II. Curriculum and Learning
Indicators
1. The curriculum
provides for the
development needs
of all types of
learners in the
school community
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.
*where applicable
(Elementary/Secondary)
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.
7. Intervention Action plans, M&E
Reports, accomplishment,
documentation reports on
implementation of initiated
PAPs*
8. Documentation report of LAC
Sessions
9. Intervention Reports ( eg. SIM,
Action research, Best Practice)
10. School rewards/awards
program
11. Instructional monitoring
report/anecdotal report/other
proofs of monitoring
1. Enrolment Data by Type of
Learners
2. Assessment tools
and database of assessment
results
 Diagnostic Tools
 MFAT (SPED)
 ECD Checklist
 Reading Inventory
 Numeracy
 Language Mapping
3. Report on the Analysis of
Assessment results:
1
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.
12. Results of academic contests,
awards, certificates of
commendation received
13. School paper, website/ PLNs
and other means to
showcase best practices
14. Report of participation of
students and teachers in
activities outside the school,
15. Documentation that the
school has been
benchmarked (e.g. Log Book,
Letter of Appreciation, etc.)
 NAT (if applicable)
 Teacher-made tests (with TOS)
 Other summative Assessment
results
(least learned skills and performance
gaps)
4. Availability of CGs, TGs, LMs, etc.
for other types of learners

Students with special needs (if
applicable
 IPs, Muslim learners (if applicable)
 ALS modules(if applicable)
 Modules for ADMs (Open High
School, MISOSA, Home Schooling)
(if applicable)
5. Supervisory Plan, Instructional
Supervision Report
6. Action plans, accomplishment,
documentation reports on
implementation of programs and
projects that address learners’
needs (submitted & received by
the district/ SDO)
2. The implemented
curriculum is
localized to make it
more meaningful
to the learners and
applicable to life
and community
Local beliefs, norms, values,
traditions, folklores, current events,
existing technologies are documented
and used to develop a lasting curriculum.
Localization guidelines are agreed to by
school community and teachers are
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.
2
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
properly oriented.
3. A representative
group of school
community
stakeholders
develop the
methods and
materials for
developing creative
thinking and
problem solving.
Ineffective approaches are replaced
and innovative ones are developed
school as an agent of change for
improvement of the community
1. Documentation report/Certificates
of participation in workshops to
localize the curriculum
2. Local heritage matrix
3. Contextualized curriculum matrix
per learning area
4. Inventory of localized and
indigenized teaching and learning
materials
5. Organized School Level Learning
Resource Evaluators
6. Evaluation tools for localized
Learning Resources
7. Record of utilization
downloaded materials from the
LR portal
8. Record of quality assured
locally-developed LRs utilized
at the school, district, division
level
9. Functional school library/
LRC/mobile library/library
corner/classroom mini-libraries
10. Monitoring report of
implementation of the
localized curriculum
11. Records of locally-developed
LRs published in the LR
portal/ printed, published or
widely –circulated
12. Report/record of community
engagement/program/
extension services/
immersion in communities
A representative team of school and
community stakeholders assess content
and methods used in teaching creative,
critical thinking and problem solving.
Assessment results are used as 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 community to develop
critical, creative thinking and
problem solving community of
learners and are producing desired
results
1. Composition of a School Project
Team with Terms of Reference
2. Learning resource needs
assessment
3. Summary of assessment results
4. Presence of
developed/redeveloped
learning resources with
evidences of utilization
5. Evidences of
remedial/enhancement
3
7. Project implementation
report showing attainment
of expected output/s
8. Certification that
innovations were
adopted/utilized in school,
instruction or catch-up
mechanisms
6. Evaluation and validation
results for learning resources
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
community.
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.
A school-based monitoring of
learning system is conducted regularly
and cooperatively; feedback is shared
with stakeholders.
1. Documentation of school assemblies
and meetings
2. State of the School Address [SOSA]
3. Updated School Report Card (SRC)
4. All SF 9 (Report Cards) are signed by
the parents
5. Learners’ profile with anecdotal
records
The assessment tools are reviewed
by the school and assessment results are
shared with school’s stakeholders.
