Module 1: An Overview on the Teaching
of the Macro Skills
Unit 2: Competencies in the English K-12 Curriculum
ACTIVATE: Complete the diagram below by providing associate words / synonyms
to the words “COMPETENCY”. Be creative with how you will accomplish this activity.
C Competency is the combination of
Observable prowess and
O
M Measurable knowledge, skills, characteristic and
P Proficient personal attributes that contribute to
E Enhanced performance. It is also a
T Talent that can progress into
E Expertness. Moreover,
N Nourishing one’s
C Capability can lead to
E Excellency on both skills and work.
,ACQUIRE
Download full Curriculum Guide here: https://www.deped.gov.ph/wp-
content/uploads/2019/01/English-CG.pdf
Look at the diagram below on how K-12 Curriculum is structured.
I. PHILOSOPHY AND RATIONALE
Language is the basis of all communication and the primary instrument of thought. Thinking,
learning, and language are interrelated. Language is governed by rules and systems (language
conventions) which are used to explore and communicate meaning. It defines culture which is
essential in understanding oneself (personal identity), forming interpersonal relationships
(socialization), extending experiences, reflecting on thought and action, and contributing to a
better society. Language, therefore, is central to the peoples’ intellectual, social and emotional
development and has an essential role in all key learning areas1 . Language is the foundation of
all human relationships. All human relationships are established on the ability of people to
communicate effectively with each other. Our thoughts, values and understandings are developed
and expressed through language. This process allows students to understand better the world in
which they live and contributes to the development of their personal perspectives of the global
community. People use language to make sense of and bring order to their world. Therefore,
proficiency in the language enables people to access, process and keep abreast of information, to
engage with the wider and more diverse communities, and to learn about the role of language in
their own lives, and in their own and other cultures.
, I. GUIDING PRINCIPLES
The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following
language acquisition, learning, teaching and assessing principles.
All languages are interrelated and interdependent.
Facility in the first language (L1) strengthens and supports the learning of other
languages (L2). Acquisition of sets of skills and implicit metalinguistic knowledge in one
language (common underlying proficiency or CUP) provides the base for the development of
both the first language (L1) and the second language (L2)2 . It follows that any expansion of
CUP that takes place in one language will have a beneficial effect on the other language(s). This
principle serves to explain why it becomes easier and easier to learn additional languages.
Language acquisition and learning is an active process that begins at birth and continues
throughout life.
It is continuous and recursive throughout students’ lives. Students enhance their language
abilities by using what they know in new and more complex contexts and with increasing
sophistication (spiral progression). They reflect on and use prior knowledge to extend and
enhance their language and understanding. By learning and incorporating new language
structures into their repertoire and using them in a variety of contexts, students develop language
fluency and proficiency. Positive learning experiences in language-rich environments enable
students to leave school with a desire to continue to extend their knowledge, skills and interests.
Learning requires meaning.
We learn when we use what we know to understand what is new. Start with what the
students know; use that to introduce new concepts. They use language to examine new
experiences and knowledge in relation to their prior knowledge, experiences, and beliefs. They
make connections, anticipate possibilities, reflect upon ideas, and determine courses of action.
Learners learn about language and how to use it effectively through their engagement with
and study of texts.
The term ‘text’ refers to any form of written (reading and writing), oral (listening and
speaking) and visual communication involving language4 . The texts through which students
learn about language are wide-ranging and varied, from brief conversations to lengthy and
complex forms of writing. The study of specific texts is the means by which learners achieve the
desired outcomes of language, rather than an end in itself. Learners learn to create texts of their
own and to engage with texts produced by other people.
Successful language learning involves viewing, listening, speaking, reading and writing
activities .
Language learning should include a plethora of strategies and activities that helps students focus
on both MEANING and ACCURACY.
