Intended Course Learning Outcomes

At the end of this course, you will be able to:

1. Comply with the policy guidelines in the implementation of the K to 12 Curriculum

2. Plan, manage, and implement developmentally sequenced teaching and learning process aligned with
the K to 12 Curriculum and DepEd performance management system (4.1.2)

3. Set achievable and appropriate learning outcomes that are aligned with learning competencies as
specified in the K to 12 Curriculum guide/s (4.2.2)

4. Select, develop, organize and use appropriate teaching and learning

resources to address learning goals (4.5.2)

Course Outline:

Module 1 – Understanding the K to 12 Curriculum Module 2 – Navigating the K to 12 Curriculum Guides

Module 3 – Lesson Planning

Module 4 – Implementing Learning Plans

and Enriching Teaching Practice

Module 1 – Understanding the K to 12 Curriculum

Session 1: The K to 12 Basic Education Program: Legal Bases
Required Task 1: Review/Research/Independent Learning

Questions Answers Feedback

Which Act enhances the
Philippine basic education
system by strengthening and
updating its curriculum to
become at par with the global
education system by providing
two more years for basic
education?
a) RA 10157
b) RA 10524
c) RA 10533
d) RA 10931

Questions Answers Feedback

Which policy guidelines on the K
to 12 Basic Education Program
provides context to and
articulate its contexts, features
and programs?
a) DepEd Order (No. 1, s. 2019)
b) DepEd Order (No. 8, s, 2019)
c) DepEd Order (No. 9, s. 2019)
d) DepEd Order (No. 21, s.
2019)

Questions Answers Feedback

What act made Kindergarten
mandatory for all learners?
a) RA 10157
b) RA 10524
c) RA 10533
d) RA 10931
 Questions Answers Feedback
Which does NOT show the
characteristics of the K to 12
graduates?
a) They are holistically
developed Filipinos who have
built foundations for learning
throughout life.
b) They are individuals
equipped with information,
media and technology skills,
learning and innovation skills,
life and career skills, and
communication skills.
c) They are individuals who
pursue their careers for
personal development to work
abroad.
d) They can take challenges and
take advantage of the
opportunities of the 21st
century.
How many key stages does the
K to 12 Program contain?
a) 2
b) 3
c) 4
d) 5

Questions Answers Feedback

How old is the prerequisite age
for preparatory education as
defined in the Enhanced Basic
Education Act of 2013?
a) 4
b) 5
c) 6
d) 7

The SHS curriculum formulation

is a step towards the realization
of the Philippine Qualifications
Framework (PQF) and is the
main policy for the
implementation of the new 13-
year cycle of basic education.
What comprises the SHS
curriculum?
a) Basic Subjects, Applied Track,
Specialized Subjects
b) Basic Subjects, Applied Track,
Selected Subjects
c) Core Subjects, Applied Track,
Specialized Subjects
d) Core Subjects, Selected
Track, Specialized Subjects
Required Task 2: Independent Learning
Since 2012, DepEd already issued infographics on the Frequently Asked Questions about K to 12 Basic
Education Program. Answer the following questions by navigating the Internet or by talking with your
colleagues and/or mentor.

Questions Answers Feedbcacks

Is the K to 12 a product of
collaboration with other
agencies?
Is the shift from the Basic
Education Curriculum to K to 12
Program conceptualized by
DepEd alone?
Was Kindergarten Education
mandatory before the K to 12
Program?
Is Republic Act No. 10533 the
basis for the additional two
years of Senior High School
(SHS)?
Does the K to 12 Program give
importance to the preparation
of graduates on ASEAN
Integration?

Key Topic 1: Legal Bases on the K to 12 Basic Education Program

Required Task 3: Mentor-Mentee Collaboration

Answer the following processing questions by discussing with your mentor.

