SESSION GUIDE: UNDERSTANDING THE ENGLISH CURRICULUM

Session Title
Duration of the Session
Link of this session to the next session

Learning Objectives

Key Understandings

Understanding the English Curriculum

7 to 8 hours
This session will provide the road map for the English Curriculum.
The framework that serves as the backbone of the curriculum will
deepen ones understanding of the different theories and principles
underlying it. This will also expose participants to the different
standards set as benchmark of learning and finally the how of
making these competencies be transformed into strategies and
activities inside the classroom for effective teaching and learning
process.
At the end of the session, the participants will:
1. discuss the different theories, concepts, goals,
standards, and competencies of the English curriculum;
2. explain the salient features of the curriculum; and
3. express appreciation of the grade 5 English curriculum
4. discuss how to use the curriculum guide in planning for
instruction
The framework serves as the backbone of the English Curriculum.
This presents the ff:
a. the end goal of the English curriculum
b. the Theories and Principles behind it
c. the salient features of the curriculum
c.1 the language of the learner as an important component
c.2 the 21st century skills
c.3 the spiral progression of the content
c.4 the importance of contextualization to address the
needs, the content, and the
context of the learners

c.5 the content and performance standards set forth for

every stage and level which
serve as the benchmark of and for learning
c.6 the coding system of the curriculum guide

References

STAGE/METHODOLOGY

Introduction:
Opening Statement
Show the objectives and the coverage of the
presentation

The K to 12 English Curriculum, Department of Education, July,

2015.
Malone Dennis and Susan (2008) Theories and Principles for
Teacher Trainers: Focus on Theories of Learning.
Morris, P.E. (ND) Strategies for Learning and Recall. Lancaster,
England:
University of Lancaster.
KEY POINTS
Train Slide
Time
ing
Numb Allot
Aids/
er
ment
Tool
s
Language is the key to all human
5-10
activities. It reflects the spirit, the particular
minut
attitudes, and values of people. It reveals
es
how they think and view the world. It is the
vehicle through which the world can be
understood and appreciated; without
language, people are isolated and helpless.
It is also the principal means by which
culture is preserved and transmitted from

one generation to another.

Morning Session
Activity 1:
Sentence Jigsaw
1. Divide the participants into 6 groups.
2. Give each group an envelope containing jumbled
words.
3. Give the following instructions:
* We will have a game on solving a jigsaw using
words.
* Arrange the words to form a meaningful thought.
* Clap your hands or say your yell when you
already formed a sentence.
* The first group to form a sentence wins the
game.
* Read the sentence you have formed.

Analysis 1

Activity 2: (same groupings)

Send an Answer
Directions:
1. Each group is given an envelope with a question
pasted in front of it. The group will brainstorm on the

The importance of ones knowledge about

sentence structure in learning a language

6
envel
opes
with
word
s
insid
e
them

10
minut
es

6
strips
of
cartol
ina/m
anila
pape
r
Ask:
Do you agree with the different statements?
Why? Why not?
Basic theories and principles underlying the talkin
learning of language
g
chips
6

15
minut
es
30
minut
es

possible answers and write them on a meta card.

2. At a signal, the group will pass the envelope to another
team.
3. The receiving team will write some more answers on
another meta card and put it inside the envelope, which
at a signal will again be passed to another group.
4. When the group gets back the original envelope, the
group reads and summarizes all the answers.
5. After 10 minutes, a representative from each group will
present the summary to the whole class.
Questions

envel
opes
with
6
meta
cards

Group 1- How do children learn a language?

Group 2- Why is it important to learn English?
Group 3- What knowledge and skills should a Grade 5
learner learn in an English class?
Group 4- How does competence in L1 and L2 help a

pupil learn English?

Group 5 - How should a Grade 5 English learner be
taught?
Group 6 What kind of Grade 5 learners do you want
to produce?

Analysis 2:

Abstraction:

Ask:
1. What can you say about the
activity? What are your realizations?
2. What is/are the implication/s of
this/these to your teaching?
3. Are they similar/different with your
existing teaching principles? Why?
Why not?
The English Curriculum Framework.

