The Goals and Components of the K to

12 English Curriculum

Presenter: Reina R. Miranda, Ph. D

 The K to 12 English Curriculum and Its
Desired Outcome
OUTCOMES
The ultimate goal of the Language Arts and
Multiliteracies Curriculum is to produce
graduates who apply the language conventions,
principles, strategies and skills in (1) interacting
with others, (2) understanding and learning other
content areas, and (3) fending for themselves in
whatever field of endeavour they may engage in.
 The K to 12 English Curriculum and Its
Desired Outcome

1. Communicative Competence
2. Multiliteracies
 Communicative Competence

1. Communicative Competence
- a synthesis of knowledge of basic
grammatical principles, knowledge of how
language is used in social settings to perform
communicative functions, and how knowledge
of utterances and communicative functions can
be combined according to the principles of
discourse.
 Communicative Competence

1. Grammatical/Linguistic Competence
- the acquisition of phonological rules, morphological words, syntactic
rules, semantic rules and lexical items.

2. Sociolinguistic Competence
- the learning of pragmatic aspect of various speech acts, namely, the
cultural values, norms, and other sociocultural conventions in social
contexts. They are the context and topic of discourse, the participant’s social
status, sex, age, and other factors which influence styles and registers of
speech. Since different situations call for different types of expressions as
well as different beliefs, views, values, and attitudes, the development of
sociolinguistic competence is essential for communicative social action.
 Communicative Competence

3. Discourse Competence
- the knowledge of rules regarding the cohesion
(grammatical links) and coherence (appropriate
combination of communicative actions) of various
types of discourse (oral and written). Sociolinguistic
rules of use and rules of discourse are crucial in
interpreting utterances for social meaning, particularly
when the literal meaning of an utterance does not
lead to the speaker’s intention easily.
 Communicative Competence
4. Strategic Competence
- to DO with the knowledge of verbal and
non-verbal strategies to compensate for
breakdown such as self-correction and at the
same time to enhance the effectiveness of
communication such as recognizing discourse
structure, activating background knowledge,
contextual guessing, and tolerating ambiguity.
 Multiliteracies
Multiliteracies
Multiliteracies (multi literacy practices) recognize that
there are many kinds of literacy at work within our
society. These include traditional literacy practices
using texts as well as new literacy practices using texts
of popular culture such as films. Social literacy
encompasses how we communicate and exchange
meaning in our society while professional literacy links
with the notion of literacy for school of the workplace
 Multiliteracies
• The curriculum aims to help learners acquire highly-developed
literacy skills that enable them to understand that English language is
the most widely used medium of communication in Trade and the
Arts, Sciences, Mathematics, and in world economy. Furthermore, the
curriculum aims to help learners understand that English language is
a dynamic social process which responds to and reflects changing
social conditions, and that English is inextricably involved with values,
beliefs and ways of thinking about ourselves and the world we dwell
in. Through multi-literacy skills, learners will be able to appreciate and
be sensitive to sociocultural diversity and understand that the
meaning of any form of communication depends on context, purpose
and audience.
 Components of the K to 12 English
Curriculum

1. Language Learning Process

2. Effective Language Use
3. Making Meaning through Language
4. Holistic Assessment
The K to 12 English Curriculum
Framework
 Language Learning Process

