Evaluation Report of the Grade 4 Curriculum

1. GRADE 4 CURRICULUM

2. SALIENT FEATURES OF K TO 12 CURRICULUM
The K to 12 Program covers Kindergarten and 12 years of basic
education (six years of primary education, four years of Junior High
School, and two years of Senior High School [SHS]) to provide
sufficient time for mastery of concepts and skills, develop lifelong
learners, and prepare graduates for tertiary education, middle-level
skills development, employment, and entrepreneurship.

3. STRENGTHENING EARLY CHILDHOOD EDUCATION
(UNIVERSAL KINDERGARTEN)
• Every Filipino child now has access to early childhood education through
Universal Kindergarten. At 5 years old, children start schooling and are
given the means to slowly adjust to formal education.
• Research shows that children who underwent Kindergarten have better
completion rates than those who did not. Children who complete a
standards-based Kindergarten program are better prepared, for primary
education.
• Education for children in the early years lays the foundation for lifelong
learning and for the total development of a child. The early years of a
human being, from 0 to 6 years, are the most critical period when the brain
grows to at least 60-70 percent of adult size..[Ref: K to 12 Toolkit]
• In

4. MAKING THE CURRICULUM RELEVANT TO
LEARNERS (CONTEXTUALIZATION AND
ENHANCEMENT)
• Examples, activities, songs, poems, stories, and illustrations are based
on local culture, history, and reality. This makes the lessons relevant
to the learners and easy to understand.
• Students acquire in-depth knowledge, skills, values, and attitudes
through continuity and consistency across all levels and subjects.
• Discussions on issues such as Disaster Risk Reduction (DRR), Climate
Change Adaptation, and Information & Communication Technology
(ICT) are included in the enhanced curriculum.

5. BUILDING PROFICIENCY THROUGH LANGUAGE
(MOTHER TONGUE-BASED MULTILINGUAL
EDUCATION)
• Students are able to learn best through their first language, their Mother
Tongue (MT). Twelve (12) MT languages have been introduced for SY 2012-
2013: Bahasa Sug, Bikol, Cebuano, Chabacano, Hiligaynon, Iloko,
Kapampangan, Maguindanaoan, Meranao, Pangasinense, Tagalog, and
Waray. Other local languages will be added in succeeding school years.
• Aside from the Mother Tongue, English and Filipino are taught as subjects
starting Grade 1, with a focus on oral fluency. From Grades 4 to 6, English
and Filipino are gradually introduced as languages of instruction. Both will
become primary languages of instruction in Junior High School (JHS) and
Senior High School (SHS).
• After Grade 1, every student can read in his or her Mother Tongue.
Learning in Mother Tongue also serves as the foundation for students to
learn Filipino and English easily.

6. ENSURING INTEGRATED AND SEAMLESS LEARNING
(SPIRAL PROGRESSION)
• Subjects are taught from the simplest concepts to more complicated
concepts through grade levels in spiral progression. As early as
elementary, students gain knowledge in areas such as Biology,
Geometry, Earth Science, Chemistry, and Algebra. This ensures a
mastery of knowledge and skills after each level.
• For example, currently in High School, Biology is taught in 2nd Year,
Chemistry in 3rd Year, and Physics in 4th Year. In K to 12, these
subjects are connected and integrated from Grades 7 to 10. This same
method is used in other Learning Areas like Math.

7. GRADE 4 CURRICULUM
SUBJECTS:
1. Edukasyon sa Pagpapakatao
2. English
3. Mathematics
4. Science
5. Filipino
6. Araling Panlipunan
7. EPP (EPP Agri, H.E. Industrial Arts, ICT)
8. MAPEH (Music, Arts, PE, Health)

8. GRADE 4 CURRICULUM ESP
Expected Outcome:
• General development of skills of learners in the 21th century
Effective Communication Skills
Learning and Innovation Skills
Info, Media and Technology Skills
Life and Career Skills

9. GRADE 4 CURRICULUM ESP
Expected Outcome:
• General development of skills of learners in the 21th century
Effective Communication Skills
Learning and Innovation Skills
Info, Media and Technology Skills
Life and Career Skills

10. GRADE 4 CURRICULUM ESP
Expected Outcome:
• General development of skills of learners in the 21th century
Effective Communication Skills
Learning and Innovation Skills
Info, Media and Technology Skills
Life and Career Skills

11. Ang Edukasyon sa Pagpapakatao (EsP) ay isa sa mga asignatura ng Pinaunlad
na Programa ng Batayang Edukasyon na K to 12 na gagabay at huhubog sa
mga kabataan.
*Tunguhin nito ang paghubog ng kabataang nagpapasya at kumikilos nang
mapanagutan tungo sa kabutihang panlahat.
*lilinangin at pauunlarin ang pagkataong etikal ng bawat mag-aaral. (macro
skills):
1. pag-unawa
2. pagninilay,
3. pagsangguni,
4. pagpapasya at
5. pagkilos.