1. Creation of Assessment Review Team
with terms of reference
2. Evidence of Reviewed assessment
tool/s on written work such as Sample
pupils/students’ portfolio with specific
The school-based monitoring of
learning systems generate feedback
that is used for making decisions that
enhance the total development of
learners
6. Formulated school policy
guidelines on learner development
activities
7. Presented/Communicated SRCs to
stakeholders
The assessment tools are
reviewed by the school community
and assessment results are shared
with community stakeholders.
5. Documentation of the review of
assessment tools (FGD, meeting)
conducted by school community
and stakeholders
6. Evidences of modification of
4
family and community
The monitoring system is
accepted and regularly used for
collective decision making
8. LGU /community
resolutions/ordinance
supporting the activities for the
total development of learners
9. Manual/handbook on learning
and monitoring system is
available
The 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 decisionmaking.
8. Documents on the learning
programs/ activities developed
as a result of assessment
6. Learning managers
and facilitators (
teachers,
administrators and
community
members) nurture
values and
environment that
are protective of all
children and
demonstrate
behaviours
consistent to the
organization’s
vision, mission and
goals
rubrics;Sample pupils’ students’
assessment tools based on the
journals with rubrics and Other written
suggestions gathered from the FGD
work like reaction or reflection paper, 7. Assessment results are conveyed to
students’ researches, etc.
stakeholders through assemblies
3. Evidence of Reviewed assessment
and other appropriate online or
tool/s on Performance task such as
offline strategies
Culminating activities, Simulation and
Actual performance of task/s
4. Evidence of Reviewed assessment
tool/s on Quarterly examinations with
TOS
Stakeholders are aware of
Stakeholders begin to practice
child/learner-centered, rights-based,
child/learner-centered principles
and inclusive principles of education.
of education in the design of
support to education.
1. School advocacy program on child
protection related concerns
2. WINs 1-star
3. BE Best Implementer – Division
level
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.
5
Learning environments,
methods and resources are
community driven, inclusive and
adherent to child’s rights and
protection requirements.
4. WINs 2-Star
5. Statement of support from
stakeholders in relation to
school’s advocacy program
6. BE Best Implementer –
Regional level
7. WINs 3- star
8. Outstanding CFSS rating
9. BE Implementer- National
level
Learning managers and
facilitators apply the principles in
designing learning materials.
Learning managers and
facilitators observe learners’
rights from designing the
curriculum to structuring the
whole learning environment.
2. Availability of strategic
4. Student Handbook
1. Documents on the implementation of
Intervention Materials (SIM)
activities
related
to
increasing
3. SLAC
documentation
on
stakeholders’ awareness and commitment
designing learner-centered LMs
to child protection
7. Methods and resources
Practices, tools and materials for
Practices, tools, and materials
There is continuous exchange
are learner and community
developing self-directed learners are
for developing self-directed learners
of information, sharing of expertise
–friendly enjoyable, safe,
highly observable in school, but not in are beginning to emerge in the homes and materials among the schools,
inclusive, accessible and
the home or in the community.
and in the community.
home and community for the
aimed at developing self development of self-directed
directed learners. Learners
1.
Workbooks,
Activity
Sheets,
learners.
are equipped with essential
modules
4.
Student–initiated
community
knowledge, skills, and
2. Documentation of student-led
programs,
6. Benchmarking of best
values to assume
learning
activities
5.
Community-sponsored
practices in line with
responsibility and
3.
Approved
Students-Initiated
program/activities
(Pictodeveloping self-directed
accountability for their
Activities
narrative)
learners evident in the home
own learning.
and community
Learning programs are designed
The program is
The program is
and developed to produce learners
collaboratively implemented and
mainstreamed but continuously
who are responsible and accountable
monitored by teachers and parents
improved to make relevant to
for their learning.
to ensure that it produces desired
emergent demands.
outcome.
1. Portfolio of self-directed learning
2. Parents’ engagement in the
3. Proof of institutionalization of
programs
learning activities of learners
self-directed learning programs
in school
6