TEACHER INDUCTION PROGRAM

MODULE 3

IV. SESSION 4: KEY STAGES OF THE BASIC EDUCATION PROGRAM

A. Desired Learning Outcomes

Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators

(PTIs)

Demonstrate content knowledge and its Apply knowledge of content within and across
application within and/or across curriculum curriculum teaching areas.
teaching areas

B. Objectives
a. Describe the nature and characteristics of the K to12 learners along key stages in the Basic Education
Program (BEP);
b. Identify curricular goals of the key stages in the BEP;
c. Discuss appropriate instruction and assessment strategies per key stages in the BEP; and
d. Prepare a developmentally sequenced and appropriate teaching learning process to meet curriculum
requirements
C. Pre-Test
Choose the letter of the correct answer. Write the letter of your answer on the space provided.
___D__ 1. The provision of Kindergarten Education (KE) to all will increase young learners chance of
completing formal schooling, reduce incidence of school leavers, and ensure better school performance is
embodied in
a. DO # 8, s. 2012
b. DO # 32, s. 2012
c. DO # 42, s. 2016
d. DO # 47, s. 2016
__D___ 2. One of the goals of the Kindergarten to Grade 3 curriculum is to develop among learners the
following except one. Which one is NOT?
a. An enhanced sense of self and community
b. A deeper understanding of key concepts and ideas in the different learning areas
c. A positive attitude toward learning
d. An increasing degree of independence in applying knowledge, skills, and values learned.
__B___ 3. Which among the following is the most distinct feature of the Kindergarten curriculum?
a. The use of play and games in the learning process
b. The use of the learner’s mother tongue in the learning process
c. The integration of ICT in the learning process
d. The use of ECCD in assessing learners
___B__ 4. As defined in the Enhanced Basic Education Act of 2013, kindergarten education is the first
stage of compulsory and mandatory formal education, which consists of one (1) year of preparatory
education for children at least ______ years old as a prerequisite for Grade 1.
a. 4
b. 5
c. 6
d. 7
___A__ 5. Which is true about secondary education?
I. It composed of 2 key stages, Junior HS and Senior HS
II. Senior HS comprises Grades 11 and 12
III. Learners beyond 18 years old are not accepted
a. I and II only
b. II and III only
c. I, and III only
d. I, II, and III
__B___ 6. Fred, an 8-year old boy, was accompanied by his mother to enroll in Grade 1. Upon interview,
it was revealed that Fred never attended schooling and his mother cannot show any proof that he finished
his kindergarten education. The decision was for Fred to enroll in KE. Do you think the decision made is
right?
a. Yes, because he needs to be exposed in the classroom first.
b. Yes, because KE is a prerequisite to Grade 1
c. No, because he met the age requirement for grade 1
d. No, because it does not matter whether he finished KE or not
___D__ 7. The following are features of learning assessment except one. Which one is NOT?
a. Assessment provides vital information that would advise parents of the child’s progress.
b. Assessment is crucial to identifying the child’s total developmental needs and at the same time should
determine academic achievement.
c. Assessment is best conducted on a regular basis so that a timely response or intervention can be made to
improve learning.
d. Assessment ratings should be more qualitative or descriptive and less numerical.
___C_ 8. The SHS curriculum formulation is a step toward the realization of the Philippine Qualifications
Framework (PQF), and is the main policy tool for the implementation of the new 13-year cycle of basic
education. What comprises the SHS curriculum?
a. Basic Subjects, Applied Track, Specialized Subjects
b. Basic Subjects, Applied Track, Specialized Subjects
c. Core Subjects, Applied Track, Specialized Subjects
d. Core Subjects, Selected Track, Specialized Subjects
___D__ 9. After delivering his lesson on motion, Mr. Cruz gave a summative assessment, recorded data on
students’ scores and identified students who passed and those who failed. He provided enrichment and
intervention activities to those who passed and failed respectively. Which part of the learning log is being
accomplished by Mr. Cruz in this situation?
a. Objectives
b. Strategies
c. Assessment
d. Reflection
___B__ 10. According to DepEd Order 31, s. 2012 entitled Policy Guidelines on the Implementation of
Grades 1 to 10 of the K to 12 Basic Education Curriculum (BEC) Effective School Year 2012–2013, at the
end of Senior High School, the learner is expected to be prepared and equipped with knowledge and skills
for Tertiary Education, middle-level skills development, employment, and entrepreneurship. After finishing
SHS, Gorio devoted his time preparing and selling delicacies in his locality for him to earn for his higher
education. Which goal of the K to12 BEP is illustrated?
a. Employment
b. Entrepreneurship
c. Middle level skills development
d. Tertiary Education
D.Glossary of Terms
E. Key Concepts
1. Key Characteristics, Elementary to Adult Learners
A. Characteristics of Learners in Elementary School
1. Early Childhood (Age 0 to 8).Early childhood is believed to be a critical period in the formation
of the child’s intelligence, personality, and social behavior. From age 0 to 4 years old, children are
developing quickly in all aspects of development, namely, physical, cognitive, social emotional, and
language.
From 5 to 8 years old, children’s physical growth slows down a little, but great strides in gross and fine
motor coordination take place. Their organ systems (muscular, skeletal, nervous, respiratory, circulatory,
and immune systems) are maturing, thus it is important that their health and nutritional needs are met.
Cognitively, children’s speech and language abilities grow, allowing them to increasingly use language and
symbols to learn more about the world around them. They use speech both to communicate to others (social
speech) and to gain control over their own actions (private speech). Children at this stage use symbols that
allow them to think creatively and slowly as they are learning to process information logically. They can
be easily frightened by new or strange events, as they sometimes get carried away by their imagination in
the process of learning to distinguish fantasy from reality.
As they develop the ability to take perspectives different from their own, children move from being
egocentric to having a stronger sense of others. They also develop the capacity to share and take turns, and
they are able to play cooperatively with their peers. Play is an important avenue for learning and
development at this age. Through dramatic play and playing with their peers, they develop social skills.
Play also enhances cognitive development as it improves creativity and symbolic thinking.
At this age, children are also learning their identities. They learn what is expected of them by observing
and imitating models, who are usually their parents, but can also be other significant people like older
siblings, teachers, or peers.
4. Middle Childhood (Ages 9 to 12)
Children in middle childhood become increasingly more coordinated and integrative in their motor and
perceptual skills resulting in increased physical coordination and strength. Their small muscles develop
rapidly, making playing instruments, hammering, or building things more enjoyable. Manual dexterity also
develops, and children become better at cutting, coloring, drawing, and similar activities. Physical activity
(e.g., sports, outdoor play) is important to help children continue to develop their gross motor skills as well
as improve their overall health and fitness.
Children’s ability to learn grows substantially at this age because of their increasing capacity to think
conceptually, solve problems, and use language. At this age, children should have acquired the ability to
read, write, compose, compute, inquire, and work with others. They can now use these skills and abilities
as tools for learning. They are able to think more logically and make mental representations of objects and
events. As in early childhood, children still learn best through active engagement. For example, children
will learn more effectively about road safety by moving cars, blocks, and toy figures rather than sitting and
listening to an adult explain the rules. Their capacity to remember (memory) also improves greatly by
middle childhood, and this helps them learn even more.
Children’s self-concept (how they see themselves) at this age is influenced in larger part by their physical,
intellectual, and social skills. Positive self-esteem develops when children see themselves as competent and
able to master the skills they consider important in their lives. A positive self-concept, in turn, impacts
greatly on their personality development. Children who like themselves tend to be happier and more
confident, and vice versa. At this age, children are also spending more and more time with their peers, rather
than with their parents or families. Through spending time and interacting with peers, children develop their
social skills and sense of belonging. They also become more motivated to achieve and learn. Cooperative
learning tasks are thus suitable vehicles for learning at this stage of development. Guidance on developing
friendships and how to influence others positively promote their socioemotional.

