ENSURING SHS

LEARNERS’
PREPARATION FOR THE
FOUR EXITS OF THE K
TO 12 CURRICULUM
Table 1a. Primary Skills Demanded By the Four Exits of the K to 12
Curriculum from Every SHS Graduate
Exits Salient Preparatory Skills

Higher Education Communication Thinking Problem Research Life

Solving
Entrepreneurship Communication Creative Thinking Risk
Taking Leadership
Employment Communication Planning, Organizing, Problem Learning
Solving and
Self-
Initiative management
Middle level Skill Communication
Development Technical
Table 1b. Articulation of Salient Preparatory Skills and the 4C’s of the
National Education Association

4 ESSENTIAL 21ST CENTURY SKILLS TO PREPARE LEARNERS FOR THE FUTURE (4 C's)
Skills Communication Crirical & Problem Creative and Innovation
Solving Collaboration
SALIENT SKILLS TO DEVELOP AMONG SHS LEARNERS AS IMPLIED IN SHS PROGRAM OUTCOMES
Skills Communication and Thinking Problem Solving and
Technology Research Life
 Table 1c. Primary Skills to be Honed in learners by SHS Core Subject
SHS CORE SUBJECTS PRIMARY SKILLS TO BE HONED IN LEARNERS

Earth & Life Science Communication Problem Solving

English (Reading & Writing) Communication Critical Planning, Organizing
Planning, Organizing,
English (Oral Com) Communication Critical & Creative
Initiative
Research & Problem
Filipino Communication
Solving
Systhematic, Logical,
General Mathematics Reflective, Creative &
Innovation Problem Solving
Communication &
Media Information Literacy
Technology Creative & Critical
Planning, Organizing,
Innovation, Risk-
Personal Development Communication Critical Problem Solving taking, Self-
management,
Leadership
Planning, Organizing,
Philosophy Creative & Critical Problem Solving
Initiative

Physical Science (Chemistry)

Communication & Technology
Creative & Critical Problem Solving

Problem Solving &

Physical Science (Physics)
Research
Teamwork, Planning,
P.E Communication Critical Problem Solving
Organizing
Statistics & Probability Communication Problem Solving
21st Century Literature Communication Creative & Critical
UCSP Communication Critical Problem Solving Collaborating
Preparatory Skills of the 4 Exits of K to 12

Teaching Core Courses

Alignment Framework
Why teach?
How to assess and evaluate?
 Goal in teaching
the course How to teach?
 Nature of the
course What to teach?
 Role of the
course in
attaining the  Appropriate
mission of the assessment &  Appropriate
university (
evaluation teaching
preparing  Scope and
students carry mechanism strategies & sequence
out the Core technique of topics
Curriculum
Learning
Outcomes)

Aligned Classroom Instruction Delivery (ACID) Plan

What is the classification
of the subject according
to the purpose of its
discipline and
delimitation?
Nature of the
subject Target
Preparatory Skills Culminating
for the 4 Exits of Performanc PT
Goal in the K to 12 e Standard
Teaching the Curriculum
subject
Given the What can What task
Given the competencies that learners do demonstrates
classification of shall be developed in with their learners
the subject learners, which among learning? learning?
according to the the preparation skills How shall the
purpose of its of 4 exits of K to 12 learning be
discipline., what curriculum MUST be demonstrate
KSA shall be prioritized through d in a task?
honed in Earth and Life Science
learners?
CIDAM format
 Reflective of
the Target
preparatory
Skills

How do the
assessment
techniques assess the
development of the
desired preparatory
skills (necessary in
doing the PT)?
 Parts of the Teaching Guide

I. INTRODUCTION – Performance Standard

II. MOTIVATION- Performance Standard
III. INSTRUCTION/ DELIVERY – Highest Enabling
Strategy to use, Learning Competencies, Higher
Thinking Skills to Assess
IV. PRACTICE – Culminating Performance Standard,
Performance Task, Higher Thinking Skills to Assess
V. ENRICHMENT
VI. EVALUATION
Aligned Classroom Instruction Delivery
Plan

Aligned Classroom Instruction delivery Plan (ACID

Plan) assures and shows alignment of all the
elements of curriculum instructional objectives,
content, strategies and assessment. It is a way
employing the curriculum guides. It is made
concrete in the form of Classroom Instruction
Delivery Alignment Map ( CIDAM)
 KUD IN Relation to RBT
Note: K U D is used in unpacking the learning standards by classifying learning
competencies and performance standards as Knowing, Understanding and
Doing.

