english language curriculum for sec educ

7/31/2019 English Language Curriculum for Sec Educ

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INTRODUCTION

The Context

As a matter of practice, the curriculum in the Philippines is revised everyten years, but the rapid rate of change ineducation and the fast obsolescence of knowledge necessitate a continual revisiting and updating of the curriculum to

make it responsive to emerging changes in the needs of the learner and the society. Thus, the refinement of the curriculum

remains to be a work in progress. Aside from the issue of relevance, the refinement of the secondary education curriculum

was guided by the need, as articulated in the Education for All Plan 2015, to streamline its content in order to improve

student mastery and contribute to the attainment of functional literacy. This became a primary consideration in the design

of the curriculum and the formulation of standards and the essential understandings from which the content of the

curriculum was derived. The results of national and international assessments were reviewed and analyzed for their

implications for teaching and learning. The findings were used to further tighten the standards and improve the delivery of

the curriculum and the teaching-learning process. The results of the evaluation of the implementation of the 2002 Basic

Education Curriculum were likewiseconsidered in the review of the curriculum.The Process

The refinement of the curriculum followed the Understanding by Design (UbD) model developed by Jay McTighe and

Grant Wiggins.

Results/OutcomesAssessmentLearning PlanContent/ PerformanceStandardsProducts/

PerformancesEssentialUnderstandingsEssentialQuestionsLearningActivitiesAssessmentCriteria/

ToolsResources/ MaterialsObjectives(knowledge/skills)The curriculum design has the following elements:

Stage 1

A. Results/Desired Outcomes, which define what students should be able to know and do at the end of the program,

course, or unitof study; generally expressed in terms of overall goals, and specifically defined in terms of content and

performance standardsA.1. Content standards, which specify the essential knowledge (includes the most important and

enduring ideas, issues,principles and concepts from the disciplines), skills and habits of mind that should be taught and

learned. They answer thequestion, What should students know and be able to do?

A.2. Performance standards, which express the degree or quality of proficiency that students are expected to demonstrate

inrelation to the content standards. They answer the question, How well must students do their work? or At what level

of performance would the student be appropriately qualified or certified?B. Essential Understandings, which are the bigand enduring ideas at the heart of the discipline and which we want the children toremember even long after they leave

schoolC. Essential Questions, which are open-ended, provocative questions that spark thinking and further inquiry into the

essentialmeanings and understandingsD. Curriculum Objectives, which are expressed in terms of knowledge and skills that

teachers can use as guide in formulating theirown classroom objectives

Stage 2

A.

Assessment, which defines acceptable evidence of students attainment of desired results; determines authentic

performancetasks that the student is expected to do to demonstrate the desired understandings; and defines the criteria

against which thestudents performances or products shall be judged.B. Products and Performances, which are the

evidence of students learning and a demonstration of their conceptualunderstanding, and content and skill acquisition

Stage 3A. Learning Plan, which details the instructional activities that students will go through to attain the standardsA.1.

Instructional Activities, which are aligned with the standards and are designed to promote attainment of desired

results.Questions to guide the review of Stages 1 to 3 are provided in Annex B.A series of consultations with critical

stakeholders: students, teachers, school heads, parents, supervisors, industry, local governmentofficials, the religious, and

experts from the academe, among others, were made to validate and further refine the formulation of standards, the

essential understandings, the essential questions, and the assessment criteria and the tools to measure students products

and performances. Workshops were conducted to draft the curriculum documents, write the instructional plan and

develop lessonexemplars.Teachers were trained and school heads from the 23 identified pilot schools underwent capacity-

building to prepare them for themanagement of the try-out of the curriculum. The schools were identified based on their


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location (i.e., Luzon, Visayas, Mindanao) andthe type of program (i.e., regular high school, specialist high school) they

offer.Meetings with school heads and classroom visits were made on a quarterly basis to monitor the try-out of the

curriculum. Teachersfeedback on the lesson guides became the basis for further refinement of the standards and the

other elements of the curriculum.Education supervisors were later trained on providing instructional support to teachers.

