DESIRED LEARNING COMPETENCIES

1. DESIRED LEARNING COMPETENCIES

2. Desired Learning Outcomes • Are formulated by the academic staff, preferably involving student representatives in the process, on the basis of input of internal and external stakeholders. • Are statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of learning. • They can refer to a single course unit or module or else to a period of studies, for example, a first or a second cycle program. • Learning outcomes specify the requirements for award of credit.

3. Competencies • Competences are obtained or developed during the process of learning by the student/learner. • They represent a dynamic combination of knowledge, understanding, skills and abilities. Fostering competences is the object of educational programmes. • Competences will be formed in various course units and assessed at different stages. • Time and attention should also be devoted to the development of generic competences or transferable skills.

4. The THREE Sections • The TERMINAL PROGRAM COMPETENCIES • Expected upon completion of the entire four-year program. These are general of broad in nature. • The COMPETENCIES PER YEAR LEVEL • These, too, are general in scope, they specify what should be developed per curriculum year, hence vertical articulation is observed as one progresses from one year level to next. • The SPECIFIC COMPETENCIES PER YEAR LEVEL • Groups these under the general competency they exemplify.

5. The Competencies are classified under FOUR HEADINGS: • LISTENING-SPEAKING • Categorized into those that are mainly on listening, those that are mainly on speaking and those that are interactive in nature. • READING SECTION • Has its subcategories: • Study and locational skills; • Comprehension skills; and • Language skills

6. The Competencies are classified under FOUR HEADINGS: • LITERATURE SECTION • Groups the competencies into general skills and those concerned with substance or content. • WRITING SECTION • Has its sub categories: practical writing, composition writing and creative writing.

7. PROGRAM COMPETENCIES

8. A Program Competency measures the mastery of a set of cumulative or summative skills/knowledge. It has a curricular-specific assessment, i.e., courses, comprehensive exams, capstones, internships.

9. English as a subject is concerned with developing competence in listening, speaking, reading and writing.

10. Listening is an information – processing act. It includes skills in auditory discrimination and cognitive comprehension. Speaking includes skills in using the language expressions and grammatical structures correctly in oral communication. Readingis getting meaning from the printed page. It includes skills for vocabulary development, levels of comprehension namely, literal, interpretative, critical analysis and application, literary appreciation and study skills. Writingincludes readiness skills, mechanics, guided writing, functional, and creative writing.

11. I. LISTENING-SPEAKING A. LISTENING • Demonstrate competence in adjusting listening strategies (e.g., marginal, selective, attentive, etc.) in relation to the main purposes of listening, one’s familiarity with the topic, and the level of difficulty of the text. • Demonstrate ability to process speech at different rates including pauses, errors, corrections. • Explore the opportunities offered by listening as a speedy and economical access to information. • Develop and sharpen thinking skills and reasoning ability through the listening process. • Widen the opportunities for the appreciation of beauty in literature, music and nature.

12. B. ORAL INTERACTION • Demonstrate ability to react intelligently and creatively to classroom experiences, audio visuals and other real-life situations. • Demonstrate ability to react intelligently and creatively to oral language in mass media and other situations. • Deepen understanding of others and strengthen human relationships through face-to-face interaction. • Demonstrate ability to recognize and respond to communicative functions of utterances according to situations, participants and goals. • Develop strategic competence in oral discourse.

13. C. SPEAKING • Demonstrate ability to speak in clear, correct English appropriate to the situations. • Demonstrate ability to express one’s thoughts, needs, opinions, feelings and attitudes verbally. • Develop ability to adjust one’ rate, volume of speaking and registers (i.e., colloquial, casual, formal) to suit the topic, audience and situation.

14. II. READING • STUDY SKILLS • Demonstrate ability to adjust reading speed to purpose and level of difficulty of material. • Demonstrate ability to interpret and if, necessary, reproduce in linear verbal form the graphics most commonly used in content courses. B. LANGUAGE SKILLS • Reread to develop one’s command of the language. • Develop strategies for coping with unknown words and ambiguous structures and discourse.

15. III. LITERATURE • Demonstrate thinking and literary skills essential for handling the communicative and linguistic demands on literature. • Understand and appreciate the form and function of various literary types (ballads, narrative poems, lyric poems, short stories, plays, etc.) • Discover literature as a means of gaining vicarious experiences. • Show a keener sense of value of what is worthwhile and what is not in literature. • Appreciate one’s identity and cultural heritage.

16. IV. WRITING • Demonstrate ability to choose the mode or rhetorical pattern for expressing one’s thoughts, needs, opinions, feelings and attitudes. • Demonstrate ability to write clearly for specific purposes (social, business, vocational, scientific). • Demonstrate imagination and creativity in written form.

17. THANK YOU!