JENNIFER L.

BATAC
WALT
A. Identify the nature, process, and importance of
unpacking the curriculum learning competencies.

B. Reflect on how unpacking the curriculum learning

competencies can aid module development; and

C. Demonstrate knowledge and skills in unpacking the

curriculum learning competencies to ensure the
attainment of grade level and learning area standards.

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What is the primary learning
resource to be used by the
learners at home?

SELF-
LEARNING
MODULES
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ADM logo

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❑What I Need to Know Note that these parts of the SLM have
❑What I Know corresponding icons, contents, and
❑What’s In purposes.
❑What’s New
❑What Is It
❑What’s More
❑What I Have Learned
❑What I Can Do
❑Assessment
❑Additional Activities
❑Answer Key

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Unpacking the • What is a standard?
Curriculum • What is the purpose
of standards?
Standards

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Defining learning standards
(Ohio Department of Education)

Learning standards are clearly

defined statements and illustrations
of what all students, teachers, and
schools are expected and be able
to do.

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DepEd K to 12 Learning Standards

1. Program Standard
2. Key Stage Standards
3. Content Standards
4. Performance Standards
5. Learning Competencies

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Program Standards are the knowledge and
skills the learners are expected to achieve at the end
of a grade level.
Example:

Program Standard for Grade 7 English

The learner demonstrates communicative
competence through his/ her understanding of
literature and other texts types for a deeper
appreciation of Philippine Culture and those of other
countries.
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Key Stage Standards

refer to the sets of skills and knowledge a
learner aims to develop at a certain stage in
their education.
are the defined expectancies for the learners at the
end of each of the four (4) key stages of learning:
o Key Stage 1 Standard (at the end of Grade 3)
o Key Stage 2 Standard (at the end of Grade 6)
o Key Stage 3 Standard (at the end of Grade 10)
o Key Stage 4 Standard (at the end of Grade 12)

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Grade Level Standards refer to the
knowledge and skills (defined expectancies)
that learners are expected to achieve in a
particular grade. (K to 12 English Curriculum)
Grade Level Standard Grade 7
The learner demonstrates communicative
competence through his/ her understanding of
Philippine Literature and other texts types for a
deeper appreciation of Philippine Culture.

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Defining learning standards
(Ohio Department of Education)
Content standards
• Describe the knowledge and skills that students should attain, often
called the “what” of what students should be able to do.
• They indicate the ways of thinking, communicating, reasoning and
investigating the important and enduring ideas, concepts, issues,
dilemmas and knowledge essential to the discipline

Performance standards
• Are concrete statements of how well students must learn what is set
out in the content standards, often called the “be able to do” of “what
students should know and be able to do”.
• Performance standards specify “how good is good enough”. They
are the indicators of quality that specify how adept or competence a
student demonstration must be.

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Performance Standard Grade 7
The learner transfers learning by: showing
appreciation for the literature of the past;
comprehending texts using appropriate
reading styles; participating in
conversations using appropriate context-
dependent expressions; producing English
sounds correctly and using the prosodic
features of speech effectively in various
situations; and observing correct subject-
verb agreement.
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Grade Level Standard
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and
other texts types for a deeper appreciation of Philippine Culture.
Content Standard Performance Standard Domain Learning Competency Code

The learner demonstrates The learner transfers learning Reading EN7RC-I-a-7: Use the EN7RC-I-
understanding of: pre- by: showing appreciation for Comprehension appropriate reading a-7:
colonial Philippine the literature of the past; style (scanning,
literature as a means of comprehending texts using skimming, speed
connecting to the past; appropriate reading styles; reading, intensive
various reading styles; participating in conversations reading etc.) for one’s
ways of determining using appropriate context- purpose
word meaning; the dependent expressions;
sounds of English and the producing English sounds EN7SS-I-a-1.5.2: Scan
prosodic features of correctly and using the prosodic for specific information
speech; and correct features of speech effectively in
subject-verb agreement. various situations; and
observing correct subject-verb
agreement.

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Learning Program Standard
Standards
Grade Level
Standard

CONTENT PERFORMANCE
STANDARDS STANDARDS

DOMAINS

LEARNING
COMPETENCIES
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Triangulation of 3 most important components

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Triangulation of 3 most important components

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o DepEd, has produced a list o MELCs are also
of the most essential significantly less than the
learning competencies original number of LCs in
(MELCs). the curriculum.

o This was done in order to o It is also recommended that

ensure that the Grade teachers unpack the
Level Standards set for MELCs into more specific
each learning area are still learning competencies.
attained.

