Understanding and Appreciating the CF, CG, LM & TG

1. Understanding and Appreciating the CF, CG, LM & TG Grade 9 - English

2. Understanding and Appreciating the CF, CG, LM & TG My first name starts with C and my last name ends with K, concepts and principles are inside me. ANSWER: CURRICULUM FRAMEWORK DEPARTMENT OF EDUCATION

3. Session Objectives In this learning session, the participants should be able to: • discuss the English Conceptual Framework by: • distinguishing its major components • showing relationship among the components • explaining how the Curriculum Guide (CG), Learner’s Material (LM) and Teacher’s Guide (TG) are aligned with the Conceptual Framework DEPARTMENT OF EDUCATION

4. Session Objectives In this learning session, the participants should be able to: 2. get familiarized with the contents of the Curriculum Guide, Learner’s Material (LM), and Teacher’s Guide (TG) 3. show appreciation of the curriculum in developing and producing a holistic Filipino learner/child DEPARTMENT OF EDUCATION

5. Understanding and Appreciating the CF, CG, LM & TG ACTIVITY 1 Group Work DEPARTMENT OF EDUCATION

6. Understanding and Appreciating the CF, CG, LM & TG What do you dream of these Filipino learners? DEPARTMENT OF EDUCATION

7. Understanding and Appreciating the CF, CG, LM & TG What to do: 1. Think of your vision for the Filipino learners. 2. Brainstorm with your group to come up with only one vision. 3. Present your group’s output. DEPARTMENT OF EDUCATION

8. ANALYSIS How do you feel about your group’s output? Why? What have you envisioned for these children? How can this vision be achieved? What is your role in realizing this vision? What have you realized from this activity? DEPARTMENT OF EDUCATION

9. Where is ENGLISH in the K-12 Basic Education Curriculum Framework?

10. Where is ENGLISH in the K-12 Basic Education Curriculum Framework? The K to 12 Basic Education Curriculum Framework In order to achieve holistic development, one must have effective communication skills which can be learned from the Language subjects (such as ENGLISH). DEPARTMENT OF EDUCATION

11. Understanding the English Conceptual Framework

12. COMMUNICATIVE COMPETENCE and MULTILITERACIES SPIRAL PROGRESSION UNDERSTANDING CULTURES THINKING READING VIEWING and RESPONDING LISTENING SPEAKING and VIEWING INTEGRATION CONSTRUCTION MAKING MEANING THROUGH LANGUAGE ASSESSMENT FEEDBACK THINKING THINKING LEARNER-CENTEREDNESS WRITING and REPRESENTING PROCESSES and STRATEGIES CONTEXTUALIZATION UNDERSTANDING LANGUAGE INTERACTION THEORIES of LANGUAGE TEACHING THEORIES of LANGUAGE LEARNING and ACQUISITION THEORIES of LANGUAGE DEPARTMENT OF EDUCATION

13. Philosophy, Rationale, and Guiding Principles

14. Philosophy and Rationale • Language is the basis of all communication and the primary instrument of thought. • Therefore, language is central to the peoples’ intellectual, social and emotional development and has an essential role in all key learning areas1. • Language is the foundation of all human relationships. People use language to make sense of and bring order to their world. • Therefore, proficiency in the language enables people to access, process and keep abreast of information, to engage with wider and more diverse communities, and to learn about the role of language in their own lives, and in their own and other cultures. DEPARTMENT OF EDUCATION

15. 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. DEPARTMENT OF EDUCATION

16. 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. DEPARTMENT OF EDUCATION

17. Guiding Principles An effective language arts and multiliteracies curriculum satisfies the following principles: • develops thinking and language through interactive learning; • develops communicative competence and critical literacy; • draws on literature in order to develop students’ understanding of their literacy heritage; draws on informational texts and multimedia in order to build academic vocabulary and strong content knowledge; • develops students’ oral language and literacy through appropriately challenging learning; DEPARTMENT OF EDUCATION

18. Guiding Principles • emphasizes writing arguments, explanatory/informative texts and narratives; • provides explicit skill instruction in reading and writing; • build on language, experiences, knowledge and interests that students bring to school; 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; • assesses and reflects the students’ ability to interpret and/or communicate in the target language; DEPARTMENT OF EDUCATION

19. The Needs of the Learners: The Context

20. The Needs of the Learners: The Context Generation Z – born after 1994 until 2004 Who are they? • can email, text and use computers without any problems • unable to analyze complex data and information • extremely comfortable with technology • often termed as digital natives • can understand and master advancement in technology • first generation to be born with complete technology • rather stay indoors and use their electronics than play outdoors and be active • social media platforms are a way to communicate with the outside world • adept at multi-tasking • creative and collaborative • lead a sedentary life DEPARTMENT OF EDUCATION

21. The Outcomes

22. The Outcomes Ultimate goal of the Language Arts and Multiliteracies Curriculum COMMUNICATIVE COMPETENCE • Produce graduates who apply the • language conventions • principles • strategies • skills (1) interacting with others (2) understanding and learning other content areas MULTILITERACIES (3) fending for themselves in whatever field of endeavour they may engage in DEPARTMENT OF EDUCATION

