II.

Curriculum and Learning

Indicators
1. The curriculum All types of learners of the school Programs are fully implemented The educational needs of all
provides for the community are identified, their learning and closely monitored to address types of learners are being met as
development needs curves assessed; appropriate programs performance discrepancies, shown by continuous improvement
of all types of
with its support materials for each type of benchmark best practices, coach low on learning outcomes and products
learners in the
learner is developed. performers, mentor potential leaders, of learning. Teachers’ as well as
school community
reward high achievement, and students’ performance is motivated
*where applicable maintain an environment that makes by intrinsic rather than extrinsic
(Elementary/Secondary) learning meaningful and enjoyable. rewards. The schools’ differentiated
program is frequently benchmarked
by other schools.

12. Results of academic contests,

7. Intervention Action plans, M&E awards, certificates of
1. Enrolment Data by Type of
Reports, accomplishment, commendation received
Learners
documentation reports on 13. School paper, website/ PLNs
2. Assessment tools implementation of initiated and other means to
and database of assessment PAPs* showcase best practices
results 8. Documentation report of LAC 14. Report of participation of
 Diagnostic Tools Sessions students and teachers in
 MFAT (SPED) 9. Intervention Reports ( eg. SIM, activities outside the school,
 ECD Checklist Action research, Best Practice) 15. Documentation that the
 Reading Inventory 10. School rewards/awards school has been
 Numeracy program benchmarked (e.g. Log Book,
 Language Mapping 11. Instructional monitoring Letter of Appreciation, etc.)
3. Report on the Analysis of report/anecdotal report/other
Assessment results: proofs of monitoring

 NAT (if applicable)

  Teacher-made tests (with TOS)
 Other summative Assessment
results
(least learned skills and performance
gaps)
4. Availability of CGs, TGs, LMs, etc.
for other types of learners

 Students with special needs (if

applicable
 IPs, Muslim learners (if applicable)
 ALS modules(if applicable)
 Modules for ADMs (Open High
School, MISOSA, Home Schooling)
(if applicable)

5. Supervisory Plan, Instructional

Supervision Report
6. Action plans, accomplishment,
documentation reports on
implementation of programs and
projects that address learners’
needs (submitted & received by
the district/ SDO)

2. The implemented Local beliefs, norms, values, The localized curriculum is Best practices in localizing the
curriculum is traditions, folklores, current events, implemented and monitored closely to curriculum are mainstreamed and
localized to make it existing technologies are documented ensure that it makes learning more benchmarked by other schools.
more meaningful to
and used to develop a lasting curriculum. meaningful and pleasurable, produces There is marked increase in number
the learners and
applicable to life Localization guidelines are agreed to by desired learning outcomes, and of projects that uses the community
and community school community and teachers are directly improves community life. as learning laboratory, and the
properly oriented. Ineffective approaches are replaced school as an agent of change for
 and innovative ones are developed improvement of the community

1. Documentation report/Certificates 7. Record of utilization 11. Records of locally-developed

of participation in workshops to downloaded materials from the LRs published in the LR
localize the curriculum LR portal portal/ printed, published or
2. Local heritage matrix 8. Record of quality assured widely –circulated
3. Contextualized curriculum matrix locally-developed LRs utilized at 12. Report/record of community
per learning area the school, district, division engagement/program/
4. Inventory of localized and level extension services/
indigenized teaching and learning 9. Functional school library/ immersion in communities
materials LRC/mobile library/library
5. Organized School Level Learning corner/classroom mini-libraries
Resource Evaluators 10. Monitoring report of
6. Evaluation tools for localized implementation of the localized
Learning Resources curriculum

3. A representative A representative team of school Learning materials and Materials and approaches are
group of school and community stakeholders assess approaches to reinforce strengths and being used in school, in the family
community content and methods used in teaching address deficiencies are developed and in community to develop
stakeholders
creative, critical thinking and problem and tested for applicability on school, critical, creative thinking and
develop the
methods and solving. Assessment results are used as family and community. problem solving community of
materials for guide to develop materials. learners and are producing desired
developing creative results
thinking and
problem solving. 1. Composition of a School Project 4. Presence of 7. Project implementation
Team with Terms of Reference developed/redeveloped report showing attainment of
2. Learning resource needs learning resources with expected output/s
assessment evidences of utilization 8. Certification that innovations
3. Summary of assessment results 5. Evidences of were adopted/utilized in
remedial/enhancement school, family and
instruction or catch-up community
 mechanisms
6. Evaluation and validation
results for learning resources

