THE K12 STANDARDS-

BASED CURRICULUM,
ASSESSMENT AND
INSTRUCTION
PREPARED BY:
WILMARK R. SUBIA, LPT
 LET’S
KNOW THE
BASICS:

GASTPE – Government Assistance to Students

and Teachers in Private Education

PEAC – Private Education Assistance Committee

FAPE – Fund Assistance to Private Education

ESC – Education Servicing Contract

 School Philosophy,
Vision, Mission., Goals
and Objective Curriculum, Instruction
Planning and
Development and Assessment

Instructional
Leadership
BASIS OF
ASSESSMENT
Budget and Finances Evidence of Alignment with Faculty
K12 Standards and
Requirements
Academic Support and
Student Development
Services

Administrative and Physical Plant and

Governance Instructional Support
Facilities
Unpacking the K12
Standards
 The K12 Standards- based Curriculum
Curriculum
A series of planned instruction
that is coordinated and
articulated in a manner
designed to result in the
achievement by students of
specific knowledge and skills
and the application of this
knowledge.
 The Seven C’s-
21st Century Lifelong Skills
Seven C’s Component Skills
Critical Thinking and Doing Problem Solving, Research, Analysis, Project
Management, etc

Creativity New Knowledge Creation, “Best Fit Design Solution”,

etc

Collaboration Cooperation, Consensus, Community-building, etc

Cross- Cultural Understanding Across Diverse Ethnic, Knowledge and Organizational

Cultures

Communication Crafting Messages and Using Media Effectively

Computing/ ICT Literacy Effective Use of Electronic Information and

Knowledge Tools

Career and Learning Self-reliance Managing Change, Lifelong Learning and Career
Redefinition
 Standards

All other areas

Competencies must be aligned
with the
STANDARDS.

Assessment
Plan the
ASSESSMENT
before
INSTRUCTION.

Instruction
 Examining the Standards and Competencies in the
K12 CG
CONTENT CONTENT PERFORMANCE LEARNING CODE LEARNING
STANDARD STANDARD COMPETENCY MATERIALS
44. identifies, names, BEAM LG Gr.1
Geometry Demonstrates Is able to describe, and describes the four Module- Shapes
understanding of 2- compare, and basic shapes in 2-
dimensional and 3- construct 2- dimensional and 3-
dimensional figures. dimensional and 3- dimensional objects M1GE- IIIe-1
dimensional objects.

45. Compares and

classifies 2-
dimensional and 3-
dimensional figures M1GE- IIIe-2
according to
common attributes.

46. Draws the four

basic shapes
M1GE- IIIe-3

47. Constructs 3-
dimensional objects
using manipulative
materials. M1GE- IIIe4
 SAMPLE DIARY CURRICULUM MAP
SUBJECT:
GRADE LEVEL:
TEACHERS:
STRAND(S):

TERM (N0.): UNIT TOPIC: CONTENT PERFORMANCE COMPETENCIES ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL
MONTH STANDARD (CS) STANDARD (PS) / SKILLS CORE VALUES
CONTENT

Q1

JUNE
7 Unpacking Techniques
1.CLARIFY
ambiguous or reconcile conflicting terms
in the standard or competencies.
 MAKE AMBIGUOUS OR IMPLICIT LEARNING
STATEMENTS INTO EXPLICIT STATEMENT.
CONTENT CONTENT PERFORMANCE LEARNING CODE LEARNING
STANDARD STANDARD COMPETENCY MATERIALS
44. identifies, names, BEAM LG Gr.1
Geometry Demonstrates Is able to describe, and describes the four Module- Shapes
understanding of 2- compare, and basic shapes in 2-
dimensional and 3- construct 2- dimensional and 3-
dimensional figures. dimensional and 3- dimensional objects M1GE- IIIe-1
dimensional objects.

45. Compares and

classifies 2-
dimensional and 3-
dimensional figures M1GE- IIIe-2
according to
common attributes.

