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Grade Level: Grade 7
Subject: Arts
Quarter Content Standards Performance
Standards
Most Essential Learning Competencies Duration K-12 CG Code
1st
The learner...
1. art elements and
processes by
synthesizing and
applying prior
knowledge and
skills
2. the salient
features of the
arts of Luzon
(highlands and
lowlands) by
showing the
relationship of the
elements of art
and processes
among culturally
diverse
communities in
the country
3. the Philippines as
having a rich
artistic and
cultural tradition
from precolonial
to present times
The learner…
1. create artworks
showing the
characteristic
elements of the arts
of Luzon (highlands
and lowlands)
2. exhibit completed
artworks for
appreciation and
critiquing
1. analyzes elements and principles of art in the
production of one’s arts and crafts inspired by the
arts of Luzon (highlands and lowlands)
Week 1/ 1st
Q
A7EL-Ib-1
2. identifies characteristics of arts and crafts in
specific areas in Luzon (e.g., papier mâché [taka]
from Paete, Ifugao wood sculptures [bul’ul],
Cordillera jewelry and pottery, tattoo, and Ilocos
weaving and pottery [burnay], etc.)
Week 1/1st
Q
A7EL-Ia-2
3. reflects on or derive the mood, idea, or
message emanating from selected artifacts and
art objects Weeks 2 -4/ 1st
Q
A7PL-Ih-1
4. appreciates the artifacts and art objects in
terms of their uses and their distinct use of art
elements and principles
Week 2 / 1st
Q
A7PL-Ih-2
5. incorporates the design, form, and spirit of the
highland/lowland artifact and object in one’s
creation
Week 3 / 1st
Q
A7PL-Ih-3
6. traces the external (foreign) and internal
(indigenous) influences reflected in the design of
an artwork and in the making of a craft or artifact
Weeks 4 / 1st
Q
A7PL-Ih-4
7. creates crafts that can be locally assembled
with local materials, guided by local traditional
techniques (e.g., habi, lilip, etc).
Weeks 5-8 / 1st
Q
A7PR-Ic-e-1
8. Discusses the elements from traditions/history
of a community for one’s artwork
Week 6 / 1st
Q
A7PR-If-2](https://image.slidesharecdn.com/openfolderdownloads-250803160058-9ac778c3/85/Open-folder-Downloads-pdf-yes-yes-ges-yes-294-320.jpg)
![297
synthesizing and
applying prior
knowledge and
skills
2. the salient
features of the
arts of Mindanao
by showing the
relationship of the
elements of art
and processes
among culturally
diverse
communities in
the country
3. the Philippines as
having a rich artistic
and cultural tradition
from precolonial to
present times
characteristic
elements of the arts
of Mindanao
2. exhibit completed
artworks for
appreciation and
critiquing
2. identifies characteristics of arts and crafts in
specific areas in Mindanao (e.g., maritime vessel
[balanghay] from Butuan, vinta from Zamboanga;
Maranao’s malong, brasswares, okir, panolong,
torogan, and sarimanok; Yakan’s fabric and face
makeup and body ornamentation; T’boli’s tinalak
and accessories; Tawi-tawi’s Pangalaydance, etc.
Week 1 / 3rd
Q
A7EL-IIIa-2
3. reflects on and derive the mood, idea, or
message emanating from selected artifacts and
art objects
Weeks 3-5/3rd
Q
A7PL-IIIh-1
4. appreciates the artifacts and art objects in
terms of its utilization and their distinct use of art
elements and principles
Week 2 / 3rd
Q
A7PL-IIIh-2
5. incorporates the design, form, and spirit of
artifacts and objects from Mindanao to one’s
creation
Week 3 / 3rd
Q
A7PL-IIIh-3
6. traces the external (foreign) and internal
(indigenous) influences that are reflected in the
design of an artwork and in the making of a craft
or artifact
Week 4 / 3rd
Q
A7PL-IIIh-4
7. creates crafts that can be locally assembled
with local materials, guided by local traditional
techniques (e.g., habi, lilip, etc).
Weeks 6-8/3rd
Q
A7PR-IIIc-e-1
8. derives elements from traditions/history of a
community for one’s artwork
Weeks 6 / 3rd
Q A7PR-IIIf-2
9. shows the relationship of the development of
crafts in specific areas of the country, according
to functionality, traditional specialized expertise,
and availability of resources (e.g., pottery,
weaving, jewelry, and basketry)
A7PR-IIIf-3
10. shows the relationship of Mindanao’s arts
and crafts to Philippine culture, traditions, and
history, particularly with Islamic influences and
indigenous (Lumad) practices
Week 7
A7PR-IIIh-4](https://image.slidesharecdn.com/openfolderdownloads-250803160058-9ac778c3/85/Open-folder-Downloads-pdf-yes-yes-ges-yes-297-320.jpg)
![652
1. Reflection and
refraction at plane and
spherical surfaces
2. Mirrors
3. Thin lens
4. Geometric optics
Explain image formation as an application of
reflection, refraction, and paraxial approximation
Week 8 STEM_GP12OPT-
IVd-22
Relate properties of mirrors and lenses (radii of
curvature, focal length, index of refraction [for
lenses]) to image and object distance and sizes
Week 8 STEM_GP12OPT-
IVd-23
Determine graphically and mathematically the
type (virtual/real), magnification, location, and
orientation of image of a point and extended
object produced by a plane or spherical mirror
Week 8 STEM_GP12OPT-
IVd-24
Determine graphically and mathematically the
type (virtual/real), magnification, location/
apparent depth, and orientation of image of a
point and extended object produced by a lens or
series of lenses
Week 8 STEM_GP12OPT-
IVd-27
Apply the principles of geometric optics to discuss
image formation by the eye, and correction of
common vision defects
Week 8 STEM_GP12OPT-
IVd-28
1. Huygens’ Principle
2. Two-source
interference of
light
3. Intensity in interference
patterns
4. Interference in thin
films
5. Diffraction from single-
slits
Determine the conditions (superposition, path
and phase difference, polarization, amplitude) for
interference to occur emphasizing the properties
of a laser as a monochromatic and coherent light
source
Week 9 STEM_GP12OPT-
IVf-32
Relate the geometry of the two-slit experiment
set up (slit separation, and screen-to-slit distance)
and properties of light (wavelength) to the
properties of the interference pattern (width,
location, and intensity)
Week 9 STEM_GP12OPT-
IVf-33
Relate the geometry of the diffraction experiment
setup (slit size, and screen- to-slit distance) and
properties of light (wavelength) to the properties
of the diffraction pattern (width, location, and
intensity of the fringes)
Week 9 STEM_GP12OPT-
IVf-35
1. Postulates of Special
Relativity
State the postulates of Special Relativity and their
consequences
Week 9 STEM_GP12MP-
IVg-39](https://image.slidesharecdn.com/openfolderdownloads-250803160058-9ac778c3/85/Open-folder-Downloads-pdf-yes-yes-ges-yes-652-320.jpg)
Open folder Downloads.pdf yes yes ges yes
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- 8. 8 Grade Level: Kindergarten Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Code 1st Ang bata ay nagkakaroon ng pag-unawa sa sariling ugali at damdamin. Ang bata ay nakapagpapamalas ng kakayahang kontrolin ang sariling damdamin at pag- uugali, gumawa ng desisyon at magtagumpay sa kanyang mga gawain • Nakikilala ang sarili a) pangalan at apelyido b) kasarian c) gulang/kapanganakan d) 1.4 gusto/di-gusto • Use the proper expression in introducing oneself e.g., I am/My name is ______ Week 1 SEKPSE-00-1 SEKPSE-Ia-1.1 SEKPSE-Ib-1.2 SEKPSE-Ic-1.3 SEKPSE-IIc-1.4 LLKVPD-Ia-13 Ang bata ay nagkakaroon ng pag-unawa sa sariling ugali at damdamin. Ang bata ay nagkakaroon ng pag-unawa sa konsepto ng mga sumusunod na batayan upang lubos na mapahalagahan ang sarili: 1. Disiplina Ang bata ay nakapagpapamalas ng kakayahang kontrolin ang sariling damdamin at pag- uugali, gumawa ng desisyon at magtagumpay sa kanyang mga Gawain Ang bata ay nakapagpapamalas ng tamang pagkilos sa lahat ng pagkakataon na may paggalang at pagsasaalang- alang sa sarili at sa iba • Nasasabi ang mga sariling pangangailangan nang walang pag-aalinlangan • Nakasusunod sa mga itinakdang tuntunin at gawain (routines) sa paaralan at silid-aralan Week 2 SEKPSE-If-3 SEKPSE-IIa-4 The child demonstrates an understanding of objects in the environment have properties or attributes (e.g., color, size, shapes, and functions) and that objects can be The child shall be able to manipulate objects based on properties or attributes • Sort and classify objects according to one attribute/property (shape, color, size, function/use) Week 3 MKSC-00-6
- 9. 9 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Code manipulated based on these properties and attributes The child demonstrates an understanding of letter representation of sounds – that letters as symbols have names and distinct sounds The child shall be able to identify the letter names and sounds • Trace, copy, and write different strokes: scribbling (free hand), straight lines, slanting lines, combination of straight and slanting lines, curves, combination of straight and curved and zigzag LLKH-00-6 Ang bata ay nagkakaroon ng pag-unawa sa sariling ugali at damdamin The child demonstrates an understanding of similarities and differences in what he/she can see Ang bata ay nakapagpapamalas ng kakayahang kontrolin ang sariling damdamin at pag- uugali, gumawa ng desisyon at magtagumpay sa kanyang mga Gawain The child shall be able to actively listen to the sounds around him/her and is attentive to make judgments and respond accordingly • Naisakikilos ang sariling kakayahan sa iba’t ibang paraan, hal. pag-awit, pagsayaw, at iba pa • Identify the letter, number, or word that is different in a group Week 4 SEKPSE-If-2 LLKVPD-00-6 Ang bata ay nagkakaroon ng pag-unawa sa sariling ugali at damdamin Ang bata ay nakapagpapamalas ng kakayahang kontrolin ang sariling damdamin at pag- • Nakikilala ang mga pangunahing emosyon (tuwa, takot, galit, at lungkot) Week 5 SEKPSE-00-11
- 10. 10 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Code The child demonstrates an understanding of similarities and differences in what he/she can see uugali, gumawa ng desisyon at magtagumpay sa kanyang mga Gawain The child shall be able to critically observes and makes sense of things around him/her • Tell which two letters, numbers, or words in a group are the same LLKVPD-Ie-4 The child demonstrates an understanding of Objects can be 2-dimensional or 3- dimensional The child demonstrates an understanding of body parts and their uses The child shall be able to describe and compare 2- dimensional and 3- dimensional objects The child shall be able to take care of oneself and the environment and able to solve problems encountered within the context of everyday living • Recognize symmetry (own body, basic shapes) • Identify one’s basic body parts Week 6 MKSC-00-11 PNEKBS-Id-1 The child demonstrates an understanding of body parts and their uses The child shall be able to take care of oneself and the environment and able to solve problems encountered within the context of everyday living • Tell the function of each basic body part • Demonstrate movements using different body parts Week 7 PNEKBS-Id-2 PNEKBS-Ic-3 The child demonstrates an understanding of body parts and their uses The child shall be able to take care of oneself and the environment and able to solve problems encountered • Name the five senses and their corresponding body parts Week 8 PNEKBS-Ic-4
- 11. 11 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Code within the context of everyday living The child demonstrates an understanding of body parts and their uses The child shall be able to take care of oneself and the environment and able to solve problems encountered within the context of everyday living • Identify one’s basic needs and ways to care for one’s body Week 9 PNEKBS-Ii-8 The child demonstrates an understanding of body parts and their uses The child shall be able to take care of oneself and the environment and able to solve problems encountered within the context of everyday living • Practice ways to care for one’s body Week 10 PNEKBS-Ii-9 2nd Ang bata ay nagkakaroon ng pag-unawa sa konsepto ng pamilya, paaralan at komunidad bilang kasapi nito Ang bata ay nakapagpapamalas ng pagmamalaki at kasiyahang makapagkuwento ng sariling karanasan bilang kabahagi ng pamilya, paaralan at komunidad • Natutukoy na may pamilya ang bawat isa Week 1 KMKPPam-00-1 Ang bata ay nagkakaroon ng pag-unawa sa konsepto ng pamilya, paaralan at komunidad bilang kasapi nito Ang bata ay nakapagpapamalas ng pagmamalaki at kasiyahang makapagkuwento ng sariling karanasan bilang kabahagi ng pamilya, paaralan at komunidad • Natutukoy kung sino- sino ang bumubuo ng pamilya Week 2 KMKPPam-00-2 Ang bata ay nagkakaroon ng pag-unawa sa konsepto ng pamilya, paaralan at Ang bata ay nakapagpapamalas ng pagmamalaki at kasiyahang makapagkuwento ng sariling • Nailalarawan kung paano nagkakaiba at nagkakatulad ang bawat pamilya Week 3 KMKPPam-00-3
- 12. 12 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Code komunidad bilang kasapi nito karanasan bilang kabahagi ng pamilya, paaralan at komunidad Ang bata ay nagkakaroon ng pag-unawa sa konsepto ng pamilya, paaralan at komunidad bilang kasapi nito The child demonstrates an understanding of letter representation of sounds – that letters as symbols have names and distinct sounds Ang bata ay nakapagpapamalas ng pagmamalaki at kasiyahang makapagkuwento ng sariling karanasan bilang kabahagi ng pamilya, paaralan at komunidad The child shall be able to identify the letter names and sounds • Naipakikita ang pagmamahal sa mga kasapi ng pamilya at sa nakatatanda sa pamamagitan ng: 4.1 pagsunod nang maayos sa mga utos/kahilingan 4.2 pagmamano/paghalik 4.3 paggamit ng magagalang na pagbati/pananalita 4.4 pagsasabi ng mga salitang may pagmamahal (I love you Papa/Mama) 4.5 pagsasabi ng “Hindi ko po sinasadya “, ”Salamat po”, “Walang anuman”, kung kinakailangan 4.6 pakikinig sa mungkahi ng mga magulang at iba pang kaanak 4.7 pagpapakita ang interes sa iniisip at ginagawa ng mga nakatatanda at iba pang miyembro ng pamilya • Identify the letters of the alphabet (mother tongue, orthography) Week 4 KMKPPam-00-5 LLKAK-Ih-3
- 13. 13 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Code The child demonstrates an understanding of acquiring new words/ widening his/her vocabulary links to his/her experiences The child demonstrates an understanding of objects in the environment have properties or attributes (e.g., color, size, shapes, and functions) and that objects can be manipulated based on these properties and attributes The child shall be able to actively engage in meaningful conversation with peers and adults using varied spoken vocabulary The child shall be able to manipulate objects based on properties or attributes • Name the places and the things found in the classroom, school and community • Tell that the quantity of a set of objects does not change even though the arrangement has changed (i.e., the child should be able to tell that one set of counters placed in one-to-one correspondence and then rearranged still has the same quantity) Week 5 LLKV-00-8 MKSC-00-23 The child demonstrates an understanding of acquiring new words/ widening his/her vocabulary links to his/her experiences The child demonstrates an understanding of increasing his/her conversation skills The child shall be able to actively engage in meaningful conversation with peers and adults using varied spoken vocabulary The child shall be able to confidently speaks and expresses his/her feelings and ideas in words that make sense • Give the names of family members, school personnel, and community helpers, and the roles they play/ jobs they do/things they use • Talk about family members, pets, toys, foods, or members of the Week 6 LLKV-00-6 LLKOL-00-5
- 14. 14 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Code community using various appropriate descriptive words The child demonstrates an understanding of increasing his/her conversation skills The child shall be able to confidently speaks and expresses his/her feelings and ideas in words that make sense • Use polite greetings and courteous expressions in appropriate situations 1.1 Good Morning/Afternoon 1.2 Thank You/You’re Welcome 1.3 Excuse Me/I’m Sorry 1.4 Please…./May I….. Week 7 LLKOL-Ia-1 The child demonstrates an understanding of increasing his/her conversation skills The child demonstrates an understanding of increasing his/her conversation skills The child shall be able to confidently speaks and expresses his/her feelings and ideas in words that make sense The child shall be able to confidently speaks and expresses his/her feelings and ideas in words that make sense • Talk about likes/dislikes (foods, pets, toys, games, friends, places) • Talk about family members, pets, toys, foods, or members of the community using various appropriate descriptive words Week 8 LLKOL-Ic-15 LLKOL-00-5 The child demonstrates an understanding of different types of weather and changes that occur in the environment The child demonstrates an understanding of different types of weather and The child shall be able to talk about how to adapt to the different kinds of weather and care for the environment The child shall be able to talk about how to adapt to • Tell and describe the different kinds of weather (sunny, rainy, cloudy, stormy, windy) • Observe and record Week 9 PNEKE-00-1
- 15. 15 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Code changes that occur in the environment the different kinds of weather and care for the environment the weather daily (as part of the opening routine) PNEKE-00-1 The child demonstrates an understanding of different types of weather and changes that occur in the environment The child demonstrates an understanding of different types of weather and changes that occur in the environment The child demonstrates an understanding of letter representation of sounds – that letters as symbols have names and distinct sounds The child demonstrates an understanding of letter representation of sounds – that letters as symbols have names and distinct sounds The child shall be able to talk about how to adapt to the different kinds of weather and care for the environment The child shall be able to talk about how to adapt to the different kinds of weather and care for the environment The child shall be able to identify the letter names and sounds The child shall be able to identify the letter names and sounds • Identify what we wear and use for each kind of weather • Observe safety practices in different kinds of weather • Trace, copy, and write the letters of the alphabet: straight lines (A,E,F,H,I L,T), combination of straight and slanting lines (K, M,N, V, W, X, Y, Z), combination of straight and curved lines (B, C, D, G, J, O, P, Q, R, S, U), rounded strokes with loops • Write one’s given name Week 10 PNEKE-00-2 PNEKE-00-6 LLKH-00-3 LLKH-00-5
- 16. 16 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Code 3rd The child demonstrates an understanding of concepts of size, length, weight, time, and money Ang bata ay nagkakaroon ng pag-unawa sa konsepto ng pamilya, paaralan at komunidad bilang kasapi nito The child shall be able to use arbitrary measuring tools/means to determine size, length, weight of things around him/her, time (including his/her own schedule) Ang bata ay nakapagpapamalas ng pagmamalaki at kasiyahang makapagkuwento ng sariling karanasan bilang kabahagi ng pamilya, paaralan at komunidad • Tell the names of the days in a week, months in a year • Nakikilala ang mga taong nakatutulong sa komunidad hal. guro, bombero, pulis, at iba pa Week 1 MKME-00-8 KMKPKom-00-2 Ang bata ay nagkakaroon ng pag-unawa sa konsepto ng pamilya, paaralan at komunidad bilang kasapi nito Ang bata ay nakapagpapamalas ng pagmamalaki at kasiyahang makapagkuwento ng sariling karanasan bilang kabahagi ng pamilya, paaralan at komunidad • Natutukoy ang iba’t ibang lugar sa komunidad Week 2 KMKPKom-00-3 Ang bata ay nagkakaroon ng pag-unawa sa konsepto ng pamilya, paaralan at komunidad bilang kasapi nito Ang bata ay nakapagpapamalas ng pagmamalaki at kasiyahang makapagkuwento ng sariling karanasan bilang kabahagi ng pamilya, paaralan at komunidad • Naikukuwento ang mga naging karanasan bilang kasapi ng komunidad Week 3 KMKPKom-00-6 Ang bata ay nagkakaroon ng pag-unawa sa kahalagahan at kagandahan ng kapaligiran Ang bata ay nakapagpapamalas ng kakayahang magmasid at • Nabibigyang-pansin ang linya, kulay, hugis at tekstura ng magagandang bagay Week 4 SKPK-00-2
- 17. 17 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Code magpahalaga sa ganda ng kapaligiran na: a. makikita sa kapaligiran tulad ng sanga ng puno, dibuho sa ugat, dahon, kahoy; bulaklak, halaman, bundok, ulap, bato, kabibe, at iba pa b. gawa ng tao tulad ng mga sariling gamit, laruan, bote, sasakyan, gusali The child demonstrates an understanding of objects in the environment have properties or attributes (e.g., color, size, shapes, and functions) and that objects can be manipulated based on these properties and attributes The child demonstrates an understanding of objects in the environment have properties or attributes (e.g., color, size, shapes, and functions) and that objects can be manipulated based on these properties and attributes The child shall be able to manipulate objects based on properties or attributes The child shall be able to manipulate objects based on properties or attributes • Identify sequence of events (before, after, first, next, last) • Arrange objects one after another in a series/sequence according to a given attribute (size, length) and describe their relationship (big/bigger/biggest or long/longer/longest) Week 5 MKSC-00-9 MKSC-00-10
- 18. 18 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Code The child demonstrates an understanding of the sense of quantity and numeral relations, that addition results in increase and subtraction results in decrease The child shall be able to perform simple addition and subtraction of up to 10 objects or pictures/drawings • Rote count up to 20 Week 6 MKSC-00-12 The child demonstrates an understanding of the sense of quantity and numeral relations, that addition results in increase and subtraction results in decrease The child shall be able to perform simple addition and subtraction of up to 10 objects or pictures/drawings • Count objects with one-to-one correspondence up to quantities of 10 Week 7 MKC-00-7 The child demonstrates an understanding of objects in the environment have properties or attributes (e.g., color, size, shapes, and functions) and that objects can be manipulated based on these properties and attributes The child shall be able to manipulate objects based on properties or attributes • Tell that the quantity of a set of objects does not change even though the arrangement has changed (i.e., the child should be able to tell that one set of counters placed in one-to-one correspondence and then rearranged still has the same quantity) Week 8 MKSC-00-23 Ang bata ay nagkakaroon ng pag-unawa sa kakayahang pangalagaan ang sariling kalusugan at kaligtasan Ang bata ay nakapagpapamalas ng pagsasagawa ng mga pangunahing kasanayan ukol sa pansariling kalinisan sa pang-araw-araw na pamumuhay at • Nakikilala ang kahalagahan ng mga tuntunin: pag-iwas sa paglalagay ng maliit na bagay sa bibig, ilong, at tainga, hindi paglalaro ng posporo, maingat na paggamit ng Week 9 KPKPKK-Ih-3
- 19. 19 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Code pangangalaga para sa sariling kaligtasan matutulis/matatalim na bagay tulad ng kutsilyo, tinidor, gunting, maingat na pag-akyat at pagbaba sa hagdanan, pagtingin sa kaliwa’t kanan bago tumawid sa daan, pananatiling kasama ng nakatatanda kung nasa sa matataong lugar Ang bata ay nagkakaroon ng pag-unawa sa kakayahang pangalagaan ang sariling kalusugan at kaligtasan Ang bata ay nakapagpapamalas ng pagsasagawa ng mga pangunahing kasanayan ukol sa pansariling kalinisan sa pang-araw-araw na pamumuhay at pangangalaga para sa sariling kaligtasan • Nakikilala ang kahalagahan ng mga tuntunin: pag-iwas sa paglalagay ng maliit na bagay sa bibig, ilong, at tainga, hindi paglalaro ng posporo, maingat na paggamit ng matutulis/matatalim na bagay tulad ng kutsilyo, tinidor, gunting, maingat na pag-akyat at pagbaba sa hagdanan, pagtingin sa kaliwa’t kanan bago tumawid sa daan, pananatiling kasama ng nakatatanda kung nasa sa matataong lugar Week 10 KPKPKK-Ih-3 4th The child demonstrates an understanding of characteristics and needs The child shall be able to communicate the usefulness of animals and practice ways to care for them • Name common animals • Observe, describe, and examine common Week 1 PNEKA-Ie-1 PNEKA-IIIh-2
- 20. 20 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Code of animals and how they grow animals using their senses • Identify the needs of animals • Identify ways to care for animals • Identify and describe how animals can be useful PNEKA-III g-5 PNEKA-III g-6 PNEKA-III g-7 The child demonstrates an understanding of characteristics and growth of common plants The child shall be able to communicate the usefulness of plants and practice ways to care for them • Name common plants • Observe, describe, and examine common plants using their senses • Group plants according to certain characteristics, e.g., parts, kind, habitat • Identify needs of plants and ways to care for plants • Identify and describe how plants can be useful Week 2 PNEKP-IIa-7 PNEKP-IIb-1 PNEKP-IIb-8 PNEKP-IIb-2 PNEKP-IIIf-4 The child demonstrates an understanding of physical properties and movement of objects The child shall be able to work with objects and materials safely and appropriately • Classify objects according to observable properties like size, color, shape, texture, and weight) Week 3 PNEKPP-00-1 The child demonstrates an understanding of physical properties and movement of objects The child shall be able to work with objects and materials safely and appropriately • Identify simple ways of taking care of the environment Week 4 PNEKE-00-4
- 21. 21 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Code The child demonstrates an understanding of different types of weather and changes that occur in the environment The child shall be able to talk about how to adapt to the different kinds of weather and care for the environment • Explore simple cause- and-effect relationships in familiar events and situations Week 5 PNEKE-00-5 The child demonstrates an understanding of concepts of size, length, weight, time, and money The child shall be able to use arbitrary measuring tools/means to determine size, length, weight of things around him/her, time (including his/her own schedule) • Recognize and name the hour and minute hands in a clock • Tell time by the hour Week 6 MKME-00-6 MKME-00-7 The child demonstrates an understanding of the sense of quantity and numeral relations, that addition results in increase and subtraction results in decrease The child shall be able to perform simple addition and subtraction of up to 10 objects or pictures/drawings • Identify the number that comes before, after, or in between • Arrange three numbers from least to greatest/ greatest to least Week 7 MKC-00-5 MKC-00-6 The child demonstrates an understanding of the sense of quantity and numeral relations, that addition results in increase and subtraction results in decrease The child shall be able to perform simple addition and subtraction of up to 10 objects or pictures/drawings • Recognize the words “put together,” “add to,” and “in all” that indicate the act of adding whole numbers • Recognize the words “take away,” “less,” and “are left” that indicate the act of subtracting whole numbers Week 8 MKAT-00-26 MKAT-00-4 The child demonstrates an understanding of the sense of quantity and numeral relations, that addition results in The child shall be able to perform simple addition and subtraction of up to 10 objects or pictures/drawings • Add quantities up to 10 using concrete objects • Subtract quantities up to 10 using concrete Week 9 MKAT-00-8
- 22. 22 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Code increase and subtraction results in decrease objects MKAT-00-9 The child demonstrates an understanding of the sense of quantity and numeral relations, that addition results in increase and subtraction results in decrease The child shall be able to perform simple addition and subtraction of up to 10 objects or pictures/drawings • Write addition and subtraction number sentences using concrete representations Week 10 MKAT-00-10
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- 24. 24 Grade Level: Grade 1 Subject: Araling Panlipunan Quarter Content Standard Ang mag-aaral ay… Performance Standard Ang mag-aaral ay… Most Essential Learning Competencies Duration K to 12 CG Code 1st naipamamalas ang pag- unawa sa kahalagahan ng pagkilala sa sarili bilang Pilipino gamit ang konsepto ng pagpapatuloy at pagbabago buong pagmamalaking nakapagsasalaysay ng kwento tungkol sa sariling katangian at pagkakakilanlan bilang Pilipino sa malikhaing Pamamaraan Nasasabi ang batayang impormasyon tungkol sa sarili: pangalan, magulang, kaarawan, edad, tirahan, paaralan, iba pang pagkakakilanlan at mga katangian bilang Pilipino Week 1 Nailalarawan angpansariling pangangailan: pagkain, kasuotan at iba pa at mithiin para sa Pilipinas Week 2 *Natutukoy ang mga mahahalagang pangyayari at pagbabago sa buhay simula isilang hanggang sa kasalukuyang edad gamit ang mga larawan at timeline Week 3-4 * Nakapaghihinuha ng konsepto ng pagpapatuloy at pagbabago sa pamamagitan ng pagsasaayos ng mgalarawan ayon sa pagkakasunod-sunod Week 5- 6 AP1NAT-If- 10 Naihahambing ang sariling kwento o karanasan sa buhay sa kwento at karanasan ng mga kamag- aral ibang miyembro ng pamilya gaya ng mga kapatid, mga magulang (noong sila ay nasa parehong edad), mga pinsan, at iba pa; o mga Week 7
- 25. 25 Quarter Content Standard Ang mag-aaral ay… Performance Standard Ang mag-aaral ay… Most Essential Learning Competencies Duration K to 12 CG Code kapitbahay Naipagmamalaki ang sariling pangarap o ninanais sa pamamagitan ng mga malikhaing pamamamaraan Week 8 AP1NAT-Ij- 14 2nd Ang mag-aaral ay… naipamamalas ang pag- unawa at pagpapahalaga sa sariling pamilya at mga kasapi nito at bahaging ginagampanan ng bawat isa Ang mag-aaral ay… buong pagmamalaking nakapagsasaad ng kwento ng sariling pamilya at bahaging ginagampanan ng bawat kasapi nito sa malikhaing pamamaraan *Naipaliliwanag ang konsepto ng pamilya batay sa bumubuo nito (ie. two- parent family, single- parent family, extended family) Week 1 *Nailalarawan ang sariling pamilya batay sa: (a) komposisyon (b) kaugalian at paniniwala (c ) pinagmulan at (d) tungkulin at karapatan ng bawat kasapi Week 2 AP1PAM- IIa-3 Nasasabi ang kahalagahan ng bawat kasapi ng pamilya Week 3 Nailalarawan ang mga mahahalagang pangyayari sa buhay ng pamilya sa pamamagitan ng timeline/family tree Week 4 *Napahahalagahan ang kwento ng sariling pamilya. Week 5/6 Nakagagawa ng wastong pagkilos sa pagtugon sa mga alituntunin ng pamilya Week 7 Nakabubuo ng konklusyon tungkol sa mabuting pakikipag- Week 8 AP1PAM- IIh-23
- 26. 26 Quarter Content Standard Ang mag-aaral ay… Performance Standard Ang mag-aaral ay… Most Essential Learning Competencies Duration K to 12 CG Code ugnayan ng sariling pamilya sa iba pang pamilya sa lipunang Pilipino. 3rd Ang mag-aaral ay… naipamamalas ang pag- unawa sa kahalagahan ng pagkilala ng mga batayang impormasyon ng pisikal na kapaligiran ng sariling paaralan at ng mga taong bumubuo dito na nakakatulong sa paghubog ng kakayahan ng bawat batang mag-aaral Ang mag-aaral ay… buong pagmamalaking nakapagpapahayag ng pagkilala at pagpapahalaga sa sariling paaralan Nasasabi ang mga batayang impormasyon tungkol sa sariling paaralan: pangalan nito (at bakit ipinangalan ang paaralan sa taong ito), lokasyon, mga bahagi nito, taon ng pagkakatatag at ilang taon na ito, at mga pangalan ng gusali o silid (at bakit ipinangalan sa mga taong ito) Week 1-2 AP1PAA- IIIa-1 Nasasabi ang epekto ng pisikal na kapaligiran sa sariling pag-aaral (e.g. mahirap mag-aaral kapag maingay, etc) Week 3 Nailalarawan ang mga tungkuling ginagampanan ng mga taong bumubuo sa paaralan (e.g. punong guro, guro, mag-aaral, doktor at nars, dyanitor, etc Week 4-5 AP1PAA- IIIb-4 Naipaliliwanag ang kahalagahan ng paaralan sa sariling buhay at sa pamayanan o komunidad. Week 6 Nabibigyang-katwiran ang pagtupad sa mga alituntunin ng paaralan Week 7 *Nakalalahok sa mga gawain at pagkilos na nagpapamalas ng pagpapahalaga sa sariling paaralan (eg. Brigada Eskwela) Week 8
- 27. 27 Quarter Content Standard Ang mag-aaral ay… Performance Standard Ang mag-aaral ay… Most Essential Learning Competencies Duration K to 12 CG Code 4th Ang mag-aaral ay… naipamamalas ang pag- unawa sa konsepto ng distansya sa paglalarawan ng sariling kapaligirang ginagalawan tulad ng tahanan at paaralan at ng kahalagahan ng pagpapanatili at pangangalaga nito Ang mag-aaral ay… 1. nakagagamit ang konsepto ng distansya sa paglalarawan ng pisikal na Kapaligirang Ginagalawan 2. nakapagpakita ng payak na gawain sa pagpapanatili at pangangalaga ng kapaligirang ginagalawan *Naipaliliwanag ang konsepto ng distansya at diresyon at ang gamit nito sa pagtukoy ng lokasyon Week 1 Nakagagawa ng payak na mapa ng loob at labas ng tahanan Week 2 AP1KAP- IVb-4 *Natutukoy ang mga bagay at istruktura na makikita sa nadadaanan mula sa tahanan patungo sa paaralan Week 3 AP1KAP- IVc-5 Naiuugnay ang konsepto ng lugar, lokasyon at distansya sa pang-araw-araw na buhay sa pamamagitan ng iba’t ibang uri ng transportasyon mula sa tahanan patungo sa paaralan Week 4 AP1KAP- IVc-6 *Naipaliliwanag ang kahalagahan ng mga istruktura mula sa tahanan patungo sa paaralan Week 5 AP1KAP- IVd-7 Nakagagawa ng payak na mapa mula sa tahanan patungo sa paaralan Week 6 Nakapagbigay halimbawa ng mga gawi at ugali na makatutulong at nakasasama sa sariling kapaligiran: tahanan at paaralan Week 7 *Naisasagawa ang iba’t ibang pamamaraan ng pangangalaga ng kapaligirang ginagalawan Week 8 AP1KAP- IVj-14
- 28. 28 Quarter Content Standard Ang mag-aaral ay… Performance Standard Ang mag-aaral ay… Most Essential Learning Competencies Duration K to 12 CG Code • sa tahanan • sa paaralan • sa komunidad
- 29. 29 Grade Level: Grade 2 Subject: Araling Panlipunan Quarter Content Standard Ang mag-aaral ay… Performance Standard Ang mag-aaral ay… Most Essential Learning Competencies Duration K to 12 CG Code 1st Ang mag-aaral ay… naipamamalas ang pag- unawa sa kahalagahan ng kinabibilangang komunidad Ang mag-aaral ay… malikhaing nakapagpapahayag/ nakapagsasalarawan ng kahalagahan ng kinabibilangang komunidad *Naipaliliwanag ang konsepto ng komunidad Week 1 AP2KOM-Ia- 1 *Nailalarawan ang sariling komunidad batay sa pangalan nito, lokasyon, mga namumuno, populasyon, wika, kaugalian, paniniwala, atbp. Week 2 Naipaliliwanag ang kahalagahan ng ‘komunidad’ Week 3 * Natutukoy ang mga bumubuo sa komunidad : a. mga taong naninirahan b: mga institusyon c. at iba pang istrukturang panlipunan Week 4 Naiuugnay ang tungkulin at gawain ng mga bumubuo ng komunidad sa sarili at sariling pamilya Week 5 Nakaguguhit ng payak na mapa ng komunidad mula sa sariling tahahan o paaralan, na nagpapakita ng mga mahahalagang lugar at istruktura, anyong lupa at tubig, atbp. Week 6 Nailalarawan ang panahon at kalamidad na nararanasan sa Week 7
- 30. 30 Quarter Content Standard Ang mag-aaral ay… Performance Standard Ang mag-aaral ay… Most Essential Learning Competencies Duration K to 12 CG Code sariling komunidad *Naisasagawa ang mga wastong gawain/ pagkilos sa tahanan at paaralan sa panahon ng kalamidad Week 8 2nd Ang mag-aaral ay… naipamamalas ang pag- unawa sa kwento ng pinagmulan ng sariling komunidad batay sa konsepto ng pagbabago at pagpapatuloy at pagpapahalaga sa kulturang nabuo ng komunidad Ang mag-aaral ay… 1. nauunawaan ang pinagmulan at kasaysayan ng komunidad 2. nabibigyang halaga ang mga bagay na nagbago at nananatili sa pamumuhay komunidad *Nakapagsasalaysay ng pinagmulan ng sariling komunidad batay sa pagtatanong at pakikinig sa mga kuwento ng mga nakatatanda sa komunidad Week 1 AP2KNN- IIa-1 * Nailalahad ang mga pagbabago sa sariling komunidad a.heograpiya (katangiang pisikal) b. politika (pamahalaan) c. ekonomiya (hanapbuhay/kabuhayan) d. sosyo-kultural Week 2 *Naiuugnay ang mga sagisag (hal. natatanging istruktura) na matatagpuan sa komunidad sa kasaysayan nito. Week 3 Naihahambing ang katangian ng sariling komunidad sa iba pang komunidad tulad ng likas na yaman, produkto at hanap- buhay, kaugalian at mga pagdiriwang, atbp Week 4 *Nakapagbibigay ng mga inisyatibo at proyekto ng komunidad na nagsusulong ng natatanging pagkakakilanlan o Week 5
- 31. 31 Quarter Content Standard Ang mag-aaral ay… Performance Standard Ang mag-aaral ay… Most Essential Learning Competencies Duration K to 12 CG Code identidad ng komunidad Nakakalahok sa mga proyekto o mungkahi na nagpapaunlad o nagsusulong ng natatanging pagkakakilanlan o identidad ng komunidad Week 6 AP2KNN- IIj-12 *Nabibigyang halaga ang pagkakakilalanlang kultural ng komunidad Week 7 3rd Ang mag-aaral ay… naipamamalas ang kahalagahan ng mabuting paglilingkod ng mga namumuno sa pagsulong ng mga pangunahing hanapbuhay at pagtugon sa pangangailangan ng mga kasapi ng sariling komunidad Ang mag-aaral ay… nakapagpapahayag ng pagpapahalaga sa pagsulong ng mabuting paglilingkod ng mga namumuno sa komunidad tungo sa pagtugon sa pangangailangan ng mga kasapi ng sariling komunidad * Natatalakay ang mga pakinabang na naibibigay ng kapaligiran sa komunidad Week 1 AP2PSK- IIIa-1 * Nailalarawan ang kalagayan at suliraning pangkapaligiran ng komunidad. Week 2 Naipaliliwanag ang pananagutan ng bawat isa sa pangangalaga sa likas na yaman at pagpapanatili ng kalinisan ng sariling komunidad Week 3 *Naipaliliwanag ang pansariling tungkulin sa pangangalaga ng kapaligiran. Week 4 *Natatalakay ang konsepto ng pamamahala at pamahalaan Week 5 *Naipaliliwanag ang mga tungkulin ng pamahalaan sa komunidad Week 5 * Naiisa-isa ang mga katangian ng mabuting pinuno Week 6 *Natutukoy ang mga namumuno Week 7
- 32. 32 Quarter Content Standard Ang mag-aaral ay… Performance Standard Ang mag-aaral ay… Most Essential Learning Competencies Duration K to 12 CG Code at mga mamamayang nag- aaambag sa kaunlaran ng komunidad 4th Ang mag-aaral ay… naipamamalas ang pagpapahalaga sa kagalingang pansibiko bilang pakikibahagi sa mga layunin ng sariling komunidad Ang mag-aaral ay… nakapahahalagahan ang mga paglilingkod ng komunidad sa sariling pag- unlad at nakakagawa ng makakayanang hakbangin bilang pakikibahagi sa mga layunin ng sariling komunidad * Naipaliliwanag na ang bawat kasapi ng komunidad ay may karapatan Week 1-2 Naipaliliwanag na ang mga karapatang tinatamasa ay may katumbas na tungkulin bilang kasapi ng komunidad Week 3-4 *Natatalakay ang mga paglilingkod/ serbisyo ng mga kasapi ng komunidad Week 5-6 *Napahahalagahan ang pagtutulungan at pagkakaisa ng mga kasapi ng komunidad. Week 7-8 AP2PKK- IVg-j-6 Grade Level: Grade 3 Subject: Araling Panlipunan Quarter Content Standard Ang mag-aaral ay… Performance Standard Ang mag-aaral ay… Most Essential Learning Competencies Duration K to 12 CG Code 1st Ang mag-aaral ay… naipamamalas ang pang- unawa sa kinalalagyan ng mga lalawigan sa rehiyong kinabibilangan ayon sa katangiang heograpikal nito Ang mag-aaral ay… nakapaglalarawan ng pisikal na kapaligiran ng mga lalawigan sa rehiyong kinabibilangan gamit ang mga batayang Naipaliliwanag ang kahulugan ng mga simbolo na ginagamit sa mapa sa tulong ng panuntunan (ei. katubigan, kabundukan, etc) Week 1 AP3LAR- Ia-1 *Nasusuri ang kinalalagyan ng mga lalawigan ng sariling rehiyon batay sa mga nakapaligid dito gamit ang pangunahing Week 2
- 33. 33 Quarter Content Standard Ang mag-aaral ay… Performance Standard Ang mag-aaral ay… Most Essential Learning Competencies Duration K to 12 CG Code impormasyon tungkol sa direksiyon, lokasyon, populasyon at paggamit ng mapa direksiyon (primary direction) * Nasusuri ang katangian ng populasyon ng iba’t ibang pamayanan sa sariling lalawigan batay sa: a) edad; b) kasarian; c) etnisidad; at 4) relihiyon Week 3 *Nasusuri ang iba’t ibang lalawigan sa rehiyon ayon sa mga katangiang pisikal at pagkakakilanlang heograpikal nito gamit ang mapang topograpiya ng rehiyon Week 4 AP3LAR- Ie-7 Natutukoy ang pagkakaugnay- ugnay ng mga anyong tubig at lupa sa mga lalawigan ng sariling rehiyon Week 5 Nakagagawa ng payak na mapa na nagpapakita ng mahahalagang anyong lupa at anyong tubig ng sariling lalawigan at mga karatig na lalawigan nito Week 6 AP3LAR- If-10 Natutukoy ang mga lugar na sensitibo sa panganib batay sa lokasyon at topographiya nito Week 7 AP3LAR- Ig-h-11 *Naipaliliwanag ang wastong pangangasiwa ng mga pangunahing likas na yaman ng sariling lalawigan at rehiyon Week 8 Nakabubuo ng interprestayon ng kapaligiran ng sariling lalawigan at karatig na mga lalawigan ng rehiyon gamit ang mapa Week 8 AP3LAR- Ii-14
- 34. 34 Quarter Content Standard Ang mag-aaral ay… Performance Standard Ang mag-aaral ay… Most Essential Learning Competencies Duration K to 12 CG Code 2nd Ang mag-aaral ay… naipapamalas ang pang- unawa at pagpapahalaga ng iba’t ibang kwento and mga sagisag na naglalarawan ng sariling lalawigan at mga karatig lalawigan sa kinabibilangang rehiyon Ang mag-aaral ay… nakapagpapamalas ang mga mag-aaral ng pagmamalaki sa iba’t ibang kwento at sagisag na naglalarawan ng sariling lalawigan at mga karatig lalawigan sa kinabibilangang rehiyon *Nasusuri ang kasaysayan ng kinabibilangang rehiyon Week 1 AP3KLR- IIa-b-1 Natatalakay ang mga pagbabago at nagpapatuloy sa sariling lalawigan at kinabibilangang rehiyon Week 2 AP3KLR- IIc-2 *Naiuugnay sa kasalukuyang pamumuhay ng mga tao ang kwento ng mga makasaysayang pook o pangyayaring nagpapakilala sa sariling lalawigan at ibang panglalawigan ng kinabibilangang rehiyon Week 3 AP3KLR- IId-3 Natatalakay ang kahulugan ng ilang simbolo at sagisag ng sariling lalawigan at rehiyon Week 4 AP3KLR- IIe-4 Naihahambing ang ilang simbolo at sagisag na nagpapakilala ng iba’t ibang lalawigan sa sariling rehiyon Week 5 AP3KLR- IIf-5 Natatalakay ang kahulugan ng “official hymn” at iba pang sining na nagpapakilala ng sariling lalawigan at rehiyon Week 6 AP3KLR- IIg-6 *Napahahalagahan ang mga naiambag ng mga kinikilalang bayani at mga kilalang mamamayan ng sariling lalawigan at rehiyon Week 7 AP3KLR- IIh-i-7 *Nabibigyang-halaga ang katangi- tanging lalawigan sa kinabibilangang rehiyon Week 8 AP3KLR- IIj-8
- 35. 35 Quarter Content Standard Ang mag-aaral ay… Performance Standard Ang mag-aaral ay… Most Essential Learning Competencies Duration K to 12 CG Code 3rd Ang mag-aaral ay… naipapamalas ang pag- unawa at pagpapahalaga sa pagkakakilanlang kultural ng kinabibilangang rehiyon Ang mag-aaral ay… nakapagpapahayag ng may pagmamalaki at pagkilala sa nabubuong kultura ng mga lalawigan sa kinabibilangang rehiyon *Nailalarawan ang kultura ng mga lalawigan sa kinabibilangang rehiyon Week 1 AP3PKR- IIIa-1 *Naipaliliwanag ang kaugnayan ng heograpiya sa pagbuo at paghubog ng uri ng pamumuhay ng mga lalawigan at rehiyon Week 2 AP3PKR- IIIa-2 Nailalarawan ang pagkakakilanlang kultural ng kinabibilangang rehiyon Week 3 AP3PKR- IIIb-c-3 Naipaliliwanag ang kahalagahan ng mga makasaysayan lugar at ang mga saksi nito sa pagkakakilanlang kultura ng sariling lalawigan at rehiyon Week 4 AP3PKR- IIId-4 Naihahambing ang pagkakatulad at pagkakaiba ng mga kaugalian, paniniwala at tradisyon sa sariling lalawigan sa karatig lalawigan sa kinabibilangang rehiyon at sa ibang lalawigan at rehiyon Week 5-6 Napahahalagahan ang iba’t ibang pangkat ng tao sa lalawigan at rehiyon Week 7 AP3PKR- IIIf-7 *Naipamamalas ang pagpapahalaga sa pagkakatulad at pagkakaiba-iba ng mga kultura gamit ang sining na nagpapakilala sa lalawigan at rehiyon (e.g. tula, awit, sayaw, pinta, atbp.) Week 8 4th Ang mag-aaral ay… Ang mag-aaral ay… Naipaliliwanag ang kaugnayan ng kapaligiran sa uri ng pamumuhay Week 1 AP3EAP- IVa-1
- 36. 36 Quarter Content Standard Ang mag-aaral ay… Performance Standard Ang mag-aaral ay… Most Essential Learning Competencies Duration K to 12 CG Code naipamamalas ang pang- unawa sa mga gawaing pangkabuhayan at bahaging ginagampanan ng pamahalaan at ang mga kasapi nito, mga pinuno at iba pang naglilingkod tungo sa pagkakaisa, kaayusan at kaunlaran ng mga lalawigan sa kinabibilangang rehiyon nakapagpapakita ng aktibong pakikilahok sa mga gawaing panlalawigan tungo sa ikauunlad ng mga lalawigan sa kinabibilangang rehiyon ng mamamayan sa lalawigan ng kinabibilangang rehiyon at sa mga lalawigan ng ibang rehiyon Naipapaliwanag ang iba’t ibang pakinabang pang ekonomiko ng mga likas yaman ng lalawigan at kinabibilangang rehiyon Week 2 AP3EAP- IVa-2 Natatalakay ang pinanggalingan ng produkto ng kinabibilagang lalawigan Week 3-4 Naiuugnay ang pakikipagkalakalan sa pagtugon ng mga pangangailangan ng sariling lalawigan at mga karatig na lalawigan sa rehiyon at ng bansa. Week 5 Natutukoy ang inprastraktura (mga daanan, palengke) ng mga lalawigan at naipaliliwanag ang kahalagahan nito sa kabuhayan Week 6 Naipapaliwang ang kahalagahan ng gampanin ng pamahalaan sa paglilingkod sa bawat lalawigan sa kinabibilangang rehiyon Week 7
- 37. 37 Grade Level: Grade 4 Subject: Araling Panlipunan Quarter Content Standard Ang mag-aaral ay… Performance Standard Ang mag-aaral ay… Most Essential Learning Competencies Duration K to 12 CG Code 1st Ang mag-aaral ay… naipamamalas ang pang- unawa sa pagkakakilanlan ng bansa ayon sa mga katangiang heograpikal gamit ang mapa. Ang mag-aaral ay… naipamamalas ang kasanayan sa paggamit ng mapa sa pagtukoy ng iba’t ibang lalawigan at rehiyon ng bansa Natatalakay ang konsepto ng bansa Week 1 Natutukoy ang relatibong lokasyon (relative location) ng Pilipinas batay sa mga nakapaligid dito gamit ang pangunahin at pangalawang direksyon Week 2 AP4AAB-Ic- 4 *Natutukoy ang mga hangganan at lawak ng teritoryo ng Pilipinas gamit ang mapa Week 3 *Nasusuri ang ugnayan ng lokasyon Pilipinas sa heograpiya nito Week 4 *Nailalarawan ang pagkakakilanlang heograpikal ng Pilipinas: (a) Heograpiyang Pisikal (klima, panahon, at anyong lupa at anyong tubig) (b) Heograpiyang Pantao (populasyon, agrikultura, at industriya) Week 5 *Nakapagmumungkahi ng mga paraan upang mabawasan ang epekto ng kalamidad Week 6 AP4AAB- Ii-j-12 Nakapagbibigay ng konlusyon tungkol sa kahalagahan ng mga katangiang pisikal sa pag- unlad ng bansa Week 7 AP4AAB-Ij- 13
- 38. 38 Quarter Content Standard Ang mag-aaral ay… Performance Standard Ang mag-aaral ay… Most Essential Learning Competencies Duration K to 12 CG Code 2nd Ang mag-aaral ay… nasusuri ang mga iba’t ibang mga gawaing pangkabuhayan batay sa heograpiya at mga oportunidad at hamong kaakibat nito tungo sa likas kayang pag-unlad. Ang mag-aaral ay… nakapagpapakita ng pagpapahalaga sa iba’t ibang hanapbuhay at gawaing pangkabuhayan na nakatutulong sa pagkakakilanlang Pilipino at likas kayang pag-unlad ng bansa. Naipaliliwanag ang iba’t ibang pakinabang pang ekonomiko ng mga likas na yaman ng bansa Week 1 *Nasusuri ang kahalagahan ng pangangasiwa at pangangalaga ng mga likas na yaman ng bansa Week 2 *Natatalakay ang mga hamon at pagtugon sa mga gawaing pangkabuhayan ng bansa. Week 3 AP4LKE- IId-5 *Nakalalahok sa mga gawaing nagsusulong ng likas kayang pag- unlad (sustainable development) ng mga likas yaman ng bansa Week 4 AP4LKE- IIe-6 * Naipaliliwanag ang kahalagahan at kaunayan ng mga sagisag at pagkakakilanlang Pilipino Week 5 3rd Ang mag-aaral ay… naipamamalas ang pang- unawa sa bahaging ginagampanan ng pamahalaan sa lipunan, mga pinuno at iba pang naglilingkod sa pagkakaisa, kaayusan at kaunlaran ng bansa Ang mag-aaral ay… nakapagpapakita ng aktibong pakikilahok at pakikiisa sa mga proyekto at gawain ng pamahalaan at mga pinuno nito tungo sa kabutihan ng lahat (common good) *Natatalakay ang kahulugan at kahalagahan ng pamahalaan Week 1 AP4PAB- IIIa-1 Nasusuri ang balangkas o istruktura ng pamahalaan ng Pilipinas Week 2-3 Nasusuri ang mga gampanin ng pamahalaan upang matugunan ang pangangailangan ng bawat mamamayan Week 4 *Nasusuri ang mga programa ng pamahalaan tungkol sa: (a) pangkalusugan (b) pang-edukasyon (c ) pangkapayapaan (d) pang-ekonomiya Week 5-7
- 39. 39 Quarter Content Standard Ang mag-aaral ay… Performance Standard Ang mag-aaral ay… Most Essential Learning Competencies Duration K to 12 CG Code (e ) pang-impraestruktura *Napahahalagahan (nabibigyang- halaga) ang bahaging ginagampanan ng pamahalaan Week 8 4th Ang mag-aaral ay… naipamamalas ng mag- aaral ang pang-unawa at pagpapahalaga sa kanyang mga karapatan at tungkulin bilang mamamayang Pilipino Ang mag-aaral ay… nakikilahok sa mga gawaing pansibiko na nagpapakita ng pagganap sa kanyang tungkulin bilang mamamayan ng bansa at pagsasabuhay ng kanyang karapatan. *Natatalakay ang konsepto at prinsipyo ng pagkamamamayan Week 1 AP4KPB- IVa-b-1 Natatalakay ang konsepto ng karapatan at tungkulin Week 2-3 *Naipaliliwanag ang mga gawaing lumilinang sa kagalingan pansibiko Week 4-5 AP4KPB- IVd-e-4 *Napahahalagahan ang kagalinang pansibiko Week 6 AP4KPB- IVd-e-4 *Nasusuri ang bahaging ginagampanan ng mga mamamayan sa pagtataguyod ng kaunlaran ng bansa Week 7-8 Grade Level: Grade 5 Subject: Araling Panlipunan Quarter Content Standard Ang mag-aaral ay… Performance Standard Ang mag-aaral ay… Most Essential Learning Competencies Duration K to 12 CG Code 1st Ang mag-aaral ay… naipamamalas ang mapanuring pag-unawa at kaalaman sa kasanayang pangheograpiya, ang mga teorya sa pinagmulan ng Ang mag-aaral ay… naipamamalas ang pagmamalaki sa nabuong kabihasnan ng mga sinaunang Pilipinogamit ang kaalaman sa *Naipaliliwanag ang kaugnayan ng lokasyon sa paghubog ng kasaysayan Week 1 *Naipaliliwanag ang pinagmulan ng Pilipinas batay sa a. Teorya (Plate Tectonic Theory) b. Mito c. Relihiyon Week 2 AP5PLP- Id-4 *Natatalakay ang pinagmulan ng unang pangkat ng tao sa Pilipinas a. Week 3 AP5PLP- Ie-5
- 40. 40 lahing Pilipino upang mapahahalagahan ang konteksto ng lipunan/ pamayanan ng mga sinaunang Pilipino at ang kanilang ambag sa pagbuo ng kasaysayan ng Pilipinas kasanayang pangheograpikal at mahahalagang konteksto ng kasaysayan ng lipunan at bansa kabilang ang mga teorya ng pinagmulan at pagkabuo ng kapuluan ng Pilipinas at ng lahing Pilipino Teorya (Austronesyano) b. Mito (Luzon, Visayas, Mindanao) c. Relihiyon *Nasusuri ang paraan ng pamumuhay ng mga sinaunang Pilipino sa panahong Pre-kolonyal. Week 4 AP5PLP-If- 6 *Nasusuri ang pang-ekonomikong pamumuhay ng mga Pilipino sa panahong pre-kolonyal a. panloob at panlabas na kalakalan b. uri ng kabuhayan (pagsasaka, pangingisda, panghihiram/pangungutang, pangangaso, slash and burn, pangangayaw, pagpapanday, paghahabi atbp) Week 5 AP5PLP- Ig-7 * Nasusuri ang sosyo-kultural at politikal na pamumuhay ng mga Pilipino a. sosyo-kultural (e.g. pagsamba (animismo, anituismo, at iba pang ritwal, pagbabatok/pagbabatik , paglilibing (mummification primary/ secondary burial practices), paggawa ng bangka e. pagpapalamuti (kasuotan, alahas, tattoo, pusad/ halop) f. pagdaraos ng pagdiriwang b. politikal (e.g. namumuno, pagbabatas at paglilitis) Week 6 *Natatalakay ang paglaganap at katuruan ng Islam sa Pilipinas. Week 7 AP5PLP-Ii- 10 *Napahahalagahan ang kontribusyon ng sinaunang Week 8
- 41. 41 kabihasnang Asyano sa pagkabuo ng lipunang at pagkakakilanlang Piliipino 2nd Ang mag-aaral ay… naipamamalas ang mapanuring pag-unawa sa konteksto,ang bahaging ginampanan ng simbahan sa, layunin at mga paraan ng pananakopng Espanyolsa Pilipinas at ang epekto ng mga ito sa lipunan. Ang mag-aaral ay… nakapagpapahayag ng kritikal na pagsusuri at pagpapahalaga sa konteksto at dahilan ng kolonyalismong Espanyol at ang epekto ng mga paraang pananakop sa katutubong populasyon *Naipapaliwanag ang mga dahilan ng kolonyalismong Espanyol Week 1 *Nasusuri ang mga paraan ng pagsasailalim ng katutubong populasyon sa kapangyarihan ng Espanya a. Pwersang militar/ divide and rule b. Kristyanisasyon Week 2-3 * Nasusuri ang epekto ng mga patakarang kolonyal na ipinatupad ng Espanya sa bansa A. Patakarang pang-ekonomiya (Halimbawa: Pagbubuwis, Sistemang Bandala, Kalakalang Galyon, Monopolyo sa Tabako, Royal Company, Sapilitang Paggawa at iba pa) B. Patakarang pampolitika (Pamahalaang kolonyal) Week 4-8 3rd Ang mag-aaral ay… naipamamalas ang mapanuring pag-unawa sa mga pagbabago sa lipunan ng sinaunang Pilipino kabilang ang pagpupunyagi ng ilang pangkat na mapanatili ang kalayaan sa Kolonyalismong Espanyol at ang impluwensya nito sa Ang mag-aaral ay… nakakapagpakita ng pagpapahalaga at pagmamalaki sa pagpupunyagi ng mga Pilipino sa panahon ng kolonyalismong Espanyol *Naipaliliwanag ang mga paraan ng pagtugon ng mga Pilipino sa kolonyalismong Espanyol (Hal. Pag- aalsa, pagtanggap sa kapangyarihang kolonyal/ kooperasyon) Week 1 *Napahahalagahan ang pagtatanggol ng mga Pilipino laban sa kolonyalismong Espanyol Week 2 *Natatalakay ang impluwensya ng mga Espanyol sa kultura ng mga Pilipino Week 3-4
- 42. 42 kasalukuyang panahon. *Nasusuri ang kaugnayan ng pakikipaglaban ng mga Pilipino sa pag-usbong ng nasyonalismong Pilipino Week 5-6 *Napahahalagahan ang mga katutubong Pilipinong lumaban upang mapanatili ang kanilang kasarinlan Week 7- 8 4th Ang mag-aaral ay… naipamamalas ang mapanuring pag-unawa sa bahaging ginampanan ng kolonyalismong Espanyol at pandaigdigang koteksto ng reporma sa pag- usbong ng kamalayang pambansa attungo sa pagkabuo ng Pilipinas bilang isang nasyon Ang mag-aaral ay… nakapagpapahayag ng pagmamalaki sa pagpupunyagi ng mga makabayang Pilipino sa gitna ng kolonyalismong Espanyol at sa mahalagang papel na ginagampanan nito sa pag- usbong ng kamalayang pambansa tungo sa pagkabuo ng Pilipinas bilang isang nasyon *Naipaliliwanag ang mga salik na nagbigay daan sa pag-usbong ng nasyonalismong Pilipino Week 1-2 *Naipaliliwanag ang pananaw at paniniwala ng mga Sultanato (Katutubong Muslim) sa pagpapanatili ng kanilang Kalayaan Week 3-4 AP5PKB- IVe-3 Natataya ang partisipasyon ng iba’t- ibang rehiyon at sektor (katutubo at kababaihan) sa pakikibaka ng bayan Week 5-6 AP5PKB- IVf-4 * Napahahalagahan ang partisipasyon ng iba’t ibang rehiyon at sektor sa pagsulong ng kamalayang pambansa Week 7-8 Grade Level: Grade 6 Subject: Araling Panlipunan Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 1st Ang mag-aaral ay… naipamamalas ang mapanuring pag- unawa at kaalaman Ang mag-aaral ay… naipamamalas ang pagpapahalaga sa kontribosyon ng Pilipinas *Nasusuri ang epekto ng kaisipang liberal sa pag-usbong ng damdaming nasyonalismo. Week 1 *Naipaliliwanag ang layunin at resulta ng pagkakatatag ng Kilusang Week 2
- 43. 43 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code sa bahagi ng Pilipinas sa globalisasyon batay sa lokasyon nito sa mundo gamit ang mga kasanayang pangheograpiya at ang ambag ng malayang kaisipan sa pag-usbong ng nasyonalismong Pilipino sa isyung pandaigdig batay sa lokasyon nito sa mundo Propaganda at Katipunan sa paglinang ng nasyonalismong Pilipino *Nasusuri ang mga dahilan at pangyayaring naganap sa Panahon ng Himagsikang Pilipino • Sigaw sa Pugad-Lawin • Tejeros Convention • Kasunduan sa Biak-na- Bato Week 3 Natatalakay ang partisipasyon ng mga kababaihan sa rebolusyong Pilipino Week 4 AP6PMK-Ie-8 *Napahahalagahan ang deklarasyon ng kasarinlan ng Pilipinas at ang pagkakatatag ng Unang Republika Week 5 *Nasusuri ang pakikibaka ng mga Pilipino sa panahon ng Digmaang Pilipino-Amerikano • Unang Putok sa panulukan ng Silencio at Sociego, Sta.Mesa • Labanan sa Tirad Pass • Balangiga Massacre Week 6 Nabibigyang halaga ang mga kontribusyon ng mga natatanging Pilipinong nakipaglaban para sa kalayaan Week 7 AP6PMK-Ih-11 2nd Ang mag-aaral ay… naipamamalas ang mapanuring pag- Ang mag-aaral ay… nakapagpapahayag ng kritikal na pagsusuri at *Nasusuri ang uri ng pamahalaan at patakarang ipinatupad sa panahon ng mga Amerikano Week 1 *Naipaliliwanag ang mga Week 2
- 44. 44 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code unawa sa pamamahala at mga pagbabago sa lipunang Pilipino sa panahon ng kolonyalismong Amerikano at ng pananakop ng mga Hapon at ang pagpupunyagi ng mga Pilipino na makamtan ang kalayaan tungo sa pagkabuo ng kamalayang pagsasarili at pagkakakilanlang malayang nasyon at estado pagpapahalaga sa konteksto,dahilan, epekto at pagbabago sa lipunan ng kolonyalismong Amerikano at ng pananakop ng mga Hapon at ang pagmamalaki sa kontribusyon ng pagpupunyagi ng mga Pilipino namakamit ang ganap na kalayaan tungo sa pagkabuo ng kamalayang pagsasarili at pagkakakilanlang malayang nasyon at estado pagsusumikap ng mga Pilipino tungo sa pagtatatag ng nagsasariling pamahalaan *Nasusuri ang pamahalaang Komonwelt Week 3 * Naipapaliwag ang resulta ng pananakop ng mga Amerikano Week 4 Natatalakay ang mga layunin at mahahalagang pangyayari sa pananakop ng mga Hapones Hal: o Pagsiklab ng digmaan o Labanan sa Bataan o Death March o Labanan sa Corregidor Week 5 AP6KDP-IIe-5 *Nasusuri ang mga patakaran at resulta ng pananakop ng mga Hapones Week 6 *Naipaliliwanag ang paraan ng pakikipaglaban ng mga Pilipino para sa kalayaan laban sa Hapon Week 7 *Napahahalagahan ang iba’t ibang paraan ng pagmamahal sa bayan ipinamalas ng mga Pilipino sa panahon ng digmaan Week 8 3rd Ang mag-aaral ay… naipamamalas ang mas malalim na pag- Ang mag-aaral ay… nakapagpakita ng pagmamalaki sa *Nasusuri ang mga pangunahing suliranin at hamong kinaharap ng mga Pilipino mula 1946 hanggang 1972 Week 1-3
- 45. 45 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code unawa at pagpapahalaga sa pagpupunyagi ng mga Pilipino tungo sa pagtugon sa mga suliranin, isyu at hamon ng kasarinlan kontribosyon ng mga nagpunyaging mga Pilipino sa pagkamit ng ganap na kalayaan at hamon ng kasarinlan *Natatalakay ang mga programang ipinatupad ng iba’t ibang administrasyon sa pagtugon sa mga suliranin at hamong kinaharap ng mga Pilipino mula 1946 hanggang 1972 Week 4-7 *Napahahalagahan ang pagtatanggol ng mga Pilipino sa pambansang interes Week 8 4th Ang mag-aaral ay… naipamamalas ang mas malalim na pag- unawa at pagpapahalaga sa patuloy na pagpupunyagi ng mga Pilipino tungo sa pagtugon ng mga hamon ng nagsasarili at umuunlad na bansa Ang mag-aaral ay… nakapagpakita ng aktibong pakikilahok sa gawaing makatutulong sa pag-unlad ng bansa bilang pagtupad ng sariling tungkulin na siyang kaakibat na pananagutan sa pagtamasa ng mga karapatan bilang isang malaya at maunlad na Pilipino *Nasusuri ang mga suliranin at hamon sa ilalim ng Batas Militar Week 1 *Natatalakay ang mga pagkilos at pagtugon ng mga Pilipino nagbigay- daan sa pagwawakas ng Batas Militar • People Power 1 Week 2-3 *Napahahalagahan ang pagtatanggol at pagpapanatili sa karapatang pantao at demokratikong pamamahala Week 4-5 *Nasusuri ang mga pangunahing suliranin at hamong kinaharap ng mga Pilipino mula 1986 hanggang sa kasalukuyan Week 6 *Natatalakay ang mga programang ipinatupad ng iba’t ibang administrasyon sa pagtugon sa mga suliranin at hamong kinaharap ng Week 7-8
- 46. 46 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code mga Pilipino mula 1986 hanggang kasalukuyan Nasusuri ang mga kontemporaryong isyu ng lipunan tungo sa pagtugon sa mga hamon ng malaya at maunlad na bansa • Pampulitika (Hal., usaping pangteritoryo sa West Philippine Sea, korupsyon, atbp) • Pangkabuhayan (Hal., open trade, globalisasyon, atbp) • Panlipunan (Hal., OFW, gender, drug at child abuse, atbp) • Pangkapaligiran (climate change, atbp) AP6TDK-IVe-f-6 *Natatalakay ang mga gampaning ng pamahalaan at mamamayan sa pagkamit ng kaunlaran ng bansa *Napahahalagahan ang aktibong pakikilahok ng mamamayan sa mga programa ng pamahalaan tungo sa pag-unlad ng bansa
- 47. 47 Grade Level: Grade 7 Subject: Araling Panlipunan Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 1st Ang mag-aaral ay… naipamamalas ng mag- aaral ang pag-unawa sa ugnayan ng kapaligiran at tao sa paghubog ng sinaunang kabihasnang Asyano. Ang mag-aaral ay… malalim na nakapaguugnay-ugnay sa bahaging ginampanan ng kapaligiran at tao sa paghubog ng sinaunang kabihasnang Asyano Naipapaliwanag ang konsepto ng Asya tungo sa paghahating – heograpiko: Silangang Asya, Timog- Silangang Asya, Timog-Asya, Kanlurang Asya, Hilagang Asya at Hilaga/ Gitnang Asya Week 1 AP7HAS-Ia-1.1 Napapahalagahan ang ugnayan ng tao at kapaligiran sa paghubog ng kabihasnang Asyano Week 2 AP7HAS-Ia-1 Nailalarawan ang mga yamang likas ng Asya Week 3 AP7HAS-Ie-1.5 *Nasusuri ang yamang likas at ang mga implikasyon ng kapaligirang pisikal sa pamumuhay ng mga Asyano noon at ngayon Week 4-5 Naipapahayag ang kahalagahan ng pangangalaga sa timbang na kalagayang ekolohiko ng rehiyon Week 6 AP7HAS-Ig-1.7 *Nasusuri ang komposisyon ng populasyon at kahalagahan ng yamang-tao sa Asya sa pagpapaunlad ng kabuhayan at lipunan sa kasalukuyang panahon Week 7-8 2nd Ang mag-aaral ay… naipamamalas ng mag- aaral ang pag-unawa sa Ang mag-aaral ay… kritikal na nakapagsusuri sa mga kaisipang Asyano, Natatalakay ang konsepto ng kabihasnan at mga katangian nito Week 1 AP7KSA-IIb-1.3 Napaghahambing ang mga sinaunang kabihasnan sa Asya (Sumer, Indus, Tsina) Week 2-3 AP7KSA-IIc-1.4
- 48. 48 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code mga kaisipang Asyano, pilosopiya at relihiyon na nagbigay-daan sa paghubog ng sinaunang kabihasnan sa Asya at sa pagbuo ng pagkakakilanlang Asyano pilosopiya at relihiyon na nagbigay- daan sa paghubog ng sinaunang kabihasnan sa Asya at sa pagbuo ng pagkakilanlang Asyano *Natataya ang impluwensiya ng mga kaisipang Asyano sa kalagayang panlipunan at kultura sa Asya Week 4 *Napapahalagahan ang mga kaisipang Asyano na nagbigay-daan sa paghubog ng sinaunang kabihasnang sa Asya at sa pagbuo ng pagkakilanlang Asyano Week 5 *Nasusuri ang kalagayan at bahaging ginampanan ng kababaihan mula sa sinaunang kabihasnan at ikalabing-anim na siglo Week 6-7 Napapahalagahan ang mga kontribusyon ng mga sinaunang lipunan at komunidad sa Asya Week 8 AP7KSA-IIh-1.12 3rd Ang mag-aaral ay… naipamamalas ng mag- aaral ang pag-unawa sa pagbabago, pag-unlad at pagpapatuloy sa Timog at Kanlurang Asya sa Transisyonal at Makabagong Panahon ( ika-16 hanggang ika-20 siglo) Ang mag-aaral ay… nakapagsasagawa ng kritikal na pagsusuri sa pagbabago, pag- unlad at pagpapatuloy sa Timog at Kanlurang Asya sa Transisyonal at Makabagong Panahon (ika-16 hanggang ika-20 siglo) *Nasusuri ang mga dahilan, paraan at epekto ng kolonyalismo at imperyalismo ng mga Kanluranin sa unang yugto (ika-16 at ika-17 siglo) pagdating nila sa Timog at Kanlurang Asya Week 1-2 *Nasusuri ang mga salik, pangyayaring at kahalagahan ng nasyonalismo sa pagbuo ng mga bansa sa Timog at Kanlurang Asya Week 3 *Natatalakay ang karanasan at implikasyon ng ang digmaang pandaidig sa kasaysayan ng mga bansang Asyano Week 4 *Nasusuri ang kaugnayan ng iba’t ibang ideolohiya sa pag-usbong ng Week 4
- 49. 49 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code nasyonalismo at kilusang nasyonalista *Nasusuri ang karanasan at bahaging ginampanan ng mga kababaihan tungo sa pagkakapantay-pantay, pagkakataong pang-ekonomiya at karapatang pampolitika Week 5 *Napahahalagahan ang bahaging ginampanan ng nasyonalismo sa pagbibigay wakas sa imperyalismo sa Timog at Kanlurang Asya Week 6 Natataya ang bahaging ginampanan ng relihiyon sa iba’t ibang aspekto ng pamumuhay Week 6 AP7TKA-IIIg- 1.21 *Nasusuri ang mga anyo, tugon at epekto sa neo-kolonyalismo sa Timog at Kanlurang Asya Week 7 Napapahalagahan ang mga kontribusyon ng Timog at Kanlurang Asya sa kulturang Asyano Week 8 AP7TKA-IIIj- 1.25 4th Ang mag-aaral ay… napapahalagahan ang pagtugon ng mga Asyano sa mga hamon ng pagbabago, pag-unlad at pagpapatuloy ng Silangan at Timog- Silangang Asya sa Transisyonal at Makabagong Panahon Ang mag-aaral ay… nakapagsasagawa nang kritikal na pagsusuri sa pagbabago, pag-unlad at pagpapatuloy ng Silangan at Timog Silangang Asya sa Transisyoal at Makabagong Panahon *Nasusuri ang mga dahilan, paraan at epekto ng kolonyalismo at imperyalismo ng mga Kanluranin sa unang yugto (ika-16 at ika-17 siglo) pagdating nila sa Silangan at Timog- Silangang Asya Week 1-2 *Nasusuri ang mga salik, pangyayaring at kahalagahan ng nasyonalismo sa pagbuo ng mga bansa sa Silangan at Timog- Silangang Asya Week 3
- 50. 50 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code (ika-16 hanggang ika-20 Siglo) (ika-16 hanggang ika-20 siglo) *Natatalakay ang karanasan at implikasyon ng ang digmaang pandaidig sa kasaysayan ng mga bansang Asyano Week 4 *Nasusuri ang kaugnayan ng iba’t ibang ideolohiya sa pag-usbong ng nasyonalismo at kilusang nasyonalista Week 4 *Nasusuri ang karanasan at bahaging ginampanan ng mga kababaihan tungo sa pagkakapantay-pantay, pagkakataong pang-ekonomiya at karapatang pampolitika Week 5 *Napahahalagahan ang bahaging ginampanan ng nasyonalismo sa pagbibigay wakas sa imperyalismo sa Silangan at Timog-Silangang Asya Week 6 Natataya ang bahaging ginampanan ng relihiyon sa iba’t ibang aspekto ng pamumuhay Week 6 AP7KIS-IVh-1.21 *Nasusuri ang mga anyo, tugon at epekto sa neo-kolonyalismo sa Silangan at Timog-Silangang Asya Week 7 Napapahalagahan ang mga kontribusyon ng Silangan at Timog- Silangang Asya sa kulturang Asyano Week 8 AP7KIS-IVj-1.26
- 51. 51 Grade Level: Grade 8 Subject: Araling Panlipunan Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 1st Ang mag-aaral ay… naipamamalas ang pag- unawa sa interaksiyon ng tao sa kaniyang kapaligiran na nagbigay- daan sa pag-usbong ng mga sinaunang kabihasnan na nagkaloob ng mga pamanang humubog sa pamumuhay ng kasalukuyang henerasyon Ang mag-aaral ay… nakabubuo ng panukalang proyektong nagsusulong sa pangangalaga at preserbasyon ng mga pamana ng mga sinaunang kabihasnan sa Daigdig para sa kasalukuyan at sa susunod na henerasyon Nasusuri ang katangiang pisikal ng daigdig Week 1 AP8HSK-Id-4 Napahahalagahan ang natatanging kultura ng mga rehiyon, bansa at mamamayan sa daigdig (lahi, pangkat- etnolingguwistiko, at relihiyon sa daigdig) Week 2-3 AP8HSK-Ie-5 Nasusuri ang yugto ng pag-unlad ng kultura sa panahong prehistoriko Week 4 AP8HSK-If-6 Naiuugnay ang heograpiya sa pagbuo at pag-unlad ng mga sinaunang kabihasnan sa daigdig Week 5 AP8HSK-Ig-6 *Nasusuri ang mga sinaunang kabihasnan ng Egypt, Mesopotamia, India at China batay sa politika, ekonomiya, kultura, relihiyon, paniniwala at lipunan Week 6-7 Napahahalagahan ang mga kontribusyon ng mga sinaunang kabihasnan sa daigdig Week 8 AP8HSK-Ij-10 2nd Ang mag-aaral ay… naipapamalas ang pag- unawa sa kontribusyon ng mga pangyayari sa Klasiko at Transisyunal na Panahon sa pagkabuo at pagkahubog ng pagkakakilanlan ng mga Ang mag-aaral ay… nakabubuo ng adbokasiya na nagsusulong ng pangangalaga at pagpapahalaga sa mga natatanging kontribusyon ng Nasusuri ang kabihasnang Minoan, Mycenean at kabihasnang klasiko ng Greece Week 1 AP8DKT-IIa-1 Naipapaliwanag ang kontribusyon ng kabihasnang Romano Week 2 AP8DKT-IIc-3 *Nasusuri ang pag-usbong at pag- unlad ng mga klasikong kabihasnan sa: • Africa – Songhai, Mali, Week 3
- 52. 52 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code bansa at rehiyon sa daigdig Klasiko at Transisyunal na Panahon na nagkaroon ng malaking impluwensya sa pamumuhay ng tao sa kasalukuyan atbp. • America – Aztec, Maya, Olmec, Inca, atbp. Mga Pulo sa Pacific – Nazca Naipapahayag ang pagpapahalaga sa mga kontribusyon ng kabihasnang klasiko sa pag-unlad ng pandaigdigang kamalayan Week 4 AP8DKT-IIf-8 *Nasusuri ang mga pagbabagong naganap sa Europa sa Gitnang Panahon • Politika (Pyudalismo, Holy Roman Empire) • Ekonomiya (Manoryalismo) Sosyo-kultural (Paglakas ng Simbahang Katoliko, Krusada) Week 5 Natataya ang impuwensya ng mga kaisipang lumaganap sa Gitnang Panahon AP8DKT-IIi-13 3rd Ang mag-aaral ay… naipamamalas ng mag- aaral ang pag-unawa sa naging transpormasyon tungo sa makabagong panahon ng mga bansa at rehiyon sa daigdig bunsod ng paglaganap ng mga kaisipan sa agham, politika, at ekonomiya Ang mag-aaral ay… kritikal na nakapagsusuri sa naging implikasyon sa kaniyang bansa, komunidad, at sarili ng mga pangyayari sa panahon ng transpormasyon tungo *Nasusuri ang mahahalagang pagbabagong politikal, ekonomiko at sosyo-kultural sa panahon Renaissance Week 1 *Nasusuri ang dahilan, pangyayari at epekto ng unang Yugto ng Kolonyalismo Week 2-3 *Nasusuri ang dahilan, kaganapan at epekto ng Rebolusyong Siyentipiko, Enlightenment at Industriyal Week 4
- 53. 53 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code tungo sa pagbuo ng pandaigdigan kamalayan sa makabagong panahon. *Naipapaliwanag ang kaugnayan ng Rebolusyong Pangkaisipan sa Rebolusyong Amerikano at Pranses. Week 5-7 *Nasusuri ang dahilan, pangyayari at epekto ng Ikalawang Yugto ng Kolonyalismo (Imperyalismo) Week 8 Naipapahayag ang pagpapahalaga sa pag-usbong ng Nasyonalismo sa Europa at iba’t ibang bahagi ng daigdig. AP8PMD-IIIi-10 4th Ang mag-aaral ay… naipamamalas ng mag- aaral ang pag-unawa sa kahalagahan ng pakikipag- ugnayan at sama-samang pagkilos sa kontemporanyong daigdig tungo sa pandaigdigang kapayapaan, pagkakaisa, pagtutulungan, at kaunlaran Ang mag-aaral ay… aktibong nakikilahok sa mga gawain, programa,proyekto sa antas ng komunidad at bansa na nagsusulong ng rehiyonal at pandaigdigang kapayapaan, pagkakaisa, pagtutulungan, at kaunlaran Nasusuri ang mga dahilan, mahahalagang pangyayaring naganap at bunga ng Unang Digmaang Pandaigdig Week 1-2 AP8AKD-IVa-1 Nasusuri ang mga dahilan, mahahalagang pangyayaring naganap at bunga ng Ikalawang Digmaang Pandaidig. Week 3-4 AP8AKD-IVb-2 Natataya ang pagsisikap ng mga bansa na makamit ang kapayapaang pandaigdig at kaunlaran. Week 5 AP8AKD-IVh-8 Nasusuri ang mga ideolohiyang politikal at ekonomiko sa hamon ng estabilisadong institusyon ng lipunan. Week 6 AP8AKD-IVi-9 Natataya ang epekto ng mga ideolohiya, ng Cold War at ng Neo- kolonyalismo sa iba’t ibang bahagi ng daigdig. Week 7 AP8AKD-IVi-10 *Napahahalagahan ang bahaging ginampanan ng mga pandaidigang organisasyon sa pagsusulong ng pandaigdigang kapayapaan, Week 8
- 54. 54 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code pagkakaisa, pagtutulungan, at kaunlaran. Grade Level: Grade 9 Subject: Araling Panlipunan Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 1st Ang mag-aaral ay… may pag-unawa sa mga pangunahing konsepto ng Ekonomiks bilang batayan ng matalino at maunlad na pang-araw- araw na pamumuhay Ang mag-aaral ay… naisasabuhay ang pag- unawa sa mga pangunahing konsepto ng ekonomiks bilang batayan ng matalino at maunlad na pang- araw- araw na pamumuhay Nailalapat ang kahulugan ng ekonomiks sa pang-araw- araw na pamumuhay bilang isang mag- aaral, at kasapi ng pamilya at lipunan Week 1 AP9MKE-Ia-1 Natataya ang kahalagahan ng ekonomiks sa pang-araw- araw na pamumuhay ng bawat pamilya at ng lipunan Week 2-3 AP9MKE-Ia-2 *Nasusuri ang iba’t-ibang sistemang pang-ekonomiya Week 4 *Natatalakay ang mga salik ng produksyon at ang implikasyon nito sa pang- araw- araw na pamumuhay Week 5 Nasusuri ang mga salik na nakaaapekto sa pagkonsumo. Week 6-7 AP9MKE-Ih-16 Naipagtatanggol ang mga karapatan at nagagampanan ang mga tungkulin bilang isang mamimili Week 8 AP9MKE-Ih-18 2nd Ang mag-aaral ay… Ang mag-aaral ay… kritikal na *Natatalakay ang konsepto at salik na nakaaapekto sa demand sa pang araw-araw na pamumuhay Week 1-2
- 55. 55 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code may pag-unawa sa mga pangunahing kaalaman sa ugnayan ng pwersa ng demand at suplay, at sa sistema ng pamilihan bilang batayan ng matalinong pagdedesisyon ng sambahayan at bahay- kalakal tungo sa pambansang kaunlaran nakapagsusuri sa mga pangunahing kaalaman sa ugnayan ng pwersa ng demand at suplay, at sistema ng pamilihan bilang batayan ng matalinong pagdedesisyon ng sambahayan at bahay- kalakal tungo sa pambansang kaunlaran *Natatalakay ang konsepto at salik na nakaaapekto sa suplay sa pang araw-araw na pamumuhay Week 3-4 *Naipapaliwanag ang interaksyon ng demand at suplay sa kalagayan ng presyo at ng pamilihan Week 5 *Nasusuri ang kahulugan at iba’t ibang istraktura ng pamilihan Week 6-7 *Napahahalagahan ang bahaging ginagampanan ng pamahalaan sa regulasyon ng mga gawaing pangkabuhayan Week 8 3rd Ang mag-aaral ay… naipamamalas ng mag- aaral ang pag-unawa sa mga pangunahing kaalaman tungkol sa pambansang ekonomiya bilang kabahagi sa pagpapabuti ng pamumuhay ng kapwa mamamayan tungo sa pambansang kaunlaran Ang mag-aaral ay… nakapagmumungkahi ng mga pamamaraan kung paanong ang pangunahing kaalaman tungkol sa pambansang ekonomiya ay nakapagpapabuti sa pamumuhay ng kapwa mamamayan tungo sa pambansang kaunlaran *Naipaliliwanag ang bahaging ginagampanan ng mga bumubuo sa paikot na daloy ng ekonomiya Week 1-2 *Nasusuri ang pamamaraan at kahalagahan ng pagsukat ng pambansang kita Week 3 *Natatalakay ang konsepto, dahilan, epekto at pagtugon sa implasyon Week 4-5 *Nasusuri ang layunin at pamamaraan ng patakarang piskal Week 6 *Nasusuri ang layunin at pamamaraan ng patakarang pananalapi Week 7 *Napahahalagahan ang pag-iimpok at pamumuhunan bilang isang salik ng ekonomiya Week 8 4th Ang mag-aaral ay… may pag-unawa Ang mag-aaral ay… aktibong nakikibahagi sa maayos na Nasisiyasat ang mga palatandaan ng pambansang kaunlaran Week 1 AP9MSP-IVa-2 Natutukoy ang iba’t ibang gampanin ng mamamayang Pilipino Week 2 AP9MSP-IVb-3
- 56. 56 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code sa mga sektor ng ekonomiya at mga patakarang pang- ekonomiya nito sa harap ng mga hamon at pwersa tungo sa pambansang pagsulong at pag-unlad pagpapatupad at pagpapabuti ng mga sektor ng ekonomiya at mga patakarang pang- ekonomiya nito tungo sa pambansang pagsulong at pag-unlad upang makatulong sa pambansang kaunlaran *Nasusuri ang bahaging ginagampanan ng agrikultura, pangingisda, at paggugubat sa ekonomiya Week 3 Nasusuri ang mga dahilan at epekto ng suliranin ng sektor ng agrikultura, pangingisda, at paggugubat Week 4 AP9MSP-IVd-7 Nabibigyang-halaga ang mga patakarang pang- ekonomiya nakatutulong sa sektor ng agrikultura (industriya ng agrikultura, pangingisda, at paggugubat) Week 5 AP9MSP-IVd-8 Nabibigyang-halaga ang mga ang mga gampanin ng sektor ng industriya at mga patakarang pang- ekonomiyang nakatutulong dito Week 6 AP9MSP-IVe-11 Nabibigyang-halaga ang mga ang mga gampanin ng sektor ng paglilingkod at mga patakarang pang- ekonomiyang nakatutulong dito Week 6 AP9MSP-IVh-17 Nabibigyang-halaga ang mga ang mga gampanin ng impormal na sektor at mga patakarang pang- ekonomiyang nakatutulong dito Week 7 AP9MSP-IVh-16 Nasusuri ang pang-ekonomikong ugnayan at patakarang panlabas na nakakatulong sa Pilipinas Week 8
- 57. 57 Grade Level: Grade 10 Subject: Araling Panlipunan Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 1st Ang mag-aaral ay… ay may pag- unawa sa mga sanhi at implikasyon ng mga hamong pangkapaligiran upang maging bahagi ng pagtugon na makapagpapabuti sa pamumuhay ng tao. Ang mag-aaral ay… nakabubuo ng angkop na plano sa pagtugon sa among pangkapaligiran tungo sa pagpapabuti ng pamumuhay ng tao. *Nasusuri ang kahalagahan ng pag- aaral ng Kontemporaryong Isyu Week 1 *Natatalakay ang kalagayan, suliranin at pagtugon sa isyung pangkapaligiran ng Pilipinas Week 2-3 Natutukoy ang mga paghahandang nararapat gawin sa harap ng panganib na dulot ng mga suliraning pangkapaligiran Week 4 *Nasusuri ang kahalagahan ng kahandaan, disiplina at kooperasyon sa pagtugon ng mga hamong pangkapaligiran Week 5-6 * Naisasagawa ang mga angkop na hakbang ng CBDRRM Plan Week 7-8 2nd Ang mag-aaral ay… may pag-unawa sa sanhi at implikasyon ng mga lokal at pandaigdigang isyung pang ekonomiya upang mapaunlad ang kakayahan sa matalinong pagpapasya tungo sa pambansang kaunlaran. Ang mag-aaral ay… ay nakabubuo ng pagsusuring papel sa mga isyung pang- ekonomiyang nakaaapekto sa kanilang pamumuhay. *Nasusuri ang dahilan, dimensyon at epekto ng ng globalisasyon Week 1-2 *Naipaliliwanag ang kalagayan, suliranin at pagtugon sa isyu ng paggawa sa bansa Week 3-4 *Nasusuri ang dahilan at epekto ng migrasyon dulot ng globalisasyon Week 5-6 *Naipahahayag ang saloobin tungkol sa epekto ng globalisasyon Week 7-8 3rd Ang mag-aaral ay… nakagagawa ng mga malikhaing hakbang na nagsusulong ng Ang mag-aaral ay… may pag-unawa sa mga epekto ng mga isyu at hamon na may *Natatalakay ang mga uri ng kasarian (gender) at sex at gender roles sa iba’t ibang bahagi ng daigdig Week 1-2 *Nasusuri ang diskriminasyon at Week 3-4
- 58. 58 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code pagtanggap at paggalang sa iba’t ibang kasarian upang maitaguyod ang pagkakapantay-pantay ng tao bilang kasapi ng pamayanan. kaugnayan sa kasarian at lipunan upang maging aktibong tagapagtaguyod ng pagkakapantay-pantay at paggalang sa kapwa bilang kasapi ng pamayanan. diskriminasyon sa kababaihan, kalalakihan at LGBT (Lesbian , Gay , Bi – sexual , Transgender) *Napahahalagahan ang tugon ng pamahalaan at mamamayan Pilipinas sa mga isyu ng karahasan at diskriminasyon Week 5-6 Nakagagawa ng hakbang na nagsusulong ng pagtanggap at paggalang sa kasarian na nagtataguyod ng pagkakapantay- pantay ng tao bilang kasapi ng pamayanan Week 7-8 4th Ang mag-aaral ay… ay may pag-unawa sa kahalagahan ng pagkamamamayan at pakikilahok sa mg agawaing pansibiko tungo sa pagkakaroon ng pamayanan at bansang maunlad, mapayapa at may pagkakaisa. Ang mag-aaral ay… nakagagawa ng pananaliksik tungkol sa kalagayan ng pakikilahok sa mga gawaing pansibiko at politikal ng mga mamamayan sa kanilang pamayanan. *Naipaliliwanag ang kahalagahan ng aktibong pagmamamayan Week 1-2 *Nasusuri ang kahalagahan ng pagsusulong at pangangalaga sa karapatang pantao sa pagtugon sa mga isyu at hamong panlipunan Week 3-4 *Natatalakay ang mga epekto ng aktibong pakikilahok ng mamamayan sa mga gawaing pansibiko sa kabuhayan, politika, at lipunan Week 5-6 *Napahahalagahan ang papel ng mamamayan sa pagkakaron ng isang mabuting pamahalaan Week 7-8
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- 60. 60 Grade Level: Grade 1 Subject: Edukasyon sa Pagpapakatao (EsP) Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code Unang Markahan Naipamamalas ang pag- unawa sa kahalagahan ng pagkilala sa sarili at sariling kakayahan,pangangalaga sa sariling kalusugan at pagiging mabuting kasapi ng pamilya. Naipakikita ang kakayahan nang may tiwala sa sarili 1. Nakikilala ang sariling: 1.1. gusto 1.2. interes 1.3. potensyal 1.4. kahinaan 1.5. damdamin / emosyon Week 1 EsP1PKP- Ia-b – 1 2. Naisasakilos ang sariling kakayahan sa iba’t ibang pamamaraan 2.1 pag-awit 2.2 pagsayaw 2.3 pakikipagtalastasan at iba pa Week 2 EsP1PKP- Ib-c – 2 Naisabubuhay nang may wastong pag-uugali ang iba’t ibang paraan ng pangangalaga sa sarili at kalusugan upang mapaunlad ang anumang kakayahan. 1. Nakapaglalarawan ng iba’t ibang gawain na maaaring makasama o makabuti sa kalusugan 1.1 nakikilala ang iba’t ibang gawain/paraan na maaaring makasama o makabuti sa kalusugan Week 3 EsP1PKP- Id – 3
- 61. 61 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 3.2 nasasabi na nakatutulong sa paglinang ng sariling kakayahan ang wastong pangangalaga sa sarili EsP1PKP- Ie – 4 Naisasagawa nang may pagmamahal at pagmamalasakit ang anumang kilos at gawain na magpapasaya at magpapatibay sa ugnayan ng mga kasapi ng pamilya 4. Nakakikila ng mga gawaing nagpapakita ng pagkakabuklod ng pamilya tulad ng 4.1. pagsasama-sama sa pagkain 4.2. pagdarasal 4.3. pamamasyal 4.4. pagkukuwentuhan ng masasayang pangyayari Week 4 EsP1PKP- Ig – 6 5.Nakatutukoy ng mga kilos at gawain na nagpapakita ng pagmamahal at pagmamalasakit sa mga kasapi ng pamilya Hal. 1. pag-aalala sa mga kasambahay 2. pag-aalaga sa nakababatang kapatid at kapamilyang maysakit Week 5 EsP1PKP- Ii– 8
- 62. 62 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code Ikalawang Markahan Naipamamalas ang pag- unawa sa kahalagahan ng wastong pakikitungo sa ibang kasapi ng pamilya at kapwa tulad ng pagkilos at pagsasalita ng may paggalang at pagsasabi ng katotohanan para sa kabutihan ng nakararami Naisasabuhay ang wastong pakikitungo sa ibang kasapi ng pamilya at kapwa sa lahat ng pagkakataon. 6. Nakapagpapakita ng pagmamahal at paggalang sa mga magulang Week 1 EsP1P- IIa-b – 1 7. Nakapagpapakita ng pagmamahal sa pamilya at kapwa sa lahat ng pagkakataon lalo na sa oras ng pangangailangan Week 2 EsP1P- IIc-d – 3 Naisasabuhay ang pagiging magalang sa kilos at pananalita 8. Nakapagpapakita ng paggalang sa pamilya at sa kapwa sa pamamagitan ng: a. pagmamano/paghalik sa nakatatanda b. bilang pagbati c. pakikinig habang may nagsasalita d. pagsagot ng “po" at “opo” e. paggamit ng salitang “pakiusap” at “salamat” Week 3 EsP1P- IIe-f– 4 Naisasabuhay ang pagiging matapat sa lahat ng pagkakataon 9. Nakapagsasabi ng totoo sa magulang/ nakatatanda at iba pang kasapi ng mag- anak sa lahat ng pagkakataon upang maging maayos ang samahan 10.1.kung saan papunta/ nanggaling 10.2.kung kumuha ng hindi kanya 10.3. mga pangyayari sa paaralan na nagbunga ng hindi pagkakaintindihan Week 4 EsP1P- IIg-i– 5
- 63. 63 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 9.4. kung gumamit ng computer sa paglalaro imbis na sa pag-aaral Ikatlong Markahan Naipamamalas ang pag- unawa sa kahalagahan ng pagiging masunurin, pagpapanatili ng kaayusan, kapayapaan at kalinisan sa loob ng tahanan at paaralan Naisasabuhay ang pagiging masunurin at magalang sa tahanan, nakasusunod sa mga alituntunin ng paaaralan at naisasagawa nang may pagpapahalaga ang karapatang tinatamasa 10. Nakapagpapakita ng iba’t ibang paraan ng pagiging masunurin at magalang tulad ng: 10.1.pagsagot kaagad kapag tinatawag ng kasapi ng pamilya 10.2.pagsunod nang maluwag sa dibdib kapag inuutusan 10.3.pagsunod sa tuntuning itinakda ng: tahanan paaralan Week 1 EsP1PPP- IIIa – 1 11. Nakapagpapakita ng pagpapahalaga sa mga karapatang tinatamasa Hal. Pagkain ng masusustansyang pagkain Nakapag-aaral Week 2 EsP1PPP- IIIb-c– 2 12. Nakasusunod sa utos ng magulang at nakatatanda. Nakapagpapakita ng mga paraan upang makamtam at mapanatili ang kaayusan at kapayapaan sa tahanan at paaralan tulad ng: 12.1.pagiging masaya para sa tagumpay ng ibang kasapi ng pamilya at ng kamag- aral 12.2.pagpaparaya Week 3 EsP1PPP-IIId-e – 3
- 64. 64 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 12.3.pagpapakumbaba 13. Nakatutulong sa pagpapanatili ng kalinisan at kaayusan sa loob ng tahanan at paaralan para sa mabuting kalusugan Hal. Pagtulong sa paglilinis ng tahanan Pagtulong sa paglilinis ng paaralan Pag-iwas sa pagkakalat Week 4 EsP1PPP- IIIf-h – 4 Naisasagawa nang may kusa ang mga kilos at gawain na nagpapanatili ng kalinisan, kaayusan at katahimikan sa loob ng tahanan at paaralan 14. Nakagagamit ng mga bagay na patapon ngunit maaari pang pakinabangan Week 5 EsP1PPP- IIIi – 5 Ikaapat na Markahan Naipamamalas ang pag- unawa sa kahalagahan ng pagmamahal sa Diyos, paggalang sa paniniwala ng iba at pagkakaroon ng pag-asa Naipakikita ang pagmamahal sa magulang at mga nakatatanda, paggalang sa paniniwala ng kapwa at palagiang pagdarasal 15. Nakasusunod sa utos ng magulang at nakatatanda Week 1 EsP1PD- IVa-c– 1 16. Nakapagpapakita ng paggalang sa paniniwala ng kapwa Week 2 EsP1PD- IVd-e – 2 17. Nakasusunod sa mga gawaing panrelihiyon Week 3 EsP1PD- IVf-g– 3
- 65. 65 Grade Level: Grade 2 Subject: Edukasyon sa Pagpapakatao (EsP) Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code Unang Markahan Naipamamalas ang pag- unawa sa kahalagahan ng pagkilala sa sarili at pagkakaroon ng disiplina tungo sa pagkakabuklod- buklod o pagkakaisa ng mga kasapi ng tahanan at paaralan Naisasagawa nang buong husay ang anumang kakayahan o potensyal at napaglalabanan ang anumang kahinaan 1. Naisakikilos ang sariling kakayahan sa iba’t ibang pamamaraan: 1.1. pag-awit 1.2. pagguhit 1.3. pagsayaw 1.4. pakikipagtalastasan 1.5. at iba pa Week 1 EsP2PKP- Ia-b – 2 2. Napahahalagahan ang saya o tuwang dulot ng pagbabahagi ng anumang kakayahan o talent Week 2 EsP2PKP- Ic – 9 3. Nakapagpapakita ng kakayahang labanan ang takot kapag may nangbubully Week 3 EsP2PKP- Ic – 10 Naisasagawa nang palagian ang pangangalaga at pag- iingat sa katawan 4. Naisakikilos ang mga paraan ng pagpapanatili ng kalinisan, kalusugan at pag-iingat ng katawan Week 4 EsP2PKP- Id – 11 Naisasagawa ang kusang pagsunod sa mga tuntunin at napagkasunduang gagawin sa loob ng tahanan 5. Nakapagpapakita ng pagsunod sa mga tuntunin at pamantayang itinakda sa loob ng tahanan 5.1. paggising at pagkain sa tamang oras 5.2. pagtapos ng mga gawaing bahay Week 5 EsP2PKP- Id-e – 12
- 66. 66 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 5.3. paggamit ng mga kagamitan 5.4. at iba pa Ikalawang Markahan Naipamamalas ang pag- unawa sa kahalagahan ng pagiging sensitibo sa damdamin at pangangailangan ng iba, pagiging magalang sa kilos at pananalita at pagmamalasakit sa kapwa Naisasagawa ang wasto at tapat na pakikitungo at pakikisalamuha sa kapwa 6. Nakapagpapakita ng pagkamagiliwin at pagkapalakaibigan na may pagtitiwala sa mga sumusunod: 6.1. kapitbahay 6.2. kamag-anak 6.3. kamag-aral 6.4. panauhin/ bisita 6.5. bagong kakilala 6.6. taga-ibang lugar Week 1 EsP2P- IIa-b – 6 7. Nakapagbabahagi ng sarili sa kalagayan ng kapwa tulad ng: 7.1. antas ng kabuhayan 7.2. pinagmulan 7.3. pagkakaroon ng kapansanan Week 2 EsP2P- IIc – 7 8. Nakagagamit ng magalang na pananalita sa kapwa bata at nakatatanda Week 3 EsP2P- IId – 8 9. Nakapagpapakita ng iba’t ibang magalang na pagkilos sa kaklase o kapwa bata EsP2P- IId-9
- 67. 67 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 10. Nakapagbabahagi ng gamit, talento, kakayahan o anumang bagay sa kapwa Week 4 EsP2P- IIe – 10 Naisasagawa ang mga kilos at gawaing nagpapakita ng pagmamalasakit sa kapwa 11. Nakapaglalahad na ang paggawa ng mabuti sa kapwa ay pagmamahal sa sarili. EsP2P- IIf 11 12. Nakatutukoy ng mga kilos at gawaing nagpapakita ng pagmamalasakit sa mga kasapi ng paaralan at pamayanan EsP2P- IIg – 12 Week 5 13. Nakapagpapakita ng pagmamalasakit sa kasapi ng paaralan at pamayanan sa iba’t ibang paraan EsP2P- IIh-i – 13 Ikatlong Markahan Naipamamalas ang pag- unawa sa kahalagahan ng kamalayan sa karapatang pantao ng bata, pagkamasunurin tungo sa kaayusan at kapayapaan ng kapaligiran at ng bansang kinabibilangan Naisasagawa nang buong pagmamalaki ang pagiging mulat sa karapatan na maaaring tamasahin 14. Nakapagpapakita ng paraan ng pagpapasalamat sa anumang karapatang tinatamasa Hal. pag-aaral nang mabuti pagtitipid sa anumang kagamitan Week 1 EsP2PPP- IIIa-b– 6 15. Nakatutukoy ng mga karapatang maaaring ibigay ng pamilya o mga kaanak Week 2 EsP2PPP- IIIc– 7 16. Nakapagpapahayag ng kabutihang dulot ng karapatang tinatamasa EsP2PPP- IIIc– 8
- 68. 68 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 17. Nakapagbabahagi ng pasasalamat sa tinatamasang karapatan sa pamamagitan ng kuwento Week 3 EsP2PPP- IIId– 9 Naisasabuhay ang pagsunod sa iba’t ibang paraan ng pagpapanatili ng kaayusan at kapayapaan sa pamayanan at bansa 18. Nakagagamit nang masinop ng anumang bagay tulad ng tubig, pagkain, enerhiya at iba pa EsP2PPP- IIId-e– 10 19. Nakikibahagi sa anumang programa ng paaralan at pamayanan na makatutulong sa pagpapanatili ng kalinisan at kaayusan sa pamayanan at bansa Week 4 EsP2PPP- IIIf– 11 20. Nakatutukoy ng iba’t ibang paraan upang mapanatili ang kalinisan at kaayusan sa pamayanan hal. - pagsunod sa mga babalang pantrapiko - wastong pagtatapon ng basura - pagtatanim ng mga halaman sa paligid Week 5 EsP2PPP- IIIg-h– 12 21. Nakapagpapakita ng pagmamahal sa kaayusan at kapayapaan Week 6 EsP2PPP- IIIi– 13 Ikaapat na Markahan Naipamamalas ang pag- unawa sa kahalagahan ng pagpapasalamat sa lahat ng likha at mga Naisasabuhay ang pagpapasalamat sa lahat ng biyayang tinatanggap at nakapagpapakita ng 22. Nakapagpapakita ng ibat-ibang paraan ngpagpapasalamat sa mga biyayang tinanggap, tinatanggap at tatanggapin mula sa Diyos EsP2PD- IVa-d– 5
- 69. 69 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code biyayang tinatanggap mula sa Diyos pag-asa sa lahat ng pagkakataon Week 1 23. Nakapagpapakita ng pasasalamat sa mga kakayahan/ talinong bigay ng Panginoon sa pamamagitan ng: 23.1. paggamit ng talino at kakayahan 23.2. pagbabahagi ng taglay na talino at kakayahan sa iba 23.3. pagtulong sa kapwa 23.4.pagpapaunlad ng talino at kakayahang bigay ng Panginoon Week 2 EsP2PD- IVe-i– 6 Grade Level: Grade 3 Subject: Edukasyon sa Pagpapakatao (EsP) Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code Unang Markahan Naipamamalas ang pag- unawa sa kahalagahan ng sariling kakayahan, pagkakaroon ng tiwala, pangangalaga at pag- iingat sa sarili tungo sa kabutihan at kaayusan ng pamilya at pamayanan Naipakikita ang natatanging kakayahan sa iba’t ibang pamamaraan nang may tiwala, katapatan at katatagan ng loob Nakatutukoy ng natatanging kakayahan Hal. talentong ibinigay ng Diyos Week 1 EsP3PKP- Ia – 13 Nakapagpapakita ng mga natatanging kakayahan nang may pagtitiwala sa sarili EsP3PKP- Ia – 14 Napahahalagahan ang kakayahan sa paggawa EsP3PKP- Ib 15
- 70. 70 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code Nakatutukoy ng mga damdamin na nagpapamalas ng katatagan ng kalooban Week 2 EsP3PKP- Ic – 16 Naisasabuhay ang iba’t ibang patunay ng pangangalaga at pag- iingat sa sarili Nakagagawa ng mga wastong kilos at gawi sa pangangalaga ng sariling kalusugan at kaligtasan. EsP3PKP- Ie – 18 Naipakikita ang katapatan, pakikiisa at pagsunod sa mga tuntunin o anumang kasunduang itinakda ng mag-anak na may kinalaman sa kalusugan at kaligtasan tungo sa kabutihan ng lahat Nakasusunod sa mga pamantayan/tuntunin ng mag-anak Week 3 EsP3PKP- Ii – 22 Ikalawang Markahan Naipamamalas ang pag- unawa sa kahalagahan ng pakikipagkapwa-tao Naisasabuhay nang palagian ang mga makabuluhang gawain tungo sa kabutihan ng kapwa 1. pagmamalasakit sa kapwa 2. pagiging matapat sa kapwa 3. pantay-pantay na pagtingin Nakapagpapadama ng malasakit sa kapwa na may karamdaman sa pamamagitan ng mga simpleng gawain 1.1.pagtulong at pag-aalaga 1.2.pagdalaw, pag-aliw at pagdadala ng pagkain o anumang bagay na kailangan Week 1 EsP3P- IIa-b – 14 Nakapagpapakita ng malasakit sa may mga kapansanan sa pamamagitan ng: 2.1.pagbibigay ng simpleng tulong Week 2 EsP3P- IIc-e – 15
- 71. 71 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code sa kanilang pangangailangan 2.2.pagbibigay ng pagkakataon upang sumali at lumahok sa mga palaro o larangan ng isport at iba pang programang pampaaralan 2.3 pagbibigay ng pagkakataon upang sumali at lumahok sa mga palaro at iba pang paligsahan sa pamayanan Naisasaalang-alang ang katayuan/ kalagayan/ pangkat etnikong kinabibilangan ng kapwa bata sa pamamagitan ng: pagbabahagi ng pagkain, laruan, damit, gamit at iba pa Week 3 EsP3P- IIf-g –16 Nakapagpapakita nang may kasiyahan sa pakikiisa sa mga gawaing pambata Hal. paglalaro programa sa paaralan (paligsahan, pagdiriwang at iba pa) Week 4 EsP3P- IIh-i – 17 Ikatlong Markahan Naipamamalas ang pag- unawa sa kahalagahan ng pananatili ng mga natatanging kaugaliang Pilipino kaalinsabay ng pagsunod sa mga Naipagmamalaki ang mga magagandang kaugaliang Pilipino sa iba’t ibang pagkakataon Nakapagpapakita ng mga kaugaliang Pilipino tulad ng: pagmamano paggamit ng "po" at "opo" pagsunod sa tamang tagubilin ng mga nakatatanda Week 1 EsP3PPP- IIIa-b – 14
- 72. 72 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code tuntunin at batas na may kaugnayan sa kalikasan at pamayanan Nakapagpapahayag na isang tanda ng mabuting pag-uugali ng Pilipino ang pagsunod sa tuntunin ng pamayanan Week 2 EsP3PPP- IIIc-d– 15 Naipamamalas ang pagiging masunurin sa mga itinakdang alituntunin, patakaran at batas para sa malinis, ligtas at maayos na pamayanan Nakapagpapanatili ng malinis at ligtas na pamayanan sa pamamagitan ng: paglilinis at pakikiisa sa gawaing pantahanan at pangkapaligiran wastong pagtatapon ng basura palagiang pakikilahok sa proyekto ng pamayanan na may kinalaman sa kapaligiran EsP3PPP- IIIe-g – 16 Nakasusunod sa mga tuntuning may kinalaman sa kaligtasan tulad ng mga babala at batas trapiko pagsakay/pagbaba sa takdang lugar Week 3 EsP3PPP- IIIh – 17 Nakapagpapanatili ng ligtas na pamayanan sa pamamagitan ng pagiging handa sa sakuna o kalamidad Week 4 EsP3PPP- IIIi – 18 Ikaapat na Markahan Naipamamalas ang pag- unawa sa kahalagahan ng pananalig sa Diyos, paggalang sa sariling paniniwala at paniniwala sa iba hinggil sa Diyos, 1. Naisabubuhay ang paggalang sa paniniwala ng iba tungkol sa Diyos 2. Naipakikita ang pagmamahal sa Diyos Nakapagpapakita ng pananalig sa Diyos Week 1 EsP3PD-IVa– 7 EsP3PD- IVb–8
- 73. 73 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code pagkakaroon ng pag-asa at pagmamahal bilang isang nilikha at sa lahat ng Kanyang nilikha kaakibat ang pag-asa Nakapagpapakita ng paggalang sa paniniwala ng iba tungkol sa Diyos Week 2 Grade Level: Grade 4 Subject: Edukasyon sa Pagpapakatao (EsP) Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code Unang Markahan Naipamamalas ang pag- unawa sa kahalagahan ng pagkakaroon ng katatagan ng loob, mapanuring pag-iisip, pagkamatiyaga, pagkamapagtiis, pagkabukas-isip, pagkamahinahon at pagmamahal sa katotohanan na magpapalaya sa anumang alalahanin sa buhay ng tao bilang kasapi ng pamilya Naisasagawa nang may mapanuring pag-iisip ang tamang pamamaraan/ pamantayan sa pagtuklas ng katotohanan. Nakapagsasabi ng katotohanan anuman ang maging bunga nito Week 1 EsP4PKP- Ia-b – 23 2. Nakapagsusuri ng katotohanan bago gumawa ng anumang hakbangin batay sa mga nakalap na impormasyon 2.1. balitang napakinggan 2.2. patalastas na nabasa/narinig 2.3. napanood na programang pantelebisyon 2.4 pagsangguni sa taong kinauukulan Week 2 EsP4PKP- Ic-d – 24
- 74. 74 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 3. Nakapagninilay ng katotohanan BATAY sa mga NAKALAP NA IMPORMASYON: 3.1. balitang napakinggan 3.2. patalastas na nabasa/narinig 3.3. napanood na programang pantelebisyon 3.4. nababasa sa internet at mga social networking sites Week 3 EsP4PKP- Ie-g - 25 4. Nakapagsasagawa nang may mapanuring pag-iisip ng tamang pamamaraan/ pamantayan sa pagtuklas ng katotohanan Week 4 EsP4PKP- Ih-i - 26 Ikalawang Markahan Naipamamalas ang pag- unawa na hindi naghihintay ng anumang kapalit ang paggawa ng mabuti Naisasagawa nang mapanuri ang tunay na kahulugan ng pakikipagkapwa 5. Nakapagpapakita ng pagkamahinahon sa damdamin at kilos ng kapwa tulad ng: 5.1. pagtanggap ng sariling pagkakamali at pagtutuwid nang bukal sa loob 5.2. pagtanggap ng puna ng kapwa nang maluwag sa kalooban Week 1 EsP4P- IIa-c–18
- 75. 75 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 5.3. pagpili ng mga salitang di- nakakasakit ng damdamin sa pagbibiro 6. Nakapagbabahagi ng sariling karanasan o makabuluhang pangyayaring nagpapakita ng pang- unawa sa kalagayan/pangangailangan ng kapwa. EsP4P- IId–19 7. Naisasabuhay ang pagiging bukas- palad sa 7.1. mga nangangailangan 7.2. panahon ng kalamidad Week 2 EsP4P- IIe– 20 Naisasagawa ang paggalang sa karapatan ng kapwa 8. Nakapagpapakita ng paggalang sa iba sa mga sumusunod na sitwasyon: 8.1. oras ng pamamahinga 8.2. kapag may nag-aaral 8.3. kapag mayroong maysakit 8.4. pakikinig kapag may nagsasalita/ nagpapaLiwanag EsP4P-IIf-i– 21
- 76. 76 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 8.5. paggamit ng pasilidad ng paaralan nang may pag-aalala sa kapakanan ng kapwa 8.5.1. palikuran 8.5.2. silid-aklatan 8.5.3. palaruan 8.6. pagpapanatili ng tahimik, malinis at kaaya-ayang kapaligiran bilang paraan ng pakikipagkapwa-tao Week 3 Ikatlong Markahan Naipamamalas ang pag- unawa sa pagmamahal sa bansa sa pamamagitan ng pagpapahalaga sa kultura Naisasabuhay ang mga gawaing nagpapakita ng pagpapahalaga sa kultura 9. Nakapagpapakita ng kawilihan sa pakikinig o pagbabasa ng mga pamanang kulturang materyal (hal. kuwentong bayan, alamat, mga epiko) at di-materyal (hal. mga magagandang kaugalian, pagpapahalaga sa nakatatanda at iba pa) Week 1 EsP4PPP- IIIa-b–19 10. Naipagmamalaki/napahahalagahan ang nasuring kultura ng iba’t ibang pangkat etniko tulad ng kuwentong- Week 2 EsP4PPP- IIIc-d–20
- 77. 77 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code bayan, katutubong sayaw, awit, laro at iba pa Naipamamalas ang pag- unawa sa kahalagahan ng pagkakaroon ng sariling disiplina para sa bansa tungo sa pandaigdigang pagkakaisa Naisasabuhay ang patuloy na pagninilay para makapagpasya nang wasto tungkol sa epekto ng tulong-tulong na pangangalaga ng kapaligiran para sa kaligtasan ng bansa at daigdig 11. Nakasusunod sa mga batas/panuntunang pinaiiral tungkol sa pangangalaga ng kapaligiran kahit walang nakakakita EsP4PPP- IIIe-f–21 12. Nakatutulong sa pagpapanatili ng kalinisan at kaayusan ng kapaligiran saanman sa pamamagitan ng: 12.1. segregasyon o pagtapon ng mga basurang nabubulok at di- nabubulok sa tamang lagayan 12.2. pag-iwas sa pagsunog ng anumang bagay 12.3. pagsasagawa ng muling paggamit ng mga patapong bagay (Recycling) Week 3 EsP4PPP- IIIg-i–22 Ikaapat na Markahan Nauunawaan at naipakikita ang pananalig sa Diyos sa pamamagitan ng paggalang, pagtanggap Naisasabuhay ang pananalig sa Diyos sa pamamagitan ng paggalang, pagtanggap 13. Napahahalagahan ang lahat ng mga likha: may buhay at mga materyal na bagay 13.1. Sarili at kapwa-tao: 13.1.1. pag-iwas sa pagkakaroon ng sakit Week 1 EsP4PD- IVa-c–10
- 78. 78 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code at pagmamahal sa mga likha at pagmamahal sa mga likha 13.1.2. paggalang sa kapwa-tao 13.2. Hayop: 13.2.1. pagkalinga sa mga hayop na ligaw at endangered Week 2 EsP4PD- IVd–11 13.3. Halaman : pangangalaga sa mga halaman gaya ng : 13.3.1. pag-aayos ng mga nabuwal na halaman 13.3.2. paglalagay ng mga lupa sa paso 13.3.3. pagbubungkal ng tanim na halaman sa paligid EsP4PD- IVe-g–12 13.4. Mga Materyal na Kagamitan: 13.4.1. pangangalaga sa mga materyal na kagamitang likas o gawa ng tao Week 3 EsP4PD- IVh-i –13
- 79. 79 Grade Level: Grade 5 Subject: Edukasyon sa Pagpapakatao (EsP) Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code Unang Markahan Naipamamalas ang pag- unawa sa kahalagahan ng pagkakaroon ng mapanuring pag-iisip sa pagpapahayag at pagganap ng anumang gawain na may kinalaman sa sarili at sa pamilyang kinabibilangan Nakagagawa ng tamang pasya ayon sa dikta ng isip at loobin sa kung ano ang dapat at di-dapat 1. Napahahalagahan ang katotohanan sa pamamagitan ng pagsusuri sa mga: 1.1. balitang napakinggan 1.2. patalastas na nabasa/narinig 1.3. napanood na programang pantelebisyon 1.4. nabasa sa internet Week 1 EsP5PKP – Ia- 27 2. Nakasusuri ng mabuti at di- mabuting maidudulot sa sarili at miyembro ng pamilya ng anumang babasahin, napapakinggan at napapanood 2.1. dyaryo 2.2. magasin 2.3. radyo 2.4. telebisyon 2.5. pelikula 2.6. Internet Week 2 EsP5PKP – Ib - 28
