SBM-Principle-2.pptx

Principle 2
Curriculum and instructions
(30%)

2
Principle 2: Curriculum and Instructions
Indicators
1. The
curriculum
provides for
the
development
needs of all
types of
learners in the
school
community.
Level 1 Level 2 Level 3
Where applicable only:
1. Enrolment data by type of learners:
- Regular Curriculum (K to 12)
- Special Curricular Program
- Special Science in Elementary
School (SSES)/ Special Science
Class (SSC) or Science Technology
and Engineering (STE)
- Special Program in the Arts (SPA)
- Special Program in Journalism
(SPJ)
- Special Program in Sports (SPS)
- Special Program in Foreign
Language (SPFL)
- Technical Vocational (TechVoc)
1. Innovative curricular and
co-curricular programs to
address learners’
performance gaps
- Approved Proposal of
Programs, Projects, and
Activities (PPAs)
- School Memorandum
- Monitoring and
Evaluation Report
- Narrative Reports with
photo documentation
1. Innovative curricular and co-
curricular programs to
address learners’
performance gaps
- Approved Proposal of PPAs
- School Memorandum
- Monitoring and Evaluation
Report
- Narrative Reports with photo
and video documentation
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.
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 an environment that
makes learning meaningful and
enjoyable.
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 programs are frequently
benchmarked by other schools.

3
Indicators
1. The
curriculum
provides for
the
development
needs of all
types of
learners in the
school
community.
(Continuation)
 Special Program in Education
(SPED)
 Indigenous Peoples Education
(IPED)
 Madrasah/ALIVE
 Alternative Learning System
(ALS)
 Senior High School (SHS)
Tracks
 Open High School Program
 Evening Opportunity Class
 Home-schooling
2. Assessment tools:
 PHIL-IRI
 ECD Checklist
 School Readiness Year-end
Assessment Result (SREYA)
 MFAT (SPED)
 ELLNA
 Child-Friendly School Survey
(SFSS)
 A file of Written
Assessments/Summative
Tests with TOS
2. Documentation that the school
has been benchmarked on
curriculum innovations and related
PPAs.
 Letter request with
Indorsement from the SDO
 Logbook/Attendance Sheet
 Photos of the benchmarking
activity
 Certificate of recognition from
the benchmarking team
3. Documented result of curricular
and co-curricular competitions
participated outside the school at
least District Level
 Memorandum / Invitation
 Certificate of Participation/
Recognition
 Narrative Report with photo
documentation
2. Documentation that the school
has been benchmarked on curricular
innovations and PPAs.
 Letter request with Indorsement
from the SDO
 Logbook/ Attendance Sheet
 Photos and videos of
benchmarking activity
 Certificate of recognition from
the benchmarking team
3. Documented result of curricular
and co-curricular competitions
participated outside the school at
least Division Level
 Memorandum / Invitation
 Certificate of Participation/
Recognition
 Narrative Report with photo
documentation
4. List of graduates admitted to
Special Interest Program in High
School (elementary) and State
Universities and Colleges (secondary)
or recipient of scholarship programs.

4
Indicators
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.
1. The
curriculum
provides for the
development
needs of all
types of
learners in the
school
community.
(Continuation)
Level 1
3. Data with analysis of
the Assessment Results
using the assessment
tools mentioned in No. 2.
4. Least learned/mastered
skills and competencies
per learning area, per
grade level, and per
grading period based on
MELCs.
5. Availability of MELCs,
and SLMs, etc. for all
types of learners.

5
Indicators
2. The
implemented
curriculum is
localized to
make more
meaning to
the learners
and applicable
to life in the
community
1. Compilation of history of the
following:
-Barangay, Municipality/ City
where the school is located
-Story/ies of local heroes &
leaders in the community
2. SLAC/INSET Plan on the
conduct of school level
workshop to localize and
contextualize the curriculum.
-SLAC/INSET proposal with
activity matrix
3. School memorandum on the
composition of learning
resource evaluators
4. Tools used to evaluate the
localized learning resources.
1. At least one daily lesson
log/weekly home
learning plan per
subject, integrating the
localized and
contextualized
curriculum supported by
localized instructional
materials and student’s
outputs.
2. Inventory of utilized copy
of the developed localized
and contextualized
1. Proof that locally developed
learning resource is published
in the Learning Resource (LR)
portal or printed, or widely
circulated at least in the district
level.
2. Best practices on the
development and
implementation of innovative
need-based learning
materials/distance/online
learning system.
 Home visitation activities or
F2F/Virtual “Kumustahan”
initiated by the community
stakeholders
Local beliefs, norms, values,
traditions, folklore, current events,
and existing technologies are
documented and used to develop a
lasting curriculum. Localization
guidelines are agreed to by the
school community and teachers
are properly oriented.
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, and
innovative ones are developed.
Best practices in localizing the
curriculum are mainstreamed and
benchmarked by other schools. There
is a marked increase in the number
of projects that use the community as
a learning laboratory and the school
as an agent of change for the
improvement of the community.

