STANDARDS OF THE ENGLISH CURRICULUM
1. LEARNING AREA STANDARD
Learners demonstrate proficiency in using English in multiple modes to communicate effectively in a wide range of situations, with diverse audiences, and in various contexts. They use their language skills to facilitate and enhance learning across different content areas. They critically analyze, appreciate, and respond to a wide array of literary and informational texts, utilizing these resources to broaden their understanding, perspectives, and creativity. Learners also actively engage in activities and discussions that encourage a deep appreciation and understanding of their cultural heritage, instilling a sense of pride and identity that fosters cultural literacy and promote mutual respect and understanding in diverse social and educational environments.
2. KEY STAGE STANDARDS
KEY STAGE 1
By the end of Grade 3, learners are becoming literate and increasingly fluent in the use of English, with L1 as a literacy resource in understanding and expressing familiar and developmentally-appropriate texts. They are able to use their conversational language skills in day-to-day activities and their first language in understanding and discussing content in the learning areas; and take pride in their cultural heritage.
KEY STAGE 2
By the end of Grade 6, learners have mastered their basic literacy and are developing applied and critical literacy. They demonstrate a level of communicative competence in English which enables them to engage effectively in a variety of situations and for a variety of audiences, contexts, and purposes, including learning of other content areas; and take pride in their cultural heritage.
KEY STAGE 3
By the end of Grade 10, learners can critically analyze and evaluate the style, form, and features of literary, informational (non-journalistic, journalistic, and academic texts), and transactional texts. They are able to compose and publish a range of multimedia texts for a variety of meanings, purposes, and audiences, including learning in other content areas; and take pride in their cultural heritage.
3. GRADE LEVEL STANDARDS
GRADE 2 - The learners demonstrate oracy in English, with L1 as a literacy resource; decode high frequency words and some content-specific words; develop vocabulary for conversational use and content learning; understand how words are used in simple sentences to get and express meaning; and comprehend, respond to, create, and compose developmentally-appropriate and content-specific texts.
GRADE 3 - The learners demonstrate basic literacy in English, with L1 as a literacy resource; expand their vocabulary for conversational use and content learning, using high frequency and content-specific words; use simple and compound sentences to get and express meaning; and comprehend, analyze, create, and compose developmentally-appropriate and content-specific texts.
GRADE 4 - The learners demonstrate basic and applied and critical literacy in developing receptive and productive skills; understand how literal and implied meanings are used in literary and informational texts; compose narrative and expository texts with simple, compound, and some complex sentences; use verbal and non-verbal cues for clarity of purpose and meaning appropriate to age, gender, and culture; and use visual elements to derive meaning and evaluate the cultural appropriateness of visual texts.
GRADE 5 - The learners demonstrate applied and critical literacy in further developing receptive and productive skills; understand how literal and implied meanings are used in literary and informational texts; compose narrative and expository texts with simple, compound, and complex sentences; fill out a variety of forms accurately; use tone and mood, and verbal and non-verbal cues for clarity of purpose and meaning appropriate to age, gender, and culture; use visual elements to derive meaning and evaluate cultural appropriateness of visual texts; and understand multimedia elements and how they affect the meaning of multimedia texts.
GRADE 6 - The learners demonstrate applied and critical literacy in consolidating receptive and productive skills; use literal and implied meanings in composing literary and informational texts; use a range of reference materials to compose narrative, expository, and persuasive texts with simple, compound, and complex sentences; create simple survey forms for specific purposes; use tone and mood, and verbal and nonverbal cues for clarity of purpose and meaning appropriate to age, gender and culture; and use visual and multimedia elements to derive meaning from and produce multimedia texts for specific purposes.
GRADE 7 - The learners use their multiliteracies and communicative competence in evaluating Philippine literature, and informational and transactional texts; and create texts in various modalities for a variety of purposes, meanings, and target audiences, which reflect their local and national identity.
GRADE 8 - The learners use their multiliteracies and communicative competence in evaluating Afro-Asian literature, and informational and transactional texts; and create texts in various modalities for a variety of purposes, meanings, and target audiences, which reflect their expanding cultural identity (Philippines and Afro-Asia).
GRADE 9 - The learners use their multiliteracies and communicative competence in evaluating Anglo-American literature, and informational and transactional texts; and create texts in various modalities for a variety of purposes, meanings, and target audiences, which reflect their expanding cultural identity (Philippines, Afro-Asia, and Anglo-America).
GRADE 10 - The learners use their multiliteracies and communicative competence in evaluating World literature, and informational and transactional texts; and create texts in various modalities for a variety of purposes, meanings, and target audiences, which reflect their expanding cultural identity (Philippines, Afro-Asia, Anglo-America, and the World).
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