- 80. 80 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code Naisasabuhay ang pagkakaroon ng tamang pag-uugali sa pagpapahayag at pagganap ng anumang gawain. 3. Nakapagpapakita ng kawilihan at positibong saloobin sa pag-aaral 3.1. pakikinig 3.2. pakikilahok sa pangkatang gawain 3.3. pakikipagtalakayan 3.4. pagtatanong 3.5. paggawa ng proyekto (gamit ang anumang technology tools) 3.6. paggawa ng takdang-aralin 3.7. pagtuturo sa iba Week 3 EsP5PKP – Ic-d - 29 4. Nakapagpapakita ng matapat na paggawa sa mga proyektong pampaaralan Week 4 EsP5PKP – Ie - 30 5. Nakapagpapatunay na mahalaga ang pagkakaisa sa pagtatapos ng gawain EsP5PKP – If - 32 6. Nakapagpapahayag nang may katapatan ng sariling opinyon/ideya at saloobin tungkol sa mga sitwasyong may kinalaman sa sarili at Week 5 EsP5PKP – Ig - 34
- 81. 81 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code pamilyang kinabibilangan. Hal. Suliranin sa paaralan at pamayanan Naisasagawa ang mga kilos,gawain at pahayag na may kabutihan at katotohanan 7. Nakapagpapahayag ng katotohanan kahit masakit sa kalooban gaya ng: 7.1. pagkuha ng pag-aari ng iba 7.2. pangongopya sa oras ng pagsusulit 7.3. pagsisinungaling sa sinumang miyembro ng pamilya, at iba pa EsP5PKP – Ih - 35 Ikalawang Markahan Naipamamalas ang pag- unawa sa kahalagahan ng pakikipagkapwa-tao at pagganap ng mga inaasahang hakbang, pahayag at kilos para sa kapakanan at ng pamilya at kapwa Naisasagawa ang inaasahang hakbang, kilos at pahayag na may paggalang at pagmamalasakit para sa kapakanan at kabutihan ng pamilya at kapwa 1. Nakapagsisimula ng pamumuno para makapagbigay ng kayang tulong para sa nangangailangan 1.1. biktima ng kalamidad 1.2. pagbibigay ng babala/impormasyon kung may bagyo, baha, sunog, lindol, at iba pa Week 1 EsP5P – IIa –22 Nakapagbibigay-alam sa kinauukulan tungkol sa kaguluhan, at iba pa (pagmamalasakit sa kapwa na sinasaktan / kinukutya / binubully Week 2 EsP5P – IIb – 23
- 82. 82 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code Nakapagpapakita ng paggalang sa mga dayuhan sa pamamagitan ng: 3.1. mabuting pagtanggap/pagtrato sa mga katutubo at mga dayuhan 3.2. paggalang sa natatanging kaugalian/paniniwala ng mga katutubo at dayuhang kakaiba sa kinagisnan EsP5P –IIc – 24 Nakabubuo at nakapagpapahayag nang may paggalang sa anumang ideya/opinion Week 3 EsP5P – IId-e – 25 Nakapagpapaubaya ng pansariling kapakanan para sa kabutihan ng kapwa EsP5P – IIf – 26 Nakapagsasaalang-alang ng karapatan ng iba Week 4 EsP5P – IIg – 27 Nakikilahok sa mga patimpalak o paligsahan na ang layunin ay pakikipagkaibigan EsP5P – IIh – 28 Nagagampanan nang buong husay ang anumang tungkulin sa programa o proyekto gamit ang anumang teknolohiya sa paaralan Week 5 EsP5P – IIi –29
- 83. 83 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code Ikatlong Markahan Naipamamalas ang pag- unawa sa kahalagahan nang pagpapakita ng mga natatanging kaugaliang Pilipino, pagkakaroon ng disiplina para sa kabutihan ng lahat, komitment at pagkakaisa bilang tagapangalaga ng kapaligiran Naisasagawa nang may disiplina sa sarili at pakikiisa sa anumang alituntuntunin at batas na may kinalaman sa bansa at global na kapakanan Nakapagpapakita ng mga kanais-nais na kaugaliang Pilipino 1.1. nakikisama sa kapwa Pilipino 1.2. tumutulong/lumalahok sa bayanihan at palusong 1.3. magiliw na pagtanggap ng mga panauhin Week 1 EsP5PPP – IIIa – 23 Nakapagpapamalas ng pagkamalikhain sa pagbuo ng mga sayaw, awit at sining gamit ang anumang multimedia o teknolohiya Week 2 EsP5PPP – IIIb – 24 Napananatili ang pagkamabuting mamamayang Pilipino sa pamamagitan ng pakikilahok EsP5PPP – IIIb – 25 Nakasusunod ng may masusi at matalinong pagpapasiya para sa kaligtasan. Hal: 4.1. paalala para sa mga panoorin at babasahin 4.2. pagsunod sa mga alituntunin tungkol sa pag-iingat sa sunog at paalaala kung may kalamidad Week 3 EsP5PPP – IIIc – 26 Naisasabuhay ang pagkakaisa at komitment bilang responsableng Nakapagpapakita ng magagandang halimbawa ng pagiging responsableng tagapangalaga ng kapaligiran Week 4 EsP5PPP – IIId – 27
- 84. 84 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code tagapangalaga ng kapaligiran 5.1. pagiging mapanagutan 5.2. pagmamalasakit sa kapaligiran sa pamamagitan ng pakikiisa sa mga programang pangkapaligiran Napatutunayan na di-nakukuha sa kasakiman ang pangangailangan 6.1. pagiging vigilant sa mga illegal na gawaing nakasisira sa kapaligiran EsP5PPP – IIIe– 28 Nakikiisa nang may kasiyahan sa mga programa ng pamahalaan na may kaugnayan sa pagpapanatili ng kapayapaan 7.1. paggalang sa karapatang pantao 7.2. paggalang sa opinyon ng iba 7.3. paggalang sa ideya ng iba Week 5 EsP5PPP – IIIf – 29 Nakalalahok sa pangangampanya sa pagpapatupad ng mga batas para sa kabutihan ng lahat 8.1. pangkalinisan 8.2. pangkaligtasan 8.3. pangkalusugan 8.4. pangkapayapaan 8.5. pangkalikasan Week 6 EsP5PPP – IIIg – 30 Nakagagawa ng isang proyekto gamit ang iba’t ibang multimedia at Week 7 EsP5PPP – IIIg-h– 31
- 85. 85 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code technology tools sa pagpapatupad ng mga batas sa kalinisan, kaligtasan, kalusugan at kapayapaan Nakikiisa nang buong tapat sa mga gawaing nakatutulong sa bansa at daigdig EsP5PPP – IIIh – 32 Ikaapat na Markahan Naipamamalas ang pag- unawa sa kahalagahan ng pananalig sa Diyos na nagbigay ng buhay Naisasabuhay ang tunay na pasasalamat sa Diyos na nagkaloob ng buhay Hal. - palagiang paggawa ng mabuti sa lahat 1. Nakapagpapakita nang tunay na pagmamahal sa kapwa tulad ng: 1.1. pagsasaalang-alang sa kapakanan ng kapwa at sa kinabibilangang pamayanan 1.2. pakikiisa sa pagdarasal para sa kabutihan ng lahat 1.3. pagkalinga at pagtulong sa kapwa Week 1 EsP5PD - IVa-d – 14 2. Nakapagpapakita ng iba’t ibang paraan ng pasasalamat sa Diyos Week 2 EsP5PD - IVe-i – 15
- 86. 86 Grade Level: Grade 6 Subject: Edukasyon sa Pagpapakatao (EsP) Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code Unang Markahan Naipamamalas ang pag- unawa sa kahalagahan ng pagsunod sa mga tamang hakbang bago makagawa ng isang desisyon para sa ikabubuti ng lahat Naisasagawa ang tamang desisyon nang may katatagan ng loob para sa ikabubuti ng lahat 1. Nakapagsusuri nang mabuti sa mga bagay na may kinalaman sa sarili at pangyayari Week 1 EsP6PKP- Ia-i– 37 2. Nakasasang-ayon sa pasya ng nakararami kung nakabubuti ito Week 2 EsP6PKP- Ia-i– 37 3. Nakagagamit ng impormasyon ( wasto / tamang impormasyon) EsP6PKP- Ia-i– 37 Ikalawang Markahan Naipamamalas ang pag- unawa sa kahalagan ng pakikipagkapwa-tao na may kaakibat na paggalang at responsibilidad Naisasabuhay ang pagkakaroon ng bukas na isipan at kahinahunan sa pagpapasiya para sa kapayapaan ng sarili at kapwa 4. Naipakikita ang kahalagahan ng pagiging responsable sa kapwa: 4.1 pangako o pinagkasunduan; 4.2 pagpapanatili ng mabuting pakikipagkaibigan; 4.3 pagiging matapat Week 1 EsP6P- IIa-c–30 5. Nakapagpapakita ng paggalang sa ideya o suhestyon ng kapwa Week 2 EsP6P- IId-i-31
- 87. 87 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code Ikatlong Markahan Naipamamalas ang pag- unawa sa kahalagahan ng pagmamahal sa bansa at pandaigdigang pagkakaisa tungo sa isang maunlad, mapayapa at mapagkalingang pamayanan Naipakikita ang tunay na paghanga at pagmamalaki sa mga sakripisyong ginawa ng mga Pilipino 6. Napahahalagahan ang magaling at matagumpay na mga Pilipino sa pamamagitan ng: 6.1 pagmomodelo ng kanilang pagtatagumpay; 6.2 kuwento ng kanilang pagsasakripisyo at pagbibigay ng sarili para sa bayan; 6.3 pagtulad sa mga mabubuting katangian na naging susi sa pagtatagumpay ng mga Pilipino Week 1 EsP6PPP- IIIc-d–35 Naipakikita ang wastong pangangalaga sa kapaligiran para sa kasalukuyan at susunod na henerasyon 7. Nakagagamit nang may pagpapahalaga at pananagutan sa kabuhayan at pinagkukunang-yaman Week 2 EsP6PPP- IIIe–36 8. Nakapagpapakita ng tapat na pagsunod sa mga batas pambansa at pandaigdigan tungkol sa pangangalaga sa kapaligiran Week 3 EsP6PPP- IIIf–37 9. Naipagmamalaki ang anumang natapos na gawain na nakasusunod sa pamantayan at kalidad Week 4 EsP6PPP- IIIg–38 Naisasagawa ang mga gawaing nagbibigay inspirasyon sa kapwa 10. Naipakikita ang pagiging malikhain sa paggawa ng anumang proyekto na makatutulong at Week 5 EsP6PPP- IIIh–39
- 88. 88 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code upang makamit ang kaunlaran ng bansa magsisilbing inspirasyon tungo sa pagsulong at pag-unlad ng bansa Naisasagawa ang mga gawain na may kaugnayan sa kapayapaan at kaayusan tungo sa pandaigdigang pagkakaisa 11. Naisasakilos ang pagtupad sa mga batas pambansa at pandaigdigan: 11.1 pagtupad sa mga batas para sa kaligtasan sa daan; pangkalusugan; pangkapaligiran; pag-abuso sa paggamit ng ipinagbabawal na gamot; 11.2 lumalahok sa mga kampanya at programa para sa pagpapatupad ng batas tulad ng pagbabawal sa paninigarilyo, pananakit sa hayop, at iba pa; 11.3 tumutulong sa makakayanang paraan ng pagpapanatili ng kapayapaan Week 6 EsP6PPP- IIIh-i–40 Ikaapat na Markahan Naipamamalas ang pag- unawa sa kahalagahan ng pagkakaroon ng sariling kapayapaan (inner peace) Naisasabuhay ang pagkamabuting tao na may positibong pananaw bilang patunay sa pag- unlad ng ispiritwalidad 12. Napatutunayan na nagpapaunlad ng pagkatao ang ispiritwalidad. Hal. pagpapaLiwanag na ispiritwalidad ang pagkakaroon ng mabuting pagkatao anuman ang paniniwala; pagkakaroon ng positibong Week 1-2
- 89. 89 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code para sa pakikitungo sa iba pananaw, pag-asa, at pagmamahal sa kapwa at Diyos Grade Level: Grade 7 Subject: Edukasyon sa Pagpapakatao (EsP) Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 Code 1 Naipamamalas ng mag- aaral ang pag-unawa sa mga inaasahang kakayahan at kilos sa panahon ng pagdadalaga/pagbibinata, talento at kakayahan, hilig, at mga tungkulin sa panahon ng pagdadalaga/pagbibinata Naisasagawa ng mag-aaral ang mga angkop na hakbang sa paglinang ng limang inaasahang kakayahan at kilos1 (developmental tasks) sa panahon ng pagdadalaga / pagbibinata. Natutukoy ang mga pagbabago sa kanyang sarili mula sa gulang na 8 o 9 hanggang sa kasalukuyan sa aspetong: a. Pagtatamo ng bago at ganap na pakikipag- ugnayan (more mature relations) sa mga kasing edad (Pakikipagkaibigan) b. Pagtanggap ng papel o gampanin sa lipunan c. Pagtanggap sa mga pagbabago sa katawan at Week 1 EsP7PS-Ia-1.1
- 90. 90 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 Code paglalapat ng tamang pamamahala sa mga ito d. Pagnanais at pagtatamo ng mapanagutang asal sa pakikipagkapwa/ sa lipunan e. Pagkakaroon ng kakayahang makagawa ng maingat na pagpapasya f. Pagkilala ng tungkulin sa bawat gampanin bilang nagdadalaga / nagbibinata 1 Natatanggap ang mga pagbabagong nagaganap sa sarili sa panahon ng pagdadalaga/pagbibinata EsP7PS-Ia-1.2 NaipaliLiwanag na ang paglinang ng mga angkop na inaasahang kakayahan at kilos (developmental tasks) sa panahon ng pagdadalaga / pagbibinata ay nakatutulong sa: a. pagkakaroon ng tiwala sa sarili, at Week 2 EsP7PS-Ib-1.3
- 91. 91 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 Code b. paghahanda sa limang inaasahang kakayahan at kilos na nasa mataas na antas (phase) ng pagdadalaga/pagbibinata (middle and late adoscence): (paghahanda sa paghahanapbuhay, paghahanda sa pag-aasawa / pagpapamilya, at pagkakaroon ng mga pagpapahalagang gabay sa mabuting asal), at pagiging mabuti at mapanagutang tao pag-unawa ng kabataan sa kanyang mga tungkulin sa sarili, bilang anak, kapatid, mag-aaral, mamamayan, mananampalataya, kosyumer ng media at bilang tagapangalaga ng kalikasan ay isang paraan upang maging mapanagutan bilang paghahanda sa susunod na yugto ng buhay 1 1.4. Naisasagawa ang mga angkop na hakbang sa paglinang ng limang inaasahang kakayahan at kilos (developmental tasks) sa EsP7PS-Ib-1.4
- 92. 92 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 Code panahon ng pagdadalaga / pagbibinata 1 Naipamamalas ng mag- aaral ang pag-unawa sa talento at kakayahan Naisasagawa ng mag-aaral ang mga gawaing angkop sa pagpapaunlad ng kanyang mga talento at kakayahan Natutukoy ang kanyang mga talento at kakayahan Week 3 EsP7PS-Ic-2.1 Natutukoy ang mga aspekto ng sarili kung saan kulang siya ng tiwala sa sarili at nakikilala ang mga paraan kung paano lalampasan ang mga ito EsP7PS-Ic-2.2 Napatutunayan na ang pagtuklas at pagpapaunlad ng mga angking talento at kakayahan ay mahalaga sapagkat ang mga ito ay mga kaloob na kung pauunlarin ay makahuhubog ng sarili tungo sa pagkakaroon ng tiwala sa sarili, paglampas sa mga kahinaan, pagtupad ng mga tungkulin, at paglilingkod sa pamayanan Week 4 EsP7PS-Id-2.3 Naisasagawa ang mga gawaing angkop sa pagpapaunlad ng sariling mga talento at kakayahan EsP7PS-Id-2.4 1 Naipamamalas ng mag- aaral ang pag-unawa sa mga hilig Naisasagawa ng mag-aaral ang mga gawaing angkop para sa pagpapaunlad ng kanyang mga hilig Natutukoy ang kaugnayan ng pagpapaunlad ng mga hilig sa pagpili ng kursong akademiko o teknikal- bokasyonal, negosyo o hanapbuhay Week 5 EsP7PS-Ie-3.1
- 93. 93 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 Code 1 Nakasusuri ng mga sariling hilig ayon sa larangan at tuon ng mga ito EsP7PS-Ie-3.2 NaipaliLiwanag na ang pagpapaunlad ng mga hilig ay makatutulong sa pagtupad ng mga tungkulin, paghahanda tungo sa pagpili ng propesyon, kursong akademiko o teknikal-bokasyonal, negosyo o hanapbuhay, pagtulong sa kapwa at paglilingkod sa pamayanan Week 6 EsP7PS-If-3.3 Naisasagawa ang mga gawaing angkop sa pagpapaunlad ng kanyang mga hilig EsP7PS-If-3.4 2 Naipamamalas ng mag- aaral ang pag-unawa sa isip at kilos-loob. Nakagagawa ng angkop na pagpapasiya tungo sa katotohanan at kabutihan gamit ang isip at kilos-loob Natutukoy ang mga katangian, gamit at tunguhin ng isip at kilos-loob Week 1 EsP7PS-IIa-5.1 Nasusuri ang isang pasyang ginawa batay sa gamit at tunguhin ng isip at kilos-loob EsP7PS-IIa-5.2 NaipaliLiwanag na ang isip at kilos- loob ang nagpapabukod-tangi sa tao, kaya ang kanyang mga pagpapasiya ay dapat patungo sa katotohanan at kabutihan Week 2 EsP7PS-IIb-5.3 Naisasagawa ang pagbuo ng angkop na pagpapasiya tungo sa EsP7PS-IIb-5.4
- 94. 94 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 Code katotohanan at kabutihan gamit ang isip at kilos-loob 2 Naipamamalas ng mag- aaralang pag-unawa sa kaugnayan ng konsiyensiya sa Likas na Batas Moral. Naisasagawa ng mag-aaral ang paglalapat ng wastong paraan upang itama ang mga maling pasiya o kilos bilang kabataan batay sa tamang konsiyensiya. Nakikilala na natatangi sa tao ang Likas na Batas Moral dahil ang pagtungo sa kabutihan ay may kamalayan at kalayaan. Ang unang prinsipyo nito ay likas sa tao na dapat gawin ang mabuti at iwasan ang masama. Week 3 EsP7PS-IIc-6.1 Nailalapat ang wastong paraan upang baguhin ang mga pasya at kilos na taliwas sa unang prinsipyo ng Likas na Batas Moral EsP7PS-IIc-6.2 Nahihinuha na nalalaman agad ng tao ang mabuti at masama sa kongkretong sitwasyon batay sa sinasabi ng konsiyensiya. Ito ang Likas na Batas Moral na itinanim ng Diyos sa isip at puso ng tao. Week 4 EsP7PS-IId-6.3 Nakabubuo ng tamang pangangatwiran batay sa Likas na Batas Moral upang magkaroon ng angkop na pagpapasiya at kilos araw-araw EsP7PS-IId-6.4 2 Naisasagawa ng mag-aaral ang pagbuo ng mga hakbang upang baguhin o Nakikilala ang mga indikasyon / palatandaan ng pagkakaroon o kawalan ng kalayaan Week 5 EsP7PT-IIe-7.1
- 95. 95 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 Code Naipamamalas ng mag- aaral ang pag-unawa sa kalayaan. paunlarin ang kaniyang paggamit ng kalayaan. Nasusuri kung nakikita sa mga gawi ng kabataan ang kalayaan EsP7PT-IIe-7.2 Nahihinuha na likas sa tao ang malayang pagpili sa mabuti o sa masama; ngunit ang kalayaan ay may kakambal na pananagutan para sa kabutihan Week 6 EsP7PT-IIf-7.3 Naisasagawa ang pagbuo ng mga hakbang upang baguhin o paunlarin ang kaniyang paggamit ng kalayaan EsP7PT-IIf-7.4 2 Naipamamalas ng mag- aaral ang pag-unawa sa dignidad ng tao. Naisasagawa ng mag-aaral ang mga konkretong paraan upang ipakita ang paggalang at pagmamalasakit sa mga taong kapus-palad o higit na nangangailangan. Nakikilala na may dignidad ang bawat tao anoman ang kanyang kalagayang panlipunan, kulay, lahi, edukasyon, relihiyon at iba pa Week 7 EsP7PT-IIg-8.1 Nakabubuo ng mga paraan upang mahalin ang sarili at kapwa na may pagpapahalaga sa dignidad ng tao EsP7PT-IIg-8.2 Napatutunayan na ang a. paggalang sa dignidad ng tao ay ang nagsisilbing daan upang mahalin ang kapwa tulad ng pagmamahal sa sarili at b. ang paggalang sa dignidad ng tao ay nagmumula sa pagiging pantay at magkapareho nilang tao Week 8 EsP7PT-IIh-8.3
- 96. 96 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 Code Naisasagawa ang mga konkretong paraan upang ipakita ang paggalang at pagmamalasakit sa mga taong kapus-palad o higit na nangangailangan kaysa sa kanila EsP7PT-IIh-8.4 3 Naipamamalas ng mag- aaral ang pag-unawa sa pagpapahalaga at birtud Naisasagawa ng mag-aaral ang pagsasabuhay ng mga pagpapahalaga at birtud na magpapaunlad ng kanyang buhay bilang nagdadalaga/nagbibinata Nakikilala ang pagkakaiba at pagkakaugnay ng birtud at pagpapahalaga Week 1 EsP7PB-IIIa-9.1 Natutukoy a. ang mga birtud at pagpapahalaga na isasabuhay at b. ang mga tiyak na kilos na ilalapat sa pagsasabuhay ng mga ito EsP7PB-IIIa-9.2 Napatutunayan na ang paulit-ulit na pagsasabuhay ng mga mabuting gawi batay sa mga moral na pagpapahalaga ay patungo sa paghubog ng mga birtud (acquired virtues) Week 2 EsP7PB-IIIb-9.3 Naisasagawa ang pagsasabuhay ng mga pagpapahalaga at birtud na magpapaunlad ng kanyang buhay bilang nagdadalaga/ nagbibinata EsP7PB-IIIb-9.4
- 97. 97 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 Code 3 Naipamamalas ng mag- aaral ang pag-unawa sa hirarkiya ng mga pagpapahalaga. Naisasagawa ng mag-aaral ang paglalapat ng mga tiyak na hakbang upang mapataas ang antas ng kaniyang mga pagpapahalaga. Natutukoy ang iba’t ibang antas ng pagpapahalaga at ang mga halimbawa ng mga ito Week 3 EsP7PB-IIIc-10.1 Nakagagawa ng hagdan ng sariling pagpapahalaga batay sa Hirarkiya ng mga Pagpapahalaga ni Max Scheler EsP7PB-IIIc-10.2 Napatutunayang ang piniling uri ng pagpapahalaga batay sa hirarkiya ng mga pagpapahalaga ay gabay sa makatotohanang pag-unlad ng ating pagkatao Week 4 EsP7PB-IIId-10.3 Naisasagawa ang paglalapat ng mga tiyak na hakbang upang mapataas ang antas ng kaniyang mga pagpapahalaga EsP7PB-IIId-10.4 3 Naipamamalas ng mag- aaral ang pag-unawa sa kahalagahan ng pag-aaral bilang paghahanda para sa pagnenegosyo at paghahanapbuhay. Naisasagawa ng mag-aaral ang plano ng paghahanda para sa minimithing kursong akademiko o teknikal-bokasyonal, negosyo o hanapbuhay batay sa pamantayan sa pagbuo ng Career Plan. Nakikilala na ang mga pangarap ang batayan ng mga pagpupunyagi tungo sa makabuluhan at maligayang buhay, sa mga aspetong: a. personal na salik na kailangang paunlarin kaugnay ng pagpaplano ng kursong akademiko o teknikal-bokasyonal, negosyo o hanapbuhay b. pagkilala sa mga (a) mga kahalagahan ng pag-aaral bilang paghahanda sa Week 5 EsP7PB-IVa-13.1
- 98. 98 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 Code pagnenegosyo at paghahanapbuhay at ang (b) mga hakbang sa paggawa ng Career Plan Nakapagtatakda ng malinaw at makatotohanang mithiin upang magkaroon ng tamang direksyon sa buhay at matupad ang mga pangarap, maging ang pagsaalang- alang sa mga: a. sariling kalakasan at kahinaan at pagbalangkas ng mga hakbang upang magamit ang mga kalakasan sa ikabubuti at malagpasan ang mga kahinaan b. pagtanggap ng kawalan o kakulangan sa mga personal na salik na kailangan sa pinaplanong kursong akademiko o teknikal- bokasyonal, negosyo o hanapbuhay EsP7PB-IVa-13.2 Naipaliliwanag na mahalaga ang a. pagtatakda ng malinaw at makatotohanang mithiin ay nagsisilbing gabay sa tamang pagpapasiya upang Week 6 EsP7PB-IVb-13.3
- 99. 99 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 Code magkaroon ng tamang direksyon sa buhay at matupad ang mga pangarap b. pagtutugma ng mga personal na salik at mga kailanganin (requirements) sa pinaplanong kursong akademiko o teknikal- bokasyonal, sining o isports, negosyo o hanapbuhay upang magkaroon ng makabuluhang negosyo o hanapbuhay, maging produktibo at makibahagi sa pag-unlad ng ekonomiya ng bansa c. pag-aaral ay naglilinang ng mga kasanayan, pagpapahalaga, talento at mga kakayahang makatutulong, sa pagtatagumpay sa pinaplanong buhay, negosyo o hanapbuhay Naisasagawa ang paglalapat ng pansariling plano sa pagtupad ng mga minimithing kursong akademiko o teknikal-bokasyonal, negosyo o hanapbuhay batay sa pamantayan sa EsP7PB-IVb-13.4
- 100. 100 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 Code pagbuo ng Career Plan gamit ang Goal Setting at Action Planning Chart 4 Naipamamalas ng mag- aaral ang pag-unawa sa mabuting pagpapasiya Naisasagawa ng mag-aaral ang pagbuo ng Personal na Pahayag ng Misyon sa Buhay (Personal Mission Statement) batay sa mga hakbang sa mabuting pagpapasiya. NaipaliLiwanag ang kahalagahan ng makabuluhang pagpapasiya sa uri ng buhay Week 1 EsP7PB-IVc-14.1 Nasusuri ang ginawang Personal na Pahayag ng Misyon sa Buhay kung ito ay may pagsasaalang-alang sa tama at matuwid na pagpapasiya EsP7PB-IVc-14.2 Nahihinuha na ang pagbuo ng Personal na Pahayag ng Misyon sa Buhay ay gabay sa tamang pagpapasiya upang magkaroon ng tamang direksyon sa buhay at matupad ang mga pangarap Week 2 EsP7PB-IVd-14.3 Naisasagawa ang pagbuo ng Personal na Pahayag ng Misyon sa Buhay batay sa mga hakbang sa mabuting pagpapasiya EsP7PB-IVd-14.4 Grade Level: Grade 8 Subject: Edukasyon sa Pagpapakatao Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 1 Naipamamalas ng mag- aaral ang pag-unawa sa Naisasagawa ng mag- aaral ang mga angkop 1.1 Natutukoy ang mga gawain o karanasan sa sariling pamilya na kapupulutan ng Week 1 EsP8PBIa-1.1
- 101. 101 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code pamilya bilang natural na institusyon ng lipunan. na kilos tungo sa pagpapatatag ng pagmamahalan at pagtutulungan sa sariling pamilya. aral o may positibong impluwensya sa sarili 1.2 Nasusuri ang pag-iral ng pagmamahalan, pagtutulungan at pananampalataya sa isang pamilyang nakasama, naobserbahan o napanood EsP8PBIa-1.2 1.3 Napatutunayan kung bakit ang pamilya ay natural na institusyon ng pagmamahalan at pagtutulungan na nakatutulong sa pagpapaunlad ng sarili tungo sa makabuluhang pakikipagkapwa Week 2 EsP8PBIb-1.3 1.4 Naisasagawa ang mga angkop na kilos tungo sa pagpapatatag ng pagmamahalan at pagtutulungan sa sariling pamilya EsP8PBIb-1.4 1 Naipamamalas ng mag- aaral ang pag-unawa sa misyon ng pamilya sa pagbibigay ng edukasyon, paggabay sa pagpapasya at paghubog ng pananampalataya. Naisasagawa ang mga angkop na kilos tungo sa pagpapaunlad ng mga gawi sa pag-aaral at pagsasabuhay ng pananampalataya sa pamilya a. Nakikilala ang mga gawi o karanasan sa sariling pamilya na nagpapakita ng pagbibigay ng edukasyon, paggabay sa pagpapasya at paghubog ng pananampalataya Week 3 EsP8PBIc-2.1 b. Nasusuri ang mga banta sa pamilyang Pilipino sa pagbibigay ng edukasyon, paggabay sa pagpapasya at paghubog ng pananampalataya EsP8PBIc-2.2 2.3 Naipaliliwanag na: a. Bukod sa paglalang, may pananagutan ang mga magulang na bigyan ng maayos na edukasyon ang kanilang mga anak, gabayan sa Week 4 EsP8PBId-2.3
- 102. 102 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code pagpapasya at hubugin sa pananampalataya. b. Ang karapatan at tungkulin ng mga magulang na magbigay ng edukasyon ang bukod-tangi at pinakamahalagang gampanin ng mga magulang. c. Naisasagawa ang mga angkop na kilos tungo sa pagpapaunlad ng mga gawi sa pag-aaral at pagsasabuhay ng pananampalataya sa pamilya EsP8PBId-2.4 1 Naipamamalas ng mag- aaral ang pag-unawa sa kahalagahan ng komunikasyon sa pamilya. Naisasagawa ng mag- aaral ang mga angkop na kilos tungo sa pagkakaroon at pagpapaunlad ng komunikasyon sa pamilya 3.1 Natutukoy ang mga gawain o karanasan sa sariling pamilya o pamilyang nakasama, naobserbahan o napanood na nagpapatunay ng pagkakaroon o kawalan ng bukas na komunikasyon Week 5 EsP8PBIe-3.1 3.2 Nabibigyang-puna ang uri ng komunikasyon na umiiralsa isang pamilyang nakasama, naobserbahan o napanood EsP8PBIe-3.2 3.3. Nahihinuha na: a. Ang bukas na komunikasyon sa pagitan ng mga magulang at mga anak ay nagbibigay-daan sa mabuting ugnayan ng pamilya sa kapwa. b. Ang pag-unawa at pagiging sensitibo sa pasalita, di-pasalita at virtual na uri ng komunikasyon ay nakapagpapaunlad ng pakikipagkapwa. Week 6 EsP8PBIf-3.3
- 103. 103 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code c. Ang pag-unawa sa limang antas ng komunikasyon ay makatutulong sa angkop at maayos na pakikipag- ugnayan sa kapwa. 3.4 Naisasagawa ang mga angkop na kilos tungo sa pagkakaroon at pagpapaunlad ng komunikasyon sa pamilya EsP8PBIf-3.4 1 Naipamamalas ng mag- aaral ang pag-unawa sa papel ng pamilya sa pamayanan. Naisasagawa ng mag- aaral ang isang gawaing angkop sa panlipunan at pampulitikal na papel ng pamilya. 4.1. Natutukoy ang mga gawain o karanasan sa sariling pamilya na nagpapakita ng pagtulong sa kapitbahay o pamayanan (papel na panlipunan) at pagbabantay sa mga batas at institusyong panlipunan (papel na pampulitikal) Week 7 EsP8PBIg-4.1 4.2. Nasusuri ang isang halimbawa ng pamilyang ginagampanan ang panlipunan at pampulitikal na papel nito EsP8PBIg-4.2 4.3. Nahihinuha na may pananagutan ang pamilya sa pagbuo ng mapagmahal na pamayanan sa pamamagitan ng pagtulong sa kapitbahay o pamayanan (papel na panlipunan) at pagbabantay sa mga batas at institusyong panlipunan (papel na pampolitikal) Week 8 EsP8PBIh-4.3 4.4. Naisasagawa ang isang gawaing angkop sa panlipunan at pampulitikal na papel ng pamilya EsP8PBIh-4.4 2 Naipamamalas ng mag- aaral ang pag-unawa sa Naisasagawa ng mag- aaral ang isang pangkatang gawaing Natutukoy ang mga taong itinuturing niyang kapwa 1 Week EsP8PIIa-5.1 Nasusuri ang mga impluwensya ng EsP8PIIa-5.2
- 104. 104 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code konsepto ng pakikipagkapwa. tutugon sa pangangailangan ng mga mag-aaral o kabataan sa paaralan o pamayanan. kanyang kapwa sa kanya sa aspektong intelektwal, panlipunan, pangkabuhayan, at pulitikal Nahihinuha na: a. Ang tao ay likas na panlipunang nilalang, kaya’t nakikipag- ugnayan siya sa kanyang kapwa upang malinang siya sa aspektong intelektwal, panlipunan, pangkabuhayan, at politikal. b. Ang birtud ng katarungan (justice) at pagmamahal (charity) ay kailangan sa pagpapatatag ng pakikipagkapwa. b. Ang pagiging ganap niyang tao ay matatamo sa paglilingkod sa kapwa - ang tunay na indikasyon ng pagmamahal. Week 2 EsP8PIIb-5.3 Naisasagawa ang isang gawaing tutugon sa pangangailangan ng mga mag-aaral o kabataan sa paaralan o pamayanan sa aspektong intelektwal, panlipunan, pangkabuhayan, o pulitikal EsP8PIIb-5.4 2 Naipamamalas ng mag- aaral ang pag-unawa sa pakikipagkaibigan. Naisasagawa ng mag- aaral ang mga angkop na kilos upang mapaunlad ang pakikipagkaibigan (hal.: pagpapatawad). 6.1 Natutukoy ang mga taong itinuturing niyang kaibigan at ang mga natutuhan niya mula sa mga ito Week 3 EsP8PIIc-6.1 6.2. Nasusuri ang kanyang mga pakikipagkaibigan batay sa tatlong uri ng EsP8PIIc-6.2
- 105. 105 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code pakikipagkaibigan ayon kay Aristotle 6.3 Nahihinuha na: a. Ang pakikipagkaibigan ay nakatutulong sa paghubog ng matatag na pagkakakilanlan at pakikisalamuha sa lipunan. b. Maraming kabutihang naidudulot ang pagpapanatili ng mabuting pakikipagkaibigan: ang pagpapaunlad ng pagkatao at pakikipagkapwa at pagtatamo ng mapayapang lipunan/pamayanan. c. Ang pagpapatawad ay palatandaan ng pakikipagkaibigang batay sa kabutihan at pagmamahal. Nakatutulong ito sa pagtamo ng integrasyong pansarili at pagpapaunlad ng pakikipagkapwa. Week 4 EsP8PIId-6.3 Naisasagawa ang mga angkop na kilos upang mapaunlad ang pakikipagkaibigan (hal.: pagpapatawad) EsP8PIId-6.4 2 Naipamamalas ng mag- aaral ang pag-unawa sa mga konsepto tungkol sa emosyon. Naisasagawa ng mag- aaral ang mga angkop na kilos upang mapamahalaanan ang kanyang emosyon Natutukoy ang magiging epekto sa kilos at pagpapasiya ng wasto at hindi wastong pamamahala ng pangunahing emosyon Week 5 EsP8PIIe-7.1 Nasusuri kung paano naiimpluwensyahan ng isang emosyon ang pagpapasiya sa isang sitwasyon na may krisis, suliranin o pagkalito EsP8PIIe-7.2
- 106. 106 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code Napangangatwiranan na: a. Ang pamamahala ng emosyon sa pamamagitan ng pagtataglay ng mga birtud ay nakatutulong sa pagpapaunlad ng sarili at pakikipagkapwa. b. Ang katatagan (fortitude) at kahinahunan (prudence) ay nakatutulong upang harapin ang matinding pagkamuhi, matinding kalungkutan, takot at galit. Week 6 EsP8PIIf- 7.3 Naisasagawa ang mga angkop na kilos upang mapamahalaan nang wasto ang emosyon EsP8PIIf-7.4 2 Naipamamalas ng mag- aaral ang pag-unawa sa mga konsepto sa pagiging mapanagutang lider at tagasunod Naisasagawa ng mag- aaral ang mga angkop na kilos upang mapaunlad ang kakayahang maging mapanagutang lider at tagasunod. Natutukoy ang kahalagahan ng pagiging mapanagutang lider at tagasunod Week 7 EsP8PIIg-8.1 Nasusuri ang katangian ng mapanagutang lider at tagasunod na nakasama, naobserbahan o napanood EsP8PIIg-8.2 Nahihinuha na ang pagganap ng tao sa kanyang gampanin bilang lider at tagasunod ay nakatutulong sa pagpapaunlad ng sarili tungo sa mapanagutang pakikipag-ugnayan sa kapwa at makabuluhang buhay sa lipunan Week 8 EsP8PIIh-8.3 Naisasagawa ang mga angkop na kilos upang mapaunlad ang kakayahang maging mapanagutang lider at tagasunod EsP8PIIh-8.4 3 Naipamamalas ng mag- aaral ang pag-unawa sa mga konsepto tungkol sa pasasalamat. Naisasagawa ng mag- aaral ang mga angkop na kilos sa isang Natutukoy ang mga biyayang Natatanggap mula sa kabutihang-loobng kapwa at mga paraan ng pagpapakita ng pasasalamat Week 1 EsP8PBIIIa-9.1 Nasusuri ang mga halimbawa o EsP8PBIIIa-9.2
- 107. 107 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code pangkatang gawain ng pasasalamat. sitwasyon na nagpapakita ng pasasalamat o kawalan nito Napatutunayan na ang pagiginig mapagpasalamat ay ang pagkilala na ang maraming bagay na napapasaiyo at malaking bahagi ng iyong pagkatao ay nagmula sa kapwa, na sa kahuli-hulihan ay biyaya ng Diyos. Kabaligtaran ito ng Entitlement Mentality, isang paniniwala o pag-iisip na anomang inaasam mo ay karapatan mo na dapat bigyan ng dagliang pansin. Hindi naglalayong bayaran o palitan ang kabutihan ng kapwa kundi gawin sa iba ang kabutihang ginawa sa iyo. Week 2 EsP8PBIIIb-9.3 Naisasagawa ang mga angkop na kilos at pasasalamat EsP8PBIIIb-9.4 3 Naipamamalas ng mag- aaral ang pag-unawa sa pagsunod at paggalang sa magulang, nakatatanda at may awtoridad. Naisasagawa ng mag- aaral ang mga angkop na kilos ng pagsunod at paggalang sa magulang, nakatatanda at may awtoridad at nakaiimpluwensya sa kapwa kabataan na maipamalas ang mga ito. Nakikilala ang: a. mga paraan ng pagpapakita ng paggalang na ginagabayan ng katarungan at pagmamahal b. bunga ng hindi pagpapamalas ng pagsunod at paggalang sa magulang, nakatatanda at may awtoridad Week 3 EsP8PBIIIc-10.1 Nasusuri ang mga umiiral na paglabag sa paggalang sa magulang, nakatatanda at may awtoridad EsP8PBIIIc-10.2 10.3 Nahihinuha na dapat gawin ang pagsunod at paggalang sa mga magulang, nakatatanda at may awtoridad dahil sa pagmamahal, sa malalim na pananagutan at sa pagkilala sa kanilang awtoridad na hubugin, bantayan at paunlarin ang mga pagpapahalaga ng kabataan Week 4 EsP8PBIIId-10.3
- 108. 108 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 10.4 Naisasagawa ang mga angkop na kilos ng pagsunod at paggalang sa mga magulang, nakatatanda at may awtoridad at nakaiimpluwensiya sa kapwa kabataan na maipamalas ang mga ito EsP8PBIIId-10.4 4 Naipamamalas ng mag- aaral ang pag-unawa sa katapatan sa salita at gawa. Naisasagawa ng mag- aaral ang mga angkop na kilos sa pagsasabuhay ng katapatan sa salita at gawa. 12.1 Nakikilala ang a. kahalagahan ng katapatan, b. mga paraan ng pagpapakita ng katapatan, at c. bunga ng hindi pagpapamalas ng katapatan Week 1 EsP8PBIIIg-12.1 12.2 Nasusuri ang mga umiiral na paglabag ng mga kabataan sa katapatan EsP8PBIIIg-12.2 12.3 Naipaliliwanag na: Ang pagiging tapat sa salita at gawa ay pagpapatunay ng pagkakaroon ng komitment sa katotohanan at ng mabuti/matatag na konsensya. May layunin itong maibigay sa kapwa ang nararapat para sa kanya, gabay ang diwa ng pagmamahal. Week 2 EsP8PBIIIh-12.3 12.4 Naisasagawa ang mga mga angkop na kilos sa pagsasabuhay ng katapatan sa salita at gawa EsP8PBIIIh-12.4 4 Naipamamalas ng mag- aaral ang pag-unawa sa mga konsepto sa sekswalidad ng Tao. Naisasagawa ng mag- aaral ang tamang kilos tungo sa paghahanda sa susunod na yugto ng buhay bilang nagdadalaga at nagbibinata at sa pagtupad niya ng 13.1 Natutukoy ang tamang pagpaqpakahulugan sa sekswalidad Week 3 EsP8IPIVa-13.1 13.2 Nasusuri ang ilang napapanahong isyu ayon sa tamang pananaw sa sekswalidad EsP8IPIVa-13.2 13.3 Nahihinuha na: Ang pagkakaroon ng tamang pananaw sa sekswalidad ay mahalaga para sa Week 4 EsP8IPIVb-13.3
- 109. 109 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code kanyang bokasyon na magmahal. paghahanda sa susunod na yugto ng buhay ng isang nagdadalaga at nagbibinata at sa pagtupad niya sa kanyang bokasyon na magmahal. 13.4 Naisasagawa ang tamang kilos tungo sa paghahanda sa susunod na yugto ng buhay bilang nagdadalaga at nagbibinata at sa pagtupad niya ng kanyang bokasyon na magmahal EsP8IPIVb-13.4 4 Naipamamalas ng mag- aaral ang pag-unawa sa mga karahasan sa paaralan. Naisasagawa ng mag- aaral ang mga angkop na kilos upang maiwasan at matugunan ang mga karahasan sa kanyang paaralan. 14.1 Nakikilala ang mga uri, sanhi at epekto ng mga umiiral na karahasan sa paaralan Week 5 EsP8IPIVc-14.1 14.2 Nasusuri ang mga aspekto ng pagmamahal sa sarili at kapwa na kailangan upang maiwasan at matugunan ang karahasan sa paaralan EsP8IPIVc-14.2 14.3 Naipaliliwanag na: a. Ang pag-iwas sa anomang uri ng karahasan sa paaralan (tulad ng pagsali sa fraternity at gang at pambubulas) at ang aktibong pakikisangkot upang masupil ito ay patunay ng pagmamahal sa sarili at kapwa at paggalang sa buhay. Ang pagmamahal na ito sa kapwa ay may kaakibat na katarungan – ang pagbibigay sa kapwa ng nararapat sa kanya (ang kanyang dignidad bilang tao). b. May tungkulin ang tao kaugnay sa buhay- ang ingatan ang kanyang sarili at umiwas sa kamatayan o Week 6 EsP8IPIVd-14.3
- 110. 110 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code sitwasyong maglalagay sa kanya sa panganib. Kung minamahal niya ang kanyang kapwa tulad ng sarili, iingatan din niya ang buhay nito. 14.4 Naisasagawa ang mga angkop na kilos upang maiwasan at masupil ang mga karahasan sa kanyang paaralan EsP8IPIVd-14.4 Grade Level: Grade 9 Subject: Edukasyon sa Pagpapakatao Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 1 Naipamamalas ng mag-aaral ang pag- unawa sa lipunan at layunin nito (ang kabutihang panlahat). Naisasagawa ng mag- aaral ang isang proyekto na makatutulong sa isang pamayanan o sektor sa pangangailangang pangkabuhayan, pangkultural, at pangkapayapaan. Natutukoy ang mga elemento ng kabutihang panlahat Week 1 EsP9PL-Ia-1.1 Nakapagsusuri ng mga halimbawa ng pagsasaalang-alang sa kabutihang panlahat sa pamilya, paaralan, pamayanan o lipunan EsP9PL-Ia-1.2 Napangangatwiranan na ang pagsisikap ng bawat tao na makamit at mapanatili ang kabutihang panlahat sa pamamagitan ng pagsasabuhay ng moral na pagpapahalaga ay mga puwersang magpapatatag sa lipunan Week 2 EsP9PL-Ib-1.3 Naisasagawa ang isang proyekto na makatutulong sa isang pamayanan o sektor sa pangangailangang pangkabuhayan, pangkultural, at pangkapayapaan. EsP9PL-Ib-1.4 1 Naipamamalas ng mag-aaral ang pag- unawa kung bakit may lipunang pulitikal at ang Nakapagtataya o nakapaghuhusga ang mag-aaral kung ang Prinsipyo ng Subsidiarity at Pagkakaisa ay umiiral o Naipaliliwanag ang: a. dahilan kung bakit may lipunang pulitikal b. Prinsipyo ng Subsidiarity c. Prinsipyo ng Pagkakaisa Week 3 EsP9PL-Ic-2.1
- 111. 111 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code Prinsipyo ng Subsidiarity at Pagkakaisa nilalabag sa pamilya, paaralan, baranggay/pamayanan, at lipunan/bansa gamit ang case study. Natataya ang pag-iral o kawalan sa pamilya, paaralan, baranggay, pamayanan, o lipunan/bansa ng: a. Prinsipyo ng Subsidiarity b. Prinsipyo ng Pagkakaisa EsP9PL-Ic-2.2 Napatutunayan na: a. May mga pangangailangan ang tao na hindi niya makakamtan bilang indibidwal na makakamit niya lamang sa pamahalaan o organisadong pangkat tulad ng mga pangangailangang pangkabuhayan, pangkultural, at pangkapayapaan. b. Kung umiiral ang Prinsipyo ng Subsidiarity, mapananatili ang pagkukusa, kalayaan at pananagutan ng pamayanan o pangkat na nasa mababang antas at maisasaalang-alang ang dignidad ng bawat kasapi ng pamayanan. c. Kailangan ang pakikibahagi ng bawat tao sa mga pagsisikap na mapabuti ang uri ng pamumuhay sa lipunan/bansa, lalo na sa pag-angat ng kahirapan, dahil nakasalalay ang kaniyang pag-unlad sa pag-unlad ng lipunan (Prinsipyo ng Pagkakaisa). Week 4 EsP9PL-Id-2.3 Nakapagtataya o nakapaghuhusga kung umiiral ang Prinsipyo ng Subsidiarity at Pagkakaisa ay umiiral o nilalabag sa pamilya, paaralan, pamayanan (baranggay), at lipunan/bansa EsP9PL-Id-2.4 1 Naipamamalas ng mag-aaral ang pag- unawa sa lipunang ekonomiya. Nakatataya ang mag- aaral ng lipunang ekonomiya sa isang baranggay/pamayanan, at lipunan/bansa gamit Nakikilala ang mga katangian ng mabuting ekonomiya Week 5 EsP9PL-Ie-3.1 Nakapagsusuri ng maidudulot ng magandang ekonomiya EsP9PL-Ie-3.2 Napatutunayan na: Week 6 EsP9PL-If-3.3
- 112. 112 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code ang dokumentaryo o photo/video journal (hal.YouScoop). a. Ang mabuting ekonomiya ay iyong napauunlad ang lahat – walang taong sobrang mayaman at maraming mahirap. b. Ang ekonomiya ay hindi para lamang sa sariling pag-unlad kundi sa pag-unlad ng lahat. Nakatataya ng lipunang ekonomiya sa isang baranggay/pamayanan, at lipunan/bansa gamit ang dokumentaryo o photo/video journal (hal.YouScoop) EsP9PL-If-3.4 1 Naipamamalas ng mag-aaral ang pag- unawa sa Lipunang Sibil (Civil Society), Media at Simbahan. Natataya ng mag-aaral ang adbokasiya ng iba’t ibang lipunang sibil batay sa kontribusyon ng mga ito sa katarungang panlipunan, pang- ekonomiyang pag-unlad (economic viability), pakikilahok ng mamamayan, pangangalaga ng kapaligiran, kapayapaan, pagkakapantay ng kababaihan at kalalakihan (gender equality) o ispiritwalidad (mga pagpapahalagang kailangan sa isang sustainable society). Natutukoy ang mga halimbawa ng lipunang sibil at ang kani-kaniyang papel na ginagampanan ng mga ito upang makamit ang kabutihang panlahat Week 7 EsP9PL-Ig-4.1 Nasusuri ang mga adhikaing nagbubunsod sa mga lipunang sibil upang kumilos tungo sa kabutihang panlahat EsP9PL-Ig-4.2 Nahihinuha na : a. Ang layunin ng Lipunang Sibil, ang likas-kayang pag-unlad, ay isang ulirang lipunan na pinagkakaisa ang mga panlipunang pagpapahalaga tulad ng katarungang panlipunan, pang-ekonomiyang pag-unlad (economic viability), pakikilahok ng mamamayan, pangangalaga ng kapaligiran, kapayapaan, pagkakapantay ng kababaihan at kalalakihan (gender equality) at ispiritwalidad. Week 8 EsP9PL-Ih-4.3
- 113. 113 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code b. Ang layunin ng media ay ang pagpapalutang ng katotohanang kailangan ng mga mamamayan sa pagpapasya. c. Sa tulong ng simbahan, nabibigyan ng mas mataas na antas ng katuturan ang mga materyal na pangangailangan na tinatamasa natin sa tulong ng estado at sariling pagkukusa. Natataya ang adbokasiya ng iba’t ibang lipunang sibil batay sa kontribusyon ng mga ito sa katarungang panlipunan, pang-ekonomiyang pag-unlad (economic viability), pakikilahok ng mamamayan, pangangalaga ng kapaligiran, kapayapaan, pagkakapantay ng kababaihan at kalalakihan (gender equality) at ispiritwalidad (mga pagpapahalagang kailangan sa isang lipunang sustainable) b. Nakapagsasagawa ng mga pananaliksik sa pamayanan upang matukoy kung may lipunang sibil na kumikilos dito, matukoy ang adbokasiya ng lipunang sibil sa pamayanan, at matasa ang antas ng pagganap nito sa pamayanan EsP9PL-Ih-4.4 2 Naipamamalas ng mag-aaral ang pag- unawa sa mga karapatan at Naisasagawa ng mag- aaral ang mga angkop na kilos upang ituwid ang mga nagawa o naobserbahang paglabag Natutukoy ang mga karapatan at tungkulin ng tao Week 1 EsP9TT-IIa-5.1 Nasusuri ang mga paglabag sa karapatang pantao na umiiral sa pamilya, paaralan, baranggay/pamayanan, o lipunan/bansa EsP9TT-IIa-5.2
- 114. 114 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code tungkulin ng tao sa lipunan sa mga karapatang tao sa pamilya, paaralan, baranggay/pamayanan, o lipunan/bansa Napatutunayan na ang karapatan ay magkakaroon ng tunay na kabuluhan kung gagampanan ng tao ang kanyang tungkulin na kilalanin at unawain, gamit ang kanyang katwiran, ang pagkakapantay-pantay ng dignidad ng lahat ng tao Week 2 EsP9TT-IIb-5.3 Naisasagawa ang mga angkop na kilos upang ituwid ang mga nagawa o naobserbahang paglabag sa mga karapatang-pantao sa pamilya, paaralan, baranggay/pamayanan, o lipunan/bansa EsP9TT-IIb-5.4 2 Naipamamalas ng mag-aaral ang pag- unawa sa mga batas na nakabatay sa Likas na Batas Moral (Natural Law). Nakabubuo ang mag- aaral ng panukala sa isang batas na umiiral tungkol sa mga kabataan tungo sa pagsunod nito sa likas na batas moral. Natutukoy ang mga batas na nakaayon sa Likas na Batas Moral Week 3 EsP9TT-IIc-6.1 Nasusuri ang mga batas na umiiral at panukala tungkol sa mga kabataan batay sa pagsunod ng mga ito sa Likas na Batas Moral EsP9TT-IIc-6.2 Nahihinuha na ang pagsunod sa batas na nakabatay sa Likas na Batas Moral (Natural Law), gumagaratiya sa pagtugon sa pangangailangan ng tao at umaayon sa dignidad ng tao at sa kung ano ang hinihingi ng tamang katwiran, ay mahalaga upang makamit ang kabutihang panlahat Week 4 EsP9TT-IId-6.3 Naipahahayag ang pagsang-ayon o pagtutol sa isang umiiral na batas batay sa pagtugon nito sa kabutihang panlahat EsP9TT-IId-6.4 2 Naipamamalas ng mag-aaral ang pag- unawa sa paggawa bilang tagapagtaguyod ng dignidad ng tao at paglilingkod. Nakabubuo ang mag- aaral ng paglalahat tungkol sa kabutihang naidudulot ng paggawa sa sarili, kapwa/pamilya, at lipunan gamit ang panayam sa mga manggagawang Naipaliliwanag ang kahalagahan ng paggawa bilang tagapagtaguyod ng dignidad ng tao at paglilingkod Week 5 EsP9TT-IIe-7.1
- 115. 115 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code kumakatawan sa taong nangangailangan (marginalized) na nasa iba’t ibang kurso o trabahong teknikal- bokasyonal. Nakapagsusuri kung ang paggawang nasasaksihan sa pamilya, paaralan o baranggay/pamayanan ay nagtataguyod ng dignidad ng tao at paglilingkod EsP9TT-IIe-7.2 Napatutunayan na sa pamamagitan ng paggawa, nakapagpapamalas ang tao ng mga pagpapahalaga na makatutulong upang patuloy na maiangat, bunga ng kanyang paglilingkod, ang antas kultural at moral ng lipunan at makamit niya ang kaganapan ng kanyang pagkatao Week 6 EsP9TT-IIf-7.3 Nakabubuo ng sintesis tungkol sa kabutihang naidudulot ng paggawa gamit ang panayam sa mga manggagawang kumakatawan sa taong nangangailangan (marginalized) na nasa iba’t ibang kurso o trabahong teknikal- bokasyonal EsP9TT-IIf-7.4 2 Naipamamalas ng mag-aaral ang pag- unawa sa kahalagahan ng pakikilahok at bolunterismo sa pag- unlad ng mamamayan at lipunan. Nakalalahok ang mag- aaral ng isang proyekto o gawain para sa baranggay o mga sektor na may partikular na pangangailangan (hal., mga batang may kapansanan o mga matatandang walang kumakalinga). Naiuugnay ang kahalagahan ng pakikilahok at bolunterismo sa pag-unlad ng mamamayan at lipunan Week 7 EsP9TT-IIg-8.1
- 116. 116 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code Nakapagsusuri ng kwentong buhay ng mga taong inilaan ang malaking bahagi ng kanilang buhay para sa pagboboluntaryo Hal. Efren Peñaflorida, greenpeace volunteers atbp. EsP9TT-IIg-8.2 Napatutunayan na: a. Ang pakikilahok at bolunterismo ng bawat mamamayan sa mga gawaing pampamayanan, panlipunan/ pambansa, batay sa kanyang talento, kakayahan, at papel sa lipunan, ay makatutulong sa pagkamit ng kabutihang panlahat b. Bilang obligasyong likas sa dignidad ng tao, ang pakikilahok ay nakakamit sa pagtulong o paggawa sa mga aspekto kung saan mayroon siyang personal na pananagutan Week 8 EsP9TT-IIh-8.3 Nakalalahok sa isang proyekto o gawain sa baranggay o mga sektor na may partikular na pangangailangan, Hal. mga batang may kapansanan o mga matatandang walang kumakalinga EsP9TT-IIh-8.4 3 Naipamamalas ng mag-aaral ang pag- unawa sa konsepto ng katarungang panlipunan. Natutugunan ng mag- aaral ang pangangailangan ng kapwa o pamayanan sa mga angkop na pagkakataon. Nakikilala ang mga palatandaan ng katarungang panlipunan Week 1 EsP9KP-IIIc-9.1 Nakapagsusuri ng mga paglabag sa katarungang panlipunan ng mga tagapamahala at mamamayan EsP9KP-IIIc-9.2 Napatutunayan na may pananagutan ang bawat mamamayan na ibigay sa kapwa ang nararapat sa kanya Week 2 EsP9KP-IIId-9.3
- 117. 117 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code Natutugunan ang pangangailangan ng kapwa o pamayanan sa mga angkop na pagkakataon EsP9KP-IIId-9.4 3 Naipamamalas ng mag-aaral ang kakayahan sa pamamahala ng paggamit ng oras. Natataya ng mag-aaral ang sariling kakayahan sa pamamahala sa oras batay sa pagsasagawa ng mga gawain na nasa kanyang iskedyul ng mga gawain Natutukoy ang mga indikasyon na may kalidad o kagalingan sa paggawa ng isang gawain o produkto kaakibat ang wastong paggamit ng oras para rito Week 3 EsP9KP-IIIa-11.1 Nakabubuo ng mga hakbang upang magkaroon ng kalidad o kagalingan sa paggawa ng isang gawain o produkto kasama na ang pamamahala sa oras na ginugol dito EsP9KP-IIIa-11.2 Naipaliliwanag na kailangan ang kagalingan sa paggawa at paglilingkod na may wastong pamamahala sa oras upang maiangat ang sarili, mapaunlad ang ekonomiya ng bansa at mapasalamatan ang Diyos sa mga talentong Kanyang kaloob Week 4 EsP9KP-IIIb-11.3 Nakapagtatapos ng isang gawain o produkto na mayroong kalidad o kagalingan sa paggawa at wastong pamamahala sa oras EsP9KP-IIIb-11.4 3 Naipamamalas ng mag-aaral ang pag- unawa sa kahalagahan ng kasipagan sa paggawa Nakagagawa ang mag- aaral ng mga hakbang upang mapanatili ang kasipagan sa pag-aaral o takdang gawain sa tahanan. Natutukoy ang mga indikasyon ng taong masipag, nagpupunyagi sa paggawa, nagtitipid at pinamamahalaan ang naimpok Week 5 EsP9KP-IIIe-12.1 Nakagagawa ng journal ng mga gawaing natapos nang pinaghandaan, ayon sa pamantayan at may motibasyon sa paggawa EsP9KP-IIIe-12.2 Napatutunayan na: a. Ang kasipagan na nakatuon sa disiplinado at produktibong gawain na naaayon sa itinakdang mithiin ay kailangan upang umunlad ang sariling pagkatao, kapwa, lipunan at bansa Week 6 EsP9KP-IIIf-12.3
- 118. 118 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code b. Ang mga hirap, pagod at pagdurusa ay nadadaig ng pagpupunyagi tungo sa pagtupad ng itinakdang mithiin Nakagagawa ng Chart ng pagsunod sa hakbang upang matupad ang itinakdang gawain nang may kasipagan at pagpupunyagi EsP9KP-IIIf-12.4 4 Naipamamalas ng mag-aaral ang pag- unawa sa mga pansariling salik sa pagpili ng tamang kursong akademiko o teknikal-bokasyonal, negosyo o hanapbuhay Nagtatakda ang mag- aaral ng sariling tunguhin pagkatapos ng haiskul na naaayon sa taglay na mga talento, pagpapahalaga, tunguhin at katayuang ekonomiya. Nakikilala ang mga pagbabago sa kanyang talento, kakayahan at hilig (mula Baitang 7) at naiuugnay ang mga ito sa pipiliing kursong akademiko, teknikal-bokasyonal, sining at palakasan o negosyo Week 1 EsP9PK-IVa-13.1 Napagninilayan ang mga mahahalagang hakbang na ginawa upang mapaunlad ang kanyang talento at kakayahan ayon sa kanyang hilig, mithiin, lokal at global na demand EsP9PK-IVa-13.2 Napatutunayan na ang pagiging tugma ng mga personal na salik sa mga pangangailangan (requirements) sa napiling kursong akademiko, teknikal-bokasyonal, sining at isports o negosyo ay daan upang magkaroon ng makabuluhang hanapbuhay o negosyo at matiyak ang pagiging produktibo at pakikibahagi sa pagpapaunlad ng ekonomiya ng bansa Week 2 EsP9PK-IVb-13.3 Natutukoy ang kanyang mga paghahandang gagawin upang makamit ang piniling kursong akademiko, teknikal-bokasyonal, sining at palakasan o negosyo (hal., pagkuha ng impormasyon at pag-unawa sa mga tracks sa Senior High School) EsP9PK-IVb-13.4 4 Naipamamalas ng mag-aaral ang pag- Nakabubuo ang mag- aaral ng Personal na Nakapagpapaliwanag ng kahalagahan ng Personal na Pahayag ng Misyon sa Buhay Week 3 EsP9PK-IVc-14.1
- 119. 119 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code unawa sa kahalagahan ng Personal na Pahayag ng Misyon sa Buhay. Pahayag ng Misyon sa Buhay. Natutukoy ang mga hakbang sa pagbuo ng Personal na Pahayag ng Misyon sa Buhay EsP9PK-IVc-14.2 Nahihinuha na ang kanyang Personal na Pahayag ng Misyon sa Buhay ay dapat na nagsasalamin ng kanyang pagiging natatanging nilalang na nagpapasya at kumikilos nang mapanagutan tungo sa kabutihang panlahat Week 4 EsP9PK-IVd-14.3 Nakapagbubuo ng Personal na Pahayag ng Misyon sa Buhay EsP9PK-IVc-14.1 Grade Level: Grade 10 Subject: Edukasyon sa Pagpapakatao Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 1 Naipamamalas ng mag-aaral ang pag- unawa sa mga konsepto tungkol sa paggamit ng isip sa paghahanap ng katotohanan at paggamit ng kilos- loob sa paglilingkod/ pagmamahal. Nakagagawa ang mag- aaral ng mga angkop na kilos upang maipakita ang kakayahang mahanap ang katotohanan at maglingkod at magmahal. 1.1 Natutukoy ang mataas na gamit at tunguhin ng isip at kilos-loob Week 1 EsP10MP-Ia-1.1 1.2 Nakikilala ang kanyang mga kahinaan sa pagpapasya at nakagagawa ng mga kongkretong hakbang upamg malagpasan ang mga ito EsP10MP-Ia-1.2 1.3 Napatutunayan na ang isip at kilos- loob ay ginagamit para lamang sa paghahanap ng katotohanan at sa paglilingkod/pagmamahal Week 2 EsP10MP-Ib-1.3
- 120. 120 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 1.4 Nakagagawa ng mga angkop na kilos upang maipakita ang kakayahang mahanap ang katotohanan at maglingkod at magmahal EsP10MP-Ib-1.4 1 Naipamamalas ng mag-aaral ang pag- unawa sa konsepto ng paghubog ng konsiyensiya batay sa Likas na Batas Moral Nakagagawa ang mag- aaral ng angkop na kilos upang itama ang mga maling pasyang ginawa 2.1 Natutukoy ang mga prinsipyo ng Likas na Batas Moral Week 3 EsP10MP-Ic-2.1 2.2 Nakapagsusuri ng mga pasiyang ginagawa sa araw-araw batay sa paghusga ng konsiyensiya EsP10MP-Ic-2.2 2.3 Napatutunayan na ang konsiyensiyang nahubog batay sa Likas na Batas Moral ay nagsisilbing gabay sa tamang pagpapasiya at pagkilos Week 4 EsP10MP-Ic-2.3 2.4 Nakagagawa ng angkop na kilos upang itama ang mga maling pasyang ginawa EsP10MP-Ic-2.4 1 Naipamamalas ng mag-aaral ang pag- unawa sa tunay na gamit ng kalayaan. Nakagagawa ang mag- aaral ng angkop na kilos upang maisabuhay ang paggamit ng tunay na kalayaan: tumugon sa tawag ng pagmamahal at paglilingkod. 3.1 Naipaliliwanag ang tunay na kahulugan ng kalayaan Week 5 EsP10MP-Id-3.1 3.2 Natutukoy ang mga pasya at kilos na tumutugon sa tunay na gamit ng kalayaan EsP10MP-Id-3.2 3.3 Napatutunayan na ang tunay na kalayaan ay ang kakayahang tumugon sa tawag ng pagmamahal at paglilingkod Week 6 EsP10MP-Ie-3.3 3.4 Nakagagawa ng angkop na kilos upang maisabuhay ang paggamit ng tunay na kalayaan: tumugon sa tawag ng pagmamahal at paglilingkod EsP10MP-Ie-3.4
- 121. 121 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 1 Naipamamalas ng mag-aaral ang pag- unawa sa dignidad sa tao. Nakagagawa ng mga angkop na kilos upang maipakita sa kapwang itinuturing na mababa ang sarili na siya ay bukod- tangi dahil sa kanyang taglay na dignidad bilang tao. 4.1 Nakapagpapaliwanag ng kahulugan ng dignidad ng tao Week 7 EsP10MP-If-4.1 4.2 Nakapagsusuri kung bakit ang kahirapan ay paglabag sa dignidad ng mga mahihirap at indigenous groups EsP10MP-If-4.2 4.3 Naipatutunayan na nakabatay ang dignidad ng tao sa kanyang pagkabukod- tangi (hindi siya nauulit sa kasaysayan) at sa pagkakawangis niya sa Diyos (may isip at kalooban) Week 8 EsP10MP-Ig-4.3 4.4 Nakagagawa ng mga angkop na kilos upang maipakita sa kapwang itinuturing na mababa ang sarili na siya ay bukod-tangi dahil sa kanyang taglay na dignidad bilang tao EsP10MP-Ig-4.4 2 Naipamamalas ng mag-aaral ang pag- unawa sa konsepto ng pagkukusa ng makataong kilos. Nakapagsusuri ang mag- aaral ng sariling kilos na dapat panagutan at nakagagawa ng paraan upang maging mapanagutan sa pagkilos. 5.1 Naipaliliwanag na may pagkukusa sa makataong kilos kung nagmumula ito sa kalooban na malayang isinagawa sa pamamatnubay ng isip/kaalaman Week 1 EsP10MK-IIa-5.2 5.2 Natutukoy ang mga kilos na dapat panagutan EsP10MK-IIb-5.3
- 122. 122 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 5.3 Napatutunayan na gamit ang katwiran, sinadya (deliberate) at niloob ng tao ang makataong kilos; kaya pananagutan niya ang kawastuhan o kamalian nito Week 2 EsP10MK-IIb-5.4 5.4 Nakapagsusuri ng sariling kilos na dapat panagutan at nakagagawa ng paraan upang maging mapanagutan sa pagkilos EsP10MK-IIc-6.1 2 Naipamamalas ng mag-aaral ang pag- unawa sa konsepto tungkol sa mga salik na nakaaapekto sa pananagutan ng tao sa kahihinatnan ng kilos at pasya Nakapagsusuri ang mag- aaral ng sarili batay sa mga salik na nakaaapekto sa pananagutan ng tao sa kahihinatnan ng kilos at pasya at nakagagawa ng mga hakbang upang mahubog ang kanyang kakayahan sa pagpapasya 6.1 Naipaliliwanag ang bawat salik na nakaaapekto sa pananagutan ng tao sa kahihinatnan ng kaniyang kilos at pasya Week 3 EsP10MK-IIc-6.2 6.2 Nakapagsusuri ng isang sitwasyong nakaaapekto sa pagkukusa sa kilos dahil sa kamangmangan, masidhing damdamin, takot, karahasan, gawi EsP10MK-IId-6.3 6.3 Napatutunayan na nakaaapekto ang kamangmangan, masidhing damdamin, takot, karahasan at ugali sa pananagutan ng tao sa kalalabasan ng kanyang mga pasya at kilos dahil maaaring mawala ang pagkukusa sa kilos Week 4 EsP10MK-IId-6.4 6.4 Nakapagsusuri ng sarili batay sa mga salik na nakaaapekto sa pananagutan ng tao sa kahihinatnan ng kilos at pasiya at nakagagawa ng mga hakbang upang mahubog ang kanyang kakayahan sa pagpapasiya EsP10MK-IIe-7.1 2 Naipamamalas ng 7.1 Naipaliliwanag ang bawat yugto ng makataong kilos Week 5 EsP10MK-IIe-7.2
- 123. 123 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code mag-aaral ang pag- unawa sa mga konsepto tungkol sa mga yugtong makataong kilos. Nakapagsusuri ang mag- aaral ng sariling kilos at pasya batay sa mga yugto ng makataong kilos at nakagagawa ng plano upang maitama ang kilos o pasya. 7.2 Natutukoy ang mga kilos at pasiyang nagawa na umaayon sa bawat yugto ng makataong kilos EsP10MK-IIf-7.3 7.3 Naipaliliwanag na ang bawat yugto ng makataong kilos ay kakikitaan ng kahalagahan ng deliberasyon ng isip at kilos-loob sa paggawa ng moral na pasya at kilos Week 6 EsP10MK-IIf-7.4 7.4 Nakapagsusuri ng sariling kilos at pasya batay sa mga yugto ng makataong kilos at nakagagawa ng plano upang maitama ang kilos o pasya EsP10MK-IIg-8.1 2 Naipamamalas ng mag-aaral ang pag- unawa sa layunin, paraan at mga sirkumstansya ng makataong kilos. Nakapagsusuri ang mag- aaral ng kabutihan o kasamaan ng sariling pasya o kilos sa isang sitwasyon batay sa layunin, paraan at sirkumstansya nito. 8.1 NaipaliLiwanag ng mag-aaral ang layunin, paraan at mga sirkumstansya ng makataong kilos Week 7 EsP10MK-IIg-8.2 8.2 Nakapagsusuri ng kabutihan o kasamaan ng sariling pasya o kilos sa isang sitwasyon batay sa layunin, paraan at sirkumstansya nito EsP10MK-IIh-8.3 8.3 Napatutunayan na ang layunin, paraan at sirkumstansya ay nagtatakda ng pagkamabuti o pagkamasama ng kilos ng tao Week 8 EsP10MK-IIh-8.4 8.4 Nakapagtataya ng kabutihan o kasamaan ng pasiya o kilos sa isang sitwasyong may dilemma batay sa layunin, paraan at sirkumstansya nito EsP10MK-IIa-5.2 3 9.1 Nakapagpapaliwanag ng kahalagahan ng pagmamahal ng Diyos Week 1 EsP10PB-IIIa-9.1
- 124. 124 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code Naipamamalas ng mag-aaral ang pag- unawa sa pagmamahal ng Diyos. Nakagagawa ang mag- aaral ng angkop na kilos upang mapaunlad ang pagmamahal sa Diyos. 9.2 Natutukoy ang mga pagkakataong nakatulong ang pagmamahal sa Diyos sa kongretong pangyayari sa buhay EsP10PB-IIIa-9.2 9.3 Napangangatwiranan na: Ang pagmamahal sa Diyos ay pagmamahal sa kapwa Week 2 EsP10PB-IIIb-9.3 9.4 Nakagagawa ng angkop na kilos upang mapaunlad ang pagmamahal sa Diyos EsP10PB-IIIb-9.4 3 Naipamamalas ng mag-aaral ang pag- unawa sa paggalang sa buhay. Nakagagawa ang mag- aaral ng angkop na kilos upang 10.1 Natutukoy ang mga paglabag sa paggalang sa buhay Week 3 EsP10PB-IIIc-10.1 10.2 Nasusuri ang mga paglabag sa paggalang sa buhay EsP10PB-IIIc-10.2
- 125. 125 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code maipamalas ang paggalang sa buhay (i.e., maituwid ang “culture of death” na umiiral sa lipunan) 10.3 Napangangatwiranan na: a. Mahalaga ang buhay dahil kung wala ang buhay, hindi mapahahalagahan ang mas mataas na pagpapahalaga kaysa buhay; di makakamit ang higit na mahalaga kaysa buhay b. Ang pagbuo ng posisyon tungkol sa mga isyu sa buhay bilang kaloob ng Diyos ay kailangan upang mapatibay ang ating pagkilala sa Kaniyang kadakilaan at kapangyarihan at kahalagahan ng tao bilang nilalang ng Diyos. Week 4 EsP10PB-IIId-10.3 10.4 Nakabubuo ng mapaninindigang posisyon sa isang isyu tungkol sa paglabag sa paggalang sa buhay ayon sa moral na batayan EsP10PB-IIId-10.4 3 Naipamamalas ng mag-aaral ang pag- unawa sa pagmamahal sa bayan (Patriyotismo). Nakagagawa ang mag- aaral ng angkop na kilos upang maipamalas ang pagmamahal sa bayan (Patriyotismo). 11.1 Nakapagpapaliwanag ng kahalagahan ng pagmamahal sa bayan (Patriyotismo) Week 5 EsP10PB-IIIe-11.1 11.2 Natutukoy ang mga paglabag sa pagmamahal sa bayan (Patriyotismo) na umiiral sa lipunan EsP10PB-IIIe-11.2 11.3 Napangangatwiranan na: Nakaugat ang pagkakakilanlan ng tao sa pagmamahal sa bayan. (“Hindi ka global citizen kung hindi ka mamamayan.” Week 6 EsP10PB-IIIf-11.3
- 126. 126 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 11.4 Nakagagawa ng angkop na kilos upang maipamalas ang pagmamahal sa bayan (Patriyotismo) EsP10PB-IIIf-11.4 4 Naipamamalas ng mag-aaral ang pag- unawa sa pangangalaga sa kalikasan. Nakagagawa ang mag- aaral ng angkop na kilos upang maipamalas ang pangangalaga sa kalikasan. 12.1 Natutukoy ang mga isyu tungkol sa paggamit ng kapangyarihan at pangangalaga sa kalikasan Week 7 EsP10PB-IIIg-12.1 12.2 Nasusuri ang mga isyu tungkol sa paggamit ng kapangyarihan at pangangalaga sa kalikasan EsP10PB-IIIg-12.2 12.3 Napangangatwiranan na: a. Maisusulong ang kaunlaran at kabutihang panlahat kung ang lahat ng tao ay may paninindigan sa tamang paggamit ng kapangyarihan at pangangalaga sa kalikasan. b.Lahat tayo ay mamamayan ng iisang mundo, dahil nabubuhay tayo sa iisang kalikasan (Mother Nature) Inutusan tayo ng Diyos na alagaan ang kalikasan (stewards) at hindi maging tagapagdomina para sa susunod na henerasyon. b. Binubuhay tayo ng kalikasan. Week 8 EsP10PB-IIIh-12.3 12.4 Nakabubuo ng mapaninindigang posisyon sa isang isyu tungkol sa paggamit ng kapangyarihan at pangangalaga sa kalikasan ayon sa moral na batayan EsP10PB-IIIh-12.4
- 127. 127 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 4 Naipamamalas ng mag-aaral ang pag- unawa sa mga isyu tungkol sa Kawalan ng Paggalang sa Dignidad at Sekswalidad Nakagagawa ang mag- aaral ng malinaw na posisyon tungkol sa isang isyu sa kawalan ng paggalang sa dignidad at sekswalidad. 13.1 Natutukoy ang mga isyung kaugnay sa kawalan ng paggalang sa dignidad at sekswalidad Week 1 EsP10PI-IVa-13.1 13.2 Nasusuri ang mga isyung kaugnay sa kawalan ng paggalang sa dignidad at sekswalidad EsP10PI-IVa-13.2 13.3 Napangangatwiranan na: Makatutulong sa pagkakaroon ng posisyon tungkol sa kahalagahan ng paggalang sa pagkatao ng tao at sa tunay na layunin nito ang kaalaman sa mga isyung may kinalaman sa kawalan ng paggalang sa digniidad at sekswalidad ng tao. Week 2 EsP10PI-IVb-13.3 13.4 Nakagagawa ng malinaw na posisyon tungkol sa isang isyu sa kawalan ng paggalang sa dignidad at sekswalidad EsP10PI-IVb-13.4 4 Naipamamalas ng mag-aaral ang pag- unawa sa mga isyung kaugnay sa kawalan ng paggalang sa katotohanan. Nakabubuo ang mag-aaral ng mga hakbang upang maisabuhay ang paggalang sa katotohanan. 14.1 Natutukoy ang mga isyung kaugnay sa kawalan ng paggalang sa katotohanan Week 3 EsP10PI-IVc-14.1 14.2 Nasusuri ang mga isyung may kinalaman sa kawalan ng paggalang sa katotohanan EsP10PI-IVc-14.2 14.3 Napatutunayang ang pagiging mulat sa mga isyu tungkol sa kawalan ng paggalang sa katotohanan ay daan upang isulong at isabuhay ang pagiging mapanagutan at tapat na nilalang Week 4 EsP10PI-IVd-14.3 14.4 Nakabubuo ng mga hakbang upang maisabuhay ang paggalang sa katotohanan EsP10PI-IVd-14.4
- 128. 128
- 129. 129 Grade Level: Grade 1 GRADE LEVEL STANDARDS: The learner listens for comprehension, speaks clearly and uses appropriate expressions in talking about oneself, family, and other social context interactions. Qtr Most Essential Learning Competencies Duration K to 12 CG Code Q3 Recognize rhyming words in nursery rhymes, poems, songs heard EN1PA-IIIa-e-2.2 Q3 Recognize sentences (telling and asking) and non-sentences Q3 Use words that are related to self, family, school, and community Q3 Listen to short stories/poems 1. note important details pertaining to a. character b. setting c. events 2. Give the correct sequence of three events 3. Infer the character feelings and traits 4. Identify cause and effect/or effect of events 5. Identify the speaker in the story or poem 6. Predict possible ending of a story read 7. Relate story events to one’s experience 8. Discuss, illustrate, dramatize specific events 9. Identify the problem and solution 10. Retell a story listened to 11. Ask simple questions about the text listened to Q3 Use/Respond appropriately to polite expressions: greetings, leave takings, expressing gratitude and apology, asking permission, offering help EN1OL-IIIa-e-1.5 Q3 Talk about oneself, one’s family and one’s personal experiences Q4 Recognize common action words in stories listened to EN1G-IVa-e-3.4 Q4 Recognize describing words for people, objects, things and places (color, shape, size, height, weight, length, distance, etc.) EN1G-IVf-j-5 Q4 Sort and Classify familiar words into basic categories (colors, shapes, foods, etc) EN1V-IVa-e-3 Q4 Give the meaning of words using clues (TPR, pictures, body movements, etc.) EN1V-IVf-j-12.1
- 130. 130 Q4 Follow one-to-two step directions EN1LC-IVg-h-3.6 Q4 Give one-to-two step directions EN1OL-IVi-j-1.17.1 Grade Level: Grade 2 GRADE LEVEL STANDARDS: The learner listens critically to one-two paragraphs; use appropriate expressions in varied situations; reads texts for pleasure and information critically in meaningful thought units; responds properly to environmental prints likes signs, posters, commands and requests; and writes legibly simple sentences and messages in cursive form. Qtr Most Essential Learning Competencies Duration K to 12 CG Code Q1 Classify/Categorize sounds heard (animals, mechanical, objects, musical instruments, environment, speech) EN2PA-Ia-c-1.1 Q1 Read the alphabets of English and associate to phonemes Q1 Recognize common or proper nouns in simple sentences listened to Q1 Recognize the use of a/an + noun in simple sentences listened to Q1 Identify the English equivalent of words in the Mother Tongue or in Filipino EN2VD-Id-e-1 Q1 Give the beginning letter of the name of each picture EN2AK-IIa-e-3 Q1 Recognize common action words in retelling, conversation, etc. EN1G-IIa-e-3.4 Q1 Identify and discuss the elements of a story (theme, setting, characters, and events) EN2LC-IIa-b-2.2 Q2 Recognize the common terms in English relating to part of book (e.g. cover, title page, etc.) book orientation EN2BPK-Ib-c-4 Q2 Generate ideas through prewriting activities Q2 Writing some words, a phrase, or a sentence about an illustration or a character Q2 Discuss the illustrations on the cover and predict what the story may be about EN2BPK-IIIa-1 Q2 Identify title, author and book illustrator and tell what they do EN2BPK-IIIb-2
- 131. 131 Q2 Spell high-frequency words with short a, e, i, o and u sound in CVC pattern Q2 Use common action words in retelling, conversations, etc. Q2 Identify the basic sequence of events and make relevant predictions about stories EN2RC-IIId-e-2.4 Q3 Use clues to answer questions, clarify understanding and justify predictions before, during and after reading (titles, pictures, etc) Q3 Create or expand word clines Q3 Recognize that some words may have the same (synonyms) or opposite (antonyms) meaning Q3 Recognize the difference between “made-up” and “real” in texts listened to EN2LC-IIIf-g-3.15 Q3 Identify important details in expository text listened EN2LC-IIIh-3.1 Q3 Retell and/or reenact events from a story EN2LC-IIIi-j-2.6 Q3 Talk about texts identifying major points and key themes Q3 Participate in choral speaking and echo reading of short poems, rhymes and stories with repeated patterns and refrains in English EN2OL-IIIc-d-1.2 Q3 Listen and respond to texts to clarify meanings heard while drawing on personal experiences EN2OL-IIIe-f-1.1 Q4 Read words with short e, a, i, o , and u sound in CVC pattern Q4 Match the picture with its sight word Q4 Spell 2-syllable words with short e, a, i, o, and u sound in CVC pattern EN2PWR-IIId-f-7.1 Q4 Use personal pronouns(e.g. I, you, he, she, it, we, they) in dialogues EN2G-IVa-b-4.2.1 Q4 Use demonstrative pronouns (this/that, these/ those) EN2G-IVc-d-4.2.3 Q4 Use the most frequently occurring preposition (e.g. on, over, under, to, from, above, etc.) EN2G-IVg-i-7.3 Q4 Differentiate words with different medial vowels (eg: cap-cop-cup; fan-fin-fun) Q4 Read phrases, short sentences and short stories consisting of words with short e, a, i, o, and u then answer the Who, What and Where questions about them Q4 Write the names of pictures with the short a, e, i, o, and u words
- 132. 132 Grade Level: Grade 3 GRADE LEVEL STANDARDS: The learner listens critically to get information from text heard, demonstrates independence in using the basic language structure in oral and written communication, and reads with comprehension. Qtr Most Essential Learning Competencies Duration K to 12 CG Code Q1 Describe one’s drawing about the stories/poems listened to using simple and compound sentences Q1 Write a short descriptive paragraph about a character or setting in stories listened to Q1 Write a short paragraph providing another ending for a story listened to Q1 Write a diary EN3WC-Ia-j-2.2 Q1 Use different kinds of sentences in a dialogue (e.g. declarative, interrogative, exclamatory, imperative) Q1 Use common and proper nouns in a sentence EN3G-If-2.2 Q1 Use plural form of regular nouns by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes) EN2G-Ig-h-2 .3 Q1 Use plural from of frequently occurring irregular nouns (e.g. children, feet, teeth) EN3G-Ii-j-2.4 Q1 Review reading and writing short e, a, i, o, and u words in CVC pattern EN3PWR-Ia-b-7 Q1 Read phrases, sentences and short stories consisting of 2-syllable words EN3PWR-Ij-21 Q1 Initiate conversations with peers in a variety of school settings EN3FL-Ia-3.8 Q1 Summarize and restate information shared by others Q2 Use the be-verbs (am, is, are was, were) correctly in sentences EN3G-IIa-b-3.4 Q2 Use simple verbs (past, present, future) in sentences Q2 Read words with initial and final consonant blends Q2 Read familiar words and phrases in texts Q2 Read words, phrases, sentences and short stories consisting of words with consonant digraph ch and sh and other words previously studied EN3PWR-IIi-j-22.1 Q2 Spell one- to- two syllable words with initial and final consonant blends (e.g. pl, tr) and consonant digraphs (ch and sh)
- 133. 133 Q2 Identify commonly used possessive pronouns and use them in a sentence Q2 Identify several effects based on a given cause EN3RC-IIIa 2.7.1 Q2 Make inferences and draw conclusions based on texts (pictures, title and content words) EN3RC-IIIa 2.11 Q2 Distinguish fact from opinion EN3RC-IIIa 2.13 Q2 Use different sources of information in reading EN3RC-IIIg-j-2.5 Q2 Recognize some words represented by common abbreviations (e.g. Mr. Ave., Oct.) EN3V-IIIa-7 Q3 Homonyms (e.g. flower/flour) EN3V-IIIe-f13.6 Q3 Homographs (e.g., read-read) EN3V-IIIg-h-13.7 Q3 Hyponyms – type of (e.g. guava - type of fruit) EN3V-IIIi-j-13.7 Q3 Identify possible solutions to problems EN3LC-IIIb-2.19 Q3 Identify the elements of an informational/factual text hear Q3 Read words with long a, i, o , u sound (ending in e) Q3 Read phrases, sentences, stories and poems consisting of long a, i, o, and u words Q3 Ask and respond to questions about informational texts listened to (environment, health, how-to’s, etc.) EN1OL-IIIg-h-3.2 Q3 Compare and contrast information heard EN3OL-IIIi-j-1.9 Q3 Read word with affixes EN1V-IVj-27 Q3 Write a simple story EN2WC-IVa-e-22 Q4 Use the degrees of adjectives in making comparisons (positive, comparative, superlative) EN3G-IVi-j-5.2 Q4 Recognize adverbs of manner EN3G-IVi-j-6.1 Q4 Interpret simple maps of unfamiliar places, signs and symbols
- 134. 134 Q4 Interpret simple graphs, tables, and pictographs Q4 Restate facts from informational texts (climate change, children’s rights, traffic safety, etc.) listened to EN3LC-IVi-j-3.5 Q4 Read words containing vowel digraphs - ai, ay, ea, ee, oo, oa Q4 Read phrases, sentences and stories with vowel digraphs - ai, ay, ea, ee, oo, oa Q4 Read words with vowel diphthongs: oy (boy), oi (boil), ou (out) ow (bow) Q4 Read phrases, sentences and short stories consisting vowel diphthongs: oy, oi, ou, ow Q4 Recognize and read some irregularly spelled words (e.g. such as enough, through, beautiful) EN3PWR-IVj-22 Q4 Present information in varied artistic ways (e.g. role playing, show and tell, radio play/podcast/broadcast/reporting/poster presentations) EN3OL-IVa-e-1.19 Grade Level: Grade 4 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. Qtr Most Essential Learning Competencies Duration K to 12 CG Code Q1 Recognize the parts of a simple paragraph Q1 Use resources such as a dictionary, thesaurus, online sources to find the meaning of words Q1 Note significant details of various text types Q1 Identify the structure, purpose and language features of different text types, e.g. narrative, information report, procedure, argument Q1 Identify meanings of unfamiliar words through structural analysis (words and affixes: prefixes and suffixes) EN4V-IIc-32 Q1 Identify different meanings of content specific words (denotation and connotation) EN4V-IIIf-38 Q1 Get the meaning of words through word association (analogy) and classification. EN4V-IIIh-39 Q2 Use context clues to find meaning of unfamiliar words: definition, exemplification EN4V-Ia-31 Q2 Use clear and coherent sentences employing appropriate grammatical structures: Kinds of Nouns – Mass Nouns and Count Nouns, Possessive Nouns, Collective nouns EN4G-Id-33 Q2 Use personal pronouns in sentences EN4G-IIa-4.2.1 Q2 Use adjectives (degrees of comparison, order) in sentences EN4G-IIIa-13 Q2 Use simple present tense of verbs in sentences EN4G-Ii-3.2.1.1 Q2 Use correct time expressions to tell an action in the present EN4G-IIf-10
- 135. 135 Q2 Use the past form of regular and irregular verbs EN4G-IIi-12 Q3 Use adverbs (adverbs of manner, place and time) in sentences EN4G-IIIe-16 Q3 Write directions using signal words Q3 Distinguish between general and specific statements Q3 Identify the main idea, key sentences, and supporting details from text listened to EN4LC-IIIg-1.1 Q3 Use appropriate graphic organizers in text read EN4RC-IIe-30 Q3 Infer the speaker’s tone, mood and purpose Q3 Analyze a story in terms of its elements EN4RC-Ib-2.1.1 Q4 Write a short story (fiction/nonfiction) with its complete elements EN4WC-IId-20 Q4 Write a reaction about the story read EN4WC-IIf-22 Q4 Distinguish fact from opinion in a narrative. EN4RC-IIi-36 Q4 Identify features of Journalistic Writing Q4 Distinguish among types of Journalistic Writing (news report, opinion article, feature article, and sports news article) Q4 Write a news report using the given facts EN4WC-IIi-25 Q4 Write/compose an editorial EN4WC-IIIc-28 Grade Level: Grade 5 GRADE LEVEL STANDARDS: The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest in reading to meet various needs. The learner listens critically to news reports and other radio broadcasts and expresses ideas accurately in oral and in 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. Qtr Most Essential Learning Competencies Duration K to 12 CG Code Q1 Fill-out forms accurately (school forms, deposit and withdrawal slips, etc.) EN5WC-IIj-3.7 Q1 Infer the meaning of unfamiliar words using text clues Q1 Use compound and complex sentences to show cause and effect and problem-solution relationship of ideas EN5G-IVa-1.8.1 Q1 Compose clear and coherent sentences using appropriate grammatical structures: subject-verb agreement; kinds of adjectives; subordinate and coordinate conjunctions; and adverbs of intensity and frequency EN5G-IIa-3.9 Q2 Compose clear and coherent sentences using appropriate grammatical structures: aspects of verbs, modals and conjunction EN5G-Ia-3.3 Q2 Identify point-of-view
- 136. 136 Q2 Examine images which present particular viewpoints, e.g. stereotypes (gender, age, cultural), opinions on an issue Q2 Distinguish among various types of viewing materials EN5VC-Id-6 Q3 Distinguish text-types according to purpose and features: classification, explanation, enumeration and time order EN5RC-IIc-3.2.1 Q3 Summarize various text types based on elements Q3 Make a stand EN5OL-IIh-4 Make a stand Q3 Provide evidence to support opinion/fact EN5OL-IIf-3.5.1 Q4 Analyze how visual and multimedia elements contribute to the meaning of a text EN5VC-IVd-1.7.1 Q4 Write paragraphs showing: cause and effect, comparison and contrast and problem- solution relationships EN5WC-IIb-2.2.5 Q4 Write a feature article Grade Level: Grade 6 GRADE LEVEL STANDARDS: The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads various text types materials to serve learning needs in meeting a wide range of life’s purposes. Qtr Most Essential Learning Competencies Duration K to 12 CG Code Q1 Identify real or make-believe, fact or non-fact images EN6VC-IIIa-6.2 Q1 Interpret the meaning suggested in visual media through a focus on visual elements, for example, line, symbols, colour, gaze, framing and social distance EN5VC-IIIf-3.8 Q1 Make connections between information viewed and personal experiences EN6VC-IVd-1.4 Q2 Identify the purpose, key structural and language features of various types of informational/factual text EN6RC-IIIa-3.2.8 Q2 Recognize evaluative word choices to detect biases and propaganda devices used by speakers EN6LC-IIIb-3.1.12 Q2 Compare and contrast content of materials viewed to other sources of information (print, online and broadcast) EN7VC-IV-c-15 Q3 Present a coherent, comprehensive report on differing viewpoints on an issue EN10LC-IIId-3.18 Q3 Evaluate narratives based on how the author developed the elements EN6RC-Ig-2.24.1 EN6RC-Ig-2.24.2
- 137. 137 Q4 Compose clear and coherent sentences using appropriate grammatical structures (verb tenses, conjunctions, adverbs) EN6G-Ig-4.4.1 Q4 Compose a persuasive essay on self-selected topic EN6WC-IVb-2.2 Grade Level: Grade 7 GRADE LEVEL STANDARDS: The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a deeper appreciation of Philippine Culture. Qtr Most Essential Learning Competencies Duration K to 12 CG Code Q1 Supply other words or expressions that complete an analogy EN7V-IV-c-23.1 Q1 Identify the genre, purpose, intended audience and features of various viewed texts such as movie clip, trailer, newsflash, internet-based program, documentary, video EN7VC-I-d-6 Q1 Use the passive and active voice meaningfully in varied contexts EN7G-III-c-2 Q1 Use the past and past perfect tenses correctly in varied contexts EN7G-III-h-3 Q1 Use direct and reported speech appropriately in varied contexts EN7G-III-e-3 Q1 Use phrases, clauses, and sentences appropriately and meaningfully EN7G-II-a-1 Q1 Use appropriate reading strategies to meet one’s purpose (e.g. scanning, skimming, close reading, etc.) EN7RC-IV-b-10 Q2 Use listening strategies based on purpose, familiarity with the topic and levels of difficulty of short texts listened to EN7LC-II-a-6 Q2 Use a search engine to conduct a guided search on a given topic EN7SS-II-c-1.5.3 Q2 Navigate a website using essential features, e.g. using headings, links, etc. EN7V-IV-d-23.1 Q2 Research a topic with support using two or three sources provided, e.g. newspapers, website, video, images, podcast, print based material EN7VC-IV-c-15 Q2 Summarize key information from a text EN6OL-IVj-3.6 Q2 Use analogy to describe or make a point Q2 Transcode information from linear to non-linear texts and vice-versa EN8RC-IIe-11 Q3 Use correct and appropriate multi-media resources when orally giving information, instructions, making explanations and narrating events in personal or factual recounts EN7OL-IV-e-3.10 Q3 Use the appropriate oral language, stance and behavior when giving information, instructions, making explanations, and narrating events in factual and personal recounts EN7OL-II-g-2.6.2 EN7OL-III-b-3
- 138. 138 Q3 Explain how a selection may be influenced by culture, history, environment, or other factors EN7LT-IV-h-3 Q3 Express one’s beliefs/convictions based on a material viewed EN7VC-IV-i-16 Q3 Cite evidence to support a general statement EN7RC-IV-g-10.4 Q3 React to what is asserted or expressed in a text EN8RC-IIIe-2.1.7 Q3 Raise sensible, challenging thought provoking questions in public forums/panel discussions, etc. EN7OL-III-h-1.3.1 Q4 Distinguish features of academic writing EN7WC-I-c-4.2 Q4 Employ a variety of strategies for effective interpersonal communication (interview, dialog, conversation) EN7OL-I-b1.14 Q4 Determine the worth of ideas mentioned in the text listened to EN7LC-IV-g-8.2 Q4 Determine the truthfulness and accuracy of the material viewed EN7VC-I-h-10 Q4 Discover the conflicts presented in literary selections and the need to resolve those conflicts in non-violent ways EN7LT-II-a-4 Q4 Discover literature as a tool to assert one’s unique identity and to better understand other people EN7LT-III-g-5 Q4 Discover through Philippine literature the need to work cooperatively and responsibly in today’s global village EN7LT-IV-a-6 Q4 Compose an informative essay EN7WC-IV-a-2.2 Grade Level: Grade 8 GRADE LEVEL STANDARDS: The learner demonstrates communicative competence through his/ her understanding of Afro-Asian Literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries. Qtr Most Essential Learning Competencies Duration K to 12 CG Code Q1 Determine the meaning of words and expressions that reflect the local culture by noting context clues EN8V-If-6 Q1 Use conventions in citing sources EN8SS-IIIg-1.6.4 Q1 Use modal verbs, nouns and adverbs appropriately Q1 Identify and use signals that indicate coherence (e.g. additive - also, moreover; causative - as a result, consequently; conditional/ concessional - otherwise, in that case, however; sequential - to begin with, in conclusion; clarifying - for instance, in fact, in addition)
- 139. 139 Q1 Use a range of verbs, adjectives and adverbs to convey emotional response or reaction to an issue to persuade Q2 Explain visual-verbal relationships illustrated in tables, graphs, and information maps found in expository texts EN8SS-IIe-1.2 Q2 Use opinion-marking signals to share ideas Q2 Compare and contrast the presentation of the same topic in different multimodal texts Q2 Compare and contrast own opinions with those presented in familiar texts Q2 Recognize positive and negative messages conveyed in a text Q3 Examine biases (for or against) made by the author EN8RC-IIIg-3.1.12 Q3 Analyze intention of words or expressions used in propaganda techniques EN8V-IIIg-26 Q3 Determine various social, moral, and economic issues discussed in the text listened to EN8LC-IIIh-7.4 Q3 Analyze literature as a mirror to a shared heritage of people with diverse backgrounds Q3 Use appropriate cohesive devices in various types of speech Q3 Use parallel structures EN8G-Ia-7 Q4 Use appropriate grammatical signals or expressions suitable to each pattern of idea development: ● general to particular ● claim and counterclaim ● problem-solution ● cause-effect and others Q4 Expand the content of an outline using notes from primary and secondary sources EN8WC-IIIc-1.1.6 Q4 Synthesize essential information found in various sources Q4 Compose effective paragraphs EN8WC-IIa-2.8 Q4 Develop paragraphs that illustrate each text type (narrative in literature, expository, explanatory, factual and personal recount, persuasive) Q4 Deliver a self-composed speech using all the needed speech conventions
- 140. 140 Grade Level: Grade 9 GRADE LEVEL STANDARDS: The learner demonstrates communicative competence through his/ her understanding of British-American Literature, including Philippine Literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries. Qtr Most Essential Learning Competencies Duration K to 12 CG Code Q1 Express permission, obligation, and prohibition using modals Q1 Use conditionals in expressing arguments EN9G-IIe-20 Q1 Employ the appropriate communicative styles for various situations (intimate, casual, conversational, consultative, frozen) Q2 Make connections between texts to particular social issues, concerns, or dispositions in real life Q2 Analyze literature as a means of understanding unchanging values in the VUCA (volatile, uncertain, complex, ambiguous) world Q3 Differentiate biases from prejudices EN9LC-IVf-13.3 Q3 Determine the relevance and the truthfulness of the ideas presented in the material viewed EN9VC-IVa-10 Q3 Judge the validity of the evidence listened to EN9LC-IVh-2.15 Q4 Judge the relevance and worth of ideas, soundness of author’s reasoning, and the effectiveness of the presentation EN9RC-IVf-2.22 Q4 React to lay value judgment on critical issues that demand sound analysis and call for prompt actions Grade Level: Grade 10 GRADE LEVEL STANDARDS: The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of World Literature, including Philippine Literature. Qtr Most Essential Learning Competencies Duration K to 12 CG Code Q1 Use information from news reports, speeches, informative talks, panel discussions, etc. in everyday conversations and exchanges EN10LC-Ia-11.1 Q1 Determine the effect of textual aids like advance organizers, titles, non-linear illustrations, etc. on the understanding of a text EN10RC-Ia-2.15.2 Q1 Appraise the unity of plot, setting and characterization in a material viewed to achieve the writer’s purpose EN10VC-IVc-29
- 141. 141 Q1 Compare and contrast the contents of the materials viewed with outside sources of information in terms of accessibility and effectiveness EN10VC-IVa-15 Q1 Employ analytical listening in problem solving EN10LC-IIe-13.2 Q1 Evaluate and make judgements about a range of texts using a set of criteria e.g. comparing arguments on the same topic, critiquing a short story Q1 Evaluate spoken texts using given criteria, e.g. fluency, tone, cohesion, correctness Q2 Observe the language of research, campaigns, and advocacies EN10G-IVa-32 Q2 Identify key structural elements, e.g.: • Exposition - Statement of position, • Arguments, • Restatement of Positions and language features of an argumentative text, e.g.: • modal verbs: should, must, might, and modal adverbs: usually, probably, etc.; • attitudes expressed through evaluative language; • conjunctions or connectives to link ideas: because, therefore, on the other hand, etc.; • declarative statements; • rhetorical questions; passive voice Q2 Formulate a statement of opinion or assertion Q2 Formulate claims of fact, policy, and value EN10WC-IIb-13.2 Q2 Write an exposition or discussion on a familiar issue to include key structural elements and language features Q2 Deliver a prepared or impromptu talk on an issue employing the techniques in public speaking Q2 Compose texts which include multimodal elements Q3 Compose an argumentative essay EN10WC-IIh-13 Q3 Use a variety of informative, persuasive, and argumentative writing techniques EN10WC-IIIb-14.1.2 Q3 Compose an independent critique of a chosen selection EN10WC-IIIg-14 Q3 Critique a literary selection based on the following approaches: - structuralist/formalist - moralist - Marxist - feminist - historical
- 142. 142 reader-response Q4 Distinguish technical terms used in research EN10V-IVa-30 Q4 Give technical and operational definitions EN10V-IIa-13.9 Q4 Give expanded definitions of words EN10V-IIIa-13.9 Q4 Observe correct grammar in making definitions EN10G-IIa-29 Q4 Compose a research report on a relevant social issue EN10SS-IVe-2.3
- 143. 143
- 144. 144 Grade Level: Grade 1 Subject: Filipino Grade Level Standards: Pagkatapos ng Unang Baitang, inaasahang nauunawaan ng mga mag-aaral ang mga pasalita at di-pasalitang paraan ng pagpapahayag at nakatutugon nang naaayon. Nakakamit ang mga kasanayan sa mabuting pagbasa at pagsulat upang maipahayag at maiugnay ang sariling ideya, damdamin at karanasan sa mga narinig at nabasang mga teksto ayon sa kanilang antas o nibel at kaugnay ng kanilang kultura. Week of the Quarter/ Grading Period Most Essential Learning Competencies Duration K to 12 CG Code 2nd Quarter Nasasagot ang mga tanong tungkol sa napakinggang pabula, tugma/tula, at tekstong pang-impormasyon F1PN-IIa- 3 F1PN-IIIg-3 F1PN-IVh Nakapagtatanong tungkol sa isang larawan, kuwento, at napakinggang balita F1PS-IIa-2 F1PS-IIIc-10.1 F1PS-IVh-10.2 Nagagamit ang magalang na pananalita sa angkop na sitwasyon tulad ng pagpapakilala ng sarili, pagpapahayag ng sariling karanasan at pagbati F1WG-IIa-1 F1PS-IIj-5j-6.11 F1WG-IIIb-1 Nasasabi ang mensaheng nais ipabatid ng nabasang pananda, patalastas, babala, o paalala F1PP-IIa-1 F1PT-IIId-1.1/ F1PS-IIIe-9/ F1PS-IIh-9/ F1PP-IVc-e-1.1/ F1PP-IVc-e-1.1 Nakasusulat ng malalaki at maliliit na letra na may tamang layo sa isa't isa ang mga letra F1PU-II a-1.11: c-1.2; 1.2a Nabibigkas nang wasto ang tunog ng bawat letra ng alpabetong Filipino FKP-IIb-1 Natutukoy ang kahulugan ng salita batay sa kumpas, galaw, ekspresyon ng mukha; ugnayang salita-larawan; o kasalungat F1PT-IIb-f-6 Nagagamit nang wasto ang pangngalan sa pagbibigay ng pangalan ng tao, lugar, hayop, bagay at pangyayari F1WG-IIc-f-2 Natutukoy ang kailanan ng pangngalan F1WG-IIc-f-2.1 Nakasusunod sa napakinggang panuto na may 1-2 hakbang F1PN-IIIb-1.2 Napapalitan at nadadagdagan ang mga tunog upang makabuo ng bagong salita F1KP-IIIh-j-6
- 145. 145 Week of the Quarter/ Grading Period Most Essential Learning Competencies Duration K to 12 CG Code Nagagamit ang naunang kaalaman o karanasan sa pag-unawa ng napakinggang alamat/teksto F1PN-IIe-2/ F1-IVb-2 Nakikilala ang mga tunog na bumubuo sa pantig ng mga salita F1KP-IIf-5 Nabibilang ang pantig sa isang salita F1KP-Iie-4 Napagsusunod-sunod ang mga pangyayari sa napakinggang kuwento sa tulong ng mga larawan at pamatnubay na tanong F1PN-IIf-8 Naiuulat nang pasalita ang mga naobserbahang pangyayari sa paligid (bahay, komunidad, paaralan) at sa mga napanood (telebisyon, cellphone, kompyuter) F1PS-IIc-3 F1PS-IIIa-4 F1PS-IVa-4 3rd Quarter Nababaybay nang wasto ang mga salitang natutuhan sa aralin at salitang may tatlo o apat na pantig F1PY-IIf-2.2/ F1PY-IVh-2.2 F1PY-IIe-i-2.1: f 2.2/ F1PY-IIf-2/ F1PU-IIIi-2.1;2.3/ F1PY-IVd-2.1 Nabibigay ang susunod na mangyayari sa napakinggang kuwento F1-IVe-9 Nakapagsasalaysay ng orihinal na kuwento na kaugnay ng napakinggang kuwento F1PS-IIg-7 Nagagamit ang mga salitang pamalit sa ngalan ng tao (ako, ikaw, siya, tayo, kayo, sila) F1WG-IIg-h-3 FIWG-IIg-i-3 Naisusulat nang may wastong baybay at bantas ang mga salitang ididikta ng guro F1KM-IIg-2 Naibibigay ang paksa ng talata at tula F1PN-IIh-10 F1PN-IIIi-7- Natutukoy ang salita/pangungusap sa isang talata F1AL-IIh-3 Nailalarawan ang damdamin ng isang tauhan sa kuwentong napakinggan F1PN-IIi-11 Naipapahayag ang sariling ideya/damdamin o reaksyon tungkol sa kuwento, tekstong pang-impormasyon at tula F1 PS-IIi-1 F1PS-IVb-1 F1PS-IIIg-1 Natutukoy ang kasarian ng pangngalan F1WG-II-i 2.2 Naiuugnay ang sariling karanasan sa napakinggang kuwento F1PN-II-j-4
- 146. 146 Week of the Quarter/ Grading Period Most Essential Learning Competencies Duration K to 12 CG Code Napapalitan at nadadagdagan ang mga tunog upang makabuo ng bagong salita F1KP-IIi-6 Natutukoy ang ugnayan ng teksto at larawan F1AL-IIj-5 Nababasa ang mga salita at babala na madalas makita sa paligid F1PT-IIIb-2.1 Nasasabi ang sariling ideya tungkol sa tekstong napakinggan F1PN-IIIc-14 Nakapaglalarawan ng mga bagay, tao, hayop, pangyayari, at lugar * F1WG-IIIc-d-4 4th Quarter Natutukoy ang mga salitang magkakatugma F1KP-IIIc-8 Natutukoy ang simula ng pangungusap, talata at kuwento F1AL-IIIe-2 Naisusulat nang may wastong baybay at bantas ang salita at pangungusap na ididikta ng guro * F1KM-IIIe-2 Nagagamit ang mga salitang kilos sa pag-uusap tungkol sa iba’t ibang gawain sa tahanan, paaralan, at pamayanan F1WG-IIIe-g-5 Natutukoy ang kahulugan ng salita batay sa kasingkahulugan F1PP-IIIh-1.4 Nakapagbibigay ng sariling hinuha F1PN-IIIj-12 Nasasabi ang paraan, panahon at lugar ng pagsasagawa ng kilos o gawain sa tahanan, paaralan at pamayanan F1WG-IIIh-j-6 Nagagamit ang mga natutuhang salita sa pagbuo ng mga simpleng pangungusap. F1PP-IIIj-9 Nakasusulat nang may wastong baybay, bantas, gamit ng malaki at maliit na letra upang maipahayag ang ideya, damdamin o reaksyon sa isang paksa o isyu F1KM-IIIj Natutukoy ang mahahalagang detalye kaugnay ng paksang napakinggan F1PN-IVa-16 Natutukoy ang gamit ng maliit at malaking letra F1AL-IVb-7 Nagagamit nang wasto ang mga pang-ukol F1WG-IVd-f-7 Natutukoy ang gamit ng iba’t ibang bantas F1AL-IVf-8 Nakapagbibigay ng maikling panuto F1PS-IVg-8.3 Nakabubuo nang wasto at payak na pangungusap na may tamang ugnayan ng simuno at panag-uri sa pakikipag-usap F1WG-IVi-j-8 Naibibigay ang paksa ng napakinggang tekstong pang-impormasyon paliwanag F1PN-IVj-7-
- 147. 147 Grade Level: Grade 2 Subject: Filipino Grade Level Standards: Pagkatapos ng Ikalawang Baitang, inaasahang nasasabi ng mga mag-aaral ang pangunahing diwa ng tekstong binasa o napakinggan, nagagamit ang mga kaalaman sa wika, nakababasa nang may wastong paglilipon ng mga salita at maayos na nakasusulat upang maipahayag at maiugnay ang sariling ideya, damdamin at karanasan sa mga narinig at nabasang mga teksto ayon sa kanilang antas o nibel at kaugnay ng kanilang kultura. Quarter Most Essential Learning Competencies Duration K to 12 CG Code 1st Quarter Nagagamit ang naunang kaalaman o karanasan sa pag-unawa ng napakinggang teksto F2PN-Ia-2 F2PN-IIb-2 F2PN-IIIa-2 Nagagamit ang magalang na pananalita sa angkop na sitwasyon (pagbati, paghingi ng pahintulot, pagtatanong ng lokasyon ng lugar, pakikipag-usap sa matatanda, pagtanggap ng paumanhin, pagtanggap ng tawag sa telepono, pagbibigay ng reaksyon o komento) F2WG-Ia-1 F2WG-IIa-1 F2WG-IIIa-g-1 F2WG-IIIa-g-1 F2WG-IVa-c-1 F2WG-IVe-1 Nasasabi ang mensahe, paksa o tema na nais ipabatid sa patalastas, kuwentong kathang – isip ( hal: pabula, maikling kuwento, alamat), o teksto hango sa tunay na pangyayari (hal: balita, talambuhay, tekstong pang- impormasyon)* F2PP-Ia-c-12 F2PP-Ia-c-12 Nakasasagot sa mga tanong tungkol sa nabasang kuwentong kathang-isip (hal: pabula, maikling kuwento, alamat), tekstong hango sa tunay na pangyayari (hal: balita, talambuhay, tekstong pang-impormasyon), o tula* F2PB-Id-3.1.1 F2PB-IIa-b-3.1.1 F2PB-IIId-3.1.11 Nakasusunod sa nakasulat na panutong may 1-2 at 3-4 na hakbang* F2PB-Ib-2.1 F2PB-IIc-2.2 Napagyayaman ang talasalitaan sa pamamagitan ng paghanap ng maikling salitang matatagpuan sa loob ng isang mahabang salita at bagong salita mula sa salitang-ugat F2PT-Ic-e-2.1 Nakasusulat ng parirala at pangungusap nang may wastong baybay, bantas at gamit ng malaki at maliit na letra F2KM-IIb-f-1.2
- 148. 148 Quarter Most Essential Learning Competencies Duration K to 12 CG Code 2nd Quarter Nagagamit ang personal na karanasan sa paghinuha ng mangyayari sa nabasa/napakinggang teksto o kuwento* F2KM-IIb-f-1.2 Nabibigkas nang wasto ang tunog ng patinig, katinig, kambal-katinig, diptonggo at kluster F2PN-Ia-2 Nakasusulat sa kabit-kabit na paraan na may tamang laki at layo sa isa't isa ang mga salita F2PU-Id-f-3.1 F2PU-Id-f-3.2 F2PU-Ia-3.1 F2PU-IIc-3.2 F2PU-IIIa-3.1 Naibibigay ang susunod na mangyayari sa kuwento batay sa tunay na pangyayari, pabula, tula, at tugma* F2PN-Ie-9 F2PN-IIi-9 F2PN-IIIg-9- Nailalarawan ang mga elemento (tauhan, tagpuan, banghay) at bahagi at ng kuwento (panimula kasukdulan katapusan/kalakasan) F2PN-Ii-j-12.1 F2PB-IId-4 Naipapahayag ang sariling ideya/damdamin o reaksyon tungkol sa napakinggan/nabasang: a. kuwento, b. alamat c. tugma o tula d. tekstong pang-impormasyon F2-PS-Ig-6.1 Nababasa ang mga salita sa unang kita F2PP-Iif-2.1 Naisasalaysay muli ang binasang teksto nang may tamang pagkakasunod- sunod sa tulong ng mga larawan, pamatnubay na tanong at story grammar F2PS-Ig-6.1 F2PS-IIg-6.4 F2PS-IIIi-6.3 Nakasusulat ng talata at liham nang may wastong baybay, bantas at gamit ng malaki at maliit na letra F2KM-IIIbce-3.2 F2KM-IVg-1.5 3rd Quarter Nagagamit nang wasto ang pangngalan sa pagbibigay ng pangalan ng tao, lugar, hayop, bagay at pangyayari F2WG-Ic-e-2 Nagagamit ang pangngalan nang tama sa pangungusap. * Nagagamit ang mga salitang pamalit sa ngalan ng tao (ako, ikaw, siya, tayo, kayo, sila) F2WG-Ig-3 F2WG-Ii-3
- 149. 149 Quarter Most Essential Learning Competencies Duration K to 12 CG Code Napag-uugnay ang sanhi at bunga ng mga pangyayari sa binasang talata at teksto F2PB-Ih-6 F2PB-IIIg-6 F2PB-IVd-6 Nailalarawan ang mga tauhan sa napakinggang teksto batay sa kilos, sinabi o pahayag F2PN-IId-12.2 Naipahahayag ang sariling ideya/damdamin o reaksyon tungkol sa napakinggang kuwento batay sa tunay na pangyayari/pabula F2-PS-Ig-6.1 Naiuugnay sa sariling karanasan ang nabasang teksto * F2PN-IIb-2 Naiuulat nang pasalita ang mga naobserbahang pangyayari sa paligid (bahay, komunidad, paaralan) at sa mga napanood (telebisyon, cellphone, kompyuter)* F2PS-If-3.1 Nababaybay nang wasto ang mga salita tatlo o apat na pantig, batayang talasalitaang pampaningin, at natutunang salita mula sa mga aralin F2PY-IIg-i-2.1 Nakapagbibigay ng mga salitang magkakatugma F2KP-IIId-9 Nakapaglalarawan ng mga bagay, tao, pangyayari, at lugar F2WG-IIc-d-4 4th Quarter Napapantig ang mga mas mahahabang salita F2KP-IIc-3 Nababasa ang mga salitang madalas na makita sa paligid at batayang talasalitaan F2PP-IIe-2.2 F2PP-IIIe-2.1 Nagagamit ang mga salitang kilos sa pag-uusap tungkol sa iba’t ibang gawain sa tahanan, paaralan, at pamayanan F2WG-IIg-h-5 Nabibigyang kahulugan ang mga salita sa pamamagitan ng pagbibigay ng kasingkahulugan at kasalungat, sitwasyong pinaggamitan ng salita (context clues), pagbibigay ng halimbawa, at paggamit ng pormal na depinisyon ng salita F2WG-IIg-h-5
- 150. 150 Quarter Most Essential Learning Competencies Duration K to 12 CG Code Nasasabi ang paraan, panahon at lugar ng pagsasagawa ng kilos o gawain sa tahanan, paaralan at pamayanan F2WG-IIj-6 Nakapagbibigay ng angkop na pamagat sa binasang teksto, talata, at kuwento F2PB-IIj-8 Nagagamit nang wasto ang mga pang-ukol ni/nina, kay/kina, ayon sa, para sa, at ukol sa F2WG-IIIh—i-7 Naisusulat nang wasto ang mga idiniktang mga salita F2KM-IVb-5 Nakabubuo nang wasto at payak na pangungusap na may tamang ugnayan ng simuno at panag-uri sa pakikipagusap F2WG-IVg-j-8 Naibibigay ang mga sumusuportang kaisipan sa pangunahing kaisipan ng tekstong binasa F2PB-IIIi-11 F2PB-IVi-11 Grade Level: Grade 3 Subject: Filipino Grade Level Standards: Pagkatapos ng Ikatlong Baitang, inaasahang nasasabi na ng mga mag-aaral ang pangunahing diwa ng tekstong binasa o napakinngan at nakapagbibigay ng kaugnay o katumbas na teksto, nagagamit ang mga kaalaman sa wika, nakababasa nang may wastong palipon ng mga salita at maayos na nakasulat gamit ang iba’t ibang bahagi ng pananalita upang maipahayag at maiugnay ang sariling ideya, damdamin at karanasan sa mga narinig at nabasang mga teksto ayon sa kanilang antas o lebel at kaugnay ng kanilang kultura. Quarter Most Essential Learning Competencies Duration K to 12 CG Code 1st Quarter Nagagamit ang pangngalan sa pagsasalaysay tungkol sa mga tao, lugar at bagay sa paligid F3WG-Ia-d-2 F3WG-IIa-c-2 Nagagamit ang naunang kaalaman o karanasan sa pag-unawa ng napakinggan at nabasang teksto F3PN-IVc-2 F3PN-IIIa-2 F3PN-IIa-2 F3PN-Ib-2 Nasasagot ang mga tanong tungkol sa kuwento, usapan, teksto, balita at tula F3PB-Ib-3.1 F3PN-IIc-3.1.1
- 151. 151 Quarter Most Essential Learning Competencies Duration K to 12 CG Code F3PB-I-d-3.1 F3PN-IVa 3.1.3 Nagagamit ang iba’t ibang bahagi ng aklat sa pagkalap ng impormasyon F3EP-Ib-h-5 F3EP-IIa-d-5 Nababasa ang mga salitang may tatlong pantig pataas, klaster, salitang iisa ang baybay ngunit magkaiba ang bigkas at salitang hiram F3AL-If-1.3 Nakasusunod sa nakasulat na panuto na may 2-4 hakbang F3PB-Ic-2 F3PB-IIc-2 F3PB-IVb- 2 Nababaybay nang wasto ang mga salitang natutunan sa aralin, salita di-kilala batay sa bigkas, tatlo o apat na pantig, batayang talasalitaan, mga salitang hiram at salitang dinaglat F3PY-Id-2.2 F3PY-If-2.4 F3PY-IIc-2.3 F3PY-IIh-2.5 F3PY-IIIb-2.2/2.3 F3PY-IVb-h-2 F3PY-Id-2.2 Nakakagamit ng diksyunaryo F3EP-Id-6.1 Nagagamit sa usapan ang mga salitang pamalit sa ngalan ng tao (ako, ikaw, siya, kami, tayo, kayo at sila,) F3WG-Ie-h-3 F3WG-IIg-j-3 Nagagamit ang magalang na pananalita na angkop sa sitwasyon (pagbati, pakikipag–usap, paghingi ng paumanhin, pakikipag-usap sa matatanda at hindi kakilala, at panghihiram ng gamit) F3PS-If-12 F3PS-IIb-12.5 Nailalarawan ang mga elemento ng kuwento (tauhan, tagpuan, banghay) F3PBH-Ie-4 F3PB-IIb-e-4 Naisasalaysay muli ang teksto nang may tamang pagkakasunod-sunod ng mga pangyayari sa tulong ng pamatnubay na tanong at balangkas F3PN-Ig-6.1 F3PN-IIf-6.4 F3PB-IIg-12.2 F3PB-IIIg-12.3 F3PN-IVh-6.6
