GUIDE AND WORKSHEET FOR UNPACKING DepEd K12 CURRICULUM GUIDE

STANDARDS AND COMPETENCIES FOR CURRICULUM MAPPING

CURRICULUM GUIDE UNPACKING UNPACKING UNPACKED LEARNING UNIT
STANDARDS AND TECHNIQUE QUESTIONS Gr_____ Q___
COMPETENCIES TOPIC:

1. When the CG has different Clarify ambiguous or What are the big ideas or BIG IDEAS:
terms that refer to a reconcile conflicting terms key concepts in the
certain concept or when in the standard or standards and MEANING:
the terms can mean many competencies. competencies? How are
things… these ideas or concepts
. defined? Is the meaning of RESTATED/ENHANCED
the ideas and concepts in COMPETENCIES:
the standards the same as
that of the competencies?
If not, how can the
difference be resolved or
clarified? How can the
competency be restated or
enhanced in the curriculum
map in order to make its
meaning clearer?
2. When there is no specific Make explicit connections How do the competencies CONNECTION:
relationship between between standards and serve as steps to the
standards and competencies attainment of the RESTATED/ENHANCED
competencies… standards? What is the COMPETENCIES:
connection?
How can the competencies
in the curriculum map be
restated or stated in a more
specific way to show the
connection?
3. When the CG does not Provide missing standards Are both standards found FOR MISSING STANDARDS:
state any standard or or competencies in the guide? If the content Substitute competency
competencies related to in order to achieve the standard is missing, which
the standards… standards competency can be used to
cover the key concepts of
the unit? If the
performance standard is
missing, which
competency can be used to
show how the unit can be FOR MISSING COMPETENCIES:
applied to real life Added competencies
situations?
Are the competencies
sufficient? Are there
missing competencies that
are not stated that need to
be added in order to
achieve the standards?
What competencies can be
added in the curriculum
map to ensure attainment
of the standards?
4. When the CG shows the Identify the budget of time What is the time allotment TIME ALLOTMENT PER
same time period in the for the allotted weeks in for teaching the COMPETENCY
competency code for all competency code competencies as indicated
competencies… in the codes? What is the
budget of time in the
curriculum map for
covering the different
competencies, including
those that are added?

5. When the CG mentions a Break down in explicit What words in the RESTATED/ENHANCED
range but does not specify terms the coverage or competencies suggest a COMPETENCIES:
the number or a process process involved in the process? Does the
but does not state its standard competency as stated show
components… or competency the components of the
process (usually indicated
as i.e. in parentheses)? If
not, what are specific
components that can be
stated in the curriculum
map in parentheses
preceded by i.e.?
What words in the
competencies suggest a
range? Does the
competency as stated show
the specific number of
items or parts in the range
(usually indicated as i.e. in
parentheses)? If not, what
number or how many parts
or items can be stated in

6. When the CG shows Classify the different
different competencies… competencies in terms of A-
M-T learning goals to help
plan instruction
7. When the CG requires Establish a content and
spiraling content across learning progression across
grade levels grade levels
the curriculum map in
parentheses preceded by
i.e.?
What is the learning goal UNDER-REPRESENTED LEARNING
of each competency? How GOAL(S):
many are there per learning
goal? Which goal ADDED COMPETENCIES IN LINE
dominates? Which goal WITH UNDER-REPRESENTED GOAL:
lacks competencies, esp. in
relation to the performance
standard? For the under-
represented learning goals,
what competencies need to
be added in the curriculum
map?
How does the content in a SELECTED STRAND OR DOMAIN:
particular strand or domain
develop across grade
levels? How does the skill ADDED OR RESTATED
in a particular strand or COMPETENCIES:
domain develop across
grade levels? Is there
repetition for mastery and
addition for advancement?
If none, how can the
competencies be restated or
added in the curriculum
map to show a
progression?
 8. When the CG does not Integrate school philosophy, What are the key graduate SPECIFIC ATTRIBUTES,
show any value Vision and Mission and attributes, dispositions or DISPOSITIONS OR VALUES
integration institutional core values core values from the RELEVANT TO THE UNIT:
school’s philosophy and
Vision and Mission?
Which attribute,
disposition or core value
can be stated in the
curriculum map and best
aligns with the standards
and competencies of a
unit?

/drmqr2018