Prof Ed 9 Module 9 Unpacking Curriculum
The Teaching Profession (Visayas State University)
Scan to open on Studocu
Studocu is not sponsored or endorsed by any college or university
Downloaded by Alliah Mae Castil (
[email protected])
MODULE 9 UNPACKING CURRICULUM STANDARDS AND COMPETENCIES
This module discusses the process for unpacking curriculum standards and
competencies, which is one of the essential tasks of teachers in implementing the K-12 Basic
Education Curriculum. In this module, you will:
• discuss the process for unpacking curriculum standards and competencies; and
• experience unpacking curriculum competencies to identify appropriate instructional
strategies and assessment tools.
Definition and Examples of Curriculum Standards and Competencies
Curriculum standards are widely used in the United States and in some countries for
their curriculum. As discussed earlier in this book, curriculum standards are broad statements
of what students need to know and do as a result of learning. In the K-12 curriculum,
standards are classified as (1) content standards and (2) performance standards. The K-12
Curriculum also includes learning competencies. The Department of Education, in its
Memorandum Order Number 8 Series of 2015, defined curriculum standards and
competencies as:
• Content Standards - identify and set the essential knowledge and understanding that
should be learned by the students.
• Performance Standards - describe the abilities and skills that the learners are expected
to demonstrate in relation to the content standards and integration of 21st century
skills.
• Learning Competencies - refer to the knowledge, skills, and understanding that learners
need to demonstrate in every lesson or activity.
The following are examples of content standards, performance standards, and learning
competencies in the K-12 Curriculum:
Standards
Content Performance
The child The child
Sub- Learning Learning
demonstrates shall be Code
Domain Competencies Materials
an able to...
understandin
g of...
Life Body parts Take care of 1. Identify one’s PNEKBS-
Science: and their uses oneself and basic body parts Id-1
(Body and the 2. Tell the
PNEKBS-
the environment function of each
Id-2
Senses) and able to basic body part
(BS) solve 3. Demonstrate PNEKBS-
problems movements using Ic-3
encountered different body
within the parts
content of 4. Name
everyday the five senses
PNEKBS-
living and their
Ic-4
corresponding
body parts
5. Use the
PNEKBS-
senses to observe
Ic-5
the environment
Source: K-12 Kindergarten Curriculum Guide
CONTENT PERFORMANCE LEARNING LEARNING
CONTENT CODE
STANDARDS STANDARDS COMPETENCIES MATERIALS
2. Changes Effects of Investigate the 4. Describe • Beam –
that temperature different changes Gr. 3 Unit
Materials on materials changes in in materials 3
undergo materials as based on the Materials
affected by effect of -Distance
temperature temperature Learning
4.1 Solid to S3MT- Module 43
Liquid ih-j-4 • Beam – Gr.
4.2 Liquid 3 Unit 3
to solid Materials
4.3 Liquid Module 44-
to gas 49
4.4 Solid to
gas
Source: K-12 Grade 3 Science Curriculum Guide
CONTENT PERFORMANCE LEARNING
CONTENT CODE
STANDARD STANDARDS COMPETENCIES
A. 21st century The learner will be The learner will be Writing a close EN12lit
literature from able to understand able to analysis and critical la-21
the region and appreciate the demonstrate interpretation of
where the elements and understanding and literary texts and
school is based contexts of 21st appreciation of doing an
in relation to century Philippine 21st century adaptation of
the literature of literature from the Philippine literature these require from
other regions regions. from the regions the learner the
in various through: ability to:
genres and
forms in 1. a written close 1. Identify the
consideration analysis and geographic,
of: critical linguistic, and
1. Various interpretation of a ethnic dimensions
dimensions of literary text in of the Philippine
Philippine terms of form and
literary history theme, with a literary history
from pre- description of from pre-colonial
colonial to its context; to the
contemporary; contemporary.
2. Canonical and 2. Identify
authors and representative
works of 2. an adaptation of texts and authors
Philippine a text into other from each region
National Artists creative forms (e.g. engage in
EN12lit
in Literature; using multimedia oral history
lb-22
research with
focus on key
responsibilities
from students'
region/
province/town)
3. Names of 3. Value the
authors and contributions of
their works, local writers to
EN12lit
and the development
Ic-23
backgrounds of of regional literary
the literature traditions
from the region
where the high
Source: K-12 Senior High School 21st century Literatures in the Philippines and the World
Curriculum Guide
Activity 41. Examine the K-12 Basic Education Curriculum. Write in this matrix other
examples of content standards, performance standards, and learning
competencies to form your favorite subjects.