- 152. 152 Quarter Most Essential Learning Competencies Duration K to 12 CG Code Nagagamit ang malaki at maliit na letra at mga bantas sa pagsulat ng mga salitang natutunan sa aralin, salitang dinaglat, salitang hiram, parirala, pangungusap, at talata F3PU-Ig-i-4 F3PU-IId-4 F3PU-IIId-2.6 F3PU-IVd-f-4 Nagagamit ang panghalip bilang pamalit sa pangngalan (ito/iyan/iyon/nito/niyan/ noon/niyon) F3WG-Ie-h-3.1 F3WG-IIg-j-3.1 Nakabubuo ng isang kuwentong katumbas ng napakinggang kuwento F3PN-Ij-10 F3PN-IIj-10 F3PN-IIIj-10 F3PN-IVb-10 2nd Quarter Nakapagbibigay ng wakas ang binasang kuwento F3PB-Ih-14 F3PB-IIi-14 F3PB-IIIi-14 F3PB-IVf-14 Naiuulat ang mga naobserbahang pangyayari sa pamayanan F3PS-Ii-3.1 Nagbabago ang dating kaalaman base sa mga natuklasang kaalaman sa binasang teksto F3PB-Ii-15 F3PB-IIj-15 Napayayaman ang talasalitaan sa pamamagitan ng paggamit ng magkasingkahulugan at magkasalungat na mga salita, pagbubuo ng mga bagong salita mula sa salitang-ugat, at paghanap ng maiikling salita sa loob ng isang mahabang salita F3PT-Ij-2.3 F3PT-IIh-2.3 F3PT-IIId-h-2.1 F3PT-IIId-h-2.1 F3PT-IVaf-2.2 Nagagamit ang magalang na pananalita sa angkop na sitwasyon (pagpapaliwanag) * Natutukoy ang mga salitang magkakatugma F3KP-IIb-d-8 Nakakagamit ng pahiwatig upang malaman ang kahulugan ng mga salita tulad ng paggamit ng mga palatandaang nagbibigay ng kahulugan (katuturan o kahulugan ng salita, sitwasyong pinaggamitan ng salita, at pormal na depinisyon ng salita) F3PT-Ic-1.5 F3PT-IIc-1.5 FPT-IId-1.7 F3PT-IIIa-2.3 Naikokompara ang mga kuwento sa pamamagitan ng pagtatala ng pagkakatulad at pagkakaiba F34AL-IIe-14
- 153. 153 Quarter Most Essential Learning Competencies Duration K to 12 CG Code Nakasusulat ng talata nang may wastong baybay, bantas at gamit ng malaki at maliit na letra upang maipahayag ang ideya, damdamin o reaksyon sa isang paksa o isyu F3KM-IIIi-3.2 Nakabubuo ng mga tanong matapos mapakinggan ang isang teksto F3PN-IIj-13 Nagagamit ang angkop na pagtatanong tungkol sa mga tao, bagay, lugar at pangyayari, ano, sino, saan, ilan, kalian, ano-ano, at sino-sino F3WG-IIIa-b-6 F3WG-IVab-6 Nababaybay nang wasto ang mga salitang natutunan sa aralin/ batayang talasalitaang pampaningin F3PY-IIIb-2.2/2.3 Nakapaglalarawan ng mga tao, hayop, bagay at lugar sa pamayanan F3WG-IIIc-d-4 3rd Quarter Natutukoy ang kahulugan ng mga tambalang salita na nananatili ang kahulugan F3PT-IIIci-3.1 Nasasabi ang sariling ideya tungkol sa tekstong napakinggan F3PN-IIId-14 Naipahahayag ang sariling opinyon o reaskyon sa isang napakinggang isyu F3PS-IIId-1 Nasasabi ang paksa o tema ng teksto, kuwento o sanaysay F3PB-IIId-10 Nagagamit ang tamang salitang kilos/ pandiwa sa pagsasalaysay ng mga personal na karanasan F3WG-IIIe-f-5 Napapalitan at nadadagdagan ang mga tunog upang makabuo ng bagong salita F3KP-IIIe-g-6 Naibibigay ang mga sumusuportang kaisipan sa pangunahing kaisipan ng tekstong binasa F3PB-IIIe-11.2 Nasisipi nang wasto at maayos ang mga liham F3KM-IIa-e-1.2 Naibibigay ang sariling hinuha bago, habang at pagkatapos mapakinggang teksto F3PN-IIIf-12 Nagagamit ang tamang salitang kilos/ pandiwa sa pagsasalaysay ng mga personal na karanasan F3WG-IIIe-f-5 Nakapagbibigay ng angkop na pamagat sa binasang teksto F3PB-IIIf-8 Nagagamit nang wasto ang mga pang-abay na naglalarawan ng isang kilos o gawi F3WG-IIIh-6 Napag-uugnay ang sanhi at bunga ng mga pangyayari sa binasang teksto F3PB-IIIh-6.2
- 154. 154 Quarter Most Essential Learning Competencies Duration K to 12 CG Code Nagagamit nang wasto ang pang-ukol (laban sa, ayon sa, para sa, ukol sa, tungkol sa) F3WG-IIIi-j-7 F3WG-IIIi-j-7 F3WG-IVi-j-7 F3WG-IVi-j-7 4th Quarter Napagsasama ang mga katinig, patinig upang makabuo ng salitang klaster (Hal. blusa, gripo, plato) F3KP-IIIh-j-11 Napagsasama ang mga katinig at patinig upang makabuo ng salitang may diptonggo F3KP-IVi-11 Nasisipi nang wasto at maayos ang mga talata F3PU-IIIa-e-1.2 F3PU-IVa-e-1.5 Naiuugnay ang binasa sa sariling karanasan F3PB-IIa-1 F3PB-IVc-1 Nakasusulat ng isang talata F3KM-IVd-3.1 Naiuugnay ang binasa sa sariling karanasan F3PB-IIa-1 F3PB-Ivc-1 Nagagamit ang mga salitang kilos sa pag-uusap tungkol sa iba’t ibang gawain sa tahanan, paaralan, at pamayanan F3WG-IVe-f-5 F3WG-IVe-f-5 Nababasa ang mga salitang hiram/natutuhan sa aralin F3PP-IVc-g-2 Natutukoy ang kahulugan ng mga tambalang salita na nananatili ang kahulugan F3PT-IIIc-i-3.1 F3PT-IVd-h-3.2 F3PT-IVd-h-3.2 Nabibigay ng mungkahing solusyon sa suliraning nabasa sa isang teskto o napanood F3PB-IVh-13 Natutukoy ang mahahalagang detalye kaugnay ng paksang narinig F3PN-IVi-16 Naibibigay ang buod o lagom ng tesktong binasa F3PB-IIIj-16 F3PB-IVi-16 Naibibigay ang paksa ng kuwento o sanaysay na napakinggan F3PN-IIIe-7 F3PN-IVd-7 F3PN-IVd-7
- 155. 155 Grade Level: Grade 4 Subject: Filipino Grade Level Standards: Pagkatapos ng Ikaapat na Baitang, naipamamalas na ng mga mag-aaral ang kakayahan sa pagbasa, pagsulat at pakikipagtalastasan nang wasto upang maipahayag ang kaalaman, ideya at damdaming angkop sa kaniyang edad at sa kulturang kinabibilangan at nakikilahok sa pagpapaunlad ng pamayanan. Quarter Most Essential Learning Competencies Duration K to 12 CG Code 1st Quarter Nagagamit nang wasto ang mga pangngalan sa pagsasalita tungkol sa sarili at ibang tao sa paligid F4WG-Ia-e-2 Nabibigyang kahulugan ang salita sa pamamagitan ng pormal na depinisyon F4PT-Ia-1.10 Natutukoy ang mga elemento ng kuwento (tagpuan, tauhan, banghay) F4PB-Ia-97 Natutukoy ang bahagi ng binasang kuwento- simula-kasukdulan-katapusan F4PB-Ii-24 Nakasusulat ng talata tungkol sa sarili F4PU-Ia-2 Naisasalaysay muli nang may wastong pagkakasunod-sunod ang napakinggang teksto gamit ang mga larawan, signal words at pangungusap F4PS-Ib-h-6.1 F4PS-Ib-h-91 F4PS-IIh-i-6.2 Nasasagot ang mga tanong sa napakinggan at nabasang kuwento, tekstong pang-impormasyon, at SMS (Short Messaging Text). F4PB-Ia-d-3.1 F4PB-Ia-d-3.1 F4PN-Ih-3.2 Nakasusulat ng natatanging kuwento tungkol sa natatanging tao sa pamayanan, tugma o maikling tula F4PU-Ia-2 F4PU-Ic-2.2
- 156. 156 Quarter Most Essential Learning Competencies Duration K to 12 CG Code Nababasa ang maikling tula nang may tamang bilis, diin, ekspresyon at intonasyon F4PB-Ic-16 Naipahahayag ang sariling opinyon o reaksyon sa isang napakinggan/napanood na isyu o usapan F4PS-Id-i-1 Nasusunod ang napakinggang panuto o hakbang ng isang gawain F4PN-Ie-j-1.1 Naibibigay ang kahalagahan ng media (hal. pang-impormasyon, pang-aliw, panghikayat) F4PDI-e-2 Nagagamit ang iba’t ibang uri ng panghalip (panao) sa usapan at pagsasabi tungkol sa sariling karanasan F4WG-If-j-3 Nagagamit ang iba’t ibang uri ng panghalip (pananong) - isahan-- maramihan sa usapan at pagsasabi tungkol sa sariling karanasan F4WG-Ifg-j-3 Nagagamit ang iba’t ibang uri ng panghalip (panaklaw)-tiyakan- isahan/kalahatan-di-tiyakan sa usapan at pagsasabi tungkol sa sariling karanasan F4WG-If-j-3 Nabibigy ang kahulugan ng salita sa pamamagitan ng pormal na depinisyon F4PT-Ia-1.10 Naibibigay ang kahulugan ng salita ayon sa: -Kasingkahulugan -Kasalungat -Gamit ng Pahiwatig (context clues) -Diksyunaryong kahulugan F4PT-Ig-1.4 Nakasusulat ng liham na nagbabahagi ng karanasan/pangyayari sa nabasang kuwento Quarter Most Essential Learning Competencies Duration K to 12 CG Code 2nd Quarter Nasasagot ang mga tanong mula sa napakinggan at nabasang alamat, tula, at awit. F4PN-IIf-3.1 F4PN-IIIb-3.1 F4PB-IVb-c-3.2.1 Naisusulat nang wasto ang baybay ng salitang natutuhan sa aralin; salitang hiram; at salitang kaugnay ng ibang asignatura F4PU-IIa-j-1
- 157. 157 Quarter Most Essential Learning Competencies Duration K to 12 CG Code Nakapagbibigay ng hinuha sa kalalabasan ng mga pangyayari sa napakinggang teskto F4PN-IIb-12 Nagagamit nang wasto ang pang-uri (lantay, paghahambing, pasukdol) sa paglalarawan ng tao, lugar, bagay at pangyayari sa sarili, ibang tao at katulong sa pamayanan F4WG-IIa-c-4 Naibibigay ang kahulugan ng mga salitang pamilyar at di-pamilyar pamamagitan ng pag-uugnay sa sariling karanasan F4PT-IIb-1.12 Nahuhulaan ang maaaring mangyari sa teksto gamit ang dating karanasan/ kaalaman F4PB-IIa-17 Naibibigay ang paksa ng napakinggang teksto F4PN-IIc-7 Nagagamit ang uri ng pandiwa ayon sa panahunan sa pagsasalaysay ng nasaksihang pangyayari F4WG-IId-g-5 Nasasabi ang sanhi at bunga ayon sa nabasang pahayag, napakinggang teksto, at napakinggang ulat F4PB-IIdi-6.1 F4PN-IIi-18.1 F4PN-IIIi-18.2 Nakasusulat ng timeline tungkol sa mga pangyayari sa binasang teksto F4PU-IIc-d-2.1 Naisasalaysay nang may tamang pagkakasunod-sunod ang nakalap na impormasyon mula sa napanood F4PD-IId-87 Nailalarawan ang elemento ng kuwento (tagpuan, tauhan, banghay, at pangyayari) F4PN-IIe-12.1 Nailalarawan ang tauhan batay sa ikinilos, ginawi , sinabi at naging damdamin F4PS-IIe-f-12.1 Nagagamit ang iba’t ibang uri ng panghalip (pamatlig) - Patulad pahimaton paukol - Paari panlunan paturol sa usapan at pagsasabi tungkol sa sariling karanasan F4WG-If-j-3
- 158. 158 Quarter Most Essential Learning Competencies Duration K to 12 CG Code Nagagamit ang aspekto (panahunan) ng pandiwa n sa pagsasalaysay ng nasaksihang pangyayari F4WG-IId-g-5 Natutukoy ang kahulugan ng salita batay sa ugnayang salita-larawan F1PT-Iib-f-6 Nakasusulat ng talatang naglalarawan F4PU-IIe-g-2.1 Nailalarawan ang tauhan batay sa ikinilos o ginawi o sinabi at damdamin F4PS-IIe-f-12.1 Nagagamit ang pangaano ng pandiwa-pawatas- pautos, pagsasalaysay ng napakinggang usapan F4WG-IId-g-5 Nakasusunod sa nakasulat na panuto F4PB-IIi-h-2.1 Nakasusulat ng panuto gamit ang dayagram F4PU-IIf-2 Nasasabi ang paksa ng napanood na maikling pelikula F4PD-II-f-5.2 Naibibigay ang sariling wakas ng napakinggang teksto, tekstong pang- impormasyon at talambuhay F4PN-IIg-8.2 Nakasusulat ng sariling talambuhay at liham na humihingi ng pahintulot na magamit ang silid-aklatan F4PU-IIe-g-2.1 F4PU-IIh-i-2.3 Nasusuri ang damdamin ng mga tauhan sa napanood F4PD-II-g-22 Napagsusunod-sunod ang mga detalye/ pangyayari sa tekstong napakinggan sa pamamagitan ng tanong F4PN-IIh-8.2 Nagagamit nang wasto ang pang-abay sa paglalarawan ng kilos F4WG-IIh-j-6 Natutukoy ang mga sumusuportang detalye sa mahalagang kaisipan sa nabasang teksto F4PB-IIh-11.2 Nagagamit nang wasto ang pang-abay at pandiwa sa pangungusap F4WG-IIh-j-6 Nagagamit nang wasto ang pang-abay at pang-uri sa pangungusap F4WG-IIh-j-6 Quarter Most Essential Learning Competencies Duration K to 12 CG Code 3rd Quarter Nakapagbibigay ng hakbang ng isang gawain F4PS-IIIa-8.6 Nakasusulat ng simpleng resipi at patalastas F4PU-IIIa-2.4 Nagagamit ang pang-abay sa paglalarawan ng kilos F4WG-IIIa-c-6 Nailalarawan ang tauhan batay sa ikinilos, ginawi, sinabi at naging damdamin F4PS-IIIb-2.1
- 159. 159 Quarter Most Essential Learning Competencies Duration K to 12 CG Code Nasasagot ang mga tanong sa nabasa o napakinggang editoryal, argumento, debate, pahayagan, at ipinapahayag sa isang editorial cartoon. F4PB-IIIad-3.1 F4PN-IIIf-3.1 F4PN-IVi-j-3.1 F4PN-IVd-j-3.1 F4PN-IVf-j-3.3 Naisasalaysay ang mahahalagang detalye sa napakinggang editoryal F4PN-IIId-18 Nasusuri kung opinyon o katotohanan ang isang pahayag F4PB-IIIf-19 Nagagamit sa pagpapahayag ang magagalang na salita sa hindi pagsang- ayon pakikipag-argumento o pakikipagdebate F4PS-IIId12.13 F4PS-IIIf-12.14 Nakasusulat ng argumento at editoryal F4PU-IIIf-2.3 F4PU-IIId-2.5 Nakasusulat ng paliwanag; usapan ; puna tungkol sa isang isyu; opinyon tungkol sa isang isyu; ng mga isyu/argumento para sa isang debate; F4PU-IIIe-2.1 F4PU-IVa-b-2.1 F4PU-IVc-2.1 F4PU-IVd-f-2.6 F4PU-IVi-2.7.2 Nakapagbibigay ng reaksiyon sa napakinggang paliwanag; sa isyu mula sa napakinggang ulat F4PS-IIIe-8.8 F4PS-IIIi-92 Natutukoy ang kaibahan ng pang-abay at pang-uri F4WG-IIId-e-9.1 Nagagamit ang pariralang pang-abay at pandiwa, pariralang pang-abay at pang-uri sa paglalarawan F4WG-IIId-e-9 Nagagamit nang wasto ang pang-angkop (–ng, -g at na ) sa pangunguap at pakikipagtalastasan F4WG-IIIf-g-10 Nakapagbibigay ng angkop na pamagat sa napakinggang teksto F4PN-IIIg-17 Naiuugnay ang sariling karanasan sa napakinggang teksto F4PS-IIIg-4 Nabibigyan ng angkop na pamagat ang talatang binasa F4PB-IIIg-8 Naisasalaysay muli ang napakinggang teksto gamit ang sariling salita F4PS-III-h-6.6 Nagagamit nang wasto at angkop ang pangatnig - o, ni, maging, man - kung, kapag, pag, atbp. - ngunit, subalit, atbp. - dahil sa, sapagkat, atbp. F4WG-IIIh-11
- 160. 160 Quarter Most Essential Learning Competencies Duration K to 12 CG Code - sa wakas, atbp. - kung gayon, atbp. - daw, raw, atbp. -kung sino, kung ano, siya rin atbp. Naipakikita ang pag-unawa sa pinanood sa pamamagitan ng pagbibigay ng ibang pagwawakas ayon sa sariling saloobin o paniniwala F4PD-IIIh-7.2 Nagagamit nang wasto at angkop ang simuno at panaguri sa pangungusap F4WG-IIIi-j-8 Nakasusulat ng talata na may sanhi at bunga F4PU-IIIi-2.1 Napagsusunod-sunod ang mga pangyayari sa tekstong napakinggan sa pamamagitan ng paggamit ng una, pangalawa, sumunod at panghuli F4PN-IIIj-8.4 Nakasusulat ng balita na may huwaran/ padron/ balangkas nang may wastong pagkakasunod-sunod ng mga pangyayari F4PU-Id-h-2.1 Quarter Most Essential Learning Competencies Duration K to 12 CG Code 4th Quarter Nakapagbibigay ng panuto na may tatlo hanggang apat na hakbang gamit ang pangunahin at pangalawang direksyon F4PS-IVa-8.7 Nasasagot ang mga tanong sa napanood na patalastas F4PD-IVf-89 Nakapaghahambing ng iba’t ibang patalastas na napanood F4PD-IV-g-i-9 Nagagamit sa pagpapakilala ng produkto ang uri ng pangungusap Nagagamit ang iba’t ibang mga uri ng pangungusap sa pagsasalaysay ng sariling karanasan F4WG-IVa-13.1 Nakasusulat ng isang balangkas mula sa mga nakalap na impormasyon mula sa binasa F4PU-IV ab-2.1 Naibibigay ang paksa ng napakinggang teksto F4PN-IVb-7 Naibibigay ang kahulugan ng salita sa pamamagitan ng pormal na depinisyon ng salita F4PT-IVc-1.10 Nagagamit sa panayam ang iba’t ibang uri ng pangungusap F4WG-IVd-h-13.4 Nagagamit ang magagalang na pananalita sa iba’t ibang sitwasyon; Pagbibigay ng puna sa editorial cartoon F4PS-IVe-12.18 Nakaguguhit ng sariling editorial cartoon F4PU-IVe-3
- 161. 161 Nagagamit sa pakikipag talastasan ang mga uri ng pangungusap F4WG-IVb-e-13.2 Naibibigay ang bagong natuklasang kaalaman mula sa binasang teksto F4PB-IVe-15 Nasasagot ang mga tanong sa nabasa o napakinggang pagpupulong (pormal at di pormal), katitikan (minutes) ng pagpupulong F4PN-IVd-g-3.3 F4PB-IVg-j-100 Naipahahayag ang sariling opinyon o reaskyon batay sa napakinggang pagpupulong (pormal at di-pormal) F4PS-IVf-g-1 Nagagamit ang mga uri ng pangungusap sa pormal na pagpupulong F4WG-IVc-g-13.3 Nakasusulat ng minutes ng pagpupulong F4PU-IVg-2.3 Nasasagot ang tanong sa binasang iskrip ng radio broadcasting at teleradyo F4PB-IVg-j-101 Nakasusulat ng script para sa radio broadcasting F4PU-IVg-2.7.1 Naibabahagi ang obserbasyon sa iskrip ng radio broadcasting F4PS-IVh-j-14 Naibabahagi ang obserbasyon sa napakinggang script ng teleradyo F4PN-IVi-j-3 Nagagamit ang iba’t ibang uri ng pangungusap sa pagsasagawa ng radio broadcast F4WG-IVd-h-13.4 Naibibigay ang buod o lagom ng tekstong script ng teleradyo F4PB-IVf-j-102 Nagagamit ang mga uri ng pangungusap sa pagsasabi ng pananaw F4WG-IVh-j-13.6 Naibabahagi ang obserbasyon sa mga taong kabahagi ng debate F4PS-IVh-j-14 Nagagamit ang mga uri ng pangungusap sa pakikipagdebate tungkol sa isang isyu F4WG-IVh-j-13.6 Naibibigay ang buod o lagom ng debateng binasa F4PB-IVf-j-16 Nakapaghahambing ng iba’t ibang debateng napanood F4PDIV-g-i-9 Naipakikita ang nakalap na impormasyon sa pamamagitan ng nakalarawang balangkas o dayagram F4EP-IVa-d-8 Nakakukuha ng tala buhat sa binasang teksto F4EP-IVb-e-10
- 162. 162 Grade Level: Grade 5 Subject: Filipino Grade Level Standards: Pagkatapos ng Ikalimang Baitang, naipamamalas ng mag-aaral ang kakayahan sa pakikipagtalastasan, mapanuring pag-iisip at, pagpapahalaga sa panitikan at kultura sa pamamagitan ng iba’t ibang teksto/ babasahing lokal at pambansa. Quarter Most Essential Learning Competencies Duration K to 12 CG Code 1st Quarter Naiuugnay ang sariling karanasan sa napakinggang teksto F5PN-Ia-4 Nagagamit nang wasto ang mga pangngalan at panghalip sa pagtalakay tungkol sa sarili,sa mga tao,hayop, lugar, bagay at pangyayari sa paligid; sa usapan; at sa paglalahad tungkol sa sariling karanasan F5WG-Ia-e-2 F5WG-If-j-3 Nasasagot ang mga tanong sa binasa/napakinggang kuwento at tekstong pang- impormasyon F5PB-Ia-3.1 F5PB-Ic-3.2 Nakasusulat ng isang maikling tula, talatang nagsasalaysay, at talambuhay F5PU-Ie-2.2 F5PU-If-2.1 F5PU-IIc-2.5 Naipahahayag ang sariling opinyon o reaksyon sa isang napakinggang balita, isyu o usapan F5PS-Ia-j-1 Naisasalaysay muli ang napakinggang teksto gamit ang sariling salita Naisasalaysay muli ang napakinggang teksto sa tulong ng mga pangungusap F5PS-IIh-c-6.2 Naibibigay ang paksa ng napakinggang kuwento/usapan F5PN-Ic-g-7 Naibibigay ang kahulugan ng salitang pamilyar at di-pamilyar na mga salita sa pamamagitan ng tono o damdamin, paglalarawan, kayarian ng mga salitang iisa ang baybay ngunit magkaiba ang diin at tambalang salita F5PT-Ic-1.15 F5PT-Ij-1.14 F5PT-IId-9 F5PT-IIe-4.3 Nabibigyang-kahulugan ang bar graph, pie, talahanayan at iba pa F5EP-If-g-2 2nd Quarter Nababaybay nang wasto ang salitang natutuhan sa aralin at salitang hiram F5PU-Ic-1 Nasasagot ang mga tanong sa binasa/napakinggang talaarawan, journal at anekdota F5PB-Id-3.4 F5PB-Ie-3.3 F5PB-IIf-3.3
- 163. 163 Quarter Most Essential Learning Competencies Duration K to 12 CG Code Naibabahagi ang isang pangyayaring nasaksihan o naobserbahan F5PS-Id-3.1 Nailalarawan ang tagpuan at tauhan ng napanood na pelikula at nabasang teksto F5PD-Id-g-11 F5PB-IIa-4 Nabibigkas nang may wastong tono, diin, antala at damdamin ang napakinggang tula F5PS-Ie-25 Naibibigay ang paksa/layunin ng napakinggang kuwento/usapan/talata, at pinanood na dokumentaryo, F5PN-Ic-g-7 F5PN-IIg-17 F5PD-IIf-13 Naibibigay ang mahahalagang pangyayari sa nabasang talaarawan, talambuhay at sa napanood na dokumentaryo F5PB-IIg-11 F5PD-IIi-14 Nagagamit ang magagalang na pananalita sa pagsasabi ng hinaing o reklamo, sa pagsasabi ng ideya sa isang isyu, at sa pagtanggi F5PS-Ig-12.18 F5PS-IIf-12.12 F5PS-IIj-12.10 Nakapagbibigay ng angkop na pamagat sa isang talata at tekstong napakinggan F5PB-Ig-8 F5PN-Ih-17 Naipapahayag ang sariling opinyon o reaskyon sa isang napakinggang balita, isyu o usapan, F5PS-Ia-j-1 Naibibigay ang bagong natuklasang kaalaman mula sa binasang teksto at datos na hinihingi ng isang form Nakasusulat ng simpleng patalastas, at simpleng islogan F5PU-IIIa-b-2.11 F5PU-IIIb-2.11 Nagagamit ang pangkalahatang sanggunian sa pagtatala ng mahahalagang impormasyon tungkol sa isang isyu F5EP-IIe-i-6 Naitatala ang mga impormasyon mula sa binasang teksto F5EP-IIa-f-10 Quarter Most Essential Learning Competencies Duration K to 12 CG Code 3rd Quarter Nagagamit ang pang-abay sa paglalarawan ng kilos F5WG-IIIa-c-6 Nagagamit ang pang-abay at pang-uri sa paglalarawan F5WG-IIId-e-9 Napagsusunod-sunod ang mga pangyayari sa tekstong napakinggan (kronolohikal na pagsusunod-sunod ) F5PN-IIIb-8.4 Nakabubuo ng mga tanong matapos mapakinggan ang isang salaysay F5PS-IIIb-e-3.1 Nakapag-uulat tungkol sa napanood F5PD-IIIb-g-15
- 164. 164 Quarter Most Essential Learning Competencies Duration K to 12 CG Code Nasusuri ang mga tauhan/tagpuan sa napanood na maikling pelikula F5PD-IIIc-i-16 Naibabahagi ang isang pangyayaring nasaksihan F5PS-IIIb-e-3.1 Nakagagawa ng isang timeline batay sa nabasang kasaysayan F5PB-Ie-18 Naisasalaysay muli ang napakinggang teksto F5PS-IIIf-h-6.6 Nasusuri kung ang pahayag ay opinyon o katotohanan F5PB-IIIf-h-19 Nagagamit nang wasto ang pang-angkop sa pakikipagtalastasan F5WG-IIIf-g-10 Nagbibigay ang mga salitang magkakasalungat at magkakasingkahulugan F5PT-IIIc-h-10 Nakapagbibigay ng angkop na pamagat sa tekstong napakinggan F5PN-Ii-j-17 Nasasabi ang simuno at panag-uri sa pangungusap F5WG-IIIi-j-8 Nakasusulat ng isang sulating pormal, di pormal (email) at liham na nagbibigay ng mungkahi F5PU-IId-2.10 F5PU-IIh-2.9 F5PU-IIj-2.3 Nagagamit ang pangkalahatang sanggunian sa pagsasaliksik tungkol sa isang isyu F5EP-IIIb-6 Naibibigay ang datos na hinihingi ng isang form F5EP-IIIj-16 4th Quarter Nakakagawa ng dayagram ng ugnayang sanhi at bunga mula sa tekstong napakinggan F5PN-IVa-d-22 Nagagamit ang iba’t ibang uri ng pangungusap sa pagsasalaysay ng napakinggang balita F5WG-IVa-13.1 Nagagamit ang iba’t ibang uri ng pangungusap sa pakikipag-debate tungkol sa isang isyu F5WG-IVb-e-13.2 Natutukoy ang paniniwala ng may-akda ng teksto sa isang isyu F5PB-IVb-26 Nakapagbibigay ng maaaring solusyon sa isang naobserbahang suliranin F5PS-IVe-9 Napaghahambing ang iba’t ibang dokumentaryo F5PD-IVe-j-18 Nagagamit ang iba’t ibang uri ng pangungusap sa pagsali sa isang usapan (chat) F5WG-IVf-j-13.6 Nakapagbibigay ng lagom o buod ng tekstong napakinggan F5PN-IVg-h-23 Naibibigay ang mahahalagang pangyayari F5PB-IVi-14 Nagagamit ang iba’t ibang uri ng pangungusap sa pakikipanayam/ pag-iinterview F5WG-IVc-13.5 Nagagamit ang iba’t ibang uri ng pangungusap sa pagkilatis ng isang produkto F5WG-IVd-13.3 Nagagamit ang mga bagong natutuhang salita sa paggawa ng sariling komposisyon F5PT-IVc-j-6
- 165. 165 Quarter Most Essential Learning Competencies Duration K to 12 CG Code Nakapagtatanong tungkol sa impormasyong inilahad sa isang dayagram, tsart, at mapa F5PB-IV-j-20 Nakasusulat ng maikling balita, editoryal, at iba pang bahagi ng pahayagan F5PU-Ia-2.8 F5PU-IIIj-2.11 F5PU- IVe-h-2.11 Nakasusulat ng iskrip para sa radio broadcasting at teleradyo. F5PU-IVc-i-2.12 Nakapipili ng angkop na aklat batay sa interes F5EP-IVj-12 Grade Level: Grade 6 Subject: Filipino Grade Level Standards: Pagkatapos ng Ikaanim na Baitang, naipamamalas ng mag-aaral ang kakayahan sa pakikipagtalastasan, mapanuring pag-iisip at pagpapahalaga sa wika, panitikan at kultura upang makaambag sa pag-unlad ng bansa. Quarter Most Essential Learning Competencies Duration K to 12 CG Code 1st Quarter Nasasagot ang mga tanong tungkol sa napakinggang/nabasang pabula, kuwento, tekstong pang-impormasyon at usapan F6PN-Ia-g-3.1 F6PN-Ia-g-3.1 F6PB-Ic-e-3.1.2 F6PN-Ia-g-3.1 Nasasagot ang tanong na bakit at paano F6PB-If-3.2.1 Nagagamit nang wasto ang mga pangngalan at panghalip sa pakikipag-usap sa iba’t ibang sitwasyon F6WG-Ia-d-2 Nabibigyang kahulugan ang kilos at pahayag ng mga tauhan sa napakinggang pabula F6PN-Ic-19 Nabibigyang kahulugan ang sawikain F6PN-Ij-28 Napagsunod-sunod ang mga pangyayari sa kuwento sa tulong ng nakalarawang balangkas at pamatnubay na tanong F6PB-Ib-5.4 F6RC-IIe-5.2 Nakapagbibigay ng hinuha sa kalalabasan ng mga pangyayari bago, habang at matapos ang pagbasa F6PN-Id-e-12 F6PB-IIIf-24
- 166. 166 Quarter Most Essential Learning Competencies Duration K to 12 CG Code Nagagamit ang magagalang na pananalita sa iba’t ibang sitwasyon: • sa pagpapahayag ng saloobin/damdamin, • pagbabahagi ng obserbasyon sa paligid • pagpapahayag ng ideya • pagsali sa isang usapan • pagbibigay ng reaksiyon F6PS-Id-12.22 F6PS-IIc-12.13 F6PS-IIIf-12.19 F6PS-IVg-12.25 F6PS-IVh-12.19 Nagagamit nang wasto ang mga panghalip na panao, paari, pananong, pamatlig, pamaklaw sa pakikipag-usap sa iba’t ibang sitwasyon F6WG-Ia-d-2 Nasusuri ang mga kaisipan/tema/layunin/tauhan/tagpuan at pagpapahalagang nakapaloob sa napanood na maikling pelikula F6PD-If—10 F6VC-IIe-13 F6PD-IIIh-1-6 Nakapagbibigay ng sarili at maaring solusyon sa isang suliraning naobserbahan sa paligid F6PS-Ig-9 Nakapagbibigay ng angkop na pamagat sa binasang/napakinggang talata F6PB-Ig-8 Naipapahayag ang sariling opinyon o reaskyon sa isang napakinggang balita isyu o usapan F6PS-Ij-1 Nagagamit ang pangkalahatang sanggunian sa pagsasaliksik F6EP-Ib-d-6 Nakasusulat ng kuwento; talatang nagpapaliwanag at nagsasalaysay F6PU-Id-2.2 F6PU-If-2.1 F6PU-Ih-2.1 2nd Quarter Nasasagot ang mga tanong tungkol sa napakinggang/ nabasang talaarawan at anekdota F6RC-IIdf-3.1.1 F6RC-IId-f-3.1.1 Naibabahagi ang isang pangyayaring nasaksihan F6PS-IIh-3.1 Nagagamit ang dating kaalaman sa pagbibigay ng wakas ng napakinggang teksto Nababago ang dating kaalaman batay sa natuklasan sa teksto Naibibigay ang maaaring mangyari sa teksto gamit ang dating karanasan/kaalaman F6PB-IIIg-17
- 167. 167 Quarter Most Essential Learning Competencies Duration K to 12 CG Code Nagagamit nang wasto ang kayarian at kailanan ng pang-uri sa paglalarawan sa iba’t ibang sitwasyon Nailalarawan ang tauhan batay sa damdamin nito at tagpuan sa binasang kuwento F6RC-IIa-4 Nasasabi ang paksa/mahahalagang pangyayari sa binasang/napakinggang sanaysay at teksto F6RC-IIb-10 Nagagamit nang wasto ang aspekto at pokus ng pandiwa (aktor, layon, ganapan, tagatanggap, gamit, sanhi, direksiyon) sa pakikipag-usap sa ibat ibang sitwasyon F6L-IIf-j-5 Nagagamit ang uri ng pang-abay (panlunan, pamaraan, pamanahon) sa pakikipag-usap sa ibat ibang sitwasyon F6L-IIf-j-5 Napag-uugnay ang sanhi at bunga ng mga pangyayari F6PB-IIIb-6.2 Nagagamit ang iba’t ibang salita bilang pang-uri at pang-abay sa pagpapahayag ng sariling ideya Nakapagtatala ng datos mula sa binasang teksto F6SS -IIb-10 Nakasusulat ng sulating di pormal, pormal, liham pangangalakal at panuto F6WC-IIf-2.9 F6WC-IIg-2.10 F6WC-IIh-2.3 F6WC-IIi-2.11 3rd Quarter Nasasagot ang mga tanong tungkol sa napakinggang/ binasang ulat at tekstong pang- impormasyon F6PB-IIId-3.1.2 F6PB-IIIc-3.2.2 Nakapagbibigay ng lagom o buod ng tekstong napakinggan F6PN-IIIe19 Naiisa-isa ang mga argumento sa binasang teksto F6PB-IIIe-23 Naibibigay ang impormasyong hinihingi ng nakalarawang balangkas F6EP–IIIa-i-8 Nagagamit nang wasto ang pang-angkop at pangatnig F6WG-IIIj-12 Nakabubuo ng mga bagong salita gamit ang panlapi at salitang-ugat F6PT-IIIj-15 Nasusuri kung ang pahayag ay opinyon o katotohanan F6PB-IIIj-19 Nakapag-uulat tungkol sa pinanood F6PD-IIIc-j-15 Nagagamit sa usapan at iba’t ibang sitwasyon ang mga uri ng pangungusap F6WG-IVa-j-13
- 168. 168 Quarter Most Essential Learning Competencies Duration K to 12 CG Code Naiuugnay ang binasa sa sariling karanasan F6PB-IVa-1 Nakakakuha ng impormasyon sa pamamagitan ng pahapyaw na pagbasa F6EP –IIIg-11 Nakasusulat ng tula at sanaysay na naglalarawan F6PU-IIIe-2.2 4th Quarter Nakagagawa ng patalastas at usapan gamit ang iba’t ibang bahagi ng pananalita F6WG-IVb-i-10 Napapangkat ang mga salitang magkakaugnay F6PT-IVb-j-14 Naipahahayag ang sariling opinyon o reaksyon sa isang napakinggang balita isyu o usapan F6PS-IVc-1 Nasusuri ang pagkakaiba ng kathang isip at di-kathang isip na teksto (fiction at non-fiction) F6PB-IVc-e-22 Napaghahambing-hambing ang iba’t ibang uri ng pelikula F6PD-IVe-i-21 Nakagagawa ng dayagram ng ugnayang sanhi at bunga ng mga pangyayari / problema- solusyon F6PN-IVf-10 Nakapagtatanong tungkol sa impormasyong inilahad sa dayagram, tsart, mapa at graph F6PB-IVg-20 Naipapahayag ang sariling opinyon o reaksyon sa isang napakinggang balita isyu o usapan F6PS-IVc-1 Nakasusulat ng ulat, balitang pang-isport, liham sa editor, iskrip para sa radio broadcasting at teleradyo F6PU-IVb-2.1 F6PU-IVc-2.11 F6PU-IVf-2.3 F6PU-IVe-2.12.1 Nagagamit ang pangkalahatang sanggunian sa pagtitipon ng mga datos na kailangan F6EP-IVg-6
- 169. 169 Grade Level: Grade 7 Subject: Filipino Grade Level Standards: Pagkatapos ng Ikapitong Baitang, naipamamalas ng mag-aaral ang kakayahang komunikatibo, mapanuring pag-iisip, at pag-unawa at pagpapahalagang pampanitikan gamit ang teknolohiya at iba’t ibang uri ng teksto at akdang pampanitikang rehiyunal upang maipagmalaki ang sariling kultura, gayundin ang iba’t ibang kulturang panrehiyon. Quarter Most Essential Learning Competencies Duration K to 12 CG Code 1st Quarter Nahihinuha ang kaugalian at kalagayang panlipunan ng lugar na pinagmulan ng kuwentong bayan batay sa mga pangyayari at usapan ng mga tauhan F7PN-Ia-b-1 Nagagamit nang wasto ang mga pahayag sa pagbibigay ng mga patunay F7WG-Ia-b-1 Nahihinuha ang kalalabasan ng mga pangyayari batay sa akdang napakinggan F7PN-Ic-d-2 Naipaliliwanag ang sanhi at bunga ng mga pangyayari F7PB-Id-e-3 Nasusuri ang isang dokyu-film batay sa ibinigay na mga pamantayan F7PD-Id-e-4 Naisasalaysay nang maayos at wasto ang buod, pagkakasunod-sunod ng mga pangyayari sa kuwento, mito, alamat, at kuwentong-bayan* F7PS-Id-e-4 Nagagamit nang wasto ang mga retorikal na pang-ugnay na ginamit sa akda (kung, kapag, sakali, at iba pa), sa paglalahad (una, ikalawa, halimbawa, at iba pa, isang araw, samantala), at sa pagbuo ng editoryal na nanghihikayat (totoo/tunay, talaga, pero/ subalit, at iba pa) F7WG-If-g-4 Nasusuri ang pagkamakatotohanan ng mga pangyayari batay sa sariling karanasan F7PB-Ih-i-5 Naiisa-isa ang mga hakbang na ginawa sa pananaliksik mula sa napakinggang mga pahayag F7PN-Ij-6 Nasusuri ang ginamit na datos sa pananaliksik sa isang proyektong panturismo (halimbawa: pagsusuri sa isang promo coupon o brochure) F7PB-Ij-6 Naipaliliwanag ang mga salitang ginamit sa paggawa ng proyektong panturismo (halimbawa ang paggamit ng acronym sa promosyon) F7PT-Ij-6 Naibabahagi ang isang halimbawa ng napanood na video clip mula sa youtube o ibang website na maaaring magamit F7PD-Ij-6 Nagagamit nang wasto at angkop ang wikang Filipino sa pagsasagawa ng isang makatotohanan at mapanghikayat na proyektong panturismo F7WG-Ij-6
- 170. 170 Quarter Most Essential Learning Competencies Duration K to 12 CG Code 2nd Quarter Naipaliliwanag ang mahahalagang detalye, mensahe at kaisipang nais iparating ng napakinggang bulong, awiting-bayan, alamat, bahagi ng akda, at teksto tungkol sa epiko sa Kabisayaan F7PN-IIa-b-7 Nabubuo ang sariling paghahatol o pagmamatuwid sa ideyang nakapaloob sa akda na sumasalamin sa tradisyon ng mga taga Bisaya F7PB-IIa-b-7 Nasusuri ang antas ng wika batay sa pormalidad na ginamit sa pagsulat ng awiting-bayan (balbal, kolokyal, lalawiganin, pormal) F7WG-IIa-b-7 Nahihinuha ang kaligirang pangkasaysayan ng binasang alamat ng Kabisayaan F7PB-IIc-d-8 Naibibigay ang kahulugan at sariling interpretasyon sa mga salitang paulit-ulit na ginamit sa akda, mga salitang iba-iba ang digri o antas ng kahulugan (pagkiklino), mga di-pamilyar na salita mula sa akda, at mga salitang nagpapahayag ng damdamin F7PT-IIc-d-8 F7PT-IIe-f-9 Nagagamit nang maayos ang mga pahayag sa paghahambing (higit/mas, di-gaano, di-gasino, at iba pa) F7WG-IIc-d-8 Naisusulat ang isang editoryal na nanghihikayat kaugnay ng paksa F7PU-IIe-f-9 Naisusulat ang isang tekstong naglalahad tungkol sa pagpapahalaga ng mga taga-Bisaya sa kinagisnang kultura F7PU-IIg-h-10 Nasusuri ang kulturang nakapaloob sa awiting-bayan F7PB-IIi-12 Nagagamit ang mga kumbensyon sa pagsulat ng awitin (sukat, tugma, tayutay, talinghaga, at iba pa) F7WG-IIj-12 Quarter Most Essential Learning Competencies Duration K to 12 CG Code 3rd Quarter Naipaliliwanag ang kahalagahan ng paggamit ng suprasegmental (tono, diin, antala) F7PN-IIIa-c-13 Naihahambing ang mga katangian ng tula/awiting panudyo, tugmang de gulong at palaisipan F7PB-IIIa-c-14 Naipaliliwanag ang kahulugan ng salita sa pamamagitan ng pagpapangkat, batay sa konteksto ng pangungusap, denotasyon at konotasyon, batay sa kasing kahulugan at kasalungat nito F7PT-IIIa-c-13 F7PT-IIIh-i-16 F7PT-IIi-11 Naisusulat ang sariling tula/awiting panudyo, tugmang de gulong at palaisipan batay sa itinakdang mga pamantayan F7PU-IIIa-c-13
- 171. 171 Quarter Most Essential Learning Competencies Duration K to 12 CG Code Nasusuri ang mga katangian at elemento ng mito,alamat, kuwentong-bayan, maikling kuwento mula sa Mindanao, Kabisayaan at Luzon batay sa paksa, mga tauhan, tagpuan, kaisipan at mga aspetong pangkultura (halimbawa: heograpiya, uri ng pamumuhay, at iba pa) F7PB-IIId-e-15 F7PB-IIId-e-16 Nagagamit nang wasto ang angkop na mga pahayag sa panimula, gitna at wakas ng isang akda F7WG-IIId-e-14 Naibubuod ang tekstong binasa sa tulong ng pangunahin at mga pantulong na kaisipan F7PB-IIIf-g-17 Nasusuri ang mga elemento at sosyo-historikal na konteksto ng napanood na dulang pantelebisyon F7PD-IIIf-g-15 Nagagamit ang wastong mga panandang anaporik at kataporik ng pangngalan F7WG-IIIh-i-16 Nasusuri ang mga salitang ginamit sa pagsulat ng balita ayon sa napakinggang halimbawa F7PN-IIIj-17 Natutukoy ang datos na kailangan sa paglikha ng sariling ulat-balita batay sa materyal na binasa F7PB-IIIj-19 4th Quarter Nailalahad ang sariling pananaw tungkol sa mga motibo ng may-akda sa bisa ng binasang bahagi ng akda F7PB-IVa-b-20 Naibibigay ang kahulugan at mga katangian ng “korido” F7PT-IVa-b-18 Naibabahagi ang sariling ideya tungkol sa kahalagahan ng pag-aaral ng Ibong Adarna F7PSIVa-b-18 Naisusulat nang sistematiko ang mga nasaliksik na impormasyon kaugnay ng kaligirang pangkasaysayan ng Ibong Adarna F7PU-IVa-b-18 Nagmumungkahi ng mga angkop na solusyon sa mga suliraning narinig mula sa akda F7PN-IVc-d-19 Nasusuri ang mga pangyayari sa akda na nagpapakita ng mga suliraning panlipunan na dapat mabigyang solusyon F7PB-IVc-d-21 Nailalahad ang sariling saloobin at damdamin sa napanood na bahagi ng telenobela o serye na may pagkakatulad sa akdang tinalakay F7PD-IVc-d-18 Naiuugnay sa sariling karanasan ang mga karanasang nabanggit sa binasa F7PB-IVc-d-22 Nasusuri ang damdaming namamayani sa mga tauhan sa pinanood na dulang pantelebisyon/pampelikula F7PD-IVc-d-19 Nagagamit ang dating kaalaman at karanasan sa pag-unawa at pagpapakahulugan sa mga kaisipan sa akda F7PS-IVc-d-21 Nagagamit ang angkop na mga salita at simbolo sa pagsulat ng iskrip F7PT-IVc-d-23 Nasusuri ang mga katangian at papel na ginampanan ng pangunahing tauhan at mga pantulong na tauhan F7PB-IVg-h-23
- 172. 172 Quarter Most Essential Learning Competencies Duration K to 12 CG Code Nagagamit ang mga salita at pangungusap nang may kaisahan at pagkakaugnay-ugnay sa mabubuong iskrip F7WG-IVj-23 Grade Level: Grade 8 Subject: Filipino Grade Level Standards: Pagkatapos ng Ikawalong Baitang, naipamamalas ng mag-aaral ang kakayahang komunikatibo, mapanuring pag-iisip,at pag-unawa at pagpapahalagang pampanitikan gamit ang teknolohiya at iba’t ibang uri ng teksto at akdang pampanitikang pambansa upang maipagmalaki ang kulturang Pilipino. Quarter Most Essential Learning Competencies Duration K to 12 CG Code 1st Quarter Naiuugnay ang mahahalagang kaisipang nakapaloob sa mga karunungang-bayan sa mga pangyayari sa tunay na buhay sa kasalukuyan F8PB-Ia-c-22 Nabibigyang-kahulugan ang mga talinghaga, eupimistiko o masining na pahayag ginamit sa tula, balagtasan, alamat, maikling kuwento, epiko ayon sa: -kasingkahulugan at kasalungat na kahulugan F8PT-Ia-c-19 Naisusulat ang sariling bugtong, salawikain, sawikain o kasabihan na angkop sa kasalukuyang kalagayan F8PS-Ia-c-20 Nagagamit ang paghahambing sa pagbuo ng alinman sa bugtong, salawikain, sawikain o kasabihan (eupemistikong pahayag) F8WG-Ia-c-17 Nakikinig nang may pag-unawa upang mailahad ang layunin ng napakinggan, maipaliwanag ang pagkakaugnay-ugnay ng mga pangyayari at mauri ang sanhi at bunga ng mga pangyayari F8PN-Ig-h-22 Napauunlad ang kakayahang umunawa sa binasa sa pamamagitan ng: -paghihinuha batay sa mga ideya o pangyayari sa akda -dating kaalaman kaugnay sa binasa F8PB-Ig-h-24 Nagagamit ang iba’t ibang teknik sa pagpapalawak ng paksa: -paghahawig o pagtutulad -pagbibigay depinisyon -pagsusuri F8PS-Ig-h-22 Naisusulat ang talatang: -binubuo ng magkakaugnay at maayos na mga pangungusap - nagpapahayag ng sariling palagay o kaisipan -nagpapakita ng simula, gitna, wakas F8PU-Ig-h-22 Nagagamit ang mga hudyat ng sanhi at bunga ng mga pangyayari (dahil,sapagkat,kaya,bunga nito, iba pa) F8WG-Ig-h-22
- 173. 173 Quarter Most Essential Learning Competencies Duration K to 12 CG Code Naibabahagi ang sariling opinyon o pananaw batay sa napakinggang pag-uulat F8PN-Ii-j-23 Naipaliliwanag ang mga hakbang sa paggawa ng pananaliksik ayon sa binasang datos F8PB-Ii-j-25 Nagagamit sa pagsulat ng resulta ng pananaliksik ang awtentikong datos na nagpapakita ng pagpapahalaga sa katutubong kulturang Pilipino F8PU-Ii-j-23 Nagagamit nang maayos ang mga pahayag sa pag-aayos ng datos (una, isa pa, iba pa) F8WG-Ii-j-23 Quarter Most Essential Learning Competencies Duration K to 12 CG Code 2nd Quarter Napipili ang mga pangunahin at pantulong na kaisipang nakasaad sa binasa F8PB-IIa-b-24 Nabubuo ang mga makabuluhang tanong batay sa napakinggang palitan ng katuwiran F8PN-IIc-d-24 Naibibigay ang opinyon at katuwiran tungkol sa paksa ng balagtasan F8PB-IIc-d-25 Nakapaglalahad sa paraang pasulat ng pagsang-ayon at pagsalungat sa isang argumento F8PU-IIc-d-25 Nagagamit ang mga hudyat ng pagsang-ayon at pagsalungat sa paghahayag ng opinyon F8WG-IIc-d-25 Naipahahayag ang pangangatuwiran sa napiling alternatibong solusyon o proposisyon sa suliraning inilahad sa tekstong binasa F8PB-IIe-f-25 Naibibigay ang denotatibo at konotatibong kahulugan, kasingkahulugan at kasalungat na kahulugan ng malalalim na salitang ginamit sa akda F8PT-IIe-f-25 Nasusuri nang pasulat ang papel na ginagampanan ng sarsuwela sa pagpapataas ng kamalayan ng mga Pilipino sa kultura ng iba’t ibang rehiyon sa bansa F8PU-IIe-f-26 Naiuugnay ang tema ng napanood na programang pantelebisyon sa akdang tinalakay F8PD-IIf-g-26 Naipaliliwanag nang maayos ang pansariling kaisipan, pananaw, opinyon at saloobin kaugnay ng akdang tinalakay* F8PS-IIg-h-28 Nagagamit ang iba’t ibang paraan ng pagpapahayag (pag-iisa-isa, paghahambing, at iba pa) sa pagsulat ng sanaysay F8WG-IIf-g-27. Naiuugnay ang mga kaisipan sa akda sa mga kaganapan sa sarili, lipunan, at daigdig F8PB-IIg-h-27 Nabibigyang kahulugan ang mga simbolo at pahiwatig na ginamit sa akda F8PT-IIg-h-27 Nakasusulat ng wakas ng maikling kuwento* F8PU-IIg-h-28 Nabibigyang interpretasyon ang tulang napakinggan F8PN-IIi-j-27 Naihahambing ang anyo at mga elemento ng tulang binasa sa iba pang anyo ng tula F8PB-IIi-j-28
- 174. 174 Naisusulat ang isang orihinal na tulang may masining na antas ng wika at may apat o higit pang saknong sa alinmang anyong tinalakay, gamit ang paksang pag-ibig sa kapwa, bayan o kalikasan F8PU-IIi-j-29 Quarter Most Essential Learning Competencies Duration K to 12 CG Code 3rd Quarter Naihahambing ang tekstong binasa sa iba pang teksto batay sa: - paksa - layon - tono - pananaw - paraan ng pagkakasulat - pagbuo ng salita - pagbuo ng talata - pagbuo ng pangungusap F8PB-IIIa-c-29 Nabibigyang-kahulugan ang mga lingo/termino na ginagamit sa mundo ng multimedia F8PT-IIIa-c-29 Naiuulat nang maayos at mabisa ang nalikom na datos sa pananaliksik F8PS-IIIa-c-30 Nagagamit ang iba’t ibang estratehiya sa pangangalap ng mga ideya sa pagsulat ng balita, komentaryo, at iba pa F8PU-IIIa-c-30 Nagagamit sa iba’t ibang sitwasyon ang mga salitang ginagamit sa impormal na komunikasyon (balbal, kolokyal, banyaga) F8WG-IIIa-c-30 Napag-iiba ang katotohanan (facts) sa hinuha (inferences), opinyon at personal na interpretasyon ng kausap F8PN-IIId-e-29 Naiisa-isa ang mga positibo at negatibong pahayag F8PB-IIId-e-30 Naiuugnay ang balitang napanood sa balitang napakinggan F8PD-IIId-e-30 Nabibigyang-kahulugan ang mga salitang ginagamit sa radio broadcasting F8PT-IIId-e-30 Naisusulat nang wasto ang isang dokumentaryong panradyo F8PU-IIId-e-31 Nagagamit ang mga angkop na ekspresyon sa paghahayag ng konsepto ng pananaw (ayon, batay, sang-ayon sa, sa akala, iba pa) F8WG-IIId-e-31 Nahihinuha ang paksa, layon at tono ng akdang nabasa F8PB-IIIe-f-31
- 175. 175 Quarter Most Essential Learning Competencies Duration K to 12 CG Code Natutukoy ang mga tamang salita sa pagbuo ng isang puzzle na may kaugnayan sa paksa F8PT-IIIe-f-31 Nasusuri ang isang programang napanood sa telebisyon ayon sa itinakdang mga pamantayan F8PD-IIIe-f-31 Naipahahayag sa lohikal na paraan ang mga pananaw at katuwiran F8PS-IIIe-f-32 Nagagamit nang wasto ang mga ekspresyong hudyat ng kaugnayang lohikal (dahilan-bunga, paraan-resulta) F8WG-IIIe-f-32 Nailalahad ang sariling bayas o pagkiling tungkol sa interes at pananaw ng nagsasalita F8PN-IIIg-h-31 Nasusuri ang napanood na pelikula batay sa: - Paksa/tema -layon -gamit ng mga salita -mga tauhan F8PB-IIIg-h-32 Nabibigyang kahulugan ang mga salitang ginagamit sa mundo ng pelikula F8PT-IIIg-h-32 Naihahayag ang sariling pananaw tungkol sa mahahalagang isyung mahihinuha sa napanood na pelikula F8PD-IIIg-h-32 Nagagamit ang kahusayang gramatikal (may tamang bantas, baybay, magkakaugnay na pangungusap/ talata sa pagsulat ng isang suring- pelikula F8WG-IIIg-h-33 Nasusuri ang mga hakbang sa pagbuo ng isang kampanyang panlipunan ayon sa binasang mga impormasyon F8PB-IIIi-j-33 Naipaliliwanag ang mga salitang angkop na gamitin sa pagbuo ng isang kampanyang panlipunan F8PT-IIIi-j-33 Nakasusulat ng isang malinaw na social awareness campaign tungkol sa isang paksa na maisasagawa sa tulong ng multimedia* F8PU-IIIi-j-34 Nagagamit ang angkop na mga komunikatibong pahayag sa pagbuo ng isang social awareness campaign F8WG-IIIi-j-34 Quarter Most Essential Learning Competencies Duration K to 12 CG Code 4th Quarter Nahihinuha ang kahalagahan ng pag-aaral ng Florante at Laura batay sa napakinggang mga pahiwatig sa akda F8PN-IVa-b-33 Natitiyak ang kaligirang pangkasaysayan ng akda sa pamamagitan ng: - pagtukoy sa F8PB-IVa-b-33
- 176. 176 kalagayan ng lipunan sa panahong nasulat ito - pagtukoy sa layunin ng pagsulat ng akda - pagsusuri sa epekto ng akda pagkatapos itong isulat Nailalahad ang damdamin o saloobin ng may- akda, gamit ang wika ng kabataan F8WG-IVa-b-35 Nailalahad ang mahahalagang pangyayari sa napakinggang aralin F8PN-IVc-d-34 Nasusuri ang mga pangunahing kaisipan ng bawat kabanatang binasa F8PB-IVc-d-34 Nabibigyang-kahulugan ang : -matatalinghagang ekspresyon - tayutay - simbolo F8PT-IVc-d-34 Naisusulat sa isang monologo ang mga pansariling damdamin tungkol sa: - pagkapoot - pagkatakot - iba pang damdamin F8PU-IVc-d-36 Nailalarawan ang tagpuan ng akda batay sa napakinggan F8PN-IVf-g-36 Nailalahad ang mahahalagang pangyayari sa aralin F8PB-IVf-g-36 Nakasusulat ng sariling talumpating nanghihikayat tungkol sa isyung pinapaksa sa binasa F8PU-IVf-g-38 Nagagamit nang wasto ang mga salitang nanghihikayat F8WG-IVf-g-38 Nailalahad ang damdaming namamayani sa mga tauhan batay sa napakinggan F8PN-IVg-h-37 Nasusuri ang mga sitwasyong nagpapakita ng iba’t ibang damdamin at motibo ng mga tauhan F8PB-IVg-h-37 Nakasusulat ng isang islogan na tumatalakay sa paksang aralin F8PU-IVg-h-39 Natutukoy ang mga hakbang sa pagsasagawa ng isang kawili-wiling radio broadcast batay sa nasaliksik na impormasyon tungkol dito F8PB-IVi-j-38 Nabibigyang pansin ang mga angkop na salitang dapat gamitin sa isang radio broadcast F8PT-IVi-j-38 Nailalapat sa isang radio broadcast ang mga kaalamang natutuhan sa napanood sa telebisyon na programang nagbabalita F8PD-IVi-j-38
- 177. 177 Naipahahayag ang pansariling paniniwala at pagpapahalaga gamit ang mga salitang naghahayag ng pagsang-ayon at pagsalungat (Hal.: totoo, ngunit) F8PU-IVi-j-40 Grade Level: Grade 9 Subject: Filipino Grade Level Standards: Pagkatapos ng Ikasiyam na Baitang, Naipamamalas ng mag-aaral ang kakayahang komunikatibo,mapanuring pag-iisip,at pag-unawa at pagpapahalagang pampanitikan gamit ang teknolohiya at iba’t ibang uri ng teksto at saling-akdang Asyano upang mapatibay ang pagkakakilanlang Asyano. Quarter Most Essential Learning Competencies Duration K to 12 CG Code 1st Quarter Maikling Kuwento Nasusuri ang mga pangyayari, at ang kaugnayan nito sa kasalukuyan sa lipunang Asyano batay sa napakinggang akda F9PN-Ia-b-39 Nabubuo ang sariling paghatol o pagmamatuwid sa mga ideyang nakapaloob sa akda F9PB-Ia-b-39 Nabibigyang kahulugan ang malalim na salitang ginamit sa akda batay sa denotatibo o konotatibong kahulugan F9PT-Ia-b-39 Naihahambing ang ilang piling pangyayari sa napanood na telenobela sa ilang piling kaganapan sa lipunang Asyano sa kasalukuyan F9PD-Ia-b-39 Nasusuri ang maikling kuwento batay sa: - Paksa - Mga tauhan - Pagkakasunod-sunod ng mga pangyayari - estilo sa pagsulat ng awtor - iba pa F9PS-Ia-b-41 Napagsusunod-sunod ang mga pangyayari sa akda F9PU-Ia-b-41 Napagsusunod-sunod ang mga pangyayari gamit ang angkop na mga pag-ugnay F9WG-Ia-b-41 Nobela Nauuri ang mga tiyak na bahagi sa akda na nagpapakita ng katotohanan, kabutihan at kagandahan batay sa napakinggang bahagi ng nobela F9PN-Ic-d-40
- 178. 178 Nasusuri ang tunggaliang tao vs. sarili sa binasang nobela F9PB-Ic-d-40 Nabibigyan ng sariling interpretasyon ang mga pahiwatig na ginamit sa akda F9PT-Ic-d-40 Nasusuri ang pinanood na teleseryeng Asyano batay sa itinakdang pamantayan F9PD-Ic-d-40 Naisusulat ang isang pangyayari na nagpapakita ng tunggaliang tao vs. sarili F9PU-Ic-d-42 Nagagamit ang mga pahayag na ginagagamit sa pagbibigay-opinyon (sa tingin / akala / pahayag / ko, iba pa) F9WG-Ic-d-42 Tula Naiuugnay ang sariling damdamin sa damdaming inihayag sa napakinggang tula F9PN-Ie-41 Nailalahad ang sariling pananaw ng paksa sa mga tulang Asyano F9PB-Ie-41 Natutukoy at naipaliliwanag ang magkakasingkahulugang pahayag sa ilang taludturan F9PT-Ie-41 Naisusulat ang ilang taludtod tungkol sa pagpapahalaga sa pagiging mamamayan ng rehiyong Asya F9PU-Ie-43 Sanaysay Naipaliliwanag ang salitang may higit sa isang kahulugan F9PT-If-42 Nasusuri ang paraan ng pagpapahayag ng mga ideya at opinyon sa napanood na debate o kauri nito Naisusulat ang sariling opinyon tungkol sa mga dapat o hindi dapat na katangian ng kabataang Asyano F9PU-If-44 Nagagamit ang mga pang-ugnay sa pagpapahayag ng sariling pananaw F9WG-If-44 Dula Nakabubuo ng paghuhusga sa karakterisasyon ng mga tauhan sa kasiningan ng akda F9PN-Ig-h-43 Naipaliliwanag ang kahulugan ng salita habang nababago ang estruktura nito F9PT-Ig-h-43 Nasusuri ang pagiging makatotohanan ng ilang pangyayari sa isang dula F9PUIg-h-45
- 179. 179 Nagagamit ang mga ekspresyong nagpapahayag ng katotohanan (sa totoo, talaga, tunay, iba pa) F9PS-Ig-h-45 Pangwakas na Output Naibabahagi ang sariling pananaw sa resulta ng isinagawang sarbey tungkol sa tanong na: ”Alin sa mga babasahin ng Timog-Silangang Asya ang iyong nagustuhan?” F9PB-Ii-j-44 Quarter Most Essential Learning Competencies Duration K to 12 CG Code 2nd Quarter Tanka at Haiku Nasusuri ang tono ng pagbigkas ng napakinggang tanka at haiku F9PN-IIa-b-45 Nasusuri ang pagkakaiba at pagkakatulad ng estilo ng pagbuo ng tanka at haiku F9PB-IIa-b-45 Nabibigyang kahulugan ang matatalingha-gang mahahalagang salitang ginamit sa tanka at haiku F9PT-IIa-b-45 Naisusulat ang payak na tanka at haiku sa tamang anyo at sukat F9PU-IIa-b-47 Nagagamit ang suprasegmental na antala/hinto, diin at tono sa pagbigkas ng tanka at haiku F9WG-IIa-b-47 Nahihinuha ang damdamin ng mga tauhan batay sa diyalogong napakinggan F9PN-IIc-46 Nabibigyang-puna ang kabisaan ng paggamit ng hayop bilang mga tauhan na parang taong nagsasalita at kumikilos F9PB-IIc-46 Naiaantas ang mga salita (clining) batay sa tindi ng emosyon o damdamin F9PT-IIc-46 Naisusulat muli ang isang pabula sa paraang babaguhin ang karakter ng isa sa mga tauhan nito F9PU-IIc-48 Nagagamit ang iba’t ibang ekspresyon sa pagpapahayag ng damdamin F9WG-IIc-48 Naipaliliwanag ang pananaw ng may-akda tungkol sa paksa batay sa napakinggan F9PN-IId-47 Naipaliliwanag ang mga: F9PB-IId-47
- 180. 180 Quarter Most Essential Learning Competencies Duration K to 12 CG Code - kaisipan - layunin - paksa; at - paraan ng pagkakabuo ng sanaysay Naipaliliwanag ang mga salitang di lantad ang kahulugan batay sa konteksto ng pangungusap F9PT-IId-47 Nabibigyang-puna ang paraan ng pagsasalita ng taong naninindigan sa kanyang mga saloobin o opinyon sa isang talumpati F9PD-IId-47 Naipahahayag ang sariling pananaw tungkol sa isang napapanahong isyu sa talumpating nagpapahayag ng matibay na paninindigan F9PS-IId-49 Nakasusulat ng isang argumento hinggil sa napapanahong isyu sa lipunang Asya F9PU-IId-49 Nagagamit ang angkop na mga pahayag sa pagbibigay ng opinyon, matibay na paninindigan at mungkahi F9WG-IId-49 Nasusuri ang maikling kuwento batay sa estilo ng pagsisimula, pagpapadaloy at pagwawakas ng napakinggang salaysay F9PN-IIe-f-48 Nahihinuha ang kulturang nakapaloob sa binasang kuwento F9PB-IIe-f-48 Nabibigyang-kahulugan ang mga imahe at simbolo sa binasang kuwento F9PT-IIe-f-48 Napaghahambing ang kultura ng ilang bansa sa Silangang Asya batay sa napanood na bahagi ng teleserye o pelikula F9PD-IIe-f-48 Naisasalaysay ang sariling karanasan na may kaugnayan sa kulturang nabanggit sa nabasang kuwento F9PS-IIe-f-50 Naisusulat ang isang paglalarawan ng sariling kultura na maaaring gamitin sa isang pagsasalaysay F9PU-IIe-f-50 Nagagamit ang mga pahayag sa pagsisimula, pagpapatuloy ng mga pangyayari at pagtatapos ng isang kuwento F9WG-IIe-f-50 Nauuri ang mga tiyak na bahagi at katangian ng isang dula batay sa napakinggang diyalogo o pag-uusap F9PN-IIg-h-48 Nasusuri ang binasang dula batay sa pagkakabuo at mga elemento nito F9PB-IIg-h-48
- 181. 181 Quarter Most Essential Learning Competencies Duration K to 12 CG Code Napaghahambingang mga napanood na dula batay sa mga katangian at elemento ng bawat isa F9PD-IIg-h-48 Naisusulat ang isang maikling dula tungkol sa karaniwang buhay ng isang pangkat ng tao sa ilang bansa sa Asya F9PU-IIg-h-51 Nagagamit ang mga angkop na pang-ugnay sa pagsulat ng maikling dula F9WG-IIg-h-51 Naipahahayag ang damdamin at pag-unawa sa napakinggang akdang orihinal F9PN-IIi-j-49 Naipaliliwanag ang naging bisa ng nabasang akda sa sariling kaisipan at damdamin F9PB-IIi-j-49 Nabibigyang- kahulugan ang mahihirap na salita batay sa konteksto ng pangungusap; ang matatalinghagang pahayag sa parabola; ang mga salitang may natatagong kahulugan; ang mga salita batay sa kontekstong pinaggamitan; ang mahihirap na salita batay sa kasingkahulugan at kasalungat na kahulugan; F9PT-IIi-j-49 Naisusulat ang sariling akda na nagpapakita ng pagpapahalaga sa pagiging Asyano F9PU-IIi-j-52 Nagagamit ang linggwistikong kahusayan sa pagsulat ng sariling akda na nagpapakita ng pagpapahalaga sa pagiging isang Asyano F9WG-IIi-j-52 Quarter Most Essential Learning Competencies Duration K to 12 CG Code 3rd Quarter Napatutunayang ang mga pangyayari sa binasang parabula ay maaaring maganap sa tunay na buhay sa kasalukuyan F9PB-IIIa-50 Naisusulat ang isang anekdota o liham na nangangaral; isang halimbawang elehiya; F9PU-IIIa-53 Nagagamit nang wasto sa pangungusap ang matatalinghagang pahayag F9WG-IIIa-53
- 182. 182 Quarter Most Essential Learning Competencies Duration K to 12 CG Code Nasusuri ang mga elemento ng elehiya batay sa: - Tema - Mga tauhan - Tagpuan - Mga mahihiwatigang kaugalian o tradisyon - Wikang ginamit - Pahiwatig o simbolo - Damdamin F9PB-IIIb-c-51 Nabibigyang-puna ang nakitang paraan ng pagbigkas ng elehiya o awit F9PD-IIIb-c-50 Nagagamit ang mga angkop na pang-uri na nagpapasidhi ng damdamin F9WG-IIIb-c-53 Nasusuri ang mga tunggalian (tao vs. tao, at tao vs. sarili) sa kuwento batay sa napakinggang pag-uusap ng mga tauhan F9PN-IIId-e-52 Napatutunayang ang mga pangyayari at/o transpormasyong nagaganap sa tauhan ay maaaring mangyari sa tunay na buhay F9PB-IIId-e-52 Natutukoy ang pinagmulan ng salita (etimolohiya) F9PT-IIId-e-52 Naiuugnay sa kasalukuyan ang mga tunggaliang (tao vs. tao at tao vs. sarili) napanood na programang pantelebisyon F9PD-IIId-e-51 Naisusulat muli ang maikling kuwento nang may pagbabago sa ilang pangyayari at mga katangian ng sinuman sa mga tauhan; ang sariling wakas sa naunang alamat na binasa F9PU-IIId-e-54 Nagagamit ang angkop na pang-ugnay na hudyat ng pagsusunod-sunod ng mga pangyayari sa lilikhaing kuwento F9WG-IIId-e-54 Nabibigyang-kahulugan ang kilos, gawi at karakter ng mga tauhan batay sa usapang napakinggan F9PN-IIIf-53 Napatutunayan ang pagiging makatotohanan/ di makatotohanan ng akda F9PB-IIIf-53
- 183. 183 Quarter Most Essential Learning Competencies Duration K to 12 CG Code Nagagamit ang mga pang-abay na pamanahon , panlunan at pamaraan sa pagbuo ng alamat F9WG-IIIf-55 Nahuhulaan ang maaaring mangyari sa akda batay sa ilang pangyayaring napakinggan F9PN-IIIg-h-54 Nailalarawan ang natatanging kulturang Asyano na masasalamin sa epiko F9PB-IIIg-h-54 Nabibigyang-katangian ang isa sa mga itinuturing na bayani ng alinmang bansa sa Kanlurang Asya F9PT-IIIg-h-54 Nagagamit ang mga angkop na salita sa paglalarawan ng kulturang Asyano at bayani ng Kanlurang Asya F9PS-IIIg-h-56 Naiisa-isa ang kultura ng Kanluraning Asyano mula sa mga akdang pampanitikan nito * F9PB-IIIi-j-55 Quarter Most Essential Learning Competencies Duration K to 12 CG Code 4th Quarter Batay sa napakinggan, natitiyak ang kaligirang pangkasaysayan ng akda sa pamamagitan ng: - pagtukoy sa layunin ng may- akda sa pagsulat nito - pag-isa-isa sa mga kondisyon ng lipunan sa panahong isinulat ito pagpapatunay sa pag-iral pa ng mga kondisyong ito sa kasalukuyang panahon sa lipunang Pilipino F9PN-IVa-b-56 Nailalarawan ang mga kondisyong panlipunan bago at matapos isinulat ang akda F9PB-IVa-b-56 Natutukoy ang mga kontekstuwal na pahiwatig sa pagbibigay-kahulugan F9PT-IVa-b-56 Nabibigyang-patunay na may pagkakatulad / pagkakaiba ang binasang akda sa ilang napanood na telenobela* F9PD-IVa-b-55 Nailalahad ang sariling pananaw, kongklusyon, at bisa ng akda sa sarili at sa nakararami F9PS-IVa-b-58 Naitatala ang nalikom na datos sa pananaliksik F9PU-IVa-b-58
- 184. 184 Nagagamit ang mga angkop na salita / ekspresyon sa: - paglalarawan - paglalahad ng sariling pananaw - pag-iisa-isa pagpapatunay F9WG-Iva-b-57 Natutukoy ang kahalagahan ng bawat tauhan sa nobela F9PN-IVc-57 Naisusulat ang isang makahulugan at masining na iskrip ng isang monologo tungkol sa isang piling tauhan F9PU-IVc-59 Nagagamit ang tamang pang-uri sa pagbibigay- katangian F9WG-IVc-59 Naibabahagi ang sariling damdamin sa tinalakay na mga pangyayaring naganap sa buhay ng tauhan F9PN-IVd-58 Nailalahad ang sariling pananaw sa kapangyarihan ng pag-ibig sa magulang, sa kasintahan, sa kapwa at sa bayan F9PB-IVd-58 Napapangkat ang mga salita ayon sa antas ng pormalidad ng gamit nito (level of formality) F9PT-IVd-58 Nakasusulat ng iskrip ng Mock Trial tungkol sa tunggalian ng mga tauhan sa akda* F9PU-IVd-60 Nagagamit ang mga angkop na ekspresyon sa pagpapahayag ng: - damdamin - matibay na paninindigan F9WG-Ivd-60 Natitiyak ang pagkamakatotohanan ng akdang napakinggan sa pamamagitan ng pag- uugnay sa ilang pangyayari sa kasalukuyan F9PN-IVe-f-59 Naipaliliwanag ang mga kaugaliang binanggit sa kabanata na nakatutulong sa pagpapayaman ng kulturang Asyano F9PB-IVe-f-59 Naipaliliwanag ang iba’t ibang paraan ng pagbibigay-pahiwatig sa kahulugan F9PT-IVe-f-59 Naipaliliwanag ang mga kaisipang nakapaloob sa aralin gaya ng: • pamamalakad ng pamahalaan • paniniwala sa Diyos • kalupitan sa kapuwa • kayamanan • kahirapan at iba pa F9PB-IVg-h-60
- 185. 185 Naihahambing ang mga katangian ng isang ina noon at sa kasalukuyan batay sa napanood na dulang pantelebisyon o pampelikula F9PD-IVg-h-59 Naipaliliwanag ang kahalagahan ng pagtupad sa tungkulin ng ina at ng anak F9PS-IVg-h-62 Nagagamit ang mga angkop na ekspresyon sa: • pagpapaliwanag • paghahambing • pagbibigay ng opinyon F9WG-IVg-h-62 Nasusuri ang pinanood na dulang panteatro na naka-video clip batay sa pamantayan F9PD-IVi-j-60 Grade Level: Grade 10 Subject: Filipino Grade Level Standards: Pagkatapos ng Ikasampung Baitang, naipamamalas ng mag-aaral ang kakayahang komunikatibo, mapanuring pag-iisip, at pag-unawa at pagpapahalagang pampanitikan gamit ang teknolohiya at iba’t ibang uri ng teksto at saling-akdang pandaigdig tungo sa pagkakaroon ng kamalayang global. Quarter Most Essential Learning Competencies Duration K to 12 CG Code 1st Quarter Naipahahayag mahahalagang kaisipan/pananaw sa napakinggan, mitolohiya Naiuugnay ang mga mahahalagang kaisipang nakapaloob sa binasang akda sa nangyayari sa: • Sariling karanasan • pamilya • pamayanan • lipunan • daigdig F10PB-Ia-b-62 Naiuugnay ang kahulugan ng salita batay sa kayarian nito F10PT-Ia-b-61 Natutukoy ang mensahe at layunin ng napanood na cartoon ng isang mitolohiya F10PD-Ia-b-61 Naipahahayag nang malinaw ang sariling opinyon sa paksang tinalakay F10PS-Ia-b-64 Nagagamit nang wasto ang pokus ng pandiwa (tagaganap, layon, pinaglalaaanan at kagamitan)
- 186. 186 Quarter Most Essential Learning Competencies Duration K to 12 CG Code 1. sa pagsasaad ng aksyon, pangyayari at karanasan; 2. sa pagsulat ng paghahambing; 3. sa pagsulat ng saloobin; 4. sa paghahambing sa sariling kultura at ng ibang bansa; at 5. isinulat na sariling kuwento Nasusuri ang tiyak na bahagi ng napakinggang parabula na naglalahad ng katotohanan, kabutihan at kagandahang-asal F10PN-Ib-c-63 Nasusuri ang nilalaman, elemento at kakanyahan ng binasang akda gamit ang mga ibinigay na tanong at binasang mitolohiya F10PB-Ib-c-63 Nabibigyang-puna ang estilo ng may-akda batay sa mga salita at ekspresyong ginamit sa akda, at ang bisa ng paggamit ng mga salitang nagpapahayag ng matinding damdamin F10PT-Ib-c-62 Nagagamit ang angkop na mga piling pang-ugnay sa pagsasalaysay (pagsisimula, pagpapatuloy, pagpapadaloy ng mga pangyayari at pagwawakas) F10WG-Ib-c-58 Naipaliliwanag ang pangunahing paksa at pantulong na mga ideya sa napakinggang impormasyon sa radyo o iba pang anyo ng media F10PN-Ic-d-64 Nabibigyang-reaksiyon ang mga kaisipan o ideya sa tinalakay na akda, ang pagiging makatotohanan/di-makatotohanan ng mga pangyayari sa maikling kuwento F10PB-Ic-d-64 Natutukoy ang mga salitang magkakapareho o magkakaugnay ang kahulugan F10Pt-Ic-d-63 Natatalakay ang mga bahagi ng pinanood na nagpapakita ng mga isyung pandaigdig F10PD-Ic-d-63 Naitatala ang mga impormasyon tungkol sa isa sa napapanahong isyung pandaigdig F10PU-Ic-d-66 Nagagamit ang angkop na mga pahayag sa pagbibigay ng sariling pananaw F10WG-Ic-d-59 Nahihinuha ang katangian ng tauhan sa napakinggang epiko F10PN-Ie-f-65 Naibibigay ang sariling interpretasyon sa mga kinaharap na suliranin ng tauhan F10PB-Ie-f-65 Napapangatuwiranan ang kahalagahan ng epiko bilang akdang pandaigdig na sumasalamin ng isang bansa F10PB-Ie-f-66 Naipaliliwanag ang mga alegoryang ginamit sa binasang akda F10PT-Ie-f-65 Natutukoy ang mga bahaging napanood na tiyakang nagpapakita ng ugnayan ng mga tauhan sa puwersa ng kalikasan F10PD-Ie-f-64 Naisusulat nang wasto ang pananaw tungkol sa: a. pagkakaiba-iba at pagkakatulad ng mga epikong pandaigdig; b. ang paliwanag tungkol sa isyung pandaigdig na iniuugnay sa buhay ng mga F10PU-Ie-f-67
- 187. 187 Quarter Most Essential Learning Competencies Duration K to 12 CG Code Pilipino; c. sariling damdamin at saloobin tungkol sa sariling kultura kung ihahahambing sa kultura ng ibang bansa; at d. suring-basa ng nobelang nabasa o napanood Nagagamit ang angkop na mga hudyat sa pagsusunod-sunod ng mga pangyayari F10WG-Ie-f-60 Naipaliliwanag ang ilang pangyayaring napakinggan na may kaugnayan sa kasalukuyang mga pangyayari sa daigdig F10PN-If-g-66 Nakapagbibigay ng mga halimbawang pangyayari sa tunay na buhay kaugnay ng binasa F10PB-If-g-67 Nabibigyang-kahulugan ang mahihirap na salita o ekspresyong ginamit sa akda batay sa konteksto ng pangungusap F10PT-If-g-66 Nagagamit ang angkop na mga panghalip bilang panuring sa mga tauhan F10WG-If-g-61 Naibibigay ang katangian ng isang tauhan batay sa napakinggang diyalogo F10PN-Ig-h-67 Nasusuri ang binasang kabanata ng nobela bilang isang akdang pampanitikan sa pananaw humanismo o alinmang angkop na pananaw F10PB-Ig-h-68 Nakikilala ang pagkakaugnay-ugnay ng mga salita ayon sa antas o tindi ng kahulugang ipinahahayag nito (clining) F10PT-Ig-h-67 Naihahambing ang ilang pangyayari sa napanood na dula sa mga pangyayari sa binasang kabanata ng nobela F10PD-Ig-h-66 Nailalarawan ang kultura ng mga tuhan na masasalamin sa kabanata F10PS-Ig-h-69 Naibabahagi ang sariling opinyon o pananaw batay sa napakinggan F10PN-Ii-j-68 Nakabubuo ng isang suring-basa sa alinmang akdang pampanitikang Mediterranean F10PB-Ii-j-69* Naibibigay ang kaugnay na mga konsepto ng piling salitang critique at simposyum F10PB-Ii-j-69 Quarter Most Essential Learning Competencies Duration K to 12 CG Code 2nd Quarter Mitolohiya: Nailalahad ng mga pangunahing paksa at ideya batay sa napakinggang usapan ng mga tauhan F10PN-IIa-b-71 Naisasama ang salita sa iba pang salita upang makabuo ng ibang kahulugan (collocation) F10PT-IIa-b-71
- 188. 188 Quarter Most Essential Learning Competencies Duration K to 12 CG Code Nakabubuo ang sistematikong panunuri sa mitolohiyang napanood F10PD-IIa-b-69 Naihahambing ang mitolohiya mula sa bansang kanluranin sa mitolohiyang Pilipino F10PU-IIa-b-73 Dula: Nailalahad ang kultura ng lugar na pinagmulan ng kuwentong-bayan sa napakinggang usapan ng mga tauhan F10PN-IIa-b-72 Naihahambing ang kultura ng bansang pinagmulan ng akda sa alinmang bansa sa daigdig F10PB-IIa-b-75 Naipaliliwanag ang kahulugan ng salita batay sa pinagmulan nito(epitimolohiya) F10PT-IIa-b-72 Naipaliliwanag ang katangian ng mga tao sa bansang pinagmulan ng kuwentong-bayan batay sa napanood na bahagi nito F10PD-IIa-b-70 Naisusulat nang wasto ang ang sariling damdamin at saloobin tungkol sa sariling kultura kung ihahahambing sa kultura ng ibang bansa F10PU-IIa-b-74 Tula: Naibibigay ang puna sa estilo ng napakinggang tula F10PN-IIc-d-70 Nasusuri ang iba’t ibang elemento ng tula F10PB-IIc-d-72 Naibibigay ang kahulugan ng matatalinghagang pananalita na ginamit sa tula F10PT-IIc-d-70 Naisusulat ang sariling tula na may hawig sa paksa ng tulang tinalakay F10PU-IIc-d-72 Nagagamit ang matatalinghagang pananalita sa pagsulat ng tula F10WG-IIc-d-65 Maikling Kuwento: Nasusuri sa diyalogo ng mga tauhan ang kasiningan ng akda F10PN-IIe-73 Naitatala ang mga salitang magkakatulad at magkakaugnay sa kahulugan F10PT-IIe-73 Nahihinuha sa mga bahaging pinanood ang pakikipag-ugnayang pandaigdig F10PD-IIe-71 Naisasalaysay nang masining at may damdamin ang isinulat na maikling kuwento F10PS-IIe-75 Nasusuri ang nobela sa pananaw realismo o alinmang angkop na pananaw/ teoryang pampanitikan F10PB-IIf-77
- 189. 189 Quarter Most Essential Learning Competencies Duration K to 12 CG Code Naihahambing ang akda sa iba pang katulad na genre batay sa tiyak na mga elemento nito F10PB-IIf-78 Nabibigyang- kahulugan ang mahihirap na salita, kabilang ang mga terminong ginagamit sa panunuring pampanitikan F10PT-IIf-74 Nabubuo ang sariling wakas ng napanood na bahagi ng teleserye na may paksang kaugnay ng binasa F10PD-IIf-72 Nagagamit ang angkop at mabisang mga pahayag sa pagsasagawa ng suring –basa o panunuring pampanitikan F10WG-IIf-69 Nagagamit ang iba’t ibang batis ng impormasyon sa pananaliksik tungkol sa mga teroyang pampanitikan F10WG-IIf-69 Sanaysay: Naiuugnay nang may panunuri sa sariling saloobin at damdamin ang naririnig na balita, komentaryo, talumpati, at iba pa F10PN-IIg-h-69 Naiuugnay ang mga argumentong nakuha sa mga artikulo sa pahayagan, magasin, at iba pa sa nakasulat na akda F10PN-IIg-h-69 Naibibigay ang sariling pananaw o opinyon batay sa binasang anyo ng sanaysay (talumpati o editoryal) F10PB-IIi-j-71 Nabibigyang-kahulugan ang mga salitang di lantad ang kahulugan sa tulong ng word association F10PT-IIg-h-69 Nasusuri ang napanood na pagbabalita batay sa: - paksa - paraan ng pagbabalita at iba pa F10PD-IIg-h-68 Naipahahayag ang sailing kaalaman at opinyon tungkol sa isang paksa sa isang talumpati F10PS-IIg-h-71 Naisusulat ang isang talumpati tungkol sa isang kontrobersyal na isyu F10PU-IIg-h-71 Nasusuri ang kasanayan at kaisahan sa pagpapalawak ng pangungusap F10WG-IIg-h-64 Nabibigyang-puna ang mga nababasa sa mga social media (pahayagan, TV, internet tulad ng fb, e-mail, at iba pa) F10PB-IIi-j-79 Natutukoy at nabibigyang-kahulugan ang mga salitang karaniwang nakikita sa social media F10PT-IIg-h-75
- 190. 190 Quarter Most Essential Learning Competencies Duration K to 12 CG Code Natutukoy ang mga popular na anyo ng panitikan na karaniwang nakikita sa mga social media F10PD-IIg-h-73 Naisusulat at naibabahagi sa iba ang sariling akda F10PU-IIi-j-77 Nagagamit ang kahusayan sa gramatikal at diskorsal na pagsulat ng isang organisado at makahulugang akda F10WG-IIi-j-70 Quarter Most Essential Learning Competencies Duration K to 12 CG Code 3rd Quarter Mitolohiya: Naipaliliwanag ang pagkakaiba at pagkakatulad ng mitolohiya ng Africa at Persia F10PN-IIIa-76 Nasusuri ang mga kaisipang nakapaloob sa mitolohiya batay sa: - suliranin ng akda - kilos at gawi ng tauhan -desisyon ng tauhan F10PB-IIIa-80 Nabibigyang-puna ang napanood na video clip F10PD-IIIa-74 Napangangatuwiranan ang sariling reaksiyon tungkol sa akdang binasa sa pamamagitan ng debate/pagtatalo) F10PS-IIIa-78 Nagagamit nang angkop ang mga pamantayan sa pagsasaling-wika F10WG-IIIa-71 Anekdota: Nahihinuha ang damdamin ng sumulat ng napakinggang anekdota F10PN-IIIb-77 Nasusuri ang binasang anekdota batay sa: paksa- tauhan tagpuan motibo ng awtor paraan ng pagsula at iba pa F10PB-IIIb-81 Nabibigyang -kahulugan ang salita batay sa ginamit na panlapi F10PT-IIIb-77 Naibibigay ang sariling opinyon tungkol sa anekdotang napanood sa you tube F10PD-IIIb-75 Naisusulat ang isang orihinal na komik strip batay sa isang anekdota F10PU-IIIb-79
- 191. 191 Quarter Most Essential Learning Competencies Duration K to 12 CG Code Nagagamit ang kahusayang gramatikal, diskorsal at strategic sa pagsulat at pagsasalaysay ng orhinal na anekdota F10PU-IIIb-79 Tula:Nasusuri ang kasiningan at bisa ng tula batay sa napakinggan F10PN-IIIc-78 Nabibigyang-kahulugan ang iba’t ibang simbolismo at matatalinghagang pahayag sa tula F10PB-IIIc-82 Naiaantas ang mga salita ayon sa damdaming ipinahahayag ng bawat isa F10PT-IIIc-78 Epiko/ Maikling Kuwento: Naiuugnay ang suliraning nangingibabaw sa akda sa pandaigdigang pangyayari sa lipunan F10PN-IIId-e-79 Naihahanay ang mga salita batay sa kaugnayan ng mga ito sa isa’t isa F10PT-IIId-e-79 Nabibigyang-puna ang napanood na teaser o trailer ng pelikula na may paksang katulad ng binasang akda F10PD-IIId-e-77 Naipahahayag ang damdamin at saloobin tungkol sa kahalagahan ng akda sa: - sarili - panlipunan pandaigdig F10PS-IIId-e-81 Nasusuri nang pasulat ang damdaming nakapaloob sa akdang binasa at ng alinmang socila media F10PU-IIId-e-81 Nabibigyang-kahulugan ang damdaming nangingibabaw sa akda F10WG-IIId-e-74 Naipaliliwanag ang mga likhang sanaysay batay sa napakinggan F10PN-IIIf-g-80 Naihahambing ang pagkakaiba at pagkakatulad ng sanaysay sa ibang akda F10PB-IIIf-g-84 Naibibigay ang katumbas na salita ng ilang salita sa akda (analohiya) F10PT-IIIf-g-80 Naibibigay ang sariling reaksiyon sa pinanood na video na hinango sa youtube F10PD-IIIf-g-78 Naisusulat ang isang talumpati na pang-SONA F10PU-IIIf-g-82
- 192. 192 Quarter Most Essential Learning Competencies Duration K to 12 CG Code Nagagamit ang angkop na mga tuwiran at di-tuwirang pahayag sa paghahatid ng mensahe F10WG-IIIf-g-75 Nobela: Natutukoy ang tradisyong kinamulatan ng Africa at/o Persia batay sa napakinggang diyalogo F10PN-IIIh-i-81 Nasusuri ang binasang kabanata ng nobela batay sa pananaw / teoryang pampanitikan na angkop dito F10PN-IIIh-i-81 Nasusuri ang napanood na excerpt ng isang isinapelikulang nobela F10PD-IIIh-i-79 Nailalapat nang may kaisahan at magkakaugnay na mga talata gamit ang mga pag- ugnay sa panunuring pampelikula* F10PS-IIIh-i-83 Nagagamit ang iba’t ibang batis ng impormasyon tungkol sa magagandang katangian ng bansang Africa at/o Persia F10EP-IIf-32 Quarter Most Essential Learning Competencies Duration K to 12 CG Code 4th Quarter Kailigirang Pangkasaysayan ng El Filibusterismo: Nasusuri ang pagkakaugnay ng mga pangyayaring napakinggan tungkol sa kaligirang pangkasaysayan ng El Filibusterismo F10PN-IVa-b-83 Natitiyak ang kaligirang pangkasaysayan ng akda sa pamamagitan ng: - pagtukoy sa mga kondisyon sa panahong isinulat ang akda - pagpapatunay ng pag-iral ng mga kondisyong ito sa kabuuan o ilang bahagi ng akda pagtukoy sa layunin ng may-akda sa pagsulat ng akda F10PB-IVa-b-86 Naiuugnay ang kahulugan ng salita batay sa kaligirang pangkasaysayan nito F10PT-IVa-b-82 Napahahalagahan ang napanood pagpapaliwanag na kaligirang pangkasaysayan ng pagkakasulat ng El Filibusterismo sa pamamagitan ng pagbubuod nito gamit ang timeline F10PD-IVa-b-81 Naisasalaysay ang magkakaugnay na mga pangyayari sa pagkakasulat ng El Filibusterismo F10PS-IVa-b-85 Naisusulat ang buod ng kaligirang pangkasaysayan ng EL Filibusterismo batay sa ginawang timeline F10PU-IVa-b-85
- 193. 193 Quarter Most Essential Learning Competencies Duration K to 12 CG Code Naitatala ang mahahalagang impormasyon mula sa iba’t ibang pinagkukunang sanggunian Nagagamit ang iba-ibang reperensya/ batis ng impormasyon sa pananaliksik F10EP-IIf-33 Natutukoy ang papel na ginampanan ng mga tauhan sa akda sa pamamagitan ng: - pagtunton sa mga pangyayari - pagtukoy sa mga tunggaliang naganap - pagtiyak sa tagpuan - pagtukoy sa wakas F10PB-IVb-c-87 Nabibigyang-kahulugan ang matatalingha-gang pahayag na ginamit sa binasang kabanata ng nobela sa pamamagitan ng pagbibigay ng halimbawa F10PT-IVb-c-83 Naiuugnay sa kasalukuyang mga pangyayaring napanood sa video clip ang pangyayari sa panahon ng pagkakasulat ng akda F10PD-IVb-c-82 Naibabahagi ang ginawang pagsusuri sa napakinggang buod ng binasang akda batay sa: - katanpagkamakato-tohanan ng mga pangyayari - tunggalian sa bawat kabanatagian ng mga tauhan F10PS-IVb-c-86 Naisusulat ang buod ng binasang mga kabanata F10PU-IVb-c-86 Nagagamit sa pagbubuod ang tamang mekaniks sa pagsulat (baybay, bantas, at iba pa), gayundin ang wastong pag-uugnay ng mga pangungusap/ talata F10PU-IVb-c-86 Naipahahayag ang sariling paniniwala at pagpapahalaga kaugnay ng mga kaisipang namayani sa akda F10PN-IVd-e-85 Nasusuri ang mga kaisipang lutang sa akda (Diyos, bayan, kapwa-tao, magulang) F10PB-IVd-e-88 Natatalakay ang mga kaisipang ito: - kabuluhan ng edukasyon - pamamalakad sa pamahalaan - pagmamahal sa: - Diyos - Bayan - Pamilya F10PB-IVd-e-89
- 194. 194 Quarter Most Essential Learning Competencies Duration K to 12 CG Code - kapwa-tao - kabayanihan - karuwagan - paggamit ng kapangyarihan - kapangyarihan ng salapi - kalupitan at pagsasaman-tala sa kapwa - kahirapan - karapatang pantao - paglilibang - kawanggawa - paninindigan sa sariling prinsipyo at iba pa Naipaliliwanag ang kabuluhan ng mga kaisipang lutang sa akda kaugnay ng : - karanasang pansarili - gawaing pangkomunidad - isyung pambansa - pangyayaring pandaigdig F10PN-IVf-90 Naiuugnay ang kaisipang namayani sa pinanood na bahagi ng binasang akda sa mga kaisipang namayani sa binasang akda F10PD-IVd-e-83 Naisusulat ang pagpapaliwanag ng sariling mga paniniwala at pagpapahalaga kaugnay ng mga kaisipang namayani sa akda F10PU-IVd-e-87 Naipahahayag ang sariling paniniwala at pagpapahalaga gamit ang angkop na mga salitang hudyat sa paghahayag ng saloobin/ damdamin F10WG-IVd-e-80 Naisasaad ang pagkamakatotohanan ng akda sa pamamagitan ng pag-uugnay ng ilang pangyayari sa kasalukuyan F10PB-IVh-i-92 Naipaliliwanag ang kahulugan ng mga salitang hiram sa wikang Espanyol F10PT-IVg-h-85 Naisusulat ang maayos na paghahambing ng binuong akda sa iba pang katulad na akdang binasa F10PU-IVg-h-88 Nagagamit ang angkop na mga salitang naghahambing F10WG-IVg-h-81
- 195. 195 Quarter Most Essential Learning Competencies Duration K to 12 CG Code Nasusuri ang tauhan na may kaugnayan sa: mga hilig/interes kawilihan/kagalakan/ kasiglahan /pagkainip/ pagkayamot; pagkatakot; Pagkapoot; pagkaaliw/ pagkalibang at iba pa F10PU-IVg-h-88 Nasusuri ang nobela batay sa pananaw/ teoryang: • romantisismo • humanismo • naturalistiko • at iba pa F10WG-IVg-h-81 Nabibigyang-pansinang ilang katangiang klasiko sa akda F10PB-IVi-j-94 Nabibigyan ng kaukulang pagpapakahulugan ang mahahalagang pahayag ng awtor/ mga tauhan F10PT-IVi-j-86 Naisusulat ang paglalarawan ng mahahalagang pangyayari sa nobela na isinaalang- alang ang artistikong gamit ng may-akda sa mga salitang panlarawan F10PU-IVi-j-89 Nagagamit ang angkop at masining na paglalarawan ng tao, pangyayari at damdamin F10WG-IVg-h-82 Nailalarawan ang mga tauhan at pangyayari sa tulong ng mga pang-uring umaakit sa imahinasyon at mga pandama F10PB-IVi-j-83
- 196. 196
- 197. 197 Grade Level: Grade 1 Subject: Mathematics Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code Q1 demonstrates understanding of whole numbers up to 100, ordinal numbers up to 10th, money up to PhP100. 1. is able to recognize, represent, and order whole numbers up to 100 and money up to PhP100 in various forms and contexts. 2. is able to recognize, and represent ordinal numbers up to 10th, in various forms and contexts. Visualizes,represents and counts numbers from 0 to 100 using a variety of materials and methods. Week 1 M1NS-Ia-1.1 identifies the number that is one more or one less from a given number. Week 2 M1NS-Ib-3 regroups sets of ones into sets of tens and sets of tens into hundreds using objects. Week 3 M1NS- Id-5 compares two sets using the expressions “less than,” “more than,” and “as many as” and orders sets from least to greatest and vice versa. Week 4 reads and writes numbers up to 100 in symbols and in words. Week 5 M1NS-If-9.1 visualizes and gives the place value and value of a digit in one- and two-digit numbers. Week 6 M1NS-Ig-10.1 renames numbers into tens and ones. M1NS-Ig-11 compares numbers up to 100 using relation symbol and orders them in increasing or decresing order. Week 7 Identifies, reads and writes ordinal numbers: 1st , 2nd, 3rd, up to 10th object in a given set from a given point of reference. Week 8 recognizes and compares coins and bills up to PhP100 and their notations. Week 9 M1NS-Ij-19.1 Q2 demonstrates understanding of addition and subtraction of whole numbers up is able to apply addition and subtraction of whole numbers up to 100 including money in mathematical illustrates addition as “putting together or combining or joining sets” Week 1 to 2 M1NS-IIa-23 visualizes and adds the following numbers using appropriate techniques: a. two one-digit numbers with sums up to 18 b. three one-digit numbers c. numbers with sums through 99 without and with regrouping
- 198. 198 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code to 100 including money problems and real- life situations. visualizes and solves one-step routine and non- routine problems involving addition of whole numbers including money with sums up to 99 using appropriate problem solving strategies. Week 3 M1NS-IIe-29.1 illustrates subtraction as “taking away” or “comparing” elements of sets. Week 4 M1NS-IIf-24 illustrates that addition and subtraction are inverse operations. M1NS-IIf-25 visualizes, represents, and subtracts the following numbers: a. one-digit numbers with minuends through 18 (basic facts) b. one- to two-digit numbers with minuends up to 99 without regrouping c. one- to two-digit numbers with minuends up to 99 with regrouping Week 5 to 6 subtracts mentally one-digit numbers from two-digit minuends without regrouping using appropriate strategies. Week 7 M1NS-IIi-33.1 visualizes, represents, and solves routine and non- routine problems involving subtraction of whole numbers including money with minuends up to 99 with and without regrouping using appropriate problem solving strategies and tools. Week 8 M1NS-IIi-34.1 Q3 demonstrates understanding of fractions ½ and 1/4. is able to recognize, represent, and compare fractions ½ and 1/4 in various forms and contexts. counts groups of equal quantity using concrete objects up to 50 and writes an equivalent expression. e.g. 2 groups of 5 Week 1 M1NS-IIIa-37 visualizes, represents, and separates objects into groups of equal quantity using concrete objects up to 50. e.g. 10 grouped by 5s M1NS-IIIa-48
- 199. 199 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code visualizes, represents, divides a whole into halves and fourths and identifies ½ and ¼ of a whole object. Week 2 visualizes, represents and divides the elements of sets into two groups of equal quantities to show halves and four groups of equal quantities to show fourths Week 3 visualizes and draws the whole region or set given its ½ and/or ¼ Week 4 M1NS-IIId-75 demonstrates understanding of 2-dimensional and 3-dimensional figures. is able to describe, compare, and construct 2- dimensional and 3- dimensional objects identifies, names, and describes the four basic shapes (square, rectangle, triangle and circle) in 2- dimensional (flat/plane) and 3- dimensional (solid) objects. Week 5 M1GE-IIIe-1 draws the four basic shapes. Week 6 M1GE-IIIf-3 constructs three dimensional objects (solid) using manipulative materials. M1GE-IIIf-4 demonstrates understanding of continuous and repeating patterns and mathematical sentences. is able to apply knowledge of continuous and repeating patterns and number sentences in various situations. determines the missing term/s using one attribute in a given continuous pattern (letters/ numbers/events) and in a given repeating pattern (letters, numbers, colors, figures, sizes, etc.). Week 7 constructs equivalent number expression using addition and subtraction. e.g. 6 + 5 = 12 - 1 Week 8 M1AL-IIIh-8 identifies and creates patterns to compose and decompose using addition. e.g. 7 = 0 + 7, 1 + 6, 2 + 5, 3 + 4, 4 + 3, 5 + 2, 6 + 1, 7 + 0 M1AL-IIIi-9 visualizes and finds the missing number in an addition or subtraction sentence using a variety of ways e.g. n + 2 = 5 5 – n = 3 Week 9 M1AL-IIIj-10
- 200. 200 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code Q4 demonstrates understanding of time and non- standard units of length, mass and capacity. is able to apply knowledge of time and non-standard measures of length, mass, and capacity in mathematical problems and real- life situations tells the days in a week; months in a year in the right order. Week 1 M1ME-IVa-1 determines the day or the month using a calendar. Week 2 M1ME-IVa-2 tells and writes time by hour, half-hour and quarter- hour using analog clock. Week 3 M1ME-IVb-3 solves problems involving time (days in a week, months in a year, hour, half-hour, and quarter-hour) Week 4 M1ME-IVb-4 compares objects using comparative words: short, shorter, shortest; long, longer, longest; heavy, heavier, heaviest; light, lighter, lightest. Week 5 to 6 M1ME-IVc-19 estimates and measures length, mass and capacity using non- standard units of measures. Week 7 demonstrates understanding of pictographs without scales and outcomes of an event. is able to interpret simple representations of data (tables and pictographs without scales). infers and interprets data presented in a pictograph without scales. e.g. finding out from the title what the pictograph is all about, comparing which has the least or greatest … Week 8 M1SP-IVh-3.1 solves routine and non-routine problems using data presented in pictograph without scales. Week 9 M1SP-IVh-4.1 Grade Level: Grade 2 Subject: Mathematics Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code Q1 1. demonstrates understanding of whole numbers up to 1000, ordinal 1. is able to recognize, represent, compare, and order visualizes and represents numbers from 0-1000 with emphasis on numbers 101 – 1 000 using a variety of materials. Week 1 M2NS-Ia-1.2 gives the place value and finds the value of a digit in three-digit numbers. M2NS-Ib-10.2 visualizes and counts numbers by 10s, 50s, and 100s. Week 2 M2NS-Ib-8.2
- 201. 201 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code numbers up to 20th, and money up to PhP100. 2. demonstrates understanding of addition of whole numbers up to 1000 including money. whole numbers up to 1000, ordinal numbers up to 20th, and money up to PhP100 in various forms and contexts. 2. is able to recognize and represent ordinal numbers up to 20th in various forms and contexts. 3. is able to apply addition of whole numbers up to 1000 including money in mathematical problems and real- life situations. reads and writes numbers up to 1 000 in symbols and in words. M2NS-Ic-9.2 visualizes and writes three-digit numbers in expanded form. Week 3 M2NS-Ic-14 compares numbers up using relation symbols and orders numbers up to 1 000 in increasing or decreasing order. Identifies, reads and writes ordinal numbers from 1st through the 20th object in a given set from a given point of reference. Week 4 reads and writes money in symbols and in words through PhP100. M2NS-If-20.1 counts the value of a set of bills or a set of coins through PhP100 (peso-coins only; centavo-coins only; peso-bills only and combined peso-coins and peso- bills). Week 5 M2NS-If-21 compares values of different denominations of coins and paper bills through PhP100 using relation symbols. M2NS-If-22.1 illustrates the properties of addition (commutative, associative, identity) and applies each in appropriate and relevant situations. Week 6 M2NS-Ig-26.3 visualizes, represents, and adds the following numbers with sums up to 1000 without and with regrouping: a. 2-digit by 3-digit numbers b. 3-digit by 3-digit numbers adds mentally the folllowing numbers using appropriate strategies: a. 1- to 2-digit numbers with sums up to 50 b. 3-digit numbers and 1-digit numbers c. three -digit numbers and tens (multiples of 10 up to 90) Week 7 to 8
- 202. 202 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code d. 3-digit numbers and hundreds (multiples of 100 up to 900) solves routine and non-routine problems involving addition of whole numbers including money with sums up to 1000 using appropriate problem solving strategies and tools. Week 9 M2NS-Ij-29.2 Q2 demonstrates understanding of subtraction and multiplication of whole numbers up to 1000 including money. is able to apply subtraction and multiplication of whole numbers up to 1000 including money in mathematical problems and real- life situations. visualizes, represents, and subtracts 2- to 3-digit numbers with minuends up to 999 without and with regrouping. Week 1 M2NS-IIa-32.5 subtracts mentally the following numbers without regrouping using appropriate strategies: a. 1-digit numbers from 1- to 3-digit numbers b. 3-digit numbers by tens and by hundreds Week 2 solves routine and non-routine problems involving subtraction of whole numbers including money with minuends up to 1000 using appropriate problem solving strategies and tools. Week 3 M2NS-IIc-34.2 performs orders of operations involving addition and subtractions of small numbers. Week 4 M2NS-IId-34.3 solves multi-step routine and non-routine problems involving addition and subtraction of 2- to 3-digit numbers including money using appropriate problem solving strategies and tools. Week 5 M2NS-IIe-34.4 illustrates and writes a related equation for each type of multiplication: repeated addition, array, counting by multiples, and equal jumps on the number line. Week 6 illustrates the following properties of multiplication and applyc each in relevant situation: (a) identity, (b) zero, and, (c) commutative. Week 7 visualizes multiplication of numbers 1 to 10 by 2,3,4,5 and10. Week 8 M2NS-IIh-41.1
- 203. 203 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code multiplies mentally 2,3,4,5 and 10 using appropriate strategies. M2NS-IIi-42.1 solves routine and non-routine problems using appropriate problem solving strategies and tools: a. multiplication of whole numbers including money b. multiplication and addition or subtraction of whole numbers including money Week 9 Q3 1. demonstrates understanding of division of whole numbers up to 1000 including money. 2. demonstrates understanding of unit fractions. 1. is able to apply division of whole numbers up to 1000 including money in mathematical problems and real- life situations. 2. is able to recognize and represent unit fractions in various forms and contexts. visualizes and represents division, and writes a related equation for each type of situation: equal sharing, repeated subtraction, equal jumps on the number line, and formation of equal groups of objects. Week 1 visualizes division of numbers up to 100 by 2,3,4,5, and 10 (multiplication table of 2, 3, 4, 5 and 10). Week 2 M2NS-IIIb-51.1 divides mentally numbers by 2,3,4,5 and 10 using appropriate strategies (multiplication table of 2, 3, 4, 5 and 10). Week 3 M2NS-IIIb-52.1 illustrates that multiplication and division are inverse operations. M2NS-IIIc-53 solves routine and non-routine problems involving division of numbers by 2,3,4,5 and 10 and with any of the other operations of whole numbers including money using appropriate problem solving strategies and tools. Week 4 M2NS-IIIc-56.1 visualizes,representsandidentifiesunitfractionswith denominatorsof10andbelow. Week 5 to 6 M2NS-IIId-72.2 reads and writes unit fractions. M2NS-IIId-76.1 compares using relation symbol and arranges in increasing or decreasing order the unit fractions. identifies other fractions less than one with denominators 10 and below. M2NS-IIIe-79.1 visualizes(usinggroupofobjectsandnumberline),readsand writessimilarfractions
- 204. 204 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code compares similar fractions using relation symbols. Week 7 M2NS-IIIf-77.2 arranges similar fractions in increasing or decreasing order. M2NS-IIIf-78.2 demonstrates understanding of straight and curved lines, flat and curved surfaces and basic shapes. is able to recognize and construct straight and curved lines, flat and curved surfaces and basic shapes constructs squares, rectangles, triangles, circles, half- circles, and quarter circles using cut-outs and square grids. Week 8 M2GE-IIIg-6 identifies straight lines and curves, flat and curved surfaces in a 3-dimensional object. M2GE-IIIi-9 demonstrates understanding of continuous patterns using two attributes is able to apply knowledge of continuous patterns using two attributes determines the missing term/s in a given continuous pattern using two attributes (any two of the following: figures, numbers, colors, sizes, and orientations, etc.) e.g. 1, A, 2,B,3,C,__,__ Week 9 M2AL-IIIj-3 Q4 demonstrates understanding of time, standard measures of length, mass and capacity and area using square- tile units. is able to apply knowledge of time, standard measures of length, weight, and capacity, and area using square- tile units in mathematical problems and real- life situations. tells and writes time in minutes including a.m. and p.m. using analog and digital clocks. Week 1 M2ME-IVa-5 visualizes, represents, and solves problems involving time (minutes including a.m. and p.m. and elapsed time in days). compares the following unit of measures: a. length in meters or centimeters b. mass in grams or kilograms c. capacity in mL or L Week 2 measures objects using appropriate measuring tools and unit of leangth in m or cm. Week 3 estimates and measures length using meter or centimeter. M2ME-IVc-26 solves routine and non-routine problems involving length. Week 4 M2ME-IVc-27 measures objects using appropriate measuring tools and measuring units in g or kg. Week 5
- 205. 205 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code estimates and measures mass using gram or kilogram. M2ME-IVe-31 solves routine and non-routine problems involving mass. Week 6 M2ME-IVe-32 measures objects using appropriate measuring tools in mL or L. M2ME-IVf-33 finds the area of a given figure using square-tile units i.e. number of square-tiles needed. Week 7 M2ME-IVg-36 estimates the area of a given figure using any shape. M2ME-IVh-37 solves routine and non-routine problems involving any figure using square tiles. Week 8 M2ME-IVh-38 deepens understanding of pictographs without and with scales is able to interpret simple representations of data (pictographs without and with scales) infers and interprets data presented in a pictograph without and with scales. Week 9 M2SP-IVi-3.2 solves routine and non-routine problems using data presented in a pictograph without and with scales. M2SP-IVi-4.2 Grade Level: Grade 3 Subject: Mathematics Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code Q1 1. demonstrates understanding of whole numbers up to 10 000, ordinal 1. is able to recognize, represent, compare, and visualizes numbers up to 10 000 with emphasis on numbers 1001 - 10000. Week 1 M3NS-Ia-1.3 gives the place value and value of a digit in 4- to 5-digit numbers. M3NS-Ia-10.3 reads and writes numbers up to 10 000 in symbols and in words. M3NS-Ia-9.3
- 206. 206 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code numbers up to 100th, and money up to PhP1000. 2. demonstrates understanding of addition and subtraction of whole numbers including money order whole numbers up to 10 000, and money up to PhP1000 in various forms and contexts. 2. is able to recognize and represent, ordinal numbers up to 100th in various forms and contexts. 3. is able to apply addition and subtraction of whole numbers including money in mathematical problems and real- life situations. rounds numbers to the nearest ten, hundred and thousand.. Week 2 M3NS-Ib-15.1 compares using relation symbols and orders in increasing or decreasing order 4- to 5-digit numbers up to 10 000. identifies ordinal numbers from 1st to 100th with emphasis on the 21st to 100th object in a given set from a given point of reference. Week 3 M3NS-Ic-16.3 recognizes, reads and writes money in symbols and in words through PhP1 000 in pesos and centavos compares values of the different denominations of coins and bills through PhP1 000 using relation symbols. Week 4 M3NS-Id-22.2 adds 3- to 4-digit numbers up to three addends with sums up to 10 000 without and with regrouping. M3NS-Id-27.6 estimates the sum of 3- to 4-digit addends with reasonable results. Week 5 M3NS-Ie-31 adds mentally the following numbers using appropriate strategies: a. 2-digit and 1-digit numbers without or with regrouping b. 2- to 3-digit numbers with multiples of hundreds solves routine and non-routine problems involving addition of whole numbers with sums up to 10 000 including money using appropriate problem solving strategies and tools. Week 6 M3NS-If-29.3 subtracts 3-to 4-digit numbers from 3- to 4-digit numbers without and with regrouping. Week 7 M3NS-Ig-32.6 estimates the difference of two numbers with three to four digits with reasonable results. M3NS-Ih-36 subtracts mentally the following numbers using appropriate strategies: Week 8
- 207. 207 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code a. 1- to 2-digit numbers without and with regrouping b. 2-to3-digitnumberswithmultiplesofhundredswithout andwithregrouping solves routine and non-routine problems involving subtraction without or with addition of whole numbers including money using appropriate problem solving strategies and tools. Week 9 M3NS-Ii-34.5 Q2 demonstrates understanding of multiplication and division of whole numbers including money. is able to apply multiplication and division of whole numbers including money in mathematical problems and real- life situations visualizes multiplication of numbers 1 to 10 by 6,7,8 and 9. Week 1 M3NS-IIa-41.2 visualizes and states basic multiplication facts for numbers up to 10. M3NS-IIa-41.3 Illustrates the properties of multiplication in relevant situations (commutative property, distributive property or associative property) Week 2 to 3 multiplies numbers: a. 2- to 3-digit numbers by 1-digit numbers without or with regrouping b. 2-digit numbers by 2-digit numbers without regrouping c. 2-digit number by 2-digit numbers with regrouping d. 2- to 3-digit numbers by multiples of 10 and 100 e. 1- to 2-digit numbers by 1 000 estimates the product of 2- to 3-digit numbers and 1- to 2-digit numbers with reasonable results . Week 4 M3NS-IId-44.1 multiplies mentally 2-digit by 1-digit numbers without regrouping with products of up to 100. M3NS-IIe-42.2 solves routine and non-routine problems involving multiplication without or with addition and subtraction of whole numbers including money using appropriate problem solving strategies and tools. Week 5 M3NS-IIe-45.3
- 208. 208 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code visualizes and states the multiples of 1- to 2-digit numbers. Week 6 M3NS-IIf-47 visualizes division of numbers up to 100 by 6,7,8,and 9 (multiplication table of 6, 7, 8, and 9). M3NS-IIg-51.2 visualizes and states basic division facts of numbers up to 10. Week 7 M3NS-IIg-51.3 divides numbers without or with remainder: a. 2- to 3-digit numbers by 1- to 2- digit numbers b. 2-3 digit numbers by 10 and 100 estimates the quotient of 2- to 3- digit numbers by 1- to 2- digit numbers. Week 8 M3NS-IIi-55.1 divides mentally 2-digit numbers by 1-digit numbers without remainder using appropriate strategies. M3NS-IIi-52.2 solves routine and non-routine problems involving division of 2- to 4-digit numbers by 1- to 2-digit numbers without or with any of the other operations of whole numbers including money using appropriate problem solving strategies and tools. Week 9 M3NS-IIj-56.2 Q3 demonstrates understanding of proper and improper, similar and dissimilar and equivalent fractions. is able to recognize and represent proper and improper, similar and dissimilar and equivalent fractions in various forms and contexts. identifies odd and even numbers. Week 1 M3NS-IIIa-63 visualizes and represents fractions that are equal to one and greater than one using regions, sets and number line. reads and writes fractions that are equal to one and greater than one in symbols and in words. Week 2 M3NS-IIIb-76.3 Represents, compares and arranges dissimilar fractions in increasing or decreasing order. Week 3 visualizes and generates equivalent fractions. Week 4 M3NS-IIIe-72.7 demonstrates understanding of lines and symmetrical designs is able to recognize and represent lines in real objects and designs or recognizes and draws a point, line, line segment and ray. Week 5 M3GE-IIIe-11 recognizes and draws parallel, intersecting and perpendicular lines. M3GE-IIIf-12.1 visualizes, identifies and draws congruent line segments. Week 6 M3GE-IIIf-13
- 209. 209 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code drawings and complete symmetrical designs identifies and visualizes symmetry in the environment and in design. M3GE-IIIg-7.3 identifies and draws the line of symmetry in a given symmetrical figure. Week 7 M3GE-IIIg-7.4 completes a symmetric figure with respect to a given line of symmetry. M3GE-IIIh-7.5 demonstrates understanding of continuous and repeating patterns and mathematical sentences involving multiplication and division of whole numbers. is able to apply knowledge of continuous and repeating patterns and number sentences involving multiplication or division of whole numbers in various situations. determines the missing term/s in a given combination of continuous and repeating pattern. e.g. 4A,5B, 6A,7B,__ 1 2 3 4 ___ Week 8 M3AL-IIIi-4 finds the missing value in a number sentence involving multiplication or division of whole numbers. e.g. n x 7 = 56 56 ÷ n = 8 Week 9 M3AL-IIIj-12 Q4 demonstrates understanding of conversion of time, linear, mass and capacity measures and area of square and rectangle. is able to apply knowledge of conversion of time, linear, mass and capacity measures and area of rectangle and square in mathematical problems and real- life situations. visualizes, represents, and converts time measure: a. from seconds to minutes, minutes to hours, and hours to a day and vice versa b. days to week, month and year and vice versa c. weeks to months and year and vice versa d. months to year and vice versa. Week 1 solves problems involving conversion of time measure. Week 2 visualizes, and represents, and converts common units of measure from larger to smaller unit and vice versa: meter and centimeter, kilogram and gram, liter and milliliter. Week 3 M3ME-IVb-39 visualizes, and represents, and solves routine and non- routine problems involving conversions of common units of measure. M3ME-IVc-40
- 210. 210 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code solves routine and non-routine problems involving capacity measure. Week 4 visualizes, and represents, and measures area using appropriate unit. Week 5 M3ME-IVd-43 solves routine and non-routine problems involving areas of squares and rectangles. M3ME-IVf-46 demonstrates understanding of bar graphs and outcomes of an event using the terms sure, likely, equally likely, unlikely, and impossible to happen. is able to create and interpret simple representations of data (tables and single bar graphs) and describe outcomes of familiar events using the terms sure, likely, equally likely, unlikely, and impossible to happen. collects data on one variable using existing records. Week 6 M3SP-IVg-1.3 sorts, classifies, and organizes data in tabular form and presents this into a vertical or horizontal bar graph. M3SP-IVg-2.3 infers and interprets data presented in different kinds of bar graphs (vertical/ horizontal). Week 7 M3SP-IVh-3.3 solves routine and non-routine problems using data presented in a single-bar graph. Week 8 M3SP-IVh-4.3 tells whether an event is sure, likely, equally likely, unlikely, and impossible to happen. Week 9 M3SP-IVi-7.3 describes events in real-life situations using the phrases “sure to happen,“ likely to happen”, “equally likely to happen”, “unlikely to happen”, and “impossible to happen”. M3SP-IVj-8.3
- 211. 211 Grade Level: Grade 4 Subject: Mathematics Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code Q1 1. demonstrates understanding of whole numbers up to 100,000. 2. demonstrates understanding of multiplication and division of whole numbers including money. 1. is able to recognize and represent whole numbers up to 100,000 in various forms and contexts. 2. is able to apply multiplication and division of whole numbers including money in mathematical problems and real-life situations. visualizes numbers up to 100 000 with emphasis on numbers 10 001–100 000. Week 1 M4NS-Ia-1.4 gives the place value and value of a digit in numbers up to 100 000. M4NS-Ia-10.4 reads and writes numbers, in symbols and in words, up to hundred thousand and compare them using relation symbols rounds numbers to the nearest thousand and ten thousand. Week 2 M4NS-Ib-5.2 orders numbers up to 100 000 in increasing or decreasing order. M4NS-Ib-13.4 multiplies numbers up to 3-digit numbers by up to 2-digit numbers without or with regrouping. Week 3 M4NS-Ic-43.7 estimates the products of 3- to 4-digit numbers by 2- to 3- digit numbers with reasonable results. M4NS-Ic-44.2 multiplies mentally 2-digit by 1-to 2-digit numbers with products up to 200 and explains the strategies used. Week 4 M4NS-Id-42.3 solves routine and non-routine problems involving multiplication of whole numbers including money using appropriate problem solving strategies and tools. M4NS-Id-45.4 solves multi-step routine and non-routine problems involving multiplication and addition or subtraction using appropriate problem solving strategies and tools. Week 5 M4NS-Ie-45.5 divides 3- to 4-digit numbers by 1-to 2-digit numbers without and with remainder. Week 6 M4NS-If-54.3