B. Characteristics of Learners in Secondary Education

Learners in Secondary Education include both adolescents and adults. Adolescents are between 10 and 19
years old who have specific health and developmental needs and rights (World Health Organization, 2014).
Adolescence is considered as a transitional period from childhood to adulthood (Psychology Today, 2016).
Learners in Secondary Education may also be adults, beyond 18 years old, who were not able to participate
and complete basic education.
1. Early Adolescence
Early adolescence covers the ages between 12 to 15 years old. This is a critical phase because during this
time, young teens experience accelerated growth and development. According to UNICEF (2011): “It is at
this stage that physical changes generally commence, usually beginning with a growth spurt and soon
followed by the development of the sex organs and secondary sexual characteristics. These external changes
are often very obvious and can be a source of anxiety as well as excitement or pride for the individual whose
body is undergoing the transformation.”
Early adolescence is a time of physical, socio-emotional, and intellectual development. During early
adolescence, the onset of puberty happens when young teens undergo physiological changes triggered by
the release of hormones. As such, young teens experience rapid increases in height, weight, and growth of
their internal organs, as well as their skeletal and muscular systems. Puberty leads to growth not only in
primary sex characteristics (genitals) but also in secondary sex characteristics. In girls, these changes
include the growth of breasts, pubic and underarm hair, increased width and depth of pelvis, and changes
in voice and skin. In boys, these include the growth of facial, underarm, and pubic hair, changes in voice
and skin, and broadening of shoulders (Papalia & Olds, 1995). Schools must ensure that young teens are
exposed to a positive environment that helps them adjust to their physiological transformations.
Simultaneously, young adolescents begin exhibiting greater independence and start developing their
personalities and interests. At this time, they make decisions about friends, studies, and sports or hobbies.
Many of them show a strong need to belong to a group. They also begin to experience feelings of attraction,
which occur as they encounter gender identity or gender expression issues.
It is at this stage that young teens also develop abstract and independent thinking. They display a curiosity
for topics that resonate with them—topics that they find both useful and interesting. Young adolescents at
this time also “acquire the ability to develop and test hypotheses, analyze and synthesize data, grapple with
complex concepts, and think reflectively” (Association for Middle Level Education, 2016). They are also
able to think about their thinking (metacognition). Schools must ensure that teachers of young teens
recognize and address the wideranging diversity of cognitive abilities inside their classrooms. To do this,
teachers can employ a variety of teaching methods and strategies. Teachers may differentiate instruction
while also connecting lessons to real-life experiences. At this stage, teachers may provide opportunities to
young adolescent learners for active learning, exploration, and collaboration with peers and adults. Young
teens will benefit from school programs that promote independence and freedom. At this time, access to
activities in which young teens can dialogue and work with peers is important such as clubs, student
government, and groups in which they can take leadership roles. Schools should also provide age- and
developmentally appropriate reproductive health education programs, and mental and psychosocial support
services to young adolescents.

