K-12 Curriculum Guide in English

1. K-12 Curriculum
Guide
EnglishPREPARED BY:
ARNEE LORRAINE IMPORTANTE ROBBIE LIZA CAYTILES NADINE BALESTRAMON

2. Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
Resource:
http://www.deped.gov.ph/sites/default/files/page/2015/English%20CG%20for%20reuploading_03.04.15.pdf

4. I. PHILOSOPHY AND RATIONALE
Language is the basis of all communication and the
primary instrument of thought.
Language is the foundation of all human
relationships.

5. II. GUIDING PRINCIPLES
All languages are interrelated and interdependent.
Language acquisition and learning is an active process that
begins at birth and continues throughout life.
Learning requires meaning.
Learners learn about language and how to use it effectively
through their engagement with and study of texts.

6. II. GUIDING PRINCIPLES
Successful language learning involves
viewing, listening, speaking, reading and
writing activities.
Language learning involves recognizing,
accepting, valuing and building on students’
existing language competence, including
the use of non-standard forms of the
language, and extending the range of
language available to students.

7. An effective language arts and multiliteracies curriculum satisfies the following principles:
1. develops thinking and language through interactive learning;
2. develops communicative competence and critical literacy;
3. draws on literature in order to develop students’ understanding of their literary heritage;
4. draws on informational texts and multimedia in order to build academic vocabulary and strong
content knowledge;
5. develops students’ oral language and literacy through appropriately challenging learning;

8. An effective language arts and multiliteracies curriculum satisfies the following principles:
6. emphasizes writing arguments, explanatory/informative texts and narratives;
7. provides explicit skill instruction in reading and writing;
8. builds on the language, experiences, knowledge and interests that students bring to school;
9. nurtures students’ sense of their common ground in using language/s for communication as
present or future global citizens to prepare them to participate in school and in civic life, and;
10. assesses and reflects the students’ ability to interpret and/or communicate in the target
language.

9. III. NEEDS OF THE LEARNERS : THE CONTEXT
The generation born after the year 1994 until 2004 is referred
to as Generation Z. This is the first generation to be born with
complete technology.
For them, social media platforms are a way to communicate
with the outside world.
Gen Z kids will grow up with a highly sophisticated media and
computer environment and will be more Internet savvy and
expert than their Gen Y forerunners.

10. IV. OUTCOMES
1. Communicative Competence
Communicative competence is classified into the following competencies.
1. Grammatical/Linguistic Competence
2. Sociolinguistic Competence
3. Discourse Competence
4. Strategic Competence

11. IV. OUTCOMES
2. Multiliteracies
Multiliteracies (multi literacy practices) recognize that there are
many kinds of literacy at work within our society.
The curriculum aims to help learners acquire highly-developed
literacy skills that enable them to understand that English
language is the most widely used medium of communication in
Trade and the Arts, Sciences, Mathematics, and in world economy.

12. V. CONCEPTUAL FRAMEWORK
The Language Arts and Multiliteracies
Curriculum (LAMC) addresses these
needs. This is the rationale why
Mother Tongue, Filipino and English
follow a unified framework which
allows easy transition from acquiring
and learning one language to another.

13. • Illustrates learning processes that will effect
acquisition and learning of the language.Component 1
• describes knowledge and skill areas which are
essential to effective language use which will be
developed through language arts.Component 2
• shows the interdependence and interrelationships of the
macro-skills of the language and the development of thinking
skills allowing students to make meaning through language.Component 3
• explains the holistic assessment of the
Language Arts and Literacy CurriculumComponent 4

14. COMPONENT 1: Language Learning Process
1. Spiral Progression
Skills, grammatical items, structures and various types of texts will
be taught, revised and revisited at increasing levels of difficulty and
sophistication.
This will allow students to progress from the foundational level to
higher levels of language use.

15. 2. Interaction
Language learning will be situated in
the context of communication (oral
and written).
Activities that simulate real-life
situations of varying language
demands (purposes, topics, and
audiences) will be employed to help
students interact with others thereby
improve their socialization skills.

16. 3. Integration
The areas of language learning – the
receptive skills, the productive skills, and
grammar and vocabulary will be taught in
an integrated way, together with the use
of relevant print and non-print resources,
to provide multiple perspectives and
meaningful connections.
Integration may come in different types
either implicitly or explicitly (skills,
content, theme, topic, and values
integration).

17. 4. Learner-Centeredness
Learners are at the center of the teaching-
learning process.
Teaching will be differentiated according to
students’ needs, abilities and interests.
 Effective pedagogies will be used to engage
them and to strengthen their language
development.

18. 5. Contextualization
Learning tasks and activities will
be designed for learners to
acquire the language in
authentic and meaningful
contexts of use.
Learning points will be
reinforced through explicit
instruction and related follow-
up practice.

19. 6. Construction
Making meaning is the heart of
language learning and use.
Learning tasks and activities will
be designed for learners in such
a way that they will have time to
reflect on and respond to ideas
and information.

20. COMPONENT 2: Effective Language Use
1. UNDERSTANDING CULTURES.
 Learning language through text
types and literary appreciation
exposes learners to different
cultures of the world, including
one’s culture.

21. 2. UNDERSTANDING LANGUAGE.
Learners apply their knowledge of
the system of the language to assist
them to make meaning and to
create meaning.
 They come to recognize the
patterns and rules of the language
which emerge as they interact with
a plethora of texts (literary and
informational) to make meaning.

22. 3. PROCESS AND STRATEGIES.
Learners select from a repertoire of
processes and strategies by reflecting
on their understanding of the way
language works for a variety of
purposes in a range of contexts.
They deliberate on how they use
language and apply different language
strategies, depending on their
purpose, context and audience.

23. COMPONENT 3: Making Meaning through
Language
Language is the major instrument in communication (oral and
written) and the heart of which is the exchange of meaning.
Language learning should focus on guiding students make meaning
through language for different purposes on a range of topics and
with a variety of audiences.
 Students must be able to adapt to various situations where
communication demands greatly vary.

26. Coherence with the Basic Education
Program Goals
1. The K-12 languages curriculum ensures that processes and
products of learning actively foster and contribute to the
achievement of the basic education program goals.
2. Competencies are spiraled across the curriculum and year levels.
Upper level courses will focus on writing, comprehension and
study strategies.
3. Content includes print and electronic texts that are age, context
and culture appropriate.

27. Characteristics of Assessment
1. Proximity to actual language use and
performance
2. A holistic view of language
3. An integrative view of learning
4. Developmental appropriateness
5. Multiple referencing

28. GRADE 3 - Students should be able to demonstrate eagerness to explore
and experience oral and written texts and to communicate meanings and
feelings effectively.
GRADE 6 - Student should be able to construct meanings and
communicate them using creative, appropriate and grammatically
correct oral and written language
GRADE 10 - Students should be able to interpret, evaluate and represent
information within and between learning area texts and discourses.
GRADE 12 - Students should be able to integrate communication and
language skills for creating meaning using oral and written texts, various
genres, and discursive contexts for personal and professional purposes.
KEY STAGE STANDARD