K to 12 English Literature Competencies

1. “K TO 12 ENGLISH LITERATURE COMPETENCIES RELATED TO ENGLISH-
AMERICAN LITERATURE ”
What is literature competence?
Literary competence is an important concept for the teaching of literature in a second
language educational context. It sets up a clear definition of what the reader must
possess in reading a literary work.
In the current basic education curriculum, literature is taught mainly as part of
language courses, except for explicitly literature-oriented sessions on novel such as
the Noli Me Tangere and the El Filibusterismo. Because literature is taught as
particular from of language use.
The recent interest around the world in the literature has made it clear that literature
should be taught as literature and not only as an example of excellent language use.
What is the role of literature in the K to 12 curriculum?
In the K to 12 Curriculum, the Literature Competencies or the “set of literary
competence or skills” that learners must acquire are integrated into the Grade Level
Standard.
Grade level standard define what students should understand and be able to do by
the end of each grade level.
We can take a quick glance at the learning competence and standards in the new
curriculum to see if literature will finally be given its proper place in the education of
our youth.
K to 12 ENGLISH COMPETENCIES (KINDER-GRADE 3)
CREATIVE WRITING is included in the curriculum now used for kindergarten
classes. Our children are going to be prepared to appreciate and even to produce
literature from day one of their class. Songs, poems, and narratives are include
among the texts that should be understood and appreciated by elementary school
pupils.
The k to 12 curriculum Guide for English for Grades 1 to 3 lists the following
competencies

“Describe literary elements of text including characters, plot (specific events, problem
and solution), and setting
 “Describe characters (e.g., traits, roles, similarities) within a literary selection.

2.  “Make simple inferences about thoughts and feelings and reasons for actions
 “Identify key themes and discuss reasons for events”
K to 12 ENGLISH LITERATURE COMPETENCIES (JUNIOR HIGH SCHOOL)
Florante at Laura, the Noli Me Tangere, the El Filibusterismo, and some of the
novels included in the 1997 Canon of the Philippine Literature are still going to be
read in junior High School (Grade 7 to 10).
GRADE 7: PHILIPPINE LITERATURE
Philippine literature is literature associated within the Philippines from prehistory
through its colonial legacies, and on to the present
“The learners demonstrate communicative competence through his/her
understanding of the Philippine Literature and other text types for a deeper
appreciation of Philippine Culture”
GRADE 8: AFRO-ASIAN LITERATURE
Afro-Asian Literature mirrors not only the customs and tradition of African and
Asian countries but also their philosophy of life which on the whole are deeply
and predominantly contemplative and hauntingly sweet.
The learners demonstrate communicative competence through his/her
understanding of Afro-Asian Literature and other text types for a deeper
appreciation of Philippine Culture and those of other countries”
GRADE
9: ANGLO -AMERICAN LITERATURE
Anglo-American literature usually refers to books written by English or American
authors, though is sometimes used more generally to refer to any written work
produced by the English-Speaking world
“The learners demonstrate communicative competence through his/her
understanding of British-American Literature, including Philippine Literature and
other text types for a deeper appreciation of Philippine Culture and those of other
countries”
GRADE 10: WORLD LITERATURE
A study of representative works of world literature from Antiquity, the Middle
Ages, and the Renaissance The course emphasize the study and consideration

3. of the literary, cultural, and human significance of selected great works of the
Western and non-western literary traditions
“The learners demonstrate communicative competence through his/her
understanding of literature and other text types for a deeper appreciation of
World Literature including Philippine Literature.
K to 12 ENGLISH LITERATURE COMPETENCIES (SENIOR HIGH SCHOOL)
In the draft curriculum for senior High School, there are two subjects explicitly
focused on literature and not on language (they can be taught in any language).
In the second semester of Grade 11, a course called “Contemporary Regional
Philippine Literature” has been proposed, which would focus on “critical
discussion and appreciation of literary texts originally written and/or published in
the 21st century in the region where the school is located.” The course is derived
from the current college course called “Literature of the Philippines”
In the first semester of grade 12, a similar course called “Contemporary World
Literature” has been proposed, which would focus on the “study of international
literary texts originally written and/or published during the 21st century.” This
course is derived from the current college course called “Literature of the World.”
Why is literature being given much more attention now than in the past
Simply because literature has proven its worth in preparing what DepEd calls the
“holistically developed Filipino with 21st Century Skills.”
DepEd breaks down this overall outcome of basic education into four verifiable
types of skills: information, media and technology skills; learning and innovation
skills; life and career skills; and effective communication skills.
Literature is a major factor in achieving these four skills .
Film and television shows, for example, which are major forms of media, all use
literary techniques such as narrative, character, and theme. Newspapers also
use narrative, particularly in feature articles and continuing news stories.
IMPORTANCE OF LITERATURE IN LANGUAGE TEACHING
As stated in the k to 12 Basic Education Curriculum Framework, the ultimate goal
of language teaching is to develop the communicative competence of the
learners.

4. If educator are proficient in unpacking literature competencies into learning
targets or objectives, the pathway to acquiring communicative competence
become evident to both educators and learners.
When educators unpack these literature competencies, they gain confidence in
choosing the literature or Literary text that are fundamental to the learning of the
process learners.
CONCLUSION
Yes, it is evident that literature is given its proper place in the new curriculum in
the education of the Filipino learners.