Subject:
Grade Level:
Content:
Content Standards Performance Standards Learning Competencies
Downloaded by Alliah Mae Castil (
[email protected])
Examine how content standards, performance standards, and learning competencies
are written. Examine the verbs that describe the desired learning behavior that students
should master through the learning competencies. Remember that the big ideas or essential
knowledge in the curriculum are always selected from the content standards while the
performance standards serve as basis for the abilities and skills that the learners are expected
to demonstrate in relation to the content. Take note how teachers used the learning
competencies for selecting the contents, learning activities, and the type of assessment.
Steps for Unpacking Curriculum Standards and Competencies
There are two essential steps in unpacking curriculum standards and competencies.
Step 1: Classify standards as knowledge, skills, and values.
• Knowledge - if the learning competency calls for remembering and basic
comprehension of a concept or a skill
• Skill - if the learning competency calls for the learner to demonstrate or apply a skill or
desired behavior
• Values - if the learning competency calls for valuing and appreciation
Examples for Knowledge:
• Discuss the different forms of government
• Analyze the importance of water for living organisms
• Discuss rules in subject-verb agreement
• Define percentage
Examples for Skills:
• Calculate cost of production
• Plan a menu
• Solve word problems
• Calculate the mean and median
Examples for Values:
• Appreciate various forms of literatures
• Recognize the importance of cooperation and unity in achieving goals
• Respect different national symbols of the country
• Appreciate examples of Baroque music
Activity 42. Reflect on and address the following:
1. Examine the learning competencies. Try to identify whether the learning competencies
are: K- Knowledge, S- Skillls, V- Values
K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL-APPLIED TRACK SUBJECT
Grade: 11 Semester: Second Semester
Subject Title: Practical Research 1 No. of Hours/Semester: 80
hours/ semester
Subject Description: This course develops critical thinking and problem-solving skills through
qualitative research
CONTENT PERFORMANCE LEARNING
CONTENT CODE
STANDARD STANDARD COMPETENCIES
The learner The learner is The learner:
demonstrates able to:
-CS_RS11
understanding of: 1. shares research
Illa-1
Use appropriate experiences and
1. the kinds of knowledge
importance of research in 2. explains the
-CS_RS11
research in daily making importance or research
Illa-2
life decisions. in daily life
2. the 3. describes
characteristics, -CS_RS11
characteristics, processes, and ethics of Illa-3
Nature of processes, and research
Inquiry and ethics of 4. differentiates
-CS_RS11
Research research quantitative from
Illa-4
qualitative research
3. quantitative 5. provide examples
and qualitative of research in areas of
research interest (arts,
humanities, sports,
4. the kinds of science, business, -CS_RS11
research across agriculture and Illa-5
fields fisheries, information
and communication
technology, and social
inquiry)
Activity 42. (continued)
2. Compare your work with your classmates. List the similarities and differences you
noted. Then, explain the basis of your classification.
3. Discuss which classification is best for each learning competency.
4. Decide what classification is best for each competency.
The result will help the teachers to make decisions on how to select and organize the topics for
instruction, and identify what is the best approach for teaching the competencies.
Step 2: Identify the prerequisite knowledge, skills, and values for each learning
competency.
Example:
• Describe changes in materials based on the effect of temperature:
o Solid to liquid,
o Liquid to solid
o Liquid to gas, or
o Solid to gas.
Before the students can actually describe changes in materials based on the effect of
temperature, they should be able to do the following:
• Describe temperatures as hot or cold
• Observe the effect of temperature on the materials
The prerequisites could serve as instructional objectives for the lesson.
Step 3: Look for the desired skills or behavior in every competency. Identify the most
suitable activity for each desirable behavior.
Example:
• Create crafts that can be locally assembled with local materials, guided by local
traditional techniques (habi, lilip, etc.)
The desired behavior or skill in this learning competency is for students to create crafts
assembled with local materials, guided by local traditional techniques.
This could be done through the following activities:
• Lecture-Workshop; and
• Project-based Approach (Individual or group project).
