1. Walking Through Grade 10
CGs, LMs and TGs

2. The GRADE 10 Curriculum Materials
WORKSHOP 1
Features of the
The GRADE 10 Curriculum Materials

3. GROUP ACTIVITY Walking Through Grade 10 CGs, LMs and TGs
Choose a facilitator and a rapporteur.
2. Craft a mind map about the following terms:
spiral progression e. learner-centeredness
21st century skills f. contextualization
integration g. constructivism
d. differentiated instruction
DEPARTMENT OF EDUCATION

4. The GRADE 10 Curriculum Materials
DISCUSSION
Features of the
The GRADE 10 Curriculum Materials
Instruct the participants to answer the LM and TG Identification Worksheet before going to the next slide.

5. Walking Through Grade 10 CGs, LMs and TGs
The key features embedded in all the curriculum documents include:
spiral progression e. learner-centeredness
21st century skills f. contextualization
integration g. constructivism
differentiated instruction
Refer the participants to the previous discussions of these features. The facilitator might also add inputs or explain further should the need arises.
DEPARTMENT OF EDUCATION

6. HOW THESE FEATURES RESPOND Where to find in the document
Walking Through Grade 10 CGs, LMs and TGs
HOW THESE FEATURES RESPOND
TO GOVERNMENT THRUSTS
Government Thrusts
Features
Where to find in the document
GAD
21st Century Skills
Spiral Progression
Differentiated instruction
Integration
Learner-centeredness
Contextualization
Constructivism
Learner’s Material
Teaching Guides
Climate Change
Peace Education
ARH
Road Safety
Disaster Risk Reduction Management
Anti-Bullying Act
DEPARTMENT OF EDUCATION

7. Understanding the Connection among the Curriculum Framework (CuF), Conceptual Framework (CF), Curriculum Guide (CG), Learner’s Material (LM) and Teacher’s Guide (TG)

8. Connection among CuF, CF, CG, LM & TG
Holistic
Filipino Learner/
Child
SUBJECT AREA CONCEPTUAL FRAMEWORK CG LM TG
(Subject Area) Grade 10
Content
Standard
Performance
Introduction
Phase 1
Phase 2
Phase 3
Phase 4
Objectives
A S S E S S M E N T
Learning Competencies
The K to 12 Philippine Basic Education Curriculum Framework
Review the connection among the Curriculum Framework, CG, LM and TG.
Highlight the relationship of the CS and PS, and usage of the LM and TG will greatly help in achieving them.
Culminating Activity
Enabling Activities
DEPARTMENT OF EDUCATION

9. The GRADE 10 Learning Standards
WORKSHOP 2
The GRADE 10 Learning Standards
Instruct the participants to answer the LM and TG Identification Worksheet before going to the next slide.

10. The Learning Standards
Answer the Unpacking CS/PS Worksheet.
Instruct the participants to answer the CS/PS Analysis Worksheet before proceeding to the next slide.
DEPARTMENT OF EDUCATION

11. The GRADE 10 Learning Standards
DISCUSSION
The GRADE 10 Learning Standards
Instruct the participants to answer the LM and TG Identification Worksheet before going to the next slide.

12. The Learning Standards
Each subject area has a program standard.
Each grade level has a grade level standard.
Each quarter has a content and performance standard.
DEPARTMENT OF EDUCATION

13. The Learning Standards
Reference: DepEd Order No. 8 S. 2015
Content Standard:
answers the question: What should students know (knowledge) and do (skills)?
shares the most important and enduring ideas, issues, principles, skills and habits of mind
expresses the desired results
Performance Standard:
answers the question: How well must students do their work?
presents product or performance as evidence of learning or attainment of content standard
adds value to what students learned
demonstrates conceptual understanding of content and skill acquisition
represents real life, authentic task
encompasses the standard
Instruct the participants to answer the CS/PS Analysis Worksheet before proceeding to the next slide.
DEPARTMENT OF EDUCATION

