UNPACKING LEARNING COMPETENCIES USING

THE 5PS of Lesson Planning

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 thelearning 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.
 The ABCD model for writing objectives

Introduction
 Objectives will include 4 distinct components: Audience, Behavior,
Condition and Degree.
 Objectives must be both observable and measurable to be effective.
 Use of words like understand and learn in writing objectives are generally
not acceptable as they are difficult to measure.
 Written objectives are a vital part of instructional design because they
provide the roadmap for designing and delivering curriculum.
 Throughout the design and development of curriculum, a comparison of
the content to be delivered should be made to the objectives identified for
the program. This process, called performance agreement, ensures that
the final product meets the overall goal of instruction identified in the first
level objectives.

Characteristics of objectives
 Observable and measurable
 Unambiguous
 Results oriented / clearly written / specific
 Measurable by both quantitative and qualitative criteria
 Communicate a successful learning in behavioral terms
 Written in terms of performance
 May be presented in 2 levels: 1st level and 2nd level
o 1st level: identify the overall goal of the instruction for the program
or instructional event
 Sometimes called terminal objectives
o 2nd level: identify the goals required to meet the 1st level objectives
 Sometimes called enabling objectives

Samples
 Given a standard sentence, the English 101 student should be able to
identify the noun and verb without error.
 Given an assortment of EMS equipment to pick from, the paramedic
should be able to identify all of the equipment necessary to perform rapid
sequence intubation without error.
 The EMT-B participant in this pediatric workshop should be able to identify
at least 4 warning signs of possible child abuse from a family member’s
interview that contains 5 warning signs.
4 Parts of an ABCD Objective
 Audience
 Behavior
 Condition
 Degree
o The objective does not have to be written in this order (ABCD), but
it should contain all of these elements

Audience
 Describe the intended learner or end user of the instruction
 Often the audience is identified only in the 1st level of objective because
of redundancy
 Example: The paramedic refresher participant…
 Example: The EMT-B student…
 Example: The prehospital care provider attending this seminar…

Behavior
 Describes learner capability
 Must be observable and measurable (you will define the measurement
elsewhere in the goal)
 If it is a skill, it should be a real world skill
 The “behavior” can include demonstration of knowledge or skills in any of
the domains of learning: cognitive, psychomotor, affective, or interpersonal
 Example: … should be able to write a report…
 Example: …should be able to describe the steps…
o Cognitive domain
 Emphasizes remembering or reproducing something which
has presumably been learned
 Deal with what a learner should know, understand,
comprehend, solve, spell, critique, etc.
o Psychomotor domain
 Emphasizes some muscular motor skill, some manipulation
of material and objects, or some act that requires a
neuromuscular coordination
 Concerned with how a learner moves or controls his/her
body
o Affective domain
 Composed of two different types of behaviors: reflexive
(attitudes) and voluntary reactions and actions (values)
 Stages: perception, decision, action and evaluation
o Interpersonal domain
 Emphasizes learner skills (not attitude or knowledge)
associated with interpersonal exchanges
 How a learner interacts with others in a variety of situations
Condition
 Equipment or tools that may (or may not) be utilized in completion of the
behavior
 Environmental conditions may also be included
 Example: …given an oxygen wrench, regulator and D tank with oxygen…
 Example: …given the complete works of William Shakespeare…
 Example: …given the following environment: 10PM, snowing, temperature
0 degrees C…

Degree
 States the standard for acceptable performance (time, accuracy,
proportion, quality, etc)
 Example: … without error.
 Example: … 9 out of 10 times.
 Example: …within 60 seconds.

Review of ABCD Objectives

 Who is to exhibit the performance?
 What observable performance is the learner to exhibit?
 What conditions are provided for the learner at the time of evaluation?
 What constitutes a minimum acceptable response?

Performance Agreement
 Reiterative process where content is compared to objectives to determine
if the content being delivered actually enables the student to meet the
objectives
o Be “reiterative” we mean that throughout the development of the
course you should be reviewing to see if performance agreement is
present. It is much easier to make minor adjustments as you go
along than it is to make major changes in the end.
 If you cannot clearly see that the content being delivered meets the
objectives then you must decide the following:
o Rewrite the objectives to meet the content
o Modify, enhance or remove the content to meet the objective as
stated

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