46. Draws the four

basic shapes
M1GE- IIIe-3

47. Constructs 3-
dimensional objects
using manipulative
materials. M1GE- IIIe4
2. MAKE
explicit connections between standards
and competencies.
 SAMPLE DIARY CURRICULUM MAP
SUBJECT: SCIENCE
GRADE LEVEL: GRADE 10
TEACHERS:
STRAND(S):

TERM (N0.): UNIT TOPIC: CONTENT PERFORMANCE COMPETENCIES ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL
MONTH STANDARD (CS) STANDARD (PS) / SKILLS CORE VALUES
CONTENT

Q1 Earth The learners

demonstrates
The learners
should be able
A1. identify and
label in writing
A1. Picture
Labelling
A1. Picture
Analysis
A1. Worksheet
for Picture
and understanding to… the four interior Labelling
of… Design an layers of the
JUNE Science: the effects of emergency Earth.
Layers of earthquakes
and volcanic
and
preparedness
A2. describe
orally the
A2. Recitation A2..1 Picture
Analysis
A2.1
Powerpoint
the Earth eruptions plan kit. characteristics A2.2 Video Slides
of the interior Viewing and A2.2 Youtube
layers of the Analysis Video “Why
Earth. Does the Earth
have Layers”.

A3. Describe A3. Recitation A3.1 Video A3. Venn

orally the Viewing and Diagram
harmful effects Analysis
of earthquake A3.2 Concept
and volcanic Mapping
eruption on
Earth’s interior.
 SAMPLE DIARY CURRICULUM MAP
SUBJECT:
GRADE LEVEL:
TEACHERS:
STRAND(S):

TERM (N0.): UNIT TOPIC: CONTENT PERFORMANCE COMPETENCIES ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL
MONTH STANDARD (CS) STANDAR (PS) / SKILLS CORE VALUES
CONTENT

Q1 A4. Describe in
writing the
A4. 3-2-1 Chart A4. Experiment A4.1
Experiment
changes on the Worksheet
Erath’s surface A4.2
JUNE as the results of Experiment
earthquakes Materials
and volcanic A4.3 3-2-1
eruptions. Chart

A5. Enumerate A5. Concept A5.1 Situation A5.1 Graphic

in writing what Mapping Analysis Organizer
to do before, A5.2
during and A5.2 Role Powerpoint
after Playing Slides
earthquake of
volcanic
eruptions.
3. PROVIDE
missing standards or competencies in order to
achieve the standards.
 MAKE AMBIGUOUS OR IMPLICIT LEARNING
STATEMENTS INTO EXPLICIT STATEMENT.
CONTENT CONTENT PERFORMANCE LEARNING CODE LEARNING
STANDARD STANDARD COMPETENCY MATERIALS
Plate Tectonics The learners The learners shall be The learners should be APEX Integrated
demonstrates an able to: able to… Science LP (Unit 5-
understanding of: Changes in the
1. Demonstrate ways 1. Describe the Environment)
The relationship to ensure disaster distribution of S9ES-Ia-j-36.1
among the locations preparedness volcanoes,
of volcanoes, during earthquake,
earthquake, earthquakes, epicentres and
epicentres and tsunamis and mountain ranges.
mountain ranges volcanic eruptions.
2. Describe the
2. Suggests ways by
different types of
which he/she can
plate boundaries. S9ES-Ia-j-36.2
contribute to
government efforts
What else is needed in reducing 3. Explain the different
processes that occur
damage due to S9ES-Ia-j-36.3
to achieve the earthquakes,
tsunamis or
along plate
boundaries.
Standards? volcanic eruptions 4. Describe the
internal structure of
the Earth S9ES-Ia-j-36.4
4. IDENTIFY
the budget of time for the allotted weeks in
competency code.
 Examining the Standards and Competencies in the
K12 CG
CONTENT CONTENT PERFORMANCE LEARNING CODE LEARNING
STANDARD STANDARD COMPETENCY MATERIALS
44. identifies, names, BEAM LG Gr.1
Geometry Demonstrates Is able to describe, and describes the four Module- Shapes
understanding of 2- compare, and basic shapes in 2-
dimensional and 3- construct 2- dimensional and 3-
dimensional figures. dimensional and 3- dimensional objects M1GE- IIIe-1
dimensional objects.

45. Compares and

classifies 2-
dimensional and 3-
dimensional figures M1GE- IIIe-2
according to
common attributes.

46. Draws the four

basic shapes
M1GE- IIIe-3

47. Constructs 3-
dimensional objects
using manipulative
materials. M1GE- IIIe4
 PE1BM-Ia-1
LEGEND SAMPLE
Learning Area/ Physical education
Component and Grade PE1
First Entry
Level Grade 1

Two Capital Letters Domain/ Strand Body Management BM

Roman Numeral Quarter First Quarter I

Lowercase Letter Week Week One a

Arabic Number Competency Moving to simple beat 1

5. DERIVE
the learning goals (AMT) from the standards
and competencies.
-ACQUIRE

-MAKE
MEANING

-TRANSFER
 Facts Principles and Performance
Vocabulary Generalizations Product
Definitions
Big Ideas of the discipline
STANDARDS

