IMPLEMENTING GUIDELINES OF

GRADES 1 TO 10 ENHANCED BASIC

EDUCATION CURRICULUM
a. Design of the Curriculum
The overall design of Grades 1 to 10
curriculum follows the spiral approach across
subjects by building on the same concepts
developed in increasing complexity and
sophistication starting from grade school.

Teachers are expected to use the spiral/

progression approach in teaching
competencies.
b. Desired Outcomes of Grades 1 to
10 Program
Desired outcomes of Grades 1 to 10 program are
defined in terms of expectances as articulated in the
learning standards.

In general terms, students are expected at the end of

Grade 10 to demonstrate communicative competence;
think intelligently, critically and creatively in the
situations; make informed and values-based decisions;
perform their civic duties; use resources sustainably
and participate actively in artistic and cultural activities
and in the promotion of wellness and lifelong fitness.
 These general expectancies are expressed in
specific terms in the form of content and
performance standards.
 Content Standards as Benchmarks of Knowledge and
Skills

The content standards define what students are

expected to know (knowledge: facts and information),
what they should be able to do (process or skills) with
what they know, and the meanings or understandings
that they construct or make as they process the facts
and information.

Thus, the content standards answer the question;

What do students want to know, be able to do, and
understand?
 These expectations are unpacked in the
Curriculum Guide in terms of learning
competencies which can be in the teaching-
learning plan as instructional objectives
 The content standards are stated in broad
terms, i.e., students are expected to
demonstrate understanding of so that
teachers, on the one hand, can differentiate
how students will manifest their
understanding, and students, on the other
hand, can have the option to express their
understanding in their own way.
 Thus, students are not just expected to
understand, but they should be able to
demonstrate or provide evidence of that
understanding.

Evidence-based understanding, therefore,

makes the content standards measurable
 Performance Standards as
Benchmarks of Transfer of Learning
The performance standards define the
expected proficiency level which is expressed
in two ways:

students should be able to use their

learning or understanding in real-life
situations; and
they should be able to do this on their
learning in real-life situations.
 The performance standards answer the
question: What do we want students to do
with their learning or understanding?
c. Medium of Instruction
Mother Tongue (MT) shall be used as the
medium of instruction and as a subject from
Grade 1-3. English or Filipino is used from
Grade 4 to 10. Both languages are taught from
1 to 10. The matrix below shows the specific
medium of instruction per learning area and
per grade level.
NOMENCLATU MEDIUM OF INSTRUCTION PER GRADE LEVEL
RE/ LEARNING G1 G2 G3 G4 G5 G6 G7 TO G10
AREA
Language Arts
Filipino Filipino
English English
Mother MT - - - -
Tongue
Science - - - MT English
Mathematics MT English

AP MT Filipino
EPP/TLE - - - - Filipino English
MAPEH MT Filipino English
EsP MT Filipino
 Time Allotment
The time allotment for each subject is the minimum
period for class interaction.

The learning time can be extended to include off-

school learning experiences at home or in the
community for transfer or learning to real-life
situations as provided for in the curriculum.

The outputs of such off-school learning experiences are

usually in the form of products and performance which
shall be monitored and credited accordingly.
 A one-hour period for Homeroom / Guidance
program is provided for the weekly meeting
between the teacher-adviser and the class.

However, for grades 7 to 10 a separate period for

Independent/ Cooperative Learning ranging
from two to four hours weekly may be provided
as open time for learning in order to give
students the option to learn on their own and/or
with others those topics, content, or processes
that they can be handle by themselves.
 The provision of a separate period for
independent and cooperative learning (i.e., on
top of their adoption by teachers as a teaching
strategy or instructional activity) is an option
that schools might wish to consider for classes
that can benefit the most from such class
programming.
2.a Grades 7 to 10

A key feature of the junior High school program is the

provision of time for independent/cooperative
learning.

This learning block which may be allocated two to four

weekly may be scheduled at the start, middle, or end
of the learning day.

The purpose is to develop student capacity for self-

directed learning, teamwork, goal-orientation, sense of
responsibility and accountability for results.
 e. Learning. Teaching resources
Modules shall be provided as the basic learning
resource.