- 212. 212 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code divides mentally 2- to 4-digit numbers by tens or hundreds or by 1 000 without and with remainder. estimates the quotient of 3- to 4-digit dividends by 1- to 2-digit divisors with reasonable results. Week 7 M4NS-Ig-55.2 solves routine and non-routine problems involving division of 3- to 4-digit numbers by 1- to 2-digit numbers including money using appropriate problem solving strategies and tools. Week 8 M4NS-Ih-56.3 solves multi-step routine and non-routine problems involving division and any of the other operations of whole numbers including money using appropriate problem solving strategies and tools. M4NS-Ih-56.4 performs a series of two or more operations applying Multiplication, Division, Addition, Subtraction (MDAS) correctly. Week 9 Q2 1. demonstrates understanding of factors and multiples and addition and subtraction of fractions. 2. demonstrates understanding of improper fractions, 1. is able to apply knowledge of factors and multiples, and addition and subtraction of fractions in mathematical problems and real-life situations. 2. is able to recognize and represent improper identifies factors of a given number up to 100. Week 1 M4NS-IIa-64 identifies the multiples of a given number up to 100. M4NS-IIa-65 differentiates prime from composite numbers. M4NS-IIb-66 writes a given number as a product of its prime factors. Week 2 M4NS-IIb-67 finds the common factors, greatest common factor (GCF), common multiples and least common multiple (LCM) of two numbers using the following methods: listing, prime factorization, and continuous division. solves real-life problems involving GCF and LCM of 2 given numbers. Week 3 M4NS-IId-70.1 changes improper fraction to mixed numbers and vice versa. Week 4 M4NS-IIe-80
- 213. 213 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code mixed numbers and decimals fractions, mixed numbers and decimals changes fractions to lowest forms. M4NS-IIe-81 visualizes addition and subtraction of similar and dissimilar fractions. Week 5 visualizes subtraction of a fraction from a whole number. M4NS-IIf-82.2 performs addition and subtraction of similar and dissimilar fractions. Week 6 M4NS-IIg-83 solves routine and non-routine problems involving addition and/or subtraction of fractions using appropriate problem solving strategies and tools. M4NS-IIh-87.1 visualizes decimal numbers using models like blocks, grids, number lines and money to show the relationship to fractions. Week 7 M4NS-IIi-99 renames decimal numbers to fractions, and fractions whose denominators are factors of 10 and 100 to decimals. M4NS-IIi-100 gives the place value and the value of a digit of a given decimal number through hundredths. Week 8 M4NS-IIi-101.1 reads and writes decimal numbers through hundredths. M4NS-IIj-102.1 rounds decimal numbers to the nearest whole number and tenth. Week 9 M4NS-IIj-103.1 compares and arranges decimal numbers. M4NS-IIj-104.1 Q3 demonstrates understanding of the concepts of parallel and perpendicular lines, angles, triangles, and quadrilaterals. is able to describe parallel and perpendicular lines, angles, triangles, and quadrilaterals describes and draws parallel, intersecting, and perpendicular lines using ruler and set square. Week 1 describes and illustrates different angles (right, acute, and obtuse) using models. Week 2 M4GE-IIIb-14 describes the attributes/properties of triangles and quadrilaterals using concrete objects or models. M4GE-IIIb-15 identifies and describes triangles according to sides and angles. Week 3 M4GE-IIIc-16
- 214. 214 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code identifies and describes the different kinds of quadrilaterals: square, rectangle, parallelogram, trapezoid, and rhombus. M4GE-IIIc-17 relates triangles to quadrilaterals Week 4 M4GE-IIId-18.1 relates one quadrilateral to another quadrilateral (e.g. square to rhombus). M4GE-IIId-18.2 demonstrates understanding of concepts of continuous and repeating patterns and number sentences. is able to identify the missing element in a pattern and number sentence. determines the missing term/s in a sequence of numbers (e.g. odd numbers, even numbers, multiples of a number, factors of a number, etc.) e.g. 3,6,9,__ 4,8,12,16,__ (e.g. odd numbers, even numbers, multiples of a number, factors of a number, etc.) 1 2 3 4 5 6 7 ____ Week 5 M4AL-IIIe-5 finds the missing number in an equation involving properties of operations. (e.g. (4+__ ) + 8 = 4 + ( 5 + __) M4AL-IIIe-13 demonstrates understanding of the concept of time, perimeter, area, and volume. is able to apply the concepts of time, perimeter, area, and volume to mathematical problems and real-life situations. finds the elapsed time in minutes and seconds. Week 6 M4ME-IIIf-11 estimates the duration of time in minutes. M4ME-IIIf-12 solves problems involving elapsed time. M4ME-IIIg-13 visualizes the perimeter of any given plane figure in different situations. Week 7 M4ME-IIIg-48 measures the perimeter of any given figure using appropriate tools. M4ME-IIIh-49 finds the perimeter of triangles, squares, rectangles, parallelograms, and trapezoids. M4ME-IIIi-51 solves routine and non-routine problems in real-life situations involving perimeter of squares and rectangles, triangles, parallelograms, and trapezoids. Week 8 M4ME-IIIi-52 differentiates perimeter from area. Week 9 M4ME-IIIj-53 converts sq. cm to sq. m and vice versa. M4ME-IIIj-54
- 215. 215 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code Q4 finds the area of irregular figures made up of squares and rectangles using sq. cm and sq. m. Week 1 M4ME-IVa-55 finds the area of triangles, parallelograms and trapezoids using sq. cm and sq. m. M4ME-IVb-58 solves routine and non-routine problems involving squares, rectangles, triangles, parallelograms, and trapezoids. Week 2 M4ME-IVc-60 visualizes the volume of solid figures in different situations using non-standard (e.g. marbles, etc.) and standard units. Week 3 M4ME-IVd-62 finds the volume of a rectangular prism using cu. cm and cu. m. M4ME-IVe-64 solves routine and non-routine problems involving the volume of a rectangular prism. Week 4 M4ME-IVf-65 demonstrates understanding of the concepts of bar graphs and simple experiments. is able to create and interpret simple representations of data (tables and bar graphs) and describe outcomes in simple experiments. collects data on two variables using any source. Week 5 M4SP-IVg-1.4 organizes data in tabular form and presents them in a single/double horizontal or vertical bar graph. M4SP-IVg-2.4 interprets data presented in different kinds of bar graphs (vertical/horizontal, single/double bars). Week 6 M4SP-IVg-3.4 solves routine and non-routine problems using data presented in a single or double-bar graph. M4SP-IVh-4.4 draws inferences based on data presented in a double-bar graph. Week 7 M4SP-IVh-5.4 records favorable outcomes in a simple experiment (e.g. tossing a coin, spinning a wheel, etc.) M4SP-IVi-9 expresses the outcome in a simple experiment in words, symbols, tables, or graphs. Week 8 M4SP-IVi-10 explains the outcomes in an experiment. M4SP-IVi-11 solves routine and non-routine problems involving a simple experiment. Week 9 M4SP-IVj-12
- 216. 216 Grade Level: Grade 5 Subject: Mathematics Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code Q1 demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions is able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations. uses divisibility rules for 2, 5, and 10 to find the common factors of numbers. Week 1 M5NS-Ib-58.1 uses divisibility rules for 3, 6, and 9 to find common factors. M5NS-Ib-58.2 uses divisibility rules for 4, 8, 12, and 11 to find common factors. Week 2 M5NS-Ib-58.3 solves routine and non-routine problems involving factors, multiples, and divisibility rules for 2,3,4,5,6,8,9,10,11, and 12. M5NS-Ic-59 Performs a series of more than two operations on whole numbers applying Parenthesis, Multiplication, Division, Addition, Subtraction (PMDAS) or Grouping, Multiplication, Division, Addition, Subtraction (GMDAS) correctly. Week 3 finds the common factors, GCF, common multiples and LCM of 2–4 numbers using continuous division. Week 4 solves real-life problems involving GCF and LCM of 2-3 given numbers. M5NS-Ie-70.2 adds and subtracts fractions and mixed fractions without and with regrouping. Week 5 M5NS-Ie-84 solves routine and non-routine problems involving addition and/or subtraction of fractions using appropriate problem solving strategies and tools. M5NS-If-87.2 visualizes multiplication of fractions using models. Week 6 M5NS-Ig-89 multiplies a fraction and a whole number and another fraction. M5NS-Ig-90.1
- 217. 217 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code multiplies mentally proper fractions with denominators up to 10. M5NS-Ig-91 solves routine or non-routine problems involving multiplication without or with addition or subtraction of fractions and whole numbers using appropriate problem solving strategies and tools. Week 7 M5NS-Ih-92.1 shows that multiplying a fraction by its reciprocal is equal to 1. M5NS-Ih-94 visualizes division of fractions. Week 8 M5NS-Ii-95 divides simple fractions and whole numbers by a fraction and vice versa M5NS-Ii-96.1 solves routine or non-routine problems involving division without or with any of the other operations of fractions and whole numbers using appropriate problem solving strategies and tools . Week 9 M5NS-Ij-97.1 Q2 1. demonstrates understanding of decimals. 2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion. 1. is able to recognize and represent decimals in various forms and contexts. 2. is able to apply the four fundamental operations involving decimals and ratio and proportion in gives the place value and the value of a digit of a given decimal number through ten thousandths. Week 1 M5NS-IIa-101.2 reads and writes decimal numbers through ten thousandths. M5NS-IIa-102.2 rounds decimal numbers to the nearest hundredth and thousandth. M5NS-IIa-103.2 compares and arranges decimal numbers. Week 2 M5NS-IIb-104.2 adds and subtracts decimal numbers through thousandths without and with regrouping. M5NS-IIb-106.1 solves routine or non-routine problems involving addition and subtraction of decimal numbers including money using appropriate problem solving strategies and tools. Week 3 M5NS-IIc-108.1 multiplies decimals up to 2 decimal places by 1- to 2-digit whole numbers. Week 4 M5NS-IId-111.1
- 218. 218 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code mathematical problems and real-life situations. multiplies decimals with factors up to 2 decimal places. M5NS-IId-111.2 estimates the products of decimal numbers with reasonable results. Week 5 M5NS-IIe-112 solves routine and non-routine problems involving multiplication without or with addition or subtraction of decimals and whole numbers including money using appropriate problem solving strategies and tools. M5NS-IIe-113.1 divides decimals with up to 2 decimal places. Week 6 M5NS-IIf-116.1 divides whole numbers with quotients in decimal form. M5NS-IIf-116.2 solves routine and non-routine problems involving division without or with any of the other operations of decimals and whole numbers including money using appropriate problem solving strategies and tools. Week 7 M5NS-IIg-120.1 visualizes the ratio of 2 given numbers. M5NS-IIh-122 identifies and writes equivalent ratios. Week 8 M5NS-IIi-124 expresses ratios in their simplest forms. M5NS-IIi-125 finds the missing term in a pair of equivalent ratios. Week 9 M5NS-IIi-126 defines and describes a proportion. M5NS-IIj-127 recognizes when two quantities are in direct proportion. M5NS-IIj-128 Q3 demonstrates understanding of percent. is able to apply percent in mathematical problems and real-life situations visualizes percent and its relationship to fractions, ratios, and decimal numbers using models. Week 1 M5NS-IIIa-136 defines percentage, rate or percent, and base. M5NS-IIIa-137 identifies the base, percentage, and rate in a problem. M5NS-IIIa-138 finds the percentage in a given problem. Week 2 M5NS-IIIb-139
- 219. 219 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code solves routine and non-routine problems involving percentage using appropriate strategies and tools. M5NS-IIIb-140 demonstrates understanding of polygons, circles, and solid figures. is able to construct and describe polygons, circles, and solid figures. visualizes, names, describes and draws polygons with 5 or more sides. Week 3 M5GE-IIIc-19 describes and compares properties of polygons (regular and irregular polygons). M5GE-IIIc-20 visualizes congruent polygons. M5GE-IIId-22 identifies the terms related to a circle. Week 4 M5GE-IIId-23.2 draws circles with different radii using a compass. M5GE-IIIe-24 visualizes and describes solid figures. Week 5 M5GE-IIIe-25 makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using plane figures. M5GE-IIIe-26 demonstrates understanding of the concept of sequence and solving simple equations. 1. is able to apply the knowledge of sequence in various situations. 2. is able to use different problem solving strategies formulates the rule in finding the next term in a sequence. e.g. 1, 3, 7,15, (15 x 2+1) Possible answers: (x 2 + 1) (+2, +4, +8, +16) Week 6 M5AL-IIIf-6 uses different strategies (looking for a pattern, working backwards, etc.) to solve for the unknown in simple equations involving one or more operations on whole numbers and fractions. e.g. 3 x _ + 1 = 10 (the unknown is solved by working backwards) M5AL-IIIf-14 demonstrates understanding of time and circumference. is able to apply knowledge of time and circumference in mathematical problems and real-life situations. measures time using a 12-hour and a 24-hour clock. Week 7 M5ME-IIIg-14 calculates time in the different world time zones in relation to the Philippines. M5ME-IIIg-15 solves problems involving time. M5ME-IIIg-16 visualizes circumference of a circle. Week 8 M5ME-IIIh-67
- 220. 220 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code measures circumference of a circle using appropriate tools. M5ME-IIIh-68 finds the circumference of a circle. M5ME-IIIi-70 solves routine and non-routine problems involving circumference of a circle. Week 9 M5ME-IIIj-71 Q4 demonstrates understanding of area, volume and temperature. is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations. finds the area of a given circle. Week 1 M5ME-IVa-74 solves routine and non-routine problems involving the area of a circle. M5ME-IVb-75 visualizes the volume of a cube and rectangular prism. Week 2 M5ME-IVc-77 names the appropriate unit of measure used for measuring the volume of a cube and a rectangle prism. M5ME-IVc-78 converts cu. cm to cu. m and vice versa; cu.cm to L and vice versa. M5ME-IVd-80 finds the volume of a given cube and rectangular prism using cu. cm and cu. m. Week 3 M5ME-IVd-81 estimates and uses appropriate units of measure for volume. M5ME-IVd-82 solves routine and non-routine problems involving volume of a cube and rectangular prism in real-life situations using appropriate strategies and tools. Week 4 M5ME-IVe-83 reads and measures temperature using thermometer (alcohol and/or digital) in degree Celsius. Week 5 M5ME-IVf-85 solves routine and non-routine problems involving temperature in real-life situations. M5ME-IVf-87 demonstrates understanding of line graphs and is able to create and interpret representations of data organizes data in tabular form and presents them in a line graph. Week 6 M5SP-IVg-2.5 interprets data presented in different kinds of line graphs (single to double-line graph). M5SP-IVh-3.5
- 221. 221 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code experimental probability. (tables and line graphs) and apply experimental probability in mathematical problems and real-life situations. solves routine and non-routine problems using data presented in a line graph. Week 7 M5SP-IVh-4.5 draws inferences based on data presented in a line graph. M5SP-IVh-5.5 describes experimental probability. Week 8 M5SP-IVi-14 performs an experimental probability and records result by listing. M5SP-IVi-15 analyzes data obtained from chance using experiments involving letter cards (A to Z) and number cards (0 to 20). Week 9 M5SP-IVi-16 solves routine and non-routine problems involving experimental probability. M5SP-IVj-17 Grade Level: Grade 6 Subject: Mathematics Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code Q1 demonstrates understanding of the four fundamental operations involving fractions and decimals. is able to apply the four fundamental operations involving fractions and decimals in mathematical problems and real-life situations. adds and subtracts simple fractions and mixed numbers without or with regrouping. Week 1 M6NS-Ia-86 solves routine and non-routine problems involving addition and/or subtraction of fractions using appropriate problem solving strategies and tools. M6NS-Ia-87.3 multiplies simple fractions and mixed fractions. Week 2 M6NS-Ib-90.2 solves routine or non-routine problems involving multiplication without or with addition or subtraction of fractions and mixed fractions using appropriate problem solving strategies and tools. M6NS-Ib-92.2 divides simple fractions and mixed fractions. Week 3 M6NS-Ic-96.2 solves routine or non-routine problems involving division without or with any of the M6NS-Ic-97.2
- 222. 222 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code other operations of fractions and mixed fractions using appropriate problem solving strategies and tools. adds and subtracts decimals and mixed decimals through ten thousandths without or with regrouping. Week 4 M6NS-Id-106.2 solves 1 or more steps routine and non-routine problems involving addition and/or subtraction of decimals and mixed decimals using appropriate problem solving strategies and tools. M6NS-Id-108.2 multiplies decimals and mixed decimals with factors up to 2 decimal places. Week 5 M6NS-Ie-111.3 multiplies mentally decimals up to 2 decimals places by 0.1, 0.01,10, and 100. M6NS-Ie-111.4 solves routine and non-routine problems involving multiplication of decimals and mixed decimals including money using appropriate problem solving strategies. M6NS-Ie-113.2 solves multi-step problems involving multiplication and addition or subtraction of decimals, mixed decimals and whole numbers including money using appropriate problem solving strategies and tools. Week 6 M6NS-If-113.3 divides: a. whole numbers by decimals up to 2 decimal places and vice versa b. decimals/mixed decimals up to 2 decimal places Week 7 divides decimals: a. up to 4 decimal places by 0.1, 0.01, and 0.001 Week 8
- 223. 223 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code b. up to 2 decimal places by 10, 100, and 1 000 mentally differentiates terminating from repeating, non- terminating decimal quotients. Week 9 M6NS-Ii-119 solves routine and non-routine problems involving division of decimals, mixed decimals, and whole numbers including money using appropriate problem solving strategies and tools. M6NS-Ii-120.2 solves multi-step routine and non-routine problems involving division and any of the other operations of decimals, mixed decimals, and whole numbers including money using appropriate problem solving strategies and tools. Week 10 M6NS-Ij-120.3 Q2 demonstrates understanding of order of operations, ratio and proportion, percent, exponents, and integers. is able to apply knowledge of order of operations, ratio and proportion, percent, exponents, and integers in mathematical problems and real-life situations. expresses one value as a fraction of another given their ratio and vice versa. Week 1 M6NS-IIa-129 defines and illustrates the meaning of ratio and proportion using concrete or pictorial models. M6NS-IIb-131 finds a missing term in a proportion (direct, inverse, and partitive). Week 2 M6NS-IIb-133 solves problems involving direct proportion, partitive proportion, and inverse proportion in different contexts such as distance, rate, and time using appropriate strategies and tools. M6NS-IIc-134 finds the percentage or rate or percent in a given problem. Week 3 M6NS-IId-142 solves routine and non-routine problems involving finding the percentage, rate and base using appropriate strategies and tools. M6NS-IId-143 solves percent problems such as percent of increase/decrease (discounts, original price, Week 4 M6NS-IIe-144
- 224. 224 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code rate of discount, sale price, marked-up price), commission, sales tax, and simple interest. describes the exponent and the base in a number expressed in exponential notation. Week 5 M6NS-IIf-146 gives the value of numbers expressed in exponential notation. M6NS-IIf-147 interprets and explains the Grouping, Exponent, Multiplication, Division, Addition, Subtraction (GEMDAS) rule. Week 6 M6NS-IIf-148 performs two or more different operations on whole numbers with or without exponents and grouping symbols. M6NS-IIf-149 describe the set of integers and identify real-life situations that make use of it. Week 7 compares integers with other numbers such as whole numbers, fractions, and decimals. M6NS-IIg-152 compares and arranges integers on the number line. Week 8 describes and interprets the basic operations on integers using materials such as algebra tiles, counters, chips, and cards. M6NS-IIh-155 performs the basic operations on integers. Week 9 M6NS-IIi-156 solves routine and non-routine problems involving basic operations of integers using appropriate strategies and tools. Week 10 M6NS-IIj-157 Q3 demonstrates understanding of solid figures. is able to construct and describe the different solid figures: cube, prism, pyramid, cylinder, cone, and sphere. visualizes and describes the different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using various concrete and pictorial models. Week 1 differentiates solid figures from plane figures. M6GE-IIIa-28 identifies the faces of a solid figure. M6GE-IIIb-30 demonstrates understanding of is able to apply knowledge of sequence, formulates the rule in finding the nth term using different strategies (looking for a Week 2 M6AL-IIId-7
- 225. 225 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code sequence in forming rules, expressions and equations. expressions, and equations in mathematical problems and real-life situations. pattern, guessing and checking, working backwards) e.g. 4,7,13,16,…n (the nth term is 3n+1) differentiates expression from equation. M6AL-IIId-15 gives the translation of real-life verbal expressions and equations into letters or symbols and vice versa. Week 3 M6AL-IIIe-16 defines a variable in an algebraic expression and equation. M6AL-IIIe-17 represents quantities in real-life situations using algebraic expressions and equations. Week 4 M6AL-IIIe-18 solves routine and non-routine problems involving different types of numerical expressions and equations such as 7+ 9 =___ + 6. M6AL-IIIf-19 demonstrates understanding of rate and speed, and of area and surface area of plane and solid/space figures. is able to apply knowledge of speed, area, and surface area of plane and solid/space figures in mathematical problems and real-life situations calculates speed, distance, and time. Week 5 M6ME-IIIg-17 solves problems involving average rate and speed. M6ME-IIIg-18 finds the area of composite figures formed by any two or more of the following: triangle, square, rectangle, circle, and semi-circle. Week 6 M6ME-IIIh-89 solves routine and non-routine problems involving area of composite figures formed by any two or more of the following: triangle, square, rectangle, circle, and semi-circle. M6ME-IIIh-90 visualizes and describes surface area and names the unit of measure used for measuring the surface area of solid/space figures. Week 7 M6ME-IIIi-91 finds the surface area of cubes, prisms, pyramids, cylinders, cones, and spheres. Week 8 M6ME-IIIi-93 solves word problems involving measurement of surface area. Week 9 M6ME-IIIj-94
- 226. 226 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code Q4 demonstrates understanding of volume of solid figures and meter reading. is able to apply knowledge of volume of solid figures and meter reading in mathematical problems and real-life situations. determines the relationship of the volume between a rectangular prism and a pyramid; a cylinder and a cone; and a cylinder and sphere. Week 1 M6ME-IVa-95 finds the volume of cylinders, pyramids, cones, and spheres. Week 2 M6ME-IVb-97 solves routine and non-routine problems involving volumes of solids. M6ME-IVc-98 reads and interprets electric and water meter readings. Week 3 M6ME-IVd-100 solves routine and non-routine problems involving electric and water consumption. M6ME-IVd-101 demonstrates understanding of pie graphs and experimental probability. is able to create and interpret representations of data (tables and pie graphs) and apply experimental probability in mathematical problems and real-life situations. constructs a pie graph based on a given set of data and interpret it. Week 4 solves routine and non-routine problems using data presented in a pie graph. Week 5 M6SP-IVf-4.6 describes the meaning of probability such as 50% chance of rain and one in a million chance of winning. Week 6 M6SP-IVg-19 performs experiments and records outcomes. M6SP-IVh-21 makes listings and diagrams of outcomes and tells the number of favorable outcomes and chances using these listings and diagrams. Week 7 M6SP-IVi-22 makes simple predictions of events based on the results of experiments. Week 8 M6SP-IVi-23 solves routine and non-routine problems involving experimental and theoretical probability. Week 9 M6SP-IVj-24
- 227. 227 Grade Level: Grade 7 Subject: Mathematics Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code Q1 demonstrates understanding of key concepts of sets and the real number system. is able to formulate challenging situations involving sets and real numbers and solve these in a variety of strategies. illustrates well-defined sets, subsets, universal sets, null set, cardinality of sets, union and intersection of sets and the different of two sets Week 1 solves problems involving sets with the use of Venn Diagram. Week 2 represents the absolute value of a number on a number line as the distance of a number from 0. Week 3 M7NS-Ic-1 performs fundamental operations on integers. M7NS-Ic-d-1 illustrates the different properties of operations on the set of integers. Week 4 M7NS-Id-2 expresses rational numbers from fraction form to decimal form and vice versa. M7NS-Ie-1 performs operations on rational numbers Week 5 M7NS-If-1 describes principal roots and tells whether they are rational or irrational. Week 6 M7NS-Ig-1 determines between what two integers the square root of a number is. M7NS-Ig-2 estimates the square root of a whole number to the nearest hundredth. Week 7 M7NS-Ig-3 plots irrational numbers (up to square roots) on a number line.*** M7NS-Ig-4 illustrates the different subsets of real numbers. Week 8 M7NS-Ih-1 arranges real numbers in increasing or decreasing order and on a number line. writes numbers in scientific notation and vice versa. Week 9 M7NS-Ii-1 represents real-life situations and solves problems involving real numbers.
- 228. 228 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code Q2 demonstrates understanding of the key concepts of measurement. is able to formulate real- life problems involving measurements and solve these using a variety of strategies. approximates the measures of quantities particularly length , weight/mass, volume, time, angle and temperature and rate. Week 1 M7ME-IIa-3 converts measurements from one unit to another in both Metric and English systems. Week 2 M7ME-IIb-1 solves problems involving conversion of units of measurement. M7ME-IIb-2 demonstrates understanding of key concepts of algebraic expressions, the properties of real numbers as applied in linear equations, and inequalities in one variable. is able to model situations using oral, written, graphical, and algebraic methods in solving problems involving algebraic expressions, linear equations, and inequalities in one variable. translates English phrases to mathematical phrases and English sentences to mathematics sentences, and vice versa. Week 3 Illustrates and differentiates related terms in algebra: a. where is a positive integer b. constants and variables c. literal coefficients and numerical coefficients d. algebraic expressions, terms and polynomials e. number of terms, degree of the term and degree of the polynomial. evaluates algebraic expressions for given values of the variables. Week 4 M7AL-IIc-4 adds and subtracts polynomials. M7AL-IId-2 derives the laws of exponent. Week 5 M7AL-IId-e-1 multiplies and divides polynomials. M7AL-IIe-2 uses models and algebraic methods to find the: (a) product of two binomials; (b) product of the sum and difference of two terms; (c) square of a binomial; (d) cube of a binomial; (e) product of a binomial and a trinomial. Week 6 M7AL-IIe-g-1 solves problems involving algebraic expressions. Week 7 to 8 M7AL-IIg-2 differentiates algebraic expressions, equations and inequalities. illustrates linear equation and inequality in one variable. M7AL-IIh-4 n a n
- 229. 229 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code finds the solution of linear equation or inequality in one variable. Week 9 M7AL-IIi-1 solves linear equation or inequality in one variable involving absolute value by: (a) graphing; and (b) algebraic methods. M7AL-IIi-j-1 solves problems involving equations and inequalities in one variable. M7AL-IIj-2 Q3 demonstrates understanding of key concepts of geometry of shapes and sizes, and geometric relationships. is able to create models of plane figures and formulate and solve accurately authentic problems involving sides and angles of a polygon represents point, line and plane using concrete and pictorial models. Week 1 M7GE-IIIa-1 illustrates subsets of a line. M7GE-IIIa-2 classifies the different kinds of angles. M7GE-IIIa-3 derives relationships of geometric figures using measurements and by inductive reasoning; supplementary angles, complementary angles, congruent angles, vertical angles, adjacent angles, linear pairs, perpendicular lines, and parallel lines. Week 2 M7GE-IIIb-1 derives relationships among angles formed by parallel lines cut by a transversal using measurement and by inductive reasoning. Week 3 M7GE-IIIc-1 uses a compass and straightedge to bisect line segments and angles and construct perpendiculars and parallels. Week 4 M7GE-IIId-e-1 illustrates polygons: (a) convexity; (b) angles; and (c) sides. Week 5 M7GE-IIIe-2 derives inductively the relationship of exterior and interior angles of a convex polygon. Week 6 M7GE-IIIf-1 illustrates a circle and the terms related to it: radius, diameter chord, center, arc, chord, central angle, and inscribed angle. Week 7 M7GE-IIIg-1 constructs triangles, squares, rectangles, regular pentagons, and regular hexagons. Week 8 M7GE-IIIh-i-1 solves problems involving sides and angles of a polygon. Week 9 M7GE-IIIj-1 Q4 poses real-life problems that can be solved by Statistics. Week 1 M7SP-IVa-2 formulates simple statistical instruments. M7SP-IVa-3
- 230. 230 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code demonstrates understanding of key concepts, uses and importance of Statistics, data collection/gathering and the different forms of data representation, measures of central tendency, measures of variability, and probability. is able to collect and organize data systematically and compute accurately measures of central tendency and variability and apply these appropriately in data analysis and interpretation in different fields. gathers statistical data. Week 2 M7SP-IVb-1 organizes data in a frequency distribution table. Week 3 M7SP-IVc-1 uses appropriate graphs to represent organized data: pie chart, bar graph, line graph, histogram, and ogive. Week 4 to 5 M7SP-IVd-e-1 illustrates the measures of central tendency (mean, median, and mode) of a statistical data. Week 6 M7SP-IVf-1 calculates the measures of central tendency of ungrouped and grouped data. M7SP-IVf-g-1 illustrates the measures of variability (range, average deviation, variance, standard deviation) of a statistical data. Week 7 M7SP-IVh-1 calculates the measures of variability of grouped and ungrouped data. M7SP-IVh-i-1 uses appropriate statistical measures in analyzing and interpreting statistical data. Week 8 to 9 M7SP-IVj-1 draws conclusions from graphic and tabular data and measures of central tendency and variability. M7SP-IVj-2 Grade Level: Grade 8 Subject: Mathematics Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code Q1 demonstrates understanding of key concepts of factors of polynomials, is able to formulate real- life problems involving factors factors completely different types of polynomials (polynomials with common monomial factor, difference of two squares, sum and difference of two cubes, perfect square trinomials, and general trinomials). Week 1 to 2 M8AL-Ia-b-1 solves problems involving factors of polynomials. M8AL-Ib-2
- 231. 231 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code rational algebraic expressions, linear equations and inequalities in two variables, systems of linear equations and inequalities in two variables and linear functions. of polynomials, rational algebraic expressions, linear equations and inequalities in two variables, systems of linear equations and inequalities in two variables and linear functions, and solve these problems accurately using a variety of strategies. illustrates rational algebraic expressions. Week 3 M8AL-Ic-1 simplifies rational algebraic expressions. M8AL-Ic-2 performs operations on rational algebraic expressions. Week 4 M8AL-Ic-d-1 solves problems involving rational algebraic expressions. M8AL-Id-2 illustrates the rectangular coordinate system and its uses. Week 5 M8AL-Ie-1 illustrates linear equations in two variables. M8AL-Ie-3 Illustrates and finds the slope of a line given two points, equation, and graph. writes the linear equation in the form and vice versa. Week 6 M8AL-If-1 graphs a linear equation given (a) any two points; (b) the – and – intercepts; (c) the slope and a point on the line. M8AL-If-2 describes the graph of a linear equation in terms of its intercepts and slope. M8AL-If-3 finds the equation of a line given (a) two points; (b) the slope and a point; (c) the slope and its intercepts. Week 7 M8AL-Ig-1 solves problems involving linear equations in two variables. M8AL-Ig-2 illustrates a system of linear equations in two variables. Week 8 M8AL-Ih-1 graphs a system of linear equations in two variables. M8AL-Ih-2 categorizes when a given system of linear equations in two variables has graphs that are parallel, intersecting, and coinciding. M8AL-Ih-3 solves problems involving systems of linear equations in two variables by (a) graphing; (b) substitution; (c) elimination. Week 9 c by ax = + b mx y + = x y
- 232. 232 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code Q2 demonstrates key concepts of linear inequalities in two variables, systems of linear inequalities in two variables and linear functions. is able to formulate and solve accurately real-life problems involving linear inequalities in two variables, systems of linear inequalities in two variables, and linear functions. differentiates linear inequalities in two variables from linear equations in two variables. Week 1 M8AL-IIa-2 Illustrates and graphs linear inequalities in two variables. solves problems involving linear inequalities in two variables. M8AL-IIa-4 solves problems involving systems of linear inequalities in two variables. Week 2 M8AL-IIb-2 illustrates a relation and a function. Week 3 M8AL-IIc-1 verifies if a given relation is a function. M8AL-IIc-2 determines dependent and independent variables. M8AL-IIc-3 finds the domain and range of a function. Week 4 M8AL-IId-1 graphs and illustrates a linear function and its (a) domain; (b) range; (c) table of values; (d) intercepts; and (e) slope. solves problems involving linear functions. Week 5 M8AL-IIe-2 demonstrates understanding of key concepts of logic and reasoning. is able to communicate mathematical thinking with coherence and clarity in formulating and analyzing arguments. determines the relationship between the hypothesis and the conclusion of an if-then statement. Week 6 M8GE-IIf-1 transforms a statement into an equivalent if-then statement. M8GE-IIf-2 determines the inverse, converse, and contrapositive of an if-then statement. Week 7 M8GE-IIg-1 illustrates the equivalences of: (a) the statement and its contrapositive; and (b) the converse and inverse of a statement. Week 8 M8GE-IIg-2 uses inductive or deductive reasoning in an argument. Week 9 M8GE-IIh-1 writes a proof (both direct and indirect). M8GE-IIi-j-1 Q3 demonstrates understanding of key concepts of axiomatic structure 1. is able to formulate an organized plan to handle a real- life situation. describes a mathematical system. Week 1 to 2 M8GE-IIIa-1 illustrates the need for an axiomatic structure of a mathematical system in general, and in Geometry in particular: (a) defined terms; (b) undefined terms; (c) postulates; and (d) theorems. M8GE-IIIa-c-1
- 233. 233 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code of geometry and triangle congruence. 2. is able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving real-life problems involving congruent triangles using appropriate and accurate representations. illustrates triangle congruence. Week 3 to 4 M8GE-IIId-1 illustrates the SAS, ASA and SSS congruence postulates. M8GE-IIId-e-1 solves corresponding parts of congruent triangles Week 5 M8GE-IIIf-1 proves two triangles are congruent. Week 6 M8GE-IIIg-1 proves statements on triangle congruence. Week 7 M8GE-IIIh-1 applies triangle congruence to construct perpendicular lines and angle bisectors. Week 8 to 9 M8GE-IIIi-j-1 Q4 demonstrates understanding of key concepts of inequalities in a triangle, and parallel and perpendicular lines. is able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving real-life problems involving triangle inequalities, and parallelism and perpendicularity illustrates theorems on triangle inequalities (Exterior Angle Inequality Theorem, Triangle Inequality Theorem, Hinge Theorem). Week 1 M8GE-IVa-1 applies theorems on triangle inequalities. Week 2 M8GE-IVb-1 proves inequalities in a triangle. Week 3 M8GE-IVc-1 proves properties of parallel lines cut by a transversal. Week 4 M8GE-IVd-1 determines the conditions under which lines and segments are parallel or perpendicular. Week 5 M8GE-IVe-1
- 234. 234 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code of lines using appropriate and accurate representations. demonstrates understanding of key concepts of probability. is able to formulate and solve practical problems involving probability of simple events. illustrates an experiment, outcome, sample space and event. Week 6 M8GE-IVf-1 counts the number of occurrences of an outcome in an experiment: (a) table; (b) tree diagram; (c) systematic listing; and (d) fundamental counting principle. Week 7 M8GE-IVf-g-1 finds the probability of a simple event. Week 8 M8GE-IVh-1 illustrates an experimental probability and a theoretical probability. Week 9 M8GE-IVi-1 solves problems involving probabilities of simple events. M8GE-IVi-j-1 Grade Level: Grade 9 Subject: Mathematics Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code Q1 demonstrates understanding of key concepts of quadratic equations, inequalities and functions, and rational is able to investigate thoroughly mathematical relationships in various situations, formulate real-life problems involving quadratic illustrates quadratic equations. Week 1 M9AL-Ia-1 solves quadratic equations by: (a) extracting square roots; (b) factoring; (c) completing the square; and (d) using the quadratic formula. M9AL-Ia-b-1 characterizes the roots of a quadratic equation using the discriminant. Week 2 to 3 M9AL-Ic-1 describes the relationship between the coefficients and the roots of a quadratic equation. M9AL-Ic-2 solves equations transformable to quadratic equations (including rational algebraic equations). M9AL-Ic-d-1
- 235. 235 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code algebraic equations. equations, inequalities and functions, and rational algebraic equations and solve them using a variety of strategies. solves problems involving quadratic equations and rational algebraic equations. Week 4 M9AL-Ie-1 illustrates quadratic inequalities Week 5 M9AL-If-1 solves quadratic inequalities. M9AL-If-2 solves problems involving quadratic inequalities. M9AL-If-g-1 models real-life situations using quadratic functions. Week 6 M9AL-Ig-2 represents a quadratic function using: (a) table of values; (b) graph; and (c) equation. M9AL-Ig-3 transforms the quadratic function definedbyy=ax2 +bx+cinto theformy=a(x–h)2 +k. Week 7 to 8 M9AL-Ih-1 graphs a quadratic function: (a) domain; (b) range; (c) intercepts; (d) axis of symmetry; (e) vertex; (f) direction of the opening of the parabola. M9AL-Ig-h-i-1 analyzes the effects of changing the values of a, h and k in the equation y = a(x – h)2 + k of a quadratic function on its graph. M9AL-Ii-2 determines the equation of a quadratic function given: (a) a table of values; (b) graph; (c) zeros. Week 9 M9AL-Ij-1 solves problems involving quadratic functions. M9AL-Ii-j-2 Q2 demonstrates understanding of key concepts of variation and radicals. is able to formulate and solve accurately problems involving radicals. illustrates situations that involve the following variations: (a) direct; (b) inverse; (c) joint; (d) combined. Week 1 to 2 M9AL-IIa-1 translates into variation statement a relationship between two quantities given by: (a) a table of values; (b) a mathematical equation; (c) a graph, and vice versa. M9AL-IIa-b-1 solves problems involving variation. M9AL-IIb-c-1 applies the laws involving positive integral exponents to zero and negative integral exponents. Week 3 M9AL-IId-1 simplifies expressions with rational exponents. Week 4 M9AL-IIe-1
- 236. 236 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code writes expressions with rational exponents as radicals and vice versa. M9AL-IIf-1 derives the laws of radicals. Week 5 M9AL-IIf-2 simplifies radical expressions using the laws of radicals. Week 6 M9AL-IIg-1 performs operations on radical expressions. Week 7 M9AL-IIh-1 solves equations involving radical expressions. Week 8 M9AL-IIi-1 solves problems involving radicals. Week 9 M9AL-IIj-1 Q3 demonstrates understanding of key concepts of parallelograms and triangle similarity. is able to investigate, analyze, and solve problems involving parallelograms and triangle similarity through appropriate and accurate representation. determines the conditions that make a quadrilateral a parallelogram. Week 1 M9GE-IIIa-2 uses properties to find measures of angles, sides and other quantities involving parallelograms. M9GE-IIIb-1 provestheoremsonthedifferentkindsofparallelogram (rectangle,rhombus,square). Week 2 M9GE-IIIc-1 proves the Midline Theorem. Week 3 M9GE-IIId-1 proves theorems on trapezoids and kites. M9GE-IIId-2 solves problems involving parallelograms, trapezoids and kites. Week 4 M9GE-IIIe-1 describes a proportion. Week 5 M9GE-IIIf-1 appliesthefundamentaltheoremsofproportionalitytosolve problemsinvolvingproportions. M9GE-IIIf-2 illustrates similarity of figures. Week 6 to 7 M9GE-IIIg-1 proves the conditions for similarity of triangles. 1.1 SAS similarity theorem 1.2 SSS similarity theorem 1.3 AA similarity theorem 1.4 right triangle similarity theorem 1.5 special right triangle theorems M9GE-IIIg-h-1 applies the theorems to show that given triangles are similar. Week 8 M9GE-IIIi-1 proves the Pythagorean Theorem. M9GE-IIIi-2
- 237. 237 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code solves problems that involve triangle similarity and right triangles. Week 9 M9GE-IIIj-1 Q4 demonstrates understanding of the basic concepts of trigonometry. is able to apply the concepts of trigonometric ratios to formulate and solve real-life problems with precision and accuracy. illustrates the six trigonometric ratios: sine, cosine, tangent, secant, cosecant, and cotangent. Week 1 to 2 M9GE-IVa-1 finds the trigonometric ratios of special angles. M9GE -IVb-c-1 illustrates angles of elevation and angles of depression. Week 3 to 5 M9GE-IVd-1 uses trigonometric ratios to solve real-life problems involving right triangles. M9GE-IVe-1 illustrates laws of sines and cosines. Week 6 to 9 M9GE-IVf-g-1 solves problems involving oblique triangles. M9GE-IVh-j-1
- 238. 238 Grade Level: Grade 10 Subject: Mathematics Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code Q1 demonstrates understanding of key concepts of sequences, polynomials and polynomial equations. is able to formulate and solve problems involving sequences, polynomials and polynomial equations in different disciplines through appropriate and accurate representations. generates patterns. Week 1 to 2 M10AL-Ia-1 illustrates an arithmetic sequence M10AL-Ib-1 determines arithmetic means, nth term of an arithmetic sequence and sum of the terms of a given arithmetics sequence. illustrates a geometric sequence. Week 3 M10AL-Id-1 differentiates a geometric sequence from an arithmetic sequence. M10AL-Id-2 determines geometric means, nth term of a geometric sequence and sum of the terms of a given finite or infinite geometric sequence Week 4 solves problems involving sequences. Week 5 M10AL-If-2 performs division of polynomials using long division and synthetic division. Week 6 M10AL-Ig-1 proves the Remainder Theorem, Factor Theorem and the Rational Root Theorem. factors polynomials. Week 7 M10AL-Ih-1 illustrates polynomial equations. Week 8 M10AL-Ii-1 solves problems involving polynomials and polynomial equations. Week 9 M10AL-Ij-2 Q2 demonstrates understanding of key concepts of polynomial function. is able to conduct systematically a mathematical investigation involving polynomial functions in different fields. illustrates polynomial functions. Week 1 to 2 M10AL-IIa-1 understand, describe and interpret the graphs polynomial functions. solves problems involving polynomial functions. M10AL-IIb-2
- 239. 239 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code demonstrates understanding of key concepts of circles and coordinate geometry. 1. is able to formulate and find solutions to challenging situations involving circles and other related terms in different disciplines through appropriate and accurate representations. 2. is able to formulate and solve problems involving geometric figures on the rectangular coordinate plane with perseverance and accuracy. derives inductively the relations among chords, arcs, central angles, and inscribed angles. Week 3 to 4 M10GE-IIc-1 proves theorems related to chords, arcs, central angles, and inscribed angles. M10GE-IIc-d-1 illustrates secants, tangents, segments, and sectors of a circle. Week 5 to 6 M10GE-IIe-1 proves theorems on secants, tangents, and segments. M10GE-IIe-f-1 solves problems on circles. M10GE-IIf-2 applies the distance formula to prove some geometric properties. Week 7 M10GE-IIg-2 illustrates the center-radius form of the equation of a circle. Week 8 M10GE-IIh-1 determines the center and radius of a circle given its equation and vice versa. M10GE-IIh-2 graphs and solves problems involving circles and other geometric figures on the coordinate plane. Week 9 Q3 demonstrates understanding of key concepts of combinatorics and probability. is able to use precise counting technique and probability in formulating conclusions and making decisions. illustrates the permutation of objects. Week 1 to 2 M10SP-IIIa-1 solves problems involving permutations M10SP-IIIb-1 illustrates the combination of objects. Week 3 to 4 M10SP-IIIc-1 differentiates permutation from combination of objects taken at a time. M10SP-IIIc-2 solves problems involving permutations and combinations Week 5 M10SP-IIId-e-1 illustrates events, and union and intersection of events. Week 6 M10SP-IIIf-1 illustrates the probability of a union of two events. Week 7 M10SP-IIIg-1 findsthe probability of . Week 8 M10SP-IIIg-h-1 n r ( ) B A
- 240. 240 Quarter Content Standards The learner… Performance Standards The learner… Most Essential Learning competencies The learner… Duration K to 12 CG Code illustrates mutuallyexclusive events. Week 9 M10SP-IIIi-1 solves problems involving probability. M10SP-IIIi-j-1 Q4 demonstrates understanding of key concepts of measures of position. is able to conduct systematically a mini-research applying the different statistical methods. illustrates the following measures of position: quartiles, deciles and percentiles. Week 1 M10SP-IVa-1 calculates a specified measure of position (e.g. 90th percentile) of a set of data. Week 2 M10SP-IVb-1 interprets measures of position. Week 3 M10SP-IVc-1 solves problems involving measures of position. Week 4 to 5 M10SP-IVd-e-1 formulates statistical mini-research. Week 6 to 7 M10SP-IVf-g-1 uses appropriate measures of position and other statistical methods in analyzing and interpreting research data. Week 8 to 9 M10SP-IVh-j-1
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- 243. 243 Grade Level: 1 Subject: Music Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Code The learner… 1st demonstrates basic understanding of sound, silence and rhythm responds appropriately to the pulse of the sounds heard and performs with accuracy the rhythmic patterns identifies the difference between sound and silence accurately Week 1 MU1RH-Ia-1 relates images to sound and silence within a rhythmic pattern Week 2 MU1RH-Ib-2 performs steady beat and accurate rhythm through clapping, tapping chanting, walking and playing musical instruments in response to sound o in groupings of 2s o in groupings of 3s o in groupings of 4s Week 3-5 MU1RH-Ic-5 creates simple ostinato patterns in groupings of 2s, 3s, and 4s through body movements Week 6-8 MU1RH-Id-e-6 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Code The learner… 2nd demonstrates basic understanding of pitch and simple melodic patterns responds accurately to high and low tones through body movements, singing, and playing other sources of sounds identifies the pitch of a tone as high or low Week 1 MU1ME-IIa-1 sings simple melodic patterns ( so –mi, mi –so, mi – re-do) Week 2 MU1ME-IIb-3 sings the melody of a song with the correct pitch e.g. greeting songs, counting songs, or action songs Week 3 MU1ME-IIc-5
- 244. 244 demonstrates basic understanding of the concepts of musical lines, beginnings and endings in music, and repeats in music responds with precision to changes in musical lines with body movements identifies similar or dissimilar musical lines Week 4 MU1FO-IIe-2 identifies the beginning, ending, and repeated parts of a recorded music sample Week 5 MU1FO-IId-1 Performs songs with the knowledge when to start, stop, repeat or end the song. Week 6-8 MU1FO-IIf-3 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Code The learner… 3rd demonstrates understanding of the basic concepts of timbre distinguishes accurately the different sources of sounds heard and be able to produce a variety of timbres relates the source of sound with different body movements e.g. wind, wave, swaying of the trees, animal sounds, or sounds produced by man-made devices or machines. Week 1 MU1TB-IIIa-1 Produces sounds with different timbre using a variety of local materials Week 2-3 MU1TB-IIIb-4 demonstrates understanding of the basic concepts of dynamics creatively interprets with body movements the dynamic levels to enhance poetry, chants, drama, and musical stories identifies volume changes from sound samples using the terms loud and soft Week 4 MU1DY-IIIc-2 relates the concepts of dynamics to the movements of animals e.g. big animals/movement = loud; small animals/movement = soft Week 5-6 MU1DY-IIId-3 applies the concept of dynamic levels to enhance poetry, chants, songs, drama or musical stories Week 7-8 MU1DY-IIIg-h-5
- 245. 245 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Code The learner… 4th demonstrates understanding of the basic concepts of tempo performs with accuracy varied tempi through movements or dance steps to enhance poetry, chants, drama, and musical stories demonstrates the basic concepts of tempo through movements (fast or slow) Week 1 MU1TP-IVa-2 uses body movements or dance steps to respond to varied tempo - slow movement with slow music - fast movement with fast music Week 2 MU1TP-IVb-3 uses varied tempo to enhance poetry, chants, drama, and musical stories Week 3 MU1TP-IVc-5 demonstrates understanding of the basic concepts of texture sings songs to involve oneself and experience the concept of texture demonstrates awareness of texture by identifying sounds that are solo or with other sounds. Week 4-6 MU1TX-IVe-2 distinguishes single musical line and multiple musical lines which occur simultaneously in a given song Week 4-6 MU1TX-IVf-3 sings two-part round songs e.g. Are You Sleeping, Brother John? Row, Row, Row Your Boat Week 7-8 MU1TX-IVg-h-4 Grade Level: 2 Subject: Music Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 1st demonstrates basic understanding of sound, responds appropriately to the pulse of sounds heard and relates visual images to sound and silence using quarter note , beamed eighth notes and quarter rest in a rhythmic pattern Week 1 MU2RH-Ib-2
- 246. 246 silence and rhythmic patterns and develops musical awareness while performing the fundamental processes in music performs with accuracy the rhythmic patterns in expressing oneself maintains a steady beat when replicating a simple series of rhythmic patterns (e.g. echo clapping, walking, tapping, chanting, and playing musical instruments) Week 2 MU2RH-Ic-4 reads stick notations in rhythmic patterns with measures of 2s, 3s and 4s Week 3-4 MU2RH-Ic-5 writes stick notations to represent the heard rhythmic patterns Week 5-6 MU2RH-If-g-7 creates simple ostinato patterns in measures of 2s, 3s, and 4s with body movements Week 7-8 MU2RH-Id-e-6 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 2nd demonstrates basic understanding of pitch and simple melodic patterns performs with accuracy of pitch, the simple melodic patterns through body movements, singing or playing musical instruments identifies the pitch of tones as: high (so), low (mi); higher (la); lower (re) Week 1-2 MU2ME-IIa-1 responds to ranges of pitch through body movements, singing, or playing instruments Week 1-2 MU2ME-IIa-2 sings children's songs with accurate pitch Week 3-4 MU2ME-IIb-4 * demonstrates melodic contour through: a. movement b. music writing (on paper or on air) c. visual imagery Week 3-4 MU2ME-IIc-6 MU2ME-IIc-7 demonstrates understanding of the basic concepts of musical form performs a song, chosen from among the previously learned songs that shows the basic concepts of musical lines, beginnings, endings demonstrates the beginning, ending and repeats of a song with - movements - vocal sounds - instrumental sounds Week 5-6 MU2FO-IId-2 identifies musical lines as - similar - dissimilar Week 5-6 MU2FO-IIe-3
- 247. 247 and repeats through body movement, vocal sounds, and instrumental sounds * creates melodic or rhythmic introduction and ending of songs Week 7-8 MU2FO-IIg-h-6 MU2FO-IIg-h-7 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 3rd demonstrates understanding of the basic concepts of timbre determines accurately the sources of sounds heard, and produce sounds using voice, body, and objects, and be able to sing in accurate pitch replicates different sources of sounds with body movements Week 1 MU2TB-IIIa-2 identifies the common musical instruments by their sounds and image Week 2 MU2TB-IIIb-3 recognizes the difference between speaking and singing Week 2 MU2TB-IIIc-4 performs songs with appropriate vocal or sound quality (from available instruments) Week 3-4 MU2TB-IIIc-5 demonstrates understanding of the basic concepts of dynamics creatively applies changes in dynamics to enhance rhymes, chants, drama, and musical stories distinguishes the dynamics of a song or music sample Week 5 MU2DY-IIIc-2 uses the words “loud”, “louder”, “soft” and “softer” to identify variations in volume Week 5 MU2DY-IIIc-4 Performs songs with appropriate dynamics Week 6-8 MU2DY-IIIf-h-6 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 4th demonstrates understanding of the basic concepts of tempo uses varied tempo to enhance rhymes, chants, drama, and musical stories follows the correct tempo of a song including tempo changes Week 1-2 MU2TP-IVb-4 distinguishes “slow,” “slower,” “fast,” and “faster” in recorded music Week 1-2 MU2TP-IVb-5
- 248. 248 demonstrates understanding of the basic concepts of texture distinguishes accurately between single musical line and multiple musical lines which occur simultaneously in a given song identifies musical texture with recorded music - melody with solo instrument or voice - single melody with accompaniment - two or more melodies sung or played together at the same time Week 3-4 MU2TX-IVd-f-1 distinguishes between single musical line and multiple musical lines which occur simultaneously Week 5-6 MU2TX-IVd-f-3 distinguishes between thinness and thickness of musical sound in recorded or performed music Week 7-8 MU2TX-IVg-h-4 Grade Level: 3 Subject: Music Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 1st demonstrates understanding of the basic concepts of rhythm performs simple ostinato patterns/simple rhythmic accompaniments on classroom instruments and other sound sources to a given song relates images with sound and silence using quarter note , beamed eighth note , half note , quarter rest and half rest within a rhythmic pattern Week 1 MU3RH-Ia-1 maintains a steady beat when replicating a simple series of rhythmic patterns in measures of 2s, 3s, and 4s (e.g. echo clapping, walking, marching, tapping, chanting, dancing the waltz, or playing musical instruments) Week 2 MU3RH-Ib-h-2 plays simple ostinato patterns (continually repeated musical phrase or rhythm) with classroom instruments and other sound sources Week 5-6 MU3RH-Id-h-5
- 249. 249 creates continually repeated musical phrase or rhythm in measures of 2s, 3s, and 4s Week 7-8 MU3RH-Ie-6 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 2nd demonstrates understanding of the basic concepts of melody sings the melody of a song with accurate pitch identifies the pitch of a tone as: - high – higher - moderately high – higher - moderately low – lower - low – lower Week 1 MU3ME-IIa-1 matches the correct pitch of tones - with the voice - with an instrument Week 2 MU3ME-IIa-2 recreates simple patterns and contour of a melody Week 3 MU3ME-IIb-5 demonstrates understanding of the basic concepts of musical form sings, plays, and performs (through body movements) a chosen song showing the basic concepts of musical lines, beginnings, endings and repeats identifies the beginning, middle, ending and repetitions within a song or music sample Week 4 MU3FO-IId-1 identifies musical lines as - similar - same - different Week 5 MU3FO-IId-2 performs songs with accurate pitch from beginning to end including repetitions Week 6-8 MU3FO-IIg-h-6 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 3rd demonstrates understanding of the basic concepts of timbre applies vocal techniques in singing to produce a recognizes musical instruments through sound Week 1 MU3TB-IIIb-3 uses the voice and other sources of sound to produce a variety of timbres Week 2 MU3TB-IIIc-6
- 250. 250 pleasing vocal quality: 1. using head tones 2. employing proper breathing 3. using the diaphragm demonstrates understanding of the basic concepts of dynamics in order to respond to conducting gestures using sings songs with proper dynamics following bas distinguishes “loud,” “medium,” and “soft” in music Week 3 MU3DY-IIId-2 responds to conducting gestures of the teacher for “loud” and “soft” Week 6 MU3DY-IIIe-h-5 applies varied dynamics to enhance poetry, chants, drama, songs and musical stories Week 7-8 MU3DY-IIIf-h-6 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 4th demonstrates understanding of the concepts of tempo in order to respond to conducting symbols indicating variations in tempo enhances performance of poetry, chants, drama, musical stories, and songs by using a variety of tempo applies correct tempo and tempo changes by following basic conducting gestures Week 1 MU3TP-IVa-2 distinguishes among fast, moderate, and slow in music Week 2 MU3TP-IVb-5 performs songs with appropriate tempo (use songs from the locality) Week 3-4 MU3TP-IVa-c-7 demonstrates understanding sings: distinguishes between thinness and thickness of musical sound Week 5-6 MU3TX-IVg-h-4
- 251. 251 of the basic concepts of texture 1. “two-part rounds” 2. “partner songs” demonstrates the concept of texture by singing “partner songs” (local or foreign song samples) 1.“Leron, Leron Sinta” 2.“Pamulinawen” 3.“It’s A Small World” 4.“He’s Got the Whole World in His Hands Week 7-8 MU3TX-IVd-f-2 Grade Level: 4 Subject: Music Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 1st demonstrates understanding of concepts pertaining to rhythm and musical symbols creates rhythmic patterns in: 1. simple time signatures 2. simple one- measure ostinato pattern identifies different kinds of notes and rests (whole, half, quarter, and eighth) Week 1 MU4RH-Ia-1 reads different rhythmic patterns Week 2-3 MU4RH-Ic-3 performs rhythmic patterns in time signatures Week 4-5 MU4RH-Ic-4 uses the bar line to indicate groupings of beats in Week 5-6 MU4RH-Ic-5 identifies accented and unaccented pulses Week 7-8 MU4RH-Id-6 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 2nd recognizes the musical analyzes melodic movement and recognizes the meaning of the G-Clef (treble clef) Week 1 MU4ME-IIc-3 3 4, 2 4, 4 4 3 4, 2 4, 4 4
- 252. 252 symbols and demonstrates understanding of concepts pertaining to melody range and be able to create and perform simple melodies identifies the pitch names of the G-clef staff including the ledger lines and spaces (below middle C) Week 2-3 MU4ME-IIb-2 identifies the movement of the melody as: - no movement - ascending stepwise - descending stepwise - ascending skipwise - descending skipwise Week 4 MU4ME-IId-4 identifies the highest and lowest pitch in a given notation of a musical piece to determine its range Week 5 MU4ME-IIe-5 sings with accurate pitch the simple intervals of a melody Week 6 MU4ME-IIf-6 creates simple melodic lines Week 7-8 MU4ME-IIg-h-7 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 3rd demonstrates understanding of musical phrases, and the uses and meaning of musical terms in form performs similar and contrasting musical phrases identifies aurally and visually the introduction and coda (ending) of a musical piece Week 1 MU4FO-IIIa-1 identifies aurally and visually the antecedent and consequent in a musical piece Week 2 MU4FO-IIIa-2 recognizes similar and contrasting phrases in vocal and instrumental music 1. melodic 2. rhythmic Week 3 MU4FO-IIIa-b-3 performs similar and contrasting phrases in music 1. melodic 2. rhythmic Week 4 MU4FO-IIId-5 demonstrates understanding participates actively in a identifies as vocal or instrumental, a recording of the following: Week 5 MU4TB-IIIe-2
- 253. 253 of variations of sound in music (lightness and heaviness) as applied to vocal and instrumental music group performance to demonstrate different vocal and instrumental sounds 1. solo 2. duet 3. trio 4. ensemble identifies aurally and visually various musical ensembles in the community Week 6 MU4TB-IIIf-3 recognizes the musical symbols and demonstrates understanding of concepts pertaining to volume in music applies forte and piano to designate loudness and softness in a musical sample 1. singing 2. playing instrument applies dynamics in a simple music score using the symbols p (piano) and f (forte) Week 7-8 MU4DY-IIIf-1 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 4th demonstrates understanding of concepts pertaining to speed/flow of music demonstrates understanding of concepts pertaining to speed/flow of music creates and performs body movements appropriate to a given tempo creates and performs body movements appropriate to a given tempo uses appropriate musical terms to indicate variations in tempo 1. largo 2. presto Week 1 MU4TP-IVb-2
- 254. 254 demonstrates understanding of concepts pertaining to texture in music sings two-part rounds and partner songs with others identifies aurally and visually an ostinato or descant in a music sample Week 2 MU4TX-IVd-2 recognizes solo or 2-part vocal or instrumental music Week 3 MU4TX-IVe-3 demonstrates understanding of harmonic intervals performs examples of harmonic interval with others identifies harmonic intervals (2 pitches) in visual and auditory music samples Week 4 MU4HA-IVf-1 writes samples of harmonic intervals (2 pitches) Week 5 MU4HA-IVh-3 performs a song with harmonic intervals (2pitches) Week 6-8 MU4HA-IVg-2 Grade Level: 5 Subject: Music Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 1st recognizes the musical symbols and demonstrates understanding of concepts pertaining to rhythm performs with a conductor, a speech chorus in simple time signatures 1. choral 2. instrumental identifies the kinds of notes and rests in a song Week 1 MU5RH-Ia-b-1 recognizes rhythmic patterns using quarter note, half note, dotted half note, dotted quarter note, and eighth note in simple time signatures Week 2 MU5RH-Ia-b-2 identifies accurately the duration of notes and rests in time signature Week 3-5 MU5RH-Ic-e-3 creates different rhythmic patterns using notes and rests in time signatures Week 6-8 MU5RH-If-g-4 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes 3 4, 2 4, 4 4
- 255. 255 The learner… 2nd recognizes the musical symbols and demonstrates understanding of concepts pertaining to melody accurate performance of songs following the musical symbols pertaining to melody indicated in the piece recognizes the meaning and uses of F- Clef on the staff Week 1 MU5ME-IIa-1 identifies the pitch names of each line and space on the F-Clef staff Week 1 MU5ME-IIa-2 describes the use of the symbols: sharp (# ), flat (♭), and natural (♮) Week 2 MU5ME-IIb-3 recognizes aurally and visually, examples of melodic intervals Week 3 MU5ME-IIc-4 identifies the notes in the C major scale Week 4 MU5ME-IIc-5 determines the range of a musical example 1. wide 2. narrow Week 5 MU5ME-IIe-8 reads notes in different scales : Pentatonic scale, C major scale, G major scale Week 6 MU5ME-IIf-9 creates simple melodies Week 7-8 MU5ME-IIg-10 performs his/her own created melody Week 7-8 MU5ME-IIh-11
- 256. 256 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 3rd demonstrates understanding of the uses and meaning of musical terms in Form performs the created song with appropriate musicality recognizes the design or structure of simple musical forms: 1. unitary (one section) 2. strophic (same tune with 2 or more sections and 2 or more verses) Week 1 MU5FO-IIIa-1 creates a 4- line unitary song Week 2 MU5FO-IIIb-2 creates a 4 –line strophic song with 2 sections and 2 verses Week 3-4 MU5FO-IIIc-d-3 demonstrates understanding of variations of sound density in music (lightness and heaviness) as applied to vocal and instrumental music participates in a group performance to demonstrate different vocal and instrumental sounds describes the following vocal timbres: 1. soprano 2. alto 3. tenor 4. bass Week 5 MU5TB-IIIe-2 identifies aurally and visually different instruments in: 1. rondalla 2. drum and lyre band 3. bamboo group/ensemble (Pangkat Kawayan) Week 6 MU5TB-IIIf-3
- 257. 257 4. other local indigenous ensembles creates music using available sound sources Week 7-8 MU5TB-IIIg-h-5 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 4th demonstrates understanding of concepts pertaining to volume in music applies dynamics to musical selections uses appropriate musical terms to indicate variations in dynamics: 1. piano (p) 2. mezzo piano (mp) 3. forte(f) 4. mezzo forte (mf) 5. crescendo 6. decrescendo Week 1-2 MU5DY-IVa-b-2 recognizes the musical symbols and demonstrates understanding of concepts pertaining to speed in music applies appropriately, various tempo to vocal and instrumental performances uses appropriate musical terminology to indicate variations in tempo: 1. largo 2. presto 3. allegro 4. moderato 5. andante 6. vivace 7. ritardando 8. accelerando Week 3-4 MU5TP-IVc-d-2
- 258. 258 demonstrates understanding of concepts pertaining to texture in music recognizes examples of horizontal 3- part vocal or instrumental texture, aurally and visually describes the texture of a musical piece Week 4 MU5TX-IVe-1 performs 3-part rounds and partner songs Week 5 MU5TX-IVe-2 recognizes the musical symbols and demonstrates understanding of harmonic intervals performs a vocal or instrumental ensemble using the following major triads( I, IV, V ) uses the major triad as accompaniment to simple songs Week 6-8 MU5HA-IVh-2 Grade Level: 6 Subject: Music Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 1st demonstrates understanding of the concept of rhythm by applying notes and rests, rhythmic patterns, and time signatures responds to beats in music heard with appropriate conducting patterns of and identifies the values of the notes / rests used in a particular song Week 1 MU6RH-Ia-1 differentiates aurally among and time signatures Week 2-3 MU6RH-Ib-e-2 demonstrates the conducting gestures in time signatures of: and Week 4-5 MU6RH-Ib-e-3 3 4, 2 4, 4 4 6 8 3 4, 2 4, 4 4 6 8 3 4, 2 4, 4 4 6 8
- 259. 259 creates rhythmic patterns in time signatures of and Week 6-8 MU6RH-Ig-h-5 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 2nd demonstrates the concept of melody by using intervals in major scales and in the minor scales applies learned concepts of melody and other elements to composition and performance reads simple musical notations in the Key of C Major, F Major and G Major Week 1-2 MU6ME-IIa-1 sings or plays instruments in solo or with group, melodies/songs in C Major, G Major, and F Major Week 3-4 MU6ME-IIa-3 creates simple melodies Week 5-6 MU6ME-IIa-4 sings self-composed melodies Week 7-8 MU6ME-IIa-5 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 3rd demonstrates understanding of the concept of musical forms and musical symbols performs accurately the design or structure of a given musical piece identifies simple musical forms of songs from the community: 1. binary (AB) - has 2 contrasting sections (AB) Week 1-2 MU6FO-IIIa-b-1 3 4, 2 4, 4 4 6 8
- 260. 260 (repeat marks) indicated 2. ternary (ABA)-has 3 sections, the third section similar to the first; (ABC) – has 3 sections 3. rondo (ABACA) -has contrasting sections in between repetitions of the A section (ABACA) uses the different repeat marks that are related to form: 1. Da Capo (D.C.) 2. Dal Segno (D.S.) 3. Al Fine (up to the end) 4. D.C. al Fine (repeat from the beginning until the word Fine) 5. ║: :║ 6. ┌───┐┌───┐ 1 2 Week 3 MU6FO-IIIc-3
- 261. 261 (ending 1, ending 2) demonstrates understanding of the concept of timbre through recognizing musical instruments aurally and visually aurally determines the sound of a single instrument in any section of the orchestra describes the instrumental sections of the Western orchestra Week 4 MU6TB-IIId-1 distinguishes various musical ensembles seen and heard in the community Week 5 MU6TB-IIId-e-2 demonstrates understanding of the concept of dynamics through a wide variety of dynamic levels applies the appropriate dynamic levels in vocal and instrumental music uses varied dynamics in a song performance 1. piano (p) 2. mezzo piano (mp) 3. pianissimo (pp) 4. forte (f) 5. mezzo forte (mf) 6. fortissimo (ff) 7. crescendo 8. decrescendo Week 6-8 MU6DY-IIIh-2 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 4th demonstrates understanding of the various tempo performs a given song, using tempo marks appropriately identifies the different tempo in a music sample: 1. allegro 2. andante Week 1 MU6TX-IVa-b-1
- 262. 262 3. ritardando 4. accelerando 5. largo 6. presto 7. vivace demonstrates the different kinds of tempo by following tempo marks in a song from the community e.g.: “Pandangguhan” Week 2 MU6TX-IVa-b-3 demonstrates the concept of texture as: 1. monophonic (one voice) 2. homophonic (voice and accompaniment) 3. polyphonic (many voices) performs accurately a given song with monophonic, homophonic, and polyphonic textures identifies different textures from music samples 1. Vocal a. solo voice b. solo voice with accompaniment c. duet, partner songs, round songs 2. Instrumental a. solo b. ensemble Week 4 MU6TX-IVc-d-2 distinguishes monophonic, homophonic, and polyphonic textures Week 5 MU6TX-IVc-d-3 demonstrates understanding of the concepts of harmony through the intervals that constitute the primary chords of major and minor scales in music demonstrates harmony in group performances 1. choir 2. rondalla 3. lyre band distinguishes the sound of a major chord from a minor chord Week 6 MU6HA-IVe-f-3 uses major or minor chords as accompaniment to simple songs Week 7-8 MU6HA-IVg-h-4
- 263. 263 Grade Level: 7 Subject: Music Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 1st demonstrates understanding of the musical characteristics of representative music from the lowlands of Luzon performs music of the lowlands with appropriate pitch, rhythm, expression and style describes the musical characteristics of representative music selections from the lowlands of Luzon after listening Week 1 MU7LU-Ia-1 analyzes the musical elements of some Lowland vocal and instrumental music selections; Week 2 MU7LU-Ia-2 * identifies the musical instruments and other sound sources from the lowlands of Luzon Week 3 MU7LU-Ib-3 explores ways of producing sounds on a variety of sources that is similar to the instruments being studied; Week 4 MU7LU-Ib-f-4 improvises simple rhythmic/melodic accompaniments to selected music from the Lowlands of Luzon; Week 5 MU7LU-Ic-f performs music from Luzon lowlands with own accompaniment; Week 6 MU7LU-Ia-h-7 evaluates music and music performances with rubrics on musical elements and styles. Week 7-8 MU7LU-Ic-h-10 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 2nd demonstrates understanding performs selected vocal and describes the musical characteristics of representative selections of Cordillera, Week 1 MU7LV-IIa-f-1
- 264. 264 of the musical characteristics of representative music from the highlands of Luzon, Mindoro, Palawan, and the Visayas instrumental music of Cordillera, Mindoro, Palawan and the Visayas in appropriate style Mindoro, Palawan and of the Visayas after listening; explains the distinguishing characteristics of representative music from Cordillera, Mindoro, Palawan and of the Visayasin relation to its culture and geography; Week 2 MU7LV-IIb-f-3 identifies the musical instruments and other sound sources from Cordillera, Mindoro, Palawan and of the Visayas; Week 3 MU7LV-IIa-f-2 discovers ways of producing sounds on a variety of sources similar to instruments being studied; Week 4 MU7LV-IIb-g-4 improvises simple rhythmic/melodic accompaniments to selected music from the Cordillera, Mindoro, Palawan and of the Visayas; Week 5 MU7LV-IIb-g-7 performs music from Cordillera, Mindoro, Palawan and of the Visayas, with accompaniment Week 6 MU7LV-IIb-g-6 evaluates music and music performances using rubrics on musical elements and style. Week 7-8 MU7LV-IIc-h-10 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 3rd demonstrates understanding of the musical characteristics of representative music from Mindanao performs music of Mindanao with appropriate expression and style describes the musical characteristics of representative music selections from Mindanao after listening; Week 1 MU7MN-IIIa-g-1 identifies the musical instruments and other sound sources of representative music selections from Mindanao Week 2 MU7MN-IIIa-g-3 analyzes the musical elements of some Mindanao vocal and instrumental music; Week 3 MU7MN-IIIa-g-2
- 265. 265 discovers ways of producing sounds on a variety of sources that is similar to the instruments being studied; Week 4 MU7MN-IIIb-h-4 improvises simple rhythmic/melodic accompaniments to selected music from Mindanao; Week 5 MU7LV-IIIc-h-5 perform music from Mindanao with own accompaniment Week 6 MU7LV-IIIc-h-6 evaluates music selections and music performances using rubrics on musical elements and style. Week 7-8 MU7LV-IIIb-h-10 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 4th demonstrates understanding of the musical characteristics of representative music from Mindanao performs music of Mindanao with appropriate expression and style identifies musical characteristics of selected Philippine festivals and theatrical forms through video or live performances; Week 1 MU7FT-IVa-g-1 describes the origins and cultural background of selected Philippine festival/s; Week 2 MU7FT-IVa-d-2 describes how the music contributes to the performance of the musical production; Week 3 MU7FT-IVe-h-4 describes how a specific idea or story is communicated through music in a particular Philippine musical theater Week 4 MU7FT-IVe-h-6 improvises music accompaniment in relation to a particular Philippine festival; Week 5-6 MU7FT-IVe-h-4 performs selection/s from chosen Philippine musical theater; Week 7-8 MU7FT-IVe-h-7
- 266. 266 Grade Level: 8 Subject: Music Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 1st demonstrates understanding of common musical characteristics of the region as well as unique characteristics of a particular Southeast Asian country. performs Southeast Asian songs with appropriate pitch, rhythm, expression and style. listens perceptively to music of Southeast Asia; Week 1 MU8SE-Ia-h-2 analyzes musical elements of selected songs and instrumental pieces heard and performed; Week 2 MU8SE-Ib-h-4 explores ways of producing sounds on a variety of sources that would simulate instruments being studied; Week 3 MU8SE-Ic-h-5 improvises simple accompaniment to selected Southeast Asian music; Week 4 MU8SE-Ic-h-6 performs music from Southeast Asia with own accompaniment; Week 5-6 MU8SE-Ic-h-7 * evaluates music and music performances using guided rubrics applying knowledge of musical elements and style. Week 7-8 MU8SE-Ic-h-8 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 2nd demonstrates understanding of common and distinct musical performs East Asian music with appropriate pitch, listens perceptively to music of East Asia; Week 1 MU8SE-IIa-h-2 analyzes musical elements of selected songs and instrumental pieces heard and performed; Week 2 MU8SE-IIc-h-4
- 267. 267 characteristics of East Asian countries rhythm, expression and style explores ways of producing sounds on a variety of sources that would simulate instruments being studied; Week 3 MU8SE-IIb-h-5 improvises simple accompaniment to selected East Asian music; Week 4 MU8SE-IIc-h-6 * performs music from East Asia with own accompaniment; Week 5-6 MU8SE-IIb-h-7 evaluates music and music performances using guided rubrics applying knowledge of musical elements and style. Week 7-8 MU8SE-IIb-h-8 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 3rd demonstrates an understanding of common and distinct musical characteristics of South Asia and the Middle East. performs South Asia and the Middle East music with appropriate pitch, rhythm, expression and style. listens perceptively to music of South Asia and the Middle East; Week 1 MU8WS-IIIa-h-2 analyzes musical elements of selected songs and instrumental pieces heard and performed; Week 2 MU8WS-IIIc-h-4 explores ways of producing sounds on a variety of sources that would simulate instruments being studied; Week 3 MU8WS-IIIc-h-5 improvises simple accompaniment to selected South Asia and the Middle East music; Week 4 MU8WS-IIIb-h-6 * performs music from South Asia and Middle East with own accompaniment; Week 5-6 MU8WS-IIIb-h-7 evaluates music and music performances using guided rubrics applying knowledge of musical elements and style. Week 7-8 MU8WS-IIIc-h-8
- 268. 268 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 4th demonstrates understanding and application of musical skills related to selected traditional Asian theater performs excerpts from traditional Asian theater with appropriate pitch, rhythm, expression, and style identifies musical characteristics of selected Asian musical theater through video films or live performances; Week 1 MU8TH-IVa-g-1 describes the instruments that accompany Kabuki, Wayang Kulit, Peking Opera; Week 2 MU8TH-IVa-g-2 describes how a specific idea or story is communicated through music in a particular Asian musical theater; Week 3 MU8TH-IVb-h-3 improvises appropriate sound, music, gesture, movements, props and costume for performance of a chosen Asian traditional musical and theatrical form; Week 4 MU8TH-IVb-h-7 performs selection/s from chosen Asian musical theater; Week 5-6 MU8TH-IVa-g-6 evaluates music and music performances using guided rubrics applying knowledge of musical elements and style. Week 7-8 MU8TH-IVc-h-8 Grade Level: 9 Subject: Music Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 1st demonstrates understanding of characteristic features of the Medieval, Renaissance performs selected songs from Medieval, renaissance and baroque periods a) Chants; b) Madrigals; describes the musical elements of selected vocal and instrumental music of Medieval, Renaissance and Baroque music; Week 1 MU9MRB -Ib-f-5 explains the performance practice (setting, composition, role of composers/performers, and audience) Week 2 MU9MRB -Ia-h-2
- 269. 269 and Baroque period music c) excerpts from oratorio; d) chorales; e) troubadour. during Medieval, Renaissance and Baroque periods; * relates Medieval, Renaissance and Baroque music to other art forms and its history within the era; Week 3 MU9MRB -Ic-f-3 * improvises appropriate accompaniment to selected music from Medieval, Renaissance and Baroque Period; Week 4-5 MU9MRB -Ib-d-7 * performs music from Medieval, Renaissance and Baroque Period; Week 6-7 MU9MRB -Ib-h-4 * evaluates music and music performances using guided rubrics Week 8 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 2nd demonstrates understanding of characteristic features of Classical period music demonstrates understanding of characteristic features of Classical period music sings and performs themes of symphonies and other instrumental forms sings and performs themes of symphonies and other instrumental forms describes musical elements of given Classical period pieces; Week 1 MU9CL-IIa-f-1 explains the performance practice (setting, composition, role of composers/performers, and audience) during Classical Period Week 2 MU9CL-IIa-f-3 relates Classical music to other art forms and its history within the era; Week 3 MU9CL-IIa-f-2 improvises appropriate accompaniment to selected music from Classical Period Week 4-5 MU9CL-IIe-9 performs selected music from the Classical period; Week 6-7 MU9CL-IIb-h-7 evaluates music and music performances using guided rubrics. Week 8 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 3rd demonstrates understanding of describes musical elements of given Romantic period pieces; Week 1 MU9RO-IIIa-2
- 270. 270 characteristic features of instrumental Romantic music sings and performs themes of selected instrumental pieces explains the performance practice (setting, composition, role of composers/performers, and audience) during Romantic Period Week 2 MU9RO-IIIb-h-3 relates Romantic music to other art forms and its history within the era; Week 3 MU9RO-IIIc-h-7 improvises appropriate accompaniment to selected music from Romantic Period Week 4-5 MU9RO-IIIc-h-8 performs selected music from the Romantic period; Week 6-7 MU9RO-IIIe-h-6 evaluates music and music performances using guided rubrics. Week 8 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 4th demonstrates understanding of characteristic features of vocal music of the Romantic period sings and performs themes of selected songs explains the plot, musical and theatrical elements of an opera after watching video samples; Week 1-2 MU9OP-IVa-g-1 performs themes or melodic fragments of given selected songs; Week 3-4 MU9OP-IVb-h-3 improvises appropriate sounds, music, gestures, movements, and costumes for a chosen opera. Week 5-6 MU9OP-IVb-h-5 evaluates music performances using guided rubrics Week 7-8 Grade Level: 10 Subject: Music Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 1st demonstrates understanding of 20th creates musical pieces using describes distinctive musical elements of given pieces in 20th century styles; Week 1 MU10TC-Ia-h-2
- 271. 271 century music styles and characteristic features. particular style/s of the 20th Century. explains the performance practice (setting, composition, role of composers/performers, and audience) of 20th century music; Week 2-3 MU10TC-Ib-g-4 relates 20th Century music to other art forms and media during the same time period; Week 4-5 MU10TC-Ia-g-3 performs music sample from the 20th century Week 5-6 MU10TC-Ib-5 evaluates music and music performances using guided rubrics Week 7-8 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 2nd demonstrates understanding of characteristic features of Afro-Latin American music and Popular music performs vocal and dance forms of Afro- Latin American music and selections of Popular music describes the historical and cultural background of Afro-Latin American and popular music; Week 1 MU10AP-IIa-g-2 analyzes musical characteristics of Afro-Latin American and popular music through listening activities; Week 2-3 MU10AP-IIa-h-5 explores ways of creating sounds on a variety of sources suitable to chosen vocal and instrumental selections; Week 4-5 MU10AP-IIa-7 performs selections of Afro-Latin American and popular music in appropriate pitch, rhythm, style, and expression; Week 6-7 MU10AP-IIa-h-6 evaluates music and music performances using guided rubrics Week 8 MU10AP-IIa-h-10 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 3rd demonstrates understanding of sings contemporary songs narrates the life of selected contemporary Filipino composer/s ; Week 1 MU10CM-IIIc-g-3
- 272. 272 characteristic features of contemporary music analyzes the musical characteristics of traditional and contemporary Philippine music; Week 2 MU10CM-IIIa-h-2 improvises simple vocal/instrumental accompaniments to selected contemporary Philippine music; Week 3-5 MU10CM-IIId-e-5 performs selections of contemporary Philippine music; Week 6-7 MU10CM-IIIb-h-4 evaluates music and music performances using guided rubrics. Week 8 MU10CM-IIIh-8 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Codes The learner… 4th 1. demonstrates understanding of characteristic features of 20th and 21st century opera musical play, ballet and other multimedia forms. 2. demonstrates understanding of the relationship among music, technology, and media. 1. performs selections from musical plays, ballet, opera in a satisfactory level of performance. 2. creates a musical work using media & technology. describes how an idea or story in a musical play is presented by watching a live performance or video excerpt; Week 1 MU10MM-IIIa-h-1 explains how theatrical elements in a selected part of a musical play are combined with music and media to achieve certain effects; Week 2-3 MU10MM-IIIa-h-2 creates appropriate sounds, music, gestures,movements, and costume using media and technology for a selected part of a musical play; Week 4-6 MU10MM-IIIc-h-4 performs an excerpt from a 20th or 21st century Philippine musical and highlight its similarities and differences to other western musical play. Week 7-8 MU10MM-IIIg-h-5
- 273. 273
- 274. 274 Grade Level: Grade 1 Subject: Arts Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code 1st The learner… demonstrates understanding of lines, shapes, colors and texture, and principles of balance, proportion and variety through drawing demonstrates understanding of lines, shapes, colors and texture, and principles of balance, proportion and variety through drawing The learner… creates a portrait of himself and his family which shows the elements and principles of art by drawing creates a portrait of himself and his family which shows the elements and principles of art by drawing 1. explains that ART is all around and is created by different people Week 1/ 1st Q A1EL-Ia 2. identifies different lines, shapes, texture used by artists in drawing Week 2/1st Q A1EL-Ic 3. uses different drawing tools or materials - pencil, crayons, piece of charcoal, stick-on different papers, sinamay, leaves, tree bark, and other local materials to create his drawing about oneself, one’s family, home, and school, as a means of self-expression Weeks 3, 4, & 5/ 1st Q A1EL-Id 4. draws different kinds of plants showing a variety of shapes, lines and color Weeks 6, 7, & 8/1st Q A1PR-If 2nd The learner… demonstrates understanding of colors and shapes, and the principles of harmony, rhythm and balance through painting demonstrates understanding of colors and shapes, The learner creates a harmonious design of natural and man-made objects to express ideas using colors and shapes, and harmony 1. identifies colors as primary, secondary, and tertiary, both in natural and man-made objects, seen in the surrounding Week 1/ 2nd Q A1EL-IIa 2. creates a design inspired by Philippine flowers, jeepneys, Filipino fiesta decors, parol, or objects and other geometric shapes found in nature and in school using primary and secondary colors Weeks 3 & 4/ 2nd Q A1PR-IIg 3. paints a home/school landscape or design choosing specific colors to create a certain feeling or mood Weeks 5 & 6/ 2nd Q A1PR-Ie-1
- 275. 275 and the principles of harmony, rhythm and balance through painting creates a harmonious design of natural and man-made objects to express ideas using colors and shapes, and harmony 4. talks about the landscape he painted and the landscapes of others Weeks 7 & 8/ 2nd Q A1PR-Ie-2 3rd demonstrates understanding of shapes and texture and prints that can be repeated, alternated and emphasized through printmaking demonstrates understanding of shapes and texture and prints that can be repeated, alternated and emphasized through printmaking creates prints that show repetition, alternation and emphasis using objects from nature and found objects at home and in school creates prints that show repetition, alternation and emphasis using objects from nature and found objects at home and in school 1. differentiates between a print and a drawing or painting Week 1 / 3rd Q A1EL-IIIa 2. describes the shape and texture of prints made from objects found in nature and man-made objects and from the artistically designed prints in his artworks and in the artworks of others. Weeks 2 & 3 / 3rd Q A1EL-IIIb 3. creates a print by applying dyes on his finger or palm or any part of the body and pressing it to the paper, cloth, wall, etc. to create impression Week 4 / 3rd Q A1EL-IIId 4. creates a print by rubbing pencil or crayon on paper placed on top of a textured objects from nature and found objects Week 5 / 3rd Q A1PL-IIIe 5. stencil a design (in recycled paper, plastic, cardboard, leaves, and other materials) and prints on paper, cloth, sinamay, bark, or a wall Week 6 / 3rd Q A1PR-IIIf 6. narrates experiences in experimenting different art materials Week 7 / 3rd Q A1PR-IIIg 7. participates in school/district exhibit and culminating activity in celebration of the National Arts Month (February) Week 8 / 3rd Q A1PR-IIIh Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code 4th The learner… demonstrates understanding of texture and 3-D shapes, and principle of proportion and The learner creates a useful 3- Dimensional object/sculpture using found objects and recycled materials 1. differentiates between 2-dimensional and 3- dimensional artwork and states the difference Week 1 / 4th Q A1EL-IVa 2. identifies the different materials that can be used in creating a 3-dimensional object: 2.1 clay or wood (human or animal figure) 2.2 bamboo (furniture, bahay kubo) 2.3 softwood (trumpo) Week 2 /4th Q A1EL-IVb Week 3 / 4th Q A1EL-IVb Week 4 / 4th Q A1EL-IVb
- 276. 276 emphasis through 3- D works and sculpture demonstrates understanding of texture and 3-D shapes, and principle of proportion and emphasis through 3- D works and sculpture creates a useful 3- Dimensional object/sculpture using found objects and recycled materials 2.4 paper, cardboard, (masks) 2.5 found material (parol, sarangola) 3. creates 3D objects that are well proportioned, balanced and show emphasis in design, like any of the following: a pencil holder, bowl, container, using recycled materials like plastic bottles, etc. Week 5-6 / 4th Q A1PR-IVe 4. creates masks, human figures out of recyclable materials such as cardboards, papers, baskets, leaves, strings, clay, cardboard, glue, found materials, bilao, paper plate, strings, seeds, flour- salt mixture, or paper-mache, and other found materials Week 7,8, & 9 / 4th Q A1PR-IVf-1 A1PR-IVg A1PR-IVh Grade Level: Grade 2 Subject: Arts Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code 1st The learner… demonstrates understanding on lines, shapes, and colors as elements of art, and variety, proportion and contrast as principles of art through drawing The learner… creates a composition/design by translating one’s imagination or ideas that others can see and appreciates 1. describes the different styles of Filipino artists when they create portraits and still life (different lines and colors) Week 1 / 1st Q A2EL-Ia 2. differentiates the contrast between shapes and colors of different fruits or plants and flowers in one’s work and in the work of others Week 2 / 1st Q A2EL-Ib 3. draws the different fruits or plants to show overlapping of shapes and the contrast of colors and shapes in his colored drawing Week 3 & 4 / 1st Q A2EL-Ic 4. draws from an actual still life arrangement Week 5 & 6 / 1st Q A2EL-Id 5. draws a portrait of two or more persons - his friends, his family, showing the differences in the shape of their facial features (shape of eyes, nose, lips, head, and texture of the hair Week 7 & 8 / 1st Q A2EL-If
- 277. 277 6. narrates stories related to the output Week 8 / 1st Q A2EL-Ih-3 2nd The learner… demonstrates understanding of using two or more kinds of lines, colors and shapes through repetition and contrast to create rhythm The learner… creates a composition or design of a tricycle or jeepney that shows unity and variety of lines, shapes, and colors 1. describes the lines, shapes, colors, textures, and designs seen in the skin coverings of different animals and sea creatures using visual arts words and actions. Weeks 1 & 2 / 2nd Q A2EL-IIa 2. designs with the use of drawing and painting materials the sea or forest animals in their habitats showing their unique shapes and features, variety of colors and textures in their skin. Weeks 3 & 4 / 2nd Q A2EL-IIb 3. creates designs by using two or more kinds of lines, colors, and shapes by repeating or contrasting them, to show rhythm Week 5 & 6 / 2nd Q A2PL-IIf 4. uses control of the painting tools and materials to paint the different lines, shapes and colors in his work or in a group work Week 7 & 8 / 2nd Q A2PR-IIg-1 5. design an outline of a tricycle or jeepney on a big paper with lines and shapes that show repetition, contrast and rhythm Week 7 & 8 / 2nd Q A2PR-IIg-2 3rd The learner… demonstrates understanding of shapes, textures, colors and repetition of motif, contrast of motif and color from nature and found objects The learner… creates prints from natural and man-made objects that can be repeated or alternated in shape or color. creates prints with repeating, alternating or contrasting color or size or texture 1. differentiates natural and man-made objects with repeated or alternated shapes and colors and materials that can be used in print making Week 1/ 3rd Q A2EL-IIIa 2. creates a consistent pattern by making two or three prints that are repeated or alternated in shape or color Week 2/ 1st Q A2PL-IIIb 3. carves a shape or letter on an eraser or kamote, which can be painted and printed several times Week 3-4 / 1st Q A2PR-IIIf 4. creates a print on paper or cloth using cut-out designs Week 5-6 / 1st Q A2PR-IIIg
- 278. 278 shows skills in making a clear print from natural and man-made objects 5. participates in a school/district exhibit and culminating activity in celebration of the National Arts Month (February) Week 7-8 / 1st Q A2PR-IIIh-3 4th The learner… demonstrates understanding of shapes, texture, proportion and balance through sculpture and 3- dimensional crafts demonstrates understanding of shapes, texture, proportion and balance through sculpture and 3- dimensional crafts The learner creates a 3-dimensional free-standing, balanced figure using different materials (found materials, recycled, local or manufactured) creates a 3-dimensional free-standing, balanced figure using different materials (found materials, recycled, local or manufactured) creates a 3-dimensional free-standing, balanced figure using different materials (found materials, recycled, local or manufactured) 1. discusses the artistry of different local craftsmen in creating: 1.1 taka of different animals and figures in Paete, Laguna 1.2 sarangola or kites 1.3 banca, native boats from Cavite, and coastal towns Week 1/ 4th Q A2EL-IVa-1 2. Answers a brief diagnostic assessment on giving value and importance to the craftmanship of local artists. Week 2/ 1st Q A2EL-IVa-2 3. identifies 3-dimensional crafts found in the locality giving emphasis on their shapes, textures, proportion and balance 3-4/ 1st Q A2EL-IVb 4. executes the steps in making a paper maché with focus on proportion and balance Week 5-6/ 1st Q A2PR-IVd 5. creates a clay human figure that is balanced and can stand on its own Week 7-8/ 1st Q A2PR-IVh
