Juxtaposition: Articulating the Curriculum’s

Horizontal and Vertical Alignment

By:
Sharon Ann L. Pagulayan
Cristina N. Potencia
 A teacher employs different instructional
strategies inside the classroom to achieve
objectives of a lesson. Such strategies include
direct, indirect, interactive, experiential
instructions, independent study as described in
DO 42, s 2016 (Policy Guidelines on Daily
Lesson Preparation for the K to 12 Basic
Education Program)
 Objectives
1. Discuss the curriculums horizontal and
vertical alignment.

2. Apply curriculum’s horizontal and vertical

approach in crafting DLL’s.
Juxtaposition is an act or instance of placing
two elements close together or side by side.
Articulating is expressing oneself clearly and
effectively
Curriculum refers to the subject, lessons, and
academic content in school often defined as
courses offered in school
Horizontal alignment is a type of skills, content
and resources being covered in one subject
area.
Vertical alignment will ensure that given all
subject areas, each grade-level curriculum
adequately covers the necessary topics, and
learning outcomes.
 What is Juxtaposition?
Juxtaposition is an act or instance of
placing two elements close together or
side by side.
 What is a curriculum ?

Curriculum refers to the subject, lessons,

and academic content in school often
defined as courses offered in school
 HORIZONTAL ALIGNMENT OR
INTERDISCIPLINARY APPROACH

The type of skills, content and resources

being covered across different subjects which
ensure that there are no overlaps or gaps
around content and skills being taught
 It entails the use and
integration of methods and
analytical frameworks from more
than one academic discipline to
examine theme, issue, question or
topic.
 VERTICAL ALIGNMENT OR INTRA-
DISCIPLINARY APPROACH
This is having curriculum maps that are aligned
from one grade level to the next. This will ensure
that given a subject, each grade-level curriculum
adequately covers the necessary topics, skills,
standards and learning outcomes.
When teacher’s integrate the sub-disciplines
within a subject area. Integrating reading,
writing, and oral communication in language
arts is a common example.
The teacher applies interdisciplinary content knowledge
to teach specific learning content to learners from
various fields of specialization.
Example: An English teacher uses content knowledge in
different disciplines by teaching academic and TVL students the
varied types of reaction or review paper and guiding learners to
do different outputs depending on their field of specialization
like movie review, food review, gadget review, digital
commercial review or architectural review.
The teacher establishes content relationships of his or her
current lesson to the enabling learning competencies within the
current or previous curriculum guide of the subject he or she
teaches.
Example: In a Grade 6 Mathematics class the
teacher uses her learner’s knowledge on LCD as
part of the fifth grade curriculum to represent the
new lesson on adding and subtracting dissimilar
fraction.
ACTIVITY:
Each department will choose one Daily Lesson Log which
has been used in Class Room Observation. Identify the 2
parts wherein the teacher have used the
Horizontal/Interdisciplinary Approach and Vertical/Intra-
disciplinary approach. Write your answer on a manila
paper and post it on the wall near you. Choose one
representative to explain your work. (15 minutes)
 Interdisciplinary
Learning Teaching
 Quick and Easy Interdisciplinary Activities
1. News Analysis
Real-world interdisciplinary problems.
You must play a news clip that discusses a local, national or international
topic. Then, give students a related question to solve either individually
or in teams.
Example, the clip can be about a store shutting down. Using skills and
concepts from different subjects, ask students to determine an ideal
new location for it. They can volunteer to present their solutions,
answering questions from classmates.
2. Historical Pen Pals
Personalize history class — developing creative writing skills in
the process. Each student takes the role of a historical figure and
writes to a classmate about events he or she faced. Drawing on
resources such as videos and textbooks, the exercise allows the
writer to process content from different and relevant subjects.
Let’s say a student takes the role of Galileo Galilei. He or she can
write about the polymath’s discoveries, building knowledge of
math and other subjects in the process.
3. World Traveller
Let students plan vacations, building research skills while
touching on core subjects.
Designate time for independent study in a library or
computer room. Students students create a week-long
travel itineraries to their ideal destinations. Landmarks
and their historical significances, popular foods, dishes
and the predominant cuisine cultural events that take
place in the area. This interdisciplinary activity
lends itself to AP classes. For example, students
could write itineraries around Rizal. To wrap up the
exercise, you can explore some destinations with
your class using technology such as Google Earth.
4. All About Weather
Connect science with social studies by presenting a unit
that explores the impact of weather.
Many elementary science curricula have units about
weather and atmosphere, which you can supplement by
studying how they affect societies.
For example, examine diverse regions and countries,
looking into how climate influences labour, agriculture
and cultural practices. Students can deliver products that
depict how weather has historically shaped life and
ecology in the area.
HOW TO DO IT?
In applying intra-and interdisciplinary concepts in your
teaching practices you may consider the following steps.:

1. Analyze the target learning competencies. Think

of how you can translate these competencies to
learning objectives.
2. Assess learners based on their diverse learning
styles, needs, interest, engagement level, previously
mastered enabling competencies and progression in
the past lessons.
3. Assess the setting time and resources. Consider
possible involvement of other teachers/resource
persons and expanding learning locale.
4. Localize or contextualize the lesson and use
relatable issues/concerns. You may use the
following criteria:
a. Is it a real issue?
b. Are you personally interested in it?
c. Is the scope of issue manageable?
5. Plan activities for each part of the DLL.
a. make and deliver activities/exercises aligned
with the lesson objectives.
b. Have each activities reinforce ideas and/or skills
from different subjects to indicate the importance of
combining disciplines.
c. Vary activity types to increase engagement level.
6. Give time for learners to reflect on their
answers/outputs.

7. Determine proper assessment strategies.

8. Develop rubrics base on the measurable lesson

objectives and use criteria that appropriately describe the
target output.
9. Reflect on learner’s participation rate, products
and performances.

10. Reflect on the relevance and appropriateness of

the interdisciplinary teaching process in your class.
 WORKSHOP
Craft a DLL for your next classroom
observation and apply the
horizontal/interdisciplinary approach
and vertical/intradisciplinary approach