12. Keystage Standards
Naipamamalas ng mag-aaral ang pag-unawa sa konsepto at gawaing nagpapakita
ng pananagutang pansarili, pampamilya, pagmamahal sa kapwa, sa bansa/ daigdig
at sa Diyos tungo sa kabutihang panlahat.
1. Pananagutang Pansarili at Mabuting Kasapi ng Pamilya
(Quarter 1)
2. Pakikipagkapwa-tao (Quarter 2)
3. Pagmamahal sa Bansa at Pakikibahagi sa Pandaigdigang Pagkakaisa
(Quarter 3)
4. Pananalig at Pagmamahal sa Diyos; Paninindigan sa Kabutihan
(Quarter 4)

13. ENGLISH

14. 1. Language is the basis of all communication and the primary
instrument of thought
2. Language is the foundation of all human relationships
Philosophy and Rationale

15. Guiding Principles
language acquisition learning
teaching assessing

16. An effective language arts and multiliteracies curriculum satisfies the following principles.
1. develops thinking and language through interactive learning;
2. develops communicative competence and critical literacy;
3. draws on literature in order to develop students’ understanding of their literary heritage;
4. draws on informational texts and multimedia in order to build academic vocabulary and strong content
knowledge;
5. develops students’ oral language and literacy through appropriately challenging learning;
6. emphasizes writing arguments, explanatory/informative texts and narratives;
7. provides explicit skill instruction in reading and writing;
8. builds on the language, experiences, knowledge and interests that students bring to school;
9. nurtures students’ sense of their common ground in using language/s for communication as present or
future global citizens to prepare them to participate in school and in civic life, and;
10. assesses and reflects the students’ ability to interpret and/or communicate in the target language7.

17. Expected Outcomes
to produce
graduates who
apply the language
conventions,
principles,
strategies and skills
interacting
with others
understanding
and learning
other content
areas, fending for
themselves in
whatever field of
endeavour they
may engage in.

18. Grade 4 Level Standards
The learner listens critically to various text types
and expresses ideas accurately in both oral and written
forms; demonstrates confidence in the use of the
language to meet everyday needs; and reads
independently and gets relevant information from
various text types.

19. Grade Level Standards
The learner listens critically to various text types and expresses ideas accurately in both
oral and written forms; demonstrates confidence in the use of the language to meet
everyday needs; and reads independently and gets relevant information from various text
types.
Domain:
1. Oral Language
2. Fluency
3. Listening Comprehension
4. Vocabulary
5. Reading Comprehension
6. Writing and Composition
7. Grammar
8. Attitude
9. Study Strategies/ Research

20. English
Listening
Comprehension
Sequence events in a
story listened to
Identify the main
idea, key sentences
and supporting
details from text
listened to
Distinguish reality
from fantasy
Distinguish fact from
opinion in a narrative
OL - Oral Language Speak clearly using
appropriate
pronunciation and
intonation
Give oral directions
V - Vocabulary
Development
*Use context clues
(synonym) to find the
meaning of
unfamiliar words
*Use context clues
(antonym) to find the
meaning of
unfamiliar words
Synonym
Antonym
*Identify the
meaning of words
with multiple
meanings
*Identify the
meaning of
unfamiliar words
through structural
analysis (words and
affixes)

21. English
V - Vocabulary
Development
*Identify the
meaning of words
with multiple
meanings
*Identify the
meaning of
unfamiliar words
through structural
analysis (words and
affixes)
*Identify the
meaning of
unfamiliar words
according to
structure (inflections)

22. English
RC - Reading
Comprehension
*Analyze a narrative
in terms of its setting
*Analyze a narrative
in terms of its
characters
*Analyze a narrative
in terms of its plot
(Conflict/Problem/Re
action/Resolution/En
ding)
*Analyze a 3-4-line
poem in terms of its
elements (rhymes,
sound devices)
*Identifying Rhyming
Words.
*Infer the theme of
literary text
Identify main idea,
key sentences and
supporting details of
a given text
*Note significant
details in a literary
text
*Identify cause-and-
effect relationship
*Comparison and
contrast people,
places and events in
texts read
*Make
generalizations

23. English
F - Oral Reading
Fluency
*Read grade-level
texts with
appropriate speed,
accuracy and proper
expression
SS - Study Strategy *Use dictionary in
getting the meaning
of words
*Locate information
from Indices
Take note of relevant
information from a
given text
G – Grammar *Use the plural form
of regular nouns
*Use the simple
present tense of
verbs in sentences
Use simple sentence:
compound subject +
simple predicate

24. English
WC – Writing/
Composition
Write different forms
of simple
composition (letters)
as a response to
stories/poems read
or listened to
*Write 2–3 step
directions using
signal words
*Write a news report
using the given facts
*Write a short story
with its complete
elements
*Write/ compose a
news story
*Write/ compose an
editorial
*Write/ compose
clear and coherent
sentences using
adverbs
*Outline a paragraph
with explicity given
main idea
*Write 5–6 sentence
paragraph about a
given topic

25. SCIENCE

26. AIMS OF SCIENCE EDUCATION
*to develop scientific literacy among learners that will prepare them to
be informed and participative citizens who are able to make judgments
and decisions regarding applications of scientific knowledge that may
have social, health, or environmental impacts.