- 279. 279 Grade Level: Grade 3 Subject: Arts Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code 1st The learner... demonstrates understanding of lines, texture, shapes and depth, contrast (size, texture) through drawing The learner… creates an artwork of people in the province/region. On-the-spot sketching of plants trees, or buildings and geometric line designs shows a work of art based on close observation of natural objects in his/her surrounding noting its size, shape and texture 1. distinguishes the size of persons in the drawing, to indicate its distance from the viewer Week 1/ 1st Q A3EL-Ia 2. shows the illusion of space in drawing the objects and persons in different sizes Week 2/1st Q A3EL-Ib 3. explains that artist create visual textures by using a variety of lines and colors Week 3/1st Q A3PL-Ic 4. discusses what foreground, middle ground, and background, are all about in the context of a landscape Week 4/1st Q A3PL –Id 5. describes the way of life of people in the cultural community Week 5/1st Q A3PL-Ie 6. Creates a geometric design by contrasting two kinds of lines in terms of type or size. Week 6/1st Q A3PR-If 7. sketches on-the-spot outside or near the school to draw a plant, flowers or a tree showing the different textures and shape of each part, using only a pencil or black crayon or ballpen Week 7/1st Q A3PR-Ig 8. designs a view of the province/region with houses and buildings indicating the foreground middle ground and background by the size of the objects Week 8/1st Q A3PR-Ii Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code
- 280. 280 2nd The learner... demonstrates understanding of lines, textures, shapes and balance of size, contrast of texture through drawing The learner... creates an artwork of people in the province/region on- the-spot sketching of plants, trees and building and geometric line designs applies knowledge of planes in a landscape (foreground, middle ground and background) in painting a landscape creates an artwork of people in the province/region on- the-spot sketching of plants, trees and building and geometric line designs applies knowledge of planes in a landscape (foreground, middle ground and background) in painting a landscape 1. Discusses the concept that there is harmony in nature as seen in the color of landscapes at different times of the day Ex: 1.1 landscapes of Felix Hidalgo, Fernando Amorsolo, Jonahmar Salvosa 1.2 Still’s life of Araceli Dans, Jorge Pineda, Agustin Goy Week 1/ 2nd Q A3EL-IIa 2. Discusses the concept that nature is so rich for no two animals have the same shape, skin covering, and color Week 2/ 2nd Q A3EL-IIb 3. demonstrates how harmony is created in an artwork because of complementary colors and shapes Weeks 3 & 4/ 2nd Q A3PL-IIc 4. paints a still life by observing the different shapes, color, and texture of fruits, drawing them overlapping and choosing the right colors for each fruit Weeks 5 & 6/ 2nd Q A3PR-IId 5. creates new tints and shades of colors by mixing two or more colors Weeks 7 & 8/ 2nd Q A3PR-IIe 6. paints a landscape at a particular time of the day and selects colors that complement each other to create a mood Weeks 7 & 8/ 2nd Q A3PR-IIf 7. discusses the characteristics of a wild animal by making several pencil sketches and painting it later, adding texture of its skin covering Weeks 9 & 10/ 2nd Q A3PR-IIg 8. explains the truism that Filipino artists painted landscapes in their own a particular style and can identify what makes each artist unique in his use of colors to create harmony Weeks 9 & 10/ 2nd Q A3PR-IIh Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code 3rd The learner... The learner... 1. Discusses the concept that a print made from objects found in nature can be realistic or abstract Week 1 / 3rd Q A3EL-IIIa
- 281. 281 demonstrates understanding of shapes, colors and principle repetition and emphasis through printmaking (stencils) exhibits basic skills in making a design for a print and producing several clean copies of the prints manipulates a stencil with an adequate skill to produce a clean print for a message, slogan or logo for a T- shirt, poster bag produces at least 3 good copies of print using complementary colors and contrasting shapes 2. explains the importance and variety of materials used for printing Week 2 / 3rd Q A3PL-IIIb 3. Demonstrates the concept that a print design may use repetitionofshapes orlines andemphasis on contrast of shapes and lines Week 3 / 3rd Q A3PL-IIIc 4. Executes the concept that a print design can be duplicated many times by hand or by machine and can be shared with others Week 4 / 3rd Q A3PL-IIId 5. explains the meaning of the design created Week 5 / 3rd Q A3PR-IIIe 6. stencils a paper or plastic sheets to be used for multiple prints on cloth or hard paper Week 6 / 3rd Q A3PR-IIIg 7. writes a slogan about the environment that correlates messages to be printed on T-shirts, posters, banners or bags Week 7 / 3rd Q A3PR-IIIg 8. participates in a school/district exhibit and culminating activity in celebration of the National Arts Month (February) Week 1 / 4th Q A3PR-IIIh 4th The learner... demonstrates understanding of shapes, colors, textures, and emphasis by variation of shapes and texture and contrast of colors through sculpture and crafts demonstrates understanding of shapes, colors, The learner... creates a single puppet based on character in legends, myths or stories using recycled and hard material creates a mask or headdress that is imaginary in design using found and recycled materials demonstrates basic skills in constructing a puppet made from a 1. identifies different styles of puppets made in the Philippines (form Teatro Mulat and Anino Theater Group) Week 1 /4th Q A3EL-IVa 2. discusses the variations of puppets in terms of material, structure, shapes, colors and intricacy of textural details Weeks 2-4 / 4th Q A3PL-IVb 3. creates a puppet designs that would give a specific and unique character, with designs of varied shapes and colors on puppets to show the unique character of the puppet/s Week 4 / 4th Q A3PR-IVc 4. constructs a simple puppet based on a character in a legend, myth or story using recyclable materials and bamboo sticks or twigs Week 5 & 7 / 4th Q A3PR-IVe 5. manipulates a puppet to act out a character in a story together with the puppets Week 5 / 4th Q A3PR-IVf
- 282. 282 textures, and emphasis by variation of shapes and texture and contrast of colors through sculpture and crafts hard and stick, which can be manipulated 6. utilizes masks in simple role play or skit Week 6 / 3rd Q A3PR-IVf 7. performs as puppeteer together with others, in a puppet show, to tell a story using the puppet he/she created Week 7 / 3rd Q A3PR-IVg Grade Level: Grade 4 Subject: Arts Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code 1st The learner… demonstrates understanding of lines, texture, and shapes; and balance of size and repetition of motifs/patterns through drawing The learner… practices variety of culture in the community by way of attire, body accessories, religious practices and lifestyle. creates a unique design of houses, and other household objects used by the cultural groups. 1. discusses the rich variety of cultural communities in the Philippines and their uniqueness (1.1 LUZON- Ivatan, Ifugao, Kalkminga, Bontok, Gaddang, Agta 1.2 VISAYAS – Ati 1.3 MINDANAO-Badjao, Mangyan,Samal, Yakan, Ubanon, Manobo, Higaonon, Talaandig, Matigsalog, Bilaan, T’boli, Tiruray, Mansaka, Tausug) and the distinctive characteristics of these cultural communities in terms of attire, body accessories, religious practices, and lifestyles. Week 1 / 1st Q A4EL-Ia 2. Draws specific clothing, objects, and designs of at least one the cultural communities by applying an indigenous cultural motiff into a Weeks 2-4/1st Q A4EL-Ib A4EL-Ic
- 283. 283 writes a comparative description of houses and utensils used by selected cultural groups from different provinces. contemporary design through crayon etching technique. A4EL-Id 3. role plays ideas about the practices of the different cultural communities. Weeks 4/1st Q A4PR-Ie 4. creates a drawing after close study and observation of one of the cultural communities’ way of dressing and accessories. Week 5-6/1st Q A4PR-Ig 5. produces a crayon resist on any of the topics: the unique design of the houses, household objects, practices, or rituals of one of the cultural groups Week 7/1st Q A4PR-Ih 6. uses crayon resist technique in showing different ethnic designs or patterns. Week 8/1st Q A4PR-Ii Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code 2nd The learner… demonstrates understanding of lines, color, shapes, space, and proportion through drawing. The learner… sketches and paints a landscape or mural using shapes and colors appropriate to the way of life of the cultural community. realizes that the choice of colors to use in a landscape gives the mood or feeling of a painting. 1. discusses pictures of localities where different cultural communities live where each group has distinct houses and practices. Week 1/ 2nd Q A4EL-IIa 2. explains the attire and accessories of selected cultural communities in the country in terms of colors and shapes. Week 2/ 2nd Q A4EL-IIb 3. depicts in a role play the importance of communities and their culture. Week 3/ 2nd Q A4EL-IIc 4. compares the geographical location, practices, and festivals of the different cultural groups in the country. Week 4/ 2nd Q A4EL-IId 5. paints the sketched landscape using colors appropriate to the cultural community’s ways of life. Week 5/ 2nd Q A4EL-IIe A4EL-IIf
- 284. 284 6. tells a story or relates experiences about cultural communities seen in the landscape. Week6/ 2nd Q A4EL-IIh Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code 3rd The learner... demonstrates understanding of shapes, colors and principle repetition and emphasis through printmaking (stencils) The learner... exhibits basic skills in making a design for a print and producing several clean copies of the prints manipulates a stencil with an adequate skill to produce a clean print for a message, slogan or logo for a T- shirt, poster bag produces at least 3 good copies of print using complementary colors and contrasting shapes 1. discusses the texture and characteristics of each material. Week 1 / 3rd Q A4EL-IIIa 2. analyzes how existing ethnic motif designs are repeated and alternated. Week 1 / 3rd Q A4PL-IIIb 3. demonstrates the process of creating relief prints and how these relief prints make the work more interesting and harmonious in terms of the elements involved. Week 2 / 3rd Q A4PL-IIIc 4. designs ethnic motifs by repeating, alternating, or by radial arrangement. Week 2 / 3rd Q A4PR-IIId 5. creates a relief master or mold using additive and subtractive processes. Week 3 / 3rd Q A4PR-IIIe 6. creates simple, interesting, and harmoniously arranged relief prints from a clay design. Week 4 / 3rd Q A4PR-IIIf 7. prints reliefs with adequate skill to produce clean prints with a particular design motif (repeated or alternated). Week 5 / 3rd Q A4PR-IIIg 8. creates the relief mold using found material: hard foam; cardboard shapes glued on wood; strings and buttons, old screws, and metal parts glued on wood or cardboard. Weeks 6-7 / 3rd Q A4PR-IIIi 9. participates in a school/district exhibit and culminating activity in celebration of the National Arts Month (February). Weeks 8/ 3rd Q A4PR-IIIj-2 4th The learner... The learner... 1. differentiates textile traditions in other Asian Countries like China, India, Japan, Indonesia, Week 1 / 4th Q A4EL-Iva
- 285. 285 demonstrates understanding of shapes, colors, textures, and emphasis by variation of shapes and texture and contrast of colors through sculpture and crafts demonstrates understanding of shapes, colors, textures, and emphasis by variation of shapes and texture and contrast of colors through sculpture and crafts creates a single puppet based on character in legends, myths or stories using recycled and hard material creates a mask or headdress that is imaginary in design using found and recycled materials demonstrates basic skills in constructing a puppet made from a hard and stick, which can be manipulated and in the Philippines in the olden times and presently. 2. discusses pictures or actual samples of different kinds of mat weaving traditions in the Philippines. Week 1 /4th Q A4EL-Ivb 3. discusses the intricate designs of mats woven in the Philippines: 3.1 Basey, Samar buri mats 3.2 Iloilo bamban mats 3.3 Badjao&Samal mats 3.4 Tawi-tawilaminusa mats 3.5 Romblon buri mats Week 2 / 4th Q A4EL-IVc 4. explains the steps to produce good tie-dye designs. Week 3 / 4th Q A4PL-Ivd 5. explains the meaning of designs, colors, and patterns used in the artworks. Week 4 / 4th Q A4PL-Ive 6. creates a small mat using colored buri strips or any material that can be woven, showing different designs: squares, checks zigzags, and stripes. 7. weaves own design similar to the style made by a local ethnic group. Week 5 & 6 / 4th Q Week 7 / 4th Q A4PR-IVf A4PR-IVg 8. creates original tie-dyed textile design by following the traditional steps in tie-dyeing using one or two colors. Week 8 / 4th Q A4PR-IVh
- 286. 286 Grade Level: Grade 5 Subject: Arts Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code 1st The learner… demonstrates understanding of lines, shapes, and space; and the principles of rhythm and balance through drawing of archeological artifacts, houses, buildings, and churches from historical periods using crosshatching technique to simulate 3- dimensional and geometric effects of an artwork. The learner… creates different artifacts and architectural buildings in the Philippines and in the locality using crosshatching technique, geometric shapes, and space, with rhythm and balance as principles of design. puts up an exhibit on Philippine artifacts and houses from different historical periods (miniature or replica). 1. discusses events, practices, and culture influenced by colonizers who have come to our country by way of trading. Week 1/ 1st Q A5EL-Ia 2. designs an illusion of depth/distance to simulate a3-dimensional effect by using crosshatching and shading techniques in drawings (old pottery, boats, jars, musical instruments). Week 1/1st Q A5EL-Ib 3. presents via powerpoint the significant parts of the different architectural designs and artifacts found in the locality. e.g. bahay kubo, torogan, bahay na bato, simbahan, carcel, etc. Week2/1st Q A5EL-Ic 4. explains the importance of artifacts, houses, clothes, language, lifestyle - utensils, food, pottery, furniture - influenced by colonizers who have come to our country (Manunggul jar, balanghai, bahay na bato, kundiman, Gabaldon schools, vaudeville, Spanish-inspired churches). Week 2 /1st Q A5PL-Ie 5. creates illusion of space in 3-dimensional drawings of important archeological artifacts seen in books, museums (National Museum and its branches in the Philippines, and in old buildings or churches in the community. Weeks 3-4 /1st Q A5PR-If 6. creates mural and drawings of the old houses, churches, and/or buildings of his/her community. Weeks 5-6/1st Q A5PR-Ig
- 287. 287 7. participates in putting up a mini-exhibit with labels of Philippine artifacts and houses after the whole class completes drawings. Weeks 7-8/1st Q A5PR-Ih 8. tells something about his/her community as reflected on his/her artwork. Week 8/1st Q A5PR-Ij Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code 2nd The learner… demonstrates understanding of lines, colors, space, and harmony through painting and explains/illustrates landscapes of important historical places in the community (natural or man-made)using one- point perspective in landscape drawing, complementary colors, and the right proportions of parts. The learner… sketches natural or man-made places in the community with the use of complementary colors. draws/paints significant or important historical places. 1. explains the importance of natural and historical places in the community that have been designated as World Heritage Site (e.g., rice terraces in Banawe, Batad; Paoay Church; Miag-ao Church; landscape of Batanes, Callao Caves in Cagayan; old houses inVigan, Ilocos Norte; and the torogan in Marawi) Week 1/ 2nd Q A5EL-IIa 2. explains that artists have different art styles in painting landscapes or significant places in their respective provinces (e.g., Fabian dela Rosa, Fernando Amorsolo, Carlos Francisco, Vicente Manansala, Jose Blanco, VictorioEdades, Juan Arellano, PrudencioLamarroza, and Manuel Baldemor) Weeks 2 & 3/ 2nd Q A5EL-IIc 3. presents via powerpoint the artistry of famous Filipino artists in painting different landscapes and is able to describe what makes each artist’s masterpiece unique from others. Week 3/ 2nd Q A5PL-IId 4. sketches using complementary colors in painting a landscape. Weeks 4-5/ 2nd Q A5PL-IIe
- 288. 288 5. demonstrates skills and knowledge about foreground, middle ground, and background to emphasize depth in painting a landscape. Weeks 6-7/ 2nd Q A5PR-IIf 6. discusses details of the landscape significant to the history of the country. Week 8/2nd Q A5PR-IIg Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code 3rd The learner… demonstrates understanding of new printmaking techniques with the use of lines, texture through stories and myths. demonstrates understanding of new The learner… creates a variety of prints using lines (thick, thin, jagged, ribbed, fluted, woven) to produce visual texture. 1. discusses new printmaking technique using a sheet of thin rubber (used for soles of shoes), linoleum, or any soft wood that can be carved or gouged to create different lines and textures. Week 1 / 3rd Q A5EL-IIIa 2. discusses possible uses of the printed artwork Week 2 / 3rd Q A5EL-IIIc 3. shows skills in creating a linoleum, rubber or wood cut print with the proper use of carving tools. Week 2 / 3rd Q A5PL-IIId 4. creates variations of the same print by using different colors of ink in printing the master plate. Week 3 / 3rd Q A5PR-IIIe 5. follows the step-by-step process of creating a print: 5.1 sketching the areas to be carved out and areas that will remain 5.2 carving the image on the rubber or wood using sharp cutting tools 5.3 preliminary rubbing 5.4 final inking of the plate with printing ink 5.5 placing paper over the plate, rubbing the back of the paper 5.6 impressing the print Weeks 4-5 / 3rd Q A5PR-IIIf
- 289. 289 printmaking techniques with the use of lines, texture through stories and myths. creates a variety of prints using lines (thick, thin, jagged, ribbed, fluted, woven) to produce visual texture. 5.7 repeating the process to get several editions of the print 6. works with the class to produce a compilation of their prints and create a book or calendar which they can give as gifts, sell, or display on the walls of their school. Week 6 / 3rd Q A5PR-IIIg 7. demonstrates contrast in a carved or textured area in an artwork. Week 6 / 3rd Q A5PR-IIIh-1 8. produces several editions of the same print that are well-inked and evenly printed. Weeks 7/ 3rd Q A5PR-IIIh-2 9. participates in a school/district exhibit and culminating activity in celebration of the National Arts Month (February) Week 8/3rd A5PR-IIIh-3 4th The learner… demonstrates understanding of colors, shapes, space, repetition, and balance through sculpture and 3- dimensional crafts. The learner… demonstrates fundamental construction skills in making a 3- dimensional craft that expresses balance, artistic design, and repeated variation of decorations and colors 1. papier- mâché jars with patterns 2. paper beads constructs 3-D craft using primary and 1. identifies the materials used in making3- dimensional crafts which express balance and repeated variation of shapes and colors 1.1 mobile 1.2 papier-mâché jar 1.3 paper beads Week 1 / 4th Q A5EL-IVa 2. identifies the different techniques in making 3-dimensional crafts 2.1 mobile 2.2 papier-mâché jar 2.3 paper beads Week 1 /4th Q A5EL-IVb 3. discusses possibilities on the use of created 3-D crafts. Week 2 / 4th Q A5EL-IVc 4. applies knowledge of colors, shapes, and balance in creating mobiles, papier-mâché jars, and paper beads. Week 3 / 4th Q A5PL-IVd 5. demonstrates artistry in making mobiles with varied colors and shapes. Week 4 / 4th Q A5PL-IVe
- 290. 290 secondary colors, geometric shapes, space, and repetition of colors to show balance of the structure and shape mobile 6. creates designs for making 3- dimensional crafts 6.1 mobile 6.2 papier-mâché jar 6.3 paper beads Week 5 & 6 / 4th Q A5PR-IVf 7. shows skills in making a papier-mâché jar Week 7 / 4th Q A5PR-IVg 8. creates paper beads with artistic designs and varied colors out of old magazines and colored papers for necklace, bracelet, ID lanyard. Week 8 / 4th Q A5PR-IVh Grade Level: Grade 6 Subject: Arts Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code 1st The learner… demonstrates understanding of the use of lines, shapes, colors, texture, and the principles of emphasis and contrast in drawing a logo and own cartoon character using new The learner… creates concepts through art processes, elements, and principles using new technologies (hardware and software) to create personal or class logo. designs cartoon character on-the spot using new technologies. 1. discusses the concept that art processes, elements and principles still apply even with the use of new technologies. Week 1/ 1st Q A6EL-Ia 2. explains the elements and principles applied in commercial art. Week 1/1st Q A6PL-Ia 3. applies concepts on the use of the software (commands, menu, etc.). Week 2 / 1st Q A6PR-Ib 4. utilizes art skills in using new technologies (hardware and software). Week 2 / 1st Q A6PR-Ic 5. creates personal or class logo as visual representation that can be used as a product, brand, or trademark Week 3 / 1st Q A6PR-Id
- 291. 291 technologies in drawing. creates concepts through art processes, elements, and principles using new technologies (hardware and software) to create personal or class logo. designs cartoon character on-the spot using new technologies. 6. explains ideas about the logo Weeks 4 / 1st Q A6PR-Id 7. explains the elements and principles applied in comic art. Week 5 / 1st Q A6PL-Ie 8. applies concepts on the steps/procedures in cartoon character making. Week 6 / 1st Q A6PR-If 9. utilizes art skills in using new technologies (hardware and software) in cartoon character making. Week 6 / 1st Q A6PR-Ig 10. creates own cartoon character to entertain, express opinions, ideas, etc. Week 7 / 1st Q A6PR-Ih 11. explains ideas about the cartoon character Week 8 / 1st Q A6PR-Ih Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code 2nd The learner… demonstrates understanding of shapes, space, colors, and the principles of emphasis, harmony and contrast in digital painting and The learner… applies concepts on the use of software in creating digital paintings and graphic designs. 1. Reviews the concept that art processes, elements and principles still apply even with the use of technologies. Week 1/ 2nd Q A6EL-IIa 2. explains the elements and principles applied in digital art. Week 1/ 2nd Q A6PL-IIa 3. applies concepts on the use of the software (commands, menu, etc.) Week 2/ 2nd Q A6PR-IIb 4. utilizes art skills using new technologies (hardware and software) in digital painting. Week 2/ 2nd Q A6PR-IId
- 292. 292 poster design using new technologies. 5. creates a digital painting similar with the Masters’ (e.g., Van Gogh, Amorsolo, etc.) in terms of style, theme, etc. Weeks 3 -4 / 2nd Q A6PR-IIc 6. discusses the elements and principles applied in layouting. Weeks 5-6 /2nd Q A6PL-IIf 7. applies skills in layouting and photo editing using new technologies (hardware and software) in making a poster. Weeks 5-6 /2nd Q A6PR-IIg 8. creates an advertisement/commercial or announcement poster. Weeks 7-8 /2nd Q A6PR-IIh Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code 3rd The learner… demonstrates understanding of shapes, colors, values, and the principles of emphasis, contrast, and harmony in printmaking and photography using new technologies. The learner… creates simple printmaking (silkscreen) designs on t-shirts and posters. describes the basic concepts and principles of basic photography. 1. Explains the truism that design principles still apply for any new design (contrast of colors, shapes, and lines produces harmony) whether done by hand or machine (computer). Week 1 / 3rd Q A6EL-IIIa 2. Demonstrates understanding that digital technology has speeded up the printing of original designs and made it accessible to many, as emphasized in t-shirts and poster designs. Week 1 / 3rd Q A6PL-IIIb 3. applies concepts on the steps/procedure in silkscreen printing. Week 2 / 3rd Q A6PR-IIIc 4. produces own prints from original design to silkscreen printing to convey a message or statement. Week 2 / 3rd Q A6PR-IIId 5. Discusses the concepts and principles of photography. Week 3 / 3rd Q A6PL-IIIf 6. discusses the parts and functions of the camera (point and shoot or phone camera). Week 4 / 3rd Q A6PR-IIIg
- 293. 293 7. applies composition skills to produce a printed photograph for a simple photo essay. Week 5-6 / 3rd Q A6PR-IIIh 8. participates in school/district exhibit and culminating activity in celebration of the National Arts Month (February) Weeks 7-8 / 3rd Q 4th The learner… demonstrates understanding of shapes, colors, and the principles of contrast and harmony through the use of new media in creating audio-video art and product or package design. The learner… creates an actual 3-D digitally-enhanced paper bag for a product or brand. applies concepts on the use of new technologies (hardware and software) in creating an audio-video art/animation. 1. Discusses the concept that design principles and elements relates to everyday objects. Week 1 / 4th Q A6EL-IVa 2. explains the elements and principles applied in product design. Week 1 /4th Q A6PL-IVa 3. manifests understanding of concepts on the use of software (commands, menu, etc.) Week 2 / 4th Q A6PR-IVb 4. utilizes art skills in using new technologies (hardware and software) in package design. Week 2 / 4th Q A6PR-IVc 5. creates an actual 3-D digitally-enhanced product design for a paper bag. Week 4 / 4th Q A6PR-IVd 6. reviews the truism that art processes, elements and principles still apply even with the use of technologies. 7. discusses the elements and principles applied in audio-video art. Week 3 / 4th Q A6EL-IVe 7. shows skills in making a papier-mâché jar Week 7 / 4th Q A6PL-IVe 8. applies concepts on the use of the software (commands, menu, etc.) Weeks 4-5 / 4th Q A6PR-IVf 9. utilizes art skills in using new technologies (hardware and software) Weeks 5-6 / 4th Q A6PR-IVg 10. creates an audio-video art /animation promoting a product. Weeks 7-8 / 4th Q A6PR-IVh
- 294. 294 Grade Level: Grade 7 Subject: Arts Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code 1st The learner... 1. art elements and processes by synthesizing and applying prior knowledge and skills 2. the salient features of the arts of Luzon (highlands and lowlands) by showing the relationship of the elements of art and processes among culturally diverse communities in the country 3. the Philippines as having a rich artistic and cultural tradition from precolonial to present times The learner… 1. create artworks showing the characteristic elements of the arts of Luzon (highlands and lowlands) 2. exhibit completed artworks for appreciation and critiquing 1. analyzes elements and principles of art in the production of one’s arts and crafts inspired by the arts of Luzon (highlands and lowlands) Week 1/ 1st Q A7EL-Ib-1 2. identifies characteristics of arts and crafts in specific areas in Luzon (e.g., papier mâché [taka] from Paete, Ifugao wood sculptures [bul’ul], Cordillera jewelry and pottery, tattoo, and Ilocos weaving and pottery [burnay], etc.) Week 1/1st Q A7EL-Ia-2 3. reflects on or derive the mood, idea, or message emanating from selected artifacts and art objects Weeks 2 -4/ 1st Q A7PL-Ih-1 4. appreciates the artifacts and art objects in terms of their uses and their distinct use of art elements and principles Week 2 / 1st Q A7PL-Ih-2 5. incorporates the design, form, and spirit of the highland/lowland artifact and object in one’s creation Week 3 / 1st Q A7PL-Ih-3 6. traces the external (foreign) and internal (indigenous) influences reflected in the design of an artwork and in the making of a craft or artifact Weeks 4 / 1st Q A7PL-Ih-4 7. creates crafts that can be locally assembled with local materials, guided by local traditional techniques (e.g., habi, lilip, etc). Weeks 5-8 / 1st Q A7PR-Ic-e-1 8. Discusses the elements from traditions/history of a community for one’s artwork Week 6 / 1st Q A7PR-If-2
- 295. 295 9. shows the relationship of the development of crafts in specific areas of the country, according to functionality, traditional specialized expertise, and availability of resources (e.g. pottery, weaving, jewelry, baskets) Week 6 / 1st Q A7PR-If-3 10. shows the relationship of Luzon (highlands and lowlands) arts and crafts to Philippine culture, traditions, and history (Islamic influences, Spanish heritage, and American legacies in education, business, modernization, and entertainment, as well as in indigenous practices, fiestas, and religious and social practices) Week 7 / 1st Q A7PR-Ih-4 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code 2nd The learner… 1. art elements and processes by synthesizing and applying prior knowledge and skills 2. the salient features of the arts of MIMAROPA and the Visayan Islands by showing the relationship of the elements of art and processes among culturally diverse The learner… create artwork showing the characteristic elements of the arts of MIMAROPA and the Visayas 1. analyzes the elements and principles of art in the production one’s arts and crafts inspired by the arts of MIMAROPA and the Visayas Weeks 1 – 2 / 2nd Q A7EL-IIb-1 2. identifies the characteristics of arts and crafts in specific areas in MIMAROPA and the Visayas, Marinduque (Moriones masks), Palawan (Manunggul Jar), Mindoro (Hanunuo-Mangyan writing, basketry, and weaving), Bohol (churches), Cebu (furniture), Iloilo (culinary arts and old houses), Samar (Basey mats), etc. Week 1/ 2nd Q A7EL-IIa-2 3. reflects on and derive the mood, idea or message emanating from selected artifacts and art objects Weeks 3-5/ 2nd Q A7PL-IIh-1 4. appreciates the artifacts and art objects in terms of its utilization and its distinct use of art elements and principles Week 2/ 2nd Q A7PL-IIh-2 5. incorporates the design, form and spirit of artifacts and art objects from MIMAROPA and the Visayas Weeks 3 -4 / 2nd Q A7PL-IIh-3
- 296. 296 communities in the country the Philippines as having a rich artistic and cultural tradition from precolonial to present times 6. explains the external (foreign) and internal (indigenous) influences that are reflected in the design of an artwork or in the making of a craft or artifact Weeks 5 / 2nd Q A7PL-IIh-4 7. creates crafts that can be locally assembled with local materials, guided by local traditional techniques (e.g., habi, lilip, etc). Weeks 6/ 2nd Q A7PR-IIc-e-1 8. discusses elements from traditions/history of a community for one’s artwork Weeks 7 /2nd Q A7PR-IIf-2 9. explains the correlation of the development of crafts in specific areas of the country, according to functionality, traditional specialized expertise, and availability of resources (e.g., architecture, weaving, pottery, accessories, masks, and culinary arts) Week 8 A7PR-IIf-3 10. shows the relationship of MIMAROPA and Visayas arts and crafts to Philippine culture, traditions, and history (Islamic influences, Spanish heritage, and American legacies in education, business, modernization, and entertainment, as well as in indigenous practices, fiestas, and religious and social practices) A7PR-IIh-4 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code 3rd The learner… 1. art elements and processes by The learner… 1. create artworks showing the 1. analyzes elements and principles of art in the production one’s arts and crafts inspired by the arts of Mindanao Weeks 1-2/3rd Q A7EL-IIIb-1
- 297. 297 synthesizing and applying prior knowledge and skills 2. the salient features of the arts of Mindanao by showing the relationship of the elements of art and processes among culturally diverse communities in the country 3. the Philippines as having a rich artistic and cultural tradition from precolonial to present times characteristic elements of the arts of Mindanao 2. exhibit completed artworks for appreciation and critiquing 2. identifies characteristics of arts and crafts in specific areas in Mindanao (e.g., maritime vessel [balanghay] from Butuan, vinta from Zamboanga; Maranao’s malong, brasswares, okir, panolong, torogan, and sarimanok; Yakan’s fabric and face makeup and body ornamentation; T’boli’s tinalak and accessories; Tawi-tawi’s Pangalaydance, etc. Week 1 / 3rd Q A7EL-IIIa-2 3. reflects on and derive the mood, idea, or message emanating from selected artifacts and art objects Weeks 3-5/3rd Q A7PL-IIIh-1 4. appreciates the artifacts and art objects in terms of its utilization and their distinct use of art elements and principles Week 2 / 3rd Q A7PL-IIIh-2 5. incorporates the design, form, and spirit of artifacts and objects from Mindanao to one’s creation Week 3 / 3rd Q A7PL-IIIh-3 6. traces the external (foreign) and internal (indigenous) influences that are reflected in the design of an artwork and in the making of a craft or artifact Week 4 / 3rd Q A7PL-IIIh-4 7. creates crafts that can be locally assembled with local materials, guided by local traditional techniques (e.g., habi, lilip, etc). Weeks 6-8/3rd Q A7PR-IIIc-e-1 8. derives elements from traditions/history of a community for one’s artwork Weeks 6 / 3rd Q A7PR-IIIf-2 9. shows the relationship of the development of crafts in specific areas of the country, according to functionality, traditional specialized expertise, and availability of resources (e.g., pottery, weaving, jewelry, and basketry) A7PR-IIIf-3 10. shows the relationship of Mindanao’s arts and crafts to Philippine culture, traditions, and history, particularly with Islamic influences and indigenous (Lumad) practices Week 7 A7PR-IIIh-4
- 298. 298 11. participates in exhibit using completed Mindanao-inspired arts and crafts in an organized manner Week 8 A7PR-IIIg-5 4th The learner… 1. how theatrical elements (sound, music, gesture, movement ,and costume) affect the creation and communication of meaning in Philippine Festivals and Theatrical Forms as influenced by history and culture 2. theater and performance as a synthesis of arts and a significant expression of the celebration of life in various Philippine communities The learner… 1. create appropriate festival attire with accessories based on authentic festival costumes 2. create/improvise appropriate sound, music, gesture, movements, and costume for a chosen theatrical composition 3. take part in a chosen festival or in a performance in a theatrical play 1. identifies the festivals and theatrical forms celebrated all over the country throughout the year Weeks 1-2 / 4th Q A7EL-IVa-1 2. researches on the history of the festival and theatrical composition and its evolution, and describe how the townspeople participate and contribute to the event A7EL-IVb-2 3. discusses the elements and principles of arts as seen in Philippine Festivals A7EL-IVc-3 4. explains what makes each of the Philippine festivals unique through a visual presentation Weeks 3-4 / 4th Q A7PL-IVh-1 5. designs the visual elements and components of the selected festival or theatrical form through costumes, props, etc. Weeks 5-8 / 4th Q A7PR-IVd-1 6. analyzes the uniqueness of each group’s performance of their selected festival or theatrical form 7. choreographs the movements and gestures reflecting the mood of the selected Philippine festival/theatrical form A7PR-IVh-2 7. shows skills in making a papier-mâché jar A7PR-IVe-f-3 8. improvises accompanying sound and rhythm of the Philippine festival/theatrical form A7PR-IVe-f-4 9. performs in a group showcase of the selected Philippine festival/theatrical form A7PR-IVg-5
- 299. 299 Grade Level: Grade 8 Subject: Arts Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code 1st The learner… 1. art elements and processes by synthesizing and applying prior knowledge and skills 2. the salient features of the arts of Southeast Asia by showing the relationship of the elements of art and processes among culturally diverse communities in the region 3. Southeast Asian countries as having a rich artistic and cultural tradition from prehistoric to present times The learners… 1. create artworks showing the characteristic elements of the arts of Southeast Asia 2. exhibit completed artworks for appreciation and critiquing 1. analyzes elements and principles of art in the production of arts and crafts inspired by the cultures of Southeast Asia Weeks 1-2/ 1st Q A8EL-Ib-1 2. identifies characteristics of arts and crafts in specific countries in Southeast Asia: Indonesia (batik, Wayang puppetry); Malaysia (modern batik, wau, and objects made from pewter); Thailand (silk fabrics and Loi Kratong Lantern Festival); Cambodia (AngkorWat and ancient temples); Singapore (Merlion), etc. A8EL-Ia-2 3. reflects on and derive the mood, idea, or message from selected artifacts and art objects Weeks 3 -5/ 1st Q A8PL-Ih-1 4. appreciates the artifacts and art objects in terms of their utilization and their distinct use of art elements and principles A8PL-Ih-2 5. incorporates the design, form, and spirit of Southeast Asian artifacts and objects in one’s creation A8PL-Ih-3 6. traces the external (foreign) and internal (indigenous) influences that are reflected in the design of an artwork and in the making of a craft or artifact A8PL-Ih-4 7. creates crafts that can be locally assembled with local materials, guided by local traditional techniques (e.g.,batik, silk weaving, etc.) Weeks 6-8 / 1st Q A8PR-Ic-e-1 8. derives elements from traditions/history of a community for one’s artwork A8PR-If-2
- 300. 300 9. shows the relationship of the development of crafts in specific countries in Southeast Asia, according to functionality, traditional specialized expertise and availability of resources (e.g., pottery, weaving, jewelry, and basketry) A8PR-If-3 10. shows the commonalities and differences of the culture of the Southeast Asian countries in relation to Philippine culture A8PR-Ih-4 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code 2nd The learner… 1. art elements and processes by synthesizing and applying prior knowledge and skills 2. the salient features of the arts of East Asia by showing the relationship of the elements of art and processes among culturally diverse communities in the region 3. East Asian countries as having a rich The learner… 1. create artworks showing the characteristic elements of the arts of East Asia 2. exhibit completed artworks for appreciation and critiquing 1. analyzes elements and principles of art in the production of arts and crafts inspired by the cultures of East Asia Weeks 1-2/3rd Q A8EL-IIb-1 2. identifies characteristics of arts and crafts in specific countries in East Asia: China (Chinese painting and calligraphy); Japan (origami, woodblock printing, theater masks, face painting, and anime and manga); and Korea (theater masks, drums, and K-pop) A8EL-IIa-2 3. reflects on and derive the mood, idea or message from selected artifacts and art objects Weeks 3-5/3rd Q A8PL-IIh-1 4. appreciates the artifacts and art objects in terms of their utilization and their distinct use of art elements and principles A8PL-IIh-2 5. incorporates the design, form, and spirit of East Asian artifacts and objects to one’s creation A8PL-IIh-3 6. traces the external (foreign) and internal (indigenous) influences that are reflected in the design of an artwork and in the making of a craft A8PL-IIh-4 7. creates crafts that can be locally assembled with local materials, guided by local traditional techniques (e.g., Gong-bi, Ikat, etc.) Weeks 6-8/3rd Q A8PR-IIc-e-1 8. derives elements from traditions/history of a community for one’s artwork A8PR-IIf-2
- 301. 301 artistic and cultural tradition from prehistoric to present times 9. shows the relationship of the development of crafts in specific countries in East Asia according to functionality, traditional specialized expertise, and availability of resources (e.g., pottery, weaving, jewelry, and basketry) A8PR-IIf-3 10. shows the commonalities and differences of the cultures of the East Asian countries in relation to Philippine culture A8PR-IIh-4 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code 3rd The learner… 1. art elements and processes by synthesizing and applying prior knowledge and skills 2. the salient features of the arts of South, West, and Central Asia by showing the relationship of the elements of art and processes among culturally diverse communities in the region 3. that the South, West, and Central Asian countries have The learner… 1. create artworks showing the characteristic elements of the arts of South, West, and Central Asia 2. exhibits completed artworks for appreciation and critiquing 1. analyzes elements and principles of art in the production of arts and crafts inspired by the cultures of South Asia, West Asia, and Central Asia Weeks 1-2/3rd Q A8EL-IIIb-1 2. identifies characteristics of arts and crafts in specific countries in South, West, and Central Asia: India (rangoli, katak, mendhi, diwali); Saudi Arabia (carpet design); Pakistan (truck art); and Tibet (mandala), etc. A8EL-IIIa-2 3. reflects on and derive the mood, idea or message from selected artifacts and art objects Weeks 3-5/3rd Q A8PL-IIIh-1 4. appreciates the artifacts and art objects in terms of their utilization and their distinct use of art elements and principles A8PL-IIIh-2 5. incorporates the design, form, and spirit of South, West, and Central Asian artifacts and objects to one’s creation A8PL-IIIh-3 6. traces the external (foreign) and internal (indigenous) influences that are reflected in the design of an artwork and in the making of a craft A8PL-IIIh-4 7. creates arts and crafts that can be locally assembled with local materials, guided by local Weeks 6-8/3rd Q A8PR-IIIc-e-1
- 302. 302 a rich, artistic and cultural tradition from prehistoric to present times traditional techniques (e.g., Ghonghdis, Marbling Technique, etc.) 8. derives elements from traditions/history of a community for one’s artwork A8PR-IIIf-2 9. shows the relationship of the development of crafts in specific countries in South Asia, West Asia, and Central Asia, according to functionality, traditional specialized expertise, and availability of resources A8PR-IIIf-3 10. shows the commonalities and differences of the cultures of the South Asian, West Asian, and Central Asian countries in relation to Philippine culture A8PR-IIIh-4 11. participates in an exhibit using completed South-West-Central Asian-inspired crafts in an organized manner A8PR-IIIg-5 4th The learner… 1. how theatrical elements (sound, music, gesture, movement, and costume) affect the creation and communication of meaning in Asian Festivals and Theatrical Forms as influenced by history and culture The learner… 1. create appropriate festival attire with accessories based on authentic festival costumes 2. create/improvise appropriate sound, music, gesture, movements, and costume for a chosen theatrical composition 1. identifies selected festivals and theatrical forms celebrated all over the Asian region Weeks 1-2 / 4th Q 2. researches on the history of the festival and theatrical forms and its evolution, and describe how the community participates and contributes to the event 3. discusses the elements and principles of arts as seen in Philippine Festivals Week 4 Weeks 3-4 / 4th Q 4. identifies the elements and principles of arts as manifested in Asian festivals and theatrical forms 5. through a visual presentation, explains what make each of the Asian Festivals and Theatrical forms unique Weeks 5-8 / 4th Q 6. designs the visual elements and components of the selected festival or theatrical form through costumes, props, etc.
- 303. 303 2. theater and performance as a synthesis of arts and a significant expression of the celebration of life in various Asian communities 3. take part in a chosen festival or in a performance in a theatrical play 7. analyzes the uniqueness of each group’s performance of their selected festival or theatrical form 8. shows the relationship of the selected Asian festival and the festival in the Philippines in terms of form and reason for holding the celebration 9. choreographs the movements and gestures reflecting the mood of the selected festival/theatrical form of Asia 10. improvises accompanying sound and rhythm of the selected festival/ theatrical form of Asia Grade Level: Grade 9 Subject: Arts Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code 1st The learner… 1. art elements and processes by synthesizing and applying prior knowledge and skills 2. the arts as integral to the development of organizations, spiritual belief, historical events, The learner.. 1. perform / participate competently in a presentation of a creative impression (verbal/nonverbal) of a particular artistic period 2. recognize the difference and uniqueness of the art styles of the different periods (techniques, 1. analyzes art elements and principles in the production of work following the style of a western and classical art Weeks 1-2/ 1st Q A9EL-Ib-1 2. identifies distinct characteristics of arts during the different art periods A9EL-Ia-2 3. identifies representative artists from various art periods A9EL-Ia-3 4. reflects on and derives the mood, idea, or message from selected artworks Weeks 3 -5/ 1st Q A9PL-Ih-1 5. discusses the use or function of artworks by evaluating their utilization and combination of art elements and principles A9PL-Ih-2
- 304. 304 scientific discoveries, natural disasters/ occurrences, and other external phenomena process, elements, and principles of art) 6. uses artworks to derive the traditions/history of an art period A9PL-Ih-3 7. compares the characteristics of artworks produced in the different art periods A9PL-Ih-4 8. creates artworks guided by techniques and styles of Western Classical art traditions Weeks 6-8 / 1st Q A9PR-Ic-e-1 9. describes the influence of iconic artists belonging to Western Classical art on the evolution of art forms A9PR-Ic-e-2 10. applies different media techniques and processes to communicate ideas, experiences, and stories showing the characteristics of Western Classical art traditions A9PR-Ic-e-3 11. evaluates works of art in terms of artistic concepts and ideas using criteria from the Western Classical art traditions A9PR-If-4 12. shows the influences of the Western Classical art traditions to Philippine art form A9PR-1f-5 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration A9EL-IIb-1 2nd The learner… 1. art elements and processes by synthesizing and applying prior The learner… 1. performs/ participate competently in a presentation of a creative impression 1. analyzes art elements and principles in the production of work following a specific art style Weeks 3-5/ 2nd Q A9EL-IIa-2 2. identifies distinct characteristics of arts during the Renaissance and Baroque periods A9EL-IIa-3
- 305. 305 knowledge and skills 2. the arts as integral to the development of organizations, spiritual belief, historical events, scientific discoveries, natural disasters/ occurrences, and other external phenomena (verbal/nonverbal) of a particular artistic period 2. recognizes the difference and uniqueness of the art styles of the different periods (techniques, process, elements, and principles of art) 3. identifies representative artists from Renaissance and Baroque periods A9PL-IIh-1 4. reflects on and derive the mood, idea or message from selected artworks Weeks 6-8 / 2nd Q A9PL-IIh-2 5. discusses the use or function of artworks by evaluating their utilization and combination of art elements and principles A9PL-IIh-3 6. uses artworks to derive the traditions/history of an art period A9PL-IIh-4 7. compares the characteristics of artworks produced in the different art periods A9PR-IIc-e-1 8. creates artworks guided by techniques and styles of the Renaissance and the Baroque periods Weeks 3-5/ 2nd Q A9PR-IIc-e-2 9. explains the influence of iconic artists belonging to the Renaissance and the Baroque periods A9PR-IIc-e-3 10. applies different media techniques and processes to communicate ideas, experiences, and stories showing the characteristics of the Renaissance and the Baroque periods (e.g.,Fresco, Sfumato, etc.) A9PR-IIf-4 11. evaluates works of art in terms of artistic concepts and ideas using criteria from the Renaissance and the Baroque periods A9PR-IIf-5 12. shows the influences of the Renaissance and Baroque periods on the Philippine art form A9EL-IIb-1 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K=12 CG Code 3rd The learner… 1. art elements and processes by synthesizing and applying The learner… 1. perform/participate competently in a presentation of a creative impression 1. analyzes art elements and principles in the production of work following a specific art style from the Neoclassic and Romantic periods Weeks 1-2/3rd Q A9EL-IIIb-1 2. identifies distinct characteristics of arts during the Neoclassic and Romantic periods A9EL-IIIa-2
- 306. 306 prior knowledge and skills 2. the arts as integral to the development of organizations, spiritual belief, historical events, scientific discoveries, natural disasters/ occurrences, and other external phenomena (verbal/nonverbal) from the Neoclassic and Romantic periods 2. recognize the difference and uniqueness of the art styles of the different periods (techniques, process, elements, and principles of art) 3. identifies representative artists from the Neoclassic and Romantic periods A9EL-IIIa-3 4. reflects on and derive the mood, idea, or message from selected artworks Week 3 / 3rd Q A9PL-IIIh-1 5. explains the use or function of artworks by evaluating their utilization and combination of art elements and principles A9PL-IIIh-2 6. uses artworks to derive the traditions/history of the Neoclassic and Romantic periods A9PL-IIIh-3 7. compares the characteristics of artworks produced in the Neoclassic and Romantic periods A9PL-IIIh-4 8. creates artworks guided by techniques and styles of the Neoclassic and Romantic periods (e.g., linear style and painterly style) Weeks 4-7 / 3rd Q A9PR-IIIc-e-1 9. describe the influence of iconic artists belonging to the Neoclassic and Romantic periods A9PR-IIIc-e-2 10. applies different media techniques and processes to communicate ideas, experiences, and stories showing the characteristics of the Neoclassic and Romantic periods A9PR-IIIc-e-3 11. evaluates works of art in terms of artistic concepts and ideas using criteria from the Neoclassic and Romantic periods A9PR-IIIf-4 12. shows the influences of Neoclassic and Romantic periods on Philippine art forms A9PR-IIIf-4 13. participates in an exhibit using completed artworks with Neoclassic and Romantic periods characteristics Week 8 / 3rd Q A9PR-III-g -7
- 307. 307 4th The learner… 1. how theatrical elements (sound, music, gesture, movement, and costume) affect the creation and communication of meaning in Western Classical plays and opera as influenced by history and culture 2. theater and performance as a synthesis of arts The learner… 1. create appropriate theater play/opera costume and accessories and improvise appropriate sound, music, gesture, movements, and costume for a chosen theatrical composition 2. take part in a performance of a selected piece from Western Classical plays and opera 1. identifies selected theatrical forms from different art periods Weeks 1-2 / 4th Q A9EL-IVa-1 2. researches on the history of the theatrical forms and their evolution A9EL-IVb-2 3. identifies the elements and principles of arts as manifested in Western Classical plays and opera A9EL-IVc-3 4. defines what makes selected western classical plays and operas unique through visual representation Week 2 / 4th Q A9PL-IVc-1 5. designs the visual elements and components of the selected Western classical theater play and opera through costumes, props, etc. A9PR-IVd-1 6. analyzes the uniqueness of each group’s performance of its selected Western classical theater play and opera A9PR-IVh-2 7. shows the influences of the selected Western Classical play or opera on Philippine theatrical performance in terms of form and content of story Week 3 / 4th Q A9PR-IVh-6 8. choreographs the movements and gestures needed in the effective delivery of a selected piece from Western Classical plays and opera Weeks 4-6 / 4th Q A9PR-IVe-f-3 9. improvises accompanying sound and rhythm needed in the effective delivery of a selected piece from Western Classical plays and operas A9PR-IVe-f-3 10. performs in a group showcase of the selected piece from Western Classical plays and operas Weeks 7-8 A9PR-IVg-5
- 308. 308 Grade Level: Grade 10 Subject: Arts Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code 1st The learner… 1. art elements and processes by synthesizing and applying prior knowledge and skills 2. the arts as integral to the development of organizations, spiritual belief, historical events, scientific discoveries, natural disasters/ occurrences and other external phenomenon The learner… 1. performs/ participate competently in a presentation of a creative impression (verbal/nonverbal) from the various art movements 2. recognize the difference and uniqueness of the art styles of the various art movements (techniques, process, elements, and principles of art) 1. analyzes art elements and principles in the production of work following a specific art style from the various art movements Weeks 1-2/ 1st Q A10EL-Ib-1 2. identifies distinct characteristics of arts from the various art movements A10EL-Ia-2 3. identifies representative artists and Filipino counterparts from the various art movements A10EL-Ia-3 4. reflects on and derive the mood, idea, or message from selected artworks Weeks 3 -5/ 1st Q A10PL-Ih-1 *5. explains the role or function of artworks by evaluating their utilization and combination of art elements and principles A10PL-Ih-2 6. uses artworks to derive the traditions/history of the various art movements A10PL-Ih-3 7. compares the characteristics of artworks produced in the various art movements A10PL-Ih-4 8. creates artworks guided by techniques and styles of the various art movements (e.g., Impasto, Encaustic, etc.) Weeks 6-8 / 1st Q A10PR-Ic-e-1 9. discusses the influence of iconic artists belonging to the various art movements A10PR-Ic-e-2
- 309. 309 10. applies different media techniques and processes to communicate ideas, experiences, and stories showing the characteristics of the various art movements (e.g., the use of industrial materials or found objects, Silkscreen Printing, etc.) A10PR-Ic-e-3 11. evaluates works of art in terms of artistic concepts and ideas using criteria from the various art movements A10PR-If-4 12. shows the influences of Modern Art movements on Philippine art forms A10PR-I-f-5 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration 2nd The learner… 1. Uses new technologies that allow new expressions in arts using art elements and processes The learner… creates a tech-based artwork (video clips and printed media such as posters, menus, brochures etc.) relating to a selected topic from the different learning areas using available technologies, e.g., food and fashion 1. identifies art elements in the technology- based production arts Week 1 / 2nd Q A10EL-IIb-1 2. identifies distinct characteristics of arts during in the 21st century in terms of: 1.1 production 1.2 functionality range of audience reach A10EL-IIa-2 3. identifies artworks produced by technology from other countries and their adaptation by Philippine artists A10EL-IIa-3 4. discusses the concept that technology is an effective and vibrant tool for empowering a person to express his/her ideas, goals, and advocacies, which elicits immediate action Weeks 2-4/ 2nd Q A10PL-IIh-1 5. explains the role or function of artworks by evaluating their utilization and combination of art elements and principles A10PL-IIh-2 6. uses artworks to derive the traditions/history of a community (e.g., A10PL-IIh-3
- 310. 310 landscapes, images of people at work and play, portrait studies, etc.) 7. compares the characteristics of artworks in the21st century A10PL-IIh-4 8. creates artworks that can be locally assembled with local materials, guided by 21st-centurytechniques Weeks 5-8 / 2nd Q A10PR-IIc-e-1 9. explains the influence of technology in the 21st century on the evolution of various forms of art A10PR-IIc-e-2 10. applies different media techniques and processes to communicate ideas, experiences, and stories showing the characteristics of 21st-centuryart (e.g., the use of graphic software like Photoshop, InDesign, etc.) A10PR-IIb-e-3 11. evaluates works of art in terms of artistic concepts and ideas using criteria appropriate for the style or form A10PR-IIf-4 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration 3rd The learner… 1. art elements and processes by synthesizing and applying prior knowledge and skills 2. new technologies that allow new expressions in the arts The learner… 1. create artworks using available media and natural resources on local topics, issues, and concerns such as environmental advocacies ecotourism, and economic and livelihood projects 1. identifies art elements in the various media-based arts in the Philippines Weeks 1-2/3rd Q A10EL-IIIb-1 2. identifies representative artists as well as distinct characteristics of media-based arts and design in the Philippines A10EL-IIIa-2 3. discusses the truism that Filipino ingenuity is distinct, exceptional, and on a par with global standards Weeks 3-5 / 3rd Q A10PL-IIIh-1 4. discusses the role or function of artworks by evaluating their utilization and combination of art elements and principles A10PL-IIIh-2 5. uses artworks to derive the traditions/history of a community A10PL-IIIh-3
- 311. 311 6. creates artworks that can be assembled with local materials Weeks 5-7 / 3rd Q A10PR-IIIc-e-1 7. explains the characteristics of media- based arts and design in the Philippines A10PR-IIIc-e-2 8. applies different media techniques and processes to communicate ideas, experiences, and stories (the use of software to enhance/animate images like Flash, Movie Maker, Dreamweaver, etc.) A10PR-IIIc-e-3 9. evaluates works of art in terms of artistic concepts and ideas using criteria appropriate for the style or form of media-based arts and design Week 8/ 3rd Q A10PR-IIIf-4 mount a media-based exhibit of completed artworks A10PR-IIIg-5 4th The learner… 1. how theatrical elements (sound, music, gesture, movement, and costume) affect the creation and communication of meaning in a theater play/performance incorporated with media 2. theater and performance as a synthesis of arts The learner… 1. create appropriate costumes, props, set accessories, costumes improvised lighting and other décor for Philippine plays 2. create/improvise appropriate sound, music, gesture, and movements for a chosen theatrical composition 3. participate in an original performance inspired by local 1. explains how an idea or theme is communicated in a selected performance through the integration of musical sounds, songs, dialogue and dance Weeks 1 / 4th Q A10EL-IVb-4 2. analyzes examples of plays based on theatrical forms, and elements of art as applied to performance A10EL-IVa-2 3. illustrates how the different elements are used to communicate the meaning Week 2 / 4th Q A10EL-IVc-3 4. Explains the uniqueness of each original performance A10PL-IVh-1 5. designs with a group the visual components of a school play (stage design, costume, props, etc.) A10PR-IVe-1 6. assumes the role of a character as an actor/performance, or production staff (director, choreography, light designer, stage manager) Week 3 / 4th Q Week 4 / 4th Q A10PR-IVh-2
- 312. 312 Philippine stories, myths, and events relevant to current issues 7. analyzes the uniqueness of the group that was given recognition for its performance and explain what component contributed to its selection A10PR-IVh-3 8. contributes to the conceptualization of an original performance A10PR-IVd-4 9. choreographs the movements and gestures needed in the effective delivery of an original performance with the use of media Week 5 / 4th Q A10PR-IVf-g-5 10. improvises accompanying sound and rhythm needed in the effective delivery of an original performance with the use of different media Weeks 6-8 / 4th Q A10PR-IVf-g-6
- 313. 313
- 314. 314 Grade Level: Grade 1 Subject: Physical Education Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 1st The learner demonstrates understanding awareness of body parts in preparation for participation in physical activities. The learner performs with coordination enjoyable movements on body awareness. 1. Creates shapes by using different body parts Weeks 1&3 PE1BM-Ic-d-2 2. Shows balance on one, two, three, four and five body parts Weeks 4&6 PE1BM-Ie-f-3 3. Exhibits transfer of weight Weeks 7&8 PE1BM-Ig-h-4 4. Engages in fun and enjoyable physical activities with coordination Suggested learning activities ⮚ action songs ⮚ singing games ⮚ simple games ⮚ chasing and fleeing games ⮚ mimetics This competency is already embedded in other LCs. PE1PF-Ia-h-2 2nd The learner demonstrates understanding ofspace awareness in preparation for participation in physical activities The learner performs movement skills in a given space with coordination 1. Moves within a group without bumping or falling using locomotors skills Weeks 1&4 PE1BM-IIc-e-6 2. Executes locomotor skills while moving in different directions at different spatial levels Weeks 5&8 PE1BM-IIf-h-7
- 315. 315 3. Engages in fun and enjoyable physical activities with coordination This competency is already embedded in other LCs. PE1PF-IIa-h-2 3rd The learner demonstrates understanding of qualities of effort in preparation for participation in physical activities. The learner performs movements of varying qualities of effort with coordination. 1. Demonstrates the difference between slow and fast, heavy and light, free and bound movements Weeks 1&2 PE1BM-IIIa-b-8 2. Demonstrates contrast between slow and fast speeds while using locomotor skills Weeks 3&8 PE1BM-IIIc-d-9 3. Engages in fun and enjoyable physical activities This competency is already embedded in other LCs. PE1PF-IIIa-h-6 4. Demonstrates the characteristics of sharing and cooperating in physical activities This competency is already embedded in other LCs. PE1PF-IIIa-h-9 4th The learner demonstrates understanding of relationships of movement skills in preparation for participation in physical activities The learner performs movements in relation to a stationary or moving object/person with coordination. 1. Demonstrates relationship of movement Weeks 1&4 PE1BM-IVc-e-13
- 316. 316 2. Performs jumping over a stationary object several times in succession, using forward- and- back and side- to-side movement patterns Weeks 5&8 PE1BM-IVf-h-14 3. Engages in fun and enjoyable physical activities This competency is already embedded in other LCs. PE1PF-IVa-h-2 4. Follows simple instructions and rules This competency is already embedded in other LCs. PE1PF-IVa-h-10 Grade Level: Grade 2 Subject: Physical Education Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 1st The learner demonstrates understanding of body shapes and body actions in preparation for various movement activities The learner performs body shapes and actions properly. 1. Creates body shapes and actions Weeks 1&4 PE2BM-Ie-f-2 2. Demonstrates momentary stillness in symmetrical and asymmetrical shapes using body parts other than both feet as a base of support Weeks 5&8 PE2BM-Ig-h-16 3. Demonstrates movement skills in response to sound and music This competency is already embedded in other LCs. PE2MS-Ia-h-1 4. Engages in fun and enjoyable physical activities This competency is already embedded in other LCs. PE2PF-Ia-h-2
- 317. 317 2nd ThThe learner demonstrates understanding of locations, directions, levels, pathways and planes ThThe learner performs movements accurately involving locations, directions, levels, pathways and planes. 1. Describes movements in a location, direction, level, pathway and plane Weeks 1&2 PE2BM-IIa-b-17 2. Moves in: ⮚ personal and general space ⮚ forward, backward, and sideward directions ⮚ high, middle, and low levels ⮚ straight, curve, and zigzag pathways diagonal and horizontal planes Weeks 3&8 PE2BM-IIc-h-18 3. Demonstrates movement skills in response to sounds and music This competency is already embedded in other LCs. PE2MS-IIa-h-1 4. Engages in fun and enjoyable physical activities This competency is already embedded in other LCs. PE2PF-IIa-h-2 5. Maintains correct posture and body mechanics while performing movement This competency is already embedded in other LCs. PE2PF-IIa-h-14 3rd The learner demonstrates understanding of movement in relation to time, force and flow The learner performs movements accurately involving time, force, and flow. 1. Moves: at slow, slower, slowest/fast, faster, fastest pace using light, lighter, lightest/strong, stronger, strongest force with smoothness Weeks 1&8 PE2BM-IIIc-h-19
- 318. 318 2. Demonstrates movement skills in response to sound and music This competency is already embedded in other LCs. PE2MS-IIIa-h-1 3. Engages in fun and enjoyable physical activities This competency is already embedded in other LCs. PE2PF-IIIa-h-2 4th The learner demonstrates understanding of movement activities relating to person, objects, music and environment The learner performs movement activities involving person, objects, music and environment correctly 1. Moves: individually, with partner, and with group with ribbon, hoop, balls, and any available indigenous/improvised materials, with sound, in indoor and outdoor settings Weeks 1&8 PE2BM-IV-c-h-21 2. Demonstrates movement skills in response to sound This competency is already embedded in other LCs. PE2MS-IV-a-h-1 3. Engages in fun and enjoyable physical activities This competency is already embedded in other LCs. PE2PF-IV-a-h-2 4. Maintains correct body posture and body mechanics while performing movement activities This competency is already embedded in other LCs. PE2PF-IV-a-h-14 Grade Level: Grade 3 Subject: Physical Education Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 1st The learner demonstrates understanding of body shapes and body The learner performs body shapes and actions properly. 1. Describes body shapes and actions Weeks 1&2 PE3BM-Ia-b-1
- 319. 319 actions in preparation for various movement activities 2. Performs body shapes and actions Weeks 3&8 PE3BM-Ic-d-15 3. Demonstrates movement skills in response to sounds and music This competency is already embedded in other LCs. PE3MS-Ia-h-1 4. Engages in fun and enjoyable physical activities This competency is already embedded in other LCs. PE3PF-Ia-h-2 2nd The learner demonstrates understanding of locations, directions, levels, pathways and planes The learner performs movements accurately involving locations, directions, levels, pathways and planes. 1. Describes movements in a location, direction, level, pathway and plane Weeks 1&2 PE3BM-IIa-b-17 2. Moves in: ⮚ personal and general space ⮚ forward, backward, and sideward directions ⮚ high, middle, and low levels ⮚ straight, curve, and zigzag pathways diagonal and horizontal planes Weeks 3&8 PE3BM-IIc-h-18
- 320. 320 3. Engages in fun and enjoyable physical activities This competency is already embedded in other LCs. PE3PF-IIa-h-2 3rd The learner demonstrates understanding of movement in relation to time, force and flow The learner performs movements accurately involving time, force, and flow. 1. Describes movements in a location, direction, level, pathway and plane Weeks 1&2 PE3BM-IIIa-b-17 2. Moves: ⮚ at slow, slower, slowest/fast, faster, fastest pace using light, lighter, lightest/strong, stronger, strongest force with smoothness Weeks 3&8 PE3BM-IIIc-h-19 3. Demonstrates movement skills in response to sound This competency is already embedded in other LCs. PE3MS-IIIa-h-1 4. Engages in fun and enjoyable physical activities This competency is already embedded in other LCs. PE3PF-IIIa-h-2 4th The learner demonstrates understanding of movement activities relating to person, objects, music and environment The learner performs movement activities involving person, objects, music and environment correctly 1. Participates in various movement activities involving person, objects, music and environment Weeks 1&2 PE3BM-IV-a-b-20 2. Moves: Weeks 3&8 PE3BM-IV-c-h-21
- 321. 321 ⮚ individually, with partner, and with group ⮚ with ribbon, hoop, balls, and any available indigenous/improvised materials ⮚ with sound in indoor and outdoor settings 3. Demonstrates movement skills in response to sounds and music This competency is already embedded in other LCs. PE3MS-IV-a-h-1 4. Engages in fun and enjoyable physical activities This competency is already embedded in other LCs. PE3PF-IV-a-h-2 Grade Level: Grade 4 Subject: Physical Education Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 1st The learner demonstrates understanding of participation and assessment of physical activities and physical fitness The learner participates and assesses performance in physical activities. assesses physical fitness 1. Describes the physical activity pyramid Week 1 PE4PF-Ia-16 2. Assesses regularly participation in physical activities based on physical activity pyramid This competency is already embedded in other LCs. PE4PF-Ib-h-18 3. Observes safety precautions This competency is already embedded in other LCs. PE4GS-Ib-h-3
- 322. 322 4. Executes the different skills involved in the game Weeks 2&8 PE4GS-Ic-h-4 5. Displays joy of effort, respect for others and fair play during participation in physical activities This competency is already embedded in other LCs. PE4PF-Ib-h-20 2nd The learner demonstrates understanding of participation in and assessment of physical activities and physical fitness The learner participates and assesses performance in physical activities. assesses physical fitness 1. Assesses regularly participation in physical activities based on physical activity pyramid This competency is already embedded in other LCs. PE4PF-IIb-h-18 2. Executes the different skills involved in the game Weeks 1 to 8 PE4GS-IIc-h-4 3. Recognizes the value of participation in physical activities This competency is already embedded in other LCs. PE4PF-IIb-h-19 3rd The learner demonstrates understanding of participation and assessment of physical activity and physical fitness The learner participates and assesses performance in physical activities. assesses physical fitness 1. Assesses regularly participation in physical activities based on physical activity pyramid This competency is already embedded in other LCs. PE4PF-IIIb-h-18
- 323. 323 2. Executes the different skills involved in the dance Weeks 1 to 8 PE4GS-IIIc-h-4 3. Recognizes the value of participation in physical activities This competency is already embedded in other LCs. PE4PF-IIIb-h-19 4th The learner demonstrates understanding of participation and assessment of physical activity and physical fitness The learner participates and assesses performance in physical activities. assesses physical fitness 1. Assesses regularly participation in physical activities based on Philippines physical activity pyramid This competency is already embedded in other LCs. PE4PF-IVb-h-18 2. Observes safety precautions This competency is already embedded in other LCs. PE4RD-IVb-h-3 3. Executes the different skills involved in the dance Weeks 1 to 7/4th PE4RD-IVc-h-4 4. Recognizes the value of participation in physical activities This competency is already embedded in other LCs. PE4PF-IVb-h-19
- 324. 324 Grade Level: Grade 5 Subject: Physical Education Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 1st The learner demonstrates understanding of participation and assessment of physical activity and physical fitness The learner participates and assesses performance in physical activities. assesses physical fitness 1. Assesses regularly participation in physical activities based on the Philippines physical activity pyramid This competency is already embedded in other LCs. PE5PF-Ib-h-18 2. Observes safety precautions This competency is already embedded in other LCs. PE5GS-Ib-h-3 3. Executes the different skills involved in the game Weeks 1 to 8 PE5GS-Ic-h-4 4. Displays joy of effort, respect for others and fair play during participation in physical activities This competency is already embedded in other LCs. PE5PF-Ib-h-20 2nd The learner demonstrates understanding of participation in and assessment of physical activity and physical fitness The learner participates and assesses performance in physical activities. assesses physical fitness 1. Assesses regularly participation in physical activities based on the Philippines physical activity pyramid This competency is already embedded in other LCs. PE5PF-IIb-h-18
- 325. 325 2. Observes safety precautions This competency is already embedded in other LCs. PE5GS-IIb-h-3 3. Executes the different skills involved in the game Weeks 1 to 8 PE5GS-IIc-h-4 4. Displays joy of effort, respect for others and fair play during participation in physical activities This competency is already embedded in other LCs. PE5PF-IIb-h-20 3rd The learner demonstrates understanding of participation and assessment of physical activity and physical fitness The learner participates and assesses performance in physical activities. assesses physical fitness 1. Assesses regularly participation in physical activities based on the Philippines physical activity pyramid This competency is already embedded in other LCs. PE5PF-IIIb-h-18 2. Observes safety precautions This competency is already embedded in other LCs. PE5RD-IIIb-h-3 3. Executes the different skills involved in the dance Weeks 1 to 8 PE5RD-IIIc-h-4
- 326. 326 4. Recognizes the value of participation in physical activities This competency is already embedded in other LCs. PE5PF-IIIb-h-19 4th The learner demonstrates understanding of participation and assessment of physical activity and physical fitness The learner participates and assesses performance in physical activities. assesses physical fitness 1. Assesses regularly participation in physical activities based on the Philippines physical activity pyramid This competency is already embedded in other LCs. PE5PF-IVb-h-18 2. Executes the different skills involved in the dance Weeks 1 to 8 PE5RD-IVc-h-4 3. Recognizes the value of participation in physical activities This competency is already embedded in other LCs. PE5PF-IVb-h-19 Grade Level: Grade 6 Subject: Physical Education Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 1st The learner demonstrates understanding of participation and assessment of physical activity and physical fitness The learner participates and assesses performance in physical activities. assesses physical fitness 1. Assesses regularly participation in physical activities based on the Philippines physical activity pyramid This competency is already embedded in other LCs. PE6PF-Ib-h-18 2. Observes safety precautions This competency is already embedded in other LCs. PE6GS-Ib-h-3
- 327. 327 3. Executes the different skills involved in the game Weeks 1 to 8 PE6GS-Ic-h-4 4. Displays joy of effort, respect for others and fair play during participation in physical activities This competency is already embedded in other LCs. PE6PF-Ib-h-20 2nd The learner demonstrates understanding of participation in and assessment of physical activities and physical fitness The learner participates and assesses performance in physical activities. assesses physical fitness 1. Assesses regularly participation in physical activities based on the Philippines physical activity pyramid This competency is already embedded in other LCs. PE6PF-IIb-h-18 2. Observes safety precautions This competency is already embedded in other LCs. PE6GS-IIb-h-3 3. Executes the different skills involved in the game Weeks 1 to 8 PE6GS-IIc-h-4 4. Displays joy of effort, respect for others and fair play during participation in physical activities This competency is already embedded in other LCs. PE6PF-IIb-h-20 3rd The learner demonstrates understanding of participation and assessment of physical activity and physical fitness The learner participates and assesses performance in physical activities. assesses physical fitness 1. Assesses regularly participation in physical activities based on the Philippines physical activity pyramid This competency is already embedded in other LCs. PE6PF-IIIb-h-18 2. Observes safety precautions This competency is already embedded in other LCs. PE6RD-IIIb-h-3 3. Executes the different skills involved in the dance Weeks 1 to 8 PE6RD-IIIc-h-4
- 328. 328 4. Displays joy of effort, respect for others during participation in physical activities This competency is already embedded in other LCs. PE6PF-IIIb-h-20 4th The learner . . . demonstrates understanding of participation and assessment of physical activity and physical fitness The learner . . . participates and assesses performance in physical activities. assesses physical fitness 1. Assesses regularly participation in physical activities based on the Philippines physical activity pyramid This competency is already embedded in other LCs. PE6PF-IVb-h-18 2. Executes the different skills involved in the dance Weeks 1 to 8 PE6RD-IVc-h-4 3. Displays joy of effort, respect for others during participation in physical activities This competency is already embedded in other LCs. PE6PF-IVb-h-20 Grade Level: Grade 7 Subject: Physical Education Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 1st The learner demonstrates understanding of guidelines and principles in exercise program design to achieve personal fitness The learner designs an individualized exercise program to achieve personal fitness 1. Undertakes physical activity and physical fitness assessments This competency is already embedded in other LCs. PE7PF-Ia-h-23 2. Sets goals based on assessment results Week 1 PE7PF-Ia-24
- 329. 329 3. Prepares an exercise program Week 2 PE7PF-Ic-27 4. Describes the nature and background of the sport Week 3 PE7GS-Id-5 5. Executes the skills involved in the sport Weeks 4 to 8 PE7GS-Id-h-4 6. Monitors periodically one’s progress towards the fitness goals This competency is already embedded in other LCs. PE7PF-Id-h-28 2nd The learner demonstrates understanding of guidelines and principles in exercise program design to achieve personal fitness The learner modifies the individualized exercise program to achieve personal fitness 1. Undertakes physical activity and physical fitness assessments Week 1 PE7PF-IIa-h-23 Reviews goals based on assessment results PE7PF-IIa-24 2. Describes the nature and background of the sport Week 2 PE7GS-IId-5 3. Executes the skills involved in the sport Weeks 3 to 8 PE7GS-IId-h-4 3rd The learner demonstrates understanding of guidelines and principles in exercise program design to achieve personal fitness The learner demonstrates understanding of guidelines and principles in exercise program design to achieve personal fitness 1. Undertakes physical activity and physical fitness assessments Week 1 PE7PF-IIIa-h-23
- 330. 330 2. Reviews goals based on assessment results PE7PF-IIIa-34 3. Describes the nature and background of the dance Week 2 PE7RD-IIId-1 4. Executes the skills involved in the dance Weeks 3 to 8 PE7RD-IIId-h-4 4th The learner demonstrates understanding of guidelines and principles in exercise program design to achieve personal fitness The learner modifies the individualized exercise program to achieve personal fitness 1. Undertakes physical activity and physical fitness assessments Week 1 PE7PF-IVa-h-23 2. Reviews goals based on assessment results PE7PF-IVa-34 3. Describes the nature and background of the dance Week 2 PE7RD-IVc-1 4. Executes the skills involved in the dance Weeks 3 to 8 PE7RD-IVd-h-4 Grade Level: Grade 8 Subject: Physical Education Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 1st The learner demonstrates understanding of guidelines and principles in exercise program The learner designs a physical activity program for the family/school peers to achieve fitness 1. Undertakes physical activity and physical fitness assessments Week 1 PE8PF-Ia-h-23
- 331. 331 design to achieve fitness Sets goals based on assessment results PE8PF-Ia-24 2. Conducts physical activity and physical fitness assessments of family/school peers Week 2 PE8PF-Ib -36 3. Prepares a physical activity program Week 3 PE8PF-Ic-27 4. Describes the nature and background of the sport Week 4 PE8GS-Id-1 5. Executes the skills involved in the sport Weeks 5 to 8 PE8GS-Id-h-4 6. Monitors periodically progress towards the fitness goals This competency is already embedded in other LCs. PE8PF-Id-h-28 7. Displays tolerance and acceptance of individuals with varying skills and abilities This competency is already embedded in other LCs. PE8PF-Id-h-37 2nd The learner demonstrates understanding of guidelines and principles in exercise program design to achieve fitness The learner modifies physical activity program for the family/school peers to achieve fitness 1. Undertakes physical activity and physical fitness assessments This competency is already embedded in other LCs. PE8PF-Iia-h-23 2. Conducts physical activity and physical fitness Week 1 PE8PF-Iia-36
- 332. 332 assessments of family/school peers 3. Prepares a physical activity program Week 2 PE8PF-Iic-27 4. Executes the skills involved in the sport Weeks 3 to 8 PE8GS-IId-h-4 5. Displays tolerance and acceptance of individuals with varying skills and abilities This competency is already embedded in other LCs. PE8PF-IId-h-37 3rd The learner demonstrates understanding of guidelines and principles in exercise program design to achieve fitness The learner modifies a physical activity program for the family/school peers to achieve fitness 1. Undertakes physical activity and physical fitness assessments This competency is already embedded in other LCs. PE8PF-IIIa-h-23 2. Reviews goals based on assessment results Week 1 PE8PF-IIIa-34 3. Executes the skills involved in the sport Weeks 3 to 8 PE8GS-IIId-h-4 4. Displays tolerance and acceptance of individuals with varying skills and abilities This competency is already embedded in other LCs. PE8PF-IIId-h-37 4th The learner demonstrates understanding of guidelines and principles in exercise program design to achieve fitness The learner modifies a physical activity program for the family/school peers to achieve fitness 1. Undertakes physical activity and physical fitness assessments This competency is already embedded in other LCs. PE8PF-IVa-h-23
- 333. 333 2. Reviews goals based on assessment results Week 1 PE8PF-IVa-34 3. Describes the nature and background of the dance Week 2 PE8RD-IVc-1 4. Executes the skills involved in the dance Weeks 3 to 8 PE8RD-IVd-h-4 5. Exerts best effort to achieve positive feeling about self and others This competency is already embedded in other LCs. PE8PF-IVd-h-38 Grade Level: Grade 9 Subject: Physical Education Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 1st The learner demonstrates understanding of lifestyle and weight management to promote community fitness The learner maintains an active lifestyle to influence the physical activity participation of the community practices healthy eating habits that support an active lifestyle 1. Undertakes physical activity and physical fitness assessments This competency is already embedded in other LCs. PE9PF-Ia-h-23 2. Performs appropriate first aid for injuries and emergency situations in physical activity and sports settings (e.g. cramps, sprain, heat exhaustion) Weeks 1 & 2 PE9PF-Ib-30 3. Involves oneself in community service through sports officiating and physical activity programs This competency is already embedded in other LCs. PE9PF-Ie-h-41
- 334. 334 4. Officiates practice and competitive games Weeks 3 & 8 PE9GS-Ib-h-5 2nd The learner demonstrates understanding of lifestyle and weight management to promote community fitness The learner maintains an active lifestyle to influence the physical activity participation of the community practices healthy eating habits that support an active lifestyle 1. Undertakes physical activity and physical fitness assessments This competency is already embedded in other LCs. PE9PF-IIa-h-23 2. Executes the skills involved in the dance Weeks 1 to 8 PE9RD-IIb-h-4 3. Monitors periodically one’s progress towards the fitness goals This competency is already embedded in other LCs. PE9PF-IIb-h-28 4. Performs appropriate first aid for injuries and emergency situations in physical activity and dance settings (cramps,sprain, heat exhaustion) This competency is already embedded in other LCs. PE9PF-IIb-h-30 5. Involves oneself in community service through dance activities in the community This competency is already embedded in other LCs. PE9PF-IIg-h-41 3rd The learner demonstrates understanding of lifestyle and weight management to promote community fitness The learner maintains an active lifestyle to influence the physical activity participation of the community 1. undertakes physical activity and physical fitness assessments This competency is already embedded in other LCs. PE9PF-IIIa-h-23
- 335. 335 practices healthy eating habits that support an active lifestyle 2. executes the skills involved in the dance Weeks 1 to 8 PE9RD-IIIb-h-4 3. performs appropriate first aid for injuries and emergency situations in physical activity and dance settings (cramps, sprain, heat exhaustion) This competency is already embedded in other LCs. PE9PF-IIIb-h-30 4. involves oneself in community service through dance activities in the community This competency is already embedded in other LCs. PE9PF-IIIg-h-41 4th The learner demonstrates understanding of lifestyle and weight management to promote community fitness The learner maintains an active lifestyle to influence the physical activity participation of the community practices healthy eating habits that support an active lifestyle 1. Discusses the nature and background of indoor and outdoor recreational activities Week 1 PE9GS-IVa-6 2. Participates in active recreation Weeks 2 to 8 PE9GS-IVb-h-7 3. Advocates community efforts to increase participation in physical activities and improve nutrition practices This competency is already embedded in other LCs. PE9PF-IVb-h-43
- 336. 336 4. Practices environmental ethics (e.g Leave No Trace) during participation in recreational activities of the community This competency is already embedded in other LCs. PE9PF-IVb-h-44 Grade Level: Grade 10 Subject: Physical Education Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 1st The learner demonstrates understanding of lifestyle and weight management to promote societal fitness The learner maintains an active lifestyle to influence the physical activity participation of the community and society practices healthy eating habits that support an active lifestyle 1. Assesses physical activity, exercise and eating habits This competency is already embedded in other LCs. PE10PF-Ia-h-39 2. Engages in moderate to vigorous physical activities for at least 60 minutes a day in and out of school Weeks 1 to 8 PE10PF-Ib-h-45 3. Expresses a sense of purpose and belongingness by participating in physical activity-related community services and programs This competency is already embedded in other LCs. PE10PF-Ib-h-48
- 337. 337 2nd The learner demonstrates understanding of lifestyle and weight management to promote societal fitness The learner maintains an active lifestyle to influence the physical activity participation of the community and society practices healthy eating habits that support an active lifestyle 1. Assesses physical activities, exercises and eating habits This competency is already embedded in other LCs. PE10PF-IIa-h-39 2. Engages in moderate to vigorous physical activities for at least 60 minutes a day in and out of school Weeks 1 to 8 PE10PF-IIc-h-45 3rd The learner demonstrates understanding of lifestyle and weight management to promote societal fitness The learner maintains an active lifestyle to influence the physical activity participation of the community and society practices healthy eating habits that support an active lifestyle 1. Assesses physical activities, exercises and eating habits This competency is already embedded in other LCs. PE10PF-IIIa-h-39 2. Engages in moderate to vigorous physical activities for at least 60 minutes a day in and out of school Weeks 1 to 7 PE10PF-IIIc-h-45
- 338. 338 3. Expresses a sense of purpose and belongingness by participating in physical activity-related community services and programs This competency is already embedded in other LCs. PE10PF-IIIc-h-48 4th The learner ... demonstrates understanding of lifestyle and weight management to promote societal fitness The learner ... maintains an active lifestyle to influence the physical activity participation of the community and society practices healthy eating habits that support an active lifestyle 1. Assesses physical activities, exercises and eating habits This competency is already embedded in other LCs. PE10PF-IVa-h-39 2. Engages in moderate to vigorous physical activities for at least 60 minutes a day in and out of school Weeks 1 to 8 PE10PF-IVc-h-45
- 339. 339
- 340. 340 Grade Level: Grade 1 Subject: Health Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 1st Quarter The learner… understands the importance of good eating habits and behavior The learner… practices healthful eating habits daily distinguishes healthful from less healthful foods Week 1 to Week 2 H1N-Ia-b-1 tells the consequences of eating less healthful foods Week 3 to Week 4 H1N-Ic-d-2 *practices good decision making exhibited in eating habits that can help one become healthy Week 5 to Week 6 H1N-Ie-f-3 H1N-Ig-j-4 2nd Quarter demonstrates understanding of the proper ways of taking care of one’s health practices good health habits and hygiene daily identifies proper behavior during mealtime Week 1 to Week 2 H1PH-IIa-b-1 demonstrates proper hand washing Week 3 to Week 4 H1PH-IIc-d-2 realizes the importance of washing hands Week 5 H1PH-IIe-3 practices habits of keeping the body clean & healthy Week 6 to Week 7 H1PH-IIf-i-4 realizes the importance of practicing good health habits Week 8 H1PH-IIj-5 3rd Quarter understands the importance of keeping the home environment healthful. consistently demonstrates healthful practices for a healthful home environment. describes the characteristics of a healthful home environment Week 1 H1FH-IIIa-1 discusses the effect of clean water on one’s health Week 2 H1FH-IIIb-2 discusses how to keep water at home clean Week 3 H1FH-IIIc-3 practices water conservation Week 4 H1FH-IIIde-4 explains the effect of indoor air on one’s health Week 5 to Week 6 H1FH-IIIfg-5
- 341. 341 identifies sources of indoor air pollution H1FH-IIIfg-6 practices ways to keep indoor air clean H1FH-IIIfg-7 explains the effect of a home environment to the health of the people living in it Week 7 H1FH-IIIhi-8 demonstrates how to keep the home environment healthful Week 8 H1FH-IIIj-10 4th Quarter demonstrates understanding of safe and responsible behavior to lessen risk and prevent injuries in day- to-day living appropriately demonstrates safety behaviors in daily activities to prevent injuries identifies situations when it is appropriate to ask for assistance from strangers Week 1 H1IS-IVa-1 gives personal information, such as name and address to appropriate persons Week 2 H1IS-IVb-2 identifies appropriate persons to ask for assistance Week 3 H1IS-IVc-3 demonstrates ways to ask for help H1IS-IVc-4 follows rules at home and in school. Week 4 H1IS-IVd-5 follows rules during fire and other disaster drills Week 5 H1IS-IVe-6 observes safety rules with stray or strange animals Week 6 H1IS-IVf-7 describes what may happen if safety rules are not followed Week 7 H1IS-IVg-8
- 342. 342 describes ways people can be intentionally helpful or harmful to one another Week 8 H1IS-IVh-9 distinguishes between good and bad touch Week 9 H1IS-IVi-10 practices ways to protect oneself against violent or unwanted behaviors of others Week 10 H1IS-IVj-11 * These learning competencies were rephrased and deemed essential in the achievement of content and performance standards. Grade Level: Grade 2 Subject: Health Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 1st Quarter The learner… understands the importance of eating a balanced diet. The learner… 1. demonstrates good decision-making skills in choosing food to eat to have a balanced diet. 2. consistently practices good health habits and hygiene for the sense organs states that children have the right to nutrition (Right of the child to nutrition Article 24 of the UN Rights of the Child) Week 1 H2N-Ia-5 *discusses the important function of food and a balanced meal Week 2 to Week 3 H2N-Ib-6 H2N-Icd-7 considers Food Pyramid and Food Plate in making food choices Week 4 to Week 6 H2N-Ifh-9 displays good decision-making skills in choosing the right kinds of food to eat Week 7 to Week 8 H2N-Iij-10 2nd Quarter demonstrates understanding of the proper ways of taking care of the sense organs consistently practices good health habits and hygiene for the sense organs describes ways of caring for the eyes, ears, nose, hair and skin in order to avoid common childhood health conditions Week 1 to Week 4 H2PH-IIa-e-6 describes ways of caring for the mouth/teeth Week 5 to Week 6 H2PH-IIfh-7
- 343. 343 displays self-management skills in caring for the sense organs Week 7 H2PH-IIij-8 3rd Quarter 1. demonstrates understanding of healthy family habits and practices 2. demonstrates an understanding of managing one’s feelings and respecting differences 1. consistently adopts healthy family 2. demonstrates positive expression of feelings toward family members and ways of coping with negative feelings describes healthy habits of the family Week 1 to Week 2 2FH-IIIab-11 demonstrates good family health habits and practices Week 3 to Week 4 H2FH-IIIcd-12 explains the benefits of healthy expressions of feelings Week 5 H2FH-IIIef-13 expresses positive feelings in appropriate ways Week 6 H2FH-IIIgh-14 demonstrates positive ways of expressing negative feelings, such as anger, fear, or disappointment Week 7 to Week 8 H2FH-IIIij-15 displays respect for the feelings of others H2FH-IIIj-16 4tth demonstrates an understanding of rules to ensure safety at home and in school demonstrates consistency in following safety rules at home and in school. discusses one’s right and responsibilities for safety Week 1 H2IS-IVa-12 identifies hazardous areas at home Week 2 H2IS-IVbc-13 identifies hazardous household products that are harmful if ingested, or inhaled, and if touched especially electrical appliances Week 3 H2IS-IVde-14 recognizes warning labels that identify harmful things and substances Week 4 H2IS-IVf-15 explains rules for the safe use of household chemicals Week 5 H2IS-IVg-16 follows rules for home safety Week 6 H2IS-IVh-17
- 344. 344 identifies safe and unsafe practices and conditions in the school Week 7 H2IS-IVi-18 practices safety rules during school activities Week 8 H2IS-IVj-19 * These learning competencies were rephrased and deemed essential in the achievement of content and performance standards. Grade Level: Grade 3 Subject: Health Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 1st Quarter The learner… demonstrates understanding of the importance of nutritional guidelines and balanced diet in good nutrition and health The learner… consistently demonstrates good decision-making skills in making food choices describes a healthy person Week 1 to Week 2 H3N-Iab-11 explains the concept of malnutrition H3N-Iab-12 identifies nutritional problems Week 3 H3N-Icd-13 describes the characteristics, signs and symptoms, effect of the various forms of malnutrition Week 4 to Week 5 H3N-Ief-14 discusses ways of preventing the various forms of malnutrition H3N-Ief-15 *discusses the different nutritional guidelines • nutritional guidelines for Filipino Week 6 to Week 7 H3N-Igh-16 H3N-Ii-17 H3N-Ij-18 describes ways of maintaining healthy lifestyle Week 8 H3N-Ij-19 evaluates one’s lifestyle H3N-Ij-20
- 345. 345 adopts habits for a healthier lifestyle H3N-Ij-21 2nd Quarter demonstrates an understanding of the nature of and the prevention of diseases consistently practices healthy habits to prevent and control diseases identifies common childhood diseases Week 1 to Week 3 H3DD-IIbcd-1 *discusses the different risk factors for diseases and example of health condition under each risk factor H3DD-IIbcd-2 H3DD-IIbcd-3 H3DD-IIbcd-4 explains the effects of common diseases H3DD-IIbcd-5 explains measures to prevent common diseases Week 4 to Week H3DD-IIefg-6 explains the importance of proper hygiene and building up one's body resistance in the prevention of diseases Week 6 H3DD-IIh-7 demonstrates good self- management and good-decision making-skills to prevent common diseases Week 7 to Week 8 H3DD-IIij-8 3rd Quarter demonstrates understanding of factors that affect the choice of health information and products demonstrates critical thinking skills as a wise consumer defines a consumer Week 1 to Week 2 H3CH-IIIab-1 explain the components of consumer health H3CH-IIIab-2 discusses the different factors that influence choice of goods and services Week 3 Week 4 H3CH-IIIbc-4 describes the skills of a wise consumer Week 5 to Week 6 H3CH-IIIde-5 demonstrates consumer skills for given simple situations H3CH-IIIde-6 identifies basic consumer rights Week 7 to Week 8 H3CH-IIIfg-7
- 346. 346 practices basic consumer rights when buying H3CH-IIIfg-8 discusses consumer responsibilities Week 9 H3CH-IIIi-10 identifies reliable sources of health information Week 10 H3CH-IIIj-11 4th Quarter demonstrates understanding of risks to ensure road safety and in the community. demonstrates consistency in following safety rules to road safety and in the community. explains road safety practices as a pedestrian Week 1 to Week 2 H3IS-IVab-19 explains basic road safety practices as a passenger Week 3 to Week 4 H3IS-IVcd-21 demonstrates road safety practices as a passenger H3IS-IVcd-22 explains the meaning of traffic signals and road signs Week 5 H3IS-IVe-23 describes dangerous, destructive, and disturbing road situations that need to be reported to authorities Week 6 H3IS-IVf-24 displays self-management skills for road safety. Week 7 H3IS-IVg-25 identifies hazards in the community Week 8 H3IS-IVh-26 follows safety rules to avoid accidents in the community Week 9 H3IS-IVi-27 recommends preventive action for a safe community Week 10 H3IS-IVj-28 * These learning competencies were rephrased and deemed essential in the achievement of content and performance standards.