These are self-instructional materials that lend

themselves to independent and cooperative learning.

For schools with connectivity, web-based resources

and video materials are encouraged to be used to
enrich and deepen student understanding.

Existing textbooks may still be used where appropriate.

 Resources for Teachers include teaching
guides, prototype lesson plans, lesson
exemplars, matrix of existing books,
workbooks, and modules.
 f. Assessment and Rating of learning
Outcomes
The assessment process is holistic, with emphasis on
the formative or developmental purpose of quality
assuring student learning.

It is also standards-based as it seeks to ensure that

teachers will teach to the standards and students will
aim to meet or even exceed the standards.

The students attainment of standards in terms of

content and performance is, therefore, a critical
evidence of learning (The details of assessment and
rating system in a separate Deped Order).
The assessment shall be done at four levels and shall be
weighted as follows:

Level of Assessment Percentage Weight

Knowledge 15%
Process or skills 25%
Understanding(s) 30%
Products/Performance 30%
100%
The levels are defined as follows:

1. Knowledge refers to the substantive content of the

curriculum, the facts and information that the student
acquires.
2. Process refers to cognitive operations that the
student performs on facts and information for the
purpose of constructing meanings and understandings.
3. Understandings refers to enduring big ideas,
principles and generalizations inherent to the
discipline, which may be assessed using the facets of
understanding.
4. Products/Performances refers to real-life application
of understanding as evidenced by the students
performance of authentic tasks.
Levels of Proficiency
At the end of the quarter, the performance of students
shall be described in the report card, based on the
following levels of proficiency

Beginning-The students at this level struggles with

his/her understanding; prerequisite and fundamental
knowledge and/or skills have not been acquired or
developed adequately to aid understanding.

Developing- The student at this level possesses the

minimum knowledge and skills and core
understandings, but needs help throughout the
performance of authentic tasks.
 Approaching Proficiency- The student at this level has
developed the fundamental knowledge and skills and
core understandings and, with little guidance from the
teacher and/or with some assistance from peers, can
transfer these understandings through authentic
performance tasks.

Proficient- the student at this level has developed the

fundamental knowledge and skills and core
understandings, and can transfer them independently
through authentic performance tasks.

Advanced-The student at this level exceeds the core

requirements in terms of knowledge, skills and
understandings, and can transfer them automatically
and flexibly through authentic performance tasks.
 The level of proficiency at which the student is
performing shall be based on a numerical
value which is arrived at after summing up the
results of the students performance on the
various levels of assessment.

The numerical values are as follows:

 Level of Proficiency Equivalent Numerical Value

Beginning 74% and below

Developing 75-79%
Approaching Proficiency 80-84%
Proficient 85-89%
Advanced 90% and above
What shall appear in the report card is not the
numerical value, but the equivalent level of
proficiency, abbreviated as follows:

B for Beginning
D for Developing
AP for Approaching Proficiency
P for Proficient; and
A for Advanced
 At the end of the four quarters, the Final Grade
for each learning area shall be reported as the
average of the four quarterly ratings, expressed in
terms of the levels of proficiency.

The general average shall be the average of the

final grades of the different learning areas, also
expressed in terms of levels of proficiency with
the numerical equivalent in parenthesis. Samples
report cards are in Enclosure 2.a and 2.b.
 Promotion and retention of students shall be by
subject.

Students whose proficiency level is Beginning (B)

at the end of the quarter or grading period shall
be required to undergo remediation after class
hours so that they can immediately catch up as
they move to the next grading period.

If by the end of the school year, the students are

still at the Beginning level, then they shall be
required to take summer classes.
 As a matter of policy every learning deficiency
should be bridged even for those students whose
level of proficiency is above the Beginning level.
The guidelines for bridging gaps in learning are in
a separate DepEd Order.