1.What are the different issues addressed by 2. What do you think are the top three factors
the legal bases of the K to 12 Curriculum? that are given emphasis by the different K to
Which among them affects you the most as a 12 laws and orders? Why do you think so?
teacher?
Session 2: Salient Features of the K to 12 Program
Preliminary Activity

Let us have an inventory of your ideas about the salient features of the K to 12 education using the chart
below.

Salient Features What I Know What I need to know

Inclusive Education

Early Childhood Education

Curriculum Relevance

Curriculum Proficiency
Building

Required Task 1: Case Studies

Study the following cases and tell what your actions will be on these scenarios. Base your answers on
the K to 12 Curriculum and the DepEd Vision and Mission. Limit your response to 100 words.

Case 1: You have a transferee learner who only speaks her mother tongue. As a result, your learners
cannot communicate with her properly and the transferee learner feels left out. What can you do as her
teacher?

Case 2: You have a learner wanting to take up engineering in college. Upon checking his grades, you
have learned that he has not been good in Mathematics. What can you do to help the learner?
Case 3: One of the features of the K to 12 Curriculum is spiral progression. Upon seeing your learners’
pre-test results, you have realized that they are yet to master last year’s competencies. What will you do
to have them meet the requirements of the new level?

Case 4: You have a class which has a sizable number of over-aged learners who have taken the grade
level multiple times. How will you decide on the learning plan considering your other learners?

Session 3 – The Conceptual Framework of the K to 12 Basic Education Curriculum

Key Topic 1: The K to 12 Basic Education Curriculum Framework

Questions Answers Mentor-Mentee Discussions

How is the learner regarded by the
K to 12 Program?

As a teacher, what 21st century

skills should be acquired by our
learners?
 Education provides contextualized
practice for the application of 21st
century skills as these are
embedded in different learning
areas. What are the possible exit
points of the Filipino K to 12
graduates?
One of the salient features of the
K to 12 Program is ensuring
integrative and seamless learning.
How do you think the learning
areas will be taught in the formal
schools and non-formal schools
such as the Alternative Learning
System?
What support is needed for a
Filipino graduate to become 21st
century ready?

Required Task 1: Creating a Learning Plan (Portfolio Output)

In your LAC session, you are assigned to work on a learning plan for the subject you are currently
assigned to teach. Your task is to make your own detailed lesson plan for the first quarter, week 3
competencies. Initially, you are given the following questions to guide you.

Complete the table below.

LEARNING PLAN GUIDE

Question Response
What topic will I teach?

In what content areas will I focus on?

What references will I use?

What skills should be developed among my

pupils?

What strategies will I use?

What do I want my learners to become?

What are the values I want my pupils to
possess?
What learning theory/ies will I apply?

How will I assess my learners’ understanding

of the lesson?
Reflection Questions:
1. What did you feel in doing the activity?

2. What are some considerations in making a learning plan?

3. What insight/s did you gain from this activity?

Optional Task 1
Based on your understanding of the K to 12 Curriculum Conceptual Framework, suggest strategies and
possible exit points given the specific types of learners.

Learner Description Subject Matter/ Strategies Exit Points

Grade Level
1. A learner who
often needs to skip
classes to have his
check-ups and
medical PE/Grade 10
procedures. He is
good in the
languages and
mathematics but
has difficulty
learning topics in
PE and TLE.
2. A learner diligently
attends classes;
however, she
keeps on getting Filipino/Grade 5
low grades. Her
records reveal that
she has a learning
disability. Her
favorite subject is
Filipino.

Process Questions:

1.What can you say about the similarities and differences between the conceptual frameworks of the
two subjects?

2.Try to look at the conceptual framework of the other subjects, do they have the same features? How
can you say so?
 Module 2 – Navigating the K to 12 Curriculum Guides
Session 1 – Curriculum Guides and Lesson Planning
Instructions for answering the puzzle

In the Policy Guidelines on the K to 12 Basic Education Program (D.O. 21 s. 2019), some important terms
are defined to guide educators like you in implementing the curriculum. Try to solve this simple
crossword puzzle to become familiar with these words.