1. Spiral Progression
Skills, grammatical items, structures
and various types of texts will be taught,
revised and revisited at increasing levels of
difficulty and sophistication. This will allow
students to progress from the foundational
level to higher levels of language use.
 Language Learning Process
2. Interaction
Language learning will be situated in the
context of communication (oral and written).
Activities that simulate real-life situations of
varying language demands (purposes, topics,
and audiences) will be employed to help
students interact with others thereby improve
their socialization skills.
 Language Learning Process
3. Integration
The areas of language learning – the receptive
skills, the productive skills, and grammar and
vocabulary will be taught in an integrated way,
together with the use of relevant print and non-print
resources, to provide multiple perspectives and
meaningful connections. Integration may come in
different types either implicitly or explicitly (skills,
content, theme, topic, and values integration).
 Language Learning Process
4. Learner-Centeredness
Learners are at the center of the
teaching-learning process. Teaching will be
differentiated according to students’ needs,
abilities and interests. Effective pedagogies
will be used to engage them and to
strengthen their language development.
 Language Learning Process
5. Contextualization
Learning tasks and activities will be designed for
learners to acquire the language in authentic and meaningful
contexts of use. For example, lessons will be planned
around learning outcomes, a theme, or a type of text to help
learners use related language skills, grammatical
items/structures and vocabulary appropriately in spoken and
written language to suit the purpose, audience, context and
culture. Learning points will be reinforced through explicit
instruction and related follow-up practice.
 Language Learning Process
6. Construction
Making meaning is the heart of language learning and
use. Learning tasks and activities will be designed for
learners in such a way that they will have time to reflect on
and respond to ideas and information. Learners will be
provided with sufficient scaffolding so that they will be able
to reach their full cognitive, affective, and psychomotor
potentials and become independent learners who are good
consumers and constructors of meaning.
 Effective Language Use
1. UNDERSTANDING CULTURES
Learning language through text types and literary appreciation exposes
learners to different cultures of the world, including one’s culture. Learners
develop sociolinguistic and sociocultural understandings and apply them to
their use of the language (Mother Tongue, Filipino, and English).
Sociolinguistic understanding refers to appropriate language use. It is defined
in this document as taking into account the social significance of linguistic
forms and the linguistic implications of social facts. Language is a complex
social practice that reflects and reinforces shared understandings about
appropriate actions, values, beliefs and attitudes within a community. These
shared understandings determine not only what is communicated and when
and how it is communicated, but also who does the communicating. These
collectively constitute the sociolinguistic features of language.
 Effective Language Use
Sociocultural understanding refers to knowing about the
language speaking communities. It means taking into account the
non-linguistic features in the life of a society. Learners broaden
their frame of reference beyond their own social and cultural
experiences. They gain insights into different values and belief
systems and acknowledge the cultural contexts which underpin
them. They make sense of the social fabric of the target language
community. They understand that the natural and physical
environments – as well as the social, economic, historical and
political environments – influence the language speaking groups
and their cultural traditions.
 Effective Language Use
2. UNDERSTANDING LANGUAGE
Learners apply their knowledge of the system of the language to
assist them to make meaning and to create meaning. They come to
recognize the patterns and rules of the language which emerge as they
interact with a plethora of texts (literary and informational) to make
meaning. They apply this knowledge and understanding to create their
own spoken, written and visual texts. Differences in language systems are
expressed in a variety of ways: for example, in grammatical
differentiations, variations in word order, word selection, or general
stylistic variations in texts. By comparing the system of the language with
the systems of other languages, students understand that each language
is different, but has identifiable patterns within its own system.
 Effective Language Use
3. PROCESS AND STRATEGIES
Learners select from a repertoire of processes and strategies by reflecting on their
understanding of the way language works for a variety of purposes in a range of contexts.
They deliberate on how they use language and apply different language strategies,
depending on their purpose, context and audience. They use language as a way of coming to
grips with new ideas, resolving difficulties or solving problems. They use strategies such as
brainstorming and discussion as a way of developing ideas. They experiment, take risks and
make approximations with language as a way of developing their language skills. They clarify
what they need to know when seeking information for particular purposes. They use key-word
searches and their understanding of the conventions of informational texts such as tables of
contents, headings, indexes, forewords and glossaries as aids in locating information. They
assess the usefulness of information for particular purposes. They treat information and ideas
critically and evaluate information in terms of its reliability and currency. They make notes and
graphic representations of information and combine information from different sources into a
coherent whole by summarizing, comparing and synthesizing.
 Effective Language Use
Learners reflect on ethical considerations in the use
of ideas and information. They recognize the
importance of attributing sources of ideas and
information, and of presenting or representing ideas
and information in ways which are not misleading.
They use quotation and sourcing conventions
appropriately. They take into account the possible
effects of and responses to the presentation of ideas
and information.
Making Meaning Through Language
 Holistic Assessment
Holistic assessment refers to the ongoing gathering
of information on different facets of a child from
various sources, with the aim of providing qualitative
and quantitative feedback to support and guide the
child's development. Holistic assessment informs our
teachers of their teaching practices and guides them
in the design and delivery of student learning. It will
also enable parents to support their children's
development and growth.
 Holistic Assessment
Characteristics of Assessment
1. Proximity to actual language use and
performance
Assessment procedures should be based on
activities that have authentic communicative function
rather than ones with little or no intrinsic
communicative value. These activities are based on
actual performance in authentic situations which the
learner is likely to encounter in his or her daily life.
 Holistic Assessment
2. A holistic view of language
Assessment procedures are based on the notion
that the interrelationships among the various aspects of
language, such as phonology, grammar, and vocabulary,
among others cannot be ignored. Also the four skills of
language-listening, speaking, reading, and writing-are seen
to be parts of a structurally integrated whole. Assessment
approaches should be used for communication and self-
expression.
Assessment also takes into account the whole
learner and his or her social, academic, and physical
context.
 Holistic Assessment
3. An integrative view of learning
Assessment attempts to capture the learner’s total array of
skills and abilities. It measures language proficiency in the
context of specific subject matter. Assessment procedures are
based on the idea that various aspects of a learner’s life, both
academic and personal, are integral to the development of
language proficiency and cannot be ignored. These dimensions
include not only processes such as acquiring and integrating
knowledge, extending and refining knowledge, and using
knowledge meaningfully, but also issues such as varying student
attitudes towards learning.
 Holistic Assessment
4. Developmental appropriateness
Assessment procedures set expectations that are
appropriate within the cognitive, social, and
academic development of the learner. This
characteristic of assessment makes it particularly
valuable for second language learners who come
from culturally diverse backgrounds and who
may have a typical educational experiences.
 Holistic Assessment
5. Multiple referencing
Assessment entails obtaining information about the
learner from numerous sources and through various means.
For students, assessment should allow them to see their own
accomplishments in terms that they understand and,
consequently, allows them to assume responsibility for their
learning. It should allow parents to share in the educational
process, and offers them a clear insight into what their
children are doing in school. For teachers, the primary
advantage of assessment is that it provides data on their
students and their classroom for educational decision-making.
In addition, it reports the success of the curriculum and
provides teachers with a framework for organizing student’s