Honor students shall be drawn from among those

who performed at the Advanced Level.
Subsequent guidelines shall be issued as basis for
ranking honors.
Facet 1 - EXPLANATION

Facet 1 involves the kind of

understanding that emerges from a well
developed and supported theory, an
explanation that makes sense of
puzzling or opaque phenomena, data,
feelings, or ideas.
It is understanding revealed through
performance and products that clearly,
thoroughly, and instructively explain how
things work, what they imply, where they
connect, and why they happen.

Understanding is thus not mere knowledge of

facts but knowledge of why and how.
For example:
We know that the Civil War happened, and we can
perhaps cite a full chronology. But why did it
happen?

We may know that different objects fall to the

ground with apparent uniformity of acceleration.
But how is that so? Why does mass not make a
difference in acceleration?
 To understand in this sense is to connect facts and
ideas-often seemingly odd, counterintuitive, or
contradictory facts and ideas-into a theory that
works.

As Dewey (1933) explained, to understand

something is to see it in its relations to other
things: to note how it operates or functions, what
consequences follow from it, and what causes it.

Understandings in this sense thus go beyond true

or borrowed opinions (mere right answers) to
warranted opinions a student s ability to explain
an answer so that he/she can justify how he/she
arrives at that answer and why it is right.
 We call upon such students to reveal their
understanding by using such verbs as explain, justify,
generalize, predict, support, verify, prove , and
substantiate.

Thus, a student who can explain why steam, water,

and ice though superficially different, are the same
chemical substance has a better understanding of
water (H20) than someone who cannot.

Regardless of the subject matter/content or the age

or the sophistication of the student, when the
student understands in the sense of FACET 1, that
student has the ability to show his/her work: explain
why an answer is right or wrong, give valid evidence
and argument for a view, and defend that view
against other views, if needed
 The implications for assessment are
straightforward-use of assessments
(e.g., performance tasks, projects, prompts, and
tests)
that ask students to explain, not simply recall, to
link facts with larger ideas and justify the
connections, to show their work, not just give an
answer, and to support their conclusions.
Facet 2 - INTERPRETATION
Interpretation: interpretations,
narratives/stories, and translations that
provide meaning
The object of interpretation is understanding,
not explanation, hence, an interpretation
could be relative.
Understanding occurs when we organize
essentially contestable but incompletely
verifiable propositions in a disciplined way
(Bruner, 1996).
Meaning Transforms Understanding
The meanings we ascribe to all events, big
and small, transform our understanding
and perception of particular facts.

The student possessing this understanding

can show an events significance, reveal an
ideas importance, or provide an
interpretation that strikes a deep chord of
significance and resonance.
Meaning is in the eye of
the beholder.
 Consider how differently a mother, a police
officer, or an adolescent in a foster home
might perceive the same newspaper account
of severe child abuse.

Social workers and psychologists might well

have an accepted theory of child abuse in
the sense of FACET 1.
 But the meaning of the event, hence an
understanding of it may have little to do
with the theory; the theory may be only a
scientific account with no bearing, for
example, on the abused persons view of the
event.

How do you interpret Pacquiaos victory over

Hatton?
 Explanation and interpretation are thus related
but different.

A jury trying to understand a case of child abuse

seeks significance and intent, not
generalizations from theoretical science.

The theorist builds objective and general

knowledge about the phenomenon called
abuse.
But the novelist or journalist may offer as much
or more insight into the why.
We may know the relevant facts
and theoretical principles, but
we can and must still always ask:

What does it all mean to me, to

us?
 When we say that students must make
their own meaning, we mean that it is
counterproductive to hand students
prepackaged significance or
interpretations without letting them
work through the problem to where they
see the explanations and interpretations
as valid.
Facet 3 - APPLICATION

Application: ability to use knowledge effectively

in new situations

Understanding involves matching ones idea or

action to context.

We show our understanding of something by

using it, adapting it, and customizing it.
 Application of understanding is thus context-
dependent skill, requiring the use of new
problems and diverse situations.