Across
1.It refers to a standards-based sequence of planned experiences where learners practice and achieve
proficiency in content and applied learning skills.
2.It refers to the K to 12 program reflecting developmental milestones (two words).
3.It refers to a specific skill performed with varying degrees of independence.
DOWN
1. It is something against which other things can be compared to for the purpose of determining
accuracy, estimating quantity, or judging quality.
2. One that leads or directs another’s way; a person who exhibits and explains points of interest;
something that provides a person with guiding information.
3. It is the scope and sequence of topics and skills covered in each strand/domain/theme/component.

Optional Task: KWL Chart

Now that we defined some of the key words in this session, it is time for you to give your idea by filling
in the KWL Chart with the needed information.
1. For column K, write all the things you know about the curriculum guide and its salient features.
2. For column W, write all the things you want to know about the curriculum guide and its salient
features.
3. For column L, answer this after finishing session 1 and write all the things you learned about the
curriculum guide and its salient features.
 Add Label For this K W L
Column What I Know What I Want To What I Learned
Know
The DepEd Curriculum
Guide

Learning Area Standard

Content Standard

Performance Standard

Key Stage Standard

Grade Level Standard

Key Topic 1: The Curriculum Guide of the K to 12 Curriculum

Required Task 1: Case Analysis
The best way for you to know more about the curriculum guides is by exploring it yourself. Read the
following scenario and answer the guide questions:
Sheryll is a new teacher who is assigned to teach Grade 4, 5, and 6 Araling Panlipunan in a small
elementary school. Since she will be teaching three levels of the same subject, her master teacher told
her to check the Araling Panlipunan curriculum. She reflected on the curriculum by answering the
following questions:
a. What are the contents that she will teach in the subject area?
b. What is the difference between Grade 4, 5 and Grade 6 Araling Panlipunan curriculum?
c. What approaches are appropriate and relevant for Grade 4, Grade 5 and Grade 6 Araling Panlipunan
learners?
As a colleague, you want to help her figure out these concerns. Go through the Curriculum
Guide for Araling Panlipunan and answer Sheryll’s questions.
“

“
Instructions/Give context to these questions
Question Option Feedback
1. What are the objectives of the
Araling Panlipunan curriculum?
a. “functionally literate and
developed Filipino.”
b. “Naipamamalas ang panimulang
pag-unawa sa pagkilala sa sarili at
pakikipag-ugnayan sa kapwa bilang
pundasyon sa paglinang ng
kamalayan sa kapaligirang sosyal.”
c. “Makahubog ng mamamayang
mapanuri, mapagnilay,
mapanagutan, produktibo,
makakalikasan, makabansa, at
makatao na may pambansa at
pandaigdigang pananaw at
pagpapahalaga sa mga usapin sa
lipunan, sa nakaraan, kasalukuyan,
at hinaharap.”
d. “Pagsunod sa teorya sa
pagkatuto na kontruktibismo,
magkatuwang na pagkatuto
(collaborative learning), at
pagkatutong pangkaranasan at
pangkonteksto at ang paggamit ng
mga pamaraang tematiko-
kronolohikal at paksain/
konseptuwal, pagsisiyasat,
intregratibo, interdesiplinaryo at
multisiplinaryo.”
2. Are there differences between
Grade 4, 5, and 6 Araling
Panlipunan curriculum?
a. There are no differences
between these grade levels
because they have the same key
stage standards.
b. There are no differences
between these grade levels
because they follow the same
format as any other subjects and
grade level.
c. There are differences between
the grade level’s content because
the curriculum works in a
developmentally progressive
framework.
d. There are differences between
the grade level’s content because
unlike the previous curriculum,
Grade 5 already covers the
Philippine nationhood.
3, What approaches are
appropriate and relevant for
Grade 4 to Grade 6 Araling
Panlipunan learners?a. The
approaches should follow a
constructivist approach with
emphasis on content
contextualization.
b. The approaches in Araling
Panlipunan should be;
constructivist, collaborative, and
contextual.
c. The approaches in Araling
Panlipunan should be; thematic,
investigative, and multidisciplinary
d. The approaches in Araling
Panlipunan should be
developmentally progressive.
4. How is the content standard
different from the performance
standard?
a. Content standard answers the
question: “What do the learners
need to learn?” while the
performance standard answers the
question: “What do the learners
need to do to demonstrate their
knowledge?”
b. Content standard is the outline
of content learners need to learn
while the performance standard is
a performative assessment done by
the end of the lesson.
c. Content standard is a series of
 chronological events in history that
learners need to learn while
performance standard is the part
where teachers and learners reflect
on their learning experience.
d. None of the above.
5, I want to set a goal for my class
this coming school year. Based on
the Araling Panlipunan 4
curriculum, the Learning Area
Standard for AP 4 is:
“Naipagmamalaki ang pagka-
Pilipino at ang bansang Pilipinas na
may pagpapahalaga sa pagkakaiba-
iba ng mga kulturang Pilipino batay
sa paggamit ng mga kasanayan sa
heograpiya, pag-unawa sa kultura
at kabuhayan, pakikilahok sa
pamamahala at pagpapahalaga sa
mga mithiin ng bansang Pilipinas.”
What goal would you suggest for
my class in AP 4? (open-ended
question)