23. The Outcomes Ultimate goal of the Language Arts and Multiliteracies Curriculum Discourse Competence Grammatical/Linguistic Competence COMMUNICATIVE COMPETENCE Sociolinguistic Competence Strategic Competence DEPARTMENT OF EDUCATION

24. The Outcomes Ultimate goal of the Language Arts and Multiliteracies Curriculum Social Literacy Traditional Literacy practices MULTILITERACIES New Literacy practices Professional Literacy DEPARTMENT OF EDUCATION

25. The Outcomes • 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. • Furthermore, the curriculum aims to help learners understand that English language is a dynamic social process which responds to and reflects changing social conditions, and that English is inextricably involved with values, beliefs and ways of thinking about ourselves and the world we dwell in. • Through multi-literacy skills, learners will be able to appreciate and be sensitive to sociocultural diversity and understand that the meaning of any form of communication depends on context, purpose and audience. DEPARTMENT OF EDUCATION

26. The Conceptual Framework

27. COMMUNICATIVE COMPETENCE and MULTILITERACIES SPIRAL PROGRESSION UNDERSTANDING CULTURES THINKING READING VIEWING and RESPONDING LISTENING SPEAKING and VIEWING INTEGRATION CONSTRUCTION MAKING MEANING THROUGH LANGUAGE ASSESSMENT FEEDBACK THINKING THINKING LEARNER-CENTEREDNESS WRITING and REPRESENTING PROCESSES and STRATEGIES CONTEXTUALIZATION UNDERSTANDING LANGUAGE INTERACTION THEORIES of LANGUAGE TEACHING THEORIES of LANGUAGE LEARNING and ACQUISITION THEORIES of LANGUAGE DEPARTMENT OF EDUCATION

28. The Conceptual Framework COMPONENT 1 Language Learning Process DEPARTMENT OF EDUCATION

29. SPIRAL PROGRESSION INTEGRATION CONSTRUCTION LEARNER-CENTEREDNESS CONTEXTUALIZATION INTERACTION THEORIES of LANGUAGE TEACHING THEORIES of LANGUAGE LEARNING and ACQUISITION THEORIES of LANGUAGE DEPARTMENT OF EDUCATION

30. The Conceptual Framework 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. 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. DEPARTMENT OF EDUCATION

31. The Conceptual Framework 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). 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. DEPARTMENT OF EDUCATION

32. The Conceptual Framework Contextualization • Learning tasks and activities will be designed for learners to acquire the language in authentic and meaningful contexts of use. For example, lessons will be planned around learning outcomes, a theme, or a type of text to help learners use related language skills, grammatical items/structures and vocabulary appropriately in spoken and written language to suit the purpose, audience, context and culture. Learning points will be reinforced through explicit instruction and related follow-up practice. 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. Learners will be provided with sufficient scaffolding so that they will be able to reach their full cognitive, affective, and psychomotor potentials and become independent learners who are good consumers and constructors of meaning. DEPARTMENT OF EDUCATION

33. The Conceptual Framework COMPONENT 2 Effective Language Use DEPARTMENT OF EDUCATION

34. SPIRAL PROGRESSION UNDERSTANDING CULTURES INTEGRATION CONSTRUCTION LEARNER-CENTEREDNESS PROCESSES and STRATEGIES CONTEXTUALIZATION UNDERSTANDING LANGUAGE INTERACTION THEORIES of LANGUAGE TEACHING THEORIES of LANGUAGE LEARNING and ACQUISITION THEORIES of LANGUAGE DEPARTMENT OF EDUCATION

35. The Conceptual Framework UNDERSTANDING CULTURES • Learning language through text types and literary appreciation exposes learners to different cultures of the world, including one’s culture. UNDERSTANDING LANGUAGE • Learners apply their knowledge of the system of the language to assist them to make meaning and to create meaning. 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. DEPARTMENT OF EDUCATION

36. The Conceptual Framework COMPONENT 3 Making Meaning Through Language DEPARTMENT OF EDUCATION

37. SPIRAL PROGRESSION UNDERSTANDING CULTURES THINKING READING VIEWING and RESPONDING LISTENING SPEAKING and VIEWING INTEGRATION CONSTRUCTION MAKING MEANING THROUGH LANGUAGE THINKING THINKING LEARNER-CENTEREDNESS WRITING and REPRESENTING PROCESSES and STRATEGIES CONTEXTUALIZATION UNDERSTANDING LANGUAGE INTERACTION THEORIES of LANGUAGE TEACHING THEORIES of LANGUAGE LEARNING and ACQUISITION THEORIES of LANGUAGE DEPARTMENT OF EDUCATION

38. The Conceptual Framework • 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. • The skills, grammatical items, structures and various types of texts will be taught, and revisited at increasing levels of difficulty and sophistication. This design allows students to progress from the foundational level to higher levels of language use. • The Language Arts and Multiliteracies Curriculum (LAMC) is composed of five (5) intricately intertwined and integrated sub-strands (listening, speaking, reading, writing, and viewing) that serve as building blocks for understanding and creation of meaning and for effective communication across curricula. DEPARTMENT OF EDUCATION