List Compare Name Analyze Defend Explain Show Plan Campaign

Classify Select Identify Predict Generalize Elaborate Demonstrate Revise Preapare

Define Describe Locate Discuss Formulate Justify Improve Convert Promote
Report Compute Copy Model Prove Synthesize Design Compose Remedy
Point State Solve Persuade Reflect Create Devise Portray
Enumerate Sequence Operate Invent Propose Recommend
 Facts Principles and Performance
Vocabulary Generalizations Product
Definitions
Big Ideas of the discipline
STANDARDS
IDENTIFY THE PARTS OF DIFFERENT PARTS WORK PROPOSE WAYS TO KEEP
THE CELL AND ITS TOGETHER TO KEEP THE THE CELL PART HEALTHY.
FUNCTIONS. BODY HEALTHY.
 STANDARD:
Relate the parts of the cell and its functions
that enables people to live a healthy lifestyle and achieve well-being.

ACQUISITION

The cell membrane is the outer protective wall of

the cell. The cell membrane is flexible and porous so MAKE
MEANING
that it can receive various nutrients and discharge
toxins. We take care of the cell membrane by
drinking a lot of water during the day.
TRANSFER
6. ESTABLISH
the content and learning progression across
grade levels.
7. INTEGRATE
Vision-Mission, Philosophy, Core Values and
Institutional Goals.
 SAMPLE DIARY CURRICULUM MAP
SUBJECT:
GRADE LEVEL:
TEACHERS:
STRAND(S):

TERM (N0.): UNIT TOPIC: CONTENT PERFORMANCE COMPETENCIES ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL
MONTH STANDARD (CS) STANDARD (PS) / SKILLS CORE VALUES
CONTENT

Q1

JUNE
 CURRICULUM GUIDE UNPACKING TECHNIQUE

When the CG has different terms that refer to a 1.CLARIFY ambiguous or reconcile conflicting
certain concept or when the terms can mean many terms in the standard or competencies.
things…

When there is no specific relationship between 2. MAKE explicit connections between standards
standards and competencies… and competencies.

When the CG does not state any standard or 3. PROVIDE missing standards or competencies in
competencies related to the standards… order to achieve the standards.

When the CG shows the same time period in the 4. IDENTIFY the budget of time for the allotted weeks
competency code for all competencies… in competency code.

When the CG shows different competencies… 5. CLASSIFY the different competencies in terms of
A-M-T learning goals to help plan instruction.
STANDARDS-BASED ASESSMENT
AND INSTRUCTION
 SAMPLE DIARY CURRICULUM MAP

? ? ?
SUBJECT:
GRADE LEVEL:
TEACHERS:
STRAND(S): UNPACK
TERM (N0.): UNIT TOPIC: CONTENT PERFORMANCE COMPETENCIES ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL
MONTH STANDARD (CS) STANDARD (PS) / SKILLS CORE VALUES
CONTENT

Q1

JUNE
STANDARD BASED MODEL
STAGE 1
Identify Desired Results
What do I want my students to know and
be able to do?

STAGE 2
Determine Acceptable Evidences
How will I know whether my students
have acquired the requisite knowledge,
skills and understandings?

STAGE 3
Planning Learning Experience and
Instruction
What will need to be done to provide my
students with multiple opportunities to
acquire knowledge, skills and
understandings?
 ASSESSMENT AS
LEARNING
(FORMATIVE)

ASSESSMENT FOR ASSESSMENT OF

LEARNING LEARNING
(FORMATIVE) (SUMMATIVE)

K12 ASSESSMENT:
WHAT ASPECTS OF THE STUDENTS
WHAT PROBLEMS ARE STUDENTS
ACHIEVED?
HAVING IN ACHIEVING THE 1. STANDARDS-BASED
STANDARDS?