As Bloom (1956) and his colleagues long ago

argued:
If the situations... are to involve application as we
are defining it here, then they must either be
situations new to the student or situations
containing new elements as compared to previous
situations....
As Gardner (1991) argued:

The test of understanding involves neither

repetition nor information learned nor
performance of practices mastered. Rather it
involves the appropriate application of
concepts and principles to questions or
problems that are newly posted.
 Whereas short-answer tests and oral responses
in classes can provide clues to student
understanding, it is generally necessary to look
more deeply... For these purposes, new and
unfamiliar problems, followed by open-ended
clinical interviews or careful observations,
provide the best way of establishing the degree
of understanding....
Facet 4 - PERSPECTIVE

Perspective: critical and rightful points of view

An important symptom of an emerging

understanding is the capacity to represent a
problem in a number of ways and to approach
its solution from varied vantage points; a
single, rigid representation is unlikely to
suffice.
 We ask questions like...
From whose point of view?
From which vantage point?
What is assumed or tacit that needs to be made
explicit and considered?
What is justified and warranted?
Is there adequate evidence?
Is it reasonable?
What are the strengths and weaknesses of the
idea? Is it plausible? What are its limits?
So what?
 Perspective involves making tacit assumptions
and implications explicit.
It is often revealed through an ability to ask,
What of it? and to see an answer or even a
teachers or textbooks answer- as a point of
view.
This type of perspective is a powerful form of
insight, because by shifting perspectives and
casting familiar ideas in a new light, one can
create new theories, stories, and applications.
Facet 5 EMPATHY

Empathy: the ability to get inside another

persons feelings and worldview.
It is the ability to walk in anothers shoes, to
escape ones emotional reactions to grasp
anothers.
When we try to understand another person,
people or culture we strive for empathy. It is
simply an affective response or sympathy.
We can ask questions like...
How does it seem to you?
What do they see that I dont?
What do I need to expereince if I am to
understand?
What was the artist or performer
feeling, seeing, and trying to make me
feel and see?
 Empathy is a learned ability to grasp the world
from someone elses point of view.
It is the discipline of using ones imagination to
see and feel as others see and feel.
With empathy, we see from inside the persons
worldview; we embrace the insights that can
be found in the subjective or aesthetic realm.
Facet 6 SELF- KNOWLEDGE

Self-knowledge is the wisdom to know ones

patterns of thought and action.
We can ask questions like:
- How does who I am shape my views?
- What are the limits of my understanding?
- What are my blindspots?
- What am I prone to misunderstand because
of prejudice, habit, or style?
 In our daily life, our capacity to accurately self-
assess and self-regulate reflects understanding.
Metacognition refers to self-knowledge about
how we think and why, and the relation between
our preferred methods of learning and our
understanding (or lack of it).
The immature mind is thus not merely ignorant
or unskilled but unreflective.
Performance Task Ideas Based on the Six Facets of
Understanding
Explain Interpret Apply Perspective Empathy Self-
Knowledge
Who are your Interpret Place an order How do others Write an Respond to
true friends? Spring in for a true view me as a essay or writing
Who are your Frog and Toad friend from an friend? journal entry prompts: Do I
fair-weather Explain
are Friends. Perspective
Interpret
Apply
Empathy
imaginary on why some know who my
friends? What does mail-order kids always true friends

Who are
Place
Interpret your How
an
true
Spring do
order
this episode
Write essayinothers
friends? view me
fororajournal
Frog
friendship
true
and get picked are?
Self-
reveal about
Knowledgeentry
store. on and what

Toadarefriend
Who are Friends.
your as
fair-weather
from
friendship?
on why some aimaginary
anWhat friend?
kids does
always get
it feels like to
be those
Respond
thismail-order
friends?
episode to
friendship writing
store. prompts: kids.
picked onreveal
and what about it feels like
Do I know who my true
friendship?
to be those kids.
friends are?
 Performance Task Ideas Based on the Six Facets of
Understanding
Explain Interpret Apply Perspective Empathy Self-
Interpret
Explain Knowledge
Develop a Assume the Build a working AC or DC? Create an
Perspective
set ofApply Empathy
Assume
Develop
troubleshoot-
the role
ing guide for a troubleshooting
role of an
electrical of an electrical
for a model ofguide
switches Argue the merits imaginary
each type of diary entry: A

subcontractor:
for
an electric
circuit an AC or
interpret DC? Create
circuitand Argue
subcontractor: railroad layout.
system.electric
Build
interpretaandworking an
setanalyze
system. imaginary
the
current for
of users.
various switchesmerits
of an of
day in the life
diary
the writing drawings each
analyze the
for a
writing type
model entry:
for of A
building
railroad day
currentlayout. a in the life of
for various
electron.