- 347. 347 Grade Level: Grade 4 Subject: Health Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 1st Quarter The learner... 1. understands the importance of reading food labels in selecting healthier and safer food 2. understands the importance of following food safety principles in preventing common food- borne diseases 3. understands the nature and prevention of food borne diseases The learner... 1. Understands the significance of reading and interpreting food label in selecting healthier and safer food 2. practices daily appropriate food safety habits to prevent food- borne disease explains the importance of reading food labels in selecting and purchasing foods to eat Week 1 to Week 2 H4N-Ib-23 analyzes the nutritional value of two or more food products by comparing the information in their food labels Week 3 to Week 4 H4N-Ifg-25 describes ways to keep food clean and safe H4N-Ifg-26 discusses the importance of keeping food clean and safe to avoid disease Week 5 to Week 6 H4N-Ihi-27 identifies common food- borne diseases Week 7 to Week 8 H4N-Ij-26 describes general signs and symptoms of food-borne diseases H4N-Ij-27 2nd Quarter understands the nature and prevention of common communicable diseases consistently practices personal and environmental measures to prevent and control common communicable diseases describes communicable diseases Week 1 H4DD-IIa-7 identifies the various disease agents of communicable diseases Week 2 to Week 3 H4DD-IIb-9 enumerates the different elements in the chain of infection Week 4 to Week 5 H4DD-IIcd-10
- 348. 348 describes how communicable diseases can be transmitted from one person to another. Week 6 to Week 7 H4DD-IIef-11 demonstrates ways to stay healthy and prevent and control common communicable diseases Week 8 to Week 9 H4DD-IIij-13 identifies ways to break the chain of infection at respective H4DD-IIij-14 practices personal habits and environmental sanitation to prevent and control common communicable diseases H4DDIIij-15 3rd Quarter Demonstrates understanding of the proper use of medicines to prevent misuse and harm to the body Practices the proper use of medicines Describes uses of medicines Week 1 H4S-IIIa-1 Differentiates prescription from non-prescription medicines Week 2 H4S-IIIb-2 describes the potential dangers associated with medicine misuse and abuse Week 3 to Week 4 H4S-IIIde-4 describes the proper use of medicines Week 5 to Week 6 H4S-IIIfg-5 explains the importance of reading drug information and labels, and other ways to ensure proper use of medicines Week 7 to Week 8 H4S-IIIij-6 4th Quarter demonstrates understanding of safety guidelines during disasters, emergency and other high-risk situations practices safety measures during disasters and emergency situations. recognizes disasters or emergency situations Week 1 H4IS-IVa-28 demonstrates proper response before, during, and after a disaster or an emergency situation Week 2 to Week 3 H4IS-IVb-d-29
- 349. 349 relates disaster preparedness and proper response during emergency situations in preserving lives Week 4 H4IS-IVe-30 describes appropriate safety measures during special events or situations that may put people at risk Week 5 to Week 6 H4IS-IVfg-31 describes the dangers of engaging in risky behaviors such as use of firecrackers, guns, alcohol drinking Week 7 to Week 8 H4IS-IVhij-32 advocates the use of alternatives to firecrackers and alcohol in celebrating special events H4IS-IVhij-33 * These learning competencies were rephrased and deemed essential in the achievement of content and performance standards. Grade Level: Grade 5 Subject: Health Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 1st Quarter The learner… demonstrates understanding of mental emotional, and social health concerns The learner… practices skills in managing mental, emotional and social health concerns describes a mentally, emotionally and socially healthy person Week 1 to Week 2 H5PH-Iab-10 suggests ways to develop and maintain one’s mental and emotional health Week 3 H5PH-Ic-11 recognizes signs of healthy and unhealthy relationships Week 4 H5PH-Id-12
- 350. 350 explains how healthy relationships can positively impact health Week 5 H5PH-Ie-13 discusses ways of managing unhealthy relationships Week 6 H5PH-If-14 discusses the effects of mental, emotional and social health concerns on one’s health and wellbeing Week 7 H5PH-Ih-16 demonstrates skills in preventing or managing teasing, bullying, harassment or abuse Week 8 H5PH-Ii-17 identifies appropriate resources and people who can help in dealing with mental, emotional and social, health concerns Week 9 H5PH-Ij-18 2nd Quarter *Recognizes the changes during Puberty as a normal part of growth and development - Physical Change - Emotional Change - Social Change Week 1 and Week 2 H5GD-Iab-1 H5GD-Iab-2 *assesses common misconceptions related to puberty in terms of scientific basis and probable effects on health Week 3 to Week 4 H5GD-Icd-3 H5GD-Icd-4 describes the common health issues and concerns during puberty Week 5 to Week 6 H5GD-Ief-5 accepts that most of these concerns are normal consequence of bodily changes H5GD-Ief-6
- 351. 351 during puberty but one can learn to manage them discusses the negative health impact and ways of preventing major issues such as early and unwanted pregnancy Week 7 to Week 8 H5GD-Igh-8 demonstrates ways to manage puberty-related health issues and concerns Week 9 H5GD-Ii-9 practices proper self-care procedures H5GD-Ii-10 discusses the importance of seeking the advice of professionals/ trusted and reliable adults in managing puberty-related health issues and concerns H5GD-Ii-11 differentiates sex from gender Week 10 H5GD-Ij-12 identifies factors that influence gender identity and gender roles H5GD-Ij-13 discusses how family, media, religion, school and society in general reinforce gender roles H5GD-Ij-14 gives examples of how male and female gender roles are changing H5GD-Ij-15 3rd Quarter understands the nature and effects of the use and abuse of caffeine, tobacco and alcohol demonstrates the ability to protect one’s health by refusing to use or abuse gateway drugs explains the concept of gateway drugs Week 1 H5SU-IIIa-7 identifies products with caffeine Week 2 H5SU-IIIb-8
- 352. 352 describes the general effects of the use and abuse of caffeine, tobacco and alcohol Week 3 to Week 4 H5SU-IIIde-10 analyzes how the use and abuse of caffeine, tobacco and alcohol can negatively impact the health of the individual, the family and the community Week 5 to Week 6 H5SU-IIIfg-11 demonstrates life skills in keeping healthy through the non-use of gateway drugs Week 7 H5SU-IIIh-12 follows school policies and national laws related to the sale and use of tobacco and alcohol Week 8 to Week 9 H5SU-IIIij-13 4th Quarter demonstrates understanding of basic first aid principles and procedures for common injuries practices appropriate first aid principles and procedures for common injuries explains the nature and objectives of first aid Week 1 H5IS-IVa-34 discusses basic first aid principles Week 2 H5IS-IVb-35 demonstrates appropriate first aid for common injuries or conditions Week 3 to Week 8 H5IS-IV-c-j-36 * These learning competencies were rephrased and deemed essential in the achievement of content and performance standards. Grade Level: Grade 6 Subject: Health Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 1st Quarter Demonstrates understanding of personal health issues and concerns and the importance of health appraisal procedures practices self- management skills to prevent and control describes personal health issues and concerns Week 1 to Week 3 H6PH-Iab-18
- 353. 353 and community resources in preventing or managing them personal health issues and concerns demonstrates self-management skills H6PH-Iab-19 explains the importance of undergoing health appraisal procedures Week 4 to Week 5 H6PH-Id-f-21 regularly undergoes health appraisal procedures H6PH-Id-f-22 identifies community health resources and facilities that may be utilized to address a variety of personal health issues and concerns Week 6 to Week 8 H6PH-Igh-23 2nd Quarter understands the importance of keeping the school and community environments healthy. demonstrates practices for building and maintaining healthy school and community environments describes healthy school and community environments Week 1 H6CMH-IIa-1 explains the effect of living in a healthful school and community Week 2 to Week 3 H6CMH-IIb-2 demonstrates ways to build and keep school and community environments healthy Week 4 to Week 5 H6CMH-IIc-d- 3 practices proper waste management at home, in school, and in the community Week 6 H6CMH-IIh-8 advocates environmental protection through proper waste management Week 7 to Week 8 H6CMH-IIij-9 3rd Quarter demonstrates understanding of the health implications of poor environmental sanitation consistently practices ways to maintain a healthy environment explains how poor environmental sanitation can negatively impact the health of an individual Week 1 H6EH-IIIb-2 discusses ways to keep water and air clean and safe Week 2 H6EH-IIIc-3 explains the effect of a noisy environment Week 3 H6EH-IIId-4
- 354. 354 suggests ways to control/manage noise pollution Week 4 to Week 5 H6EH-IIIe-5 practices ways to control/manage noise pollution Week 6 H6EH-IIIfg-6 explains the effect of pests and rodents to one’s health Week 7 to Week 8 H6EH-IIIhi-7 practice ways to prevent and control pests and rodents H6EH-IIIj-9 4th Quarter understands the concepts and principles of selecting and using consumer health products. consistently demonstrates critical thinking skills in the selection of health products. explains the importance of consumer health Week 1 H6CH-IVa-13 *explains the different components of consumer health Week 2 H6CH-IVbc- 14 H6CH-IVcd- 15 differentiates over- the- counter from prescription medicines Week 3 to week 4 H6CH-IVcd- 16 gives example of over the counter and prescription medicines H6CH-IVe-17
- 355. 355 explains the uses of some over the counter and prescription medicines Week 5 H6CH-IVf-18 identifies the common propaganda techniques used in advertising Week 6 H6CH-IVg-19 analyzes packaging and labels of health products Week 7 H6CH-IVh-21 practices good decision making skills in the selection of health products Week 8 H6CH-IVh-22 discusses ways to protect oneself from fraudulent health products Week 9 to Week 10 H6CH-IVij-23 * These learning competencies were rephrased and deemed essential in the achievement of content and performance standards. Grade Level: Grade 7 Subject: Health Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 1st Quarter The learner… demonstrates understanding of holistic health and its management of health concerns, the growth and development of adolescents and how to manage its challenges. The learner… appropriately manages concerns and challenges during adolescence to achieve holistic health. explains the dimensions of holistic health (physical, mental/ intellectual, emotional, social, and moral-spiritual) Week 1 H7GD-Ib-13 analyzes the interplay among the health dimensions in developing holistic health H7GD-Ib-14 practices health habits to achieve holistic health Week 2 H7GD-Ic-15 *Recognize changes in different aspects of growth that normally happen during adolescence years. Week 3 to Week 4 H7GD-Id-e-16 H7GD-Id-e-17 H7GD-Id-e-18
- 356. 356 explains the proper health appraisal procedures Week 5 to Week 8 H7GD-Ii-j-22 demonstrates health appraisal procedures during adolescence in order to achieve holistic health H7GD-Ii-j-23 avails of health services in the school and community in order to appraise one’s health H7GD-Ii-j-24 applies coping skills in dealing with health concerns during adolescence H7GD-Ii-j-25 2nd Quarter demonstrates understanding of nutrition for a healthy life during adolescence makes informed decisions in the choice of food to eat during adolescence identifies the right foods during adolescence Week 1 H7N-IIa-20 follows the appropriate nutritional guidelines for adolescents for healthful eating • explains the need to select food based on the nutritional needs during adolescence • follows the Food Pyramid guide for adolescents and nutritional guidelines for Filipinos in choosing foods to eat Week 2 to Week 3 H7N-IIb-c-21 describes the characteristics, signs and symptoms of malnutrition and micronutrient deficiencies Week 4 to Week 6 H7N-IId-f-23 discusses ways of preventing and controlling malnutrition and micronutrient deficiencies H7N-IId-f-24 explains the characteristics, signs and symptoms of eating disorders H7N-IId-f-25 discusses ways of preventing and controlling eating disorders H7N-IId-f-26
- 357. 357 applies decision-making and critical thinking skills to prevent nutritional problems of adolescents Week 7 to Week 8 H7N-IIg-h-27 3rd Quarter demonstrates understanding of mental health as a dimension of holistic health for a healthy life consistently demonstrates skills that promote mental health explains the factors that affect the promotion of good mental health Week 1 to Week 2 H7PH-IIIa-b-28 explains that stress is normal and inevitable H7PH-IIIa-b-29 differentiates eustress from distress H7PH-IIIa-b-30 identifies situations that cause feelings of anxiety or stress H7PH-IIIa-b-31 identifies physical responses of the body to stress Week 3 H7PH-IIIc-33 identifies people who can provide support in stressful situations H7PH-IIIc-34 differentiates healthful from unhealthful strategies in coping with stress Week 4 to Week 5 H7PH-IIId-e-35 demonstrates various stress management techniques that one can use every day in dealing with stress H7PH-IIId-e-36 explains the importance of grieving H7PH-IIId-e-37 demonstrates coping skills in managing loss and grief H7PH-IIId-e-38 recognizes triggers and warning signs of common mental disorders Week 6 to Week 8 H7PH-IIIf-h-39 discusses the types, sign, symptoms, and prevention, treatment and professional care in managing common mental health disorders H7PH-IIIf-h-40 4th Quarter demonstrates understanding of non- communicable diseases for a healthy life consistently demonstrates personal responsibility and healthful practices in the prevention explains non-communicable diseases based on cause and effect, signs and symptoms, risk factors and protective factors and possible complications Week 1 to Week 3 H7DD-IVb-d-25 corrects myth and fallacies about non- communicable diseases Week 4 H7DD-IVe-26
- 358. 358 and control of non- communicable diseases practices ways to prevent and control non-communicable diseases Week 5 H7DD-IVf-27 demonstrates self-monitoring to prevent non-communicable diseases Week 6 to Week 8 H7DD-IVg-h-28 promotes programs and policies to prevent and control non- communicable and lifestyle diseases H7DD-IVg-h-29 identifies agencies responsible for non-communicable disease prevention and control H7DD-IVg-h-30 * These learning competencies were rephrased and deemed essential in the achievement of content and performance standards. Grade Level: Grade 8 Subject: Health Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 1st Quarter The learner demonstrates understanding of human sexuality and managing sexuality related issues for a healthy life The learner appropriately manages sexually- related issues through responsible and informed decisions *discusses basic terms in sexuality as an important component of one’s personality Week 1 H8FH-Ia-16 H8FH-Ia-17 explains the dimensions of human sexuality H8FH-Ia-18 analyzes the factors that affect one’s attitudes and practices related to sexuality and sexual behaviors Week 2 H8FH-Ib-19 assesses personal health attitudes that may influence sexual behavior Week 3 to Week 4 H8FH-Ic-d-20 relates the importance of sexuality to family health H8FH-Ic-d-21 identifies the different issues/concerns of teenagers (i.e., identity crisis) and the need for support and understanding of the family Week 5 to Week 7 H8FH-Ie-g-22
- 359. 359 applies decision-making skills in managing sexuality-related issues Week 8 H8FH-Ih-23 2nd Quarter demonstrates an understanding of responsible parenthood for a healthy family life makes informed and values-based decisions in preparation for responsible parenthood *explains the definition and importance of courtship and dating in choosing a lifelong partner Week 1 H8FH-IIa-24 H8FH-IIa-25 analyzes behaviors that promote healthy relationship in marriage and family life H8FH-IIa-27 describes the factors that contribute to a successful marriage Week 2 H8FH-IIb-28 discusses various maternal health concerns (pre-during-post pregnancy) Week 3 to Week 4 H8FH-IIc-d-29 explains the importance of maternal nutrition during pregnancy Week 5 to Week 6 H8FH-IIe-f-31 discusses the importance of newborn screening, and the APGAR scoring system for newborns H8FH-IIe-f-32 explains the importance of prenatal care and post-natal care H8FH-IIe-f-33 *discusses the essential newborn protocol (Unang Yakap) and advantages of breastfeeding for both mother and child H8FH-IIe-f-34 H8FH-IIe-f-35 recognizes the importance of immunization in protecting children’s health H8FH-IIe-f-36 analyzes the importance of responsible parenthood Week 7 to Week 8 H8FH-IIg-h-37 *explains the effects of rapid population growth and family size on health of the nation H8FH-IIg-h-38 H8FH-IIg-h-40
- 360. 360 examines the important roles and responsibilities of parents in child rearing and care H8FH-IIg-h-39 enumerates modern family planning methods (natural and artificial) H8FH-Iig-h-41 3rd Quarter demonstrates understanding of principles in the prevention and control of communicable diseases for the attainment of individual wellness consistently demonstrates personal responsibility and healthful practices in the prevention and control of communicable diseases discusses the stages of infection Week 1 H8DD-IIIa-15 analyzes the leading causes of morbidity and mortality in the Philippines H8DD-IIIa-16 *discusses the most common communicable diseases • signs and symptoms of common communicable diseases • effects of common communicable diseases • misconceptions, myths, and beliefs about common communicable diseases • prevention and control of common communicable diseases Week 2 to Week 3 H8DD-IIIb-c-17 H8DD-IIIb-c-18 H8DD-IIIb-c-19 analyzes the nature of emerging and re-emerging diseases Week 4 to Week 5 H8DD-IIId-e-20 demonstrates self-monitoring skills to prevent communicable diseases Week 6 to Week 8 H8DD-IIIf-h-21 promotes programs and policies to prevent and control communicable diseases H8DD-IIIf-h-22 identifies agencies responsible for communicable disease prevention and control H8DD-IIIf-h-23 4th Quarter demonstrates understanding of factors that influence cigarette and alcohol use and demonstrates personal responsibility in the prevention of cigarette and alcohol use through the discusses gateway drugs Week 1 H8S-IVa-27 analyzes the negative health impact of cigarette smoking • describes the harmful short- and long-term effects of Week 2 to Week 3 H8S-IVb-c-29
- 361. 361 strategies for prevention and control promotion of a healthy lifestyle cigarette smoking on the different parts of the body • discusses the dangers of mainstream, second hand and third hand smoke; • explain the impact of cigarette smoking on the family, environment, and community analyzes the negative health impact of drinking alcohol • describes the harmful short- and long-term effects of drinking alcohol • interprets blood alcohol concentration (BAC) in terms of physiological changes in the body • *explains the impact of drinking alcohol on the family, and community Week 4 to Week 5 H8S-IVe-f-31 H8S-IVg-h-32 discusses strategies in the prevention and control of cigarette smoking and drinking alcoholic beverages • apply resistance skills in situations related to cigarette and alcohol use • follows policies and laws in the family, school and community related to cigarette and alcohol use Week 6 to Week 8 H8S-IVg-h-33 suggests healthy alternatives to cigarettes and alcohol to promote H8S-IVg-h-34
- 362. 362 healthy lifestyle (self, family, community) * These learning competencies were rephrased and deemed essential in the achievement of content and performance standards Grade Level: Grade 9 Subject: Health Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 1st Quarter The learner… demonstrates understanding of the principles in protecting the environment for community wellness The learner… consistently demonstrates healthful practices to protect the environment for community wellness defines community and environmental health Week 1 H9CE-Ia-8 explains how a healthy environment positively impact the health of people and communities (less disease, less health care cost, etc.) Week 2 to Week 4 H9CE-Ib-d-10 discusses the nature of environmental issues H9CE-Ib-d-11 analyzes the effects of environmental issues on people’s health H9CE-Ib-d-12 suggests ways to prevent and manage environmental health issues Week 5 to Week 6 H9CE-Ie-f-13 participates in implementing an environmental project such as building and maintaining a school garden or conducting a war on waste campaign (depends on feasibility) Week 7 to Week 8 H9CE-Ig-h-14 2nd Quarter demonstrates understanding of the dangers of substance use and abuse on the individual, family and community shares responsibility with community members through participation in collective action to prevent and control substance use and abuse describes the drug scenario in the Philippines Week 1 H9S-IIa-14 discusses risk and protective factors in substance use, and abuse Week 2 H9S-IIb-16 analyzes situations for the use and non- use of psychoactive substances H9S-IIb-17 identifies the types of drugs/substances of abuse Week 3 H9S-IIc-18
- 363. 363 corrects myths and misconceptions about substance use and abuse Week 4 H9S-IId-19 recognizes warning signs of substance use and abuse H9S-IId-20 *discusses the harmful short- and long- term effects of substance use and abuse on the individual, family, school, and community Week 5 to Week 6 H9S-IId-20 H9S-IIe-f-21 explains the health, socio-cultural, psychological, legal, and economic dimensions of substance use and abuse H9S-IIe-f-22 discusses strategies in the prevention and control of substance use and abuse H9S-IIe-f-23 applies decision-making and resistance skills to prevent substance use and abuse Week 7 to Week 8 H9S-IIg-h-24 suggests healthy alternatives to substance use and abuse H9S-IIg-h-25 3rd Quarter demonstrates understanding of first aid principles and procedures performs first aid procedures with accuracy demonstrates the conduct of primary and secondary survey of the victim (CAB) Week 1 H9IS-IIIb-37 assesses emergency situation for unintentional injuries H9IS-IIIb-38 explains the principles of wound dressing Week 2 to Week 3 H9IS-IIIc.d-40 demonstrates appropriate bandaging techniques for unintentional injuries H9IS-IIIc.d-41 demonstrates proper techniques in carrying and transporting the victim of unintentional injuries Week 4 to Week 5 H9IS-IIIe.f-42 demonstrates proper first aid procedures for common unintentional injuries Week 6 to Week 8 H9IS-IIIg.h-43 4th Quarter demonstrates understanding of the consistently demonstrates differentiates intentional injuries from unintentional injuries Week 1 to Week 4 H9IS-IVa-d-31
- 364. 364 concepts and principles of safety education in the prevention of intentional injuries resilience, vigilance and proactive behaviors to prevent intentional injuries describes the types of intentional injuries H9IS-IVa-d-32 analyzes the risk factors related to intentional injuries Week 5 to Week 8 H9IS-IVe-h-33 identifies protective factors related to intentional injuries H9IS-IVe-h-34 demonstrates ways to prevent and control intentional injuries H9IS-IVe-h-35 * These learning competencies were rephrased and deemed essential in the achievement of content and performance standards. Grade Level: Grade 10 Subject: Health Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 1st Quarter The learner… understands the guidelines and criteria in the selection and evaluation of health information, products, and services. The learner… demonstrates critical thinking and decision- making skills in the selection, evaluation and utilization of health information, products and services. explains the guidelines and criteria in the selection and evaluation of health information, products and services Week 1 to Week 2 H10CH-Ia-b-20 discusses the various forms of health service providers and healthcare plans H10CH-Ia-b-21 selects health professionals, specialists and health care services wisely Week 3 H10CH-Ic-22 reports fraudulent health services H10CH-Ic-24 explains the different kinds of complementary and alternative health care modalities Week 4 H10CH-Id-25 explains the importance of consumer laws to protect public health H10CH-Id-26 identifies national and international government agencies and private organizations that implement programs for consumer protection Week 5 to Week 6 H10CH-Ie-f-27 participates in programs for consumer welfare and protection Week 7 to Week 8 H10CH-Ig-h-28
- 365. 365 2nd Quarter demonstrates understanding of current health trends, issues and concerns in the local, regional, and national, levels consistently demonstrates critical thinking skills in exploring local, regional and national health trends, issues, and concerns discusses the existing health related laws Week 1 H10HC-IIa-1 explains the significance of the existing health related laws in safeguarding people’s health Week 2 to Week 3 H10HC-IIb-2 critically analyzes the impact of current health trends, issues, and concerns H10HC-IIc-d-4 recommends ways of managing health issues, trends and concerns Week 4 to Week 5 H10HC-IIe-g-5 3rd Quarter demonstrates awareness of global health initiatives demonstrates competence in applying knowledge of global health to local or national context global initiatives discusses the significance of global health initiatives Week 1 H10HC-IIIa-1 describes how global health initiatives positively impact people’s health in various countries Week 2 to Week 3 H10HC-IIIb-c-2 analyzes the issues in the implementation of global health initiatives H10HC-IIIb-c-3 recommends ways of adopting global health initiatives to local or national context Week 4 to Week 5 H10HC-IIId-e-4 4th Quarter demonstrates understanding of the concepts in planning a health career prepares an appropriate plan of action in pursuing a health career discusses the components and steps in making a personal health career plan Week 1 to Week 2 H10PC-Iva-b-1 prepares a personal health career following the prescribed components and steps H10PC-Iva-b-2 explores the various health career paths selects a particular health career pathway based on personal competence and interest; participates in a health career orientation program Week 3 to Week 4 H10PC-IVc-d-3 decides on an appropriate health career path H10PC-IVc-d-4
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- 367. 367 Grade Level: Grade 1 Subject: Mother Tongue Grade Level Standards: The learner demonstrates knowledge and skills in listening and communicating about familiar topics, uses basic vocabulary, reads and writes independently in meaningful contexts, appreciates his/her culture. Quarter Most Essential Learning Competencies Duration Code 1st Quarter Talk about oneself and one’s personal experiences using appropriate expressions (family, pet, favorite food, personal experiences (friends, favorite toys, etc.) Use the terms referring to conventions of print: - front and back cover - beginning, ending, title page - author and illustrator MT1BPK-Ia-c-1.1 Read Grade 1 level words, phrases and sentences with appropriate speed and accuracy MT1F-Ic-IVa-i-1.1 Identify rhyming words in nursery rhymes, songs, jingles, poems, and chants MT1PA-Ib-i-1.1 Give the name and sound of each letter MT1PWR-Ib-i-1.1 Express ideas through a variety of symbols (e.g. drawings and invented spelling) MT1C-Ib-f-1.1 Note important details in grade level narrative texts listened to: 1. character 2. setting 3. events MT1LC-Ib-1.1 Use common expressions and polite greetings MT1OL-Ib-c-3.1 Tell whether a given pair of word rhyme MT1PA-Ib-i-2.1 Identify upper and lower case letters MT1PWR-Ib-i-2.1 Give meanings of words through: a. realia b. picture clues actions or gestures MT1VCD-Ib-i-2.1 Recite and sing in groups familiar rhymes and songs MT1OL-b-i-4.1 Write the upper and lower case letters legibly, observing proper sequence of strokes MT1PWR-Ib-i-3.1 Give the beginning letter/sound of the name of each picture MT1PWR-Ib-i-3.1
- 368. 368 Match words with pictures and objects. MT1PWR-Ib-i-4.1 Give the correct sequence of three events in a story listened to MT1LC-Ic-d-2.1 Follow simple one to three- step oral directions MT1SS-Ic-f-1.1 Talk about pictures presented using appropriate local terminologies with ease and confidence. - Animals - Common objects - Musical instruments - Family/People MT1OL-Ic-i-1.2 Say the new spoken word when two or more sounds are put together MT1PA-Ic-i-4.1 Recite and sing individually, with ease and confidence, songs, poems, chants, and riddles MT1OL-IIc-d-4.2 Blend specific letters to form syllables and words MT1PWR-IIa-i-5.1 Follow words from left to right, top to bottom and page by page MT1BPK-Id-f-2.1 Orally communicate basic needs MT1OL-Id-e-2.1 Orally segment a two-three syllable word into its syllabic parts MT1PA-Id-i-3.1 Infer the character feelings and traits in a story listened to MT1LC-Ie-f-3.1 Identify naming words (persons, places, things, animals) a. common and proper b. noun markers MT1GA-Ie-f-2.1 Listen and respond to others in oral conversation MT1OL-Ie-i-5.1 Participate actively during story reading by making comments and asking questions MT1OL-Ie-i-5.1 Isolate and pronounce the beginning and ending sounds of given words MT1PA-Ie-i-5.1 Write correctly grade one level words consisting of letters already learned Recognize that spoken words are represented in written language by specific sequences of letters MT1BPK-Ig-i-3.1 Express ideas through words or phrases, using both invented and conventional spelling MT1C-Ig-i-1.2 Use naming words in sentences a. common and proper b. noun markers MT1GA-Ig-1-h.2
- 369. 369 Identify the speaker in the story or poem listened to MT1LC-Ig-4.1 Write basic information about self (name grade level, section) MT1SS-Ig-i-2.1 Predict possible ending of a story listened to MT1LC-Ih-i-5.1 Add or substitute individual sounds in simple words to make new words MT1PAh-i-6.1 Classify naming words into persons, places, animals, and things, etc. MT1GA-Ii-j-3.1 2nd Quarter Identify pronouns: a. personal b. possessive MT1GA-IIa-d-2.2 Interpret a map of the classroom/school MT1SS-IIa-e-3.1 Supply rhyming words to complete a rhyme, poem, and song MT1OL-IIa-i-7.1 Identify cause and/or effect of events in a story listened to MT1LC-IIc-d-4.2 Identify the problem and solution in the story read MT1LC-IIf-g-4.3 Get information from various sources: (pictures, illustrations, simple graphs, charts) Illustrate specific events in a story read Retell a story read MT1LC-IIh-i-8.1 Identify pronouns with contractions *(Siya’y, Tayo’y . . .) MT1GA-IIi-i-2.2.1 Respond to text (legends, fables, poems.) through dramatization MT1OL-II-j-8.1 3rd Quarter Participate actively in class discussions on familiar topics MT1OL-IIIa-i-6.2 Read sight words MT1PWR-IIIa-i-7.1 Read grade 1 level short paragraph/story with proper expression Note important details in grade level literary and informational texts listened to. MT1LC-IIIa-b-1.2 Interpret a pictograph MT1SS-IIIa-c-5.1 Talk about various topics and experiences using descriptive words Tell/retell legends, fables, and jokes MT1OL-IIIa-i-9.1 Write with proper spacing, punctuation and capitalization when applicable Identify and use synonyms, antonyms, homonyms (when applicable) and words with multiple meanings correctly MT1VCD-IIIa-i-3.1 Identify the tense of the action word in the sentence MT1GA-IIIc-e-2.3.1
- 370. 370 Infer the character feelings and traits in a story read MT1RC-IIId-3.1 Use the correct tense and time signal of an action word in a sentence MT1GA-IIIf-h-1.4 Follow 2 to 3 step written directions MT1SS-IIId-f-6.1 Observe proper indentions, and format) when copying/writ ing words, phrases, sentences, and short paragraphs Read labels in an illustration MT1SS-IIIg-i-7.1 Retell literary and information texts appropriate to the grade level listened to MT1LC-IIIh-i-8.2 Identify action words in oral and written exercises MT1GA-III-i-2.2.1 Use action words to give simple two to three-step directions MT1GA-IIIi-i-1.4.1 4th Quarter Identify describing words that refer to color, size, shape, texture, temperature and feelings in sentences MT1GA-IVa-d-2.4 Identify, give the meaning of, and use compound words in sentences MT1VCD-IVa-i-3.1 Identify, give the meaning of, and use compound words in sentences Use describing words in sentences MT1GA-IVe-g-1.5 Give the synonyms and antonyms of describing words MT1GA-IVh-i-4.1 Grade Level: Grade 2 Subject: Mother Tongue Grade Level Standards: The learner demonstrats communication skills in talking about variety of topics using expanding vocavulary, shows understanding of spoken language in different context using both verbal and non-verbal cues, understands and uses correctly vocabulary and languange strutures, appreciates the cultural aspects of the language, and reads and writes literary and informational texts. Quarter Most Essential Learning Competencies Duration Code 1st Quarter Participate actively during story reading by making comments and asking questions using complete sentences MT2OL-Ia-6.2.1 Read a large number of regularly spelled multi- syllabic words MT2PWR-Ia-b-7.3 Use naming words in sentences Express ideas through poster making (e.g. ads, character profiles, news report, lost and found) using stories as springboard MT2C-Ia-i-1.4 Classify naming words into different categories MT2GA-Ib-3.1.1
- 371. 371 Compose sentences using unlocked words during story reading in meaningful contexts Read with understanding words with consonant blends, clusters and digraphs when applicable MT2PWR-Ic-d-7.4 Identify the gender of naming words, when applicable MT2GA-Ic-2.1.2 Use the combination of affixes and root words as clues to get the meaning of words MT2VCD-Ic-e-1.3 Identify and use collective nouns, when applicable MT2GA-Id-2.1.3 Write upper and lower case letters using cursive strokes MT2PWR-Ia-i-3.3 Read content area-related words MT2PWR-Ie-i-7.6 Identify the parts of a sentence (subject and predicate) MT2GA-Ie-f-2.5 Follow instructions in a test carefully MT2SS-Ie-g-1.2 Identify the difference between a story and a poem MT2LC-If-4.4 Use compound words appropriate to the grade level in sentences Talk about famous people, places, events, etc. using descriptive and action words in complete sentences MT2OL-Ig-h-1.4 Differentiate sentences from non-sentences MT2GA-Ig-4.1 Give the main idea of a story/poem MT2LC-Ig-h-3.3 Construct a variety of sentences observing appropriate punctuation marks Recognize common abbreviations(e.g. Jan., Sun., St., Mr., Mrs.) MT2VCD-Ii-i-4.1 Give the summary of a story MT2L-Ii-i-2.5 2nd Quarter Write paragraphs using subject, object and possessive pronouns, observing the conventions of writing MT2C-IIa-i-2.2 Use the following pronouns when applicable a. demonstrative pronouns (e.g. ito, iyan, yan, dito, diyan, doon) b. subject and object pronouns c. possessive pronouns Identify simile in sentences Participate in and initiate more extended social conversation or dialogue with peers, adultsonunfamiliartopics by askingandansweringquestions, restatingandsoliciting information MT2OL-IId-e-6.3 Get information from various sources: published announcement s; and map of the community
- 372. 372 Write/copy words, phrases, and sentences with proper strokes, spacing, punctuation and capitalization using cursive writing. MT2PWR-IIe-i-3.4 Employ proper mechanics and format when writing for different purposes (i.e. paragraph writing, letter writing) 3rd Quarter Write short narrative paragraphs that include elements of setting, characters, and plot (problem and resolution), observing the conventions of writing MT2C-IIIa-i-2.3 Identify and use action words in simple tenses (present, past, future) with the help of time signals MT2GA-IIIa-c-2.3.2 Use action words when narrating simple experiences and when giving simple 3-5 steps directions using signal words (e.g. first, second, next, etc.). MT2GA-IIId-i-1.4.1 Useexpressions appropriate to the grade levelto relate/show one’s obligation, hope, and wish MT2OL-IIIg-h-3.3 Recognize appropriate ways of speaking that vary according to purposes, audience, and subject matter MT2OL-IIIi-i-11.1 4th Quarter Use the conventions of writing in composing journal entries and letters (friendly letter, thank you letter, letter of invitation, birthday greetings) Identify and use adjectives in sentences MT2GA-IVa-2.4.1 Identify synonyms and antonyms of adjectives MT2GA-IVb-c-2.4.2 Use correctly adverbs of: a. time b. place c. manner d. frequency
- 373. 373 Grade Level: Grade 3 Subject: Mother Tongue Grade Level Standards: The learner demonstrates communication skills in talking about variety of topics using expanding vocabulary, shows understanding of spoken language in different contexts using both verbal and non-verbal cues, vocabulary and language structures, cultural aspects of the language, and reads and writes literary and informational texts. Quarter Most Essential Learning Competencies Duration Code 1st Quarter Correctly spells the words in the list of vocabulary words and the words in the selections read MT3F-Ia-i-1.6 Writes poems, riddles, chants, and raps MT3C-Ia-e-2.5 Differentiates count from mass nouns MT3G-Ia-c-4.2 Notes important details in grade level narrative texts: a. Character b. Setting c. Plot (problem & solution) MT3RC-Ia-b-1.1.1 Uses the correct counters for mass nouns (ex: a kilo of meat) MT3G-Ia-c-1.2.1 Uses the combination of affixes and root words as clues to get meaning of words MT3VCD-Ic-e-1.5 Uses expressions appropriate to the grade level to relate/show one’s obligation, hope, and wish MT3OL-Id-e-3.4 Identifies and uses abstract nouns MT3G-Id-e-2.1.4 Identifies Metaphor personification, and hyperbole in a sentence Interpret the meaning of a poem Writes correctly different types of sentences (simple, compound, complex) MT3G-Ih-i-6.1 Identifies idiomatic expressions in a sentence 2nd Quarter Identifies interrogative pronouns MT3G-IIa-b-2.2.3 Use expressions appropriate to the grade level to react to local news, information, and propaganda about school, community and other local activities MT3OL-IId-e-3.6 Identifies Metaphor personification, hyperbole
- 374. 374 3rd Quarter Writes reactions and personal opinions to news reports and issues MT3C-IIIa-i-2.6 Identifies the parts of a newspaper MT3SS-IIIi-i-12.3 Interprets a pictograph based on a given legend MT3SS-IIIa-c-5.2 Interprets the labels in an illustration Uses the correct form of the verb that agrees with the subject when writing an event Gives another title for literary or informational text. MT3LC-IIIg-2.6 Identifies the author’s purpose for writing a selection. MT3LC-IIIh-4.6 4th Quarter Makes a two-level outline for a report or an interesting experience Writes a 3-5 step procedural Paragraph using signal words such as first, last, then, and next MT3C-IVa-i-2.7 Identifies and uses adverbs of manner in different degrees of comparison MT3G-IVf-g-2.5.2 Identifies and uses correctly prepositions and prepositional phrases MT3G-IVh-2.6
- 375. 375
- 376. 376 Grade Level: Grade 3 Subject: Science Quarter Content Standard The learners demonstrate understanding of... Performance Standard The learners should be able to... Most Essential Learning Competencies Duration K to 12 CG Code 1st ways of sorting materials and describing them as solid, liquid or gas based on observable properties group common objects found at home and in school according to solids, liquids and gas Classify objects and materials as solid, liquid, and gas based on some observable characteristics; Week 1-2 Describe changes in materials based on the effect of temperature: 1 solid to liquid 2 liquid to solid 3 liquid to gas 4 solid to gas Week 3-5 S3MT-Ih-j-4 2nd parts, and functions of the sense organs of the human body; practice healthful habits in taking care of the sense organs; Describe the functions of the sense organs of the human body Week 1 S3LT-IIa-b-1 parts and functions of animals and importance to humans enumerate ways of grouping animals based on their structure and importance Describe animals in their immediate surroundings Week 2 S3LT-IIc-d-3 Identify the external parts and functions of animals Week 2 S3LT-IIc-d-4 Classify animals according to body parts and use Week 3 S3LT-IIc-d-5 State the importance of animals to humans Week 3 S3LT-IIc-d-6 external parts of plants and their functions, and importance to humans demonstrate the proper ways of handling plants Describe the parts of different kinds of plants Week 4 S3LT-IIe-f-8 State the importance of plants to humans Week 4 S3LT-IIe-f-9 characteristics of living and nonliving things illustrates the difference between living and non-living things Compare living with nonliving things Week 5 S3LT-IIe-f-11 Identify observable characteristics that are passed on from parents to offspring (e.g., humans, animals, plants) Week 5 S3LT-IIg-h13
- 377. 377 basic needs of plants, animals and humans list down activities which they can perform at home, in school, or in their neighborhood to keep the environment clean Identify the basic needs of humans, plants and animals such as air, food, water, and shelter Week 6 S3LT-IIi-j-14 Explain how living things depend on the environment to meet their basic needs Week 6 S3LT-IIi-j-15 Recognize that there is a need to protect and conserve the environment Week 7 S3LT-IIi-j-16 3rd motion of objects observe, describe, and investigate the position and movement of things around them Describe the position of a person or an object in relation to a reference point such as chair, door, another person Week 1-3 S3FE-IIIa-b-1 sources and uses of light, sound, heat and electricity apply the knowledge of the sources and uses of light, sound, heat, and electricity Describe the different uses of light, sound, heat and electricity in everyday life Week 4- 5 4th people, animals, plants, lakes, rivers, streams, hills, mountains, and other landforms, and their importance express their concerns about their surroundings through teacher-guided and self – directed activities Relate the importance of surroundings to people and other living things Week 1-2 S3ES-IVc-d-2 types and effects of weather as they relate to daily activities, health and safety express ideas about safety measures during different weather conditions creatively (through artwork, poem, song Describe the changes in the weather over a period of time Week 3-4 S3ES-IVe-f-3 Enumerate and practice safety and precautionary measures in dealing with different types of weather Week 5 S3ES-IVg-h-5 natural objects in the sky affect one’s daily activities list down activities which affect their daily activities Describe the natural objects that are found in the sky during daytime and nighttime Week 6 S3ES-IVg-h-6
- 378. 378 Grade Level: Grade 4 Subject: Science Quarter Content Standard The learners demonstrate understanding of... Performance Standard The learners should be able to... Most Essential Learning Competencies Duration K to 12 CG Code 1st grouping different materials based on their properties Recognize and practice proper handling of products Classify materials based on the ability to absorb water, float, sink, undergo decay; Week 1 S4MT-Ia-1 changes that materials undergo when exposed to certain conditions. evaluate whether changes in materials are useful or harmful to one’s environment Describe changes in solid materials when they are bent, pressed, hammered, or cut; Week 2 - 3 S4MT-Ie-f-5 Describe changes in properties of materials when exposed to certain conditions such as temperature or when mixed with other materials Week 4 - 5 S4MT-Ig-h-6 Identify changes in materials whether useful or harmful to one’s environment. Week 6- 7 S4MT-Ii-j-7 2nd how the major internal organs such as the brain, heart, lungs, liver, stomach, intestines, kidneys, bones, and muscles keep the body healthy construct a prototype model of organism that has body parts which can survive in a given environment Describe the main function of the major organs Week 1 S4LT-IIa-b-1 Communicate that the major organs work together to make the body function properly Week 1 S4LT-IIa-b-2 animals have body parts that make them adapt to land or Infer that body structures help animals adapt and survive in their particular habitat Week 2 S4LT-IIa-b-4 plants have body parts that make them adapt to land or water Identify the specialized structures of terrestrial and aquatic plants Week 3 S4LT-IIe-f-9
- 379. 379 different organisms go through life cycle which can be affected by their environment Compare the stages in the life cycle of organisms Week 4 S4LT-IIg-h-13 beneficial and harmful interactions occur among living things and their environment as they obtain basic needs Describe the effect of the environment on the life cycle of organisms Week 5 S4LT-IIg-h-14 Describe some types of beneficial and harmful interactions among living things Week 6 Describe the effects of interactions among organism in their environment Week 7 S4LT-IIi-j-18 3rd force that can change the shape, size or movement of objects. Explain the effects of force when applied to an object Week 1-2 S4FE-IIIa-1 Characterize magnetic force Week 3 S4FE-IIId-e-3 how light, heat and sound travel using various objects demonstrate conceptual understanding of properties/characteristics of light, heat and sound Describe how light, sound and heat travel Week 4-5 S4FE-IIIf-g-4 Investigate properties and characteristics of light and sound Week 6-7 S4FE-IIIh-5 4th the different types of soil Compare and contrast the characteristics of different types of soil Week 1 S4ES-IVa-1 the different sources of water suitable for human consumption Explain the use of water from different sources in the context of daily activities Week 2 S4ES-IVb-2 Trace and describe the importance of the water cycle Week 3 components of weather using simple instruments practice precautionary measures in planning activities Use weather instruments and describe the different weather components in a weather chart Week 4 Identify safety precautions during different weather conditions Week 5 S4ES-IVg-8 the Sun as the main source of heat and light on Earth Describe the changes in the position and length of shadows in the surroundings as the position of the Sun changes Week 6 S4ES-IVh-9 Describe the effects of the Sun to human activities Week 6
- 380. 380 Grade Level: Grade 5 Subject: Science Quarter Content Standard The learners demonstrate understanding of... Performance Standard The learners should be able to... Most Essential Learning Competencies Duration K to 12 CG Code 1st properties of materials to determine whether they are useful or harmful uses local, recyclable solid and/or liquid materials in making useful products Use the properties of materials whether they are useful or harmful Week 1-2 S5MT-Ia-b-1 materials undergo changes due to oxygen and heat Investigate changes that happen in materials under the following conditions: 1 presence or lack of oxygen 2 application of heat Week 3-4 S5MT-Ic-d-2 Design a product out of local, recyclable solid and/ or liquid materials in making useful products. Week 5-6 S5MT-Ih-i-4 2nd how the parts of the human reproductive system work Practice proper hygiene to care of the reproductive organs Describe the parts of the reproductive system and their functions Week 1 S5LT-IIa-1 Explain the menstrual cycle Week 2 S5LT-IIc-3
- 381. 381 how animals reproduce create a hypothetical community to show how organisms interact and reproduce to survive Describe the different modes of reproduction in animals such as butterflies, mosquitoes, frogs, cats and dogs Week 3 S5LT-IIe-5 how plants reproduce Describe the reproductive parts in plants and their functions Week 4 S5LT-IIf-6 Describe the different modes of reproduction in flowering and non- flowering plants such as moss, fern, mongo and others Week 5 S5LT-IIg-7 the interactions for survival among living and non-living things that take place in estuaries and intertidal zones Discuss the interactions among living things and non-living things in estuaries and intertidal zones Week 6 S5LT-IIh-8 Explain the need to protect and conserve estuaries and intertidal zones Week 7 S5LT-Ii-j-10 3rd motion in terms of distance and time Describe the motion of an object by tracing and measuring its change in position (distance travelled) over a period of time Week 1 S5FE-IIIa-1 how different objects interact with light and sound, heat ; the effects of heat and electricity, light and sound on people and objects Discuss why some materials are good conductors of heat and electricity Week 2 S5FE-IIIc-3 Relate the ability of the material to block, absorb or transmit light to its use Week 3 S5FE-IIIe-5 a simple DC circuit and the relationship between electricity and magnetism in electromagnets propose device using electromagnet that is useful for home school or community Infer the conditions necessary to make a bulb light up Week 4 S5FE-IIIf-6 Determine the effects of changing the number or type of components in a circuit Week 5 S5FE-IIIg-7 Design an experiment to determine the factors that affect the strength of the electromagnet Week 6 S5FE-IIIi-j-9
- 382. 382 4th weathering and soil erosion shape the Earth’s surface and affect living things and the environment participate in projects that reduce soil erosion in the community Describe how rocks turn into soil Week 1 S5FE-IVa-1 Investigate extent of soil erosion in the community and its effects on living things and the environment Week 2 S5FE-IVb-2 weather disturbances and their effects on the environment. prepares individual emergency kit. Characterize weather disturbances in the Philippines and describe their effects to daily life Week 3 the phases of the Moon and the beliefs and practices associated with it debug local myths and folklore about the Moon and the Stars by presenting pieces of evidence to convince the community folks Infer the pattern in the changes in the appearance of the Moon Week 4 S5FE-IVg-h-7 constellations and the information derived from their location in the sky. Identify star patterns that can be seen at particular times of the year Week 5 S5FE-IVi-j-9 Grade Level: Grade 6 Subject: Science Quarter Content Standard The learners demonstrate understanding of... Performance Standard The learners should be able to... Most Essential Learning Competencies Duration K to 12 CG Code 1st different types of mixtures and their characteristics prepare beneficial and useful mixtures such as drinks, food, and herbal medicines. Describe the appearance and uses of homogeneous and heterogenous mixtures Week 1-3 different techniques to separate mixtures separate desired materials from common and local products. Describe techniques in separating mixtures such as decantation, evaporation, filtering, sieving and using magnet Week 4-6 2nd how the major organs of the human body work together to form organ systems make a chart showing healthful habits that promote proper functioning of the Explain how the organs of each organ system work together Week 1-2 S6LT-IIa-b-1 Explain how the different organ systems work together Week 3 S6LT-IIc-d-2
- 383. 383 musculo-skeletal, integumentary, digestive, circulatory, excretory, respiratory, and nervous systems the different characteristics of vertebrates and invertebrates 1. make an inventory of vertebrates and invertebrates that are commonly seen in the community 2. practice ways of caring and protecting animals Determine the distinguishing characteristics of vertebrates and invertebrates Week 4-5 S6MT-IIe-f-3 the interactions for survival among living and non-living things that take place in tropical rainforests, coral reefs, and mangrove swamps form discussion groups to tackle issues involving protection and conservation of ecosystems that serve as nurseries, breeding places, and habitats for economically important plants and animals Discuss the interactions among living things and non-living things in tropical rainforests, coral reefs and mangrove swamps Week 6 S6MT-IIi-j-5 Explain the need to protect and conserve tropical rainforests, coral reefs and mangrove swamps Week 7 S6MT-IIi-j-6 3rd gravity and friction affect movement of objects produce an advertisement demonstrates road safety Infer how friction and gravity affect movements of different objects Week 1-2 S6FE-IIIa-c-1 how energy is transformed in simple machines create a marketing strategy for a new product on electrical or light efficiency Demonstrate how sound, heat, light and electricity can be transformed Week 3-5 S6FE-IIId-f-2 Manipulate simple machines to describe their characteristics and uses Week 6-7 S6FE-IIIg-i-3 4th the effects of earthquakes and volcanic eruptions design an emergency and preparedness plan and kit Describe the changes on the Earth’s surface as a result of earthquakes and volcanic eruptions Week 1 S6ES-IVa-1
- 384. 384 Enumerate what to do before, during and after earthquake and volcanic eruptions Week 2 S6ES-IVb-2 weather patterns and seasons in the Philippines: Describe the different seasons in the Philippines Week 3 S6ES-IVc-3 the earth’s rotation and revolution Differentiate between rotation and revolution and describe the effects of the Earth’s motions Week 5-6 characteristics of planets in the solar system Compare the planets of the solar system Week 7-8 S6ES-IVg-h-6 Construct a model of the solar system showing the relative sizes of the planets and their relative distances from the Sun Week 8 S6ES-IVi-j-7 Grade Level: Grade 7 Subject: Science Quarter Content Standard The learners demonstrate understanding of... Performance Standard The learners should be able to... Most Essential Learning Competencies Duration K to 12 CG Code 1st scientific ways of acquiring knowledge and solving problems perform in groups in guided investigations involving community- based problems using locally available materials Describe the components of a scientific investigation Week 1 S7MT-Ia-1 classifying substances as elements or compounds make a chart, poster, or multimedia presentation of common elements showing their names, symbols, and uses Recognize that substances are classified into elements and compounds Week 2-3 S7MT-Ig-h-5 the properties of substances that distinguish them from mixtures investigate the properties of mixtures of varying concentrations using available materials in the Distinguish mixtures from substances based on a set of properties Week 4-5 S7MT-Ie-f-4
- 385. 385 community for specific purposes some important properties of solutions prepare different concentrations of mixtures according to uses and availability of materials Investigate properties of unsaturated or saturated solutions Week 6 S7MT-Ic-2 Express concentrations of solutions quantitatively by preparing different concentrations of mixtures according to uses and availability of materials Week 7 S7MT-Id-3 2nd the parts and functions of the compound microscope employ appropriate techniques using the compound microscope to gather data about very small objects Identify parts of the microscope and their functions Week 1 S7LT-IIa-1 Focus specimens using the compound microscope Week 2 S7LT-IIb-2 the different levels of biological organization Describe the different levels of biological organization from cell to biosphere Week 3 S7LT-IIc-3 the difference between animal and plant cells Differentiate plant and animal cells according to presence or absence of certain organelles Week 4 S7LT-IIc-3 Explain why the cell is considered the basic structural and functional unit of all organisms Week 4 S7LT-IIe-5 reproduction being both asexual or sexual Differentiate asexual from sexual reproduction in terms of: 1 Number of individuals involved; 2 Similarities of offspring to parents Week 5 S7LT-IIg-7 organisms interacting with each other and with their environment to survive Differentiate biotic from abiotic components of an ecosystem Week 6 S7LT-IIh-9 Describe the different ecological relationships found in an ecosystem Week 6 S7LT-IIh-10 Predict the effect of changes in abiotic factors on the ecosystem Week 7 S7LT-IIj-12 3rd motion in one dimension conduct a forum on mitigation and disaster risk reduction Describe the motion of an object in terms of distance or displacement, speed or velocity, and acceleration Week 1-2 S7FE-IIIa-1
- 386. 386 Create and interpret visual representation of the motion of objects such as tape charts and motion graphs Week 3 S7FE-IIIb-3 waves as a carriers of energy Infer that waves carry energy Week 4 S7LT-IIIc-4 Describe the characteristics of sound using the concepts of wavelength, velocity, and amplitude Week 4 S7LT-IIId-7 the characteristics of light suggest proper lighting in various activities Explain color and intensity of light in terms of its wave characteristics Week 5 how heat is transferred Infer the conditions necessary for heat transfer to occur Week 6 S7LT-IIIh-i-12 charges and the different charging processes Describe the different types of charging processes Week 7 S7LT-IIIj-13 4th the relation of geographical location of the Philippines to its environment analyze the advantage of the location of the Philippines in relation to the climate, weather, and seasons Demonstrate how places on Earth may be located using a coordinate system Week 1 S7ES-IVa-1 Cite and explain ways of using Earth’s resources sustainably Week 2 the different phenomena that occur in the atmosphere Discuss how energy from the Sun interacts with the layers of the atmosphere Week 3 S7ES-IVd-5 Account for the occurrence of land and sea breezes, monsoons, and intertropical convergence zone (ITCZ) Week 3 S7ES-IVf-7 the relationship of the seasons and the position of the Sun in the sky Using models, relate: 1 the tilt of the Earth to the length of daytime 2 the length of daytime to the amount of energy received 3 the position of the Earth in its orbit to the height of the Sun in the sky 4 the height of the Sun in the sky to the amount of energy received Week 4-5 S7ES-IVh-9
- 387. 387 5 the latitude of an area to the amount of energy the area receives 6 tilt of the Earth and the seasons the occurrence of eclipses Explain how solar and lunar eclipses occur using models Week 6 Grade Level: Grade 8 Subject: Science Quarter Content Standard The learners demonstrate understanding of... Performance Standard The learners should be able to... Most Essential Learning Competencies Duration K to 12 CG Code 1st Newton’s three laws of motion develop a written plan and implement a “Newton’s Olympics” Investigate the relationship between the amount of force applied and the mass of the object to the amount of change in the object’s motion Week 1 S8FE-Ia-15 Infer that when a body exerts a force on another, an equal amount of force is exerted back on it Week 2 S8FE-Ia-16
- 388. 388 work using constant force, power, gravitational potential energy, kinetic energy, and elastic potential energy Identify and explain the factors that affect potential and kinetic energy Week 2-3 the propagation of sound through solid, liquid, and gas Investigates the effect of temperature to the speed of sound Week 4 some properties and characteristics of visible light discuss phenomena such as blue sky, rainbow, and red sunset using the concept of wavelength and frequency of visible light Explain the hierarchy of colors in relation to the energy of visible light Week 4 S8FE-If-27 heat and temperature, and the effects of heat on the body Differentiate between heat and temperature at the molecular level Week 4 S8FE-Ig-29 current- voltage-resistance relationship, electric power, electric energy, and home circuitry Infer the relationship between current and voltage Week 5-6 Explain the advantages and disadvantages of series and parallel connections in homes Week 7 S8FE-li-31 Explain the functions of circuit breakers, fuses, earthing, double insulation, and other safety devices in the home Week 7 S8FE-li-33 2nd the relationship between faults and earthquakes 1. participate in decision making on where to build structures based on knowledge of the location of active faults in the community Using models or illustrations, explain how movements along faults generate earthquakes Week 1 S8ES-IIa-14 Differentiate the 1 epicenter of an earthquake from its focus; Week 1-2 S8ES-IIa-15
- 389. 389 2. make an emergency plan and prepare an emergency kit for use at home and in school 2 intensity of an earthquake from its magnitude; 3 active and inactive faults Explain how earthquake waves provide information about the interior of the earth Week 3 S8ES-IIc-17 the formation of typhoons and their movement within the PAR 1. demonstrate precautionary measures before, during, and after a typhoon, including following advisories, storm signals, and calls for evacuation given by government agencies in charge 2. participate in activities that lessen the risks brought by typhoons Explain how typhoon develops and how it is affected by landmasses and bodies of water Week 4-5 Trace the path of typhoons that enter the Philippine Area of Responsibility (PAR) using a map and tracking data Week 5 S8ES-IIf-21 characteristics of comets, meteors, and asteroids discuss whether or not beliefs and practices about comets and meteors have scientific basis Compare and contrast comets, meteors, and asteroids Week 6 S8ES-IIg-22 3rd the particle nature of matter as basis for explaining properties, physical changes, and structure of substances and mixtures present how water behaves in its different states within the water cycle Explain the properties of solids, liquids, and gases based on the particle nature of matter; Week 1-2 S8MT-IIIa-b-8
- 390. 390 Explain physical changes in terms of the arrangement and motion of atoms and molecules; Week 3-4 S8MT-IIIc-d-9 the identity of a substance according to its atomic structure Determine the number of protons, neutrons, and electrons in a particular atom; Week 5-6 S8MT-IIIe-f-10 the periodic table of elements as an organizing tool to determine the chemical properties of elements Use the periodic table to predict the chemical behavior of an element. Week 7-8 S8MT-IIIi-j-12 4th 1. the digestive system and its interaction with the circulatory, respiratory, and excretory systems in providing the body with nutrients for energy 2. diseases that result from nutrient deficiency and present an analysis of the data gathered on diseases resulting from nutrient deficiency Explain ingestion, absorption, assimilation, and excretion Week 1 S8LT-IVa-13
- 391. 391 ingestion of harmful substances, and their prevention and treatment 1. how cells divide to produce new cells 2. meiosis as one of the processes producing genetic variations of the Mendelian Pattern of Inheritance report on the importance of variation in plant and animal breeding Compare mitosis and meiosis, and their role in the cell-division cycle Week 2 S8LT-IVd-16 Explain the significance of meiosis in maintaining the chromosome number Week 2 S8LT-IVe-17 Predict phenotypic expressions of traits following simple patterns of inheritance Week 3 S8LT-IVf-18 1. the concept of a species 2. the species as being further classified into a hierarchical taxonomic system report (e.g., through a travelogue) on the activities that communities engage in to protect and conserve endangered and economically important species Explain the concept of a species Week 4 S8LT-IVg-19 Classify organisms using the hierarchical taxonomic system Week 4 S8LT-IVh-20 Explain the advantage of high biodiversity in maintaining the stability of an ecosystem Week 5 S8LT-IVh-21 the one-way flow of energy and the cycling of materials in an ecosystem make a poster comparing food choices based on the trophic levels’ Describe the transfer of energy through the trophic levels Week 5 S8LT-IVi-22 Analyze the roles of organisms in the cycling of materials Week 6 S8LT-IVi-23 Explain how materials cycle in an ecosystem Week 6 S8LT-IVi-24 Suggest ways to minimize human impact on the environment Week 7 S8LT-IVj-25 Grade Level: Grade 9 Subject: Science Quarter Content Standard The learners demonstrate understanding of... Performance Standard The learners should be able to... Most Essential Learning Competencies Duration 1st 1. how the different structures of the conduct an information dissemination activity on Explain how the respiratory and circulatory systems work together to Week 1-2 S9LT-la-b-26
- 392. 392 circulatory and respiratory systems work together to transport oxygen-rich blood and nutrients to the different parts of the body 2. the prevention, detection, and treatment of diseases affecting the circulatory and respiratory systems effective ways of taking care of the respiratory and circulatory systems based on data gathered from the school or local health workers transport nutrients, gases, and other molecules to and from the different parts of the body Infer how one’s lifestyle can affect the functioning of respiratory and circulatory systems Week 2 S9LT-lc-27 1. how genetic information is organized in genes on chromosomes 2. the different patterns of inheritance Explain the different patterns of non- Mendelian inheritance Week 3-4 S9LT-Id-29 how changes in the environment may affect species extinction make a multimedia presentation of a timeline of extinction of representative microorganisms, plants, and animals Relate species extinction to the failure of populations of organisms to adapt to abrupt changes in the environment Week 5 S9LT-Ie-f-30 1. the structure and function of plant parts and organelles involved in photosynthesis 2. the structure and function of mitochondrion as the main organelle involved in respiration design and conduct an investigation to provide evidence that plants can manufacture their own food Differentiate basic features and importance of photosynthesis and respiration Week 6-7 S9LT-lg-j-31 2nd 1. the development of atomic models that led to the description of the behavior of electrons within atoms 2. how atoms combine with other atoms by Explain how the Quantum Mechanical Model of the atom describes the energies and positions of the electrons Week 1 Recognize different types of compounds (ionic or covalent) based on their properties such as melting point, Week 2 S9MT-IIb-14
- 393. 393 transferring or by sharing electrons 3. forces that hold metals together hardness, polarity, and electrical and thermal conductivity; S9MT-IIb-14 Explain how ions are formed; Week 3 S9MT-IIe-f-16 the type of bonds that carbon forms that result in the diversity of carbon compounds Explain how the structure of the carbon atom affects the type of bonds it forms; Week 4-5 S9MT-IIg-17 Recognize the general classes and uses of organic compounds; Week 6 S9MT-IIh-18 the unit, mole, that quantitatively measures the number of very small particles of matter analyze the percentage composition of different brands of two food products and decide on the products’ appropriate percentage composition Use the mole concept to express mass of substances; and Week 7 S9MT-IIi-19 Determine the percentage composition of a compound given its chemical formula and vice versa. Week 8 S9MT-IIj-20 3rd volcanoes found in the Philippines Describe the different types of volcanoes and volcanic eruption Week 1 Explain what happens when volcanoes erupt Week 2 S9ES -IIIb-28 Illustrate how energy from volcanoes may be tapped for human use Week 3-4 S9ES –IIIc-d-29 factors that affect climate, and the effects of changing climate and how to adapt accordingly participate in activities that reduce risks and lessen effects of climate change Explain how different factors affect the climate of an area Week 5-6 S9ES-IIIe-30 Describe certain climatic phenomena that occur on a global level Week 6-7 S9ES-IIIf-31 the relationship between the visible constellations in the sky and Earth’s position along its orbit discuss whether or not popular beliefs and practices with regard to constellations and astrology have scientific basis Show which constellations may be observed at different times of the year using models Week 8-9 S9ES-IIIj-35
- 394. 394 4th projectile motion, impulse and momentum, and conservation of linear momentum propose ways to enhance sports related to projectile motion Describe the horizontal and vertical motions of a projectile Week 1 S9FE-IVa-34 Investigate the relationship between the angle of release and the height and range of the projectile Week 1-2 S9FE-IVa-35 Relate impulse and momentum to collision of objects (e.g., vehicular collision) Week 3 S9FE-IVb-36 Infer that the total momentum before and after collision is equal Week 3 S9FE-IVb-37 conservation of mechanical energy create a device that shows conservation of mechanical energy Perform activities to demonstrate conservation of mechanical energy Week 4 S9FE-IVd-40 the relationship among heat, work, and efficiency analyze how power plants generate and transmit electrical energy Construct a model to demonstrate that heat can do work Week 5 S9FE-IVe-42 Explain how heat transfer and energy transformation make heat engines work Week 6 S9FE-IVg-45 generation, transmission, and distribution of electrical energy from power plants (hydroelectric, geothermal, wind, nuclear) to home Explain how electrical energy is generated, transmitted, and distributed Week 6-7 S9FE-IVh-j-46
- 395. 395 Grade Level: Grade 10 Subject: Science Quarter Content Standard The learners demonstrate understanding of... Performance Standard The learners should be able to... Most Essential Learning Competencies Duration K to 12 CG Code 1st the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges 1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions 2. suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and volcanic eruptions Describe and relate the distribution of active volcanoes, earthquake epicenters, and major mountain belts to Plate Tectonic Theory Week 1-3 Describe the different types of plate boundaries Week 4 S10ES –Ia-j-36.2 Explain the different processes that occur along the plate boundaries Week 5-6 S10ES –Ia-j-36.3 Describe the possible causes of plate movement Week 7 S10ES –Ia-j-36.5 Enumerate the lines of evidence that support plate movement Week 8 S9ES –Ia-j-36.6 2nd the different regions of the electromagnetic spectrum Compare the relative wavelengths of different forms of electromagnetic waves Week 1-2 S10FE-IIa-b-47 Cite examples of practical applications of the different regions of EM waves, such as the use of radio waves in telecommunications Week 3-4 S10FE-IIc-d-48 Explain the effects of EM radiation on living things and the environment Week 5 S10FE-IIe-f-49 the images formed by the different types of mirrors and lenses Predict the qualitative characteristics (orientation, type, and magnification) of images formed by plane and curved mirrors and lenses Week 6-7 S10FE-IIg-50 Identify ways in which the properties of mirrors and lenses determine their use in Week 8 S10FE-IIh-52
- 396. 396 optical instruments (e.g., cameras and binoculars) the relationship between electricity and magnetism in electric motors and generators Explain the operation of a simple electric motor and generator Week 9 S10FE-IIj-54 3rd 1. organisms as having feedback mechanisms, which are coordinated by the nervous and endocrine systems 2. how these feedback mechanisms help the organism maintain homeostasis to reproduce and survive Explain the role of hormones involved in the female and male reproductive systems Week 1 S10LT-IIIb-34 Describe the feedback mechanisms involved in regulating processes in the female reproductive system (e.g., menstrual cycle) Week 2 S10LT-IIIc-35 Describe how the nervous system coordinates and regulates these feedback mechanisms to maintain homeostasis Week 3 S10LT-IIIc-36 1. the information stored in DNA as being used to make proteins 2. how changes in a DNA molecule may cause changes in its product 3. mutations that occur in sex cells as being heritable Explain how protein is made using information from DNA Week 4 S10LT-IIId-37 Explain how mutations may cause changes in the structure and function of a protein Week 4 S10LT-IIIe-38 how evolution through natural selection can result in biodiversity write an essay on the importance of adaptation as a mechanism for the survival of a species Explain how fossil records, comparative anatomy, and genetic information provide evidence for evolution Week 5 S10LT-IIIf-39 Explain the occurrence of evolution Week 6 S10LT-IIIg-40 1. the influence of biodiversity on the stability of ecosystems Explain how species diversity increases the probability of adaptation and survival of organisms in changing environments Week 7 S10LT-IIIh-41
- 397. 397 2. an ecosystem as being capable of supporting a limited number of organisms Explain the relationship between population growth and carrying capacity Week 7 S10LT-IIIi-42 4th how gases behave based on the motion and relative distances between gas particles Investigate the relationship between: 1 volume and pressure at constant temperature of a gas 2 volume and temperature at constant pressure of a gas 3 explains these relationships using the kinetic molecular theory Week 1-2 S9MT-IIj-20 the structure of biomolecules, which are made up mostly of a limited number of elements, such as carbon, hydrogen, oxygen, and nitrogen Recognize the major categories of biomolecules such as carbohydrates, lipids, proteins, and nucleic acids Week 3-4 S10MT-IVc-d-22 the chemical reactions associated with biological and industrial processes affecting life and the environment using any form of media, present chemical reactions involved in biological and industrial processes affecting life and the environment Apply the principles of conservation of mass to chemical reactions Week 5-6 S10MT-IVe-g-23 Explain how the factors affecting rates of chemical reactions are applied in food preservation and materials production, control of fire, pollution, and corrosion Week 7-8 S10MT-IVh-j-24
- 398. 398
- 399. 399 GRADE LEVEL: Grade 4 SUBJECT: EPP QUARTER: 1-4 QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code ENTREP/ICT Ang mag-aaral ay… naipamamalas ang pang-unawa sa konsepto ng “entrepreneurship” Ang mag-aaral ay… naipaliliwanag ang mga batayang konsepto ng pagnenegosyo 1.1 naipaliliwanag ang kahulugan at kahalagahan ng “entrepreneurship” 1.2 natatalakay ang mga katangian ng isang entrepreneur 1.3 natatalakay ang iba’t-ibang uri ng negosyo 2 WEEKS EPP4IE-0a-1 EPP4IE-0a-2 EPP4IE-0b-4 naipamamalas ang kaalaman at kakayahan sa paggamit ng computer, Internet, at email sa ligtas at responsableng pamamaraan nakagagamit ng computer, Internet, at email sa ligtas at responsableng pamamaraan 1.1 naipaliliwanag ang mga panuntunan sa paggamit ng computer, Internet, at email 1.2 natatalakay ang mga panganib na dulot ng mga di-kanais-nais na mga software (virus at malware), mga nilalaman, at mga pag-asal sa Internet 1.3 nagagamit ang computer, Internet, at email sa ligtas at responsableng pamamaraan 1.4 naipaliliwanag ang kaalaman sa paggamit ng computer at Internet bilang mapagkukunan ng iba’t ibang uri ng impormasyon 3 WEEKS EPP4IE -0c-5 EPP4IE -0c-6 EPP4IE-0d- 7 EPP4IE-0d-8 naipamamalas ang kaalaman at kasanayan sa computer at Internet sa pangangalap at pagsasaayos ng impormasyon nakagagamit ng computer at Internet sa pangangalap at pagsasaayos ng impormasyon 1.1 nagagamit ang computer file system 1.2 nagagamit ang web browser at ang basic features ng isang search engine sa pangangalap ng impormasyon 1.3 nakagagawa ng table at tsart gamit ang word processing 1.4 nakagagawa ng table at tsart 2 WEEKS EPP4IE-0e-9 EPP4IE-0e-10 EPP4IE-0g-13 EPP4IE -0h-15
- 400. 400 gamit ang electronic spreadsheet tool 1.5 nakakapag-sort at filter ng impormasyon gamit ang electronic spreadsheet tool naipakikita ang kaalaman at kasanayan sa paggamit ng nakagagamit ng email 1.1 nakasasagot sa email ng iba 1.2 nakapagpapadala ng email na may kalakip na dokumento o iba pang media file 1.3 nakaguguhit gamit ang drawing tool o graphics software 1.4 nakakapag-edit ng photo gamit ang basic photo editing tool 1.5 nakagagawa ng dokumento na may picture gamit ang word processing toolodesktop publishing tool 1.5nakagagawa ng maikling report na may kasamang mga table, tsart, at photo o drawing gamit ang iba’t ibang tools na nakasanayan 1 WEEK EPP4IE -0h-17 EPP4IE -0i-18 EPP4IE -0i-19 EPP4IE -0j-21 EPP4IE -0j-22 AGRICULTURE naipamamalas ang pang-unawa sa kaalaman at kasanayan sa pagtatanim ng halamang ornamental bilang isang gawaing pagkakakitaan naisasagawa ang pagtatanim, pag-aani, at pagsasapamilihan ng halamang ornamental sa masistemang pamamaraan 1.1 naisasagawa ang mga kasanayan at kaalaman sa pagtatanim ng halamang ornamental bilang isang pagkakakitaang gawain 1.2 natatalakay ang pakinabang sa pagtatanim ng halamang ornamental, para sa pamilya at sa pamayanan 2 WEEKS EPP4AG-0a-1 EPP4AG-0a-2 L.O. 1 naipakikita ang wastong pamamaraan sa pagpapatubo/ pagtatanim ng halamang ornamental 3 WEEKS EPP4AG-0d-6
- 401. 401 1.4.1 pagpili ng itatanim. 1.4.2 paggawa/ paghahanda ng taniman. 1.4.3 paghahanda ng mga itatanim o patutubuin at itatanim 1.4.8 pagtatanim ayon sa wastong pamamaraan 1.8 naisasagawa ang masistemang pangangalaga ng tanim 1.8.1 pagdidilig, pagbubungkal ng lupa, paglalagay ng abono, paggawa ng abonong organiko atbp 2.1 naisasagawa ang wastong pag- aani/ pagsasapamilihan ng m ga halamang ornamental 3 WEEKS EPP4AG-0e-8 EPP4AG-0f-10 naipamamalas ang pang-unawa sa panimulang kaalaman at kasanayan sa pag-aalaga ng hayop sa tahanan at ang maitutulong nito sa pag-unlad ng pamumuhay naisasagawa ng ma kawilihan ang pag-aalaga sa hayop sa tahanan bilang mapagkakakitaang gawain L.O. 1 natatalakay ang kabutihang dulot ng pag-aalaga ng hayop sa tahanan 1.1 natutukoy ang mga hayop na maaaring alagaan sa tahanan. L.O. 2 naiisa-isa ang wastong pamamaraan sa pag - aalaga ng hayop 2.1.1 pagsasagawa nang maayos na pag-aalaga ng hayop 2.1.2 pagbibigay ng wastong lugar o tirahan 2.1.3 pagpapakain at paglilinis ng tirahan 1 WEEK EPP4AG-0h-15 EPP4AG-0h-16 EPP4AG-0h-17 HOME ECONOMICS naipamamalas ang pang-unawa sa batayang konsepto ng “gawaing naisasagawa ng may kasanayan ang mga gawaing pantahanan na makatutulong sa 1.1.napangangalagaan ang sariling kasuotan. 1.2.naiisa-isa ang mga paraan ng pagpapanatiling malinis ng kasuotan 3 WEEKS EPP4HE-0b-3
- 402. 402 pantahanan” at ang maitutulong nito sa pag-unlad ng sarili at tahanan pangangalaga ng pansarili at ng sariling tahanan 1.2.1. nasasabi ang gamit ng mga kagamitan sa pananahi sa kamay 1.2.2. naisasaayos ang payak na sira ng kasuotan sa pamamagitan ng pananahi sa kamay (hal. pagkabit ng butones) 1.1 naisasagawa ang wastong paraan ng paglilinis ng bahay at bakuran 1.2 naisasagawa ang wastong paghihiwalay ng basura sa bahay 2 WEEKS EPP4HE-0f-9 EPP4HE-0g-10 1.1 nakatutulong sa paghahanda ng masustansiyang pagkain. 1.2 naipakikita ang wastong paraan ng paggamit ng kubyertos 1.3 naisasagawa nang may sistema ang pagliligpit at paghuhugas ng pinagkainan 3 WEEKS EPP4HE-0i-14 INDUSTRIAL ARTS naipapamalas ang pang-unawa sa batayang kaalaman at kasanayan sa pagsususkat sa pagbuo ng mga kapakipakinabang na gawaing pang- industriya at ang maitutulong nito sa pag-unlad ng isang pamayanan naisasagawa nang may kasanayan sa pagsusukat at pagpapahalaga sa mga batayang gawain sa sining pang-industriya na makapagpapaunlad sa kabuhayan ng sariling pamayanan 1.1 Natatalakay ang mga kaalaman at kasanayan sa pagsusukat 1.1.1 nakikilala ang mga kagamitan sa pagsusukat 1.1.2 nagagamit ang dalawang sistemang panukat (English at metric) 1.2 naisasagawa ang pagleletra, pagbuo ng linya at pagguhit. 1.3 natatalakay ang kahalagahan ng kaalaman at kasanayan sa "basic sketching" shading at outlining 3 WEEKS EPP4IA-0a-1 EPP4IA-0b-2 EPP4IA-0c-3 EPP4IA-0d-4
- 403. 403 1.4 naisasagawa ang wastong pamamaraan ng basicsketching, shading at outlining 2.1 nakagagawa ng sariling disenyo sa pagbuo o pagbabago ng produktong gawa sa kahoy, ceramics, karton, o lata (o mga materyales na nakukuha sa pamayanan) 6 WEEKS EPP4IA-0f-6 GRADE LEVEL: Grade 5 SUBJECT: EPP QUARTER: 1-4 QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code ENTREP/ICT naipamamalas ang kaalaman at kasanayan upang maging matagumpay na entrepreneur mapahusay ang isang produkto upang maging iba sa iba 1.1 naipaliliwanag ang kahulugan at pagkakaiba ng produkto at serbisyo 1.2 natutukoy ang mga taong nangangailangan ng angkop na produkto at serbisyo 1.3 nakapagbebenta ng natatanging paninda 5 WEEKS 2 WEEKS EPP5IE- 0a-2 EPP5IE - 0a-3 EPP5IE- 0b-5 naipamamalas ang kaalaman at kasanayan ng ligtas at responsible sa: 1. pamamahagi ng mga dokumento at media file 1. nakapamamahagi ng mga dokumento at media file sa ligtas at responsableng pamamaraan 2. nakasasali sa discussion group at chat sa ligtas at responsableng pamamaraan 1.1 naipaliliwanag ang mga panuntunan sa pagsali sa discussion forum at chat 1.2 nakasasali sa discussion forum at chat sa ligtas at responsableng pamamaraan EPP5IE- 0c-8 EPP5IE- 0c-9
- 404. 404 2. pagsali sa discussion group at chat 1.2 natutukoy ang angkop na search engine sa pangangalap ng impormasyon 1.3 nakagagamit ng mga basic function at formula sa electronic spreadsheet upang malagom ang datoS 1.4 nagagamit ang word processing tool 1 WEEK EPP5IE- 0d-11 EPP5IE- 0f-16 EPP5IE- 0j-21 AGRICULTURE naipamamalas ang pang- unawa sa panimulang kaalaman at kasanayan sa pagtatanim ng gulay at ang maitutulong nito sa pag-unlad ng pamumuhay naisasagawa nang maayos ang pagtatanim, pag-aani, at pagsasapamilihan ng gulay sa masistemang pamamaraan 1.1 nakagagawa ng abonong organiko 1.4.1 natatalakay ang kahalagahan at pamamaraan sa paggawa ng abonong organiko 1.4.2 nasusunod ang mga pamamaraan at pag-iingat sa paggawa ng abonong organiko 2 WEEKS EPP5AG- 0b-4 1.2 naisasagawa ang masistemang pangangalaga ng tanim na mga gulay 1.5.1 pagdidilig 1.5.2 pagbubungkal 1.5.3 paglalagay ng abonong organiko 1.3 naisasagawa ang masistemang pagsugpo ng peste at kulisap ng mga halaman 2 WEEKS EPP5AG- 0c-6 1.1 naipaliliwanag ang kabutihang dulot ng pag-aalaga ng hayop na may dalawang paa at pakpak o isda 1.2 natutukoy ang mga hayop na maaring alagaan gaya ng manok, pato, itik, pugo/ tilapia 1 WEEK EPP5AG- 0e-11 EPP5AG- 0g-15
- 405. 405 1.3 nakagagawa ng talaan ng mga kagamitan at kasangkapan na dapat ihanda upang makapagsimula sa pag-aalaga ng hayop o isda EPP5AG- 0h-16 1.1 naisasapamilihan ang inalagaang hayop/isda 1.2 natutuos ang puhunan, gastos, at kita 3 WEEKS EPP5AG- 0j-18 HOME ECONOMICS naipamamalas ang pang- unawa sa kaalaman at kasanayan sa mga “gawaing pantahanan” at tungkulin at pangangalaga sa sarili naisasagawa ang kasanayan sa pangangalaga sa sarili at gawaing pantahanan na nakatutulong sa pagsasaayos ng tahanan 1.1 napangangalagaan ang sariling kasuotan 1.1.1 naiisa-isa ang mga paraan upang mapanatiling malinis ang kasuotan 1.2 naisasagawa ang wastong paraan ng paglalaba 1.2.1 napaghihiwalay ang puti at di- kulay 1.7 naisasagawa ang wastong paraan ngpamamalantsa 4 WEEKS EPP5HE- 0c-6 EPP5HE- 0c-7 EPP5HE- 0d-8 1.1 nakagagamit ng makina at kamay sa pagbuo ng mga kagamitang pambahay 1.2 natutukoy ang mga bahagi ng makinang de- padyak 1.3 nakabubuo ng kagamitangpambahay na maaaring pagkakitaan 1.4 nakalilikha ng isang malikhaing proyekto 3 WEEKS EPP5HE- 0f-17 EPP5HE- 0g-18 1.1naisasagawa ang pagpaplano at pagluluto ng masustansiyang pagkain (almusal, tanghalian, at hapunan) ayon sa badyet ng pamilya 1.2naisasagawa ang pamamalengke ng mga sangkap sa pagluluto 1.3naipakikita ang husay sa pagpili ng sariwa, mura at masustansyang sangkap 2 WEEKS EPP5HE- 0i-24 EPP5HE- 0i-28
- 406. 406 Naisasagawa ang pagluluto 1.1naihahanda ang mga sangkap sa pagluluto 1.2nasusunod ang mga tuntuning pangkalusugan at pangkaligtasan sa paghahanda at pagluluto ng pagkain 1.3 naihahanda nang kaakit-akit ang nilutong pagkain sa hapag kainan (food presentation) EPP5HE- 0j-29 INDUSTRIAL ARTS naipamamalas ang pagkatuto sa mga kaalaman at kasanayan sa mga gawaing pang-industriya tulad ng gawaing kahoy, metal, kawayan, elektrisidad at iba pa naisasagawa ng may kawilihan ng pagbuo ng mga proyekto sa gawaing kahoy, metal, kawayan, elektrisidad, at iba pa 1.1 natatalakay ang mga mahalagang kaalaman at kasanayan sa gawaing kahoy, metal, kawayan at iba pang lokal na materyales sa pamayanan 1.2 nakagagawa ng mga malikhaing proyekto na gawa sa kahoy, metal, kawayan at iba pang materyales na makikita sa kumunidad 3 WEEKS EPP5IA- 0a-1 EPP5IA- 0b- 2 2.1 nakagagawa ng proyekto na ginagamitan ng elektrisidad 2.2 natatalakay ang mga kaalaman at kasanayan sa gawaing elektrisidad 3 WEEKS EPP5IA- 0c- 3 2.3 nakabubuo ng plano ng proyekto na nakadisenyo mula sa ibat-ibang materyales na makikita sa pamayanan (hal., kahoy, metal, kawayan, atbp) na ginagamitan ng elektrisidad na maaaring mapapagkakakitaan 3 WEEKS EPP5IA- 0d- 4
- 407. 407 GRADE LEVEL: Grade 6 SUBJECT: TECHNOLOGY AND LIVELIHOOD EDUCATION COMPONENT: ICT AND ENTREPRENEURSHIP QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code 0 demonstrates knowledge and skills that will lead to one becoming an ideal entrepreneur sells products based on needs and demands produces simple products 2 Weeks TLEIE6-0a-2 buys and sells products based on needs TLEIE6-0b-3 sells products based on needs and demands in school and community TLEIE6-0b-4 demonstrates knowledge and skills in the safe and responsible use of wikis, blogs, and audio and video conferencing tools practices safe and responsible use of wikis, blogs, and audio and video conferencing tools posts and shares materials on wikis in a safe and responsible manner 1 Week TLEIE6-0c-5 posts and shares materials on blogs in a safe and responsible manner TLEIE6-0c-6 participates in video and audio conferences in a safe and responsible manner 1 Week TLEIE6-0d-7 demonstrates knowledge and skills in using online survey tools conducts a survey using online tools creates an online survey form 1 Week TLEIE6-0e-9 processes online survey data TLEIE6-0f-11 demonstrates knowledge and skills in performing advanced calculations on numerical data using an electronic spreadsheet tool processes and summarizes numerical data using advanced functions and formulas in an electronic spreadsheet tool uses functions and formulas in an electronic spreadsheet tool to perform advanced calculations on numerical data 1 Week TLEIE6-0f-12 demonstrates knowledge and skills in using audio, video conferencing tools, and e-group communicates and collaborates online through audio, video conferencing, and egroup uses audio and video conferencing tools to share ideas and work with others online 1 Week TLEIE6-0g-13 uses an e-group to share ideas and work with others TLEIE6-0h-14 demonstrates knowledge and skills to create knowledge products Creates a multimedia knowledge product uses the advanced features of a slide presentation tool to create a multimedia presentation with text, graphics, and photos; hyperlinked 1 Week TLEIE6-0i-15
- 408. 408 elements; animation; and embedded audio and/or video uses the moviemaking software to create a multimedia presentation TLEIE6-0j-16 GRADE LEVEL: Grade 6 SUBJECT: TECHNOLOGY AND LIVELIHOOD EDUCATION COMPONENT: AGRICULTURE QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code 0 demonstrates an understanding of scientific practices in planting trees and fruit trees applies knowledge and skills in planting trees and fruit trees discusses the importance of planting and propagating trees and fruit-bearing trees and marketing seedlings. 1 Week TLE6AG-0a-1 uses technology in the conduct of survey to find out the following: 1 Week TLE6AG-0b- 2 elements to be observed in planting trees and fruit-bearing trees market demands for fruits famous orchard farms in the country conduct a survey to identify: 1 Week TLE6AG-0c- 3 types of orchard farms trees appropriate for orchard gardening based on location, climate, and market demands proper way of planting/propagating trees and fruit-bearing trees (budding, marcotting, grafting) sources of fruit-bearing trees how to care for seedlings
- 409. 409 prepares layout design of an orchard garden using the information gathered TLE6AG-0c-4 propagates trees and fruit-bearing trees using scientific processes 1 Week TLE6AG-0d-5 identifies the appropriate tools and equipment in plant propagation and their uses demonstrates scientific ways of propagating fruit-bearing trees observes healthy and safety measures in propagating fruit-bearing trees performs systematic and scientific ways of caring orchard trees/ seedlings such as watering, cultivating, preparing, and applying organic fertilizer 1 Week TLE6AG-0e-6 markets fruits and seedlings 1 Week TLE6AG-0f-7 develops plan for expansion of planting trees and seedling production TLE6AG-0g-8 demonstrates an understanding of scientific processes in animal/ fish raising applies knowledge and skills, and develops one’s interest I animal/ fish raising conducts survey to find out: 1 Week TLE6AG-0h-9 persons in the community whose occupation is animal (four-legged) /fish raising kinds of four-legged animals/fish being raised as means of livelihood possible hazards that animal raising can cause to the people and community ways to prevent hazards brought about by raising animals market demands for animal/fish products and byproducts direct consumers or retailers
- 410. 410 benefits that can be derived from animal/fish raising 1 Week stories of successful entrepreneurs in animal/fish raising plans for the family’s animal raising project TLE6AG-0i-10 implements plan on animal/fish raising TLE6AG-0i-11 monitors growth and progress TLE6AG-0j-12 keeps an updated record of growth/progress expands/enhances one’s knowledge of animal/fish raising using the Internet manages marketing of animal/fish raised 1 Week TLE6AG-0j-13 discusses indicators for harvesting/capturing demonstrates skill in harvesting/capturing animal/fish prepares marketing strategy by asking help from others or using the Internet markets animals/fish harvested/captured computes the income earned from marketed products (Gross Sale – Expenses = Net income) prepares plans for expansion of animal- raising venture
- 411. 411 GRADE LEVEL: Grade 6 SUBJECT: TECHNOLOGY AND LIVELIHOOD EDUCATION COMPONENT: HOME ECONOMICS QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code 0 applies knowledge and skills, and develops one’s interest I animal/ fish raising manages family resources applying the principles of home management identifies family resources and needs (human, material, and nonmaterial) 1 Week TLE6HE-0a-1 enumerates sources of family income TLE6HE-0a-2 allocates budget for basic and social need such as: 1.1.1 food and clothing 1.1.2 shelter and education 1.1.3 social needs: social and moral obligations (birthdays, baptisms, etc.), family activities, school affairs savings/emergency budget (health, house repair) TLE6HE-0b-3 1.2 prepares feasible and practical budget 1.2.1 manages family resources efficiently 1.2.2 prioritizes needs over wants 1 Week TLE6HE-0b-4 demonstrates an understanding of and skills in sewing household linens sews household linens using appropriate tools and materials and applying classifies tools and materials according to their use (measuring, cutting, sewing) TLE6HE-0c-5 prepares project plan for household linens 1 Week TLE6HE-0c-6 identifies supplies/ materials and tools needed for the project TLE6HE-0c-7 2.1 drafts pattern for household linens 2.1.1 steps in drafting pattern 2.1.2 safety precautions 1 Week TLE6HE-0d- 8
- 412. 412 2.2 sews creative and marketable household linens as means to augment family income 2.3 assesses the finished products as to the quality (using rubrics TLE6HE-0d-9 2.4 markets finished house hold linens in varied/ creative ways 1 Week TLE6HE0e-10 demonstrates an understanding of and skills in the basics of food preservation preserve food/s using appropriate tools and materials and applying the basics of food explains different ways of food preservation (drying, salting, freezing, and processing) 1 Week TLE6HE-0f-10 uses the tools/utensils and equipment and their substitutes in food preservation/ processing TLE6HE-0g-11 preserves food applying principles and skills in food preservation processing TLE6HE-0h-12 conducts simple research to determine market trends and demands in preserved/ processed foods 1 Week TLE6HE-0i- 13 assesses preserved/processed food as to the quality using the rubrics TLE6HE-0i-14 markets preserved/processed food in varied/ creative ways with pride 1 Week TLE6HE-0j- 15 GRADE LEVEL: Grade 6 SUBJECT: TECHNOLOGY AND LIVELIHOOD EDUCATION COMPONENT: INDUSTRIAL ARTS QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code 0 demonstrates an understanding of knowledge and skills in enhancing/decorating products performs necessary skill in enhancing/ decorating finished products discusses the importance and methods of enhancing/decorating bamboo, wood, and metal products TLE6IA-0a- 1
- 413. 413 as an alternative source of income demonstrates creativity and innovativeness in enhancing/ decorating bamboo, wood, and metal products 2 Weeks TLE6IA-0a- 2 1.1 conducts simple survey using technology and other data-gathering method to determine 1.1.1 market trends on products made of bamboo, wood, and metal 1.1.2 customer’s preference of products 1.1.3 types/sources of innovative finishing materials, accessories, and designs 1.1.4processes in enhancing/decorating finished products TLE6IA-0b- 3 discusses the effects of innovative finishing materials and creative accessories on the marketability of products 1 Week TLE6IA-0c- 4 enhances bamboo, wood, metal, and other finished products through sketching, shading, and outlining TLE6IA-0c- 5 1.6 constructs project plan 1.6.1 considers deliberate policies on sustainable development in constructing the project plan 1.6.2 demonstrates resourcefulness and management skills in the use of time, materials, money, and effort 2 Weeks TLE6IA-0d- 6
- 414. 414 1.6.3 assesses the quality of enhanced product using rubrics 1.6.4 refines product based on assessment made markets products TLE6IA-0e- 7 demonstrates an understanding of and skills in making simple electrical gadgets constructs simple electrical gadgets with ease and dexterity construct simple electrical gadgets 1 Week TLE6IA-0f- 8 explains the protocols (processes) in making electrical gadgets TLE6IA-0g- 9 demonstrates an understanding of and skills in recycling waste material recycles waste materials following the principles of “five S” repairs simple gadgets/furniture/ furnishings at home and school 1 Week TLE6IA-0h- 10 1.2 discusses the principles of “five S” 1.2.1 Sorting (Seiri) 1.2.2 Straightening (Seiton) 1.2.3 Systematic Cleaning (Shine) (Seiso) 1.2.4 Standardizing (Seiketsu) 4.1.5 Service (Sustaining) (Shitsuke) TLE6IA-0i- 11 identifies recyclable products/waste materials made of wood, metal, paper, plastic, and others 2 Weeks TLE6IA-0i- 12 explains the process and the importance of recycling TLE6IA-0j- 13 recycles the identified products/waste material into functional items (binding of used paper into notebook or memo pad; bottled plastic into lampshades, flowers, plants; etc.) TLE6IA-0j- 14
- 415. 415 GRADE LEVEL: Grade 7/8 SUBJECT: CAREGIVING NOMINAL HOURS: 40 HOURS COMPONENT: HOME ECONOMICS QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code The learner demonstrates understanding on the use of tools, equipment and paraphernalia in caregiving. The learner independently uses tools, equipment and paraphernalia in caregiving LO 1. Identify caregiving tools, equipment, and paraphernalia applicable to a specific job 1.1 Classify equipment, tools, and paraphernalia according to types, and functions 1 WEEK TLE_HEUTCG7/8- 0a-b-1 LO 2. Use caregiving tools, equipment, and paraphernalia 2.1 Use equipment, tools and paraphernalia based on the task requirement 1 WEEK TLE_HECGUT7/8- 0c-d-2 The learner demonstrates understanding in maintaining tools, equipment and paraphernalia in caregiving. The learner independently maintains tools, equipment and paraphernalia in caregiving. LO 1. Perform aftercare activities for tools, equipment and paraphernalia 1.1 Clean tools, equipment and paraphernalia after use 1.2 Store tools, equipment and paraphernalia in the appropriate area 1.3 Check tools, equipment and paraphernalia regularly for orderliness/tidiness 1.4 Carry out routine maintenance as per Standard Operating Procedures (SOP) 2 WEEKs TLE_HECGMT7/8- 0e-f-3 The learner demonstrates understanding on the practice of occupational health and safety procedures in caregiving. The learner independently practices occupational health and safety procedures in caregiving. LO 1. Identify hazards and risks 1.1 Identify hazards and risks 1.2 Determine hazard and risks indicators in the workplace 1.3 Determine the effects of hazards 1 WEEK TLE_HECGOS7/8- 0h-5
- 416. 416 LO 2. Evaluate and control hazards and risks 1.1 Follow Occupational Health and Safety (OHS) procedures in dealing with and for controlling hazards and risks 1.2 Establish organizational protocol in providing appropriate assistance in workplace emergencies 1 WEEK TLE_HECGOS7/8- 0i-j-6 GRADE LEVEL: Grade 7/8 SUBJECT: DRESSMAKING NOMINAL HOURS: 40 HOURS COMPONENT: HOME ECONOMICS QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code The learner demonstrates understanding in the use of sewing tools in dressmaking The learner independently uses tools in dressmaking/tailoring LO 1. Identify sewing tools and equipment and their uses 2.1 Identify sewing tools and equipment 2.2 Classify sewing machines 2.3 Select appropriate measuring tools 2 WEEKS TLE_HEDM7/8UT- 0a-b-1 The learner demonstrates understanding in carrying out measurements in dressmaking/tailoring. The learner independently carries out measurements and calculations based on job requirements. LO 1. Obtain measurements 2.4 Take accurate body measurements 2.5 Read and record required measurements 2.5 Apply the systems of measurements 2.6 Perform simple calculations based on the job requirement 2.7 Demonstrates accurate reading measurements 2.8 Assess the appropriateness of design based on the client’s features 2.9 Read specifications 2.10 Apply the principles of design and color harmonies 3 WEEKS TLE_HEDM7/8MT- 0c-d-2
- 417. 417 The learner demonstrates understanding in performing basic maintenance of sewing machine in dressmaking/tailoring. The learner consistently performs basic maintenance of sewing machine in dressmaking/tailoring. LO 2. Clean and lubricate machine 1.1. Observe proper handling and cleaning of the machine 1.2 Resolve common machine troubles 2.1 Follow the safety procedures in machine cleaning 2.2 Perform regular maintenance schedules 1 WEEK TLE_HEDM7/8BM- 0i-7 The learner demonstrates understanding in practicing occupational safety and health in dressmaking/tailoring. The learner consistently practices occupational safety and health in dressmaking/tailoring. LO 1. Identify and evaluate hazards and risks 1.1. Explain workplace hazards and risks 1.2. Identify hazards and risks in the workplace 1.3. Explain the causes of hazards and risks 1 WEEK TLE_HEDM7/8BM- 0j-8 GRADE LEVEL: Grade 7/8 SUBJECT: COOKERY NOMINAL HOURS: 40 HOURS COMPONENT: HOME ECONOMICS QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code The learners demonstrate an understanding the use and maintenance of equipment in cookery The learners independently use and maintain tools, equipment, and materials in cookery according to standard operating procedures LO 1. Utilize appropriate kitchen tools, equipment, and paraphernalia 1.1 identify types of tools, equipment, and paraphernalia 1.2 classify the types of appropriate cleaning tools and equipment based on their uses 2 WEEKS TLE_HECK7/8UT- 0a-1 LO 2. Maintain appropriate kitchen tools, equipment, and paraphernalia 1 WEEK TLE_HECK7/8MT- 0b-2
- 418. 418 1.1 select various types of chemicals for cleaning and sanitizing kitchen tools, equipment, and paraphernalia 1.2 clean and sanitize kitchen tools and equipment following manufacturer’s instructions use cleaning tools, equipment, and paraphernalia in accordance to standard operating procedures maintain kitchen tools, equipment, and work areas The learners demonstrate an understanding performing mensuration and calculation in cookery The learners independently measure and calculate ingredients in cookery LO 1. Carry out measurements and calculations in a required task 1.1 give the abbreviations and equivalents of measurements 1.2 measure ingredients according to recipe requirement 1.3 convert systems of measurement according to recipe requirement 1.4perform substitution of ingredients 3 WEEKS TLE_HECK7/8PM- 0d-4 LO 2. Calculate cost of production 2.1 discuss principles of costing 2.2 compute cost of production 1 WEEK TLE_HECK7/8PM- 0e-5 The learners demonstrate an understanding the practice of occupational health and safety The learners independently practice occupational health and safety LO 1. Importance of Occupational Health and Safety Procedures 1.1 recognize the importance of OSH 1 WEEK TLE_HECK7/8OHSP- 0h-8
- 419. 419 GRADE LEVEL: Grade 7/8 SUBJECT: NAIL CARE NOMINAL HOURS: 40 HOURS COMPONENT: HOME ECONOMICS QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code The learner demonstrates understanding of the use of tools and equipment in Nail Care Services. The learner independently uses nail care tools and equipment in Nail Care Servicing LO 1. Prepare the necessary tools and equipment for the specific nail care activity 1.1 Identify the uses of tools and equipment in nail care according to task requirements 1.2 Use tools and equipment according to task requirement 1.3 Observe safety procedure of using tools and equipment 1 WEEK TLE_HEBC7/8UT- 0a-b-1 The learner demonstrates understanding in maintaining tools and equipment in Nail Care The learner independently maintains tools and equipment in Nail Care Servicing LO 2. Perform basic preventive and corrective maintenance 1.1 Clean tools according to standard procedures 1.2 Inspected defective tools and equipment 2 WEEKs TLE_HEBC7/8MT- 0d-e-3 The learner demonstrates understanding in nail shapes in Nail Care Services The learner independently practice nail shapes in Nail Care Services LO 1. Identify nail structure and shapes 1.1 Identify nail structure and shapes 1.2 Perform nail trimmings to varied shapes 4 WEEKS TLE_HEBC7/8MT- 0j-6
- 420. 420 GRADE LEVEL: Grade 7/8 SUBJECT: HANDICRAFT MAKING NOMINAL HOURS: 40 HOURS COMPONENT: HOME ECONOMICS QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code The learner demonstrates understanding on the principles and concepts of embroidery The learner uses basic tools in embroider and create embroidered article L.O. 1: Use basic tools in embroidery 1.1 Basic tools and materials inembroidery are identified. 1.2Different embroidery stitches are performed based on the given steps. 1.3 Proper use of tools is observed 2 WEEKS TLE_HEHD7/8EA- 0a-b-1 LO2. Create embroidered article 2.1 Embroidered article is created based on the principles and elements of design. 2.2 Color scheme are applied increating the design. 2.3 Design is transferred following the given steps. 2.4 Good working habits are observed 2 WEEKS TLE_HEHD7/8EA- 0c-d-2 The learner demonstrates understanding on the principles and concepts of recycling The learner understands and create recycled project LO 1. Understand Recycling 1. Recycled articles are identified based on recyclable materials 1 WEEK TLE_HEHD7/8RP- 0e-f-2 LO2. Create Recycled project 2.1 Recycled articles are produced artistically based on the given steps. 2.2 Tools are properly used. 2.3Good working habits are observed. TLE_HEHD7/8RP- 0e-g-3 The learner demonstrates understanding on the principles The learner understand wrapping of gift items LO1. Wrap Gift Items 1. Tools are properly used. 2. Principles and elements of design are applied. 2 WEEKS TLE_HEHD7/8WG- 0h-i-2
- 421. 421 and concepts of gift wrapping 3. Gift items are wrapped artistically. 4. Decorative articles are applied to enhanced wrapped gift items. 5. Good working habits are observed GRADE LEVEL: Grade 7/8 SUBJECT: FRONT OFFICE SERVICES NOMINAL HOURS: 40 HOURS COMPONENT: HOME ECONOMICS QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code The learner demonstrates understanding on the use of tools, equipment, and paraphernalia in FOS The learner independently use tools, equipment, and paraphernalia in FOS USE TOOLS, EQUIPMENT, AND PARAPHERNALIA LO 1. Identify FOS tools, equipment, and paraphernalia applicable to a specific job 1.1. classify equipment, tools, and paraphernalia according to types and functions 1.2. describe equipment, tools, and paraphernalia based on the specified task 1 WEEK TLE_HEFS7/8UT- 0ab-2 LO 2. Use FOS tools, equipment, and paraphernalia 1.1. use equipment, tools, and paraphernalia based on the task requirements 1 WEEK TLE_HEFS7/8UT- 0ab-2 MAINTAIN TOOLS, EQUIPMENT, AND PARAPHERNALIA LO 1. Perform after-care activities for tools, equipment, and paraphernalia 1.1. clean tools, equipment, and paraphernalia after use according to standard operating procedures 1 WEEK TLE_HEFS7/8UT- 0c-4
- 422. 422 1.2. store tools, equipment, and paraphernalia in appropriate area in accordance with safety procedures The learner demonstrates performing calculations in FOS The learner independently perform calculations in FOS PERFORM MENSURATION AND CALCULATIONS LO 1. Perform simple calculations 1.1. prepare simple report from arrival to departure of customers 1 WEEKS TLE_HEFS7/8MC- 0e-6 The learner demonstrates the practice of occupational health and safety procedures in FOS The learner independently practice occupational health and safety procedures in FOS in accordance with standards PRACTICE OCCUPATIONAL HEALTH AND SAFETY LO 1: Identify hazards and risks 1.1. clarify and explain regulations and workplace safety and hazard control practices and procedures 1.2. identify hazards/risks in the workplace and their corresponding indicators 1 WEEK TLE_HEFS7/8OHS- 0g-8 LO 2: Evaluate and control hazards and risks 1.1. determine effects of hazards 1.2. follow OHS procedures for controlling hazards/risks in the workplace 1 Week TLE_HEFS7/8OHS- 0h-9 The learner demonstrates how to interpret layout areas of front-office reception The learner independently interpret layouts areas of front- office reception INTERPRET DESIGN AND LAYOUT LO 1. Read and interpret front-office reception area 1.1. read and interpret symbols and layout in a given sample plan for a front- office reception area 1.2. describe parts and functions of a front- office reception layout 1.3. evaluate a sample front office reception layout 1 WEEK TLE_HEFS7/8ID- 0j-12
- 423. 423 GRADE LEVEL: 7/8 SUBJECT: FOOD PROCESSING NOMINAL HOURS: 40 HOURS COMPONENT: AGRI-FISHERY ARTS QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code The learner demonstrates understanding of uses and maintenance of food (fish) processing tools, equipment, instruments and utensils in food (fish) processing. The learner uses and maintain appropriate food (fish) processing tools, equipment, instruments and utensils and reports accordingly upon discovery of defect/s. LO 1. Select tools, equipment, utensils and instruments 1.1. Select tools, equipment, utensils and instruments according to food (fish) processing method 1.2. Explain the defects in tools, equipment, utensils and instrument 1.3. Follow procedures in reporting defective tools, equipment, utensils and instruments 2 WEEKS TLE_AFFP9- 12UT- 0a-1 LO 2. Use tools, equipment instruments and utensils by following the standard procedures 2.1. Interpret a food processing procedure 2.2. Apply standard procedures in using tools, equipment, instruments, and utensils 2.3. Calibrate tools, equipment instruments and utensils 2.4. Follow procedures in sanitizing tools, equipment, instruments and utensils 2.5. Use tools, equipment, instruments, and utensils according to job requirements and manufacture’s specification TLE_AFFP9- 12 UT-0b-2
- 424. 424 The learner demonstrates understanding of basic measurements and calculation. The learner performs basic measurements and calculation that relate with weight and measurements. LO 1. Tabulate the recorded data relevant to production of processed food 1.1. Record weights and measurements of raw materials and ingredients 1.2. Summarize/sum up recorded weights and measurements of processed products 1.3. Perform how a seam is measured 2 WEEKS TLE_AFFP9- 12MC-0d-1 The learner demonstrates understanding of basic mathematical skills that relate with spoilage, rejects and the percentage of recovery of yields. The learner exhibits basic mathematical skills that relate with computation of percentage of spoilage, rejects and recovery of yields. LO 3. Calculate the production inputs and output 3.1. Compute for the percentage equivalents of actual spoilage and rejects 3.2. Calculate the percentage of actual yields and recoveries according to enterprise requirements 3.3. Record calculated data according to enterprise requirements 1 WEEK TLE_AFFP9- 12MC-0e-3 The learner demonstrates understanding of interpreting plans and drawings that relate with basic fish processing activities. The learner interprets plans and drawings that relate with basic fish processing activities. LO 1. Interpret a layout plan 1.1. Explain the meanings of signs and symbol used in lay outing plan for fish processing activity 1.2. Interpret layout plan for fish processing area according to standard set 1 WEEK TLE_AFFP9- 12ID-0f-1 The learner demonstrates understanding of basic principles and rules to be observed to ensure food safety and sanitation when he/she packages fish products. The learner observes basic principles and rules to be observed to ensure food safety and sanitation when he/she packages fish products. LO 1. Observe personal hygiene and good grooming 1.1. Explain the importance of good grooming in a workplace 1 WEEK TLE_AFFP9- 12OS-0g-1
- 425. 425 1.2. Follow the procedures in cleaning, checking and sanitizing personal protective equipment GRADE LEVEL: Grade 7/8 SUBJECT: FOOD PROCESSING (SALTING/CURING/SMOKING) NOMINAL HOURS: 40 HOURS COMPONENT: AGRI-FISHERY-ARTS QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code The learner demonstrates understanding on processing food by salting, curing and smoking. The learner demonstrates independently the procedures of processing food by salting, curing and smoking. LO 1. Prepare equipment, tools, materials and utensils 1.1. Prepare Equipment and tools for salting, curing and smoking in accordance with manufacturer’s specifications 1.2. Check, sanitize and calibrate Equipment for the above food processing methods in accordance with manufacturer’s specifications 1 WEEK TLE_AFFP9- 12SL-Ia-c-1 LO 2. Prepare the raw materials 2.1. Sort and grade raw materials are in accordance with specifications 2.2. Prepare eggs for salting in accordance with approved standard procedures 2.3. Prepare poultry for curing in accordance with approved specifications and standard procedures 1 WEEK TLE_AFFP9- 12SL-Id-f-2 LO 3. Prepare salting and curing solutions and mixtures 3.1. Measure and weigh required ingredients for pumping pickle, cover 4 WEEKS TLE_AFFP9- 12SL-Ih-i-3
- 426. 426 pickle and dry cure mixture in line with approved specifications LO 4. Cure the materials 4.1. Cure mixture at room temperature or refrigerated temperature at appropriate number of days 4.2. Submerged materials being cured in solution to obtain even distribution/ penetration of cure mixture in line with approved specifications TLE_AFFP9- 12SL-IIa-b LO 5. Finish the cured materials 5.1. Wash and drain cured food materials from the solution, in accordance with standard operating procedures 5.2. Boil and dip in grana solution salted eggs according to approved specifications 5.3. Transfer the cooked products to containers and cool according to specifications. 1 WEEK TLE_AFFP9- 12SL-IIc-e GRADE LEVEL: Grade 7/8 SUBJECT: FOOD PROCESSING (FERMENTATION/PICKLING) NOMINAL HOURS: 40 HOURS COMPONENT: AGRI-FISHERY ARTS QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code The learner demonstrates understanding food processing by fermentation and pickling. The learner independently demonstrates procedures of fermentation and pickling. LO 1. Prepare equipment, tools and utensils 1.1. Select equipment, tools and utensils for fermentation and pickling are according to requirements 1 WEEK TLE_AFFP9- 12FR-IIh-i
- 427. 427 1.2. Check and calibrate equipment, tools and utensils in accordance with manufacturer’s specifications 1.3. Prepare and sanitize equipment/ utensils for the above food processing methods are according to manufacturer’s specifications LO 2. Prepare raw materials 2.1. Sort and grade raw materials according to approved criteria and enterprise requirements 2.2. Prepare the sorted and graded fresh fruits and vegetables according to required sizes and shapes 2.3. Prepare fish and other marine products according to specifications 1 WEEK TLE_AFFP9- 12FR-IIj-II LO 3. Perform alcoholic fermentation of fruits and vegetables 3.1. Mix prepared fruit with water according to specifications 3.2. Boil mixture in accordance with specifications and enterprise requirements 3.3. Extract juice in accordance with specifications and enterprise requirements 3.4. Cool and mix extracted juice with other ingredients like sugar and yeast in accordance with specifications 3.5. Ferment juice for 1-2 weeks as required 3.6. Filter and heat fermented juice according to specifications 3 WEEKS TLE_AFFP9- 12FR-IIIb-d- 3