14. The Learning Standards
Nouns in the content standards :
The conceptual nouns in the content standards indicate the learning episodes, topics and lessons the students must be able to understand.
Refer the participants to the CG and scan for conceptual nouns.
DEPARTMENT OF EDUCATION

15. The Learning Standards
The nouns / verbs in the performance standards are the products and performances the students must be able to do and produce in relation to the content standard.
Nouns/verbs in the performance standard:
Refer the participants to the CG and scan for the nouns / verbs in the PS
DEPARTMENT OF EDUCATION

16. The Learning Standards
The adjectives/ adverbs in the performance standard
The adjectives and adverbs determine the assessment criteria or components from which the rubric must be crafted.
e.g. proficiently, creatively, effectively, actively, powerful, short etc.
Refer the participants to the CG and scan for the adjectives and adverbs in the PS
DEPARTMENT OF EDUCATION

17. The Grade 10 Learning Competencies
(Module ___)

18. The Learning Competencies (LCs)
You should notice that:
1. The Learning Competencies (LCs) are coded. This was initiated in order to identify learning competencies that are connected and exhibited spiral progression (from Kinder to Grade 10). These LCs bear the same code number. This is also connected to the creation of the LRMDS or Learning Resources Management and Development System.
EN9RC-Ia-16: Share prior knowledge about a text topic
DEPARTMENT OF EDUCATION

19. The Learning Competencies (LCs)
Domain
EN9RC-Ia-16:
Quarter
Competency
Week
Subject
Grade Level
DEPARTMENT OF EDUCATION

20. The Learning Competencies (LCs)
You should notice that:
2. There are deliberate iteration of LCs. Iteration of learning competencies was done to give teachers ample time to tackle the LCs and also to develop mastery among the learners. Spiral progression was taken into account in the iteration by identifying a focus on a particular segment of the LC and/or by the use of the sub-competencies, for a suggested time period.
Also add that the spiral progression of the grammar awareness competencies can be seen in the Learner’s Material.
EN9WC-Ia-8: Distinguish between and among informative, journalistic, and literary writing (Lesson 1 – Week 1)
EN9WC-Ib-8: Distinguish between and among informative, journalistic, and literary writing (Lesson 2 – Week 2)
DEPARTMENT OF EDUCATION

21. (Refer to your copy of the Curriculum Guide)
The Learning Competencies (LCs)
You should notice that:
3. The Learning Competencies (LCs) are distributed within a nine-week period (number of weeks varies according to learning area). The 10th week of the quarter is reserved for the periodical tests and for some interruptions in the school days (e.g. typhoon, regular holidays, etc.).
(Refer to your copy of the Curriculum Guide)
DEPARTMENT OF EDUCATION

22. THE LEARNER’S MATERIAL
WORKSHOP 3
THE LEARNER’S MATERIAL
Instruct the participants to answer the LM and TG Identification Worksheet before going to the next slide.

23. Activities and purpose
Parts of the Learner’s Material (LM)
Fill out the table below.
Phases
General features
Activities and purpose
Phase 1 in all subjects areas is labelled differently as Your initial task, What to Know, Explore, and Alamin.
Phase 2 in all subjects areas is labelled differently as Your text, What to Process, Firm Up, and Ilahad.
Phase 3 in all subjects areas is labelled differently as Your Discover Task, What to Reflect, Deepen, and Palalimin.
Phase 4 in all subjects areas is labelled differently as Your Final Task, What to Transfer, Transfer +++, and Paglilipat.
Instruct the participants to answer the CS/PS Analysis Worksheet before proceeding to the next slide.
DEPARTMENT OF EDUCATION

24. The GRADE 10 Learner’s Material
DISCUSSION
The GRADE 10 Learner’s Material
Instruct the participants to answer the LM and TG Identification Worksheet before going to the next slide.