Now, it’s your turn! Go through the curriculum guide of the subject area you teach. Be guided by the
instructions and questions below:
1. Study the conceptual framework found in the curriculum guide and reflect on the guiding
principles and philosophies your subject area is anchored on. Are there concepts that are new to
you? Which guiding principles or philosophies do you think are reflected in your current
teaching practices?

2. Study the core learning area/learning area standards of your subject area. If you are teaching
senior high school, look for the course/subject description. For Kindergarten and ALS, you may
refer to the Introduction or the description of learning strands. These portions in the curriculum
guide give you a broad idea of expectations and/or expected outcomes of the learning
area/course/subject. List down key words/concepts to help you remember the core learning
standards.
 3. Familiarize yourself with the content and performance standards. How could they help you in
planning your lessons?

4. Study the curriculum matrix/guide. You will see that it contains the content standards,
performance standards and learning competencies. How are the learning competencies related
to the content and performance standards? Which do you think could be met in a short period
of time (within a lesson) and which are

Session 2: Using Curriculum Guide in Preparing Daily Lesson Log / Daily Lesson
Plan
Prior Knowledge Assessment
Read DepEd Order No. 42 s. 2016 on Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic
Education Program then fill in the blanks:
a. Outstanding d. Daily Lesson Log (DLL)
b. Results-based e. Daily lesson plan (DLP)
c. Very satisfactory f. Learning area standard

1.______________ is a template that teachers use to log parts of their daily lesson. It covers a day’s or a
week’s worth of lessons and contains the following parts: Objectives, Content, Learning Resources,
Procedures, Remarks and Reflection.
2._______________ is a teacher’s “roadmap” for a lesson. It contains a detailed description of the steps
a teacher will take to teach a particular topic. It typically contains the following parts: Objectives,
Content, Learning Resources, Procedures, Remarks and Reflection.
3.Daily lesson preparation is part of the teacher’s core function as a facilitator of learning inside the
classroom. Lesson plans are considered means of verification (MOV) in DepEd’s
______________Performance Management System (RPMS).
4. Teachers must have a deep understanding of the curriculum and strive to teach its content. In
planning daily lessons, teachers need to follow the ______________ of the learning area being taught.
Using this, teachers can plan the many ways to teach what it contains including content and
performance standards.
5. Newly-hired teachers who earned a rating of ______________ or _______________ in the RPMS in a
year shall no longer be required to prepare DLPs, while newly-hired teachers who earned a rating of
“Satisfactory” shall still be required to prepare DLPs until such time that their RPMS assessment has
improved.

