a lesson material
that can be done through engaging them
emotionally or through connecting the
information with that which they already know.
This she calls “Give It Context, and Make it
Count.”
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• Briggs (2014) shared some few tips for making learning
engaging and personally relevant as cited by Willis, Faeth, and
Immordino-Yang:
1. Use suspense and keep it fresh - Drop hints about a
new learning unit before you reveal what it might be,
leave gaping pauses in your speech, change seating
arrangements, and put up new and relevant posters or
displays; all these can activate emotional signals and keep
student interest piqued.
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2. Make it student-directed - Give students a
choice of assignments on a particular topic, or
ask them to design one their own. “When
students are involved in designing the lesson,
they better understand the goal of the lesson
and become more emotionally invested in and
attached to the learning outcomes”.
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3. Connect it to their lives and to what they already
know
Taking the time to brainstorm about what students
already know and would like to learn about a topic
helps them to create goals.
This also helps teachers see the best points of
departure for new ideas. Making cross-curricular
connections also helps solidify those neural loops.
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4. Provides utility value - Utility value provides
relevance first by piquing students and by
telling them the content is important to their
future goals; it then continues by showing or
explaining how the content fits into their plans
for the future.
This helps students realize the content is not
just interesting but also worth knowing.
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5. Build relatedness - Relatedness, on the
other hand, answers the question, “What have
these to do with me?”
It is an inherent need students to feel close to
the significant people in their lives, including
teachers. Relatedness is seen by many as
having nonacademic and academic sides.
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• To be able to apply the tips recommend by various
experts and to allow students to realize the value of
their curriculum, technological tools can be used.
• 21st Century learners are expected to be demonstrating
21st Century competencies such as collaboration,
digital literacy, critical thinking, and problem
solving to be able to thrive in this world (Rich, 2014).
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 SALIENT FEATURE #3

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• Students are able to learn best through
their first language, their Mother Tongue
(MT).
• Children learn better and are more active
in class and learn a second language even
faster when they are first taught in a
language they understand.
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• Twelve (12) MT languages have been
introduced for SY 2012-2013: Bahasa Sug,
Bikol, Cebuano, Chabacano, Hiligaynon, Iloko,
Kapampangan, Maguindanaoan, Meranao,
Pangasinense, Tagalog, and Waray. Other
local languages will be added in succeeding
school years.
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• To be able to promote the child’s
dominant language and to use it
as a language of instruction,
maximum use of technological
tools is highly encouraged.
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 SALIENT FEATURE #4

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• Subjects are taught from the simplest
concepts to more complicated concepts
through grade levels in spiral progression.
• As early as elementary, students gain
knowledge in areas such as Biology,
Geometry, Earth Science, Chemistry, and
Algebra. This ensures a mastery of knowledge
and skills after each level.
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• For example, currently in High School,
Biology is taught in 2nd Year, Chemistry in
3rd Year, and Physics in 4th Year.
• In K to 12, these subjects are connected
and integrated from Grades 7 to 10. This
same method is used in other Learning
Areas like Math.
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 SALIENT FEATURE #5

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• Senior High School is two years
of specialized upper secondary
education; students may choose a
specialization based on aptitude,
interests, and school capacity.
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• The choice of career track will define
the content of the subjects a student
will take in Grades 11 and 12. SHS
subjects fall under either the Core
Curriculum or specific Tracks.
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 SALIENT FEATURE #5: TRACKS
• Each student in Senior High
School can choose among three
tracks: Academic; Technical-
Vocational-Livelihood; and
Sports and Arts.
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 SALIENT FEATURE #5: TRACKS

• The Academic track includes three

strands: Business, Accountancy,
Management (BAM); Humanities,
Education, Social Sciences (HESS);
and Science, Technology,
Engineering, Mathematics (STEM).
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 SALIENT FEATURE #5: TRACKS
• Students undergo immersion,
which may include earn-while-
you-learn opportunities, to
provide them relevant exposure
and actual experience in their
chosen track.
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 SALIENT FEATURE #5: TRACKS (TVET)
• TVET (TECHNICAL VOCATIONAL
EDUCATION & TRAINING) NATIONAL
CERTIFICATE
• After finishing Grade 10, a student can
obtain Certificates of Competency (COC)
or a National Certificate Level I (NC I).
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 SALIENT FEATURE #5: TRACKS (TVET)
• After finishing a Technical-Vocational-
Livelihood track in Grade 12, a student
may obtain a National Certificate Level II
(NC II), provided he/she passes the
competency-based assessment of the
Technical Education and Skills
Development Authority (TESDA).
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 SALIENT FEATURE #6
• After going through Kindergarten, the
enhanced Elementary and Junior High
curriculum, and a specialized Senior High
program, every K to 12 graduate will be
ready to go into different paths – may it
be further higher education,
employment, or entrepreneurship.
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• Every graduate will be equipped with:
1.Information, media and technology
skills,
2.Learning and innovation skills,
3.Effective communication skills, and
4.Life and career skills.
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• CURRICULUM GUIDE (CG)
• MOST ESSENTIAL LEARNING
COMPETENCIES (MELCS)

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 CURRICULUM GUIDE
•A curriculum guide is a
comprehensive document that outlines the
content, learning objectives, instructional
strategies, assessment methods, and
resources for a particular course or
educational program.
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 CURRICULUM GUIDE
•It provides a framework for
teachers to design and
deliver instruction.

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 MOST ESSENTIAL LEARNING COMPETENCIES (MELCS)
• On the other hand, learning
competencies are specific
knowledge, skills, and abilities
that students are expected to
acquire as a result of their
learning experiences.
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 MOST ESSENTIAL LEARNING COMPETENCIES (MELCS)

• Competencies are often more

focused and measurable than
the broader goals outlined in a
curriculum guide.
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 MOST ESSENTIAL LEARNING COMPETENCIES (MELCS)

•They describe the specific

outcomes that students are
expected to achieve.

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• In summary, while a curriculum guide
provides an overall structure for a
course or program, learning
competencies detail the specific
knowledge and skills that students are
expected to gain from that curriculum.
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• English-Curriculum-Guide.pdf
• EngEd 321-English-MELCs.pdf

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