CURRICULUM AND
INSTRUCTION
INDICATOR 1
The curriculum provides
for the development needs of all
types of learners in the school
community.
LEVEL 1
All types of learners of the school community are
identified, their learning curves assessed; appropriate
programs with its support materials for each type of
learner is developed.
Evidences:
Established Assessment System with results
For Elem. Level:
• ECCD Checklist, SReYA
• EGRA-ARATA
• Phil-IRI
• Numeracy Test
• Other school-based/standard assessment
LEVEL 2
Programs are fully implemented and closely monitored
to address performance discrepancies, benchmark best practices, coach
low performers, mentor potential leaders, reward high achievement, and
maintain environment that makes learning meaningful and enjoyable.
Evidences:
* School Supervisory Plan and other reports (monthly)
* Programs/Projects Implementation Report to address performance
discrepancies/ deficits/gaps e.g. RRE, ICL, School Remedial Program,
Technolympics, YES-O Camp, Math & Science Fair, D’Math (based on E-
SIP/AIP)
* National Curricular/ Programs Implementation Report for
SPED,SPS, SPA, SSES, STE, ADM (if applicable)
* Reading Program Implementation Report
* ACR/Narrative Report of INSETs conducted related to learning
interventions
* ACR and copy of program for periodic recognition (e.g. monthly,
quarterly convocation/ year- end recognition rites)
* Other programs/projects related to curriculum to address learning
deficits/ performance discrepancies e.g. mentoring and coaching program
tested for applicability on
LEVEL 3
The educational needs of all types of learners are
being met as shown by continuous improvement on learning
outcomes and products of learning. Teachers’, as well as,
students’ performance is motivated by intrinsic rather than
extrinsic rewards. The Schools’ differentiated program is
frequently benchmarked by other schools.
Evidences:
* Improved learning outcomes for the last 3
years(Achievement Rate, Promotion Rate, Failure Rate, Drop-
out Rate)
* Log Book/Record Sheet/ showing names of visitors
benchmarking school’s initiated programs/projects
* Documentations of School’s Best Practices and
Accomplishment Reports
CURRICULUM AND
INSTRUCTION
INDICATOR 2
The implemented
curriculum is localized to make it
more meaningful to the learners
and applicable to life in the
community
LEVEL 1
Local beliefs, norms, values, traditions, folklores,
current events, and existing technologies are documented
and used to develop a lasting curriculum. Localization
guidelines are agreed to by school community and teachers
are properly oriented.
Evidences:
* Compilation of local literatures on 10 themes
* Documentation on current events & existing
technologies used to develop localized curriculum
LEVEL 2
The localized curriculum is implemented and
monitored closely to ensure that it makes learning more
meaningful and pleasurable, produces desired learning
outcomes, and directly improves community life. Ineffective
approaches are replaced & innovative ones are developed.
Evidences:
* Lesson Plans showing the integration and utilization of
local literature
* Sample performance outputs/ projects in the
implementation of localized curriculum that makes learning
more meaningful and pleasurable.
* M & E/Supervisory Report on the implementation of
localized curriculum
LEVEL 3
Best practices in localizing the curriculum are
mainstreamed and benchmarked by other schools. There is
marked increase in number of projects that uses the
community as learning laboratory, and the school as an agent
of change for improvement of the community
Evidences:
* Activity Completion Report (ACR) on the School’s Best Practices in
the localization of curriculum
* Document/s of school’s initiated project that uses the community
as a learning laboratory (e.g. school-community livelihood projects)
• Resolution/MOA
• ACR
* Logbook/Record Sheet that shows names of visitors who
benchmarked good or best practices of school’s localized curriculum
CURRICULUM AND
INSTRUCTION
INDICATOR 3
A representative group of
school and community
stakeholders develop the methods
and materials for developing
creative thinking & problem
solving
LEVEL 1
A representative team of school and community stakeholders
(if applicable) assess content and methods used in teaching
creative, critical thinking, and problem solving. Assessment
results are used as guide to develop materials.
Evidences:
* Project Team for Instruction organized
* Assessment results
LEVEL 2
Learning materials and approaches to reinforce
strengths and address deficiencies are developed and tested for
applicability on school, family and community.
Evidences:
* Localized learning modules/materials developed and
tested in school, family and community
.
LEVEL 3
Materials and approaches are being used in school, in the
family and in community to develop critical, creative thinking
and problem solving community of learners and are producing
desired results.
Evidences:
* Any document showing the utilization of the developed
materials with the corresponding desired results
CURRICULUM AND
INSTRUCTION
INDICATOR 4
The learning systems are
regularly and collaboratively monitored
by the community using appropriate
tools to ensure the holistic growth and
development of the learners and the
community
LEVEL 1
-A school-based monitoring and learning system is conducted
regularly and cooperatively and feedback is shared with
stakeholders.
-The system uses a tool that monitors the holistic
development of learners.
Evidences:
* Schedule & conduct of School Monitoring Evaluation &
Adjustment (SMEA) with corresponding reports and MOVS
* E-SIP/AIP-based Monitoring & Evaluation instrument / tool
LEVEL 2
- The school-based monitoring & learning systems generate
feedback is used for making decisions that enhance the
total development of learners
- A committee takes care of the continuous improvement
of the tool
Evidences:
* (SMEA) minutes
* Feedback mechanism for a well-informed decision making (e.g.
suggestion box, text brigade, forums /assembly)
* Record of M & E related activities conducted
* Organized committee on CI of M&E tool
LEVEL 3
The monitoring system is accepted and regularly
used for collective decision making
The monitoring tool has been improved to provide both
quantitative & qualitative data.