20
minut
es

60

The English Curriculum Framework

Application:
In a creative presentation, show/tell how a Grade 5
English class should be?
Clincher

that focuses on the ff:

a. the Theories and Principles behind
it
b. the end goal of the English
curriculum
c. the salient features of the
curriculum
c.1 the language of the learner as
an
important component
c.2 the 21st century skills
c.3 the spiral progression of the
content
c.4 the importance of
contextualization to
address the needs, the content,
and the
context of the learners
c.5 the content and performance
standards set forth for every
stage and level which
serve as the benchmark of and
for learning
c.6 the coding system of the
curriculum guide

minut
es

30
minut
es
Learning another Language is not only
learning different words for the same thing,

but learning another way to think about

things.

Afternoon Session
Introduction:
Opening Statement
This is a continuation of the discussion this morning the
application of what we learned. We will explore the
Grade 5 English curriculum and the materials that I have
gathered from the LRMDS for you.
Give the objective of the session.
Walk Through of the Curriculum Guide
Priming Activity
Do the following:
What would help you in planning for instruction to
achieve the goals of English grade 5?
Write on a meta strip one to two words only to
answer this question.
Share your answer with your group mates.
Come up to one common answer and share it with
the whole group.

Activity 1: Group Work:

1. Each group is provided with the CG in English 5, 4

5
10
minut
es

The curriculum guide is the most essential

element to plan for any instructional
endeavor in the classroom. It is therefore
imperative for every
teacher and for
instructional leaders to get the depth and
breadth of the entire curriculum guide in
order to achieve the standards set by the
Department of Education.
This is the reason why we have to look into
the every minute detail of the Grade 5
English curriculum, thus, the walkthrough.

Curri
culu
m
Guid
e
10
manil
a
pape
r
Table
s A-D

60
minut
es

&6
2. Let each group look into the three CGs to work on
with the following tasks:
a. How do the content and performance standards
complement with each other?
b. What are the similarities/differences of the Grade
Level standards of grades 4, 5 & 6? What does
this indicate?
Table A
Grade 4

Grade 5

Grade
6

Similarities
Differences

c. Look into the competencies of the domain or domains

assigned to your group. What competencies are
similar/repeated from grades 4-6?
Group 1 LC & OL
Group 4 G
Group 2 V & RC
Group 5 SS & WC
Group 3 F
Group 6 VC & A
Table B
Domain

Learning Competencies
Grade 4
Grade 5
Grade
6

Listening
Comprehe
nsion

a.
What are the competencies that develop the 21st
century skills? Group them according to the 4 aspects.

Use the table below.

Table C
Information, Media &
Technology Skills

21st Century Skills/Competencies

Learning &
Communication
Innovation Skills
Skills

Life & Career

Skills

d. What challenges do you foresee in the

implementation of the curriculum? How will you
address these challenges? What assistance do
you need to address the possible challenges you
have noted?
Table D
Challeng What
Assistance needed from
es

to do

CO

RO

DO

Sch
ool

Output Presentation
Ask the groups to present and discuss their
outputs. While a group is doing its presentation, the other
groups listen and be able to give their observations after
the presentation.
Analysis:
Ask:
1. What have you realized after the
walk through?
2. Was there evidence of progression
between and among competencies?
How about spiraling?
3. What competencies have developed

30
minut
es

the 21st century skills?

4. Did they cover the 4 aspects of the
21st century skills?
5. Do you think that the different
competencies in the curriculum have
covered the desired outcomes of a
Grade 5 English learner? Why? Why
not?

Application:
A. Each group is provided with 2 instructional materials.
The group will skim and scan each material and find out
what literacy domain/s and learning competencies are
addressed. Identify the domains and competencies
where said materials can be used.
Table E
Materials

Domain

Buffe
r
Mate
rials
Table
E

Competencies

1
2
B. Come up with a lesson plan using the materials
provided. (Optional)

Closure

The illiterate of the 21st century will not be

those who cannot read and write, but those
who cannot learn, unlearn, and relearn.
- Alvin
Toffler

60
minut
es