2. MEASURES AND TO WHAT EXTENT ARE STUDENTS

SHOWING 21ST CENTURY SKILLS?
HOW ARE STUDENTS DEVELOPS STUDENTS’
DEVELOPING THE 21ST CENTURY
SKILLS
SKILLS?
 SAMPLE ALIGNMENT OF THE
COMPETENCY, ASSESMENT AND ACTIVITY
FOR TRANSFER

COMPETENCY ASESSMENT ACTIVITY

SHOW PERFORMANCE TASK PROJECT DESIGN EXERCISES
DEMONSTRATE
PORTFOLIO SCAFFOLD FOR
IMPROVE PERFROMANCE TASK

DESIGN

CREATE

INVENT

SIMULATE

PROPOSE

RECOMMEND

PREPARE

INTERPRET

PLAN
 SAMPLE ALIGNMENT OF THE
COMPETENCY, ASSESMENT AND ACTIVITY
FOR MAKE MEANING

COMPETENCY ASESSMENT ACTIVITY

ANALYZE SHORT PARAGRAPH CLOSE READING
EXPLAIN
ESSAY 5E INQUIRY-BASED LEARNING
ELABORATE
CRITIQUE WRITING ISSUE INVESTIGATION
DISCUSS
CONCEPT MAPPING EXPERIMENTATION
JUSTIFY
JOURNAL WRITING SITUATION ANALYSIS
PROVE

PERSUADE TEXT ANALYSIS

DEFEND VIDEO/PICTURE ANALYSIS

PREDICT
DEBATE
GENERALIZE
JIGSAW PUZZLE
FORMULATE
PREDICT-OBSERVE-EXPLAIN
MODEL

REFLECT
 SAMPLE ALIGNMENT OF THE
COMPETENCY, ASSESMENT AND ACTIVITY
FOR ACQUISITION

COMPETENCY ASESSMENT ACTIVITY

LIST MULTIPLE CHOICE FRAYER MODEL
NAME
FILL IN THE BLANKS VENN DIAGRAM
ENUMERATE
MATCHING 2-COLUMN COMPARISON
IDENTIFY TABLE
ENUMERATION
DEFINE VOCABULARY EXERCISES
TRUE OR FALSE
STATE
PICTIONARY
SOLVE HANDS-ON OPERATION
LABELLING EXERCISES
COMPARE LABELLING
MAP READING
CLASSIFY

SELECT HANDS-ON MODELLING

DEMO
DESCRIBE
SORTING AND CLASSIFYING
DIFFERENTIATE

COPY
 Is there alignment?
COMPETENCY ASESSMENT ACTIVITY

Compare herbivore, Fill in the Blanks Vocabulary Exercises

carnivore and omnivore. defining herbivore,
carnivore and
omnivore.
 AMT FLOW IN UNIT LEARNING PLAN CALENDAR

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

CONDUCT THE PRE TEST ACQUISITION ACQUISITION ACQUISITION ACQUISITION

LESSON: LINEAR
EQUATIONS IN 2 ACTIVITY 4, 5, 6 ACTIVITY 7, 8, 9 AND 10 ACTIVITY 11 ACTIVITY 12 AND 13
VARIABLES

ACTIVITIES 1, 2 AND 3
ACQUISITION ACQUISITION ACQUISITION ACQUISITION ACQUISITION

ACTIVITY 14 AND 15 ACTIVITY 16 AND 17 ACTIVITY 18 AND 19 ACTIVITY 20 ACTIVITY 21

ACQUISITION ACQUISITION MAKE MEANING MAKE MEANING MAKE MEANING

ACTIVITIES 22 AND 23 ACTIVITIES 24, 25 AND ACTIVITY 27 ACTIVITY 28 ACTIVITIES 29 AND 30

26

TRANSFER TRANSFER TRANSFER TRANSFER POST-TEST

ACTIVITY 31 ACTIVITY 32 ACTIVITY 33 ACTIVITY 34 AND 35

PERFORMANCE TASK PERFORMANCE TASK

 CHARACTERISTICS OF THE
PERFORMANCE TASK

1. STANDARDS-BASED

2. WRITTEN IN GRASPS FORM = REAL WORLD SITUATION

3. OPEN-ENDED = THERE IS FREEDOM TO EXPRESS LEARNING

 GROUP DISCUSSION

Ria, a first year Math teacher, is about to end a unit on Statistics, specifically on measure of central
tendency (Mean, Mode, Median) and variance and standard deviation. Since it is time for the class to do
the unit performance task, Ria is considering having students do the following:

A. Make a comic strip about the types of measure of central tendency and their uses.

B. Compose a rap song to help students differentiate the measures of central tendency.

C. Produce a video clip where students acts as a sports analyst discussing two competing teams’
performance in a certain ball games.

D. Create an online game where the characters are measures of central tendency.

Which of the above will Ria have the students do as evidence of learning?
 Puts together the different elements
of the learning plan according to
standards

DESIGNER

KEY TEACHER
ROLES IN K12
PROGRAM
ASSESSOR FACILITATOR

Provides feedback regarding Guides students in their inquiry and

student progress and achievement transfer
THANK YOU