- 428. 428 LO 4. Perform acetic acid/ lactic acid fermentation/ pickling of vegetables 4.1. Mix alcoholic liquid with mother vinegar according to specifications 4.2. Ferment mixture for 2-4 weeks according to standard procedures 4.3. Filter mixture and clarify filtrate according to specifications 4.4. Heat acetous liquid according to specifications 1 WEEK TLE_AFFP9- 12FR-IIIe-g- 4 LO 5. Ferment fish and other marine products 5.1. Mix fish and other marine with required salt according to mixing requirements 5.2. Ferment the mixture of fresh and other marine products for 1-2 weeks in fermentation vats/vessels according to standard procedures 5.3. Heat fish paste/fish sauce according to standard procedures 1 WEEK TLE_AFFP9- 12FR-IIIh-i- 5 GRADE LEVEL: Grade 7/8 SUBJECT: FOOD PROCESSING (SUGAR CONCENTRATION) NOMINAL HOURS: 40 HOURS COMPONENT: AGRI-FISHERY ARTS QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code The learner demonstrates understanding on food processing by sugar concentration. The learner demonstrates independently the method of food processing by sugar concentration. LO 1. Prepare Equipment, Tools and Utensils 1.1. Prepare equipment, tools and utensils for preserving foods by sugar concentration in accordance with manufacturer’s manual 1.2. Calibrate equipment, tools and 1 week TLE_AFFP9- 12SC-IVa-b-1
- 429. 429 utensils in accordance with manufacturer’s specifications 1.3. Sanitize equipment, tools and utensils for preserving foods by sugar concentration LO 2. Prepare the raw materials 2.1. Check availability of raw materials according to required food processing methods 2.2. Clean and wash raw materials 2.3. Peel, slice, chop and cut of raw materials according to required sizes and shapes 2.4. Extract juice of the prepared fruits and vegetables through boiling for jelly and marmalade making 1 week TLE_AFFP9- 12SC-IVc-d-2 LO 3. Prepare acid, pectin and sugar mixture 3.1. Measure required amounts of pectin, sugar and citric acid according to approved specifications 3.2. Mix measured pectin, acid and sugar with chopped fruit pulp/juice extract/pieces of fruits according to approved specifications 3 WEEKS 2 weeks TLE_AFFP9- 12SC-IVe-f-3 LO 4. Cook sugar concentrates 4.1. Cook mixture to required consistency 4.2. Check the desired endpoint as specified TLE_AFFP9- 12SC-IVg-i-4
- 430. 430 GRADE LEVEL: Grade 7/8 SUBJECT: MASONRY NOMINAL HOURS: 40 HOURS COMPONENT: INDUSTRIAL ARTS QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code The learner demonstrates an understanding of concepts in the preparation of materials and tools using the different forms in masonry. The learner independently prepares appropriate masonry materials and tools using the different forms in tile setting based on industry standards. LO 1. Prepare masonry materials and tools for the task 1.1 Prepare a list of masonry tools and materials for a specific job 1 WEEK TLE_IAMS7/8UT- 0a-1 LO 2. Request appropriate masonry supplies materials and tools applicable to a specific job 2.1 Use the appropriate form in requesting for masonry tools, supplies and materials for a specific job TLE_IAMS7/8UT- 0b-2 The learner demonstrates an understanding of the concepts and underlying principles in interpreting simple technical drawings and plans in tile setting. The learner independently reads and interprets specifications of simple technical drawings and plans. LO 1. Analyze signs, masonry symbols and data 1.1 Read and interpret masonry signs, symbols and data 1 WEEK TLE_IAMS7/8ID- 0c-1 LO 2. Interpret technical drawings and plans TLE_IAMS7/8ID- 0d-2
- 431. 431 2.1 Read blueprints of masonry plans, diagrams and circuits 2.2 Identify necessary tools, materials and equipment according to blueprints of masonry plans, diagrams and circuits The learner demonstrates an understanding of the concepts and underlying principles in performing measurements and calculations. The learner independently performs accurate measurements and calculation based on given tasks. LO 1. Select masonry measuring tools and instruments 1.1 Choose measuring tools to be used for specific tasks 1 WEEK TLE_IAMS7/8MC- 0e-1 LO 2. Carry out measurements and calculations 2.1 Use appropriate measuring devices for specific tasks 2.2 Convert data to its equivalent measure 1 WEEK TLE_IAMS7/8MC- 0f-2 LO 2. Perform basic maintenance 1.1 Perform cleaning and lubricating of tools 1.1.1 Sharpening 1.1.2 Oiling 2 weeks TLE_IAMS7/8MT- 0g-2
- 432. 432 1.1.3 Insulating LO 3. Store tools and equipment 3.1.Prepare inventory of tools and equipment 3.2.Store tools and equipment in their proper places 3.3. 1 WEEK TLE_IAMS7/8MT- 0h-3 The learner demonstrates an understanding of the concepts and underlying principles of occupational health and safety procedures. The learner independently simulates occupational health and safety procedures. LO 1. Identify hazards and risks 1.1 List down hazards and risks in the workplace TLE_IAMS7/8OS- 0i-1 GRADE LEVEL: Grade 7/8 SUBJECT: CARPENTRY NOMINAL HOURS: 40 HOURS COMPONENT: INDUSTRIAL ARTS QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code The learner demonstrates an understanding of the underlying principles in the preparation of carpentry tools and construction materials. The learner independently prepares carpentry tools and construction materials based on industry standards. LO 1. Identify materials and tools for a task 1.1 Describe tools and materials used in carpentry 1.2 Prepare tools and materials for a task 1 WEEK TLE_IACP7/8UT- 0a-1 LO 2. Request appropriate materials and tools TLE_IACP7/8UT- 0b-2
- 433. 433 2.1. Fill out forms in requesting for carpentry tools and materials as required for a task The learner demonstrates an understanding of the underlying principles in the maintenance of carpentry tools and equipment. The learner independently performs maintenance of carpentry tools and equipment based on industry standards. LO 1. Check condition of tools and equipment 1.1 Segregate defective tool from functional ones 1.2 Label defective tool 1.3 Report the list of defective tools 2 WEEKS TLE_IACP7/8MT- 0c-1 LO 2. Perform basic preventive maintenance 2.1 Repair defective tools 2.2 Conduct preventive maintenance of carpentry tools TLE_IACP7/8MT- 0c-2 The learner demonstrates an understanding of the concepts and underlying principles in performing measurements and calculations. The learner independently performs accurate measurements and calculation based on a given task. LO 1. Select measuring instruments 1.1 Identify linear measuring instrument appropriate for a given task 1 WEEK TLE_IACP7/8MC- 0d-1 LO 2. Carry out measurements and calculations 2.1. Measure given materials 2.2. Calculate amount of materials for a specific task TLE_IACP7/8MC- 0d-e-2 The learner demonstrates an understanding of the The learner independently reads and interprets simple technical drawing LO 1. Analyze signs, symbols and data 1 WEEK TLE_IACP7/8ID- 0f-1
- 434. 434 concepts in interpreting technical drawing signs and symbols in carpentry. signs and symbols based on standard specifications. 1.1 Explain the importance of signs, symbols and data in interpreting a work plan 1.2 Determine appropriate signs and symbols needed in the plan LO 2. Interpret technical drawings and plans 2.1 Read working plan 2.2 Interpret working plan 1 WEEK TLE_IACP7/8ID- 0f-2 LO 3. Apply freehand sketching 3.1 Perform freehand sketching exercises 3.2 Draw simple carpentry plans based on given tasks TLE_IACP7/8ID- 0g-h-3 The learner demonstrates an understanding of the concepts of occupational health and safety procedures. The learner independently prepares an occupational health and safety checklist being applied in carpentry. LO 1. Identify hazards and risks 1.1 List down the different health hazards and risks found in the workplace 1.2 Discuss the effects of health hazards and occupational risks 1 WEEK TLE_IACP7/8ID- 0i-1
- 435. 435 GRADE LEVEL: Grade 7/8 SUBJECT: SMAW NOMINAL HOURS: 40 HOURS COMPONENT: INDUSTRIAL ARTS QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code The learner demonstrates an understanding of the preparation of SMAW materials and tools. The learner independently prepares appropriate SMAW materials and tools based on industry standards. LO 1. Identify and select materials and tools 1.1 Manipulate the tools and materials in a job/task 1 WEEK TLE_IAAW7/8UT- 0a-1 The learner demonstrates an understanding of concepts and underlying principles in performing measurements and calculations. The learner independently performs accurate measurements and calculation based on given tasks. LO 1. Select measuring instruments 1.1 Manipulate the measuring tool for a specified task 1 WEEK TLE_IAAW7/8MC- 0d-1 LO 2. Carry out measurements and calculations 2.1 Measure and calculate the dimensions of a specific object TLE_IAAW7/8MC- 0d-e-2 The learner demonstrates an understanding of the concepts and underlying principles in OHS procedures. The learner independently identifies hazards correctly in accordance with OHS procedures. LO 2. Evaluate hazards and risks 2.1 Identify work hazards in the workplace 1 WEEK TLE_IAAW7/8OS- 0f-2 O 3. Control hazards and risks 1.1 Demonstrate the use of PPEs in the workplace TLE_IAAW7/8OS- 0g-3
- 436. 436 1.2 Enumerate the benefits of observing safety procedure in the workplace The learner demonstrates an understanding of concepts and underlying principles in the maintenance of SMAW tools and equipment. The learner independently performs proper maintenance of SMAW tools and equipment based on industry standards. LO 1. Check condition of tools and equipment 1.1 Functional and non-functional tools are labeled 1 WEEK TLE_IAAW7/8MT- 0h-1 LO 2. Perform basic preventive maintenance 2.1 Maintenance of tools is done regularly 1 WEEK TLE_IAAW7/8MT- 0i-2 LO 3. Store tools and equipment 1.1 Tools are stored safely in appropriate locations in accordance with manufacturer specifications or standard operating procedure TLE_IAAW7/8MT- 0i-3 The learner demonstrates an understanding of the concepts and underlying principles in interpreting simple technical drawings in SMAW. The learner independently reads and interprets simple technical drawings. LO 1. Analyze signs, symbols and data 1.1 Determine appropriate welding materials based on technical drawings 1 WEEK TLE_IAAW7/8ID- 0i-j-1 LO 2. Interpret technical drawings 2.1.Necessary tool, materials and equipment are identified according to plans TLE_IAAW7/8ID- 0i-j-2
- 437. 437 GRADE LEVEL: Grade 7/8 SUBJECT: PLUMBING NOMINAL HOURS: 40 HOURS COMPONENT: INDUSTRIAL ARTS QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code The learner demonstrates an understanding of concepts in the preparation of plumbing materials and tools using the different forms in electrical installation and maintenance. The learner independently prepares appropriate plumbing materials and tools using the different forms in electrical installation and maintenance based on industry standards. LO 1. Prepare plumbing materials and tools for the task 1.1 Prepare a list of plumbing tools and materials for a specific job 1 WEEK 1 WEEK TLE_IAPB7/8UT- 0a-1 LO 2. Request appropriate plumbing supplies, materials and tools applicable to a specific job 1.1 Use the appropriate form in requesting for plumbing tools, supplies and materials for a specific job TLE_IAPB7/8UT- 0a-2 The learner demonstrates an understanding of the concepts and underlying principles in performing measurements and calculations. The learner independently performs accurate measurements and calculation based on given tasks. LO 1. Select plumbing measuring tools and instruments 1.1 Choose measuring tools to be used for specific tasks TLE_IAPB7/8MC- 0c-1 LO 2. Carry out measurements and calculations 2.1 Use appropriate measuring devices for specific tasks 2 WEEKS TLE_IAPB7/8MC- 0d-2
- 438. 438 The learner demonstrates an understanding of the concepts and underlying principles in interpreting simple technical drawings and plans in plumbing installation and maintenance. The learner independently reads and interprets specifications of simple technical drawings and plans. LO 1. Analyze signs, plumbing symbols and data 1.1 Read and interpret plumbing signs, symbols and data 1.2 Analyze plumbing components and materials based on electrical signs, symbols and data TLE_IAPB7/8ID- 0e-1 LO 2. Interpret technical drawings and plans 1.1 Read blueprints of plumbing plans, diagrams and circuits 1.2 Identify necessary tools, materials and equipment according to blueprints of plumbing plans, diagrams and circuits TLE_IAPB7/8ID- 0f-2 The learner demonstrates an understanding of the concepts and underlying principles in the maintenance of plumbing tools and equipment. The learner independently performs proper maintenance of plumbing tools and equipment based on industry standards. LO 2. Perform basic preventive maintenance 1.1 Maintenance of tools is done regularly 1 WEEK TLE_IAPB7/8MT- 0g-2 LO 3. Store tools and equipment 1.1 Tools are stored safely in appropriate locations in accordance with TLE_IAPB7/8MT- 0h-3
- 439. 439 manufacturer specifications or standard operating procedure The learner demonstrates an understanding of the concepts and underlying principles in occupational health and safety procedures The learner independently identifies hazards correctly in accordance with occupational health and safety procedures. LO 1. Identify hazards and risks 1.1 Observing safety work habits in the work place 1.2 Preventing hazards in the workplace 1 WEEK TLE_IAPB7/8OS- 0i-1 LO 2. Evaluate hazards and risks 2.1 Identify work hazards in the workplace TLE_IAPB7/8OS- 0i-2 GRADE LEVEL: Grade 7/8 SUBJECT: AUTOMOTIVE I / MOTORCYCLE SMALL ENGINE NOMINAL HOURS: 40 HOURS COMPONENT: INDUSTRIAL ARTS QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code The learners demonstrate an understanding of concepts and underlying theories and principles in performing measurements and calculations The learners shall be able to perform mensuration and calculation based on job requirements LO 1. Select Measuring Instrument 1.1 Identify object or component to be measured 1.2 Obtain correct specifications from relevant source 1.3 Select appropriate measuring instrument as per job requirement 1 WEEK LO 2. Carry out measurement and calculation 1 WEEK
- 440. 440 2.1 Select measuring tools in line with job requirements 2.2 Obtain accurate measurements with job requirements 2.3 Perform calculations needed to complete work/task using fundamental operation of mathematics 2.4 Use calculations involving fractions, percentage, and mixed numbers to complete workplace tasks 2.5 Check correct and accurate numerical computation 2.6 Read instruments to the limit of accuracy of the tool LO 3. Maintain measuring instrument 3.1 Keep measuring instruments free from corrosion 3.2 Do not drop measuring instrument to avoid damage Clean measuring instrument before and after using TLE_IAMSES9- 12PMC-Ig-10 The learners demonstrate an understanding of concepts and underlying theories and principles in interpreting manuals of specifications in automotive servicing The learners shall be able to read and interpret specification and manual LO 1. Identify and access manual/ specifications 1.1 Identify and access appropriate manuals as per job requirement 1.2 Check version and date of manual to ensure correct specification and identify procedures 1 WEEK TLE_IAMSES9- 12RIA-Ih-11 LO 2. Interpret manuals 1 WEEK TLE_IAMSES9- 12RIA-Ih-12
- 441. 441 2.1 Locate relevant sections, chapters of manuals/ specifications in relations to the work to be conducted 2.2 Interpret information and procedure in the manual in accordance to industry practices LO 3. Apply information accessed in the manual 3.1 Interpret data and specification according to job requirement 3.2 Identify work steps correctly in accordance with manufacturer’s specification 3.3 Apply manual data according to the given task 3.4 Interpret all correct sequence and adjustment in accordance with information contained on the manual or specification TLE_IAMSES9- 12-RIA-Ih-13 The learners demonstrate an understanding of concepts and underlying principles in performing shop maintenance The learners shall be able to perform shop maintenance in accordance with OHS (occupational health and safety) procedures LO 1. Inspect and clean tools, equipment and work area 1.1 Inspect and clean tools, equipment, and work to ensure that they are free from dust, grease, and other substances 1.2 Observe cleaning solvent used as per workshop cleaning requirements 1.3 Check and clean work area 1.4 Keep dry wet surface or spot in the work area 1 WEEK TLE_IAMSES9- 12PSM-Ij-18 LO 2. Store/arrange tools and shop equipment. 1 WEEK TLE_IAMSES9- 12PSM-Ij-19
- 442. 442 2.1 Arrange and store tools and equipment in their respective shelves/location 2.2 Post visible corresponding labels LO 4. Report damaged tools/equipment 4.1 Maintain complete inventory of tools and equipment 4.2 Identify damaged tools/equipment with repair recommendation TLE_IAMSES9- 12PSM-Ij-21 The learners demonstrate an understanding of concepts and underlying principles of interpreting/drawing technical drawings The learners shall be able to interpret/execute technical drawing LO 1. Interpret technical drawing 1.1 Recognize components and assemblies of objects 1.2 Recognize and interpret symbols 1.3 Identify appropriate dimensions 1.4 Follow instructions 1.5 Identify required materials and other consumables 1 WEEK TLE_IAAUTO9- 12ITD-IVf-g-24 LO 3. Apply freehand sketching 3.1 Produce correct freehand sketches using the necessary tools and materials TLE_IAAUTO9- 12ITD-IVh-j-26 The learners demonstrate an understanding of concepts and underlying principles of practicing health, safety, and environment procedures The learner shall be able to perform job in practicing health, safety, and environment procedures LO 1. Apply basic safety procedures 1.1 Maintain policies and procedures to achieve a safe working environment in line with OHS 1.2 Report all unsafe situations according to worksite policy 1.3 Report all machinery and equipment breakdown to supervisor and/or to person in charge 1 WEEK TLE_IAAUTO9- 12PHSE-Ia-c- 27
- 443. 443 1.4 Identify fire and safety hazards and precautions 1.5 Identify dangerous goods and substances 1.6 Follow worksite policy regarding manual handling of hazardous substances 1.7 Participate in consultative arrangements established by company GRADE LEVEL: Grade 7/8 SUBJECT: Electrical Installation Maintenance NOMINAL HOURS: 40 HOURS COMPONENT: INDUSTRIAL ARTS QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code The learner demonstrates an understanding of the concepts in the preparing electrical materials and tools using the different forms in electrical installation and maintenance. The learner independently prepares appropriate electrical materials and tools using the different forms in electrical installation and maintenance based on industry standards. LO 1. Prepare electrical materials and tools for the task 1.1 Prepare a list of electrical tools and materials for a specific job 1 week TLE_IAEI7/8UT- 0a-1 LO 2. Request appropriate electrical supplies materials and tools applicable to a specific job 1.1 Use the appropriate form in requesting for electrical tools, TLE_IAEI7/8UT- 0a-2
- 444. 444 supplies and materials for a specific job The learner demonstrates an understanding of the concepts and underlying principles in performing measurements and calculations. The learner independently performs accurate measurements and calculation based on given tasks. LO 1. Select electrical measuring tools and instruments 1.1 Identify object or component to be measured 1.2 Choose test instruments to be used for specific tasks 2 weeks TLE_IAEI7/8MC- 0c-1 LO 2. Carry out measurements and calculations 1.1 Use appropriate measuring devices for specific tasks 1.2 Compute for required data TLE_IAEI7/8MC- 0d-2 LO 1. Analyze signs, electrical symbols and data 1.1 Read and interpret electrical signs, symbols and data 1.2 Analyze electrical components and materials based on electrical signs, symbols and data LO 2. Interpret technical drawings and plans 2.1 Read blueprints of electrical plans, diagrams and circuits 2.2 Identify necessary tools, materials and equipment according to blueprints of electrical plans, diagrams and circuits 1 week TLE_IAEI7/8ID- 0e-1 TLE_IAEI7/8ID- 0e-2 LO 1. Check condition of tools and equipment 1.1 Label functional and non-functional tools and equipment 2 weeks TLE_IAEI7/8MT- 0f-1 LO 2. Perform basic maintenance 1.1 Clean and lubricate tools TLE_IAEI7/8MT- 0f-2
- 445. 445 1.2 Observe periodic preventive and maintenance of electrical tools and equipment 1.2.1 Sharpening 1.2.2 Oiling 1.2.3 Insulating LO1. Identify hazards and risks 1.1 List down hazards and risks in the workplace 1 week TLE_IAEI7/8OS- 0h-1 LO2. Control hazards and risks 3.4.Determine effects of hazards and risks 3.5.Evaluate hazards and risks 3.6.Follow procedure for controlling hazards and risks in the workplace TLE_IAEI7/8OS- 0i-2 GRADE LEVEL: Grade 7/8 SUBJECT: Electronic Product Assembly NOMINAL HOURS: 40 HOURS COMPONENT: INDUSTRIAL ARTS QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code The learners demonstrate an understanding of the underlying principles in applying quality standards based on prescribed procedures and standards The learners shall be able to apply quality standards based on prescribed procedures and standards LO 1. Assess quality of received materials or components 1.1 Obtain work instructions in accordance with standard operating procedures 1.2 Carry out work in accordance with standard operating procedures 1.3 Check received materials or component parts against workplace standards and specifications 1.4 Isolate faults and faulty materials 1 week TLE_IAEPAS9- 12AQS-Ia-1
- 446. 446 1.5 Record and/or report faults and faulty materials to the supervisor concerned in accordance with workplace procedures 1.6 Replace faulty materials and components in accordance with workplace procedures The learners demonstrate an understanding of the underlying principles of operation and maintenance of a computer based on the task assigned and required outcome The learners shall be able to perform computer operations based on the task assigned and required outcome LO 1. Plan and prepare for task to be undertaken 1.1 Determine requirements of task in accordance with job specifications 1.2 Select appropriate hardware and software in accordance with task assigned and required outcome 1 week TLE_IAEPAS9- 12PCO-Ic-d-4 LO 2. Input data into the computer 2.1 Enter data into the computer using appropriate program/application 2.2 Check information in accordance with standard operating procedures 2.3 Store inputted data in storage media according to requirements 1 week TLE_IAEPAS9- 12PCO-Id-e-5 LO 5. Maintain computer equipment and systems TLE_IAEPAS9- 12PCO-Ig-8
- 447. 447 5.1 Undergo systems cleaning, minor maintenance, and replacement of consumables 5.2 Implement procedures for ensuring security of data, including regular backups and virus checks 5.3 Perform basic file maintenance procedures The learners demonstrate an understanding of the underlying principles in measurements and calculations in line with job requirements The learners shall be able to perform mensuration and calculation in line with job requirements LO 1. Select measuring instrument 1.1 Identify object or component to be measured 1.2 Obtain correct specifications from relevant source 1.3 Select measuring tools in line with job requirements 1 week TLE_IAEPAS9- 12PMC-Ig-h-9 LO 2. Carry out measurement and calculation 2.1 Select appropriate measuring instrument 2.2 Obtain accurate measurements for job Perform calculation needed to complete work tasks TLE_IAEPAS9- 12PMC-Ih-j- 10 LO 3. Maintain measuring instruments 3.1 Handle measuring instruments without damage 3.2 Clean measuring instruments before and after using 3.3 Undertake proper storage of instruments TLE_IAEPAS9- 12PMC-Ij-11 The learners demonstrate an understanding of the concepts in interpreting The learners shall be able to prepare and interpret technical drawings according to job LO 1. Identify different kinds of technical drawings 1 week TLE_IAEPAS9- 12PITD-IIa-12
- 448. 448 simple technical drawings and electronics diagram according to job requirements and company procedures requirements and company procedures 1.1 Select appropriate technical drawing according to job requirements 1.2 Segregate technical drawings in accordance with the types and kinds of drawings LO 2. Interpret technical drawing 2.1 Recognize components, assemblies, or objects 2.2 Correctly identify the dimensions of the key features of the objects depicted in the drawing 2.3 Interpret the symbols used in the drawing 2.4 Validate the drawing against job requirements or equipment TLE_IAEPAS9- 12PITD-IIb-c- 13 The learners demonstrate an understanding of the underlying principles in the use and maintenance of electronic hand tools based on standard company procedures The learners shall be able to use and maintain hand tools based on standard company procedures LO 2. Prepare hand tools 2.1 Check appropriate hand tools for proper operation and safety 2.2 Mark unsafe or faulty tools for repair in accordance with standard company procedure 1 week TLE_IAEPAS9- 12UMHT-IIg- 17
- 449. 449 LO 3 Use appropriate hand tools and equipment 3.1 Use tools according to the tasks to be undertaken 3.2 Observe safety procedures in using tools at all times and use appropriate PPE 3.3 Report malfunctions, unplanned or unusual events to the supervisor TLE_IAEPAS9- 12UMHT-IIh- i-18 LO 4. Maintain hand tools 4.1 Handle tools without damage according to procedures 4.2 Undergo routine maintenance of tools according to standard operational procedures, principles and techniques 4.3 Store tools safely in appropriate locations in accordance with manufacturer’s specifications 1 week TLE_IAEPAS9- 12UMHT-IIi-j- 19
- 450. 450 GRADE LEVEL: Grade 7/8 SUBJECT: Domestic Refrigeration and Air- conditioning NOMINAL HOURS: 40 HOURS COMPONENT: INDUSTRIAL ARTS QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code The learner demonstrates an understanding of the concepts in the preparation of RAC materials and tools using the different forms in RAC. The learner independently prepares appropriate RAC materials and tools using the different forms in RAC based on industry standards. LO 1. Prepare RAC materials and tools for the task 1.1 Prepare a list of electrical tools and materials for a specific job 1 week TLE_IARA7/8UT- 0a-1 LO 2. Request appropriate RAC supplies, materials and tools applicable to a specific job 2.1 Use the appropriate form in requesting for electrical tools, supplies and materials for a specific job TLE_IARA7/8UT- 0a-2 The learner demonstrates an understanding of the concepts and underlying principles in performing measurements and calculations. The learner independently performs accurate measurements and calculation based on given tasks. LO 1. Select electrical measuring tools and instruments 1.1 Identify object or component to be measured 1.2 Choose measuring tools to be used for specific tasks 1.3 Identify alternative measuring tools without sacrificing cost and quality of work 1 week TLE_IARA7/8MC- 0c-1
- 451. 451 LO 2. Carry out measurements and calculations 2.1. Use appropriate measuring devices for specific tasks 2.2. Compute for required data 2.3. Convert data to its equivalent measure TLE_IARA7/8MC0- d-2 The learner demonstrates an understanding of the concepts and underlying principles in interpreting simple technical drawings and plans in RAC. The learner independently reads and interprets specifications of simple technical drawings and plans. LO 1. Analyze signs, RAC symbols and data 1.1 Read and interpret RAC signs, symbols and data 1.2 Analyze RAC components and materials based on electrical signs, symbols and data 1 week TLE_IARA7/8ID- 0e-1 LO 2. Interpret technical drawings and plans 2.1. Read blueprints of RAC plans, diagrams and circuits 2.2. Identify necessary tools, materials and equipment according to blueprints of RAC plans, diagrams and circuits TLE_IARA7/8ID- 0f-2 The learner demonstrates an understanding of the underlying principles in the maintenance of RAC tools and equipment. The learner independently performs proper maintenance of RAC tools and equipment based on industry standards. LO 1. Check condition of tools and equipment 1.1 Label functional and non-functional tools and equipment 1 week TLE_IARA7/8MT- 0g-1 LO 2. Perform basic maintenance 1 week TLE_IARA7/8MT- 0h-2
- 452. 452 1.1 Perform cleaning and lubricating of tools 1.2 Observe periodic preventive and maintenance of RAC tools and equipment 1.2.1 Sharpening 1.2.2 Oiling 1.2.3 Insulating LO 3. Store tools and equipment 3.1. Prepare inventory of tools and equipment 3.2. Store tools and equipment in their proper place TLE_IARA7/8MT- 0h-3 The learner demonstrates an understanding of the concepts and underlying principles of occupational health and safety procedures. The learner independently simulates occupational health and safety procedures. LO 1. Identify hazards and risks 1.1 List down hazards and risks in the workplace 1 week TLE_IARA7/8OS- 0i-1 LO 2. Control hazards and risks 2.1 Determine effects of hazards and risks 2.2 Evaluate hazards and risks 2.3 Follow procedure for controlling hazards and risks in the workplace 1 week TLE_IARA7/8OS- 0i-2 LO 3. Practice OHSP TLE_IARA7/8OS- 0j-3
- 453. 453 GRADE LEVEL: 7/8 SUBJECT: TECHNOLOGY AND LIVELIHOOD EDUCATION COMPONENT: Information and Communication Technology (Computer Systems Servicing) (40 hours) QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code LESSON 1: USING AND MAINTAINING HAND TOOLS (UHT) 0 The learners demonstrate an understanding of the use of hand tools and equipment for computer systems servicing The learners shall be able to use hand tools and equipment for computer systems servicing LO 1. Plan and prepare for tasks to be undertaken 1.1 Identify tasks to be undertaken properly 1.2 Identify and select appropriate hand tools according to the task requirements 1 Week TLE_IACSS9- 12UHT-IIIa-17 LO 2. Prepare hand tools 2.1 Check appropriate hand tools for proper operation and safety 2.2 Identify and mark unsafe or faulty tools for repair according to standard company procedure TLE_IACSS9- 12UHT-IIIb-18 LO 3. Use appropriate hand tools and test equipment 3.1 Use tools according to tasks undertaken. 3.2 Observe all safety procedures in using tools at all times and use appropriate PPE 3.3 Report malfunctions, unplanned or unusual events to the supervisor TLE_IACSS9- 12UHT-IIIc-19 LO 4. Maintain hand tools 4.1 Do not drop tools to avoid damage; carry out routine maintenance of tools according to standard operational procedures, principles, and techniques TLE_IACSS9- 12UHT-IIId-20
- 454. 454 4.2 Store tools safely in appropriate locations in accordance with manufacturer’s specifications or standard operating procedures LESSON 2: PERFORMING COMPUTER OPERATIONS (PCO) 0 The learners demonstrate and understanding of concepts and underlying principles in performing computer operations The learners shall be able to perform computer operations based on a given tasks LO 1. Plan and prepare for task to be undertaken 1.1 Determine requirements of task in accordance with the required output 1.2 Select appropriate hardware and software according to task assigned and required outcome 1.3 Plan a task to ensure that OSH guidelines and procedures are followed 1.4 Follow client-specific guidelines and procedures 1.5 Apply required data security guidelines in accordance with existing procedures 2 weeks TLE_IACSS9- 12PCO-Ic-d-4 LO 2. Input data into computer 2.1 Enter the data into the computer using appropriate program/application in accordance with company procedures 2.2 Check the accuracy of information and save the information in accordance with standard operating procedures 2.3 Store inputted data is in storage media according to requirements 2.4 Perform work within ergonomic guidelines TLE_IACSS9- 12PCO–Id-e-5 LO 3. Access information using computer 3.1 Select correct program/application based on job requirements 3.2 Access program/application containing the information required according to company procedures TLE_IACSS9- 12PCO-Ie-f-6
- 455. 455 0 3.3 Select, open, and close desktop for navigation purposes 3.4 Carry out keyboard techniques in line with OSH requirements LO 4. Produce output/ data using computer system 4.1 Process entered data using appropriate software commands 4.2 Print out data as required using computer hardware /peripheral devices in accordance with standard operating procedures 4.3 Transfer files and data between compatible systems using computer software, hardware/peripheral devices in accordance with standard operating procedures TLE_IACSS9- 12PCO-If-7 LO 5. Use basic functions of a www- browser to locate information 5.1 Establish information requirements for internet search 5.2 Launch browser 5.3 Load search engine 5.4 Enter appropriate search criteria/or URL of site 5.5 Follow relevant links to locate required information 5.6 Bookmark useful pages and print as required TLE_IACSS9- 12PCO-Ig-h-8 LO 6. Maintain computer equipment and systems 6.1 Implement procedures for ensuring security of data, including regular backups and virus checks in accordance with standard operating procedures TLE_IACSS9- 12PCO-Ii-j-9
- 456. 456 6.2 Implement basic file maintenance procedures in line with the standards operating procedures LESSON 3: PERFORMING MENSURATION AND CALCULATION (PMC) 0 The learners demonstrate an understanding of concepts and underlying principles in performing measurements and calculations The learners shall be able to accurately measure and calculate based on a given tasks LO 1. Select measuring instruments 1.1 Identify object/s or component to be measured 1.2 Obtain correct specifications from relevant source 1.3 Select measuring tools in line with job requirements 1 Week TLE_IACSS9- 12PMC-IIa-b- 10 LO 2. Carry out measurements and calculation 2.1 Select appropriate measuring instrument to achieve required outcome 2.2 Obtain accurate measurements for job 2.3 Perform calculation needed to complete task using the four mathematical fundamental operations addition (+), subtraction (-), multiplication (x), and division (÷) 2.4 Use calculation involving fractions, percentages and mixed numbers to complete workplace tasks 2.5 Self-check and correct numerical computation for accuracy 2.6 Read instruments to the limit of accuracy of the tool TLE_IACSS9- 12PMC-IIb-d- 11 LO 3. Maintain measuring instruments 3.1 Ensure proper handling of measuring instruments to avoid damage and clean it before and after using TLE_IACSS9- 12PMC-IIe-f- 12
- 457. 457 3.2 Identify tasks to be undertaken for proper storage of instruments according to manufacturer’s specifications and standard operating procedures LESSON 4: PREPARING AND INTERPRETING TECHNICAL DRAWING (PITD) The learners demonstrate and understanding of concepts and underlying principles in preparing and interpreting technical drawings and work plans for computer systems servicing The learners shall be able to prepare and interpret technical drawings and work plans accurately LO 1. Identify different kinds of technical drawings 1.1 Select correct technical drawing in accordance with the job requirement 1.2 Segregate technical drawings in accordance with the types and kinds of drawings 1 Week 0 LO 2. Interpret technical drawing 2.1 Recognize components, assemblies, or objects as required 2.2 Identify dimensions of the key features of the objects depicted in the drawing 2.3 Identify and interpret symbols used in the drawing 2.4 Check and validate drawing against job requirements or equipment in accordance with standard operating procedures TLE_IACSS9- 12PITD-IIg-h- 14 LO 3. Prepare/ make changes to electrical/ electronic schematics and drawings 3.1 Draw and identify correctly electrical/ electronic schematic TLE_IACSS9- 12PITD-IIh-i- 15
- 458. 458 3.2 Identify correct drawing; select and use equipment in accordance with job requirements LO 4. Store technical drawings and equipment/ instruments 4.1 Identify tasks to be undertaken for care and maintenance of drawings according to company procedures 4.2 Record technical drawings and prepare an inventory in accordance with company procedures 4.3 4.3 identify tasks to be undertaken for proper storage of instruments according to company procedures TLE_IACSS9- 12PITD-IIj-16 LESSON 5: TERMINATING AND CONNECTING ELECTRICAL WIRING AND ELECTRONICS CIRCUIT (TCEW) 0 The learners demonstrate an understanding of concepts and underlying principles in terminating and connecting electrical wiring and electronics circuits The learner shall be able to demonstrate proper termination and connection of electrical wiring and electronics circuits LO 1. Plan and prepare for termination/ connection of electrical wiring/ electronics circuits 1.1 Check materials according to specifications and tasks 1.2 Select appropriate tools and equipment according to task requirements 1.3 Follow planned task to ensure OHS guidelines and procedure 1.4 Prepare electrical wiring/electronics circuits correctly for connecting/terminating in accordance with instruction and work site procedures 1 Week TLE_IACSS9- 12TCEW-IIIe- f-21 LO 2: Terminate/connect electrical wiring/ electronic circuits TLE_IACSS9- 12TCEW-IIIg- i-22
- 459. 459 2.1 Observe safety procedures in using tools and use appropriate personal protective equipment at all times 2.2 Identify the tasks to be undertaken to work safely in accordance with the workplace and standard procedures 2.3 Use appropriate range of methods in termination/connection in accordance to specifications, manufacturer’s requirements, and safety 2.4 Follow correct sequence of operation 2.5 Adjust used accessories 2.6 Confirm termination/connection in accordance with job specification LO 3: Test termination/connections of electrical wiring/electronics circuits 3.1 Conduct complete testing of termination/connection of electrical wiring/electronics circuits in compliance with specifications and regulations using appropriate procedures and equipment 3.2 Check wirings and circuits using specified testing procedures 3.3 Respond to unplanned events or conditions in accordance with established procedures TLE_IACSS9- 12TCEW-IIIi-j- 23 LESSON 6: TESTING ELECTRONIC COMPONENTS (TEC) The learners demonstrate an understanding of concepts and underlying principles in testing electronic components The learners shall be able to test electronic components LO 1: Determine criteria for testing electronics components 1.1 Obtain and clarify work instructions based on job order or client requirements 1.2 Consult responsible person for effective and proper work coordination TLE_IACSS9- 12TEC-IVa-c- 24
- 460. 460 0 1.3 Obtain and interpret data sheets/application notes based on manufacturer’s specifications 1.4 Define testing criteria to ensure that components meet technical and quality requirements 1.5 Document and communicate testing criteria to relevant personnel 2 Weeks LO 2: Plan an approach for components testing 2.1 Identify various testing methods based on types of electronic components 2.2 Determine characteristics and appropriateness of testing methods to be used during development and on completion 2.3 Consider/select testing methods in relation to appropriate testing strategy 2.4 Develop plan for testing components at specified points during development and on completion 2.5 Prepare and check required test and measuring instruments and tools in accordance with established procedures 2.6 Establish records system to document testing results, including problems and faults TLE_IACSS9- 12TEC-IVc-e- 25 LO 3: Test components 3.1 Apply appropriate testing methods to electronic components in accordance to technical specifications 3.2 Detect and record problems and faults by testing 3.3 Document remedial steps TLE_IACSS9- 12TECO-IVf- h-26
- 461. 461 3.4 Resolve detected problems and faults during testing in accordance with agreed project or industry practice 3.5 Evaluate final products against the determined criteria 3.6 Submit to relevant personnel the documented and summarized evaluation report of the testing process LO 4: Evaluate the testing process 4.1 Identify testing methods that were successful based on industry standards 4.2 Evaluate testing process and records system based on standard procedures 4.3 Document test results/findings for subsequent testing TLE_IACSS9- 12TECO-IVh-j- 27 GRADE LEVEL: 7/8 SUBJECT: TECHNOLOGY AND LIVELIHOOD EDUCATION COMPONENT: Information and Communication Technology (Technical Drafting) (40 hours) QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code LESSON 1: USE OF TOOLS AND EQUIPMENT (UT) ` 0 The learners demonstrate an understanding of hand tools and equipment in Technical Drafting The learners shall be able to use hand tools and equipment in Technical Drafting LO 1. Prepare hand tools and equipment in technical drafting 1.1 List hand tools and equipment based on job requirement 1.2 Identify appropriate hand tools and equipment 1.3 Classify hand tools and equipment according to function and task requirement 1 Week TLE_ICTTD7/8UT- 0a-1 LESSON 2: MAINTAIN HAND TOOLS, DRAWING INSTRUMENTS, EQUIPMENT AND PARAPHERNALIA (MT)
- 462. 462 0 The learners demonstrate an understanding of concepts and principles in maintaining hand tools, drawing instruments, equipment, and paraphernalia The learners shall be able to maintain tools, drawing instruments, equipment, and paraphernalia LO 1. Maintain hand tools, drawing instruments, equipment, and paraphernalia 1.1 Perform safety procedures in maintaining hand tools, drawing instruments, equipment, and paraphernalia 1.2 Follow procedures in cleaning, tightening and simple repair of hand tools, drawing instruments, equipment, and paraphernalia 1.3 Identify common malfunction (unplanned or unusual events) when using tools, drawing instruments, equipment, and paraphernalia 2 Weeks TLE_ICTTD7/8MT- 0b-1 LO 2. Inspect hand tools, drawing instruments, equipment, and paraphernalia received in technical drafting 2.1 Follow the standard procedures in accomplishing forms 2.2 Check the list of hand tools, drawing instruments, equipment, and paraphernalia to be requested per job requirement 2.3 Evaluate the condition of all the requested hand tools, drawing instruments, equipment, and paraphernalia for proper operation and safety TLE_ICTTD7/8MT- 0c-d-2 LO 3. Prepare an inspection report of the hand tools, drawing instruments, equipment, and paraphernalia received in technical drafting TLE_ICTTD7/8MT- 0e-3
- 463. 463 1.1 Follow procedures in preparing an inspection report to the property custodian LESSON 3: PERFORM MENSURATION AND CALCULATION (MC) 0 The learners demonstrate an understanding of concepts and principles in performing measurements and calculation The learners shall be able to perform accurate measurements and calculation based on a given task. LO 1. Select measuring instruments 1.1 Identify measuring tools based on the object to be measured or job requirements 1.2 Select appropriate measuring instruments according to job requirements 1.3 Interpret an object or component to be measured according to the appropriate regular geometric shapes 1.4 Use alternative measuring tools without sacrificing cost and quality of work 1 Week TLE_ICTTD7/8MC- 0f-1 LO 2. Carry out mensuration and calculation 2.1 Perform calculation needed to complete task by applying trade mathematics/mensuration 2.2 Employ different techniques in checking for accuracy of the computation TLE_ICTTD7/8MC- 0g-2 LESSON 4: PREPARE AND INTERPRET TECHNICAL DRAWING (TD) 0 The learners demonstrate an understanding of concepts and principles in interpreting technical drawings and work plans The learners shall be able to read and interpret technical drawings and work plans accurately LO 1. Analyze signs, symbols, and data 1.1 Identify signs and symbols used in technical drawing 1.2 Analyze data indicated in the technical drawing 2 Weeks TLE_ICTTD7/8TD- 0h-1
- 464. 464 LO 2. Interpret technical drawings and plans 2.1 Identify necessary materials according to the technical drawing 2.2 Recognize components, assemblies, or objects based on job requirements 2.3 Identify dimensions and specifications according to job requirements TLE_ICTTD7/8MC- 0i-2 LESSON 5: PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURE (OS) 0 The learners demonstrate an understanding of concepts and underlying principles of Occupational Health and Safety (OHS) in relation to health and risk hazards in the workplace The learners shall be able to consistently observe precautionary measures and respond to risks and hazards in the workplace LO 1. Identify hazards and risks 1.1 Follow OHS policies and procedures in identifying hazards and risks 1.2 Explain hazards and risks in the workplace 1.3 Identify hazards and risks indicators as prescribed by the manufacturer 1.4 Apply contingency measures in accordance with the OHS procedures 1 Week TLE_ICTTD7/8OS- 0j-1 LO 2. Evaluate and control hazards and risks 2.1 Determine the effects of hazards in the workplace 2.2 Identify the methods in controlling hazards and risks 2.3 Follow OHS procedures for controlling hazards and risks TLE_ICTTD7/8OS- 0j-2 LO 3. Maintain Occupational Health and Safety TLE_ICTTD7/8OS- 0j-2
- 465. 465 1.1 Observe established procedures in responding to emergency-related drill 1.2 Fill-up OHS personal records in accordance with SOP GRADE LEVEL: Grade 7/8 SUBJECT: TECHNOLOGY AND LIVELIHOOD EDUCATION COMPONENT: Information and Communication Technology (Illustration) (40 hours) QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code LESSON 1: USE OF HAND TOOLS (UT) ` 0 The learners demonstrate an understanding of hand tools and equipment in Illustration The learners shall be able to use hand tools and equipment in Illustration LO 1. Prepare hand tools and equipment in Illustration 1.1 List hand tools and equipment based on job requirement 1.2 Identify appropriate hand tools and equipment 1.3 Classify hand tools and equipment according to function and task requirement 1 Week TLE_ICTIL7/8UT- 0a-1 LESSON 2: MAINTAIN HAND TOOLS, DRAWING INSTRUMENTS, EQUIPMENT AND PARAPHERNALIA (MT) 0 The learners demonstrate an understanding of concepts and principles in maintaining hand tools, drawing instruments, equipment, and paraphernalia The learners shall be able to maintain tools, drawing instruments, equipment, and paraphernalia LO 1. Inspect hand tools and equipment received in Illustration 1.1 Check list of tools and equipment to be requested per job requirement 1.2 Inspect the condition of all the requested tools and equipment 1.3 Assess the hand tools and equipment for proper operation and safety 2 Weeks TLE_ICTIL7/8MT- 0b-1 LO 2. Use and maintain hand tools, measuring instrument and equipment TLE_ICTIL7/8MT- 0c-2
- 466. 466 2.1 Perform safety procedures in using hand tools and equipment 2.2 Follow procedures in cleaning illustration tools 2.3 Identify malfunction, unplanned or unusual events and report to property custodian LO 3. Prepare an inspection report of the hand tools, drawing instruments, equipment, and paraphernalia received in technical drafting 1.2 Follow procedures in preparing an inspection report to the property custodian LESSON 3: PERFORM MENSURATION AND CALCULATION (MC) 0 The learners demonstrate an understanding of concepts and principles in performing measurements and calculation The learners shall be able to perform accurate measurements and calculation based on a given task. LO 1. Select measuring instruments 1.1 Interpret object or component to be measured according to the appropriate regular geometric shape 1.2 Select measuring tools appropriate to the object to be measured based on job requirements 1.3 Obtain correct specification from relevant sources 1.4 Select appropriate measuring instruments according to job requirements 1.5 Use alternative measuring tools without sacrificing cost and quality of work 1 Week TLE_ICTIL7/8MC- 0d-1 LO 2. Carry out mensuration and calculation TLE_ICTIL7/8MC- 0e-2
- 467. 467 2.3 Perform calculation needed to complete task by applying trade mathematics/mensuration 2.4 Employ different techniques in checking for accuracy of the computation LESSON 4: PREPARE AND INTERPRET TECHNICAL DRAWING (TD) 0 The learners demonstrate an understanding of concepts and principles in interpreting technical drawings and work plans The learners shall be able to read and interpret technical drawings and work plans accurately LO 1. Analyze signs, symbols, and data 1.1 Prepare tools and instruments used in illustration 1.2 Interpret signs, symbols, and data according to job specifications 1.3 Perform simple trade mathematical conversions 2 Weeks TLE_ICTIL7/8TD- 0f-1 LO 2. Interpret illustration drawings and plans 2.1 Identify illustration tools and materials to be used in preparing a simple illustration 2.2 Identify dimensions and specifications according to job requirements TLE_ICTIL7/8TD- 0g-2 LESSON 5: PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURE (OS) 0 The learners demonstrate an understanding of concepts and underlying principles of Occupational Health and Safety (OHS) in relation to health and risk hazards in the workplace The learners shall be able to consistently observe precautionary measures and respond to risks and hazards in the workplace LO 1. Identify hazards and risks 1.5 Follow OHS policies and procedures in identifying hazards and risks 1.6 Explain hazards and risks in the workplace 1.7 Identify hazards and risks indicators as prescribed by the manufacturer 1.8 Apply contingency measures in accordance with the OSH procedures 1 Week TLE_ICTIL7/8OS- 0h-1 LO 2. Evaluate and control hazards and risks TLE_ICTIL7/8OS- 0i-2
- 468. 468 2.4 Determine the effects of hazards in the workplace 2.5 Identify the methods in controlling hazards and risks 2.6 Follow OHS procedures for controlling hazards and risks LO 3. Maintain Occupational Health and Safety 1.3 Observe established procedures in responding to emergency-related drill 1.4 Fill-up OHS personal records in accordance with SOP TLE_ICTIL7/8OS- 0j-3 Entrepreneurship for Grade 7/8 Exploratory The teaching of entrepreneurship shall be contextualized to the mini courses under each component QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code The learner demonstrates understanding of the key concepts and underlying principles of identifying business opportunities and market in one’s community or locality The learner independently creates a business vicinity map showing target market in his/her community or locality Discuss principles and strategies on identifying business opportunities Explore business/ career opportunities 1 Week The learner demonstrates understanding of concepts, underlying principles of developing simple business plan The learner independently prepares and present a simple business plan Analyze the market needs Determine the possible products and services that will meet the need 2 Weeks TLE_ICTAN11/12PC- Ia-1
- 469. 469 Select the best product or service that will meet the market need Note: Simulation of a Simple Home-Based Micro Business aligned to the mini course/s taken, may be employed as an alternative. GRADE LEVEL: 9/10/11/12 SUBJECT: NEEDLECRAFT NOMINAL HOURS: 160 HOURS COMPONENT: HOME ECONOMICS QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code 1ST QUARTER The learner applies the principles of art and handicraft to create a beautiful and marketable embroidered product. The learner performs skillfully the use of design, materials, and techniques to create embroidered products. LO 1. Understand concepts related to needlecraft 1.1 Identify major needlecraft techniques 1.2 State safety and precautionary measures 1 WEEK TLE_HEHC9- 12PE-Ia-b-2 LO 1. Understand embroidery as a craft and its techniques 1.1Define embroidery as a needlecraft technique 1.2 Identify the tools and materials used; 1 WEEK TLE_HEHC9- 12PE-Ia-b-2 LO 2. Create embroideredproducts with package 2.1 Manipulate properly the tools and materials for embroidery 2.2 Combine stitching techniques in embroidery, Calado and smocking to create a well-made project. 2.3 Select appropriate and quality packaging material for embroidered articles 6 WEEKS TLE_HEHC9- 12PE-Ic-j-2
- 470. 470 2ND QTR. The learner applies the principles of art and handicraft to create a beautiful and marketable crocheted product. The learner performs skillfully the use of design, materials, and techniques to create crocheted products. LO 1. Understand Crocheting as a Technique 1.1 Define the technique of crocheting; 1.2 Identify the tools and materials used 1 WEEK TLE_HEHC9- 12PC-IIa-b-1 LO 2. Make Crocheted products with project plan 2.1 Discuss crochet terms and abbreviations; 2.2 Perform basic stitches in crocheting showing proper use of materials 6 WEEKS TLE_HEHC9- 12PC-IIc-h-2 2.3 Prepare project plan 2.4 Select appropriate packaging materials 2.5 Evaluate quality of finished product 1 WEEK 3RD QUARTER The learner applies the principles of art and handicraft to create a beautiful and marketable knitted product The learner performs skillfully the use of design, materials, and techniques to create knitted products. LO 1. Understand knitting as a needlecraft 1.1 Describe definition and characteristics of knitted products 1.2 Identify tools and materials for knitting 1 WEEK TLE_HEHC9- 12PK-IIIa-b-4 LO 2. Produce knitted articles with packaging 2.1 Perform basic stitches in knitting 2.2 Demonstrate proper use of materials, tools and equipment in knitting 6 WEEKS TLE_HEHC9- 12PK-IIIc-j-5 2.3 Prepare project plan for the expected knitted articles 2.4 Select appropriate quality packaging material for knitted articles 1 WEEK 4TH QUARTER The learner applies the principles of art and handicraft to create a The learner performs skillfully the use of design, materials, LO 1. Understand Quilting as a Technique 1.1 Discuss the overview of Quilting 1.2 Demonstrate proper use of tools and materials in Quilting 1 WEEK TLE_HEHC9- 12PQ-IVa-b-6
- 471. 471 beautiful and marketable quilted product and techniques to create quilted products. LO 2. Make Quilted products with package 2.1 Apply Quilt stitches on selected project 2.2 Prepare project plan for the expected quilted articles 6 WEEKS TLE_HEHC9- 12PQ-IIc-j-7 2.3 Select appropriate quality packaging material for finished project 2.4 Evaluate the quality/characteristicsof finished product (use rubrics) 1 WEEK GRADE LEVEL: 9/10/11/12 SUBJECT: MACRAME/BASKETRY NOMINAL HOURS: 160 HOURS COMPONENT: HOME ECONOMICS QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code 1ST QUARTER The learner demonstrates an understanding of the concepts and principles in macramé and basketry The learner independently demonstrates core competencies in macramé and basketry 1. Explain core concepts and principles in macramé and basketry 2. Discuss the relevance of the course 1 WEEK LO 1. Trace the origin of macramé and basketry 1.1 Discuss history and development of macramé and basketry TLE_HEHC9- 12T M-Ia-1 LO 2. Enumerate different kinds of macramé and basketry products 2.1 Describe different products of macramé and basketry 1 WEEK TLE_HEHC9- 12TM-Ib-c- 2
- 472. 472 LO 4. Use basic tools in macramé and basketry 4.1.Identify materials, tools and equipment for macramé and basketry 4.2.Demonstrate proper use of materials, tools and equipment in macramé and basketry 1 WEEK TLE_HEHC9- 12TM-Ie-f-4 LO 5. Differentiate the kinds of macramé knots and basketry weaving techniques and patterns 5.1.Identify the different macramé knots and basketry weaving techniques and patterns 5.2.Describe the different kinds of macramé knots and basketry weaving patterns 5.3.Select appropriate macramé knots and basketry weaving techniques and patterns 5.4.Demonstrate the different kinds of macramé knots and basketry weaving patterns 2 WEEKS TLE_HEHC9- 12TM-Ig-5 LO 6. Follow methods and procedures in making macramé and basketry products 6.1 Discuss different methods and procedures in making macramé and basketry products 6.2 Follow procedures and techniques in making macramé and basketry products 6.3 3 WEEKS TLE_HEHC9- 12TM-Ih-6 2ND QUARTER The learner demonstrates an understanding of the concepts and principles in macramé and basketry The learner independently demonstrates core competencies in macramé and basketry LO 1. Produce quality macramé and basketry products 1.1 Make project proposal for making macramé and basketry products 6 WEEKS TLE_HEHC9- 12PP-IIa-j-8 LO 2. Calculate the cost of production and selling price of macramé and basketry products 2 WEEKS TLE_HEHC9- 12PP-IIa-j-9
- 473. 473 2.1 Compute cost of raw materials 2.2 Compute for the selling price of the finished product 3RD QUARTER The learner demonstrates an understanding of the concepts and principles in macramé and basketry The learner independently demonstrates core competencies in macramé and basketry LO 1. Plan a design for a macramé product 1.1 Choose a design 1.2 Sketch the design 2 WEEKS TLE_HEHC9- 12MP-IIIa- 11 LO 2. Produce the following macramé projects 3.1 Bag 3.2 Basket 3.3 Apply creativity in each product 6 WEEKS TLE_HEHC9- 12 MP –IIIc- e-13 4TH QUARTER The learner demonstrates an understanding of the concepts and principles in macramé and basketry The learner independently demonstrates core competencies in macramé and basketry LO 1. Plan a design for a basketry product 2 WEEKS TLE_HEHC9- 12BP-IVa-b- 16 LO 2. Get the measurement of the product to be made TLE_HEHC9- 12BP –IVa- b-17 LO 3. Produce the following basketry projects 3.1 School bag 3.2 Market bag 3.3 Food tray 3.4 Apply creativity in each product 6 WEEKS TLE_HEHC9- 12BP –Ivc-j- 18 LO 4. Package the finished project 4.1.Select appropriate quality packaging material for finished project 4.2.Apply creativity in packaging 4.3.Arrange products for packaging 1 WEEK TLE_HEHC9- 12BP –Ivc-j- 19
- 474. 474 GRADE LEVEL: 9/10/11/12 SUBJECT: FASHION ACCESSORIES NOMINAL HOURS: 160 HOURS COMPONENT: HOME ECONOMICS QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code 1ST QUARTER The learner demonstrates understanding of concepts, theories and techniques in making Fashion Accessories The learner independently demonstrates common competencies in making Fashion Accessories LO 1: Trace the history & developmentof fashion accessory production 2 WEEKS TLE_HEHC9- 12FA-Ia-b-1 LO 2: Select materials tools and equipment in making fashion accessories 2.1 Identify materials tools and equipment in making fashion accessories. TLE_HEHC9- 12FA-Id-3 LO 3: Use basic tools in fashion accessory 3.1 Discuss the functions and uses of each materials, tools and equipment 3.2 Demonstrate techniques and procedures in using the tools inmaking fashion accessory 5 WEEKS TLE_HEHC9- 12FA-Id-4 LO 4: Identify Fashion Accessory cost component 4.1 Compute production cost 4.2 Purchase fashion accessory materials 1 WEEK TLE_HEHC9- 12FM-Ie-j-5 2ND QUARTER The learner demonstrates understanding of concepts, theories and techniques in making Fashion Accessories The learner independently demonstrates common competencies in making Fashion Accessories LO 1: Follow methods and procedures in making fashion accessory 1.1 Discuss different methods, techniques and procedures in making Fashion Accessory projects/products 2 WEEKS TLE_HEHC9- 12PA-IIa-e- 6
- 475. 475 1.2 Demonstrate methods / procedures in making Fashion Accessory projects / products 5 WEEKS LO 2: Describe quality projects / products of Fashion Accessory 2.1 Discuss the different characteristics of a quality fashion accessory projects / products 2.2 Apply elements of arts and principles of design in fashion accessory projects / products 2.3 Select quality supply and materials for fashion accessory 1 WEEK TLE_HEHC9- 12PA-IIf-h-7 LO 3: Prepare packaging of finished Fashion Accessory 3.1 Select appropriate quality packaging materials for fashion accessory 3.2 Apply creativity in packaging 1 WEEK TLE_HEHC9- 12PA-IIi-j-8 3RD QUARTER The learner demonstrates understanding of concepts, theories and techniques in making Origami The learner independently demonstrates common competencies in making Origami LO 1:Trace the history & development of origami, paper mache (vases) production 1.1 Discuss history and development of Origami 1 WEEK TLE_HEHC9- 12OP-IIIa- c10 LO 2: Plan a design and pattern for an origami paper craft (vases/frames) 2.1 Discuss the design to be made 2.2 Sketch the design 1 WEEK TLE_HEHC9- 12OP-IIId-e- 11 LO 3: Select materials for making origami 3.1 Identify materials suited for making a origami TLE_HEHC9- 12OP-IIIf-12 LO 4: Follow methods and procedures in making origami 4.1 Demonstrate methods / procedures in making origami projects / products 5 WEEKS TLE_HEHC9- 12OP-IIIg- 13
- 476. 476 LO 5: Produce the following products 5.1 vases 5.2 frames TLE_HEHC9- 12OP-IIIh-j- 14 4TH QUARTER The learner demonstrates understanding of concepts, theories and techniques in making Origami The learner independently demonstrates common competencies in making Origami PERFORM ORIGAMI PRODUCTION – PAPER CRAFT (VASE/FRAMES) LO 6: Describe quality projects and products of origami 6.1 Discuss the different characteristics of a quality origami projects / products 6.2 Apply elements of arts and principles of design in producing origami projects / products 6.3 Select quality supply and materials for origami 6 WEEKS TLE_HEHC9- 12OP-IVa-e- 15 LO 7: Package the finished origami paper craft (vases/frames) 7.1 Select appropriate quality packaging material for fashion accessory 7.2 Apply creativity in packaging 2 WEEKS TLE_HEHC9- 12OP-IVf-j- 16 GRADE LEVEL: 9-10 or 11-12 SUBJECT: DRESSMAKING (1) NOMINAL HOURS: 160 HOURS COMPONENT: HOME ECONOMICS QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code 1ST QUARTER The learner demonstrates understanding on the principles of designing and sewing of sleeping garments The learner plan, design and sew sleeping garments. PRODUCE SLEEPING GARMENTS LO 1. Draft and cut pattern for sleeping garments 1.1. Plan garment design 1.2. Take client’s body measurement 1.3. Draft basic/ block pattern 1.4. Cut final Pattern 4 WEEKS TLE_HEDM9- 12SG-Ia-f-1
- 477. 477 LO 2. Prepare and cut materials for sleeping garments 2.1 Prepare materials 2.2 Lay- out and pin patterns on fabrics 2.3 Cut fabrics 4 WEEKS TLE_HEDM9- 12SG-Ig-i-2 2ND QUARTER LO 3. Assemble sleeping garments parts 3.1 Prepare cut parts 3.2 Sew and assemble sleeping garments parts 6 WEEKS TLE_HEDM9- 12SG-IIa-g-3 LO 4. Apply finishing touches on sleeping garments 4.1 Apply finishing touches 4.2 Alter completed garment 4.3 Press finished garment 4.4 Pack finished garment 2 WEEKS TLE_HEDM9- 12SG-IIh-j-4 3RD QUARTER The learner demonstrates understanding on the principles of designing and sewing children’s wear The learner plan, design and sew children’s wear. PRODUCE CHILDREN’S WEAR LO 1. Draft and cut pattern for children’s dress 1.5. Plan garment design 1.6. Take client’s body measurement 1.7. Draft basic/ block pattern 1.8. Cut final Pattern 4 WEEKS TLE_HEDM9- 12CW-IIIa-h-5 LO 2. Prepare and cut materials for children’s dress 2.4 Prepare materials 2.5 Lay- out and pin patterns on fabrics 2.6 Cut fabrics 4 WEEKS TLE_HEDM9- 12CW-IIIi-j-6 4TH QUARTER LO 3. Assemble garment parts for children’s wear 3.1 Prepare cut parts 3.2 Sew and assemble children’s wear 6 WEEKS TLE_HEDM9- 12CW-IVa-h-7
- 478. 478 LO 4. Apply finishing touches on children’s wear 4.1 Apply finishing touches 4.2 Alter completed garment 4.3 Press finished garment 4.4 Pack finished garment 2 WEEKS TLE_HEDM9- 12CW-IVi-j-8 GRADE LEVEL: 9-10 or 11-12 SUBJECT: DRESSMAKING (2) NOMINAL HOURS: 160 HOURS COMPONENT: HOME ECONOMICS QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code 1ST QUARTER The learner demonstrates understanding on the principles of designing and sewing of ladies skirts. The learner plan, design and sew ladies skirts. LO 1. Draft and cut pattern for ladies skirts 1.1. Plan garment design 1.2. Take client’s body measurement 1.3. Draft basic/ block pattern 1.4. Cut pattern 3 WEEKS TLE_HEDM9- 12SK-Ia-c-1 LO 2. Prepare and cut materials for ladies skirts 2.1 Prepare materials 2.2 Lay- out and mark pattern on material 2.3 Cut materials 3 WEEKS TLE_HEDM9- 12SK-Id-2 LO 3. Assemble garment parts for ladies skirts 3.1 Prepare cut parts 3.2 Sew and assemble athletic ladies skirts 2 WEEKS TLE_HEDM9- 12SK-Ie-i-3 LO 4. Apply finishing touches on ladies skirts 4.1 Apply finishing touches 4.2 Press finished garment 4.3 Pack finished garment 1 WEEK TLE_HEDM9- 12SK-Ij-4
- 479. 479 2ND QUARTER The learner demonstrates understanding on the principles of designing and sewing of ladies blouse. The learner plan, design and sew ladies blouse. LO 1. Draft and cut pattern for ladies blouse 1.5. Plan garment design 1.6. Take client’s body measurement 1.7. Draft basic/ block pattern 1.8. Cut pattern 3 WEEKS TLE_HEDM9- 12BL-IIa-d-5 LO 2. Prepare and cut materials for ladies blouse 2.4 Prepare materials 2.5 Lay- out and mark pattern on material 2.6 Cut materials 3 WEEKS TLE_HEDM9- 12BL-IIe-6 LO 3. Assemble garment parts for ladies blouse 3.3 Prepare cut parts 3.4 Sew and assemble athletic ladies skirts 2 WEEKS TLE_HEDM9- 12BL-IIf-i-7 LO 4. Apply finishing touches on ladies blouse 4.4 Apply finishing touches 4.5 Press finished garment 4.6 Pack finished garment 1 WEEK TLE_HEDM9- 12BL-IIj-8 3RD QUARTER The learner demonstrates understanding on the principles of designing and sewing ladies trousers. The learner plan, design and sew ladies trousers LO 1. Draft and cut pattern for ladies trouser 1.9. Plan garment design 1.10. Take client’s body measurement 1.11. Draft basic/ block pattern 1.12. Cut pattern 4 WEEKS TLE_HEDM9- 12TR-IIIa-h-9 LO 2. Prepare and cut materials for ladies trouser 2.7 Prepare materials 2.8 Lay- out and mark pattern on material 2.9 Cut materials 4 WEEKS TLE_HEDM9- 12TR-IIIi-j-10
- 480. 480 4TH QUARTER LO 3. Assemble garment parts for ladies trouser 3.5 Prepare cut parts 3.6 Sew and assemble athletic ladies skirts 4 WEEKS TLE_HEDM9- 12TR-Iva-h-11 LO 4. Apply finishing touches on ladies trouser 4.7 Apply finishing touches 4.8 Press finished garment 4.9 Pack finished garment 4 WEEKS TLE_HEDM9- 12TR-IVi-j-12 GRADE LEVEL: 9-10/11-12 SUBJECT: TAILORING NOMINAL HOURS: 160 HOURS COMPONENT: HOME ECONOMICS QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Codes 1ST QUARTER The learners demonstrate an understanding of the principles of designing and sewing of athletic shorts. The learners plans, designs and sews athletic shorts. LO 1. Draft and cut pattern for athletic shorts 1.1. Plan garment design 1.2. Take client’s body measurement 1.3. Draft basic/block pattern 1.4. Cut final pattern 2 WEEKS TLE_HETL9- 12SO-Ia-c-1 LO 2. Prepare and cut materials for athletic shorts 2.1 Prepare materials 2.2 Lay out and pin pattern pieces on the fabric 2.3 Cut fabric 4 WEEKS TLE_HETL9- 12SO-Id-e-2 LO 3. Assemble garment parts for athletic shorts 3.1 Sew and assemble athletic shorts parts TLE_HETL9- 12SO-If-i-3
- 481. 481 LO 4. Apply finishing touches on athletic shorts 4.1 Apply finishing touches 4.2 Press finished garment 4.3 Pack finished garment 2 WEEKS 2 WEEKS TLE_HETL9- 12SO-Ij-4 2ND QUARTER The learners demonstrate an understanding of the principles of designing and sewing jogging pants. The learners plans, designs and sews jogging pants. LO 1. Draft and cut pattern for jogging pants 1.5. Plan garment design 1.6. Take client’s body measurement 1.7. Draft basic/block pattern 1.8. Cut final pattern TLE_HETL9- 12JP-IIa-c-5 LO 2. Prepare and cut materials for jogging pants 2.4 Prepare materials 2.5 Lay out and pin pattern pieces on the fabric 2.6 Cut fabric 2 WEEKS TLE_HETL9- 12JP-IId-6 LO 3. Assemble garment parts for jogging pants 3.2 Sew and assemble athletic shorts parts 3 WEEKS TLE_HETL9- 12JP-IIe-i-7 LO 4. Apply finishing touches on jogging pants 4.4 Apply finishing touches 4.5 Press finished garment 4.6 Pack finished garment 1 WEEK TLE_HETL9- 12JP-IIj-8 3RD QUARTER The learners demonstrate an understanding of the principles of designing and sewing athletic shirts. The learners plans, designs and sews athletic shirts. LO 1. Draft and cut pattern for athletic shirts 1.9. Plan garment design 1.10. Take client’s body measurement 1.11. Draft basic/block pattern 1.12. Cut final pattern 2 WEEKS TLE_HETL9- 12SI-IIIa-c-9 LO 2. Prepare and cut materials for athletic shirts 2.7 Prepare materials 2 WEEKS TLE_HETL9- 12SI-IIId-10
- 482. 482 2.8 Lay out and pin pattern pieces on the fabric 2.9 Cut fabric LO 3. Assemble garment parts for athletic shirts 3.3 Prepare cut parts 3.4 Sew and assemble athletic shorts parts 3.5 Alter completed garment 3 WEEKS TLE_HETL9- 12SI-IIIe-i-11 LO 4. Apply finishing touches on athletic shirts 4.7 Apply finishing touches 4.8 Press finished garment 4.9 Pack finished garment 1 WEEK TLE_HETL9- 12SI-IIIj-12 4TH QUARTER The learners demonstrate an understanding of the principles of designing and sewing athletic jackets. The learners plans, designs and sews athletic jackets. LO 1. Draft and cut pattern for athletic jackets 1.13. Plan garment design 1.14. Take client’s body measurement 1.15. Draft basic/block pattern 1.16. Cut final pattern 2 WEEKS 2 WEEKS TLE_HETL9- 12JA-IVa-b-13 LO 2. Prepare and cut materials for athletic jackets 2.10 Prepare materials 2.11 Lay out and pin pattern pieces on the fabric 2.12 Cut fabric TLE_HETL9- 12JA-IVc-d-14 LO 3. Assemble garment parts for athletic jackets 3.6 Sew and assemble athletic shorts parts 3 WEEKS TLE_HETL9- 12JA-IVe-i-15 LO 4. Apply finishing touches on athletic jackets 4.1 Apply finishing touches 4.2 Press finished garment 4.3 Pack finished garment 1 WEEK TLE_HETL9- 12JA-IVj-16
- 483. 483 GRADE LEVEL: 9-10/11-12 SPECIALIZATION: HAIRDRESSING I NOMINAL HOURS: 160 hours COMPONENT: HOME ECONOMICS QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code 1ST QUARTER The learner demonstrates an understanding of the core concepts and theories in hair care and scalp treatment. The learner demonstrates common and core competencies in performing hair care and scalp treatment services. LO 1. Treatment of hair and scalp 1.1. Appreciate the benefits of scalp and hair treatment 1.2. Analyze scalp and hair structure 1.3. Distinguish diseases and disorders of scalp and hair 1.4. Observe safety precautions and sanitation while at work 1.5. Explain the different types of shampoo and conditioner 1 WEEK TLE_HEHD9- 12TS-Ia-1 LO 2. Prepare client 2.1 Assist client in accordance with salon procedures 2.2 Provide appropriate clothing according to the desired type of service, and size and built of the client 2.3 Advise client to remove all jewelry and accessories 1 WEEK TLE_HEHD9- 12TS-Ib-2 LO 3. Apply shampoo and/or conditioner on the client 3.1 Shampoo and/or condition hair as required and following standard procedure 3.2 Ensure client’s safety and comfort during the entire process 2 WEEKs TLE_HEHD9- 12TS-Ib-3 LO 4. Blow-dry hair 2 WEEKS TLE_HEHD9- 12TS-Ic-4
- 484. 484 4.1 Towel dry and comb hair according to service requirements 4.2 Blow-dry hair according to service requirements and following standard procedure 4.3 Apply finishing product on blow-dried hair according to product specifications LO 5. Perform post-service activities 3.1 Clean, sanitize, and store tools and equipment according to OHS requirements 3.2 Segregate and dispose waste materials according to OHS requirements 1 WEEK TLE_HEHD9- 12TS-Id-5 2ND QUARTER The learner demonstrates an understanding of the core concepts and theories in hair care and scalp treatment. The learner demonstrates common and core competencies in performing hair care and scalp treatment services. Scalp and hair treatment LO 6. Prepare client 6.1 Determine client’s health and restrictions through consultation 6.2 Analyze client’s scalp and hair condition following salon safety policies and procedures 6.3 Prepare and use protective clothing according to OHS 2 WEEKS TLE_HEHD9- 12TS-Ie-6 LO 7. Treat hair condition 7.1 Select and prepare supplies/materials and hair treatment product 7.2 Perform hair treatment following established or acceptable procedures 7.3 Check results based on client’s desired outcome 7.4 Ensure client’s safety and comfort during the entire process 6 WEEKS TLE_HEHD9- 12TS-If-g-7 3RD QUARTER The learner demonstrates an understanding of the The learner demonstrates common and core LO 1. Fundamentals in Hair Perming a. Express ideas clearly on the benefits of hair perming 2 WEEKS TLE_HEHD9- 12HP-IIa-b-1
- 485. 485 core concepts and theories in hair perming competencies in performing hair perming. b. Use appropriate tools, materials in permanent waving c. Perform the steps in sectioning, blocking, and winding of hair d. Observe safety rules and reminders in hair perming e. Discuss the procedures in hair perming 2.2 Perform the procedures in permanent waving LO 2. Prepare client 2.1 Advise client to remove all personal accessories 2.2 Determine if previous chemical treatment exists 2.3 Check scalp condition if free from scratches and open wounds 2.4 Advise client to defer hair perming if adverse scalp and health conditions exist 2.5 Confirm types of hair curls with client 1 WEEK TLE_HEHD9- 12HP-IIc-2 LO 3. Perm hair 3.1 Prepare and use necessary tools, equipment, supplies/materials following salon policies and procedures and OHS requirements 3.2 Prepare perm solution according to client’s hair type, texture/condition andproduct specifications 3.3 Perform hair perming in accordance with established or standard procedures and product specifications 3.4 Rinse hair thoroughly, towel-dry and apply conditioner 3.5 Ensure client’s safety and comfort during the entire process 4 WEEKS TLE_HEHD9- 12HP-IId-j-3 LO 4. Apply finishing touches 4.1 Check hair according to client’s desired outcome 4.2 Taper/trim and style hair if necessary TLE_HEHD9- 12HP-IId-j-4
- 486. 486 4.3 Confirm client’s satisfaction and make adjustments if requirement 1 WEEK LO 5. Perform post-service activities 5.1 Advise client on hair care and maintenance 5.2 Clean and store tools, equipment, supplies, and materials after use in accordance with salon procedures 5.3 Properly dispose of waste items in accordance with OHS requirements 5.4 Clean and prepare workstation for the next client 1 WEEK TLE_HEHD9- 12HP-IId-j-5 4TH QUARTER The learner demonstrates an understanding of the core concepts and theories in haircutting. The learner demonstrates common competencies in haircutting. LO 1. Fundamentals in haircutting 1.1 Express one’s experience and exposure about the process of haircutting 1.2 Analyze the hair condition and the shape of face for appropriate hair cut 1.3 Practice fundamental disciplines in haircutting 1.4 Discuss the uses of tools and implements in haircutting 1.5 Show the importance of hair control in haircutting 1.6 Discuss basic cutting strokes 2 WEEKS TLE_HEHD9- 12HC-III-IVa-j- 1 LO 2. Prepare client 2.1 Extend appropriate courtesy to the client at all times 2.2 Assess shape of the client’s face, head, length and width of hair according to his/her built and height 2.3 Analyze texture of hair according to style requirements and cutting technique to be used 2.4 Present hair catalog to the client for selection and agreement between client and hairdresser 1 WEEK TLE_HEHD9- 12HC-III-IVa-j- 2
- 487. 487 2.5 Provide and use protective clothing according to health and sanitation regulations 2.6 Shampoo and/or condition hair following salon procedure LO 3. Cut hair 3.1 Prepare and use appropriate materials, tools, and hair implements according to client’s desired haircut and OHS requirement 3.2 Perform haircut according to haircut style and established or acceptable procedures 3.3 Ensure client’s safety and comfort during the entire process 3 WEEKS TLE_HEHD9- 12HC-III-IVa-j- 3 LO 4. Check hair and apply appropriate finishing touches 4.1 Blow-dry and check hair for accuracy and finishing touches 4.2 Use finishing cutting tools according to haircut style 4.3 Apply hair finishing product as per client’s requirements and style 4.4 Confirm client’s acceptance and make adjustments if required 1 WEEK TLE_HEHD9- 12HC-III-IVa-j- 4 LO 5. Perform post service activities 5.1 Advise client on proper hair care and maintenance 1 WEEK TLE_HEHD9- 12HC-IIIa-5
- 488. 488 5.2 Clean, sterilize, and store tools, implements and equipment in accordance with salon policy 5.3 Properly dispose of waste items following OHS practice 5.4 Clean working area in preparation for the next client 5.5 Prepare scoring rubrics for haircut GRADE LEVEL: 9-10/11-12 SPECIALIZATION: HAIRDRESSING II NOMINAL HOURS: 160 COMPONENT: HOME ECONOMICS QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code 1ST QUARTER The learner demonstrates understanding of the core concepts and theories in performing hair coloring and hair bleaching The learner demonstrates common competencies in hair coloring and hair bleaching activities LO 1. Fundamentals in hair coloring and hair bleaching 1.1 Perform preliminary steps on hair coloring 1.2 Use tested products, implements and supplies 1.3 Classify various hair coloring 1.4 Describe various types of hair coloring application 1.5 Conduct scalp and hair analysis 1.6 Identify the effects of allergies and hair treatment to hair coloring activity 1.7 Perform skin test/patch test carefully 1.8 Discuss hair coloring applications 1.9 Explain dimensional highlighting 2 WEEKS TLE_HEHD9- 12CB-Ia-b-1 LO 2. Prepare client 2.1 Consult and advise client on color options, and checked for possible skin allergies 1 WEEK TLE_HEHD9- 12CB-Ic-f-2
- 489. 489 2.2 Check and analyze condition of the hair and scalp Prepare and use protective clothing and materials according to OH&S requirements 2.3 Drape client following established procedures to avoid stains from hair coloring 2.4 Where necessary, shampoo client’s hair to remove remaining conditioners and styling products, making sure the scalp is not scratched 2.5 Style where necessary, hair according to client’s particular requirements 2.6 Ensure client’s safety and comfort during the activity LO 3. Apply hair color 1.1 Prepare and use tools, materials, implements following OH&S requirements 1.2 Select and mix color and developer according to client’s hair condition and length and desired outcome 1.3 Apply color according to product specifications and established or acceptable procedures 1.4 Style where necessary, hair according to client’s particular requirements 4 WEEKS TLE_HEHD9- 12CB-Ic-f-3 2ND QUARTER Hair Bleaching The learner demonstrates understanding of the core concepts and theories in performing hair coloring and hair bleaching The learner demonstrates common competencies in hair coloring and hair bleaching activities LO 1. Prepare client 1.1 Consult client on health condition and previous hair chemical treatment availed 1.2 Advise client on possible service options and outcome results 1.3 Check and analyze conditions of the hair and scalp 1.4 Advise client to remove all personal accessories 1 WEEK TLE_HEHD9- 12CB-Ig-j-5
- 490. 490 1.5 Provide client with protective clothing and gadgets following salon procedures LO 2. Bleach hair 2.1 Prepare and use supplies, materials, tools, equipment, and implements according 2.2 to OH&S requirements 2.3 Mix bleaching product with right volume of developer according to manufacturers’ instructions and client’s hair texture 2.4 Perform hair bleaching according to established or acceptable procedures and product specifications 2.5 Ensure clients’ safety and comfort during the process 5 WEEKS TLE_HEHD9- 12CB-Ig-j-6 LO 3. Perform post-service activities 1.1 Advise client on hair care and maintenance 1.2 Sanitize and store tools and equipment and implements after use according to salon procedures 1.3 Dispose wastes of according to OH&S requirements 1.4 Clean and prepare workstation for next activity 1 WEEK TLE_HEHD9- 12CB-Ig-j-7 3RD QUARTER The learner demonstrates understanding of the core concepts and theories in performing hair straightening The learner demonstrates common competencies in performing hair straighten LO 1. Introduction to Hair Straightening 1.1 Appreciate the benefits of chemical hair straightening 1.2 Explain hair chemistry and restructuring 1.3 Discuss the products used in chemical hair straightening 1.4 Discuss the importance of scalp and hair analysis. 1.5 Use appropriate implements and supplies in hair straightening 2 WEEKS TLE_HEHD9- 12ST-IIa-j-1
- 491. 491 1.6 Perform the steps in chemical hair straightening 1.7 Observe safety rules and reminders in hair straightening LO 2. Prepare client 2.1 Advise client to remove all personal accessories 2.2 Use protective clothing and gadgets to ensure clients safety and comfort 2.3 Check and analyze client hair texture and condition, together with scalp 2.4 Confirm previous hair treatment with the client before doing the desired service 2.5 Drape and shampoo client without scratching the scalp 1 WEEK TLE_HEHD9- 12ST-IIa-j-2 LO 3. Apply hair straightening product a. Prepare and use necessary tools and materials according to OH&S requirements b. Identify and/or mix different forms of products based on types of hair and desired hair straightening service in accordance with manufacturers’ instruction c. Perform hair straightening in accordance with product specifications and established or acceptable procedures d. Ensure client’s safety and comfort during the entire process 2 WEEKS TLE_HEHD9- 12ST-IIa-j-3 LO 4. Iron Hair 4.1 Blow-dry hair according to salon procedures 4.2 Apply protective hair product through the hair before actual ironing 2 WEEKS TLE_HEHD9- 12ST-IIa-j-4
- 492. 492 4.3 Set iron plate in accordance with hair condition 4.4 Sub-section hair according to salon procedures 4.5 Iron hair in accordance with salon procedures LO 5. Apply hair fixing solution 5.1 Apply fixing solution on the hair in accordance with manufacturer’s instructions 5.2 Follow processing time according to manufacturer’s instructions 5.3 Rinse hair thoroughly and applied with necessary treatment products according to manufacturers’ instructions 5.4 Check result and style hair according to clients’ desired outcome 1 WEEK TLE_HEHD9- 12ST-IIa-j-5 LO 6. Perform post service activities 6.1 Advise client on hair care and maintenance 6.2 Clean, sterilize/sanitize tools, implements and equipment and store after use in accordance with salon procedures 6.3 Properly dispose waste items of in accordance with OH&S requirements 6.4 Clean working area in preparation for the next client 1 WEEK TLE_HEHD9- 12ST-IIa-j-6 4TH QUARTER The learner demonstrates understanding of the core concepts and theories in performing styling The learner demonstrates common competencies in performing styling LO 1. Introduction to hairstyling 1.1 Express ideas about hairstyling 1.2 Appreciate the benefits of having hairstyling skills 1.3 Inculcate the responsibilities of a hairstylist 1.4 Analyze the fundamental principles of hairstyling 1.5 Inculcate the responsibilities of a hairstylist 2 WEEKS TLE_HEHD9- 12HS-IIIa-j-1
- 493. 493 1.6 Analyze the fundamental principles of hairstyling 1.7 Use appropriate equipment, implements and supplies 1.8 Observe safety precautions and sanitation while working LO 2. Perform the various methods of hairstyling 2.1 Non-thermal styling 2.2 Thermal styling 2.3 Perform casual and formal creative hairstyles 2.4 Perform hairstyling using special effects in hairstyling 2.5 Provide hairstyling services - Casual hairstyle - Formal hairstyle - Creative hairstyle 2.6 Use a rubric in evaluating the services for hairstyling 2.7 Compute the cost of service 3 WEEKS TLE_HEHD9- 12HS-IIIa-j-2 LO 1. Prepare clients 1.1 Advise client to remove all personal accessories 1.2 Consult client on specific make-up requirements 1.3 Analyze shapes of face and skin type / tones of client according to make-up requirements 1.4 Seat client in a comfortable position during the entire process 1.5 Provide client with protective clothing following salon procedures 1 WEEK TLE_HEHD9- 12MU-IVa-j-1 LO 2. Apply Make-up 2.1 Sanitize hand before actual application of make-up 2 WEEKS TLE_HEHD9- 12MU-IVa-j-2
- 494. 494 2.2 Select and prepare make-up products and accessories, tools, supplies and materials according to client make – up requirement 2.3 Perform make-up application in accordance with established or acceptable procedures 2.4 Check make-up result before application of finishing touches 2.5 Ensure client’s comfort and safety during the entire process LO 3. Perform post-service activities 3.1 Advise client on appropriate product and procedure in applying retouch and removing make-up 3.2 Clean and store make-up products, tools, materials and implements after use in accordance with salon procedures 3.3 Properly dispose waste items of in accordance with OH&S requirements Clean and prepare workstation for next activity 1 WEEK TLE_HEHD9- 12MU-IVa-j-3 GRADE LEVEL: 9-10/11-12 SUBJECT: NAIL CARE NOMINAL HOURS: 160 hours COMPONENT: HOME ECONOMICS QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code 1st QUARTER The learner demonstrates understanding of concepts and principles in hand AND foot spa. The learner independently performs hand spa. PERFORM HAND AND FOOT SPA LO1. Apply hand treatment 1.1 Check and analyze condition of client’s hand 1.2 Wash client’s hand with lukewarm water and soap, and towel-dry before and after scrubbing 5 WEEKS TLE_HEBC9- 12HS-Ia-g-1
- 495. 495 1.3 Prepare and use necessary tools and supplies/materials according to OHSC requirements 1.4 Determine and test appropriate temperature for heat tolerance of client 1.5 Soak hands for 4 seconds for 3 consecutive times in wax and wrap with plastic gloves and mittens 1.6 Remove wax from hands according to manufacturer’s instructions 1.7 Apply hand softening product and massage according to prescribed procedure 1.8 Advise client after service on maintenance program LO2. Perform post hand activity 1.1 Dispose waste products including used wax according to OHSC and Department of Health requirements. 1.2 Sanitize and store tools and equipment. Clean and sanitize work station for the next treatment activity 2 WEEKS TLE_HEBC9- 12HS-Ih-j-2 2ND QUARTER The learner demonstrates understanding of concepts and principles in hand AND foot spa. The learner independently performs hand spa. PERFORM FOOT SPA LO1. Apply foot spa 1.1 Check and analyze condition of foot nails 1.2 Ensure client’s safety and comfort prior to foot spa activity 1.3 Wash feet with warm water and soap before and after scrubbing 1.4 Towel dry feet and apply with appropriate lotion 1.5 Prepare and use necessary tools and supplies/materials according to OHSC requirements 5 WEEKS TLE_HEBC9- 12FS-IIa-g-3
- 496. 496 1.6 Determine and test appropriate temperature for heat tolerance of client 1.7 Soak foot for 4 seconds for 3 consecutive times in wax and wrap with plastic gloves and mittens 1.8 Remove wax from foot according to manufacturer’s instructions 1.9 Apply foot softening product and massage according to prescribed procedure 1.10 Advise client after service on maintenance program LO2. Perform post foot spa activity 1.1 Dispose waste products including used wax according to OHSC and Department of Health requirements. 1.2 Sanitize and store tools and equipment. 1.3 Close and sanitize work station for the next treatment activity 1.4 2 WEEKS TLE_HEBC9- 12FS-IIh-j-4 3RD QUARTER The learner demonstrates understanding of concepts, principle and techniques in manicure and pedicure services. The learner independently performs manicure and pedicure services. LO1. Clean finger nails and toe nails 1.1 Consult client on desired nail service activity and specific requirements and consultation record is agreed and signed 1.2 Checked and analyzed clients’ hand nail structure and condition 1.3 Recognize nail disorder for prepare nail repair 1.4 Select and prepare appropriate sanitized tools and equipment, supplies and materials are according to salon procedures 1.5 Disinfect, sanitize, clean and dry hands and feet 1.6 Clean nails in accordance with the established or acceptable procedures 5 WEEKS TLE_HEBC9- 12PMP- III/IVa-r-5
- 497. 497 1.7 Trim and file nails based on client’s desired shape. 1.8 Massage fingers following prescribed movements 1.9 Ensure client’s safety and comfort is during the entire process. 1.10 Apply first-aid in case of accidental cuts and wounds LO 2. Perform basic nail designs 1.1 Select color of the nail polish according to customer’s requirements 1.2 Apply base coat with long strokes starting with the little finger 1.3 Select color of the nail polish as agreed according to customer’s desire or requirements 1.4 Apply nail polish from the base to the edge of the nail using light sweeping stroked around the cuticle 1.5 Apply top or seal coat with long strokes in the same manner as the base coat 1.6 Check and analyze outcome according to the client’s nail service requirements. 1.7 Remove excess polish around the cuticle and nail using appropriate tool 3 WEEKS TLE_HEBC9- 12PMP- III/IVa-r-6 4TH QUARTER CREATE FANCY NAIL DESIGNS LO 1. Perform different fancy designs on finger nails and toe nails 1.1 Prepare nails for cleaning 1.2 Apply nail products according to manufacturer’s recommendation 1.3 Apply fancy nail designs 6 WEEKS TLE_HEBC9- 12PMP- III/IVa-r-6
- 498. 498 1.4 Advise client on nail maintenance practices 1.5 Dispose waste properly according to waste environment and safety regulations
- 499. 499
- 500. 500 GRADE LEVEL: Grade 11/12 SUBJECT: 21st Century Literature Quarter Content Standards Performance Standards Most Essential Learning Competencies K to 12 CG Code S1 Q1 The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions. The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine literature from the regions through: 1. a written close analysis and critical interpretation of a literary text in terms of form and theme, with a description of its context derived from research; and 2. an adaptation of a text into other creative forms using multimedia. Writing a close analysis and critical interpretation of literary texts and doing an adaptation of these require from the learner the ability to identify: a. the geographic, linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to the contemporary b. representative texts and authors from each region (e.g. engage in oral history research with focus on key personalities from the students’ region/province/town) Compare and contrast the various 21st century literary genres and the ones from the earlier genres/periods citing their elements, structures and traditions EN12Lit-Id-25 Discuss how different contexts enhance the text’s meaning and enrich the reader’s understanding Produce a creative representation of a literary text by applying multi- media and ICT skills Do self- and/or peer-assessment of the creative adaptation of a literary text, based on rationalized criteria, prior to presentation EN12Lit-Ie-31.3 S1 Q2 The learner will be able to understand and appreciate literary texts in various genres across national The learner will be able to demonstrate understanding and appreciation of 21st century literature of the world through: Writing a close analysis and critical interpretation of literary texts, applying a reading approach, and doing an adaptation of these, require from the learner the ability to identify: representative texts and authors from Asia, North America, Europe, Latin America, and Africa EN12Lit-IIa-22 Compare and contrast the various 21st century literary genres and their elements, structures, and traditions from across the globe EN12Lit-IId-25 Produce a creative representation of a literary text by applying
- 501. 501 literature and cultures. 1. a written close analysis and critical interpretation of a literary text in terms of form and theme, with a description of its context derived from research; 2. critical paper that analyzes literary texts in relation to the context of the reader and the writer or a critical paper that interprets literary texts using any of the critical approaches; and 3. an adaptation of a text into other creative forms using multimedia. multimedia and ICT skills Do self- and/or peer-assessment of the creative adaptation of a literary text, based on rationalized criteria, prior to presentation EN12Lit-IIij-31.3
- 502. 502 Grade Level: 11/12 Subject: CONTEMPORARY PHILIPPINE ARTS FROM THE REGIONS Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code The learner… 1 semester demonstrates appreciation of contemporary art forms, found in the various regions by understanding the elements and principles presents a form of integrated contemporary art based on the region of his / her choice. e.g. choreography, musical instrument, literary and music composition, visual design, and/or theatrical performance describes various contemporary art forms and their practices from the various regions Week 1 CAR11/12IAC-0a-1 discusses various art forms found in the philippines Week 2 CAR11/12IAC-0b-2 demonstrates understanding of the significant roles of artists from the regions creates avenues to advocate the arts from the different regions researches on various contemporary art forms Week 3-5 CAR11/12CAP-0c -e-4 explains filipino artists’ roles and identify their contribution to contemporary arts Week 3-5 CAR11/12CAP-0c -e-5 evaluates contemporary art forms based on the elements and principles Week 3-5 CAR11/12CAP-0c -e-6 compares forms of arts from the different regions Week 3-5 CAR11/12CAP-0c -e-7 relates the significance of arts forms from the regions Week 3-5 CAR11/12CAP-0c -e-8 promotes arts from the regions Week 3-5 CAR11/12CAP-0c -e-9 shows understanding of the materials and techniques discriminates among various materials and techniques researches on techniques and performance practices applied to contemporary arts Week 3-5 CAR11/12TPP-0c -e-10 discusses local materials used in creating art Week 3-5 CAR11/12TPP-0c -e-11
- 503. 503 critiques available materials and appropriate techniques Week 3-5 CAR11/12TPP-0c -e-12 explicates the use of materials and the application of techniques Week 3-5 CAR11/12TPP-0c -e-13 Consolidates relevant concepts to plan for a production Designs a production using available materials and appropriate techniques conceptualizes contemporary art based on techniques and performance practices in their locality. Week 6-8 CAR11/12AP-0f -h-14 applies artistic skills and techniques in the process of creation Week 6-8 CAR11/12AP-0f -h-15 incorporates contemporary characteristics to one’s creation with attention to detail Week 6-8 CAR11/12AP-0f -h-16 creates the intended final product using appropriate materials for the best possible output Week 6-8 CAR11/12AP-0f -h-17 Grade Level : Grade 11/12 Subject :DISASTER READINESS AND RISK REDUCTION Quarter Content Standard The learners demonstrate understanding of... Performance Standard The learners should be able to... Most Essential Learning Competencies Duration 1st 1. Concept of disaster 2. Concept of disaster risk 3. Nature of disasters 4. Effects of disasters The learners relate the concept of disaster with daily life. Explain the meaning of disaster Week 1 DRR11/12-Ia-b-1 Differentiate the risk factors underlying disasters Week 1 DRR11/12-Ia-b-2 Describe the effects of disasters on one’s life Week 2 DRR11/12-Ia-b-3 Analyze disaster from the different perspectives (physical, psychological, socio-cultural, economic, political, and biological). Week 2 DRR11/12-Ia-b-6
- 504. 504 Various elements that may be exposed to hazards: 1. Physical 2. Social 3. Economic 4. Environmental Vulnerability of each exposed element. The learners conduct hazard hunts of exposed elements and propose corresponding corrective actions for one’s preparedness. Explain the meaning of vulnerability Week 3 DRR11/12-Ic-8 Explain why certain sectors of society are more vulnerable to disaster than others Week 3 DRR11/12-Ic-9 Recognize vulnerabilities of different elements exposed to specific hazards Week 4 DRR11/12-Id-12 Differentiate among hazards, exposure, and vulnerabilities and explain the relationship of the three to disaster risk Week 4 DRR11/12-Id-13 1. Concept of hazard 2. Types of hazards 3. The impact of various hazards The learners relate various types of hazard with a specific area for one’s preparedness. Define and cite examples of the types of hazards Week 5 Explain the impact of various hazards on people and the environment Week 5 DRR11/12-Ie-16 Potential earthquake hazards: 1. Ground shaking 2. Ground rupture 3. Liquefaction 4. Earthquake-induced ground subsidence 5. Tsunami 6. Earthquake-induced landslide The learners develop a family emergency preparedness plan to guide them on what to do before, during, and after an earthquake. Identify various potential earthquake hazards Week 6 DRR11/12-If-g-17 Recognize the natural signs of an impending tsunami; Week 6 DRR11/12-If-g-18 Analyze the effects of the different earthquake hazards Week 6 DRR11/12-If-g-19 Interpret different earthquake hazard maps; Week 7 DRR11/12-If-g-20 Signs of impending volcanic eruptions Potential volcano-related hazards: 1. Lahar 2. Ash fall 3. Pyroclastic flow 4. Ballistic Projectile The learners develop a family emergency preparedness plan to guide them on what to do before, during, and after a volcanic eruption. Explain various volcano-related hazards Week 7 DRR11/12-Ih-i-22 Recognize signs of an impending volcanic eruption Week 8 DRR11/12-Ih-i-24 Interpret different volcano hazard maps; Week 8 DRR11/12-Ih-i-25
- 505. 505 5. Volcanic Glasses 6. Lava flow 2nd Related geological hazards 1. Rainfall-induced landslide 2. Sinkhole The learners develop a family emergency preparedness plan to guide them on what to do before, during, and after the occurrence of events that cause geological hazards. Discuss the different geological hazards Week 1 DRR11/12-IIa-b-27 Analyze the causes of geological hazards Week 1 DRR11/12-IIa-b-28 Recognize signs of impending geological hazards; Week 1 DRR11/12-IIa-b-29 Interpret geological maps Week 2 DRR11/12-IIa-b-30 Apply mitigation strategies to prevent loss of lives and properties Week 2 DRR11/12-IIa-b-31 Potential hydrometeorological hazards: 1. Typhoon 2. Thunderstorm 3. Flashflood 4. Flood 5. Stormsurge 6. El Nino 7. La Nina The learners develop a family emergency preparedness plan to guide them on what to do before, during, and after the occurrence of events that cause hydrometeorological hazards. Recognize signs of impending hydrometeorological hazards Week 3 DRR11/12-IIc-d-33 Interpret different hydrometeorological hazard maps Week 3 DRR11/12-IIc-d-35 Use available tools for monitoring hydrometeorological hazards Week 3 DRR11/12-IIc-d-36 Fire hazards and related concepts: 1. Fire triangle 2. Causes of fires 3. Phases of a fire emergency The learners develop a family emergency preparedness plan to guide them on what to do before, during, and after a fire incident. Recognize elements of the fire triangle in different situations Week 4 DRR11/12-IIe-f-37 Analyze the different causes of fires Week 4 DRR11/12-IIe-f-38 Observe precautionary measures and proper procedures in addressing a fire incident Week 4 DRR11/12-IIe-f-39 Apply basic response procedures during a fire incident Week 5 DRR11/12-IIe-f-40 Follow fire emergency and evacuation plans; Week 5 DRR11/12-IIe-f-41
- 506. 506 Disaster risk reduction: 1. Concept of DRR 2. Importance of DRR 3. Key Principles The learners are able to develop a community emergency preparedness plan and community disaster preparedness plan to minimize vulnerability and disaster risk in the community and avoid or limit adverse impacts of hazards. Discuss the key concepts, principles, and elements of DRR Week 6 DRR11/12-IIg-h-42 Recognize the importance of DRR on one’s life Week 6 DRR11/12-IIg-h-43 Community-based disaster risk reduction and management for preparedness 1. Emergency Plan 2. Monitoring and Evaluation 3. Early Warning Systems 4. Survival Kits and materials The learners practice and develop proficiency in executing emergency response protocols/ procedures through safety drills. Discuss different community- based practices for managing disaster risk to specific hazards Week 7 DRR11/12-IIg-h-44 Develop a community preparedness plan; Week 7 DRR11/12-IIg-h-45 Prepare survival kits and materials for one’s family and for public information and advocacy Week 8 DRR11/12-IIg-h-46 Policies of DRRM -The Philippine DRRM Law RA 10121 and its Implementing Rules and Regulations Explain DRR-related laws and policies Week 8 DRR11/12-IIi-j-47
- 507. 507 Grade Level : Grade 11/12 Subject :EARTH AND LIFE SCIENCE Quarter Content Standard The learners demonstrate understanding of... Performance Standard The learners should be able to... Most Essential Learning Competencies Duration K to 12 CG Code 1st 1. the formation of the universe and the solar system 2. the subsystems (geosphere, hydrosphere, atmosphere, and biosphere) that make up the Earth 3. the Earth’s internal structure Conduct a survey to assess the possible geologic/ hydrometeorological hazards that your community may experience. Recognize the uniqueness of Earth, being the only planet in the solar system with properties necessary to support life. Week 1 S11/12ES-Ia-e- 3 Explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow. Week 1 S11/12ES-Ia-e- 4 1. the three main categories of rocks 2. the origin and environment of formation of common minerals and rocks 3. geologic processes that occur on the surface of the Earth such as weathering, erosion, mass wasting, and sedimentation (include the role of ocean basins in the formation of sedimentary rocks) 4. geologic processes that occur within the Earth Identify common rock-forming minerals using their physical and chemical properties. Week 1 S11/12ES-Ia-9 Classify rocks into igneous, sedimentary, and metamorphic Week 2 S11/12ES-Ib-10 explain how the products of weathering are carried away by erosion and deposited elsewhere Week 2 S11/12ES-Ib-12 Describe where the Earth’s internal heat comes from. Week 3 S11/12ES-Ib-14 describe how magma is formed (magmatism) Week 3 S11/12ES-Ic-15 Describe the physical and chemical changes in rocks due to changes in pressure and temperature (metamorphism) Week 4 compare and contrast the formation of the different types of igneous rocks Week 4 S11/12ES-Ic-18 Explain how the movement of plates leads to the formation of folds and faults Week 5 S11/12ES-Id-22
- 508. 508 5. the folding and faulting of rocks 6. plate tectonics 7. how the planet Earth evolved in the last 4.6 billion years (including the age of the Earth, major geologic time subdivisions, and marker fossils). Describe how layers of rocks (stratified rocks) are formed Week 5 S11/12ES-Ie-25 Describe the different methods (relative and absolute dating) to determine the age of stratified rocks Week 5 S11/12ES-Ie-26 Explain how relative and absolute dating were used to determine the subdivisions of geologic time Week 6 S11/12ES-Ie-27 Describe how the Earth’s history can be interpreted from the geologic time scale Week 6 S11/12ES-Ie-29 1. the different hazards caused by geological processes (earthquakes, volcanic eruptions, and landslides) 2. the different hazards caused by hydrometeorological phenomena (tropical cyclones, monsoons, floods, and tornadoes or ipo-ipo) 3. the different hazards caused by coastal processes (waves, tides, sea-level changes, crustal movement, and storm surges) Describe the various hazards that may happen in the event of earthquakes, volcanic eruptions, and landslides Week 6 S11/12ES-If-30 Using hazard maps, identify areas prone to hazards brought about by earthquakes, volcanic eruptions, and landslides Week 7 S11/12ES-If-31 Identify human activities that speed up or trigger landslides Week 7 S11/12ES-If-33 Using hazard maps, identify areas prone to hazards brought about by tropical cyclones, monsoons, floods, or ipo-ipo Week 8 S11/12ES-Ig-36 Describe how coastal processes result in coastal erosion, submersion, and saltwater intrusion Week 8 S11/12ES-Ih-38 cite ways to prevent or mitigate the impact of land development, waste disposal, and construction of structures on control coastal processes Week 8 S11/12ES-Ii-41 2nd 1. the historical development of the concept of life 2. the origin of the first life forms 3. unifying themes in the study of life value life by taking good care of all beings, humans, plants, and animals Explain the evolving concept of life based on emerging pieces of evidence Week 1-2 S11/12LT-IIa-1 Describe how unifying themes (e.g., structure and function, evolution, and ecosystems) in the study of life show the connections among living things and how they interact with each other and with their environment Week 2 S11/12LT-IIa-3
- 509. 509 1. plant and animal reproduction 2. how genes work 3. how genetic engineering is used to produce novel products conduct a survey of products containing substances that can trigger genetic disorders such as phenylketonuria Describe the different ways of how representative animals reproduce Week 3 S11/12LT-IIej- 15 Describe the process of genetic engineering Week 4 S11/12LT-IIej- 17 Evaluate the benefits and risks of using GMOs Week 4 S11/12LT-IIej- 19 1. nutrition: getting food to cells 2. gas exchange with the environment 3. circulation: the internal transport system 4. the need for homeostasis 5. salt and water balance and waste removal 6. the immune system: defense from disease 7. how hormones govern body activities 8. the nervous system 9. the body in motion make a presentation of some diseases that are associated with the various organ systems Describe the general and unique characteristics of the different organ systems in representative animals Week 5 S11/12LT-IIIaj- 21 Analyze and appreciate the functional relationships of the different organ systems in ensuring animal survival Week 5 S11/12LT-IIIaj- 22 1. the evidence for evolution 2. the origin and extinction of species Design a poster tracing the evolutionary changes in a crop plant (e.g., rice or corn) that occurred through domestication Explain how populations of organisms have changed and continue to change over time showing patterns of descent with modification from common ancestors to produce the organismal diversity observed today Week 6 S11/12LT-IVfg- 26 Describe how the present system of classification of organisms is based on evolutionary relationships Week 6 S11/12LT-IVfg- 27 1. the principles of the ecosystem prepare an action plan containing mitigation measures to address Categorize the different biotic potential and environmental resistance (e.g., diseases, Week 7 S11/12LT-IVhj- 29
- 510. 510 2. biotic potential and environmental resistance 3. terrestrial and aquatic ecosystems 4. how human activities affect the natural ecosystem current environmental concerns and challenges in the community availability of food, and predators) that affect population explosion Grade Level : Grade 11/12 Subject : EARTH SCIENCE Quarter Content Standard The learners demonstrate understanding of... Performance Standard The learners should be able to... Most Essential Learning Competencies Duration K to 12 CG Code 1st 1. the formation of the universe and the solar system 2. the subsystems (geosphere, hydrosphere, atmosphere, and biosphere) that make up the Earth make a concept map and use it to explain how the geosphere, hydrosphere, atmosphere, and biosphere are interconnected Describe the characteristics of Earth that are necessary to support life Week 1 S11ES-Ia-b-3 Explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow Week 1 S11ES-Ib-4 1. the three main categories of rocks 2. the origin and environment of formation of common minerals and rocks 3. the various sources of energy (fossil fuels, 1. make a plan that the community may use to conserve and protect its resources for future generations 2. prepare a plan that the community may implement to minimize Identify common rock-forming minerals using their physical and chemical properties Week 1 S11ES-Ib-5 Classify rocks into igneous, sedimentary, and metamorphic Week 2 S11ES-Ic-6 Identify the minerals important to society Week 2 S11ES-Ic-7 Describe how ore minerals are found, mined, and processed for human use Week 3 S11ES-Ic-d-8 Describe how fossil fuels are formed Week 3 S11ES-Id-10
- 511. 511 geothermal, hydroelectric) 4. the amount of usable water resources on Earth 5. the distribution of arable land on Earth 6. waste generation and management waste when people utilize materials and resources Explain how heat from inside the Earth (geothermal) and from flowing water (hydroelectric) is tapped as a source of energy for human use Week 4 S11ES-Ie-11 Identify the various water resources on Earth Week 4 S11ES-If-g-15 Explain how different activities affect the quality and availability of water for human use Week 5 S11ES-Ig-16 Identify human activities, such as farming, construction of structures, and waste disposal, that affect the quality and quantity of soil Week 5 S11ES-Ih-17 Give ways of conserving and protecting the soil for future generations Week 6 S11ES-Ih-i-18 Describe how people generate different types of waste (solid, liquid, and gaseous) as they make use of various materials and resources in everyday life Week 6 S11ES-Ii-19 Explain how different types of waste affect people’s health and the environment Week 7 S11ES-Ii-j-20 2nd 1.geologic processes that occur on the surface of the Earth such as weathering, erosion, mass wasting, and sedimentation 2. geologic processes that occur within the Earth 3. folding and faulting of rocks 4. the internal structure of the Earth 5. continental drift 6. seafloor spreading 1. make a simple map showing places where erosion and landslides may pose risks in the community 2. using maps, diagrams, or models, predict what could happen in the future as the tectonic plates continue to move Describe how rocks undergo weathering Week 1 S11ES-IIa-22 Explain why the Earth’s interior is hot Week 1 S11ES-IIb-c-23 Describe what happens after magma is formed Week 2 S11ES-IIc-25 describe the changes in mineral components and texture of rocks due to changes in pressure and temperature (metamorphism) Week 2 S11ES-IIc-d-26 Describe how rocks behave under different types of stress such as compression, pulling apart, and shearing Week 3 S11ES-IId-27 explain how seafloor spreads Week 3 S11ES-IIf-32 Describe the structure and evolution of ocean basins Week 4 S11ES-IIf-33 explain how the movement of plates leads to the formation of folds, faults, trenches, volcanoes, rift valleys, and mountain ranges Week 4 S11ES-IIg-h-34
- 512. 512 1. relative and absolute dating 2. the major subdivisions of geologic time (including index fossils) 3. how the planet Earth evolved in the last 4.6 billion years describe the possible events that occurred in a certain area based on the rock layers found therein Describe how layers of rocks (stratified rocks) are formed Week 5 S11ES-IIh-35 Describe the different methods (relative and absolute dating) of determining the age of stratified rocks Week 5 S11ES-IIh-i-36 Explain how relative and absolute dating were used to determine the subdivisions of geologic time Week 6 S11ES-IIi-37 Describe how index fossils (also known as guide fossils) are used to define and identify subdivisions of the geologic time scale Week 6 S11ES-Ii-j-38 Describe the history of the Earth through geologic time Week 7 S11ES-IIj-39 Grade Level: Grade 11 Subject: General Mathematics Quarter Content Standards The learner demonstrates understanding of… Performance Standards The learner is able to… Most Essential Learning competencies The learner… Duration K to 12 CG Code Q1 key concepts of functions. accurately construct mathematical models to represent real-life situations using functions. represents real-life situations using functions, including piece-wise functions. Week 1 M11GM-Ia-1 evaluates a function. M11GM-Ia-2 performs addition, subtraction, multiplication, division, and composition of functions M11GM-Ia-3 solves problems involving functions. M11GM-Ia-4 key concepts of rational functions. accurately formulate and solve real-life problems involving rational functions. represents real-life situations using rational functions. Week 2 M11GM-Ib-1 distinguishes rational function, rational equation, and rational inequality. M11GM-Ib-2 solves rational equations and inequalities. M11GM-Ib-3 represents a rational function through its: (a) table of values, (b) graph, and (c) equation. M11GM-Ib-4
