UNPACKING LEARNING COMPETENCIES USING THE 5PS
Unpacking learning competencies, a crucial step in effective curriculum design, involves breaking down
broad statements into smaller, more manageable learning objectives. This allows educators to create
targeted instruction, assessments, and learning experiences. One popular framework for unpacking
learning competencies is the 5Ps:
1. PURPOSE. This clarifies why students are learning this particular competency. It outlines the intended
knowledge, skills, and attitudes students will gain and how it connects to broader learning goals and
standards.
What is the main goal of the learning competency?
What knowledge, skills, and attitudes should students develop?
How does this competency align with broader learning objectives and standards?
(Example)
Competency: Analyze and interpret graphs and charts in science texts.
Purpose: Develop critical thinking skills and the ability to extract information from scientific data.
2. PITCH. This considers the difficulty level of the competency, ensuring it's appropriate for the learners'
age, developmental stage, and prior knowledge.
What is the difficulty level of the competency?
Is it appropriate for the age and developmental stage of the learners?
What prior knowledge and skills are required?
(Example)
Analyzing complex scientific graphs might be too challenging for young learners. Pitching it for Grade 7
suggests the competency assumes familiarity with basic data interpretation and graph types.
3. PACE. This outlines the timeline and learning activities needed to achieve the competency. It includes
key assessments to monitor progress and make adjustments.
How much time is needed to achieve the competency?
What are the key learning activities and assessments?
How will progress be monitored and adjusted?
(Example)
A 4-week timeline might involve interactive lessons, guided practice, and individual projects. Formative
assessments through class discussions and quizzes help track understanding.
4. PROGRESS. This defines how learning will be evaluated to determine if students have mastered the
competency. It identifies the evidence demonstrating success and how feedback will be provided for
further improvement.
How will learning be assessed?
What evidence will demonstrate mastery of the competency?
How will feedback be provided to support student learning?
(Example)
Progress: Formative assessments through class discussions, quizzes, and individual presentations.
Summative assessment through a research project analyzing and interpreting scientific data.
5. PLACE. This specifies the learning environment where the competency will be developed. It identifies
necessary resources and materials and strategies for differentiation to meet individual needs.
Where will learning take place? (classroom, field trip, online, etc.)
What resources and materials are needed?
How will the learning environment be differentiated to meet individual needs?
(Example)
Blended learning environment, combining classroom instruction with online activities and individual
research. Resources include textbooks, online simulations, and scientific datasets.**
By using the 5Ps, educators can create clear, specific, and achievable learning objectives, ultimately
fostering meaningful learning experiences for their students.
References:
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A
revision of Bloom's Taxonomy of educational objectives. Allyn & Bacon.
Edades, Y. V., & Garcia P., M. O. (2022). Unpacking Competencies Using 5Ps [PowerPoint slides].
Tomlinson, C. A. (2020). How to differentiate instruction in mixed-ability classrooms. ASCD.
Webb, N. L. (2014). Depth of knowledge for the cognitive strand of the common core state
standards. Council of Chief State School Officers.
