PRINCIPLE II

CURRICULUM AND LEARNING

The learning systems collaboratively developed and continuously improved, anchored on the community and learner's contexts and aspirations. The curriculum provides for the development of all types of learners in the school community. The implemented curriculum is localized to make it more meaningful to the learners and applicable to life in the community.

A representative group of school and community stakeholders develop the methods and materials for developing creative thinking and problem solving. The learning system are regularly and collaboratively monitored by the community using appropriated tools to ensure the holistic growth and development of the learners and the community.

Appropriate assessment tools for teaching and learning are continuously reviewed and improved. Assessment results are contextualized to the learners, local situation and the attainment of relevant skills. Learning managers and facilitators (teachers, administrators and community members) nurture values and environment that are protective of all children and demonstrate behaviors consistent to the organization's vision, mission and goals.

Methods and resources are learners and community-friendly, enjoyable, safe, inclusive and aimed at developing self-directed learners who are equipped with essential knowledge. skills and values to assume responsibility and accountability for their own learning.

SCOPE OF CURRICULUM AND LEARNING

1. The curriculum provides for the development needs of all types of learners in the school community.

• MELC

• Copy of Legal Basis on Curriculum and Instruction (i.e., RA 10533, etc.)

• Intervention Programs (BRB4, Project AKAP, Peer Tutoring, etc.)

• Weekly Home Learning Plan (WHLP Sample/ Compilation)

• Documented Teaching and Learning activities (ODL, MDL, RBI, etc.)

• Records of resources provided for Teaching and Learning activities

• Utilization of LR materials (Sample materials and photos showing utilization during Online or modular class)

• Trainings for updating teacher competencies (List/Memo, Documentation/ Certificates)

• Best practices on Curriculum & Instruction

2. The implemented curriculum is localized to make it more meaningful to the learners and applicable to life in this community.

• Inventory/Registry of the localized Learning & Instructional Materials (i.e., SLMs, (LeaPs, etc.)

• List of Least Mastered Skills (LMSs) or competencies by subject

• Contextualized WHLPs, Learning Activity Sheets (LAS), and other LMs/IMs

• Strategic Intervention Materials (SIM) developed by the school community

• Report on the SIM used

• Evidences of innovations/ localized intervention developed/done

• Documentation of the adoption of the localized materials by other grade level/school

3. A representative group of school and community stakeholders develop the methods and materials for developing creative thinking and problem solving.

• Learner’s Profile/SF1

• List of 4Ps Beneficiaries

• List of LARDOs or NLPA (No Longer Participating in Activities)

• Anecdotal Records

• List of Programs, Projects, Activities (PPAs) on Curriculum and Instruction

• Intervention Plan

• Data Report on Home Visitation as part of the Intervention Plan (Project AKAP)

• Documented Information of LAC Sessions on Teaching & Learning Process

• CI Projects/Action Research on learners improved performance

• Documented partnership activities on Teaching and Learning Support System

4. The learning systems are regularly and collaboratively monitored by the community using appropriate tools to ensure the holistic growth and development and the learners and the community.

• Grading System (D.O. 31, s. 2020)

• Accomplished Monitoring Tools on Learning outcomes/ILMP

• Accomplished Observation Tools (COT) with agreements

• LOA results

• Consultative Meeting with the SPT and/or SGC as regards the result of LOA

• Report on Feedback Result from learners, parents, and other stakeholders on Teaching-Learning Process (TLP)

• Documentation on TLP Monitoring mechanism

• Documentation on parents involvement in monitoring learners’ performance (Conference Notes, meetings, photos, etc.)

• Documentation of shared innovation or best practices on Monitoring mechanism for learner’s performance

5. Appropriate assessment tools for teaching and learning are continuously reviewed and improved, and assessment results are contextualized to the learner and the local situation and attainment of relevant life skills.

• Legal Bases on Assessment (D.O. 8, s. 2015 & D.O. 31, s. 2020)

• Forms of Assessment or strategies implemented

• Registry of Assessment tools

• Sample Learner’s Portfolio Assessment

• Reading Assessment report

• Minutes of Meeting with stakeholders discussing Assessment result and Plan of Actions

• Documentation of stakeholders’ involvement in the improvement of assessment tools

• Documentation of Innovation/s or Action Research on differentiated assessment

• Documentation of shared best practices or Innovation/s adopted on assessment

6. Learning managers and facilitators nurture values and environments that are protective of all children and demonstrate behaviors consistent to the organization’s vision, mission, and goals.

• Result of the CFSS Tool (ESIP Annex 2 A&B)

• Posted signages on safety, security, and others related to a Child-Friendly School

• Posted Emergency Directory

• Posted Composition of Child Protection Committee and School DRRM Committee

• Documented Information Dissemination/ Orientation on various policies regarding Child Protection and DRRM

• Accomplishment Report on School DRRM and Guidance activities on Child Protection

• School Guidelines on Child Protection & Anti-Bullying

• Updated School DRRM Contingency Plan

• Best Practices on School DRRM & Child Protection

• School Guidelines and/or advocacies on SDRRM and Child Protection are benchmarked or adopted by other schools

7. Methods and resources are learner & community-friendly, enjoyable, safe, inclusive, accessible, and aimed at developing self-directed learners. They are equipped with essential knowledge, skills, and values to assume responsibility for their own learning.

• List/Profile of diverse learners (i.e. ALS, LSENs, IPs)

• Copy of Policies and procedures on learning environment that promotes inclusive education

• List of Program, Projects, and Activities focusing on Inclusive Education

• Narrative and Photo Documentation Report on Inclusive Ed PPAs

• Self-Directed Materials made (localized/contextualized)for diverse learners