2. Middle to Late Adolescence

This period covers the ages between 15 and 24 years old. Teenagers at this stage will most likely be over
the dramatic changes brought about by puberty. Their physiological development will be almost complete.
During this stage, teenagers will be close to their adult height and weight.
Most teenagers and young adults will continue adjusting to their changing bodies and will be more
concerned about their physical appearance. Because of this, they will spend more time grooming
themselves, exercising, and changing their looks. This is healthy for as long as they are of the expected
body weight. According to UNICEF (2011), “Girls in late adolescence tend to be at greater risk than boys
of negative health outcomes, including depression, and these risks are often magnified by gender-based
discrimination and abuse. Girls are particularly prone to eating disorders such as anorexia and bulimia; this
vulnerability derives in part from profound anxieties over body image that are fueled by cultural and media
stereotypes of feminine beauty.”
At this stage, most teenagers’ sense of identity, including their sexual orientation and gender identity or
gender expression (SOGIE), is firmer and clearer. They will relate more with their peers and seek greater
emotional independence from their parents. They also show greater interest in romantic relationships. With
guidance, teenagers will be able to balance the influence of their families with that of their friends.
Learners during this time experiment with adult roles. They also exhibit “risk-taking” behavior that declines
in late adolescence (UNICEF, 2011). With proper supervision and open discussions about confusing
situations they encounter, learners at this stage may be helped to avoid experimentation with dangerous
substances as well as irresponsible sexual behavior. Teenagers with good role models show greater
emotional stability and concern for others. With exposure, they develop good work habits, showing concern
and interest in their future (Centers for Disease Control and Prevention, 2016).
Cognitively, learners at this stage will be capable of more abstract thinking and organizing abstract thought.
They can think hypothetically and understand underlying principles that they can apply in new situations.
They have the ability to consider multiple viewpoints or diverse perspectives. They will also show
philosophical and idealistic thinking (State Adolescent Health Resource Center, 2016).
UNICEF in its 2011 report, “State of the World’s Children” (SOWC), underscored the need to invest in
adolescents, describing adolescence as both a time of vulnerability and opportunity. The report recommends
providing adolescents education that will empower them to face the economic crisis, political instability,
rapid urban growth, natural disasters, and other pressing global challenges. According to the report, “Rich
and poor alike, adolescents will have to deal with the inter generational implications of the current economic
turmoil, including the structural unemployment that may persist in its wake. They will have to contend with
climate change and environmental degradation, explosive urbanization and migration, ageing societies and
the rising cost of health care, the HIV and AIDS pandemic, and humanitarian crises of increasing number,
frequency and severity” (p. 4). Additionally, the Convention on the Rights of the Child (CRC) recommends
for governments to develop “different forms of Secondary Education, including general and vocational
education” (1995), and make it accessible to every child.
In its 2016 SOWC report, UNICEF turns to the issue of equity and calls on governments of the world to
ensure equity as the central goal for access and learning (UNICEF, 2016). It says that investing in quality
education for all especially disadvantaged children and adolescents helps them break the intergenerational
cycle of poverty that they experience.