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Questions to Ponder:

1. Why should we unpack the learning

competencies?

2. What are the steps in unpacking the

learning competencies?

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Unpacking the curriculum standards is all
about…

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 “Teachers who truly understand what
they want their students to accomplish
will almost surely be more
instructionally successful than teachers
whose understanding of hoped-for
students accomplishments are murky.”

~ W. James Popham

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1. Identify the concepts, knowledge, and
skills.

2. Identify the content complexity.

3. Create student-friendly learning

competency.

4. Identify the evidence of learning.

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Steps in Unpacking the Learning Competencies

1. Identify the concepts, knowledge, and

skills.

• Define/Understand what learners are expected to know,

understand, and be able to do.
• Identify the nouns and verbs in the learning competency.
• The nouns will guide us on the content standards (the
things we are supposed to teach) and the verbs will guide
us on the performance standards (skills we need to
develop among learners).
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Steps in Unpacking the Learning Competencies

2. Identify the content complexity.

• Identify the level in the revised Bloom’s

Taxonomy to define expectations and
deeper understanding.

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Steps in Unpacking the Learning Competencies

3. Create student-friendly learning

competencies.

• Identity the prerequisite skills that learners

need to know, understand, and be able to
do.

• Use WALT (We Are Learning To)

• Refer to KUD framework.

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Steps in Unpacking the Learning Competencies

4. Identify the evidence of learning.

• Identify the evidence of learning through formative

assessment tasks.

• Through this, the learners will be able to show that what

they understand and what they are able to do to show
mastery of the competencies.

• Ensure alignment between competencies and formative

assessment tasks.
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Align the kind of assessment task
you prepare based on the
learning standards.
Learning Competency Assessment Task / Activity

Distinguish different character Ask the learners to compare

traits in the story and contrast character traits
using Venn Diagram.
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Anderson and Krathwohl’s Taxonomy (2001)
Revised Bloom’s Taxonomy of Cognitive Skills

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Unpacking the Learning Competencies

KUD FRAMEWORK

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Learning Competencies
KNOWING (K)
What the learners should know
(facts, people, dates, places,
definitions, rules, vocabulary, data,
information)
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KUD vis-à-vis Anderson & Krathwohl’s Taxonomy

KUD Anderson & Description

Competency Krathwohl’s
Level Taxonomy
Knowing Remembering Recalling
(Level 1) information,
retrieving relevant
knowledge from
long-term memory;
identify, retrieve,
recognie, duplicate,
list, memorie,
repeat, reproduce
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Learning Competencies
UNDERSTANDING (U)
General principles, theories, “big”
ideas, essential questions, important
generalizations that learners
understand/perceive as a result of
analysis
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KUD vis-à-vis Anderson & Krathwohl’s Taxonomy

KUD Anderson & Description

Competency Krathwohl’s
Level Taxonomy
Constructing meaning from oral,
Understanding written, and graphic messages,
exemplify, summarize, infer,
(Level 2) compare, paraphrase, discuss
Using information to undertake a
Applying procedure in familiar situations or in
a new way, execute, implement,
Understanding (Level 3) demonstrate, dramatize, interpret,
solve, use, illustrate, convert,
discover
Distinguishing between parts and
Analyzing determining how they relate to one
another and to the overall structure
(Level 4) and purpose, differentiate,
distinguish, compare, contrast,
organize, outline, attribute,
deconstruct
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KUD vis-à-vis Anderson & Krathwohl’s Taxonomy

KUD Anderson & Description

Competency Krathwohl’s
Level Taxonomy
Understanding Evaluating Making judgments
(Level 5) and justifying
decisions,
coordinate,
measure, detect,
defend, judge,
argue, debate,
critique, appraise,
evaluate
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Learning Competencies

DOING (D)

What a learner can do to demonstrate

his or her understanding

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KUD vis-à-vis Anderson & Krathwohl’s Taxonomy

KUD Anderson & Description

Competency Krathwohl’s
Level Taxonomy
Doing Creating Putting elements
(Level 6) together to form a
functional whole;
creating a new
product or point of
view, generate,
hypothesize, plan,
design, develop,
produce, construct,
formulate, assemble,
devise
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The KUD Framework
Knowing Understanding Doing
(K) (U) (D)
Principles,
Facts, Performance,
Generalizations, &
Vocabulary, Product, or
Big ideas of the
Definitions Output
discipline