6
Indicators
Local beliefs, norms, values,
traditions, folklore, current
events, and existing technologies
are documented and used to
develop a lasting curriculum.
Localization guidelines are agreed
to by the school community and
teachers are properly oriented.
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, and innovative ones are
developed.
Best practices in localizing the
curriculum are mainstreamed and
benchmarked by other schools. There
is a marked increase in the number
of projects that use the community
as a learning laboratory and the
school as an agent of change for the
improvement of the community.
2. The
implemented
curriculum is
localized to
make more
meaning to
the learners
and applicable
to life in the
community.
(Continuation)
3. Report on the
conducted school level
workshop to localize and
contextualize the
curriculum.
-Narrative Report
with photo
documentation
(virtual/F2F)
- Different programs, projects
and activities sponsored by
the internal and external
stakeholders (e.g. Education
Committee- Barangay Council,
PTA, Alumni, LGUs, NGOs,
etc.)
3. Community and parental
involvement in the production
of innovative-based learning
materials.
- photo and video documentation
4. Conducted and disseminated
research on the teaching-
learning process
-Proof of approved research
proposal
-Copy of completed research
-Proof of research presentation/

7
Indicators
3. A
representative
group of
school and
community
stakeholders
develop the
methods and
materials for
developing
creative
thinking and
problem-
solving.
1. Accomplished
Classroom
Observation Tool
(COT) forms
2. Accomplished
Teacher’s Reflection
Form (TRF)
1. Copy of evaluated and
approved Strategic
Intervention Materials
(SIM)
2. Reports on remedial/
enhancement/
reinforcement
initiatives/catch-up
mechanism with photos
“Kumustahan” report
with parents to address
the learning gaps.
1. Certification from the external
stakeholders that the
developed/contextualized learning
resources and innovations in the
teaching and learning process
were utilized in school, family,
and community.
2. Accomplished feedback forms on
the developed/contextualized
learning resources and
innovations in the teaching and
learning process utilized in
school, family, and community.
Narrative Report of the
interventions and innovations
conducted with photos and
videos.
A representative team of school
and community stakeholders
assesses content and methods
used in teaching creative,
critical thinking, and problem-
solving. Assessment results are
used as a guide to develop
materials.
Learning materials and
approaches to reinforce
strengths and address
deficiencies are developed and
tested for applicability on
school, family, and community.
Materials and approaches are being
used in school, in the family, and
in the community to develop the
critical, creative thinking, and
problem-solving community of
learners and are producing desired
results.

8
Indicators
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.
Copies of school report cards (SF9) signed by the parents/guardian.
School-based monitoring and learning
are conducted regularly cooperatively,
and feedback is shared with
stakeholders.
The system uses a tool that monitors
the holistic development of learners.
The school-based monitoring and
learning systems generate feedback
that is used for making decisions
that enhance the total development
of learners.
A committee takes care of the
continuous improvement of the tool.
The monitoring system is accepted
and regularly used for collective
decision-making.
The monitoring tool has been
improved to provide both
quantitative and qualitative data.
Copies of school
report cards (SF9)
signed by the
parents/guardian.
1. Summary result of
feedbacks from the utilized
feedback form/s on the
learning delivery modality.
2. Monthly supervisory report
with recommendation of
improvement for the
identified teaching-learning
gaps/issues.
1. Accomplished feedback
forms on the learning
delivery modality.
2. Analysis report on the
accomplished feedback
forms on the learning
delivery modality.
3. Revised feedback forms on
the learning delivery
modality.
Copies of school report
cards (SF9) signed by the
parents/guardian.
Copy of learners/parents’
feedback form on the
learning delivery
modality.
Monitoring and
Evaluation (M&E)
Committee composition
with Terms of Reference
(TOR).

9
Indicators
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
skills.
1. School-based
Assessment Review
team composition
with Terms of
Reference (TOR)
2. Proof of review of
alignment of test
items against TOS
and MELCs.
3. Parents and Teachers
Conferences on the
dissemination of
assessment results.
1. School-based Assessment
Review team composition
with Terms of Reference
(TOR).
2. Proof of review of alignment
of test items against TOS
and MELCs.
3. Evidence of modification (if
any) of assessment tools
based on the suggestions
gathered from the
FGD/Meetings conducted
4. Evidence where
assessment results are
shared with community
stakeholders through
assemblies and other
platforms.
1. School-based Assessment Review
team composition with Terms of
Reference (TOR).
2. Proof of review of alignment of
test items against TOS and
MELCs.
3. Evidence of modification (if any)
of assessment tools based on the
suggestions gathered from the
FGD/Meetings conducted.
4. Evidence where assessment
results are shared with
community stakeholders through
assemblies and other platforms.
5. Documents on the learning
programs/activities/interventions
developed as a result of the
assessment.
The assessment tools are reviewed
by the school and assessment
results are shared with the school’s
stakeholders
The assessment tools are
reviewed by the school
community and results are
shared with community
stakeholders
School assessment results are used
to develop learning programs that
are suited to the community and
customized to each learner’s
context, results of which are used
for collaborative decision-making