A follow-through training was subsequentlyconducted to further equip them with the tools of supervision given the

requirements of the program.ResultsInitial feedback from the teachers has been useful in further improving the design of

the curriculum. What has evolved from the try-out is a core curriculum that builds on and retains the principles of the 2002

BEC (i.e., constructivism, integrative teaching) andintegrates the richness of the special curricular programs (Arts, Sports,

Engineering and Science Education Program, Journalism,Technical-Vocational Program, and Foreign Language). The latter

shall be offered in schools as special interest areas which childrencan pursue among many other career options in

livelihood education. The curriculum has the following features:

Features of theCurriculum

L e a n -focuses on essentialunderstandings S e t s h i g h e x p e c t a t i o n s (standards-based)

expressed interms of what students shouldknow and the quality andproficiency of the skill that theyare

expected to demonstrate asevidence of learningR ic h a n d c h a l len g in g - p r ov i d es for a personalized

approach todeveloping the students multipleintelligencesDevelops readiness and passion for work

and lifelong learning

What is being envisaged is that the core curriculum shall be implemented with special curricular programs: special program

in the arts(SPA), special program in sports (SPS), special program in journalism (SPJ), special program in foreign language,specialscience/math (S&T), technical-vocational program (tech-voc) being offered on the side, to develop the students

multipleintelligences.

Conceptual Framework in English

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2010 Secondary Education CurriculumEnglish

CONCEPT MATRIX

Year Level FIRST YEAR SECOND YEAR THIRD YEAR FOURTH YEARConceptQuarter

Philippine Literature Afro-Asian Literature(including PhilippineLiterature)British-American andPhilippine

LiteratureWorld Literature(including PhilippineLiterature)

1 Narrative Narrative Narrative Narrative2 Drama Drama Drama Drama3 Poetry Poetry Poetry Poetry4 Essay

Essay Essay Essay

2010 Secondary Education CurriculumEnglish

Program Standard:

The learner demonstrates literary and communicative competence through his/herunderstanding of the different

genres of literature and other text types for a deeperappreciation of Philippine culture and those of other countries.

General StandardFirst YearGeneral StandardSecond YearGeneral StandardThird YearGeneral StandardFourth Year

The learner demonstratesliterary and communicativecompetence through his/herunderstanding of the differentgenres of

Philippine Literature

and other text typesfor a deeper appreciation ofPhilippine culture.The learner demonstratesliterary andcommunicativecompetence through his/herunderstanding of the differentgenres of

Afro-Asian Literature

(including Philippine

Literature)

and other text typesfor a deeper appreciation ofPhilippine culture and those ofother countries.The learner

demonstratesliterary and communicativecompetence through his/herunderstanding of the differentgenres of

British-American and Philippine Literature

and othertext types for a deeperappreciation of Philippine cultureand those of other countries.The learner

demonstratesliterary and communicativecompetence through his/herunderstanding of the differentgenres of

World Literature(including Philippine

Literature)

and other text typesfor a deeper appreciation ofPhilippine culture and those ofother countries.

2010 Secondary Education CurriculumEnglish I

General Standard

:

The learner demonstrates literary and communicative competence through his/her understanding of the different genres

of

Philippine Literature

and other text types for a deeper appreciation of Philippine culture.

Quarter 1 - NARRATIVEStage 1: Results/Outcomes Stage 2 : AssessmentStandard Essential At the level ofContent Performance Understanding

QuestionProduct/PerformanceUnderstanding Performance

The learnerdemonstratesunderstanding of the

distinctive features,aesthetic elementsand underlyingobjectives

of variedtypes of Philippinenarratives using themost appropriatelanguage forms andfunctions.

