TRAINING ON THE
MATATAG CURRICULUM
Venue
Date
1
“Take me to where I should be”
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1. You will be grouped into five.
2. Each group will be given the materials to be used
for the activity.
3. Identify and classify the cut-out words as to
content,
content
standards,
and
learning
competencies. Then paste them on the manila
paper.
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Science 7, Quarter 1
Content
Content Standards
Learning Competencies
Performance Standard:
By the end of the Quarter, learners recognize that scientists use models to describe the particle model of
matter. They use diagrams and illustrations to explain the motion and arrangement of particles during
changes of state. They demonstrate an understanding of the role of solute and solvent in solutions and
the factors that affect solubility. They demonstrate skills to plan and conduct a scientific investigation
making accurate measurements and using standard units.
Suggested Performance Task:
Design and carry out an investigation to determine the amount of salt in a sample of seawater.
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Presentation of Output
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1. How do you find the activity?
2. Are there similarities or differences in
your answers?
3. Do
all
contents
and
content
standards
have
representative
learning competencies?
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4. What are your bases for
classifying the cut-out words as
contents, content standards, and
learning
competencies?
5. Are all the contents represented
in the content standards?
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6.
Does
all
the
content
have
representative learning competencies?
7. How do content, content standards,
and learning competencies differ with
one another?
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Remember that:
• Content – signals the key areas of focus for
a quarter.
• Content Standards – indicates the
conceptual level expected for the Quarter.
Support teachers to identify the level of
science knowledge, skills, attitudes, and
values to be taught and learned.
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Learning Competencies – identifies the
specific aspects of content for learners
to achieve.
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Performance Standards– provide a level for
teachers to use to judge learner achievement at
the
end
of
each
quarter.
It supports the teacher to assess the levels of
knowledge, skills, and values that learners
demonstrate in relation to the content and
learning competencies addressed during and at
the end of each quarter of teaching and learning.
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Suggested Performance Tasks – samples of
tasks where the learner applies their
knowledge, understanding, skills, values and
attitudes, through which teachers can judge
the levels of achievement of the performance
standard for each quarter in the domain.
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HEALTH BREAK
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Session 3
Unpacking of Learning
Competencies
Science 7 Quarter 1
John Mark B. Marasigan
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Session Objectives
At the end of the session, participants will be
able to:
1. Discuss the nature, process, and
importance of unpacking/clustering the
learning competencies; and
2. Unpack/cluster learning competencies.
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Learning Competency:
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Direction:
1. You will unpack the given learning competency
from Grade 7, Quarter 1.
2. Unpack
the
competency
using
specific,
measurable, attainable, relevant and time-bound
or SMART objectives.
3. Write your responses in the meta cards and paste
them on the chart corresponding to its target
cognitive process dimension of the Revised
Bloom’s Taxonomy.
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GUIDE QUESTIONS:
1. Do we expect learners to master broad learning
competencies in the CG without unpacking them?
Why?
2. What are the consequences when we teach and
assess without unpacking the competencies? Are
the unpacked competencies within the required
learning standards?
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3. In lesson planning and learning delivery, what is
the
relevance
of
unpacking
the
learning
competencies from lower cognitive process
dimensions to higher cognitive process dimensions?
4. How will you make sure that the unpacked
competencies are relevant to attaining the content,
performance standards, and broad learning
competencies in the CG?
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STEPS IN UNPACKING OF LEARNING
COMPETENCIES INTO
LEARNING OBJECTIVES
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1.Revisit the standards in the curriculum guide.
2.Examine the learning competency to be
unpacked by looking at the skill requirement
represented by verbs, knowledge requirement
represented by nouns, and the learning
conditions on how these knowledge and skills
should be learned.
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3. If the learning competency falls under
analyzing, evaluating, and creating, break down
the learning competency into smaller or discrete
sub-skills or knowledge components.
4. Align instruction and
unpacked competencies.
assessment
with
5. Design instructional pedagogies that allow
demonstration of mastery of sub-skills or
components.
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1. Revisit the content and performance
standards in the curriculum guide.
Content: Use of Models
Content Standard: Scientists use models to explain phenomena.
Learning Competency: Recognize that scientists use models to explain phenomena
that cannot be easily seen or detected
Performance Standard: By the end of the Quarter, learners recognize that scientists
use models to describe the particle model of matter. They use diagrams and
illustrations to explain the motion and arrangement of particles during changes of
state. They demonstrate an understanding of the role of solute and solvent in
solutions and the factors that affect solubility. They demonstrate skills to plan and
conduct a scientific investigation making accurate measurements and using
standard units.
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2. Examine the learning competency to be
unpacked.
Content: Use of Models
Content Standard: Scientists use models to explain phenomena.
Learning Competency: Recognize that scientists use models to explain phenomena
that cannot be easily seen or detected.
Performance Standard: By the end of the Quarter, learners recognize that
scientists use models to describe the particle model of matter. They use
diagrams and illustrations to explain the motion and arrangement of particles
during changes of state. They demonstrate an understanding of the role of
solute and solvent in solutions and the factors that affect solubility. They
demonstrate skills to plan and conduct a scientific investigation making
accurate measurements and using standard units.
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3. If the learning competency falls
under
applying,
analyzing,
evaluating and creating, break
down the learning competency into
smaller or discrete sub-skills or
knowledge components.
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Content: Use of Models
Content Standard: Scientists use models to explain phenomena.
Learning Competency: Recognize that scientists use models to explain phenomena that cannot be
easily seen or detected.
Specific Learning Objectives
Revised Bloom’s Taxonomy Level
Creating
Evaluating
Analyzing
Applying
Understanding
Describe the different models used by scientist to
explain phenomena that cannot be easily seen or
detected.
Identify the different models used by scientist to
Remembering
explain phenomena that cannot be easily seen or
detected.
By the end of the Quarter, learners recognize that scientists use models to describe the particle
model of matter. They use diagrams and illustrations to explain the motion and arrangement of
particles during changes of state. They demonstrate an understanding of the role of solute and
solvent in solutions and the factors that affect solubility. They demonstrate skills to plan and
conduct a scientific investigation making accurate measurements and using standard units.
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4. Align instruction and assessment
with unpacked competencies.
5. Design instructional pedagogies that
allow demonstration of mastery of subskills or components.
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REMEMBER:
● In unpacking the
competencies, do not
go beyond the intent of the competency.
● Focus on the specific skills, knowledge,
attitudes, or values that are explicitly
outlined within the competency.
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REMEMBER:
• Refrain from adding extra or
unrelated elements that are not part
of the competency's primary focus or
scope.
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MARAMING SALAMAT!
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