C. Adult Learners
Adult learners in the Department of Education (DepEd) are learners beyond school age who participate in
basic education because they were unable to complete this qualification for various reasons. Recognizing
the unique contexts of adult learners, DepEd provides opportunities for them to earn their Secondary
Education credentials through flexible learning options such as night high school or open high
school.Another option for adult learners is through nonformal education or the Alternative Learning System
(ALS).
2. CURRICULAR GOALS IN THE KEY STAGES
A. Elementary Education
Elementary education is crucial to the promotion of the child as an individual, a member of a family and
community, and a learner in school. Developing children for life and learning is based not only on
knowledge of children’s developmental milestones.Teachers should also understand the child’s social,
cultural, community and family backgrounds, and the current circumstances in which the child finds
himself/herself. These backgrounds lead to diversity in childhood and shape different patterns of
development and learning.
Below are the objectives of elementary education, as stated in Batas Pambansa 232, or the Education Act
of 1982:
a. to provide the knowledge and develop the skills, attitudes, and values essential to personal development
and necessary for living in and contributing to a developing and changing social milieu
b. to provide learning experiences that increase the child's awareness of and responsiveness to the changes
in and just demands of society, and to prepare him/her for constructive and effective involvement
c. to promote and intensify the child’s knowledge of, identification with, and love for the nation and the
people to which he/she belongs
d. to promote work experiences that develop the child's orientation to the world of work and creativity, and
prepare himself/herself to engage in honest and gainful work
As defined in the Enhanced Basic Education Act of 2013, kindergarten education is the first stage of
compulsory and mandatory formal education, which consists of one
(1) year of preparatory education for children at least five (5) years old as a prerequisite for Grade 1. The
Enhanced Basic Education Act of 2013 also articulates that elementary education refers to the second stage
of compulsory basic education, which is consists of six (6) years. The entrance age to this level is typically
six (6) years old, which is the age requirement for Grade 1.
The main purpose of elementary education is to help learners develop a solid base of literacy, numeracy,
social, and inquiry skills that will provide a strong foundation for lifelong learning. The outcomes are
intended to engage them in rich, vibrant, culturebased, and meaningful experiences in which they develop
understanding that both relate to and make connections across specific learning areas.
The elementary education is specifically represented by elementary grades. Elementary grades refer to the
grade levels in the elementary that range from Grade 1 to Grade 6. These are composed of two key stages
of the K to 12 Curriculum, namely, the Primary and Middle Grades. The learners in the elementary grades
are generally from six (6) years old to twelve (12) years old.
To contribute to fulfilling the goals of elementary education, the Kindergarten to Grade 3 curriculum aims
to:
1. provide learners opportunities to engage in meaningful classroom and school- and culture-based learning
experiences, and provide learners access to carefully selected and developmentally appropriate materials
and resources
2. develop among learners:
a. an enhanced sense of self and community
b. a deeper understanding of key concepts and ideas in the different learning areas
c. a positive attitude toward learning
3. equip learners with fundamental literacy and numeracy skills, and competencies needed for academic
success in the later key stage
B. Junior High School
The goals of the JHS Curriculum are (i) to provide learners with opportunities to relearn fundamental
concepts in the learning areas already taught in earlier grades and allow learning at a higher degree of
complexity; and (ii) for learners to develop an increasing degree of independence in applying knowledge,
skills, and values learned.
The JHS Learning Areas
The Junior High School Curriculum has eight learning areas namely, (1) English, (2) Filipino, (3)
Mathematics, (4) Science, (5) Araling Panlipunan (AP), (6) Edukasyon sa Pagpapakatao (EsP), (7) Music,
Arts, Physical Education and Health (MAPEH), and (8) Technology and Livelihood Education (TLE). Each
learning area is studied in four quarters or one academic year. All learning areas have a Curriculum Guide
(CG) with program standards, learning area standards, course description, and key stage standards.
Additionally, the CGs also articulate grade level standards and content standards and performance standards
for each quarter. For example, for the first quarter of Grade 10 English, the following are the program
standards, content standards, and performance standards.
C. Senior High School
The SHS Core Subjects
The Core Subjects in the SHS Curriculum ensure that all learners will be equipped with competencies
required for specialization studies in their chosen SHS tracks. The subjects in the Core Curriculum are
contiguous to the K to 10 subjects and are responsive to the College Readiness Standards and New General
Education Curriculum for Higher Education formulated by the Commission of Higher Education (CHED).
Every subject in the Core Curriculum is compulsory and has a time allocation of 80 hours per semester
except for PE and Health, which have 20 hours per semester. However, a maximum of 2 SHS core subjects