Evidences:
* Updated/improved M & E Tool designed by the School M
& E Team duly approved by the School Head/ SGC
* Results on the regular conduct of School Monitoring
Evaluation and Adjustment (SMEA)
CURRICULUM AND
INSTRUCTION
INDICATOR 5
Appropriate assessment
tools for teaching and learning are
continuously reviewed and
improved, and assessment results
are contextualized to the learner
and local situation and the
attainment of relevant life skills.
LEVEL 1
The assessment tools are reviewed by the school and
assessment results are shared with school’s stakeholders.
Evidences:
* Competency based Test materials duly checked/
approved by the School Head (e.g. Table of Specifications,
Periodical Test Questions, Test/ Item Analysis, Item Bank,
other test materials, etc.)
* ACR on the conduct of activity relative to sharing of
assessment results with school’s stakeholders (e.g. quarterly
issuance of Pupil/Student Report Card, issuance of LAPG, NAT
and NCAE, Numeracy Test, and Oral Reading/Phil IRI results
to parents.
Multi-level Materials
LEVEL 2
Assessment tools are reviewed by the school
community and results are shared with community
stakeholders.
Evidences:
* Structure of Assessment Committee to take charge of the
review and improvement of assessment tools ( list and TOR)
* Minutes of meeting/ACR/ on:
- review of assessment tools participated by stakeholders
* Compilation of improved assessment tools
LEVEL 3
School assessment results are used to develop
learning programs that are suited to community, and
customized to each learners’ context, results of which are used
for collaborative decision-making.
Evidences:
* Improved/reviewed assessment tools utilized in the
school (including OHSP, MISOSA, ALIVE,etc.)
* Community- based initiated programs and/ or projects
(e.g. Community Learning Centers) conceptualized to address
the learning deficits/ discrepancies of the learners based from
the school assessment results.
* Students’ records reflecting results from the
improved/reviewed assessment tool
CURRICULUM AND
INSTRUCTION
INDICATOR 6
Learning managers and
facilitators (teachers,
administrators and community
members) nurture values and
environments that are protective
of all children and demonstrate
behaviors consistent to the
organization’s Vision, Mission and
Goals.
LEVEL 1
- Stakeholders are aware of child/learner-centered,
rights-based, and inclusive principles of education.
- Learning managers and facilitators conduct activities
aimed to increase stakeholders` awareness and
commitment to fundamental rights of children and the
basic principle of educating them.
Evidences:
* List of Children’s Rights and Responsibilities (in Filipino or
vernacular) strategically placed/posted in a very conspicuous place
* School child protection policies
* ACR/ Minutes of Meeting on the conduct of activity relevant to
learner-centered, right-based, and inclusive principles of education /A
Child & Community-Centered Education Systems (ACCESs)
LEVEL 2
Stakeholders begin to practice child/learner-
centered principles of education in the design of support to
education.
Evidences:
Barangay Dev. Plan/ Municipal Investment Plan showing
supports to education which is anchored on learner-centered
principles of education
Four A’s (Activity, Analysis, Abstraction and Application)
based lesson plans using/ integrating GAD and ABC principles in
the key behavior indicator/value aim
LEVEL 3
- Learning environments, methods and resources are
community driven, inclusive and adherent to child’s rights and
protection requirements.
- Learning managers and facilitators observe learners’
rights from designing the curriculum to structuring the whole
learning environment.
Evidences:
* 100% of all of the 7 domains of the Child Friendly School
System (CFSS) tool are satisfied.
* ACCESS compliant school plans ( AIP / SIP )
* School and community record of activities showing
concern to children
CURRICULUM AND
INSTRUCTION
INDICATOR 7
Methods and resources are
learner and community-friendly,
enjoyable, safe, inclusive, accessible,
and aimed at developing self-
directed learners. Learners are
equipped with essential knowledge,
skills, and values to assume
responsibility and accountability for
their own learning. The curriculum
LEVEL 1
- Practices, tools and materials for developing self-
directed learners are highly observable in school, but
not in the home or in the community.
- Learning programs are designed and developed to
produce learners who are responsible and accountable
for their learning.
Evidences:
* Learning Competency Directory (LCD) per subject posted in the
classroom (it is anchored on the budget of lesson per subject which
reflects the competencies covered in every grading period, date of
delivery, topics to be discussed, activities/ exercises to be used, book
title and page number)
* Learner’s PORTFOLIO
LEVEL 2
- Practices, tools and materials for developing self-directed
learners are beginning to emerge in the home and in the
community.
- The program is collaboratively implemented and monitored
by teachers and parents to ensure that it produces desired
learners.
Evidences:
* Minutes of the HRPTA indicating the presentation of LCD to parents
* ACR on contest participated & won
* ACR on Monthly programs
• Buwan ng Wika
• Nutrition Month
• Science and Math fair
• Scouting
• English Month
• STEP
• Values Month
• etc
LEVEL 3
- There is continuous exchange of information, sharing of
expertise and materials among the schools, home and
community for the development of self-directed
learners.
- The program is mainstreamed but continuously
improved to make it relevant to emergent demands.
Evidences:
* ACR on community based FGD on LCD utilization
* ACR on INSET-Teaching & Learning Development
* Implementation reports of ICT & others
* Lesson plans/modules Integrating Knowledge Channel
for instruction.
