K-12 Curriculum Guide

English PREPARED BY:ARNEE LORRAINE IMPORTANTE ROBBIE LIZA CAYTILES NADINE BALESTRAMON

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

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.

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.

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.

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;

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.

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.

IV. OUTCOMES 1. Communicative Competence Communicative competence is classified into the following competencies.2. Grammatical/Linguistic Competence 3. Sociolinguistic Competence 4. Discourse Competence 5. Strategic Competence

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.

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.

• 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 Curriculum

Component 4

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.

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.

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).

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.

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.

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.

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.

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.

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.

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.

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.

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

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