Language learning involves recognizing, accepting, valuing and building on students’
existing language competence, including the use of non-standard forms of the language,
and extending the range of language available to students.
of the Macro Skills
Unit 2: Competencies in the English K-12 Curriculum
ACTIVATE: Complete the diagram below by providing associate words / synonyms
to the words “COMPETENCY”. Be creative with how you will accomplish this activity.
C Competency is the combination of
Observable prowess and
O
M Measurable knowledge, skills, characteristic and
P Proficient personal attributes that contribute to
E Enhanced performance. It is also a
T Talent that can progress into
E Expertness. Moreover,
N Nourishing one’s
C Capability can lead to
E Excellency on both skills and work.
,ACQUIRE
Download full Curriculum Guide here: https://www.deped.gov.ph/wp-
content/uploads/2019/01/English-CG.pdf
Look at the diagram below on how K-12 Curriculum is structured.
I. PHILOSOPHY AND RATIONALE
Language is the basis of all communication and the primary instrument of thought. Thinking,
learning, and language are interrelated. Language is governed by rules and systems (language
conventions) which are used to explore and communicate meaning. It defines culture which is
essential in understanding oneself (personal identity), forming interpersonal relationships
(socialization), extending experiences, reflecting on thought and action, and contributing to a
better society. Language, therefore, is central to the peoples’ intellectual, social and emotional
development and has an essential role in all key learning areas1 . Language is the foundation of
all human relationships. All human relationships are established on the ability of people to
communicate effectively with each other. Our thoughts, values and understandings are developed
and expressed through language. This process allows students to understand better the world in
which they live and contributes to the development of their personal perspectives of the global
community. People use language to make sense of and bring order to their world. Therefore,
proficiency in the language enables people to access, process and keep abreast of information, to
engage with the wider and more diverse communities, and to learn about the role of language in
their own lives, and in their own and other cultures.
, I. GUIDING PRINCIPLES
The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following
language acquisition, learning, teaching and assessing principles.
All languages are interrelated and interdependent.
Facility in the first language (L1) strengthens and supports the learning of other
languages (L2). Acquisition of sets of skills and implicit metalinguistic knowledge in one
language (common underlying proficiency or CUP) provides the base for the development of
both the first language (L1) and the second language (L2)2 . It follows that any expansion of
CUP that takes place in one language will have a beneficial effect on the other language(s). This
principle serves to explain why it becomes easier and easier to learn additional languages.
Language acquisition and learning is an active process that begins at birth and continues
throughout life.
It is continuous and recursive throughout students’ lives. Students enhance their language
abilities by using what they know in new and more complex contexts and with increasing
sophistication (spiral progression). They reflect on and use prior knowledge to extend and
enhance their language and understanding. By learning and incorporating new language
structures into their repertoire and using them in a variety of contexts, students develop language
fluency and proficiency. Positive learning experiences in language-rich environments enable
students to leave school with a desire to continue to extend their knowledge, skills and interests.
Learning requires meaning.
We learn when we use what we know to understand what is new. Start with what the
students know; use that to introduce new concepts. They use language to examine new
experiences and knowledge in relation to their prior knowledge, experiences, and beliefs. They
make connections, anticipate possibilities, reflect upon ideas, and determine courses of action.
Learners learn about language and how to use it effectively through their engagement with
and study of texts.
The term ‘text’ refers to any form of written (reading and writing), oral (listening and
speaking) and visual communication involving language4 . The texts through which students
learn about language are wide-ranging and varied, from brief conversations to lengthy and
complex forms of writing. The study of specific texts is the means by which learners achieve the
desired outcomes of language, rather than an end in itself. Learners learn to create texts of their
own and to engage with texts produced by other people.
Successful language learning involves viewing, listening, speaking, reading and writing
activities .
Language learning should include a plethora of strategies and activities that helps students focus
on both MEANING and ACCURACY.
Language learning involves recognizing, accepting, valuing and building on students’
existing language competence, including the use of non-standard forms of the language,
and extending the range of language available to students.