may be substituted with equivalent subjects with the approval of DepED.
The SHS Career Tracks
On top of the 15 compulsory subjects in the core curriculum, the remaining 16 subjects are spread over the
4 SHS tracks: 1) Academic, 2) Arts and Design, 3) Sports, and 4) Technical-Vocational-Livelihood.
Students are expected to enroll in the track of their choice. Each track has its own set of Applied Track
Subjects and Specialized Subjects. Each subject in the track will have 80 hours in a semester as well, with
a total of 1,280 hours for the Applied Track and Specialized Subjects altogether. Regardless of which track
the student is enrolled in, he/she takes up the Applied Track Subjects. These are geared toward the
acquisition of common but critical competencies in SHS, i.e., English language proficiency, research, ICT,
etc., but delivered with teaching-learning content and strategies customized to the requirements of each
track.
3. ASSESSMENT
How is assessment conducted for Kindergarten to Grade 3 learners?
The primary means of assessing Kindergarten learners is through observation throughout the different
blocks of time. Assessment in Kindergarten is designed to help teachers understand learners’ individual
strengths and weaknesses, and enables teachers to design appropriate learning activities for them.
Qualitative and nonnumerical recording and grading systems are used to describe how Kindergarten
learners are performing vis-à-vis the expected learning outcomes outlined in the Kindergarten Curriculum
Guide.
Formative and summative classroom assessments are given from Grades 1 to 3 to improve student learning
outcomes. DepEd Order No. 8, s. 2015 discusses formative and summative assessments done in the
classroom.
At the end of Grade 3, learners will be assessed through a national assessment to check if they are meeting
key stage standards and evaluate the effectiveness of the Kindergarten to Grade 3 programs. Beginning
School Year 2016–2017, DepEd shall conduct the Early Language, Literacy, and Numeracy Assessment
(ELLNA) for Grade 3 learners. ELLNA, in a multiple-choice format, shall measure Grade 3 learners’
language skills using learning area content and numeracy skills. Moreover, English, Filipino, and Mother
Tongue shall be the languages of assessment for ELLNA. DepEd Order 55, s. 2016 discusses the details of
the ELLNA.
When is assessment conducted for Grades 4 to 6?
Formative and summative classroom assessments are given during Grades 4 to 6 to improve student
learning outcomes. Formative assessment is an ongoing process of providing learners with immediate
feedback on how well they are learning. The results of this type of assessment are documented but not
included in computing learner’s grades. Summative assessment, on the other hand, is used to measure
whether learners have met the content and performance standards. The results of summative assessment are
used as bases for computing learners’ grades.
At the end of Grade 6, learners will be assessed through national and international assessments to check if
they are meeting key stage standards and evaluate the effectiveness of the Grades 4 to 6 programs. DepEd
Order 8, s. 2015, and Deped Order 55, s. 2016, talk about the assessments conducted in the classroom and
at the national level.
Assessment in JHS
Thus, assessment in JHS includes formative and summative classroom assessments that are given during
Grades 7 to 10 to improve student learning outcomes. To qualify for an SIP, learners take an entry test
before Grade 7.
At Grade 9, learners take the National Career Aptitude Examination (NCAE). The NCAE is an aptitude test
meant to provide information through test results for selfassessment, career awareness, and career guidance
of high school students for their post-secondary courses or application for scholarship. Test taking is
mandatory but test results are recommendatory.
They may also undergo technical-vocational assessment through TESDA for a National Certificate.
Those who finish JHS also have to take an exit assessment at Grade 10, which is the National Achievement
Test (NAT) Grade 10.
Assessment in SHS
Classroom assessment in SHS consists of formative and summative classroom assessments given during
Grades 11 to 12 to improve student learning outcomes. The processes may be found in DepEd Order 8, s.
2015 Learners are given as much positive feedback about their performance to help them choose their career
paths.DepEd Order 36, s. 2016 on honors provides to schools on how to provide awards and recognition to
the talents and effort of learners.
The assessment of student learning is discussed in greater detail in DepEd Order 55, s. 2016, entitled Policy
Guidelines for the National Assessment of Student Learning for the K to 12 Basic Education Program.
Entry as well as exit assessments for the different tracks and strands vary to respond fully to the needs of
the learners. These will help them better understand their potentials and interests so they can chart their
future based on their strengths.
E. Activities and Assessment
The table below shows the key stages of the basic education program with brief descriptions on the
characteristics of learners. Test your knowledge by checking on the appropriate column of key stage where
each characteristic fall.
No. Characteristics Kindergarten Grade Grade Grade
to Grade 3 4 to 6 7 to 10 11 to 12
The onset of puberty happens
when young teens undergo
1 physiological changes √
triggered by the release of
hormones.
Physiological development √
2 will be almost complete at this
stage.
Children at this stage use
symbols that allow them to
3 think creatively and slowly as √
they are learning to process
information logically.