KUD Classification Levels of thinking (RBT)

Doing Creating ( Can you generate new products, ideas or ways

of viewing things?)
Evaluating ( Can you justify a decision or course of
action?)
Understanding Analyzing ( Can you break information into parts to
explore understanding and relationships?)
Applying ( Can you use the information in another
familiar situation?)
Knowing Understanding ( Can you explain ideas or concepts?)

Remembering ( Can you recall information?)

Higher Order Thinking Skills
Creating – Designing, constructing, planning, Inventing,
devising, making
Evaluating – Checking, hypothesizing, critiquing,
experimenting, judging, testing, detecting, monitoring.
Analyzing – Comparing, organizing, deconstructing,
attributing, outlining, finding, structuring.

Low Order Thinking Skills

Applying – implementing, carrying out, using, executing
Understanding – Interpreting, exemplifying, summarizing, inferring,
paraphrasing, classifying, comparing, explaining
Remembering – Recognizing, listing, describing, identifying,
retrieving, naming.
KUD Review

If you ask students a question based on your objective and

there is/are:

Only one answer = Knowledge

Several possible answers = Understanding

 Performance Task

“ Allows learners to show what they know are able to do in diverse ways.
They may create or innovate products or do performance based tasks.”

-DepEd Order No. 8 S.2015

Performance Task

Thus, students are not just expected to understand but

they should be able to demonstrate or provide evidence of
that understanding.

Students are expected to produce performance as evidence

that they can transfer or use their learning in real life
situations.
Giving importance to PT

Unit Performance Transfer Goal Performance Task

Standard Scenario

What are students What in the long run What real Life situation
expected to be able to after SHS can students can students put
do? do on heir own with themselves in where
what they learned? they can perform the
transfer goal?

Long term in nature,

From DepEd requires application. GRASPS
curriculum
guide “Students will be able to
independently use their
learning to.. Real world context
Crafting Performance Task

Goal
Role
Audience
Situation
Product
Standards
K12 wanted to produce a 4 Exits
Ready completers

 Subjects must be taught to develop

the necessary skills for these exits
- our Classroom instruction must
focus on honing those skills.
Parts of a Teaching Guide

 Introduction

 Motivation

 Instruction/ Delivery

 Practice

 Enrichment

 Evaluation
Basis of the Development Of
Instructional materials
 NATURE OF THE SUBJECT:
The course is offered to provide a
general background for the
understanding of earth science
and biology. It presents the
earth’s structure, composition,
history and processes as well as
explores the basic principles and
processes in the study of Biology ESSENTIAL SKILLS to
necessary in creating awareness develop among learners
of varied environment concerns through EARTH AND LIFE
in order to engage in community SCIENCE in preparation
activities aimed to solve the for the 4 EXITS of K-12
problem.
1. COMMUNICATION
2. PROBLEM SOLVING
GOAL:
The course aims at equipping and
broadening content knowledge on earth
science and biology. It intends to develop
critical thinking and effective
communication skills potent in coming up
with mitigation measures to address
environmental problems.
 ESSENTIAL TOPICS

EARTH SCIENCE
1. Universe and the Solar system
2. Earth and Earth System
3. Minerals and Rocks
4. Exogenic Processes
5. Endogenic Processes
ESSENTIAL SKILLS to 6. Deformation of the Earth’s Crust
develop among learners 7. History of the Earth
through EARTH AND LIFE 8. Geologic Processes and hazards
SCIENCE in preparation 9. Hydrometeorological Phenomena
and Hazards
for the 4 EXITS of K-12
10. Marine and Coastal Processes
and their Effects
1. COMMUNICATION
2. PROBLEM SOLVING LIFE SCIENCE
1. Introduction to Life Science
2. Bioenergetics
3. Genetic Engineering
4. How Plant Survive
5. How Animals Survive
6. The Process of Evolution
7. Interdependence and
Interrelatedness