STANDARDS

List Compare Analyze Discuss Demonstrate Recommend

Name Classify Infer Defend Improve Innovate
Enumerate Select Elaborate Generalize Design Simulate
Identify Sequence Interpret Formulate Compose Portray
Define Compute Differentiate Model Devise Prepare
State Differentiate Justify Synthesize Invent Convert
Locate Describe Prove Reflect Create Plan
Copy Point Explain Predict Propose Revise
REMEMBERING UNDERSTANDING APPLYING ANALYZING EVALUATING CREATING

Anderson & Krathwohl’s Taxonomy 44

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Alignment of KUD
vis-à-vis creating Doing
Anderson &
Krathwohl’s Taxonomy evaluating

analyzing
Understanding

applying

understanding

remembering Knowing

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 Unpacking the
Learning
Competencies

EN7V-I-a-22: Distinguish between

slang and colloquial expressions in
conversations.
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Unpacking the Learning Competencies: Vocabulary Development

EN7V-I-a-22: Distinguish between slang and colloquial expressions in
conversations.
EN7V-I-a-22.1: Distinguish features of colloquial language (fillers,
contractions, etc.) and slang.
*Define slang & colloquial language.
*Give examples of colloquial words. Knowing
*Identify colloquial words found in a text.

*Use slang and colloquial words in the sentences.

Understanding
* Distinguish between common slang and colloquial
expressions

* Compose a dialog using slang and colloquial expressions. Doing

* Role play the composed dialog.

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 Competency and Assessment Map
Grade Level: _________ Learning Area: _______
Learning Competency from the CG:
Content (Noun):
Skill (Verb):
KUD Unpacked Learning Assessment Task /
Competency Activity
(2 to 3 each)

Knowing (K)

Understanding (U)

Doing (D)
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 Competency and Assessment Map
Grade Level: 3 Learning Area: English Quarter 2
MELC: Distinguish fact from opinion (EN3RC-IIIa 2.13)
Content (Noun): fact, opinion
Skill (Verb): Distinguish
KUD Unpacked Learning Assessment Task /
Competency Activity
(2 to 3 each)
• Define a fact and an opinion Sentence Completion
Knowing (K)
• Identify factual statements from the text. Sentence Analysis
Understanding (U) • Analyze opinions from the text Short Paragraph Analysis
• Differentiate factual statements and
opinions from the given paragraph
• Write factual and opinion statements Writing a descriptive paragraph (with
Doing (D) factual and opinion statements about
own personal experience. Highlight the
facts and underline the opinions.
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Competency and Assessment Map

Grade Level: 6 Learning Area: English

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 Competency and Assessment Map
Grade Level: 11 Learning Area: Earth Science
Learning Competency from the CG: S11/12ES-Ic-6: Classify rocks into igneous, sedimentary,
and metamorphic
Content (Noun): rocks and its types (igneous, sedimentary, and metamorphic)
Skill (Verb): classify
KUD Unpacked Learning Assessment Task /
Competency Activity

Knowing (K) Describe how igneous, sedimentary, and • Rock formation

metamorphic rocks are formed flowchart/worksheet
• Video clip/ film showing

Understanding (U) Categorize the given samples (actual Laboratory activity on classifying
rock) or examples (pictures) of rocks rocks samples
based on different indicators (crystals,
color, patterns, layering, folds, etc.)

Doing (D) Perform a collaborative project to • Group Project (infographic, map

demonstrate understanding of the
different locations in the Philippines
where each rock type is found or
abundant
or directory, or docu-video)
• Detective/geologist simulation
activity
• Facility tour in the Bureau of
Mines and Geosciences 51
Unpacking standards to improve instruction

Ensuring that teachers understand what hides

inside each standard is a first and crucial step
to helping students master each standard

(Michael Schrimpf, 2016)

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Workshop (Individual Work)
Using your curriculum guide/MELCs or
syllabus, choose one learning
competency and unpack it for each
component of KUD.

Use the given template.

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“A curriculum guide is just a
piece of paper unless
enlivened in the
classrooms.”

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 “Effective teachers
don’t cover the
curriculum.

They uncover it.”

~ Ann Parker
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Share your thoughts

In this session, I have

realized that

_____________________.

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(WALT) We Are Learning To:
A. Identify the nature, process, and importance of
unpacking the curriculum learning competencies.

B. Reflect on how unpacking the curriculum learning

competencies can aid instructional planning; and

C. Demonstrate knowledge and skills in unpacking the

curriculum learning competencies to ensure the
attainment of grade level and learning area standards.

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Let’s Mull Over

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THANK YOU!
You’ve been a
wonderful
audience!

~ DMPA
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