They develop the capacity to

share and take turns, and they
4 are able to play cooperatively √
with their peers.
The ability to learn grows
substantially at this age
because of their increasing
5 capacity to think conceptually, √
solve problems, and use
language.
They learn what is expected of
them by observing and
6 imitating models, who are
usually their parents, but can
also be other significant √
people like older siblings,
teachers, or peers.
Children’s self-concept (how
they see themselves) at this
7 age is influenced in larger part √
by their physical, intellectual,
and social skills

Their sense of identity,

including their sexual
8 orientation and gender identity √
or gender expression
(SOGIE), is firmer and
clearer.
 They also develop the capacity
9 to share and take turns, and
they are able to play √
cooperatively with their peers.
They begin to experience
10 feelings of attraction, which
occur as they encounter √
gender identity or gender
expression issues.

• If you scored 0-4, it’s alright. Please go over the module and follow the directions.
• If you got 5-9 correct responses, congratulations! Proceed to the topics/sessions that you’ve
missed.
• If you got a perfect score, congratulations! You may proceed to the last session on preparing a
detailed lesson plan.
Read and answer the guide questions below.
How would you describe children of ages 5-8 in terms of:

• physical development?
Five- to 8-year-olds are busy learning how to use their bodies by mastering physical skills. These include
everything from small muscle skills like printing with a pencil to large muscle skills like catching a fly ball.