Language Focus:

Simple past tense


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eported SpeechExpress actions that happened ata definite past timeProve that the interestingaccounts of

peoples ideas,feelings and values in Philippinefolk narratives are pertinent to thedevelopment of their culture

andsociety

Interpretation

Share a story showing onesunderstanding and appreciationof an effective and meaningfulliterary piece

Criteria:

Significant

Insightful

IlluminatingGather, analyze and present folknarratives with ease

Criteria:

Significant

Insightful

meaningfulApplication

Use appropriate sources ofinformation, multimedia andtechnology to create a story

Criteria:

Adaptive

Diverse

EffectiveUse simple past tense, timemarkers and WH questions toeffectively narrate eventsMake verbs agree

with theirsubjectsExhibit clear reporting of ideas,thoughts and actions using directand reported speech toavoidambiguitiesUse reported and direct speech togive accurate accounts ofimportant details

Perspective

Analyze interdependence of plotcharacters, theme and othernarrative elements

Criteria:

Critical in an analyticalsense

Insightful

Revealing

Empathy

Relate ideas taken from thenarrative to real life experiences

Criteria:

Insightful

Open

Self- knowledge

Self asses ones strengths andweaknesses in telling a storyeffectively

Criteria:


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Meta-cognitive

Reflective

Self-adjusting

English I

Quarter 2 - DRAMAStage 1: Results/Outcomes Stage 2 : Assessment

Standard Essential At the level ofContent Performance Understanding


The learnerdemonstratesunderstanding of

features, elementsand conventions

ofvaried Philippine

drama

usingappropriate languageforms and functions.

Language Focus

:

Types ofsentenceaccording tofunction

Coordinators

RejoindersThe learnerinterpretativelyand proficientlyperforms in anexcerpt of aplay or drama.

Drama

clearlyportrays the realworld by presentingmans significantexperiences ingrand, moving andcolorful

ways.Philippine dramadeepens onesunderstanding of theunique beauty ofFilipino culture.How does

drama

mirrorreal life?Why should youstudy Philippinedrama?Interpretativeand

proficientDramapresentation(excerpt)Explanation

Explain the features, elementsand conventions of thedifferent types of drama

Criteria:

accurate

justified

credible

use of appropriatelanguage forms andfunctions

Types of sentenceaccording to functionExpress agreement anddisagreement courteouslyDemonstrate a

smooth flow ofthought from one sentence tothe next by usingcoordinators and rejoinderscorrectlyMake clear

and interestingexplanation about people,things and events by usingdifferent types of sentencesPerformance

assessmentof a drama presentationbased on the followingcriteria:

Voice

Acting skills


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Facial expression

Stage presence

Stage production

Conventions

2010 Secondary Education CurriculumEnglish I

Connect drama to peoplessignificant experiences in thereal world

Interpretation

Illustrate the series ofconnected events in a drama(plot)

Criteria:

Meaningful

Illustrative

SignificantApplication

Roleplay the dialogsbetween characters

Criteria:

Effective

Fluent

Realistic

Innovative

Perspective

Compare and contrast drama(literary) from news story (reallife drama).

Criteria:

credible

revealing

Insightful

unusual

Empathy

Assume a role in a drama

that runs counter to yourpersonal experience.

Criteria:

open

insightful


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perspective

receptive

Self-knowledge

Self assess ones strengthsand weaknesses inpresenting significantexperiences in a drama

Criteria:

self-aware

self-adjusting

reflective

mature

wise

I

Quarter 3 - POETRYStage 1: Results/Outcomes Stage 2 : AssessmentStandard Essential

At the level ofContent Performance Understanding Question

Product/

Performance

Understanding Performance


distinct features ofnarrative, lyric anddramatic poetry,their elements andthe poetic

devicesusing the appropriatelanguage forms andfunctions.

Language Focus:

Basal Adjectives

Phrase Modifiers

S-V AgreementThe learnerinterpretatively and

proficiently

performsin a choral reading.Understanding thespecial qualities ofeach form of poetryprovides succinctideas

about therichness andbeauty of poetry.How do formsof poetryprovidesuccinct ideasabout therichness

andbeauty ofpoetry?Interpretative andproficient ChoralReading

Explanation

Describe the distinctfeatures and thedevelopment of ancientFilipino poetry

Criteria:

Accurate

Credible

Insightful

Use of appropriatelanguage forms andfunctions


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Basal Adjectives

Phrase Modifiers

S-V AgreementJustify that the specialqualities of poetry providesuccinct ideas aboutrichness and beauty

ofpoetryExplain the relationshipexisting between subjectThe learner interprets apoem through choralreading

based on thefollowing criteria:Rubric

Facial Expression

Phrasing/ blending/ pausing/ timing

Rate

Enunciation

Accuracy

Voice quality

2010 Secondary Education CurriculumE n l i s h I


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and verb in a givensentenceProvea close connectionamong theelements of apoemCriteria:AccurateJustifiedInsightful