27. This curriculum is designed around the three domains of learning
science:
1. understanding and applying scientific knowledge in local setting as
well as global context whenever possible,
2. performing scientific processes and skills, and
3. developing and demonstrating scientific attitudes and values.

28. CORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K
TO 12)
The learners demonstrate understanding of basic science concepts and
application of science-inquiry skills. They exhibit scientific attitudes and
values to solve problems critically, innovate beneficial products, protect
the environment and conserve resources, enhance the integrity and
wellness of people, make informed decisions, and engage in
discussions of relevant issues that involve science, technology, and
environment.

29. Grade Level Standards
• At the end of Grade 4, learners can investigate changes in some
observable properties of materials when mixed with other materials
or when force is applied on them.
• Learners can describe the functions of the different internal parts of
the body in order to practice ways to maintain good health. Learners
can investigate the effects of push or pull on the size, shape, and
movement of an object.
• Learners can investigate which type of soil is best for certain plants
and infer the importance of water in daily activities..

30. Topics To be taken up:
• Matter (FIRST QUARTER)
• Living Things and Their Environment (SECOND QUARTER)
• Force and Motion (THIRD QUARTER)
• Earth and Space (FOURTH QUARTER)

32. Goals of Mathematics
Critical Thinking
Problem Solving.
Learning principles and theories
Experiential and Situated Learning
Reflective Learning
Cooperative Learning
Constructivism
Discovery
Inquiry-based Learning.

33. Goals of Mathematics
Critical Thinking
Problem Solving.
Learning principles and theories
Experiential and Situated Learning
Reflective Learning
Cooperative Learning
Constructivism
Discovery
Inquiry-based Learning.

35. 1. kakayahang komunikatibo,
2. replektibo / mapanuring pag-
iisip at,
3. pagpapahalagang
pampanitikan ng mga mag-
aaral
Goals of Filipino

36. Magamit ang angkop at wastong salita sa pagpapahayag ng sariling
kaisipan, damdamin o karanasan nang may lubos na paggalang sa
kultura ng nagbibigay at tumatanggap ng mensahe. Pamantayan ng
Programa ng Baitang 7-10 Naipamamalas ng mag-aaral ang kakayahang
komunikatibo, mapanuring pag-iisip,
Core Learning Standards
Naipapamalas ang kakayahan sa pagbasa, pagsulat, pakikipagtalastasan nang wasto
upang maipahyag ang ideya at damdaming angkop sa kaniyang edad at sa kulturang
kinabibilangan at nakikilahok sa pagpapaunlad ng pamayanan.
Core Learning Standards

37. Topics
Unang Markahan
1. Magagalang na Pananalita
2. Pangngalan
3. Pagsunod sa Panuto
4. Paggamit ng Diksyunaryo
5. Pagpapahayag ng sariling opinion at reaksyon
6. Panghalip
7. Pagsagot sa mga tanong tungkol sa detalye ng napakinggang kwento
8. Pagsagot ng Bakit at Paano
9. Bahagi ng Aklat

38. Topics
Ikalawang Markahan
1. Pang-uri
2. Pagbabaybay
3. Pagbibigay Hinuha
4. Opinyon o Reaksyon
5. Pang-uri
6. Liham Paanyaya
7. Pagbibigay ng paksa
8. Recount
9. Pagsalaysay sa Napakinggang teksto
10. Pang-abay
11. Paggamit ng card catalog o OPAC

39. Topics
Ikatlong Markahan
1. Pagsunod sa Panuto
2. Pang-abay
3. Pagsagot sa Bakit at Paano
4. Paglalarawan sa tauhan
5. Pagtukoy ang mga sumusuportang detalye
6. Bahagi ng Pahayagan
7. Sanhi at Bunga
8. Paggamit nang wasto at angkop na simuno at panaguri
9. Pagsulat sa talatang nagsasalaysay
10. Pagsusunod-sunod ang mga pangyayari sa tekstong napakinggan

40. Topics
Ikaapat na Markahan
1. Pagsunod sa panuto
2. Nakapagbibigay ng panuto
3. Iba’t-ibang uri ng pangungusap
4. Pagsusunod-sunod ng mga pangyayari
5. Pagbibigay ng paksa
6. Paggamit ng mga magagalang na pananalita
7. Pagsagot ng Bakit at Paano
8. Matalinhagang salita
9. Paggamit ng mga uri ng pangungusap sa pakikipag talastasan
10. Bahagi ng Pahayagan