The activities will serve as instructional strategies for teaching the learning competencies.
Step 4: Classify learning competencies to determine appropriate assessment tools.
This process is based on the works of Glatthorn (1998).
• Standard with Conventional Testing (SCT)-these are learning competencies that require
traditional assessment tools like quizzes and exams.
Examples:
1. Describe the characteristics of sounds.
2. Identify primary colors.
3. Discuss the judicial system in the Philippines.
4. Explain different communication models.
• Standards with Performance Tasks (SPT)-these are learning competencies that require
performance tasks for assessment or authentic assessment.
Examples:
1. Perform examples of Philippine Folk dance.
2. Write an essay about a selected topic.
3. Demonstrate how to dissect an insect.
4. Paint using natural and indigenous materials.
• Standards for Continuing Development (SCD) - these are competencies that focus on
values and attitudes that cannot be assessed.
Examples:
1. Recognize basic human rights of a person.
2. Appreciate the role of mathematics in everyday life.
3. Develop healthy eating habits.
4. Respect different cultural practices.
Activity 43. Reflect on and address the following:
1. Examine the learning competencies in the last column.
Look at this example:
LO 2. Demonstrate the testing of an automotive battery
2.1. Select appropriate test equipment. K.SPT
2.2. 2.2 Test different types of batteries. S.SPT
2.3. Analyze test results. S.SPT
2.4. Compare battery test result based on manufacturer's specification. S.SPT
2.5. Observe safety at all times while doing battery test. V.SCD-PT
2.6. 2.6 Report findings of test results. K.SPT
2. Identify whether the learning competencies are:
K - Knowledge,
S - Skills, or
V - Values.
3. Classify whether each competency is:
SCT - Standards with Conventional Testing,
SPT - Standards with Performance Task, or
SCD - Standards for Continuing Development.
Activity 43. (continued)
4. Try unpacking the learning competencies from the Senior High School Statistics and
Probability Curriculum.
LEARNING COMPETENCIES
The learner...
1. Illustrates a random variable (discrete and continuous)
2. Distinguishes between a discrete and a continuous random variable.
3. Finds possible values of a random variable.
4. Illustrates a probability distribution for a discrete random variable and its properties.
5. Constructs the probability mass function of a discrete random variable and its
corresponding histogram.
6. Computes probabilities corresponding to a given random variable.
7. Illustrates the mean and variance of a discrete random variable.
8. Calculates the mean and the variance of a discrete random variable.
9. Interprets the mean and the variance of a discrete random variable.
10. Solves problems involving mean and variance of the probability distributions.
11. Illustrates a normal random variable and its characteristics.
12. Constructs a normal curve.
Activity 43. (continued)
5. Compare your work with your classmates. List the similarities and differences you
noted. Then, explain the basis of your classification.
6. Discuss which classification is best for each learning competency.
7. Try doing it with the other subjects in the K-12 Basic Education Curriculum until you
master the skills for unpacking the standards and competencies.
Try another example from Grade IV Arts Curriculum.
The learner...
1. realizes that art processes, elements and principles still
apply even with the use of technologies.
2. appreciates the elements and principles applied in digital
art.
3. applies concepts on the use of software (commands, menu,
etc.)
4. utilizes art skills using new technologies (hardware and
software) in digital painting.
5. creates a digital painting similar with Masters' (e.g., Van
Gogh, Amorsolo, etc.) in terms of style, theme, etc.
The result will help teachers to identify the nature of the competency and the type of
assessment tools to be used for measuring students' performance for every competency. It is
important that the assessment tools are aligned to the curriculum competencies.
Other Techniques for Unpacking Curriculum Standards and Competencies
Some teachers also use the taxonomy of educational objectives for unpacking
curriculum standards and competencies. The taxonomy for educational objectives were
developed and published by Bloom and Krathwohl (1956). The Bloom's Taxonomy has become
popular for teachers especially in developing instructional objectives. Bloom uses a multi-
tiered scale to express the level of expertise required to achieve each measurable student
outcome. According to Bloom, educational objectives can be categorized into three domains
(1) knowledge-based, (2) skills-based, and (3) and affective.