drawings for
house.
building a an electron.
users.
house.
 Performance Task Ideas Based on the Six Facets of
Understanding
Explain Interpret Apply Perspective Empathy Self-
Knowledge
Study a Do a trend Develop a Examine the Read Flatland Develop a
common Explain Self-Knowledge
Perspective
Interpret
Apply
Empathy
analysis of a new statistic differences and a set of
letters
mathematical
phenomenon finite data set. for evaluating when using resume with a

DoDevelop aset
mathematical resume
between
Study aExamine
common
Develop athe
(e.g., weather
Read Flatland
data). Reveal differences
phenomenon
aand
new
trend statistic
aanalysis when using
offora between
the value of a
of letters
baseball
various
measures (e.g.,
mathematician
s explaining
brief
description of

various
evaluating
easily with
(e.g., mathematicians
weather the
finite a data
measures
data).
subtle and
briefofsubtle
Reveal
value description
(e.g.,
set.
explaining theyoffear
whymean,
player in key
a baseball
situations. your
mean, median)
for calculating
why they fear
publishing their
your
intellectual
overlooked grades. findings; write strengths and
and easily median)
overlooked
player
publishing their
patterns in the intellectual
inforkeycalculating
patterns strengths
situations.
findings; in grades.
write and
a reflective a reflective
essay on the
weaknesses.
data.
the data. weaknesses.
essay on the difficulty of explaining new
difficulty of
explaining new
ideas, even

ideas, even abstract ones.

abstract ones.
 Performance Task Ideas Based on the Six Facets of
Understanding
Explain Interpret Apply Perspective Empathy Self-
Knowledge
Describe why Whats wrong What makes a Read and Work is a Attach s self-
a particular Empathy
with Holden? great book? discuss The soup kitchen, assessment to
rhetorical Interpret
Apply
Explain Self-Knowledge
Perspective
Make sense of Make an Real STORY and write an each paper
Work is a soup kitchen, and write an
technique is the main audiotape OF THE Three essay on the you write

Whats Read
wrong
effective in a
What makes
Describe why aand
with
Attachdiscuss
Holden?
sbook?
character in
great
particular The Real to each
self-assessment
review of a
Make
Little Pigs by A. experiences reflecting on

essay on the experiences of the

speech. Catcher in the favorite book
Rye. for the school
Wolf. of the
homeless
your writing
process.
Makean STORY
sense of the
audiotape
rhetorical OF THE
main
paper
review
technique youof
isThree
character
write
a Little Pigson your
reflecting
favorite
library. after reading
homeless after reading Charles Charles
inbook
Catcher
effectivefor
in the byRye.
A. writing
ain speech.
the
school Wolf. process.
library. Dickens.
Dickens.
Performance Task Ideas Based on the Six Facets of
Understanding
Explain Interpret Apply Perspective Empathy Self-
Knowledge
Explain the Represent Write and Critique three Imagine you Keep log of
role of silence fear and hope Empathy
perform a different are Juliet the drama
in music in a visual one-act play versions of the from Romeo class
Imagine Self-Knowledge
you are Juliet from Romeo
Interpret
collage or on a school
Perspective
ExplainApply
dance. issue.
same Shake-
speare play
and Juliet,
and consider
exercises that
demand the

Keep
and
Represent
Critique
Explain
Write
theandthree log
Juliet,
fear
roleperform of
and
of silence the
andhope
different drama
consider
a one-act
in in class
versions your
playof
(focus on a key
scene)
your terrible,
final act.
most from you
emotionally.
What are

aexercises
the visual
same that
terrible,
collage demand
final
or
Shakespeare
music. act.
on a school issue.dance. the
What
play most
are
(focus from
you you thinking
and feeling.