• cognitive development?
In this age, children started to develop and learn to sort things into categories and increasing capacity to
think conceptually, solve problems and use language usually happened in this stage.

• learning style?
Children, self- concept at this age is influenced in larger parts of their physical, intellectual and social
skills.
How would you describe children of ages 9-12 in terms of:

• physical development?
Children gain greater control over the movement of their bodies, mastering many gross and fine motor
skills. They also become more self-conscious about their appearance particularly in cloth preferences
and they become more critical.
• cognitive development?
They have longer distinctions between reality and fantasy and high standards for one self.
• learning style?
Enjoying task that will increase the sense of being independent
How would you describe learners in the secondary education in terms of:

• physical development?
 A growth spurt occurs. Some parts of the body – like the head, face and hands – might grow faster
than limbs and torso. The body shape will change. For example, a girl’s hips will widen. Pubic hair
will get darker and thicker over time
• cognitive development?
In this stage, it marks the beginning of development for more complex thinking processes of children.
They think abstractly, can reason deductively and plan for the future.
• learning style?
They learned collaboratively using logical reasoning and the ability to form their own new ideas or
questions.

Direction: Fill-in the KWL chart with the needed information.

For column K, write all the things you know about the curricular goals in each key stage
For column W, write all the things you want to know about the curricular goals in each key stage
Key Stage K (What I Know) W (What I Want to L (What I Learned)
know)
KE to Grade 3 Use word identification Learning styles, innate Continues support of
strategies appropriately tendencies, learning learners strength, interest,
when encountering preferences and behavior learning preferences
unknown words management through monitoring
Grade 4-6 Formative and summative Physiological changes, In computing learners
Classroom assessment are behavior changes and grades we use the result of
given during this grade social development summative assessment
level to improve student
learning outcome
Grade 7-10 SIP – evaluation for grade Courses offered by Level of exam and its
7 TESDA to further corresponding contents
NCAE- Grade 9 students select a better
NAT- Grade 10 area of specialization
Grade 11-12 Learners are given as Assessment for student Entry as well as exit
much positive feedback learning to respond to the assessment for the deiff.
about their performance needs of learners Tracks may vary.

After going through Activity 2, fill-up the L column of the chart by writing all the things you have
learned about the curricular goals.
What have you realized from the lesson? How would knowing the curricular goals affect your
teaching plans in the key stage you are handling?

Matching Curricular goals, Instruction and Assessment Strategies

1. After you have read the preceding materials, you will match curricular goals, instruction and
assessment strategies.
2. Select a certain learning competency in one of the subjects you are currently handling using the
curriculum guide. Write the LC code.
2. Think of appropriate instruction and assessment strategy/ies for the selected LC.
3. Accomplish table below
Learning Competency/ Instructional Strategy Assessment
LC Code
Ex.- Identification of a problem The students will determine the Performing an experiment in
Collecting data variable they need to manipulate getting data
Formulating Hypothesis
Analysis and interpretation of data