Key Topic 1: Learning CodesKey Topic 1: Learning Code

Required Task 1: Mentor-Mentee Collaboration
How will the learning code help you in planning your lesson? Please discuss your answer with your
mentor, and list down some collaborative points that emerged in your discussions. Include in the
instructions that they will refer to the learning code above for this activity
Questions Answers/Possible Answers Mentor-Mentee
Collaborative points
1. What is the learning
competency to be
taught for that week?
2. How long do you have
to teach the lesson?
3. Why do you think this
particular competency
will be taught in two
weeks?
4. How will you unpack
the learning
competency?
5. What guides you in
unpacking the learning
competency? How?
Why?
6. What assessment can
be done at the end of
the two-week lesson?

Required Task 2: Complete the table

As a newly hired teacher assigned in a multi-grade school, it is very important that you can easily see the
relevance of the learning codes to the subject and grade level you are teaching. Remember that a multi-
grade teacher handles more than one grade level at the same time. To further enhance your skills,
unpack the learning code listed below.
Code Subject Quarter Title Quarter Number of Competency
Number Weeks/Order Number
KMKPPam-00-3
MT1FIIIa-Ivi1.3
EsP1PIIb – 2
PE10PF-IVc-
h56
EN11/12OC-Ia-
1

Processing Questions
1. How important are the learning codes to you as a teacher? Answer in a minimum of twenty (20)
words.

2. How can the learning code help a teacher in budgeting the learning competencies and planning
the lesson for a subject? Answer in a minimum of twenty (20) words.

Required Task 3: Filling out a DLL template (Portfolio Output)

Study the DLL template and samples from DO. 21 s. 2016. Fill-out parts I-III and align them with the
curriculum guide of your respective subject area and grade level. Please use the template attached. You
may collaborate with your mentor. You may use a separate Word file for this output)
Based on Annex 2B.6 to DepEd Order No. 42, s. 2016

School Grade level and

Quarter
 Teacher SHS Track

Daily Lesson Log Inclusive Dates Learning Area

Senior High
School Scheduled Time Topic

Monday Tuesday Wednesday Thursday Friday

I. Objectives Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
procedure must be followed and if needed, additional lessons, exercises, and remedial activities may be done for
developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the Curriculum Guides.
Content
Standard
Performance
Standards
Learning
Competencies
/ Objectives
(Write the LC
Codes)

II. Content Monday Tuesday Wednesday Thursday Friday

Content is what the lesson is all about. It pertains to the subject matter that the teacher
aims to teach. In the Curriculum Guide, the content can be tackled in a week or two.
III. Learning List of materials to be used in different days. Varied sources of materials sustain
Sources children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development
A. References
1. Teachers
Guide
Pages
2. Learners
Materials
Pages
3. Text Book
Pages
4. Additional
Materials
from
Learning
Resources
Portals
B. Other Learning
Sources

Work with your mentor and prepare your lessons for the week. Complete the Daily Lesson Log (DLL)
from parts IV-V and follow the curriculum guide of your respective subject area.

IV. Procedures Monday Tuesday Wednesday Thursday Friday

These steps should be done across the week. Spread out the activities appropriately so
the learners will learn well. Always be guided by demonstration of learning by the
 learners which you can infer from formative assessment activities. Sustain learning
systematically by providing learners with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
A. Revising
previous lesson or
presenting
the new lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/
instances of the
new lesson
D. Discussing new
concepts and
practicing new
skills #1
E. Discussing
concepts and
practici
F. Developing
mastery (Leads to
Formative
Assessment 3)
G. Finding
practical
applications of
concepts and
skills in daily living
H. Making
generalizations
and abstractions
about the lesson
I. Evaluating
learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your
learners’ progress this week. What works? What else needs to be done to help
the learners learn? Identify what help your Instructional Supervisors can provide
for you so when you meet them, you can ask them relevant questions.
A. No. of learners
who earned 80%
in
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial lessons
work? No. of
learners who
have caught up
with the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies worked
well? Why did it
work?
F. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
used/discover
which I wish to
share with other
learners?