Figure 24. Revised Bloom's Taxonomy by Anderson & Krathwohl
(2001)
The first taxonomy is for the cognitive or knowledge-based domain. Bloom identified
five categories under the cognitive domain starting from knowledge up to the highest level,
which is evaluation. Originally, Bloom Taxonomy included synthesis between analysis and
evaluation. Anderson and Krathwohl (2001) revised it later to include creation as the highest
category in the taxonomy.
For affective domain, Bloom also categorized learning objectives into five categories.
Figure 25. Bloom's Taxonomy for Affective Objectives
For the psychomotor domain, Bloom categorized skills-based learning competencies
into six categories from simple to complex.
Figure 26. Taxonomy for Skills-based Objectives
The Teachers should first decide which of these three broad categories (knowledge-
based, skills-based, and affective) the corresponding course goal belongs to in order to
determine the level of expertise required for each measurable student outcome. The result is
useful for teachers in understanding the nature of the contents and in the selection of
teaching strategies. Organizing measurable student outcomes in this way will also allow
teachers to select appropriate classroom assessment techniques for the course.
Fink (2003) also presented an alternative taxonomy for categorizing different types of
learning outcomes. It is known as Fink's Taxonomy of Significant Learning. Fink presented his
taxonomy for a systematic approach to course design that went beyond the usual focus on
content. This taxonomy provided a model for course design that helps teachers to align
learning goals with a method for assessing student learning. Fink's Taxonomy encourages
teachers to put more emphasis on active learning and relating course content with real-life
problems.
LEARNING HOW TO
LEARN FOUNDATIONAL
- Becoming a better KNOWLEDGE
student Understanding and
- Inquiring about a remembering:
subject Information
-Self-directing learners Ideas
CARING
- Developing new APPLICATION
Feelings Skills Thinking:
Interests Critical, creative, and
Values practical thinking
Managing projects
INTEGRATION
Connecting:
HUMAN DIMENSIONIdeas
Learning about: People
Oneself Realms of life
Others
Figure 27. Fink's Taxonomy of Significant Learning
Activity 44. Reflect on and address the following:
1. Form a small group. Select one subject to examine from the K-12 Basic Education
curriculum.
Activity 44. (continued)
2. Examine the nature of the competencies. Then, using the appropriate. Bloom's
Taxonomy, look over the descriptions of the various levels of expertise.
3. Determine which description most closely matches that learning competency.
4. Analyze which of the three domains of learning is more emphasized in the curriculum.
5. Report your output to the whole class.
The taxonomy is a convenient way to describe the degree to which students understand and
use concepts, to demonstrate particular skills, and to have their values, attitudes, and interests
affected. This will determine which classroom assessment techniques are most appropriate for
the course
IN A NUTSHELL
Reflections on Unpacking Curriculum Standards and Competencies
• Curriculum standards are broad statements of what the students need to know, the
skills they need to do, and the values they need to develop.
• Curriculum competencies are specific knowledge, skills, and values that students need
to master.
• Unpacking curriculum standards and competencies are essential in the selection of
curriculum content, learning activities and assessment tools.
• In the implementation of the K-12 education program, unpacking curriculum is useful
for teachers especially when they design their instructional plans and when they design
assessment tools.
• Unpacking curriculum standards and competencies include several processes:
a. Classifying standards and competencies as knowledge, skills, and values.
b. Identifying prerequisite knowledge, skills, and values for each b. competency.
c. Identifying appropriate activities and strategies.
d. Classifying standards and competencies based on the types of assessment they
require (conventional testing, authentic task).
• Teachers need to have strong pedagogical-content knowledge (PCK) in order to unpack
curriculum standards and competencies effectively.
REFERENCES
Anderson, L. W. and Krathwohl, D. R., et. al (Eds.) (2001) A Taxonomy for Learning,
Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives.
Allyn & Bacon. Boston, MA
Bloom, B.S. and Krathwohl, D. R. (1956) Taxonomy of Educational Objectives: The
Classification of Educational Goals, by a committee of college and university examiners.
Handbook I: Cognitive Domain. NY, NY: Longmans, Green
Department of Education (2016). K-12 Basic Education Curriculum.
Fink, L.D. (2003). Creating Significant learning experiences: An integrated approach to
designing college courses. San Francisco: Jossey-Bass.
Glatthorn, B. A. (1998). Performance assessment and standards-based curricula. The
achievement cycle. N.Y.: Eye on Education.