25. Parts of the Learner’s Material (LM)
Closing / Insights
will enable learners to express their insights, learnings, and realizations on the lesson. This part contains prompts and other graphic organizers that will help learners to synthesize what they have learned
Introduction
gives a bird’s eye view of what learners should discover, learn, and develop in the lesson
LEARNER’S MATERIAL
Objectives
states the concepts and skills learners need to develop as well as the contents of the lesson they will encounter
Phase 4
has the culminating task/s for the week and could serve as enabling task for the main product/performance at the end of each module. The tasks included in this part are essential for learners’ development and are based on real life situations
Phase 1
introduces tasks that will hook learners’ interest in the lesson and prepare them for higher level tasks
Phase 3
includes tasks that will prompt learners to have discussions beyond the context of the main reading material. It also includes other activities for expansion of understanding, and enabling activities for the final task
Phase 2
contains the main reading material learners will read and analyze; this also contains vocabulary development tasks necessary for text understanding and grammar integration
DEPARTMENT OF EDUCATION
has the culminating task/s for the lesson and could serve as enabling task for the main product/performance at the end of each module. The tasks included in this part are essential for learners’ development and are based on real life situations

26. DEPARTMENT OF EDUCATION
How LM is Crafted
Learning competencies address the macro skills and multi - intelligences
Progression of activities is from simple to complex
Activities address the cognitive process dimensions (CPD) for WW (as per DepEd Order No. 8 S. 2015)
Enabling activities are prerequisites to the Culminating Activity
Culminating activity (product/performance) addresses the Performance Standard
Development of skills progresses from the self and radiated to others and the community
DEPARTMENT OF EDUCATION

27. THE TEACHER’S GUIDE (TG)
WORKSHOP 4
THE TEACHER’S GUIDE (TG)
Instruct the participants to answer the LM and TG Identification Worksheet before going to the next slide.

28. Parts of the Teacher’s Guide (TG)
Fill out the table below.
Elements
Guide Questions
Answers
Overview of contents and objectives
What information does the overview provide?
Activities
How are the activities communicated in the TGs?
What other features are noticeable among the activities?
Resources
Are the resources accessible, useful and credible?
Assessment Plan
Describe the assessment plan as a whole.
Instruct the participants to answer the CS/PS Analysis Worksheet before proceeding to the next slide.
DEPARTMENT OF EDUCATION

29. The GRADE 10 Teacher’s Guide
WORKSHOP 4
The GRADE 10 Teacher’s Guide
Instruct the participants to answer the LM and TG Identification Worksheet before going to the next slide.

30. The Teacher’s Guide (TG)
TGs are based on your LMs. They contain:
pre and post tests
resources/materials
sets of instructions
processing questions
alternative activities
alternative readings
connection between one activity to the next
purpose of the activity
DEPARTMENT OF EDUCATION

31. The Teacher’s Guide (TG)
The components of the teaching guide are overview, activities, resources and assessment plan.
Overview describes what the students are supposed to learn in the module.
The activities are presented as instructions to teachers.
DEPARTMENT OF EDUCATION

32. The Teacher’s Guide (TG)
The activities are processed through questions.
The purpose of the activities is presented.
Alternate activities are provided.
Resources detail the bibliography where the texts, photos, and others are lifted.
Resources provide other resources and useful links.
Assessment plan articulates DepEd Order No 8. S
DEPARTMENT OF EDUCATION

33. Points of Clarification
Instruct the participants to answer the LM and TG Identification Worksheet before going to the next slide.

34. On the Usage of the Learning Package On the Tasks / Activities
LM and TG
On the Usage of the Learning Package
the learning package is NON-CONSUMABLE
existing materials developed by DepEd can still be used vis-à-vis the Learning Package for Grade 10
On the Tasks / Activities
highly modifiable, but no deviation from CG
consider contextualization, localization, and differentiated instruction
begin where students are, not where the content is
DEPARTMENT OF EDUCATION

35. Reflection and Application
Questions to Ponder:
As a trainer / teacher, how will you maximize the use of LMs and TGs?
As a trainer how will you address the problem?
With the same learning groups, answer the questions by preparing guidelines on optimizing the use of LMs and TGs.
Post and present your group’s answer.
DEPARTMENT OF EDUCATION

36. DEPARTMENT OF EDUCATION

37. DEPARTMENT OF EDUCATION
Daghang Salamat!
DEPARTMENT OF EDUCATION