ayou
keyemotionally.
onthinking and feeling.
scene)
 Performance Task Ideas Based on the Six Facets of
Understanding
Explain Interpret Apply Perspective Empathy Self-
Knowledge
Link everyday Take readings
Perform a Conduct Read and Propose
Explain
actions and Perspective
Interpret
Apply Empathy
of pond water
chemical Self-Knowledge
thought discuss pre- solutions to an
facts to the to determine
analysis of experiments modern or ineffective
LinkTake Conduct
everydayRead
readings
Perform a chemical
laws of
physics,
thought
andlocal stream experiments
actions
of and
discuss
pond Propose
whether the
algae problem water
water to analysis pre-modern
(e.g.,
Einstiens- solutions
discredited
or
to an
ofscientific learning
cooperative

facts to (e.g.,
tolocal
the Einstiens-
discredited
determine
laws
concentrating
stream
on easily of whether
physics,
is serious.
water
compliance What
scientific
the
ineffective
monitor EPA What would the
, toworld
monitorwould the
be like ifwritings
identify to
I cooperative
writings to activity based
on what didnt

world
concentrating
EPA be
misunderstoo
algae like
problem
identify iffindings.
on easily
compliance
d aspects Ilearning
,were
and present
isplausible
serious. traveling
were traveling
andon present
a beamor of logical
activity on
plausible or
based
logical
work in your
on
group.
(e.g., mass light? theories
misunderstood
compared to
weight).
afindings.
beam
aspects
theories of light?
(e.g.,
(given
what the
didnt information
work
(given thein your
information
mass compared to available
weight).at thegroup. time).
available at
the time).
 STAGE I
Enduring Understanding: Transfer Goal:
The students will We want our students
understand that: to learn about animals so
Humans and animals co- that they will be able to
exist live harmoniously with
them.
Essentials Questions:
1. How would the world be if humans and animals do
not co-exist?
2. Can humans and animals survive without each
other?
Knowledge Skills

The students will know The students will be

able to
Different habitats of observe the
animals relationship between
Needs of animals humans and animals
Useful and harmful match animals with
animals their habitat
classify different
kinds of animals
 STAGE 1 STAGE 2
Enduring ON THE LEVEL OF ON THE LEVEL OF
Understanding: UNDERSTANDING PERFORMANCE
EXPLAIN
The students Describe the Complete the
will understand distinct semantic web on
that humans characteristics of humans and
and animals co- humans and animals animals
exist EMPATHY
Assume the role of
an animal , If you Create diary
were an animal for entries
a day what would
you do?
 STAGE 1 STAGE 2 Cont

Enduring SELF KNOWLEDGE

Understanding: Realize the Make a collage
importance of showing your
The students harmonious relationship with
will understand relationship animals
that humans between humans
and animals co- and animals
exist
PERSPECTIVE Complete a Venn
Compare and Diagram
contrast the lives of
humans and
animals
 STAGE 1 STAGE 2
Enduring APPLICATION
Understanding: Design a diorama In groups make a
that will show diorama
The students humans and
will understand animals living
that humans harmoniously
and animals co-
exist INTERPRETATION Keep an anecdotal
Observe an record of your pet
animal for a day
and record your
observations
 STAGE 1 STAGE 2
Enduring Goal- promote love and
Understanding: respect for animals

The students will Role- You are a

understand that veterinarian who wants
humans and to promote protection
animals co-exist and love for animals

Audience- young kids

Situation- You are at the

zoo and you want to
teach kids how to take
care of animals
 STAGE 1 STAGE 2
Enduring Product/Performance-
Understanding: Slogans that promote
love and respect for
The students animals
will understand
that humans Standards for Success-
and animals co- Criteria for the slogan
exist - Relevance of
content
-Uniqueness and
Creativity
- Artwork/Design
 The Six Facets of Understanding
Facet 1 - EXPLANATION

Facet 2 - INTERPRETATION

Facet 3 - APPLICATION

Facet 4 - PERSPECTIVE

Facet 5 EMPATHY

Facet 6 SELF- KNOWLEDGE