4. The learning systems A school-based monitoring of The school-based monitoring of The monitoring system is
are regularly and learning system is conducted regularly learning systems generate feedback accepted and regularly used for
collaboratively and cooperatively; feedback is shared that is used for making decisions that collective decision making
monitored by the
with stakeholders. enhance the total development of
community using
learners 8. LGU /community
appropriate tools to
1. Documentation of school assemblies resolutions/ordinance
ensure the holistic
and meetings 6. Formulated school policy supporting the activities for the
growth and
2. State of the School Address [SOSA] guidelines on learner development total development of learners
development of the
3. Updated School Report Card (SRC) activities 9. Manual/handbook on learning
learners and
4. All SF 9 (Report Cards) are signed by and monitoring system is
community.
the parents 7. Presented/Communicated SRCs to available
5. Learners’ profile with anecdotal stakeholders
records
5. Appropriate The assessment tools are reviewed The assessment tools are The school assessment results
assessment tools by the school and assessment results are reviewed by the school community are used to develop learning
for teaching and shared with school’s stakeholders. and assessment results are shared programs that are suited to
learning are
with community stakeholders. community, and customized to each
continuously
reviewed and learners’ context, results of which
improved and are used for collaborative decision-
assessment results making.
are contextualized
to the learner and 1. Creation of Assessment Review Team 5. Documentation of the review of 8. Documents on the learning
local situation and with terms of reference assessment tools (FGD, meeting) programs/ activities developed as
the attainment of 2. Evidence of Reviewed assessment conducted by school community a result of assessment
relevant life skills. tool/s on written work such as Sample and stakeholders
pupils/students’ portfolio with specific 6. Evidences of modification of
rubrics;Sample pupils’ students’ assessment tools based on the
 journals with rubrics and Other written suggestions gathered from the FGD
work like reaction or reflection paper, 7. Assessment results are conveyed to
students’ researches, etc. stakeholders through assemblies
3. Evidence of Reviewed assessment and other appropriate online or
tool/s on Performance task such as offline strategies
Culminating activities, Simulation and
Actual performance of task/s
4. Evidence of Reviewed assessment
tool/s on Quarterly examinations with
TOS
6. Learning managers Stakeholders are aware of Stakeholders begin to practice Learning environments,
and facilitators child/learner-centered, rights-based, child/learner-centered principles methods and resources are
( teachers, and inclusive principles of education. of education in the design of community driven, inclusive and
administrators and
support to education. adherent to child’s rights and
community
protection requirements.
members) nurture
values and 1. School advocacy program on child
protection related concerns 4. WINs 2-Star 7. WINs 3- star
environment that
are protective of all 2. WINs 1-star 5. Statement of support from 8. Outstanding CFSS rating
3. BE Best Implementer – Division stakeholders in relation to 9. BE Implementer- National
children and
demonstrate level school’s advocacy program level
6. BE Best Implementer –
behaviours
consistent to the Regional level
organization’s
vision, mission and
Learning managers and Learning managers and Learning managers and
goals
facilitators conduct activities aimed facilitators apply the principles in facilitators observe learners’
to increase stakeholders’ awareness designing learning materials. rights from designing the
and commitment to fundamental curriculum to structuring the
rights of children and the basic whole learning environment.
principle of educating them.
 1. Documents on the implementation of 2. Availability of strategic 4. Student Handbook
activities related to increasing Intervention Materials (SIM)
stakeholders’ awareness and commitment 3. SLAC documentation on
to child protection designing learner-centered LMs
7. Methods and resources Practices, tools and materials for Practices, tools, and materials There is continuous exchange
are learner and community developing self-directed learners are for developing self-directed learners of information, sharing of expertise
–friendly enjoyable, safe, highly observable in school, but not in are beginning to emerge in the homes and materials among the schools,
inclusive, accessible and
the home or in the community. and in the community. home and community for the
aimed at developing self
development of self-directed
-directed learners. Learners
1. Workbooks, Activity Sheets, learners.
are equipped with essential
modules 4. Student–initiated community
knowledge, skills, and
2. Documentation of student-led programs,
values to assume 6. Benchmarking of best
learning activities 5. Community-sponsored
responsibility and practices in line with
3. Approved Students-Initiated program/activities (Picto-
accountability for their developing self-directed
Activities narrative)
own learning. learners evident in the home
and community
Learning programs are designed The program is The program is
and developed to produce learners collaboratively implemented and mainstreamed but continuously
who are responsible and accountable monitored by teachers and improved to make relevant to
for their learning. parents to ensure that it produces emergent demands.
desired outcome.
1. Portfolio of self-directed learning 2. Parents’ engagement in the 3. Proof of institutionalization of
programs learning activities of learners self-directed learning programs in
school