10
Indicators
6. Learning
managers and
facilitators
(teachers,
administrators,
and community
members) nurture
values and
environments that
are protective of
all children and
demonstrate
behaviors
consistent with
the organization’s
vision, mission,
and goals.
1. Child-friendly school
assessment tool and result
2. School advocacy program
on child protection related
concerns
3. Certificate of Wash in
School (WinS) one-star
recognition
4. Certificate/Plaque as
Brigada Eskwela awardee
or nominee at the district
level
5. Posted fire exit plan and
evacuation Plan
6. Certificate of fire
inspection/clearance
7. Validated School Safety
Assessment Tool (SSAT)
1. Proof of the conduct of
orientation on child
protection policies.
2. Certificate of WinS two-star
recognition
3. Certificate/Plaque as
Brigada Eskwela awardee
or nominee at the division
level
4. Proof of the conduct of
multi-hazard (e.g.
fire/earthquake) drills
6. Validated SSAT
7. Availability of facilities for
learners with special
needs.
1. Child-friendly school assessment
tool and result
2. School advocacy program on child
protection related concern
3. Certificate of WinS three-star
recognition
4. Certificate/Plaque as Brigada
Eskwela awardee or nominee at
the regional level
5. Posted fire exit plan and
evacuation Plan
7. Validated SSAT
8. Safety Seal from DILG
9. Availability of facilities for
learners with special needs.
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 the fundamental
rights of children and the basic
principle of educating them.
Stakeholders begin to practice
child/learner-centered principles of
education in the design of support to
education.
Learning managers and facilitators
apply the principles in designing
learning materials.
Learning environments, resources are
community-driven, inclusive, and
adherent to child’s rights and protection
requirements.
Learning facilitators observe learners’
rights designing the curriculum to
structuring the whole learning
environment.

11
Indicators
6. Learning
managers and
facilitators
(teachers,
administrators,
and community
members) nurture
values and
environments that
are protective of
all children and
demonstrate
behaviors
consistent with
vision, mission,
and goals.
(Continuation)
Present at least 6 of the
following MOVs:
1. Designation of
security personnel in
the school
2. Designation of
Guidance
Counselor/Guidance
counselor designate
3. Functional Guidance
room/corner
4. Designation of
Learning Resource
Coordinator
5. Functional Mini-
Library / Library /
SLRC
following MOVs:
1. Designation of
security personnel in
the school
2. Designation of
Guidance
Counselor/Guidance
counselor designate
room/corner
4. Designation of
Learning Resource
Coordinator
5. Functional Mini-
Library / Library /
SLRC
Present all the MOVs:
1. Designation of security
personnel in the school
2. Designation of
Guidance
Counselor/Guidance
counselor designate
room/corner
4. Designation of Learning
Resource Coordinator
5. Functional Mini-
Library/Library/SLRC

12
Indicators
6. Learning
managers and
facilitators
(teachers,
administrators,
and community
members) nurture
values and
environments that
are protective of
all children and
demonstrate
behaviors
consistent with
vision, mission,
and goals.
(Continuation)
following MOVs:
6. Designation of School
Disaster Risk Reduction
Management (SDRRM)
Coordinator
7. Functional SDRRM
room/corner
8. Designation of WinS
Coordinator
9. Designation of Brigada
Eskewala (BE)/ Adopt-a-
School Program (ASP)
Coordinator
10. Memorandum on the
scheduled duty of the
school nurse/clinic
teacher supported by
logbook
following MOVs:
Management (SDRRM)
Coordinator
7. Functional SDRRM
room/corner
Coordinator
Coordinator
school nurse/clinic
logbook
Present all the MOVs:
Management (SDRRM)
Coordinator
7. Functional SDRRM
room/corner
Coordinator
Coordinator
school nurse/clinic
logbook

13
Indicator
Practices, tools, and materials for
developing self-directed learners
are highly observable in school,
but not in the home or
community.
Learning programs are designed
and developed to produce learners
who are responsible and
accountable for their learning.
Practices, tools, and materials for
developing self-directed learners are
beginning to merge in the homes
and community.
The program is collaboratively
implemented and monitored by
teachers and parents to ensure that
it produces desired learners.
There is a 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.
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 and
for their learning.
1. Copy of Performance
Tasks with rubrics per
learning area.
2. Copy of sample reading
materials utilized in
Brigada Pagbasa.
1. Proof of involvement of
stakeholders in the conduct
of:
- Brigada Pagbasa;
- performance tasks
2. Photo documentation of
study/reading area at
home / community.
1. Proof of involvement of
stakeholders spearheading
the conduct of Brigada
Pagbasa.
2. Parent’s feedback on the
impact of application of
learned performance tasks.
3. Narrative report with photo
documentation of
study/reading area at
home/community.
1. Portfolio of accomplished
performance tasks.
1. Parent’s feedback on the
impact of study/reading
area at home/community
for developing self-directed
learning.
1. Minutes of meeting/FGDs on
monitoring and evaluation
on the improvement of
learners through:
- Brigada Pagbasa;
- Performance Tasks

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