39. Alignment of the Language and Literacy Domains with the 5 sub-strands DEPARTMENT OF EDUCATION

40. Funnelling of Domains Across the K-12 Basic Education Integrated Language Arts Curriculum DEPARTMENT OF EDUCATION

41. The Conceptual Framework COMPONENT 4 Holistic Assessment DEPARTMENT OF EDUCATION

42. COMMUNICATIVE COMPETENCE and MULTILITERACIES SPIRAL PROGRESSION UNDERSTANDING CULTURES THINKING READING VIEWING and RESPONDING LISTENING SPEAKING and VIEWING INTEGRATION CONSTRUCTION MAKING MEANING THROUGH LANGUAGE ASSESSMENT FEEDBACK THINKING THINKING LEARNER-CENTEREDNESS WRITING and REPRESENTING PROCESSES and STRATEGIES CONTEXTUALIZATION UNDERSTANDING LANGUAGE INTERACTION THEORIES of LANGUAGE TEACHING THEORIES of LANGUAGE LEARNING and ACQUISITION THEORIES of LANGUAGE DEPARTMENT OF EDUCATION

43. The Conceptual Framework Holistic Assessment • Proximity to actual language use and performance • activities that have authentic communicative function • actual performance in authentic situations • A holistic view of language • based on the notion that the interrelationships among the various aspects of language, such as phonology, grammar, and vocabulary, among others cannot be ignored • assessment approaches should be used for communication and self-expression • takes into account the whole learner and his or her social, academic, and physical context DEPARTMENT OF EDUCATION Also the four skills of language-listening, speaking, reading, and writing-are seen to be parts of a structurally integrated whole.. Assessment also. An integrative view of learning Assessment attempts to capture the learner’s total array of skills and abilities. It measures language proficiency in the context of specific subject matter. Assessment procedures are based on the idea that various aspects of a learner’s life, both academic and personal, are integral to the development of language proficiency and cannot be ignored. These dimensions include not only processes such as acquiring and integrating knowledge, extending and refining knowledge, and using knowledge meaningfully, but also issues such as varying student attitudes towards learning. Developmental appropriateness Assessment procedures set expectations that are appropriate within the cognitive, social, and academic development of the learner. This characteristic of assessment makes it particularly valuable for second language learners who come from culturally diverse backgrounds and who may have atypical educational experiences. Multiple referencing Assessment entails obtaining information about the learner from numerous sources and through various means.

44. The Conceptual Framework Holistic Assessment • An integrative view of learning • assessment attempts to capture the learner’s total array of skills and abilities • assessment procedures are based on the idea that various aspects of a learner’s life, both academic and personal, are integral to the development of language proficiency and cannot be ignored • Developmental appropriateness • assessment procedures set expectations that are appropriate within the cognitive, social, and academic development of the learner • Multiple referencing • assessment entails obtaining information about the learner from numerous sources and through various means DEPARTMENT OF EDUCATION

45. COMMUNICATIVE COMPETENCE and MULTILITERACIES SPIRAL PROGRESSION UNDERSTANDING CULTURES THINKING READING VIEWING and RESPONDING LISTENING SPEAKING and VIEWING INTEGRATION CONSTRUCTION MAKING MEANING THROUGH LANGUAGE ASSESSMENT FEEDBACK THINKING THINKING LEARNER-CENTEREDNESS WRITING and REPRESENTING PROCESSES and STRATEGIES CONTEXTUALIZATION UNDERSTANDING LANGUAGE INTERACTION THEORIES of LANGUAGE TEACHING THEORIES of LANGUAGE LEARNING and ACQUISITION THEORIES of LANGUAGE DEPARTMENT OF EDUCATION

46. Understanding and Appreciating the CF, CG, LM & TG ACTIVITY 2 Group Work DEPARTMENT OF EDUCATION

47. Understanding and Appreciating the CF, CG, LM & TG What to do: 1. Skim through your copy of the document assigned to your group - Curriculum Guide (CG), Learner’s Material (LM), and Teacher’s Guide (TG). 2. Answer the worksheet assigned to your group. 3. Consolidate the answers of your group and write it in a manila paper. 4. Present your group’s output. DEPARTMENT OF EDUCATION

48. Understanding and Appreciating the CF, CG, LM & TG Groups 1 and 4 – CS/PS Analysis Worksheet Groups 2 and 5 – Learner’s Material Analysis Worksheet Groups 3 and 6 – Teacher’s Guide Analysis Worksheet DEPARTMENT OF EDUCATION

49. Understanding and Appreciating the CF, CG, LM & TG Groups 1 and 4 – CS/PS Analysis Worksheet DEPARTMENT OF EDUCATION

50. Understanding and Appreciating the CF, CG, LM & TG Groups 2 and 5 – Learner’s Material Analysis Worksheet DEPARTMENT OF EDUCATION