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InterpretationJudge the importance ofpoetic

devices tocommunicatemeaningCriteria:SignificantMeaningfulInsightfulPerspectiveAnalyze qualities of eachform/type

of poetryCriteria:Critical in an analyticalsense

InsightfulApplicationUse effective strategies inchoralreading of a poem


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Criteria:AdaptiveEffectiveInnovativeDiverse


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Use word and phrasemodifiers in giving specificdetails about people, placesand things

Empathy

Reach a commonunderstanding on how topresent a choral readingeffectively

Criteria:

Open

Perceptive

Insightful

Self-knowledge

Reflect on the effectivestrategies to be utilized inmaking meaning throughchoral reading

Criteria:

Reflective

Meta cognitive


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Self-adjusting

Quarter 4 - EssayStage 1: Results/Outcomes Stage 2 : Assessment

Standard Essential At the level ofContent Performance Understanding



basic features,parts, structure, andpattern ofdevelopment thatmake tone and styleof Philippineessayseffective.

.

Language Focus:

Modals

Relative Clauses

TransitionmarkersThe learnerwrites apersonal/ reflectiveessay vividly.Philippine essayshave

distinctivefeatures used bythe authors topresent lessonslearned fromexperiences

andpersonalobservations.What makesPhilippineessays distinctfrom foreignessays?Writing vividpersonal/

reflective essay

Explanation

Explain the basic parts,structure, elements andfeatures of Philippine essays.

Criteria:

Accurate

Credible


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Coherent

Insightful

Use of theappropriate formsand functions:

Modals

Relative

Clauses

Transition markersShow smooth flow of ideas byusing transition markersShow that essays havedistinct

features that authorsused to express lessonslearned

Interpretation

Illustrate the different patternsof paragraph development ofThe learner writes vividly apersonal /reflective

essaythat expresses meaningfulviews and insights basedon content , rhetoric andform using the

followingcriteria:

unity

coherence

clarity

plausibility

mature usage

Style

2010 Secondary Education CurriculumE n l i s h I


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an essay

Criteria

Accurate

Thorough

IlluminatingApplication

Use personal reflections,experiences and observationsin writing a personal essay.

Criteria:

Effective

Adaptive


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RealisticUse modals to expresspossibility, permission, abilityand probabilityUse relative clauses to

showrelationship of ideasUse modals, relative clausesand transition markers inwriting a personal essay.

Criteria:

Effective

Fluent

Perspective

Argue that writingreflective journalsand personal essays serve assignificant learningexperiences.

Criteria:

Insightful

Plausible

Empathy

Consider other writersintention, style, views inabstracting a reflective journaland a personal essay.

Criteria:


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Open

Perceptive

Insightful

Self Knowledge

Use self-monitoringstrategy / correctionto improve oneswork.

Criteria:

Reflective

Meta cognitive

Self-adjusting

ANNEX A

The Monitoring and Evaluation of the Implementation of the 2002 Secondary Education Curriculum:

Findings andRecommendations

The Bureau of Secondary Education was tasked by the Department of Education to monitor and evaluate the

implementationof the new curriculum in secondary schools of the country.Accordingly, the Bureau conducted case studies

of twenty secondary schools, grouped as follows:

General high schools funded fully by the national government


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Newly established high schools funded jointly by the national, provincial, and municipal government

Science high schools

Private high schools

Technical-vocational high schoolsThe purpose of the multiple case studies is not to produce an objective body of

knowledge that can be generalized to allschools in the country, but to build collaboratively constructed descriptions and

interpretations of practices, that enable supervisors,school heads, department heads, supervisors and teachers, to

formulate acceptable ways of implementing the BEC, and to solveimplementation problems that emerge.The case studies

recognize that the school is a learning community where people continuously plan, observe, review andreflect on what

they do in order to achieve shared goals and aspirations.The first monitoring and evaluation of the BEC implementation

was conducted in September 2002, the second in October2003, and the latest in September 2004.

english language curriculum for sec educ

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