What do you need to consider in planning your instruction to ensure that standards are achieved?
Preparing a Detailed Lesson Plan
1. After going through sessions 1 to 3 of this module, you are going to prepare a
detailed lesson plan by applying the knowledge you gained.
2. Read DepEd Order No. 42, s. 2016, Policy Guidelines on Daily Lesson
Preparation for the Kto12 Basic Education Program
3. Answer the following:
a. In what way is the detailed lesson plan (DLP) useful to you as a newly hired teacher?
It is useful to me, in organizing and managing my classes and lesson effectively and efficiently and to
ensure achievement of learning outcome.
b. Which part of the DLP do you find the easiest to accomplish? Why do you say so?
For me drill and motivation is the easiest to accomplish, because there are many resources that we can use
like pictures, videos and flash cards.
c. Which part of the DLP do you find difficult to accomplish? Why do you say so?
Evaluation, because in making assessment or test question you have to consider learners learning
ability/level in order for them to cope up with better results.
4. This time, think of a learning competency on the area and key stage you are handling. Review on
the content and performance standard of the chosen LC and prepare a detailed lesson plan. Please
be guided with DepEd Order No. 42, s. 2016.d. 5
5. Seek for technical assistance from your school head or instructional supervisor to ensure that
curriculum requirements are achieved. Take note of suggestions and comments and do some
revisions if needed.
F. Post Test
Each item consists of options lettered a, b, c, and d. Read each item carefully and choose the letter of
the correct answer. Write the letter of your answer on the space provided.
__D___ 1. The provision of Kindergarten Education (KE) to all will increase young learners chance of
completing formal schooling, reduce incidence of school leavers, and ensure better school performance is
embodied in
a. DO # 8, s. 2012
b. DO # 32, s. 2012
c. DO # 42, s. 2016
d. DO # 47, s. 2016
__D___ 2. One of the goals of the Kindergarten to Grade 3 curriculum is to develop among learners the
following except one. Which one is NOT?
a. an enhanced sense of self and community
b. a deeper understanding of key concepts and ideas in the different learning areas
c. a positive attitude toward learning
d. an increasing degree of independence in applying knowledge, skills and values learned.
___B__ 3. Which among the following is the most distinct feature of the Kindergarten curriculum?
a. The use of play and games in the learning process
b. The use of the learner’s mother tongue in the learning process
c. The integration of ICT in the learning process
d. The use of ECCD in assessing learners
___B__ 4. As defined in the Enhanced Basic Education Act of 2013, kindergarten education is the first
stage of compulsory and mandatory formal education, which consists of 1 year of preparatory education
for children at least ______ years old as a prerequisite for Grade 1.
a. 4
b. 5
c. 6
d. 7
__A___ 5. Which is true about secondary education?
I. It composed of 2 key stages, Junior HS and Senior HS
II. Senior HS comprises Grades 11 and 12
III.Learners beyond 18 years old are not accepted
a. I and II only
b. II and III only
c. I, and III only
d. I, II, and III
__B___ 6. Fred, an 8-year old boy, was accompanied by her mother to enroll in Grade 1. Upon interview,
it was revealed that Fred never attended schooling and his mother cannot show any proof that he finished
his kindergarten education. The decision was for Fred to enroll in KE. Do you think the decision made is
right?
a. Yes, because he needs to be exposed in the classroom first.
b. Yes, because KE is a prerequisite to Grade 1
c. No, because he met the age requirement for grade 1
d. No, because it does not matter whether he finished KE or not
__D___ 7. The following are features of learning assessment except one. Which one is NOT?
a. Assessment provides vital information that would advise parents of the child’s progress.
b. Assessment is crucial to identifying the child’s total developmental needs and at the same time should
determine academic achievement.
c. Assessment is best conducted on a regular basis so that a timely response or intervention can be made to
improve learning.
d. Assessment ratings should be more qualitative or descriptive and less numerical.
__C___ 8 The SHS curriculum formulation is a step toward the realization of the Philippine Qualifications
Framework (PQF), and is the main policy tool for the implementation of the new 13-year cycle of basic
education. What does the SHS curriculum composed of?
a. Basic Subjects, Applied Track, Specialized Subjects
b. Basic Subjects, Applied Track, Specialized Subjects
c. Core Subjects, Applied Track, Specialized Subjects
d. Core Subjects, Selected Track, Specialized Subjects
___D__ 9 After delivering his lesson on motion, Mr. Cruz gave a summative assessment, recorded data on
students’ scores and identified students who passed and those who failed. He provided enrichment and
intervention activities to those who passed and failed respectively. Which part of the learning log is being
accomplished by Mr. Cruz in this situation?
a. Objectives
b. Strategies
c. Assessment
d. Reflection
__B___ 10 According to DepEd Order 31, s. 2012 entitled Policy Guidelines on the Implementation of
Grades 1 to 10 of the K to 12 Basic Education Curriculum (BEC) Effective School Year 2012–2013, at the
end of Senior High School, the learner is expected to be prepared and equipped with knowledge and skills
for Tertiary Education, middle-level skills development, employment, and entrepreneurship. After finishing
SHS, Gorio devoted his time preparing and selling delicacies in his locality for him to earn for his higher
education. Which goal of the Kto12 BEP is illustrated?
a. Employment
b. Entrepreneurship
c. Middle level skills development
d. Tertiary Education