- 513. 513 Quarter Content Standards The learner demonstrates understanding of… Performance Standards The learner is able to… Most Essential Learning competencies The learner… Duration K to 12 CG Code finds the domain and range of a rational function. M11GM-Ib-5 determines the: (a) intercepts; (b) zeroes; and (c) asymptotes of rational functions Week 3 M11GM-Ic-1 solves problems involving rational functions, equations, and inequalities. M11GM-Ic-3 key concepts of inverse functions, exponential functions, and logarithmic functions. apply the concepts of inverse functions, exponential functions, and logarithmic functions to formulate and solve real- life problems with precision and accuracy. represents real-life situations using one-to one functions. Week 4 M11GM-Id-1 determines the inverse of a one-to-one function. M11GM-Id-2 represents an inverse function through its: (a) table of values, and (b) graph. M11GM-Id-3 finds the domain and range of an inverse function. M11GM-Id-4 solves problems involving inverse functions. Week 5 M11GM-Ie-2 represents real-life situations using exponential functions. M11GM-Ie-3 distinguishes between exponential function, exponential equation, and exponential inequality. M11GM-Ie-4 solves exponential equations and inequalities. Week 6 M11GM-Ie-f-1 represents an exponential function through its: (a) table of values, (b) graph, and (c) equation. M11GM-If-2 finds the domain and range of an exponential function. M11GM-If-3 determinestheintercepts,zeroes,andasymptotesofan exponentialfunction. M11GM-If-4 solves problems involving exponential functions, equations, and inequalities. Week 7 M11GM-Ig-2 represents real-life situations using logarithmic functions. Week 8 M11GM-Ih-1 distinguishes logarithmic function, logarithmic equation, and logarithmic inequality. M11GM-Ih-2 solves logarithmic equations and inequalities. M11GM-Ih-i-1
- 514. 514 Quarter Content Standards The learner demonstrates understanding of… Performance Standards The learner is able to… Most Essential Learning competencies The learner… Duration K to 12 CG Code represents a logarithmic function through its: (a) table of values, (b) graph, and (c) equation. Week 9 M11GM-Ii-2 finds the domain and range of a logarithmic function. M11GM-Ii-3 determines the intercepts, zeroes, and asymptotes of logarithmic functions. M11GM-Ii-4 solves problems involving logarithmic functions, equations, and inequalities. Week 10 M11GM-Ij-2 Q2 key concepts of simple and compound interests, and simple and general annuities. investigate, analyze and solve problems involving simple and compound interests and simple and general annuities using appropriate business and financial instruments. illustrates simple and compound interests. Week 1 to 2 M11GM-IIa-1 distinguishes between simple and compound interests. M11GM-IIa-2 computes interest, maturity value, future value, and present value in simple interest and compound interest environment. M11GM-IIa-b-1 solves problems involving simple and compound interests. M11GM-IIb-2 illustrates simple and general annuities. Week 3 to 4 M11GM-IIc-1 distinguishes between simple and general annuities. M11GM-IIc-2 finds the future value and present value of both simple annuities and general annuities. M11GM-IIc-d-1 calculates the fair market value of a cash flow stream that includes an annuity. M11GM-IId-2 calculates the present value and period of deferral of a deferred annuity. M11GM-IId-3 basic concepts of stocks and bonds. use appropriate financial instruments involving stocks and bonds in formulating conclusions and making decisions. illustrate stocks and bonds. Week 5 M11GM-IIe-1 distinguishes between stocks and bonds. M11GM-IIe-2 describes the different markets for stocks and bonds. M11GM-IIe-3 analyzes the different market indices for stocks and bonds. M11GM-IIe-4 decide wisely on the appropriateness of illustrates business and consumer loans. Week 6 M11GM-IIf-1 distinguishes between business and consumer loans. M11GM-IIf-2
- 515. 515 Quarter Content Standards The learner demonstrates understanding of… Performance Standards The learner is able to… Most Essential Learning competencies The learner… Duration K to 12 CG Code basic concepts of business and consumer loans. business or consumer loan and its proper utilization. solves problems involving business and consumer loans (amortization, mortgage). M11GM-IIf-3 key concepts of propositional logic; syllogisms and fallacies. judiciously apply logic in real-life arguments. illustrates and symbolizes propositions. Week 7 distinguishes between simple and compound propositions. M11GM-IIg-3 performs the different types of operations on propositions. M11GM-IIg-4 determines the truth values of propositions. Week 8 M11GM-IIh-1 illustrates the different forms of conditional propositions. M11GM-IIh-2 illustrates different types of tautologies and fallacies. Week 9 M11GM-IIi-1 key methods of proof and disproof. appropriately apply a method of proof and disproof in real-life situations. determines the validity of categorical syllogisms. M11GM-IIi-2 establishes the validity and falsity of real-life arguments using logical propositions, syllogisms, and fallacies. M11GM-IIi-3 Grade Level: Grade 11/12 Subject: Introduction to the Philosophy of the Human Person/Pambungad sa Pilosopiya ng Tao Quarter Contents Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 1st Quarter The learner understands the meaning and process of doing philosophy The learner reflects on a concrete experience in a philosophical way 1.1 Distinguish a holistic perspective from a partial point of view Nakikilala ang pagkakaiba ng pangkabuuang pananaw mula sa pananaw ng mga bahagi lamang Week 1 PPT11/12-Ia-1.1 1.2 Realize the value of doing philosophy in obtaining a broad perspective on life PPT11/12-Ib-1.2
- 516. 516 Quarter Contents Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code Nahihinuha na: Mahalaga ang pamimilosopiya upang magkaroon ng malawakang pananaw sa buhay. 1.3 Do a philosophical reflection on a concrete situation from a holistic perspective Nakapagmumuni-muni sa isang suliranin sa isang pilosopikong paraan at nakagagawa ng pamimiloosopiya sa buhay PPT11/12-Ib-1.3 1st Quarter The learner demonstrates various ways of doing philosophy The learner evaluate opinions 2.1 Distinguish opinion from truth Nakikilala ang pagkakaiba ng katotohanan sa opinyon Week 2 PPT11/12-Ic-2.1 2.2 Realize that the methods of philosophy lead to wisdom and truth Nahihinuha na patungo sa katotohanan ang mga pamamaraan ng pamimilosopiya PPT11/12-Id-2.2 2.3 Evaluate truth from opinions in different situations using the methods of philosophizing Natataya ang katotohanan at opinyon sa iba’t ibang sitwasyon gamit ang pamamaraan ng pamimilosopiya PPT11/12-Id-2.3 1st Quarter The learner understands the human person as an embodied spirit The learner distinguishes his/her own limitations and the possibilities for his/her transcendence 3.1 Recognize how the human body imposes limits and possibilities for transcendence Nakikilala na: Binibigyan ako ng hangganan at posibilidad ng aking katawan Week 3 PPT11/12-If-3.1 3.2 Evaluate own limitations and the possibilities for their transcendence Natataya ang mga pagkakatakda (hangganan) at pagsasaibayo (posibilidad) ng sarili PPT11/12-Ig-3.2 1st Quarter The learner understands the interplay between humans and their environments The learner is able to demonstrate the virtues of prudence and frugality towards his/her environment 4.1 Notice things that are not in their proper place and organize them in an aesthetic way Napapansin ang mga bagay na wala sa wastong lugar at naisasaayos ito nang ayon sa kagandahan Week 4 PPT11/12-Ii-4.1 4.2 Show that care for the environment contributes to health, well-being and sustainable development PPT11/12-Ii-4.2
- 517. 517 Quarter Contents Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code Napatutunayan na ang pagkalinga sa kapaligiran ay nakatutulong sa pagkamit ng kalusugan, kagalingan, at likas-kayang kaunlaran 4.3 Demonstrate the virtues of prudence and frugality towards environments Naipamamalas ang pagiging masinop sa pakikibagay sa kanyang mga kapwa nilalang at sa kapaligiran PPT11/12-Ij-4.3 2nd Quarter The learner understands the human person’s freedom The learner shows situations that demonstrate freedom of choice and the consequences of choices 5.2 Evaluate and exercise prudence in choices Natatasa kung siya ay maingat sa pagpapasya o hindi Week 1 PPT11/12-IIa-5.2 5.3 Realize that: a. Choices have consequences. b. Some things are given up while others are obtained in making choices Nakikilala na: a. May kahihinatnan ang bawat pagpili. b. May binibitawan at may makukuha sa bawat pagpili. PPT11/12-IIb-5.3 5.4 Show situations that demonstrate freedom of choice and the consequences of their choices Nakapaglalahad ng mga sitwasyon kung saan naipakikita ang pagpili at kahihinatnan ng mga ito bawat pagpili. PPT11/12-IIc-5.4 2 The learner understands intersubjective human relations The learner performs activities that demonstrate an appreciation for the talents of persons with disabilities and 6.1 Realize that intersubjectivity requires accepting differences and not imposing on others Nakikilala na ang pakikipagkapwa-tao ay ang pagtanggap sa pagkakaiba ng kapwa at hindi pagpataw ng sarili Week 2 PPT11/12-IIc-6.1 6.2 Explain that authentic dialogue means accepting others even if they are different from themselves PPT11/12-IId-6.1
- 518. 518 Quarter Contents Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code those from the underprivileged sectors of society Nakapagpapaliwanag na ang tunay na diyalogo ay ang pagtanggap sa kapwa bilang kapwa kahit na siya ay iba sa akin 6.3 Performs activities that demonstrate an appreciation for the talents of persons with disabilities and those from the underprivileged sectors of society Nakapagsasagawa ng isang gawain na nagpapamalas ng mga talento ng mga may kapansanan at kapus-palad PPT11/12-IId-6.3 2nd Quarter The learner understands the interplay between the individuality of human beings and their social contexts The learner evaluates the formation of human relationships and how individuals are shaped by their social contexts 7.1 Recognize how individuals form societies and how individuals are transformed by societies Nakikilala kung paano nahuhubog ng tao ang lipunan at kung paano nahuhubog ng lipunan ang tao Week 3 PPT11/12-IIf-7.1 7.2 Compare different forms of societies and individualities (eg. Agrarian, industrial and virtual) Nakapaghahambing ng iba’t ibang uri ng lipunan (hal. agraryo, industriyal at birtwal) PPT11/12-IIg-7.2 7.3 Explain how human relations are transformed by social systems Nakapagpapaliwanang na nagbabago ang mga ugnayan ng tao dahil sa sistema ng lipunan na kinabibilangan niya PPT11/12-IIg-7.3 2nd Quarter The learner understands human beings as oriented towards their impending death The learner writes a philosophical reflection on the meaning of his/her own life 8.1 Enumerate the objectives he/she really wants to achieve and to define the projects he/she really wants to do in his/her life Nakapagtatala ng mga bagay na tunay na gusto niyang gawin (Ano ang gusto niyang maging?) Week 4 PPT11/12-IIh-8.1 Reflect on the meaning of his/her own life PPT11/12-IIi-8.2
- 519. 519 Quarter Contents Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 8.2 Nakapagsusulat ng pagninilay tungkol sa kahulugan ng kanyang buhay sa konteksto ng tao bilang tumutungo sa kamatayan (Saan hahantong ang lahat ng ito?) Grade Level: Grade 11 Subject: Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino Quarter Content Standards (Pamantayang Pangnilalaman) Performance Standards (Pamantayan sa Pagganap) Most Essential Learning Competencies Duration K to 12 CG Code 1st Quarter Nauunawaan ang mga konsepto, elementong kultural, kasaysayan, at gamit ng wika sa lipunang Pilipino Nakagagawa ng isang sanaysay batay sa isang panayam tungkol sa aspektong kultural o lingguwistiko ng napiling komunidad Natutukoy ang mga kahulugan at kabuluhan ng mga konseptong pangwika Week 1 F11PT – Ia – 85 Naiuugnay ang mga konseptong pangwika sa mga napakinggan/napanood na sitwasyong pang komunikasyon sa radyo, talumpati, mga panayam at telebisyon (Halimbawa: Tonight with Arnold Clavio, State of the Nation, Mareng Winnie,Word of the Lourd (http://lourddeveyra.blogspot.com) Week 2 F11PN – Ia – 86 Naiuugnay ang mga konseptong pangwika sa sariling kaalaman, pananaw, at mga karanasan Week 2 F11PD – Ib – 86 Nagagamit ang kaalaman sa modernong teknolohiya (facebook, google, at iba pa) sa pag-unawa sa mga konseptong pangwika Week 3 F11EP – Ic – 30 Nabibigyang kahulugan ang mga komunikatibong gamit ng wika sa lipunan Week 3 F11PT – Ic – 86 Natutukoy ang iba’t ibang gamit ng wika sa lipunan sa pamamagitan ng napanood na palabas sa telebisyon at pelikula (Halimbawa: Be Careful with My Heart, Got to Believe, Ekstra, On The Job, Word of the Lourd(http://lourddeveyra.blogspot.com)) Week 4 F11PD – Id – 87 Naipaliliwanag ang gamit ng wika sa lipunan sa Week 4 F11PS – Id – 87
- 520. 520 pamamagitan ng mga pagbibigay halimbawa Nakapagsasaliksik ng mga halimbawang sitwasyon na nagpapakita ng gamit ng wika sa lipunan Week 5 F11EP – Ie – 31 Natutukoy ang mga pinagdaanang pangyayari / kaganapan tungo sa pagkabuo at pag-unlad ng Wikang Pambansa Week 6 F11PS – Ig – 88 Nasusuri ang mga pananaw ng iba’t ibang awtor sa isinulat na kasaysayan ng wika Week 6 F11PB – If – 95 Nakapagbibigay ng opinyon o pananaw kaugnay sa mga napakinggang pagtalakay sa wikang pambansa Week 7 F11PN – If – 87 Nakasusulat ng sanaysay na tumatalunton sa isang partikular na yugto ng kasaysayan ng Wikang Pambansa Week 8 F11PU – Ig – 86 Natitiyak ang mga sanhi at bunga ng mga pangyayaring may kaugnayan sa pag-unlad ng Wikang Pambansa Week 8 F11WG – Ih – 86 2nd Quarter Nauunawaan nang may masusing pagsasaalang- alang ang mga lingguwistiko at kultural na katangian at pagkakaiba-iba sa lipunang Pilipino at mga sitwasyon ng paggamit ng wika dito Nakasusulat ng isang panimulang pananaliksik sa mga penomenang kultural at panlipunan sa bansa Natutukoy ang iba’t ibang paggamit ng wika sa mga napakinggang pahayag mula sa mga panayam at balita sa radyo at telebisyon Week 1 F11PN – IIa – 88 Natutukoy ang iba’t ibang paggamit ng wika sa nabasang pahayag mula sa mga blog, social media posts at iba pa Week 1 F11PB – IIa – 96 Nasusuri at naisasaalang-alang ang mga lingguwistiko at kultural na pagkakaiba-iba sa lipunang Pilipino sa mga pelikula at dulang napanood Week 2 F11PD – IIb – 88 Naipapaliwanag nang pasalita ang iba’t ibang dahilan, anyo, at pamaraan ng paggamit ng wika sa iba’t ibang sitwasyon Week 2 F11PS – IIb – 89 Nakasusulat ng mga tekstong nagpapakita ng mga kalagayang pangwika sa kulturang Pilipino Week 3 F11PU – IIc – 87 Natutukoy ang iba’t ibang register at barayti ng wika na ginagamit sa iba’t ibang sitwasyon (Halimbawa: Medisina, Abogasya, Media, Social Media, Enhinyerya, Negosyo, at iba pa) sa pamamagitan ng pagtatala ng mga terminong ginamit sa mga Week 3 F11WG – IIc – 87
- 521. 521 larangang ito Nakagagawa ng pag-aaral gamit ang social media sa pagsusuri at pagsulat ng mga tekstong nagpapakita ng iba’t ibang sitwasyon ng paggamit sa wika Week 4 F11EP – IId – 33 Natutukoy ang mga angkop na salita, pangungusap ayon sa konteksto ng paksang napakinggan sa mga balita sa radyo at telebisyon Week 4 F11PN – IId – 89 Nabibigyang kahulugan ang mga salitang ginamit sa talakayan Week 5 F11PT – IIe – 87 Napipili ang angkop na mga salita at paraan ng paggamit nito sa mga usapan o talakayan batay sa kausap, pinag-uusapan, lugar, panahon, layunin, at grupong kinabibilangan Week 5 F11PS –IIe – 90 Nahihinuha ang layunin ng isang kausap batay sa paggamit ng mga salita at paraan ng pagsasalita Week 6 F11WG- IIf – 88 Nakabubuo ng mga kritikal na sanaysay ukol sa iba’t ibang paraan ng paggamit ng wika ng iba’t ibang grupong sosyal at kultural sa Pilipinas Week 6 F11EP – IIf – 34 Nasusuri ang ilang pananaliksik na pumapaksa sa wika at kulturang Pilipino Week 7-8 F11PB – IIg – 97 Naiisa-isa ang mga hakbang sa pagbuo ng isang makabuluhang pananaliksik Week 7-8 F11PU – IIg – 88 Nagagamit ang angkop na mga salita at pangungusap upang mapag-ugnay-ugnay ang mga ideya sa isang sulatin Week 7-8 F11WG – IIh – 89 Nakasusulat ng isang panimulang pananaliksik sa mga penomenang kultural at panlipunan sa bansa Week 7-8 F11EP – IIij – 35 Grade Level: Grade 11/12 Subject :Media and Information Literacy Quarter Content Standards Performance Standards Most Essential Learning Competencies K to 12 CG Code S2 Q3 The learner demonstrates The learner organizes a creative Describe how communication is influenced by media and information MIL11/12IMIL- IIIa-1
- 522. 522 understanding of media and information literacy (MIL) and MIL related concepts. and interactive symposium for the community focusing on being a media and information literate individual. Identify the similarities and differences between and among media literacy, information literacy, and technology literacy MIL11/12IMIL- IIIa-2 Discuss responsible use of media and information Explain how the evolution of media from traditional to new media shaped the values and norms of people and society Compare and contrast how one particular issue or news is presented through the different types of media (print, broadcast, online) Contrast indigenous media to the more common sources of information such as library, internet, etc. Present an issue in varied ways to disseminate information using the codes, convention, and language of media Cite practical situation when to apply knowledge in intellectual property, copy right, and fair use guidelines Create a campaign add to combat digital divide, addiction, and bullying S2 Q4 The learner demonstrates understanding of different resources of media and information, their design principle and elements, and selection criteria. The learner produces a living museum or electronic portfolio or any other creative forms of multimedia showcasing their / his/her understanding, insights, and perceptions of the different resources of media and information. Cite an example of an issue showing the power of media and information to affect change Describe the impact of massive open on-line Discuss the implication of media and information to an individual and the society Describe the different dimensions of: • text information and media • visual information and media • audio information and media • motion information and media • manipulative information and media • multimedia information and media Analyze how the different dimensions are formally and informally produced, organized, and disseminated Evaluate a creative multimedia form (living museum, electronic portfolio, others) Produce a creative text-based, visual-based, audio-based, motion-based, and manipulative-based presentation using design principle and elements
- 523. 523 Grade Level: Grade 11/12 Subject: Oral Communication Quarter Content Standards Performance Standards Most Essential Learning Competencies K to 12 CG Code S1 Q1 The learner understands the nature and elements of oral communication in context. The learner designs and performs effective controlled and uncontrolled oral communication activities based on context. Explains the functions, nature and process of communication EN11/12OC-Ia-2 Differentiates the various models of communication EN11/12OC-Ia-3 Uses various strategies in order to avoid communication breakdown EN11/12OC-Ia-6 The learner values the functions/ purposes of oral communication. The learner writes a 250-word essay of his/her objective observation and evaluation of the various speakers watched and listened to. Examines sample oral communication activities The learner recognizes that communicative competence requires understanding of speech context, speech style, speech act and communicative strategy. The learner demonstrates effective use of communicative strategy in a variety of speech situations. Identifies the various types of speech context. EN11/12OC-Ifj- 15 Distinguishes types of speeches and speech style EN11/12OC-Ifj- 17 Responds appropriately and effectively to a speech act EN11/12OC-Ifj- 20 S1 Q2 The learner recognizes that communicative competence The learner demonstrates effective use of communicative Employs various communicative strategies in different situations Explains that a shift in speech context, speech style, speech act and communicative strategy affects the following: EN11/12OC- IIab-22;
- 524. 524 requires understanding of speech context, speech style, speech act and communicative strategy. strategy in a variety of speech situations. • Language form • Duration of interaction • Relationship of speaker • Role and responsibilities of the speaker • Message • Delivery EN11/12OC- IIab-22.1-22.6 The learner realizes the rigors of crafting one’s speech. The learner proficiently delivers various speeches using the principles of effective speech delivery. Uses principles of effective speech writing focusing on: • Audience profile • Logical organization • Duration • Word choice • Grammatical correctness and • Articulation • Modulation • Stage Presence • Facial Expressions, Gestures and Movements • Rapport with the audience EN11/12OC-IIcj- 24; EN11/12OC- IIcj-25; EN11/12OC-IIcj- 25.1-25.5; EN11/12OC-IIcj- 26; EN11/12OC- IIcj-26.1-26.5 Grade Level: Grade 11 Subject: Pagbasa at Pagsusuri ng Iba’t ibang Teksto Tungo sa Pananaliksik Quarter Content Standards (Pamantayang Pangnilalaman) Performance Standards (Pamantayan sa Pagganap) Most Essential Learning Competencies Duration K to 12 CG Code 3rd Quarter Nasusuri ang iba’t ibang uri ng binasang teksto ayon sa kaugnayan nito sa sarili, Nakasusulat ng isang panimulang pananaliksik sa mga penomenang kultural at panlipunan sa bansa Natutukoy ang paksang tinalakay sa iba’t ibang tekstong binasa Week 1 F11PB – IIIa – 98 Natutukoy ang kahulugan at katangian ng mahahalagang salitang ginamit ng iba’t ibang uri ng tekstong binasa Week 1 F11PT – IIIa – 88 Naibabahagi ang katangian at Week 2 F11PS – IIIb – 91
- 525. 525 pamilya, komunidad, bansa at daigdig kalikasan ng iba’t ibang tekstong binasa Nakasusulat ng ilang halimbawa ng iba’t ibang uri ng teksto Week 2 F11PU – IIIb – 89 Nagagamit ang cohesive device sa pagsulat ng sariling halimbawang teksto Week 3 F11WG – IIIc – 90 Nakakukuha ng angkop na datos upang mapaunlad ang sariling tekstong isinulat Week 4 F11EP – IIId – 36 Naiuugnay ang mga kaisipang nakapaloob sa binasang teksto sa sarili, pamilya, komunidad, bansa, at daigdig Week 4 F11PB – IIId – 99 Naipaliliwanag ang mga kaisipang nakapaloob sa tekstong binasa Week 5 F11PS – IIIf – 92 Nagagamit ang mabisang paraan ng pagpapahayag: a. Kalinawan b. Kaugnayan c. Bisa Sa reaksyong papel na isinulat Week 6-7 F11PU – IIIfg – 90 Nakasusulat ng mga reaksyong papel batay sa binasang teksto ayon sa katangian at kabuluhan nito sa:a. pamilya, b. komunidad c. bansa d. daigdig Week 8 F11EP – IIIj - 37 4th Quarter Nakasusunod sa pamantayan ng pagsulat ng masinop na pananaliksik Nakabubuo ng isang maikling pananaliksik na napapanahon ang paksa Nasusuri ang ilang halimbawang pananaliksik sa Filipino batay sa layunin, gamit, metodo, at etika sa pananaliksik Week 1-2 F11PB – IVab – 100 Nabibigyang kahulugan ang mga konseptong kaugnay ng pananaliksik (Halimbawa: balangkas konseptwal, balangkas teoretikal, datos empirikal, Week 3-4 F11PT – IVcd – 89
- 526. 526 atbp.) Naiisa-isa ang mga paraan at tamang proseso ng pagsulat ng isang pananaliksik sa Filipino batay sa layunin, gamit, metodo, at etika ng pananaliksik Week 5-6 F11PU – IVef – 91 Nagagamit ang mga katwirang lohikal at ugnayan ng mga ideya sa pagsulat ng isang pananaliksik Week 7-8 F11WG –IVgh - 92 Nakabubuo ng isang maikling pananaliksik na napapanahon ang paksa Week 7-8 F11EP – IVij - 38 . Grade Level: Grade 11/12 Subject: Personal Development Quarter Contents Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code The learners demonstrate an understanding of… himself/herself during middle and late adolescence The learners shall be able to... conduct self-exploration and simple disclosure explain that knowing oneself can make a person accept his/her strengths and limitations and dealing with others better Week 1 EsP-PD11/12KO-Ia-1.1 share his/her unique characteristics, habits, and experiences EsP-PD11/12KO-Ia-1.2 the various aspects of holistic development: physiological, cognitive, psychological, spiritual, and social development illustrate the connections between thoughts, feelings, and behaviors in a person’s holistic development evaluate his/her own thoughts, feelings, and behaviors Week 2 EsP-PD11/12DWP-Ib- 2.2 show the connections between thoughts, feelings, and behaviors in actual life situations EsP-PD11/12DWP-Ic- 2.3
- 527. 527 First the skills and tasks and challenges appropriate for middle and late adolescence, and preparatory to early adulthood make a list of ways to become responsible adolescents prepared for adult life and manage the demands of teen years Discuss developmental tasks and challenges being experienced during adolescence Week 3 EsP-PD11/12DS-Ic-3.1 Evaluate one’s development through the help of significant people around him/her ( peers, parents, siblings, friends, teachers, community leaders) EsP-PD11/12DS-Id-3.2 Identify ways that help one become capable and responsible adolescent prepared for adult life Week 4 EsP-PD11/12DS-Id-3.3 the concepts about mental health and well- being particularly stress and coping strategies in middle and late adolescence identify his/her own vulnerabilities and plan on how to stay mentally healthy while coping with stress Discuss understanding of mental health and psychological well-being to identify ways to cope with stress during adolescence EsP-PD11/12CA-Id-4.1 Identify causes and effects of stress in one’s life Week 5 EsP-PD11/12CS-If-5.2 Demonstrate personal ways to cope with stress and maintain mental health EsP-PD11/12CS-Ig-5.3 brain parts, its processes and functions Identify ways to improve brain functions which will be manifested in thoughts, behavior and feelings *Discuss that understanding the different parts of the brain, processes and functions may help in improving thoughts, behavior and feelings. Week 6 EsP-PD11/12PM-Ig-6.1 *Explore ways on how to improve brain functions for personal development EsP-PD11/12PM-Ig-h- 6.2 *Develop a personal plan to enhance brain functions Week 7 EsP-PD11/12PM-Ih-6.3
- 528. 528 First the different types of emotions and how they are expressed identify ways to communicate and manage emotions in a healthy manner discuss that understanding the intensity and differentiation of emotions may help in communicating emotional expressions EsP-PD11/12EI-Ii-j-8.1 explore one’s positive and negative emotions and how one expresses or hides them Week 8 EsP-PD11/12EI-Ij-8.2 demonstrate and create ways to manage various emotions EsP-PD11/12EI-Ij-8.3 Second the dynamics of attraction, love, and commitment appraise one’s present relationships and make plans for building responsible future relationships discuss an understanding of teen-age relationships, including the acceptable and unacceptable expressions of attractions Week 1 EsP-PD11/12PR-IIa-9.1 express his/her ways of showing attraction, love, and commitment EsP-PD11/12PR-IIa-9.2 identify ways to become responsible in a relationship Week 2 EsP-PD11/12PR-IIb-9.3 the concepts about social influence, group leadership and followership identify the different roles of leaders and followers in society distinguish the various roles of different individuals in society and how they can influence people through their leadership or followership EsP-PD11/12SR-IIb- 10.1 compare one’s perception of himself/herself and how others see him/her Week 3 EsP-PD11/12SR-IIc- 10.2 conduct a mini-survey on Filipino relationships (family, school, and community) EsP-PD11/12SR-IIc- 10.3
- 529. 529 the impact of one’s family on his/her personal development during middle and late adolescence identify the firm and gentle sides of family care that affect a person’s development during middle and late adolescence appraise one’s family structure and the type of care he/she gives and receives, which may help in understanding himself/herself better Week 4 EsP-PD11/12FSL-IId- 11.1 make a genogram and trace certain physical, personality, or behavioral attributes through generations EsP-PD11/12FSL-IId-e- 11.2 prepare a plan on how to make the family members firmer and gentler with each other Week 5 EsP-PD11/12FSL-IIe- 11.3 the concepts of career development, life goals, and personal factors influencing career choices and external factors set a personal career goal based on the results of self- assessment of various personal and external factors Explain that understanding different factors, career development concepts and personal life goals influence career planning and decision- making. Week 6 EsP-PD11/12PC-IIf- 12.1 Identify career options based on different factors, career development concepts and personal life goals EsP-PD11/12PC-IIf- 12.2 Prepare a career plan based on the identified career options to attain personal life’s goals Week 7 EsP-PD11/12PC-IIg- 12.3 his/her personal development as an important component of setting career and life goals analyze and synthesize his/her personal development as an important component of setting career and life goals explain the factors in personal development that may guide him/her in making important career decisions as adolescents EsP-PD11/12IOPD-IIi- 14.1 share insights that make him/her realize the importance of personal development in making a career decision as adolescent Week 8 EsP-PD11/12IOPD-IIi- h-14.2
- 530. 530 *Revised learning competencies to update content Grade Level: Grade 11 Subject: Physical Education & Health Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code First Quarter The learner demonstrates understanding of fitness and exercise in optimizing one’s health as a habit; as requisite for physical activity assessment performance, and as a career opportunity The learner leads fitness events with proficiency and confidence resulting in independent pursuit and in influencing others positively. 1. Self-assesses health-related fitness (HRF). status, barriers to physical activity assessment participation and one’s diet Weeks 1 to 7 PEH11FH-Ig-i-6 2. Sets Frequency Intensity Time Type (FITT) goals based on training principles to achieve and/or maintain health-related fitness (HRF). Weeks 8 to 10 PEH11FH-Ii-j-7 3. Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of school Weeks 1 to 10 PEH11FH-Ia-t-8 4. Analyzes physiological indicators such as heart rate, rate of Weeks 1 to 10 PEH11FH-Ik-t-9 Second construct a creative visualization of his/her personal development through of the various stages he/she went through, stressors, influences, and decision-making points, and a personal profile analysis EsP-PD11/12IOPD-IIj- 14.3
- 531. 531 perceived exertion and pacing associated with MVPAs to monitor and/or adjust participation or effort. 5. Observes personal safety protocol to avoid dehydration, overexertion, hypo- and hyperthermia during MVPA participation Weeks 1 to 10 PEH11FH-Ik-t-10 6. Demonstrates proper etiquette and safety in the use of facilities and equipment Weeks 1 to 10 PEH11FH-Ia-t-12 7. Participates in an organized event that addresses health/fitness issues and concerns Weeks 1 to 10 PEH11FH-Ik-o-13 8. Recognizes the value of optimizing one’s health through participation in physical activity assessments Weeks 1 to 10 PEH11FH-Id-t-14 9. Organizes fitness event for a target health issue or concern Weeks 1 to 10 PEH11FH-Io-t-17 Second Quarter The learner demonstrates understanding of sports in optimizing one’s health as a habit; as requisite for physical activity assessment performance, and as a career opportunity. The learner leads sports events with proficiency and confidence resulting in independent pursuit and in influencing others positively. 1. Describes the role of physical activity assessments in managing one’s stress Week 1 PEH11FH-IIf-5 2. Self-assesses health-related fitness (HRF) status, barriers to physical activity assessment participation and one’s diet Weeks 2 to 10 PEH11FH-IIg-i-6 3. Sets FITT goals based on training Weeks 4 to 5 PEH11FH-IIi-j-7
- 532. 532 principles to achieve and/or maintain HRF. 4. Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of school Weeks 2 to 10 PEH11FH-IIa-t-8 5. Observes personal safety protocol to avoid dehydration, overexertion, hypo- and hyperthermia during MVPA participation Weeks 2 to 10 PEH11FH-IIk-t-10 6. Participates in an organized event that addresses health/fitness issues and concerns Weeks 2 to 10 PEH11FH-IIk-o-13 7. Organizes sports event for a target health issue or concern Weeks 2 to 10 PEH11FH-IIo-t-17 Grade Level: Grade 12 Subject: Physical Education & Health Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code Third Quarter The learner demonstrates understanding of dance in optimizing one’s health; as requisite for physical activity assessment performance, and as a career opportunity. The learner leads dance events with proficiency and confidence resulting in independent pursuit and in influencing others positively 1. Self-assesses health-related fitness (HRF). status, barriers to physical activity assessment participation and one’s diet Weeks 1 to 10 PEH12FH-Ig-i-6 2. Sets FITT goals based on training principles to achieve and/or maintain HRF Weeks 4 to 5 PEH12FH-Ii-j-7
- 533. 533 3. Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of school Weeks 1 to 10 PEH12FH-Ia-t-8 4. Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or adjust participation or effort Weeks 1 to 10 PEH12FH-Ik-t-9 5. Observes personal safety protocol to avoid dehydration, overexertion, hypo- and hyperthermia during MVPA participation Weeks 1 to 10 PEH12FH-Ik-t-10 6. Demonstrates proper etiquette and safety in the use of facilities and equipment Weeks 1 to 10 PEH12FH-Ia-t-12 7. Participates in an organized event that addresses health/fitness issues and concerns Weeks 1 to 10 / PEH12FH-Ik-o-13 8. Organizes fitness event for a target health issue or concern Weeks 1 to 10 PEH12FH-Io-t-17 Fourth Quarter The learner demonstrates understanding of recreation in optimizing one’s health as a habit; as requisite for physical activity assessment performance, and as a career opportunity. The learner leads recreational events with proficiency and confidence resulting in independent pursuit and in influencing others positively. 1. Self-assesses health-related fitness (HRF) status, barriers to physical activity assessment participation and one’s diet Weeks 1 to 10 PEH12FH-IIg-i-6 2. Sets FITT goals based on training principles to achieve and/or maintain HRF Weeks 4 to 5 PEH12FH-IIi-j-7
- 534. 534 3. Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of school Weeks 1 to 10 PEH12FH-IIa-t-8 4. Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or adjust participation or effort Weeks 1 to 10 PEH12FH-IIk-t-9 5. Observes personal safety protocol to avoid dehydration, overexertion, hypo- and hyperthermia during MVPA participation Weeks 1 to 10 PEH12FH-IIk-t-10 6. Demonstrates proper etiquette and safety in the use of facilities and equipment Weeks 1 to 10 PEH12FH-IIa-t-12 7. Participates in an organized event that addresses health/fitness issues and concerns Weeks 1 to 10 PEH12FH-IIk-o-13 8. Organizes fitness event for a target health issue or concern Weeks 1 to 10 PEH12FH-IIo-t-17 Grade Level : Grade 11/12 Subjects : PHYSICAL SCIENCE Quarter Content Standard The learners demonstrate understanding of... Performance Standard The learners should be able to... Most Essential Learning Competencies Duration Code 1st 1. the formation of the elements during the Big make a creative representation of the historical development of Give evidence for and describe the formation of heavier elements during star formation and evolution Week 1
- 535. 535 Bang and during stellar evolution 2. the distribution of the chemical elements and the isotopes in the universe the atom or the chemical element in a timeline Explain how the concept of atomic number led to the synthesis of new elements in the laboratory Week 1 S11/12PS-IIIb-11 1. how the uses of different materials are related to their properties and structures 2. the relationship between the function and structure of biological macromolecules Determine if a molecule is polar or non- polar given its structure Week 2 S11/12PS-IIIc-15 Relate the polarity of a molecule to its properties Week 2 S11/12PS-IIIc-16 Describe the general types of intermolecular forces Week 3 S11/12PS-IIIc-d-17 Explain the effect of intermolecular forces on the properties of substances Week 3 S11/12PS-IIId-e-19 Explain how the structures of biological macromolecules such as carbohydrates, lipids, nucleic acid, and proteins determine their properties and functions Week 4 S11/12PS-IIIe-22 1. the following aspects of chemical changes: a. how fast a reaction takes place b. how much reactants are needed and how much products are formed in a reaction c. how much energy is involved in a reaction 2. how energy is harnessed make either a poster, a flyer, or a brochure on a product(such as fuels, household, or personal care products) indicating its uses, properties, mode of action, and precautions Use simple collision theory to explain the effects of concentration, temperature, and particle size on the rate of reaction Week 5 S11/12PS-IIIf-23 Define catalyst and describe how it affects reaction rate Week 5 S11/12PS-IIIf-24 Determine the limiting reactant in a reaction and calculate the amount of product formed Week 6 S11/12PS-IIIh-27 Describe how energy is harnessed from different sources: A. Fossil fuels B. Biogas C. Geothermal D. Hydrothermal E. Batteries F. Solar cells Week 7 S11/12PS-IIIi-29
- 536. 536 G. Biomass The properties and mode of action of the following consumer products: a. cleaning materials b. cosmetics From product labels, identify the active ingredient(s) of cleaning products used at home Week 8 S11/12PS-IIIi-j-31 Give the use of the other ingredients in cleaning agents Week 8 S11/12PS-IIIi-j-32 2nd 1. Greek views of matter, motion, and the universe 2. competing models of the universe by Eudoxus, Aristotle, Aristarchus, Ptolemy, 3. Copernicus, Brahe, and Kepler 4. evidence that the Earth is not the center of the universe Explain how the Greeks knew that the Earth is spherical Week 1 S11/12PS-IVa-38 Cite examples of astronomical phenomena known to astronomers before the advent of telescopes Week 1 S11/12PS-IVa-4 Explain how Brahe’s innovations and extensive collection of data in observational astronomy paved the way for Kepler’s discovery of his laws of planetary motion Week 1 S11/12PS-IVb-44 1. Aristotelian vs. Galilean views of motion 2. how Galileo used his discoveries in mechanics (and astronomy) to address scientific objections to the Copernican model Compare and contrast the Aristotelian and Galilean conceptions of vertical motion, horizontal motion, and projectile motion. Week 2 S11/12PS-IVc-46 explain how Galileo inferred that objects in vacuum fall with uniform acceleration, and that force is not necessary to sustain horizontal motion Week 2 S11/12PS-IVc-47
- 537. 537 3. mass, momentum, and energy conservation Explain the subtle distinction between Newton’s 1st Law of Motion (or Law of Inertia) and Galileo’s assertion that force is not necessary to sustain horizontal motion Week 2 S11/12PS-IVd-51 Light as a wave and a particle Design and create a useful product for practical purposes that uses mirrors and lenses Describe how the propagation of light, reflection, and refraction are explained by the wave model and the particle model of light Week 3 S11/12PS-IVf-59 Explain how the photon concept and the fact that the energy of a photon is directly proportional to its frequency can be used to explain why red light is used in photographic dark rooms, why we get easily sunburned in ultraviolet light but not in visible light, and how we see colors Week 3 S11/12PS-IVf-61 Cite experimental evidence showing that electrons can behave like waves Week 4 S11/12PS-IVg-64 Differentiate dispersion, scattering, interference, and diffraction Week 4 S11/12PS-IVh-65 Explain various light phenomena such as: A. Your reflection on the concave and convex sides of a spoon looks different B. Mirages C. Light from a red laser passes more easily though red cellophane than green cellophane D. Clothing of certain colors appear different in artificial light and in sunlight E. Haloes, sundogs, primary rainbows, secondary rainbows, and supernumerary bows F. Why clouds are usually white and rainclouds dark G. Why the sky is blue and sunsets are reddish Week 5 S11/12PS-IVh-66
- 538. 538 GRADE LEVEL: Grade 11/12 SUBJECT: Reading and Writing Quarter Content Standards Performance Standards Most Essential Learning Competencies Coding S2 Q3 The learner realizes that information in a written text may be selected and organized to achieve a particular purpose. The learner critiques a chosen sample of each pattern of development focusing on information selection, Compare and contrast patterns of written texts across disciplines Evaluate a written text based on its properties (organization, coherence and cohesion, language use and mechanics) Identify claims explicitly or implicitly made in a written text a. Claim of fact b. Claim of policy c. Claim of value EN11/12RWS-IIIij-6; EN11/12RWS-IIIij-6.1; EN11/12RWS-IIIij-6.2; EN11/12RWS-IIIij-6.3 Describe how Hertz produced radio pulses Week 5 S11/12PS-IVi-68 1. Relativity and the Big Bang 2. Planets in and beyond the Solar System Create a video presentation that details the impact of the Theory of Relativity to human Explain how special relativity resolved the conflict between Newtonian mechanics and Maxwell’s electromagnetic theory Week 6 S11/12PS-IVi-j-69 Explain the consequences of the postulates of Special Relativity (e.g., relativity of simultaneity, time dilation, length contraction, mass-energy equivalence, and cosmic speed limit) Week 6-7 S11/12PS-IVi-j-70 Explain the consequences of the postulates of General Relativity (e.g., correct predictions of shifts in the orbit of Mercury, gravitational bending of light, and black holes) Week 7 S11/12PS-IVi-j-71 Explain how the speeds and distances of far-off objects are estimated (e.g., doppler effect and cosmic distance ladder) Week 8 S11/12PS-IVj-72 Explain how we know that we live in an expanding universe, which used to be hot and is approximately 14billion years old Week 8 S11/12PS-IVj-73
- 539. 539 S2 Q4 organization, and development. Identify the context in which a text was developed a. Hypertext b. Intertext EN11/12RWS-IVac-7; EN11/12RWS-IVac-7.1; EN11/12RWS-IVac-7.2 The learner understands the relationship of a written text and the context in which it was developed. The learner writes a 1000-word critique of a selected text on the basis of its claim/s, context, and properties as a written material. Explain critical reading as a form of reasoning EN11/12RWS-IVac-8 Formulate evaluative statements about a text read: a. assertions about the content and properties of a text read; and b. counterclaims in response to claims made in a text read EN11/12RWS-IVac-9; EN11/12RWS-IVac-9.1; EN11/12RWS-IVac-9.2 Determine textual evidence to validate assertions and counterclaims made about a text read EN11/12RWS-IVac-10 The learner understands the requirements of composing academic writing and professional correspondence. The learner produces each type of academic writing and professional correspondence following the properties of well- written texts and process approach to writing. Identify the unique features of and requirements in composing texts that are useful across disciplines: a. Book Review or Article Critique b. Literature Review c. Research Report d. Project Proposal e. Position Paper EN11/12RWS-IVdg-12; EN11/12RWS-IVdg-12.1; EN11/12RWS-IVdg-12.2; EN11/12RWS-IVdg-12.3; EN11/12RWS-IVdg-12.4 Identify the unique features of and requirements in composing professional correspondence: a. Resume b. Application for College Admission c. Application for Employment d. Various forms of Office Correspondence EN11/12RWS-IVhj-13; EN11/12RWS-IVhj-13.1; EN11/12RWS-IVhj-13.2; EN11/12RWS-IVhj-13.3; EN11/12RWS-IVhj-13.4
- 540. 540 Grade Level: Grade 11/12 Subject: Statistics and Probability Quarter Content Standards The learner demonstrates understanding of… Performance Standards The learner is able to… Most Essential Learning competencies The learner… Duration K to 12 CG Code Q3 The learner demonstrates understanding of key concepts of random variables and probability distributions. The learner is able to apply an appropriate random variable for a given real-life problem (such as in decision making and games of chance). illustrates a random variable (discrete and continuous). Week 1 M11/12SP-IIIa-1 distinguishes between a discrete and a continuous random variable. M11/12SP-IIIa-2 finds the possible values of a random variable. M11/12SP-IIIa-3 illustrates a probability distribution for a discrete random variable and its properties. M11/12SP-IIIa-4 computes probabilities corresponding to a given random variable. Week 2 M11/12SP-IIIa-6 illustrates the mean and variance of a discrete random variable. M11/12SP-IIIb-1 calculates the mean and the variance of a discrete random variable. M11/12SP-IIIb-2 interprets the mean and the variance of a discrete random variable. Week 3 M11/12SP-IIIb-3 solves problems involving mean and variance of probability distributions. M11/12SP-IIIb-4 The learner demonstrates understanding of key concepts of normal probability distribution. The learner is able to accurately formulate and solve real-life problems in different disciplines involving normal distribution. illustrates a normal random variable and its characteristics. M11/12SP-IIIc-1 identifies regions under the normal curve corresponding to different standard normal values. Week 4 M11/12SP-IIIc-3 converts a normal random variable to a standard normal variable and vice versa. M11/12SP-IIIc-4 computes probabilities and percentiles using the standard normal table. M11/12SP-IIIc-d-1 The learner demonstrates The learner is able to apply suitable sampling illustrates random sampling. Week 5 M11/12SP-IIId-2 distinguishes between parameter and statistic. M11/12SP-IIId-3
- 541. 541 Quarter Content Standards The learner demonstrates understanding of… Performance Standards The learner is able to… Most Essential Learning competencies The learner… Duration K to 12 CG Code understanding of key concepts of sampling and sampling distributions of the sample mean. and sampling distributions of the sample mean to solve real-life problems in different disciplines. identifies sampling distributions of statistics (sample mean). M11/12SP-IIId-4 finds the mean and variance of the sampling distribution of the sample mean. Week 6 M11/12SP-IIId-5 defines the sampling distribution of the sample mean for normal population when the variance is: (a) known; (b) unknown M11/12SP-IIIe-1 illustrates the Central Limit Theorem. Week 7 to 8 M11/12SP-IIIe-2 defines the sampling distribution of the sample mean using the Central Limit Theorem. M11/12SP-III-3 solves problems involving sampling distributions of the sample mean. M11SP-IIIe-f-1 The learner demonstrates understanding of key concepts of estimation of population mean and population proportion. The learner is able to estimate the population mean and population proportion to make sound inferences in real- life problems in different disciplines. illustrates the t-distribution. Week 9 M11/12SP-IIIg-2 identifies percentiles using the t-table. M11/12SP-IIIg-5 identifies the length of a confidence interval. Week 10 M11/12SP-IIIj-1 computes for the length of the confidence interval. M11/12SP-IIIj-2 computes for an appropriate sample size using the length of the interval. M11/12SP-IIIj-3 solves problems involving sample size determination. M11/12SP-IIIj-4 Q4 The learner demonstrates understanding of key concepts of tests of hypotheses on the population mean and population proportion. The learner is able to perform appropriate tests of hypotheses involving the population mean and population proportion to make inferences in real-life problems in different disciplines. illustrates: (a) null hypothesis; (b) alternative hypothesis; (c) level of significance; (d) rejection region; and (e) types of errors in hypothesis testing. Week 1 M11/12SP-IVa-1 identifies the parameter to be tested given a real- life problem. M11/12SP-IVa-3 formulates the appropriate null and alternative hypotheses on a population mean. Week 2 M11/12SP-IVb-1 identifies the appropriate form of the test-statistic when: (a) the population variance is assumed to be known; (b) the population variance is assumed to M11/12SP-IVb-2
- 542. 542 Quarter Content Standards The learner demonstrates understanding of… Performance Standards The learner is able to… Most Essential Learning competencies The learner… Duration K to 12 CG Code be unknown; and (c) the Central Limit Theorem is to be used. identifies the appropriate rejection region for a given level of significance when: (a) the population variance is assumed to be known; (b) the population variance is assumed to be unknown; and (c) the Central Limit Theorem is to be used. Week 3 M11/12SP-IVc-1 computes for the test-statistic value (population mean). Week 4 M11/12SP-IVd-1 draws conclusion about the population mean based on the test-statistic value and the rejection region. M11/12SP-IVd-2 solves problems involving test of hypothesis on the population mean. Week 5 M11/12SP-IVe-1 formulates the appropriate null and alternative hypotheses on a population proportion. M11/12SP-IVe-2 identifies the appropriate form of the test-statistic when the Central Limit Theorem is to be used. M11/12SP-IVe-3 identifies the appropriate rejection region for a given level of significance when the Central Limit Theorem is to be used. Week 6 M11/12SP-IVe-4 computes for the test-statistic value (population proportion). M11/12SP-IVf-1 draws conclusion about the population proportion based on the test-statistic value and the rejection region. M11/12SP-IVf-2 solves problems involving test of hypothesis on the population proportion. Week 7 M11/12SP-IVf-g-1 The learner demonstrates The learner is able to perform correlation and illustrates the nature of bivariate data. M11/12SP-IVg-2 constructs a scatter plot. M11/12SP-IVg-3
- 543. 543 Quarter Content Standards The learner demonstrates understanding of… Performance Standards The learner is able to… Most Essential Learning competencies The learner… Duration K to 12 CG Code understanding of key concepts of correlation and regression analyses. regression analyses on real-life problems in different disciplines. describes shape (form), trend (direction), and variation (strength) based on a scatter plot. M11/12SP-IVg-4 calculates the Pearson’s sample correlation coefficient. Week 8 M11/12SP-IVh-2 solves problems involving correlation analysis. M11/12SP-IVh-3 identifies the independent and dependent variables. Week 9 M11/12SP-IVi-1 calculates the slope and y-intercept of the regression line. M11/12SP-IVi-3 interprets the calculated slope and y-intercept of the regression line. M11/12SP-IVi-4 predicts the value of the dependent variable given the value of the independent variable. Week 10 M11/12SP-IVj-1 solves problems involving regression analysis. M11/12SP-IVj-2 Grade Level: Grade 11/12 Subject: Understanding Culture, Society and Politics Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code First Quarter The learners demonstrate an understanding of: 1. human cultural variation, social differences, social change, and political identities The learners 1. acknowledge human cultural variation, social differences, social change, and political identities *Discuss the nature, goals and perspectives in/of anthropology, sociology and political science Week 1
- 544. 544 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 2. the significance of studying culture, society, and politics 3. the rationale for studying anthropology, political science, and sociology 1. culture and society as anthropological and sociological concepts 2. perspectives in/approaches to the study of culture and society (i.e., comparative, historical, structuralfunctional, interpretive, critical) 1. the human origins and the capacity for culture 2. the role of culture in human adaptation 3. processes of cultural and 2. adopt an open and critical attitude toward different social, political, and cultural phenomena through observation and reflection 3. appreciates the value of disciplines of Anthropology, Sociology, and Political Science as social sciences 1. appreciate the nature of culture and society from the perspectives of anthropology and sociology 2. demonstrate a holistic understanding of culture and society 3. values cultural heritage and express pride of place without being ethnocentric Analyze key features of interrelationships of biological, cultural and sociopolitical processes in human evolution *Analyze the concept, aspects and changes in/of culture and society Week 2 *Explain the importance of cultural relativism in attaining cultural understanding Week 3 *Analyze the significance of cultural, social, political and economic symbols and practices Week 4
- 545. 545 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code sociopolitical evolution 1. how individuals learn culture and become competent members of society how individuals learn culture and become competent members of society 2. how individuals should behave as part of a political community that can still be used and developed 1. identify norms and values to be observed in interacting with others in society, and the consequences of ignoring these rules 2. assess the rules of social interaction to maintain stability of everyday life and the role of innovation in response to problems and challenges * Explain the context, content, processes, and consequences of socialization Week 5 *Analyze the forms and functions of social organizations Week 6 Second Quarter 1. cultural, social, and political institutions as sets of norms and patterns of behavior that relate to major social interests 2. social stratification as the ranking of individuals according 1. analyze aspects of social organization 2. identify one’s role in social groups and institutions 3. recognize other forms of economic transaction such as sharing, gift exchange, and *Explain the forms and functions of state and non-state institutions Week 7 *Examine the functions and importance of education in the society Week 8
- 546. 546 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code to wealth, power, and prestige 3. social and political inequalities as features of societies and the global community the agents/ institutions, processes, and outcomes of cultural, political, and social change redistribution in his/her own society 1. evaluates factors causing social, political, and cultural change 2. advocate how human societies should adapt to such changes *Examine the concept, characteristics and forms of stratification systems using sociological perspectives Week 9 *Explain government programs and initiatives in addressing social inequalities e.g. local, national, global Week 10 *Suggest ways to address social inequalities (local, national and global) Week 11 * Examine human responses to emerging challenges in contemporary societies Week 12
- 547. 547
- 548. 548 Grade Level : Grade 11/12 Subject : Empowerment Technologies QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K to12 CG Code QUARTER 1 The learners demonstrate an understanding of: ICT in the context of global communication for specific professional track The learners shall be able to: at the end of the 2-week period independently compose an insightful reflection paper on the nature of ICT in the context of their lives, society, and professional tracks (Arts, Tech Voc, Sports, Academic) compare and contrast the nuances of varied online platforms, sites, and content to best achieve specific class objectives or address situational challenges Weeks 1-4 CS_ICT11/12-ICTPT-Ia-b- 1 apply online safety, security, ethics, and etiquette standards and practice in the use of ICTs as it would relate to their specific professional tracks CS_ICT11/12-ICTPT-Ia-b- 2 use the Internet as a tool for credible research and information gathering to best achieve specific class objectives or address situational CS_ICT11/12-ICTPT-Ia-b- 3 The learners demonstrate an understanding of: the use of advanced tools and techniques The learners shall be able to: at the end of the 2-week period independently apply advanced productivity tools to create or develop ICT content for use in specific professional tracks These may be in the form of, but not limited to: uses common productivity tools effectively by maximizing advanced application techniques CS_ICT11/12-ICTPT-Ic-d- 4 creates an original or derivative ICT content to effectively communicate or present data or information CS_ICT11/12-ICTPT-Ic-d- 5
- 549. 549 found in common productivity and software applications in developing ICT content for specific professional tracks 1. Calculating spread sheet of athletic statistics (Sports) 2. Layout of catalogue of creative works (Arts) 3. Materials/ ingredients projections for batches of baked goods (Tech- Voc) 4. Letterhead/ business card design (Business/ Academic) related to specific professional tracks how to manipulate text, graphics, and images to create ICT content intended for an online environment at the end of the 2-week period independently apply the techniques of image manipulation and graphic design to create original or derivative ICT content from existing images, text and graphic elements for use in specific professional tracks. These may be in the form of, but not limited to: 1. Team/ athlete/ league recruitment posters (Sports) 2. Logo or crest for a community, school organization or barkada (Arts) 3. Labeling and manual of operation for tools and equipment (Tech-Voc) 4. Presentation of cafeteria patronage data (Business/ Academic) evaluate existing websites and online resources based on the principles of layout, graphic, and visual message design CS_ICT11/12-ICTPT-Ie-f- 6 use image manipulation techniques on existing images to change or enhance their current state to communicate a message for a specific purpose CS_ICT11/12-ICTPT-Ie-f- 7 create an original or derivative ICT content to effectively communicate a visual message in an online environment related to specific professional tracks CS_ICT11/12-ICTPT-Ie-f- 8
- 550. 550 the principles and techniques of design using online creation tools, platforms, and applications to develop ICT content for specific professional tracks at the end of the 2-week period independently apply the principles and techniques of design using online creation tools, platforms, and applications to create original or derivative ICT content for use in specific professional tracks These may be in the form of, but not limited to: 1. Survey instruments using Google forms (Business/ Academic) 2. Athletic match-ups and league standings using Mindmeister (Sports) 3. Catalogues/Swatches/ options for products and services using Prezi (Tech Voc) 4. Online photo album of artistic works or photographs using Picasa (Arts) 5. Online music production using Sibelius (Music) evaluate existing online creation tools, platforms and applications in developing ICT content for specific professional tracks Weeks 5-6 CS_ICT11/12-ICTPT-Ig-h- 9 apply web design principles and elements using online creation tools, platforms, and applications to communicate a message for a specific purpose in specific professional tracks CS_ICT11/12-ICTPT-Ig-h- 10 create an original or derivative ICT content using online creation tools, platforms, and applications to effectively communicate messages related to specific professional track CS_ICT11/12-ICTPT-Ig-h- 11 the key learnings from the previous weeks, which they will synthesize into at the end of the 2-week period and quarter collaboratively develop an online portal or website to showcase and share existing and previously developed content evaluate the quality, value, and appropriateness of peer’s existing or previously developed ICT content in relation to the theme or Weeks 7-8 CS_ICT11/12-ICTPT-Ii-j- 12
- 551. 551 an integrated ICT content through collaboration with classmate and teacher as both peer and partner These may be in the form of, but not limited to: 1. Online newsletter 2. Blog 3. Issuu online “magazine” intended audience/ viewer of an ICT project share and showcase existing or previously developed material in the form of a collaboratively designed newsletter or blog site intended for a specific audience or viewer CS_ICT11/12-ICTPT-Ii-j- 13 QUARTER 2 The learners demonstrate an understanding of: how rich media content and interactivity affects and changes the user experience in the delivery and consumption of ICT content The learners: at the end of the week independently assess one’s experience along a range of online rich content on the basis of the usability of the interface explore the principles of interactivity and rich content in the context of Web 2.0 and the participation of the user in the online experience Week 1 CS_ICT11/12-ICTPT-IIk- 14 ICT as a tool, medium, and force in bringing about action and mobilize change in a population, society, or culture. at the end of the week independently articulate how ICT tools and platforms have changed the way people communicate, and how social change has been brought about by the use of ICTs share anecdotes of how he/she has used ICTs to be part of a social movement, change, or cause to illustrate aspects of digital citizenship CS_ICT11/12-ICTPT-IIl-15
- 552. 552 how to work with peers and external publics/ partners for the development of an ICT project that advocates or mobilizes for a specific Social Change or cause at the end of the 4-week period collaboratively participate actively in the creation and development of an ICT Project for Social Change relating to an issue in specific professional tracks Topics may cover, but are not limited to: 1. Promotion of wellness in the home (Sports) 2. Street food safety and cleanliness drive (Tech Voc) 3. Cultural heritage promotion through new designs “Pinoy pride” (Arts) 4. Savings and financial literacy drives and advocacies (Business/ Academic) identify a local or regional cause or issue for Social Change related to specific professional tracks that can be addressed or tackled using an ICT Project for Social Change CS_ICT11/12-ICTPT-IIm- p16 analyze how target or intended users and audiences are expected to respond to the proposed ICT Project for Social Change on the basis of content, value, and user experience integrate rich multimedia content in design and development to best enhance the user experience and deliver content of an ICT Project for Social Change Weeks 2-4 CS_ICT11/12-ICTPT-IIm- p17 CS_ICT11/12-ICTPT-IIm- p18 develop a working prototype of an ICT Project for Social Change CS_ICT11/12-ICTPT-IIm- p19 how to manage an online ICT Project for Social Change at the end of the 2-week period independently and collaboratively co-manage an online ICT Project for Social Change through available tools, resources, and platforms demonstrate how online ICT Projects for Social Change are uploaded, managed, and promoted for maximum audience impact CS_ICT11/12-ICTPT-IIq- r20 generate a technical report interpreting data analytics, e.g. Google, Facebook, or similar traffic data on the Weeks 5-6 CS_ICT11/12-ICTPT-IIq- r21
- 553. 553 general aspects of search visibility, reach, and virality how to maintain and sustain the operation of an ICT Project for Social Change at the end of the week independently evaluate the performance of an advocacy via an ICT Project for Social Change through available monitoring tools and evaluating techniques such as user interviews, feedback forms, and Analytics data generate a report on the performance of their ICT Project for Social Change on the basis of data gathered from available monitoring tools and evaluating techniques Week 7 CS_ICT11/12-ICTPT-IIs- 22 how to reflect on the nature of ICT and the manner by which the learning process has changed his/her world view at the end of the week independently reflect on the ICT learning process and how his/her world view has evolved over the past semester Outputs during this week may be in the form of, but not limited to: 1. Video blog 2. Presentation or image gallery 3. Website 4. Illustrated document 5. Podcast or webcast create a reflexive piece or output using an ICT tool, platform, or application of choice on the learning experience undergone during the semester Week 8 CS_ICT11/12-ICTPT-IIt- 23 GRADE LEVEL: Grade 11/12 SUBJECT: English for Academic and Professional Purposes Quarter Content Standards Performance Standards Most Essential Learning Competencies K to 12 CG Code S1/2 Q1/3 The learner acquires knowledge of appropriate reading strategies The learner produces a detailed abstract of information Differentiates language used in academic texts from various disciplines Uses knowledge of text structure to glean the information he/she needs CS_EN11/12A-EAPP-Ia- c-4
- 554. 554 for a better understanding of academic texts gathered from the various academic texts read Uses various techniques in summarizing a variety of academic texts CS_EN11/12A-EAPP-Ia- c-4 States the thesis statement of an academic text CS_EN11/12A-EAPP-Ia- c-6 Outlines reading texts in various disciplines CS_EN11/12A-EAPP-Ia- c-8 The learner understands the principles and uses of a reaction paper/ review/ critique The learner produces an objective assessment of an event, a person, a place or a thing. writes a comprehensive review /reaction paper • Performance Arts, Play, Dance, Sports, etc. • Film • Participation in a religious or community festival • Art Exhibit critiques designs such as industrial design objects or craft objects, furniture, fashion designs based on a set criteria critiques graphic design Uses appropriate critical writing a critique such as formalism, feminism, etc. Writes an objective/balanced review or critique of a work of art, an event or a program CS_EN11/12A-EAPP-Id- f-18
- 555. 555 communication materials such as posters, billboards, commercials, digital and The learner understands the principles and uses of a concept paper The learner produces a well- balanced concept paper in a specific discipline Determines the ways a writer can elucidate on a concept by definition, explication and clarification CS_EN11/12A-EAPP-Ig- j-20 Compare and contrast various kinds of concept papers: a. Art b. Business c. Law d. Philosophy e. Politics f. Religion g. Science h. Sports i. TechVoc - Home Economics - Agri-Fishery - IA - ICT Presents a novel concept or project with accompanying visuals/ graphic aids S1/2 Q2/4 The learner understands the principles and uses of a position paper The learner presents a convincing position paper based on properly cited factual evidence; produces an insightful statement of principles and reasons for establishing a student Analyzes the arguments used by the writer/s in manifestoes CS_EN11/12A-EAPP- IIa-d-3 Defends a stand on an issue by presenting reasonable arguments supported by properly cited factual evidences CS_EN11/12A-EAPP- IIa-d-4 Writes various kinds of position papers CS_EN11/12A-EAPP- IIa-d-5
- 556. 556 organization, coming up with a group exhibit of creative works, etc. The learner understands the principles and uses of surveys, experiments and scientific observations The learner produces a well- written report for various disciplines Determines the objectives and structures of various kinds of reports CS_EN11/12A-EAPP- IIe-j-6 Designs, tests and revises survey questionnaires* CS_EN11/12A-EAPP- IIe-j-7 Conducts surveys, experiments or observations* CS_EN11/12A-EAPP- IIe-j-8 Gathers information from surveys, experiments, or observations* Summarizes findings and executes the report through narrative and visual/graphic forms CS_EN11/12A-EAPP- IIe-j-11 Writes various reports CS_EN11/12A-EAPP- IIa-d-5 Grade Level: Grade 11/12 Subject : Entrepreneurship QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code Quarter 1 The learner demonstrates understanding of key concepts, underlying principles, and core competencies in Entrepreneurship. The learner independently creates/provides a quality and marketable product and/or service in Entrepreneurship as prescribed in the TESDA Training Regulation. Discuss the relevance of the course Explore job opportunities for Entrepreneurship as a career Week 1-2 The learner demonstrates understanding of concepts, underlying The learner independently or with his/her classmates presents Recognize a potential market • Analyze the market need Week 3-6 TLE_ICTAN11/12PC-Ia-1
- 557. 557 principles, and processes of developing a business plan. an acceptable detailed business plan. • Determine the possible product/s or service/s that will meet the need;` • Screen the proposed solution/s based on viability, profitability, and customer requirements; and Select the best product or service that will meet the market need. The learner demonstrates understanding of environment and market in one’s locality/town. The learner independently creates a business vicinity map reflective of potential market in one’s locality/town. Recognize the importance of marketing mix in the development of marketing strategy Describe the Marketing Mix (7Ps) in relation to the business opportunity vis-à- vis: Product; Place; Price; Promotion; People; Packaging; and Positioning Develop a brand name Week 7-9 TLE_ICTAN11/12EM-Ia- 1 Quarter 2 Demonstrate understanding of the 4 Ms of operations Describe the 4Ms (Manpower, Method, Machine, Materials) of operations in relation to the business opportunity: Week 1-4 TLE_ICTAN11/12EM-Ia-2
- 558. 558 • Develop a product description • Create a prototype of the product • Test the product prototype • Validate the service description of the product with potential customers to determine its market acceptability; • Select/pinpoint potential suppliers of raw materials and other inputs necessary for the production of the product or service; • Discuss the value/supply chain in relation to the business enterprise; and • Recruit qualified people for one’s business enterprise. • Develop the business model • Forecast the revenues of the business Forecast the costs to be incurred
- 559. 559 Compute for profits The learner demonstrates understanding of concepts, underlying principles, and processes of starting and operating a simple business. The learner independently or with his/her classmates starts and operates a business according to the business plan and presents a terminal report of its operation. Manifest understanding of starting and operating a simple business • Implement the business plan • Identify the reasons for keeping business records • Perform key bookkeeping tasks • Identify where there is a profit or loss for a business; and • Generate an overall report on the activity Week 5 – 9 CS_EP11/12B- ENTREP-IVa-i-1 CS_EP11/12B- ENTREP-IVa-i-2 CS_EP11/12B- ENTREP-IVa-i-3 CS_EP11/12B-ENTREP- IV-j-4 Grade Level: Grade 11/12 Subject: Filipino sa Piling Larang (Akademik) Quarter Content Standards (Pamantayang Pangnilalaman) Performance Standards (Pamantayan sa Pagganap) Most Essential Learning Competencies Duration K to 12 CG Code One Semester Nauunawaan ang kalikasan, layunin at paraan ng pagsulat ng iba’t ibang anyo ng sulating ginagamit sa pag- Nasusuri ang kahulugan at kalikasan ng pagsulat ng iba’t ibang anyo ng sulatin Nabibigyang-kahulugan ang akademikong pagsulat Week 1-3 CS_FA11/12PB-0a-c- 101 Nakikilala ang iba’t ibang akademikong sulatin ayon sa: (a) Layunin (b) Gamit (c) Katangian (d) Anyo Week 1-3 CS_FA11/12PN- 0a-c-90
- 560. 560 aaral sa iba’t ibang larangan Nakapagsasagawa ng panimulang pananaliksik kaugnay ng kahulugan, kalikasan, at katangian ng iba’t ibang anyo ng sulating akademiko Week 1-3 CS_FA11/12EP- 0a-c-39 Natitiyak ang angkop na proseso ng pagsulat ng piling sulating akademiko Nagagamit ang angkop na format at teknik ng pagsulat ng akademikong sulatin Nakasusulat ng 3-5 na sulatin mula sa nakalistang anyo na nakabatay sa pananaliksik Nakagagawa ng palitang pagkikritik (dalawahan o pangkatan) ng mga sulatin Nakakasusulat nang maayos na akadamikong sulatin Week 4-6 CS_FA11/12PU- 0d-f-92 Nakasusunod sa istilo at teknikal na pangangailangan ng akademikong sulatin Week 4-6 CS_FA11/12PU- 0d-f-93 Nakasusulat ng talumpati batay sa napakinggang halimbawa Week 7-8 CS_FA11/12PN- 0g-i-91 Natutukoy ang mahahalagang impormasyon sa isang pulong upang makabuo ng sintesis sa napag-usapan Week 9-10 CS_FA11/12PN- 0j-l-92 Natutukoy ang katangian ng isang sulating akademiko Week 11-13 CS_FA11/12PB- 0m-o-102 Nabibigyang-kahulugan ang mga terminong akademiko na may kaugnayan sa piniling sulatin Week 11-13 CS_FA11/12PT- 0m-o-90 Natitiyak ang mga elemento ng pinanood na programang pampaglalakbay Week 11-13 CS_FA11/12PD- 0m-o-89 Nakasusulat ng organisado, malikhain, at kapani-paniwalang sulatin Week 14-16 CS_FA11/12PU- 0p-r-94 Nakasusulat ng sulating batay sa maingat, wasto, at angkop na paggamit ng wika Week 14-16 CS_FA11/12WG- 0p-r-93 Nakabubuo ng sulating may batayang pananaliksik ayon sa pangangailangan Week 14-16 CS_FA11/12PU- 0p-r-95 Naisasaalang-alang ang etika sa binubuong akademikong sulatin Week 14-16 CS_FA11/12EP- 0p-r-40
- 561. 561 Grade Level: Grade 11/12 Subject: Filipino sa Piling Larang (Isports) Quarter Content Standards (Pamantayang Pangnilalaman) Performance Standards (Pamantayan sa Pagganap) Most Essential Learning Competencies Duration K to 12 CG Code One Semester Natutukoy ang kahulugan at kalikasan ng pagsulat ng iba’t ibang anyo ng sulatin Napag-iiba-iba ang mga katangian ng iba’t ibang anyo ng sulatin Nasusuri ang kahulugan at kalikasan ng pagsulat ng iba’t ibang anyo ng sulatin Nabibigyang-kahulugan ang sulating pang-isport Week 1-3 CS_FI11/12PB-0a- c107 Nakikilala ang iba’t ibang sulating pang- isports ayon sa: (a) Layunin (b) Gamit (c) Katangian (d) Anyo (e) Target na gagamit CS_FI11/12PT-0a- c-95 Nakapagsasagawa ng panimulang pananaliksik kaugnay ng kahulugan, kalikasan, at katangian ng iba’t ibang anyo ng sulating pang-isports Week 4-6 CS_FI11/12EP-0d- f-43 Nauunawaan ang mga kaalaman at kasanayan sa pagsulat ng sulating pang- isports Nakasusulat ng 4- 6 piling sulating pang-isports Naisasagawa ang mga kaalaman at kasanayan sa pagsulat ng piniling sulating pang-isports Nabibigyang-kahulugan ang mga terminong pang-isports na may kaugnayan sa piniling sulatin Week 7-9 CS_FI11/12PT-0g- i-96 Naitatala ang mga panuto (rules) sa programang pang-isports CS_FI11/12PD-0g- i-90 Naipaliliwanag ang kahalagahan, kalikasan, at proseso ng piniling anyo ng sulating pang-isports Week 10-12 CS_FI11/12PS-0j- l-94 Nakasusulat ng sulating batay sa maingat, wasto at angkop na paggamit ng wika Week 13-16 CS_FI11/12WG- 0m-o-96 Nakapagsasaliksik ng datos kaugnay ng isusulat na piniling anyo ng sulating pang- isports CS_FI11/12EP- 0m-o-44 Naisasaalang-alang ang etika sa binubuong sulating pang-isports CS_FI11/12PU- 0m-o-101
- 562. 562 Grade Level: Grade 11/12 Subject: Filipino sa Piling Larang (Sining at Disenyo) Quarter Content Standards (Pamantayang Pangnilalaman) Performance Standards (Pamantayan sa Pagganap) Most Essential Learning Competencies Duration K to 12 CG Code One Semester Natutukoy ang kahulugan at kalikasan ng pagsulat ng iba’t ibang anyo ng sulatin Napag-iiba-iba ang mga katangian ng iba’t ibang anyo ng sulatin Nasusuri ang kahulugan at kalikasan ng pagsulat ng iba’t ibang anyo ng sulatin Nabibigyang-kahulugan ang mga anyo ng sulatin sa sining at disenyo Week 1-4 CS_FSD11/12PB-0a-c- 103 Nakikilala ang iba’t ibang anyo ng sining at disenyo ayon sa : (a) Layunin (b) Gamit (c) Katangian (d) Anyo (e) Target na gagamit CS_FSD11/12PT- 0a-c-91 Nakapagsasagawa ng panimulang pananaliksik kaugnay ng kahulugan, kalikasan, at katangian ng iba’t ibang anyo ng sining at disenyo CS_FSD11/12EP- 0a-c-41 Nakapagpapaliwanag sa pasulat na anyo ng mga karanasan batay sa pinanood, isinagawa, binasa, at nirebyu Natitiyak ang angkop na proseso ng pagsulat ng piling sulatin sa sining at disenyo Nagagamit ang angkop na format at teknik ng pagsulat ng sulatin sa sining at disenyo Nakasusulat ng isa sa bawat nakalistang anyo ng sining o disenyo Naitatanghal ang output ng piniling anyo ng sining at disenyo Nakapagkikritik nang pasulat sa piniling anyo ng sining at disenyo Naipapaliwanag ang kahulugan ng pinakinggang halimbawa ng fliptop, novelty songs, pick-up lines, atbp. Week 5-6 CS_FSD11/12PN- 0d-f-93 Nasusuri ang katangian ng mabisa at mahusay na sulatin batay sa binasang mga halimbawang gaya ng iskrip, textula, blog, at islogan Week 7-8 CS_FSD11/12PB-0g- i-104 Nabibigyang-kahulugan ang mga terminong teknikal na may kaugnayan sa piniling sulat Week 9-10 CS_FSD11/12PT-0j- k-92 Natutukoy ang mahahalagang elemento ng mahusay na sulating pansining na pinanood na teleserye, dula, shadow play, puppet show, atbp Week 11-13 CS_FSD11/12PD- 0l-n-89 Nakasusulat ng sulating batay sa maingat, wasto, at angkop na paggamit ng wika Week 14-16 CS_FSD11/12WG- 0o-q-94
- 563. 563 Naisasaalang-alang ang etika sa binubuong sulatin sa sining at disenyo CS_FSD11/12PU- 0o-q-97 Grade Level: Grade 11/12 Subject: Filipino sa Piling Larang (Teknikal-Bokasyunal) Quarter Content Standards (Pamantayang Pangnilalaman) Performance Standards (Pamantayan sa Pagganap) Most Essential Learning Competencies Duration K to 12 CG Code One Semester Nauunawaan ang kalikasan, layunin at paraan ng pagsulat ng iba’t ibang anyo ng sulating ginagamit sa pag-aaral sa iba’t ibang larangan (Tech- Voc) Nakabubuo ng manwal ng isang piniling sulating teknikal- bokasyunal Nabibigyang-kahulugan ang teknikal at bokasyunal na sulatin Week 1-3 CS_FTV11/12PB-0a-c-105 Nakikilala ang iba’t ibang teknikal- bokasyunal na sulatin ayon sa: a. Layunin b. Gamit c. Katangian d. Anyo e. Target na gagamit CS_FTV11/12PT-0a-c-93 Nakapagsasagawa ng panimulang pananaliksik kaugnay ng kahulugan, kalikasan, at katangian ng iba’t ibang anyo ng sulating teknikal- bokasyunal Week 4-6 CS_FTV11/12EP-0d-f-42 Naisasagawa ang kaalaman at kasanayan sa wasto at angkop na pagsulat ng piling anyo ng sulatin Nakasusulat ng 4-6 piling sulating teknikal-bokasyunal Nakapagsasagawa ng demo sa piniling anyo bilang pagsasakatuparan ng nabuong sulatin Naiisa-isa ang mga hakbang sa pagsasagawa ng mga binasang halimbawang sulating teknikal- bokasyunal Week 7-9 CS_FFTV11/12PB-0g-i- 106 Naililista ang mga katawagang teknikal kaugnay ng piniling anyo CS_FTV11/12PT-0g-i-94 Naipapaliwanag sa paraang sistematiko at malinaw ang piniling anyo sa pamamagitan ng paggamit ng angkop na mga termino Week 10-12 CS_FTV11/12PS-0j-l-93
- 564. 564 Nakasusulat ng sulating batay sa maingat, wasto, at angkop na paggamit ng wika Week 13-16 CS_FTV11/12WG-0m-o- 95 Naisasaalang-alang ang etika sa binubuong tenikal-bokasyunal na sulatin CS_FTV11/12PU-0m-o- 99 GRADE Level : Grade 12 Subject : Inquiries, Investigations and Immersion Quarter Content Learner’s Output Most Essential Learning Competencies Duration CG Code 1st Quarter I. Brainstorming for Research Topics Class Research Agenda prepares a plan and a focus on issues and ideas in their respective field Week 1 1st Quarter II. Identifying the Problem and Asking the Question 1. Background of the problem 2. Conceptual Framework 3. Research Hypothesis (for quantitative research) 4. Statement of the problem 5. Definition of terms 6. Importance of the study Scope and limitations of the study formulates clearly the statement of research problem Week 2 1st Quarter III. Reading on Related Studies List of Related Literature Reviewed selects, cites and synthesizes related literature uses sources according to ethical standards (atleast 4-6 local and international sources) Week 3-5
- 565. 565 Quarter Content Learner’s Output Most Essential Learning Competencies Duration CG Code 1st Quarter IV. Understanding Ways to Collect Data 1. Research design 2. Population 3. Sampling method 4. Data collection procedure describes adequately research design (either quantitative or qualitative), data gathering instrument, sample, data collection and analysis procedures, prepares data gathering instrument Week 6-8 2nd Quarter V. Finding the Answers to the Research Questions 1. Interpretation of Data 2. Data analysis method Conceptualized Framework for qualitative research gathers and analyzes data with intellectual honesty using suitable techniques Week 1-2 2nd Quarter VI. Reporting Findings, Drawing Conclusions and Making Recommendations 1. Summary of Findings 2. Conclusions 3. Recommendations 4. List of References Written Research Report forms logical conclusions makes recommendations based on conclusions writes clear report Week 3 2nd Quarter VII. Sharing your Research 1. Draft Written Research Report for Oral Presentation Final Written Research Report for Submission. presents written research report revises written research report based on suggestions and recommendations of panelists submits final written research report Week 4-5
- 566. 566 Grade Level: Grade 11 Subject: Practical Research 1 Quarter Content Standards The learner demonstrates understanding of… Performance Standards The learner is able to… Most Essential Learning competencies The learner… Duration K to 12 CG Code Q1 1. the importance of research in daily life 2. the characteristics, processes, and ethics of research 3. quantitative and qualitative research 4. the kinds of research across fields use appropriate kinds of research in making decisions. shares research experiences and knowledge Week 1 to 2 CS_RS11- IIIa-1 explains the importance of research in daily life CS_RS11- IIIa-2 describes characteristics, processes, and ethics of research CS_RS11- IIIa-3 differentiates quantitative from qualitative research CS_RS11- IIIa-4 provide examples of research in areas of interest CS_RS11- IIIa-5 1. the value of qualitative research; its kinds, characteristics, uses, strengths, and weaknesses 2. the importance of qualitative research across fields of inquiry decide on suitable qualitative research in different areas of interest. describes characteristics, strengths, weaknesses, and kinds of qualitative research CS_RS11- IIIb-1 Illustrates the importance of qualitative research across fields CS_RS11- IIIb-2 1. the range of research topics in the area of inquiry formulate clearly statement of research problem designs a research project related to daily life Week 3 to 4 CS_RS11-IIIc- e-1 writes a research title CS_RS11-IIIc- e-2
- 567. 567 Quarter Content Standards The learner demonstrates understanding of… Performance Standards The learner is able to… Most Essential Learning competencies The learner… Duration K to 12 CG Code 2. the value of research in the area of interest 3. the specificity and feasibility of the problem posed provides the justifications/reasons for conducting the research CS_RS11-IIIc- e-3 states research question CS_RS11-IIIc- e-4 indicates scope and delimitation of research CS_RS11-IIIc- e-5 cites benefits and beneficiaries of research CS_RS11-IIIc- e-6 presents written statement of the problem CS_RS11-IIIc- e-7 1. the criteria in selecting, citing, and synthesizing related literature 2. ethical standards in writing related literature 1. select, cite, and synthesize properly related literature 2. use sources according to ethical standards 3. present written review of related literature selects relevant literature Week 5 to 6 CS_RS11-IIIf- j-1 cites related literature using standard style CS_RS11-IIIf- j-2 synthesizes information from relevant literature CS_RS11-IIIf- j-3 writes coherent review of literature CS_RS11-IIIf- j-4 follows ethical standards in writing related literature Week 7 to 8 CS_RS11-IIIf- j-5 presents written review of literature CS_RS11-IIIf- j-6 Q2 1. qualitative research designs 2. the description of sample 3. data collection and analysis procedures such as 1. describe qualitative research designs, sample, and data collection and analysis procedures chooses appropriate qualitative research design Week 1 to 2 CS_RS11- IVa-c-1 describes sampling procedure and sample CS_RS11- IVa-c-2 plans data collection, data gathering instrument, and analysis procedures Week 3 to 4 CS_RS11- IVa-c-3 presents written research methodology CS_RS11- IVa-c-4
- 568. 568 Quarter Content Standards The learner demonstrates understanding of… Performance Standards The learner is able to… Most Essential Learning competencies The learner… Duration K to 12 CG Code survey, interview, and observation 4. the application of creative design principles for execution observation and interview procedures and skills gather relevant information with intellectual honesty collects data through observation and interviews Week 5 to 6 CS_RS11- IVd-f-1 drawing out patterns and themes from data analyze and draw out patterns and themes with intellectual honesty infers and explain patterns and themes from data CS_RS11- IVd-f-2 relates the findings with pertinent literature CS_RS11- IVd-f-3 1. guidelines in making conclusions and recommendations 2. techniques in listing references 1. form logical conclusions 2. make recommendations based on conclusions draws conclusions from patterns and themes Week 7 to 8 CS_RS11- IVg-j-1 formulates recommendations based on conclusions CS_RS11- IVg-j-2 lists references CS_RS11- IVg-j-3
- 569. 569 Grade Level : Grade 12 Subject :PRACTICAL RESEARCH 2 Quarter Content Standard The learners demonstrate understanding of... Performance Standard The learners should be able to... Most Essential Learning Competencies Duration Code 3rd 1. the characteristics, strengths, weaknesses, and kinds of quantitative research 2. the importance of quantitative research across fields 3. the nature of variables decide on suitable quantitative research in different areas of interest Describes characteristics, strengths, weaknesses, and kinds of quantitative research Week 1-3 CS_RS12-Ia-c-1 Illustrates the importance of quantitative research across fields Week 1-3 CS_RS12-Ia-c-2 Differentiates kinds of variables and their uses Week 1-3 CS_RS12-Ia-c-3 1. the range of research topics in the area of inquiry 2. the value of research in the area of interest 3. the specificity and feasibility of the problem posed formulate clearly the statement of research problem Designs a research used in daily life Week 4-5 CS_RS12-Id-e-1 Writes a research title Week 4-5 CS_RS12-Id-e-2 Describes background of research Week 4-5 CS_RS12-Id-e-3 States research questions Week4-7 CS_RS12-Id-e-4 Indicates scope and delimitation of study Week 4-5 CS_RS12-Id-e-5 Presents written statement of the problem Week 4-5 CS_RS12-Id-e-7 1. the formulation of conceptual framework 2. the research hypotheses (if appropriate) 3. the definition of terms as used in the study 1. formulate clearly conceptual framework, research hypotheses (if appropriate), and define terms used in study 3. present objectively written review of related literature and conceptual framework Illustrates and explain the conceptual framework Week 6-7 CS_RS12-If-j-6 Defines terms used in study Week 6-7 CS_RS12-If-j-7 Lists research hypothesis (if appropriate) Week 6-7 CS_RS12-If-j-8 Presents written review of related literature and conceptual framework Week 6-7 CS_RS12-If-j-9
- 570. 570 4th 1. quantitative research design 2. description of sample 3. instrument development 4. description of intervention (if applicable) 5. data collection and analysis procedures such as survey, interview and observation 6. guidelines in writing research methodology describe adequately quantitative research designs, sample, instrument used, intervention (if applicable), data collection, and analysis procedures Chooses appropriate quantitative research design Week 1-3 CS_RS12-IIa-c-1 Describes sampling procedure and sample Week 1-3 CS_RS12-IIa-c-2 Constructs an instrument and establishes its validity and reliability Week 1-3 CS_RS12-IIa-c-3 Describes intervention (if applicable) Week 1-3 CS_RS12-IIa-c-4 Plans data collection procedure Week 1-3 CS_RS12-IIa-c-5 Plans data analysis using statistics and hypothesis testing (if appropriate) Week 1-3 CS_RS12-IIa-c-6 Presents written research methodology Week 1-3 CS_RS12-IIa-c-7 1. data collection procedures and skills using varied instruments 2. data processing, organizing, and analysis gather and analyze data with intellectual honesty, using suitable techniques 1. form logical conclusions 2. make recommendations based on conclusions Collects data using appropriate instruments Week 4-7 CS_RS12-IId-g-1 Presents and interprets data in tabular or graphical forms Week 4-7 CS_RS12-IId-g-2 Uses statistical techniques to analyze data – study of differences and relationships limited for bivariate analysis Week 4-7 CS_RS12-IId-g-3 1. guidelines in making conclusions and recommendations Draws conclusions from research findings Week 8-9 CS_RS12-IIh-j-1 Formulates recommendations Week 8-9 CS_RS12-IIh-j-2
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- 572. 572
- 573. 573 Grade Level: Grade 12 Subject: Applied Economics Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code First Quarter The learner demonstrates an understanding of… economics as an applied science and its utility in addressing the economic problems of the country the law of supply and demand, and factors affecting the economic situation The learners shall be able to … analyze and propose solution/s to the economic problems using the principles of applied economics conduct a survey of current economic situations within the vicinity *Differentiate economics as social science and applied science in terms of nature and scope Week 1 *Examine the utility and application of applied economics to solve economic issues and problems Week 2 *Analyze market demand, market suppy and market equilibrium Week 3 *Determine the impications of market pricing on economic decision-making Week 4 *Differentiate various market structures in terms of: a. number of sellers b. types of products c. entry/exit to market d. pricing power e. others Week 5 *Analyze the effects of contemporary economic issues affecting the Filipino entrepreneur Week 6
- 574. 574 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code industry analysis, its principles, tools, and techniques leading to the identification of business opportunities various socioeconomic impacts of business on the following sectors: consumer, supplier and investors, government, households, and international trade apply tools and techniques for business opportunities like the SWOT/TOWS analysis conduct a survey of macro and micro environments affecting business in a locality conduct a socioeconomic impact study on consumers (new product and services); suppliers; investors (capital, income) government (tax revenues, poverty alleviation, basic services); households (standard of living, employment) and international trade (exports and imports of goods and services) leading to options in venturing into a business *Analyze different principles, tools, and techniques in creating a business Week 7 *Apply business principles, tools, and techniques in participating in various types of industries in the locality Weeks 8- 9 *Explain the effects of the various socio-economic factors affecting business and industry Week 10 * Evaluate the viability and impacts of business on the community Weeks 11-12 Grade Level: Grade 12 Subject : Business Ethics and Social Responsibility QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCIES DURATION K to 12 CG Code 3rd Quarter The learners demonstrate an understanding of: The learners shall be able to: The learners: 1.1 differentiate the forms of business organizations in Week 1 ABM_ESR12-IIIa-d-1.1; ABM_ESR12-IIIa-d-1.2; ABM_ESR12-IIIa-d-1.3
- 575. 575 QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCIES DURATION K to 12 CG Code 1. the nature and forms of business organizations 2. the purposes of establishing business enterprises 3. the core principles underlying fairness, accountability, and transparency in business operation and stewardship (respect for others’ property) 4. common practices in business organizations (decorum, protocol, policies, marketing, bookkeeping, reportorial requirements and documentation, etc.) 1. identify forms of business organizations and their characteristics 2. explain the purpose of business organizations and their role in socioeconomic development 3. explain the core principles of fairness, accountability and transparency in the socioeconomic development of a country 4. craft simple “Codes of Ethics” or “Codes of Right Conduct” terms of their purpose and role in socio- economic development 1.2 illustrate how fairness, accountability, transparency and stewardship is observed in business and non- profit organizations Week 2 ABM_ESR12-IIIa-d-1.4; ABM_ESR12-IIIa-d-1.5 1.3 formulate a “code of ethics” that reflect core principles derived from analyses Week 3 ABM_ESR12-IIIa-d-1.6 1. classical philosophies specifically, virtue ethics (Socrates, Plato, Aristotle, Confucius, etc.) 1. identify the classical philosophies and their implication for business principles and practices 2.1 illustrate how these philosophies are reflected into business practices Week 4 ABM_ESR12-IIIe-h-2.1 2.2 explain how the belief systems influence business practices Week 5 ABM_ESR12-IIIe-h-2.2
- 576. 576 QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCIES DURATION K to 12 CG Code 2. the impact of belief systems (Buddhism, Islam, Christianity, etc.) 3. the Filipino Value System (Utang na Loob, Filial Piety, Padrino Suki, Bahala na - Mañana, Amor Propio, Filipino Family Values) 2. describe various belief systems, and their similarities and differences in relation to the business setting 3. describe how the Filipino value system affects the attitudes of business constituents 2.3 infer how Filipino value system influence business practices Week 6 ABM_ESR12-IIIe-h-2.3 2.4 generate ways to improve business practices guided by the philosophies, belief system or Filipino values Week 7 ABM_ESR12-IIIe-h-2.4 4th Quarter 1. the responsibilities and accountabilities of entrepreneurs toward the employees, government, creditors, suppliers, consumers, general public, and other stakeholders; major ethical issues in entrepreneurship (basic fairness, personnel and customer relations distribution dilemmas, fraud, unfair competition, unfair communication, nonrespect of agreements, 1. identify responsibilities to the business organization he/she belongs to 2. explain the different models and frameworks of social responsibility 3.1 discuss the responsibilities and accountabilities of entrepreneurs to: a. employees b. government c. creditors d. suppliers e. consumers f. general public g. other stakeholders Week 1 ABM_ESR12-IVi-l-3.1 3.2 formulate a morally defensible position on ethical issues in entrepreneurship like basic fairness, personnel and customer relations distribution dilemmas, fraud, unfair competition, unfair communication, nonrespect of agreements, Week 2 ABM_ESR12-IVi-l-3.2 ; ABM_ESR12-IVi-l-3.3
- 577. 577 QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCIES DURATION K to 12 CG Code environmental degradation, etc.) 2. models and frameworks of social responsibility in the practice of sound business environmental degradation, etc. 3.3 Describe the different models and frameworks of social responsibility Week 3 ABM_ESR12-IVi-l-3.4 3.4 Formulate a framework of social responsibility that reflects the practice of sound business Week 4 ABM_ESR12-IVi-l-3.5 the importance of doing business beyond profit motivation. Introduction to the notion of SOCIAL ENTERPRISE (meeting a given social objective or resolving a real social problem while making ends meet) for poverty alleviation 1. identify reasons for establishing business enterprises beyond profit 2. prepare and implement a personal action plan to assist an existing small business enterprise to practice ethics and social responsibility in their business operation 4.1 explain the importance of establishing and sustaining business enterprises as a source of job opportunities and financial freedom Week 5 ABM_ESR12-IVm-p-4.1 4.2 prepare and implement a proposed personal action plan to assist an existing small business enterprise to practice ethics and social responsibility in their business operation Week 6 ABM_ESR12-IVm-p-4.2 ; ABM_ESR12-IVm-p-4.3
- 578. 578 Grade Level: Grade 12 Subject: Business Finance Quarter Content Standards The learners demonstrate an understanding of… Performance Standards The learners are able to… Most Essential Learning competencies The learner… Duration K to 12 CG Code Q3 the definition of finance, the activities of the financial manager, and financial institutions and markets 1. define Finance 2. describe who are responsible for financial management within an organization 3. describe the primary activities of the financial manager 4. describe how the financial manager helps in achieving the goal of the organization 5. describe the role of financial institutions and markets explain the major role of financial management and the different individuals involved Week 1 to 2 ABM_BF12-IIIa-1 distinguish a financial institution from financial instrument and financial market ABM_BF12-IIIa-2 explain the flow of funds within an organization – through and from the enterprise—and the role of the financial manager ABM_BF12-IIIa-5 the financial planning process, including budget preparation, cash management, and working capital management 1. illustrate the financial planning process 2. prepare budgets such as projected collection, sales budget, production budget, income projected statement of comprehensive income, projected of financial position, and projected cash flow statement 3. describe concepts and tools in working capital management identify the steps in the financial planning process Week 3 to 4 ABM_BF12-IIIc-d-10 illustrate the formula and format for the preparation of budgets and projected financial statement ABM_BF12-IIIc-d-11 explain tools in managing cash, receivables, and inventory ABM_BF12-IIIc-d-12 the sources and uses of short- term and long-term funds , and the requirements , 1. distinguish debt and equity financing compare and contrast the loan requirements of the different banks and nonbank institutions Week 5 ABM_BF12-IIIe-f-14
- 579. 579 Quarter Content Standards The learners demonstrate an understanding of… Performance Standards The learners are able to… Most Essential Learning competencies The learner… Duration K to 12 CG Code procedure , obligation to creditor, and reportorial necessities 2. identify the bank and nonbank institutions in the vicinity that are possible sources of funds, and enumerate their requirements and process for loan application and cite these institutions in the locality basic concepts of risk and return, and the time value of money 1. distinguish simple and compound interest 2. solve exercises and problems in computing for time value of money with the aid of present and future value tables 3. prepare loan amortization tables 4. compute for the net present value of a project with a conventional cash-flow pattern 5. describe the risk-return trade- off calculate future value and present value of money Week 6 to 8 ABM_BF12-IIIg-h-18 compute loan amortization using mathematical concepts and the present value tables ABM_BF12-IIIg-h-20 apply mathematical concepts and tools in computing for finance and investment problems ABM_BF12-IIIg-h-21 explain the risk-return trade-off ABM_BF12-IIIg-h-22 Q4 the definition, purpose, kinds, advantages, and disadvantages and the risks of investment 1. identify the types of investments particularly bank deposits , insurance, real estate , hard assets, mutual funds, and stocks and bonds 2. indicate the advantages and disadvantages of each type of investment 3. explain the risks inherent in each type of investment compare and contrast the different types of investments Week 1 to 2 ABM_BF12-IVm-n-23 measure and list ways to minimize or reduce investment risks in simple case problems ABM_BF12-IVm-n-25 the philosophy and practices in personal finance 1. identify money management philosophy 2. apply basic personal finance principles and practices in enumerate money management philosophies Week 3 to 4 ABM_BF12-IVo-p-26 illustrate the money management cycle and gives ABM_BF12-IVo-p-27
- 580. 580 Quarter Content Standards The learners demonstrate an understanding of… Performance Standards The learners are able to… Most Essential Learning competencies The learner… Duration K to 12 CG Code earning, spending, saving, and investing money examples of sound practices in earning, spending, saving, and investing money Grade Level: Grade 11 Subject: Business Mathematics Quarter Content Standards The learners demonstrate an understanding of… Performance Standards The learners are able to… Most Essential Learning competencies The learner… Duration K to 12 CG Code Q1 1. fractions 2. decimals and percentage 1. Solve problems involving fractions, decimals and percent related to business Express: a. fractions to decimal and percent forms b. decimals to fractions and percent forms c. percent to fractions and decimal forms Week 1 to 2 Give real-life situations to illustrate fractions, decimals, and percent ABM_BM11FO-Ic-4 Solve problems involving fractions, decimals, and percent ABM_BM11FO-Id-5 key concepts of ratio and proportion 1. formulate and solve problems involving ratio and proportion 2. use the concept of proportion in making life decisions Identify the different kinds of proportions and write examples of real-life situations for each Week 3 Solve problems involving direct, inverse and partitive proportion Week 4 ABM_BM11RP-If-4 key concepts in buying and selling Analyze and solve problems on important factors in managing a Differentiate Mark-on, Mark down and Mark-up Week 5 ABM_BM11BS-Ig-1
- 581. 581 Quarter Content Standards The learners demonstrate an understanding of… Performance Standards The learners are able to… Most Essential Learning competencies The learner… Duration K to 12 CG Code business: buying products and selling products obtain Mark-on, Mark-down, and Mark-up given price of a product Differentiate mark-up from margins Week 6 ABM_BM11BS-Ih-3 Describe how gross margins is used in sales ABM_BM11BS-Ih-4 Compute single trade discounts and discount series Differentiate profit from loss Week 7 ABM_BM11BS-Ii-6 Illustrate how profit is obtained and how to avoid loss in a given transaction ABM_BM11BS-Ii-7 Determine the break-even point Week 8 Solve problems involving buying and selling products ABM_BM11BS-Ij-9 Compute interest specifically as applied to mortgage, amortization, and on services/utilities and on deposits and loans Week 9 Q2 Illustrate the different types of commissions Week 1 ABM_BM11BS-IIa-11 Compute commissions on cash basis and commission on instalment basis ABM_BM11BS-IIa-12 Compute down payment, gross balance and current increased balance Solve problems involving interests and commissions Week 2 ABM_BM11BS-IIb-14
- 582. 582 Quarter Content Standards The learners demonstrate an understanding of… Performance Standards The learners are able to… Most Essential Learning competencies The learner… Duration K to 12 CG Code the fundamental operations of mathematics as applied in salaries and wages apply appropriate mathematical operation in computing salaries and wages Define salary, wage, income, benefits Week 3 ABM_BM11SW-IIc-1 Compute gross and net earnings ABM_BM11SW-IId-2 Define each of the benefits given to wage earners Week 4 ABM_BM11SW-IIe-5 Distinguish taxable from nontaxable benefits ABM_BM11SW-IIe-6 Enumerate the standard deductions with the corresponding computation ABM_BM11SW- IIe-7 Identify the variables needed in the computation of the overtime Week 5 ABM_BM11SW- IIe -8 Compute overtime pay ABM_BM11SW- IIe -9 Use E- spread sheet in the computation of salary and overtime pay Week 6 ABM_BM11SW- IIf -10 Present graphical representation of the details or particulars of the salary. ABM_BM11SW- IIf -13 business data present them in graphs, charts, and tables solve problems in real-life business situations, present data in graphical form, and analyze them Compare the forms (textual, tabular and graphical) of business data. Week 7 ABM_BM11PAD-IIg-2 Analyze and interprets the data presented in the table using measures of central tendency and variability and tests of significant differences ABM_BM11PAD-IIh-5 Describe the different kinds of graphs and its essential parts for data presentation. Week 8
- 583. 583 Quarter Content Standards The learners demonstrate an understanding of… Performance Standards The learners are able to… Most Essential Learning competencies The learner… Duration K to 12 CG Code Give a set of business data; identify the graphs to be used ABM_BM11PAD-IIi-8 Draw the graph/table to present the data ABM_BM11PAD-IIi-9 Analyze and interpret the data presented in a graph/table Week 9 ABM_BM11PAD-IIi-10 Use software (i.e., MS Excel, SPSS) programs to compute and present graphical representation of business data ABM_BM11PAD-IIj-11 Grade Level: Grade 11 Subject: Fundamentals of Accountancy, Business and Management 1 Quarter Content Standards The learners demonstrate an understanding of… Performance Standards The learners are able to… Most Essential Learning competencies The learner… Duration K to 12 CG Code Q3 the definition, nature, function, and history of accounting cite specific examples in which accounting is used in making business decisions define accounting Week 1 ABM_FABM11- IIIa-1 describe the nature of accounting ABM_FABM11- IIIa-2 narrate the history/origin of accounting ABM_FABM11- IIIa-4 the external and internal users of financial information 1. solve exercises and problems on the identification of users of information, type of decisions to be made, and type of information needed by the users 2. cite users of financial information and identify whether they are external or internal users define external users and gives examples ABM_FABM11- IIIa-7 define internal users and give examples ABM_FABM11- IIIa-8
- 584. 584 Quarter Content Standards The learners demonstrate an understanding of… Performance Standards The learners are able to… Most Essential Learning competencies The learner… Duration K to 12 CG Code accounting concepts and principles identify generally accepted accounting principles explain the varied accounting concepts and principles Week 2 to 3 ABM_FABM11- IIIb-c-15 solve exercises on accounting principles as applied in various cases ABM_FABM11- IIIb-c-16 the accounting equation solve problems applying the accounting equation illustrate the accounting equation ABM_FABM11- IIIb-c-17 perform operations involving simple cases with the use of accounting equation ABM_FABM11- IIIb-c-18 the five major accounts, namely, 1.assets 4. income 2.liabilities 5. expenses 3.capital define, identify, and classify accounts according to the five major types discuss the five major accounts Week 4 ABM_FABM11- IIId-e-19 prepare a Chart of Accounts ABM_FABM11- IIId-e-21 the two major types of books of accounts, namely, journal and ledger differentiate a journal from a ledger and identify the types of journals and ledgers illustrate the format of a general and special journals Week 5 ABM_FABM11- IIIf-23 illustrate the format of a general and subsidiary ledger ABM_FABM11- IIIf-24 the business transactions and their analysis to include definition and nature of business transactions, types of source or business documents, and the rules of debits and credits identify business and nonbusiness transactions, enumerate the types of business documents, recite the rules of debit and credit, and apply these to simple cases analyze common business transactions using the rules of debit and credit Week 6 ABM_FABM11- IIIg-j-27 solve simple problems and exercises in the analyses of business transaction ABM_FABM11- IIIg-j-28 the accounting cycle of a service business identify business and nonbusiness transactions, enumerate the types of business documents, recite the rules of describes the nature of transactions in a service business Week 7 to 9 ABM_FABM11- IVa-d-29
- 585. 585 Quarter Content Standards The learners demonstrate an understanding of… Performance Standards The learners are able to… Most Essential Learning competencies The learner… Duration K to 12 CG Code debit and credit, and apply these in simple cases records transactions of a service business in the general journal ABM_FABM11- IVa-d -30 posts transactions in the ledger ABM_FABM11- IVa-d -31 prepares a trial balance ABM_FABM11- IVa-d -32 Q4 prepares adjusting entries Week 1 to 2 ABM_FABM11- IVa-d -33 complete the accounting cycle ABM_FABM11- IVa-d -34 the accounting cycle of a merchandising business to include the following: 1. Journalizing of transactions using the general and special journals, namely: sales journal, purchase journal, cash receipts journal and cash payments journal 2. Posting to the ledger, namely: general and subsidiary ledgers 3. Preparation of trial balance 4. Adjusting entries to include pre payments, accrual and deferral 5. Worksheet preparation, and 6. Completing the accounting cycle of a merchandising business prepare journal entries, post to the ledger, prepare the trial balance, worksheet, adjusting entries and complete the accounting cycle of a merchandising business. describes the nature of transactions in a merchandising business Week 3 to 9 ABM_FABM11- IVe-j -35 records transactions of a merchandising business in the general and special journals ABM_FABM11- IVe-j-36 posts transactions in the general and subsidiary ledgers ABM_FABM11- IVe-j -37 prepares a trial balance ABM_FABM11- IVe-j -38 prepares adjusting entries ABM_FABM11- IVe-j -39 completes the accounting cycle of a merchandising business ABM_FABM11- IVe-j -40 prepares the Statement of Cost of Goods Sold and Gross Profit ABM_FABM11- IVe-j -41
- 586. 586 Grade Level: Grade 12 Subject: Fundamentals of Accountancy, Business and Management 2 Quarter Content Standards The learners demonstrate an understanding of… Performance Standards The learners are able to… Most Essential Learning competencies The learner… Duration K to 12 CG Code Q1 account titles under the assets, liabilities, and capital accounts of the Statement of Financial Position, namely, cash, receivables, inventories, prepaid expenses, property, plant and equipment, payables, accrued expenses, unearned income, long-term liabilities and capital that will equip him/her in the preparation of the SFP using the report form and account form solve exercises and problems that require preparation of an SFP for a single proprietorship with proper classification of accounts as current and noncurrent using the report form and the account form identify the elements of the SFP and describe each of them Week 1 ABM_FABM12- Ia-b-1 prepare an SFP using the report form and the account form with proper classification of items as current and noncurrent ABM_FABM12- Ia-b-4 the service income and operating expenses of a service business as well as sales, contra sales, purchases, contra purchase accounts, cost of goods sold and general administrative and selling expenses of a merchandising business that will equip him/her in the preparation of the SCI for both service and merchandising businesses solve exercises and problems that require preparation of SCI for a service business and a merchandising business identify the elements of the SCI and describe each of these items for a service business and a merchandising business Week 2 to 3 ABM_FABM12- Ic-d-5 prepare an SCI for a service business using the single-step approach ABM_FABM12- Ic-d-6 prepare an SCI for a merchandising business using the multistep approach ABM_FABM12- Ic-d-7
- 587. 587 Quarter Content Standards The learners demonstrate an understanding of… Performance Standards The learners are able to… Most Essential Learning competencies The learner… Duration K to 12 CG Code the forms of business organization, namely, single proprietorship, partnership, and corporation, and the structure of a SCE of a single proprietorship that will equip him/her in the preparation of the said financial report solve exercises and problems that require preparation of an SCE for a single proprietorship prepare an SCE for a single proprietorship Week 4 BM_FABM12-Ie-9 the components and the structure of a CFS that will equip him/her in the preparation of the said financial report solve exercises and problems that require preparation of a CFS discuss the components and structures of a CFS Week 5 ABM_FABM12-If- 10 prepare a CFS ABM_FABM12-If- 11 the methods or tools of analysis of financial statements to include horizontal analysis, vertical analysis, and financial ratios to test the level of liquidity, solvency, profitability, and stability of the business solve exercises and problems that require computation and interpretation using horizontal analysis, vertical analysis, and various financial ratios Using the downloaded sample financial statements, he/she performs horizontal and vertical analysis, computes various financial ratios and interprets the level of liquidity, solvency, stability, and profitability of the business define the measurement levels, namely, liquidity, solvency, stability, and profitability Week 6 to 7 ABM_FABM12- Ig-h-12 perform vertical and horizontal analyses of financial statements of a single proprietorship ABM_FABM12- Ig-h-13 compute and interpret financial ratios such as current ratio, working capital, gross profit ratio, net profit ratio, receivable turnover, inventory turnover, debt-to-equity ratio, and the like ABM_FABM12- Ig-h-14 the types of bank accounts, basic transactions, and share samples of bank account forms and documents in class and discuss their uses and importance identify the types of bank accounts normally maintained by a business Week 8 to 9 ABM_FABM12- IIc-5 prepare bank deposit and withdrawal slips ABM_FABM12- IIc-7
- 588. 588 Quarter Content Standards The learners demonstrate an understanding of… Performance Standards The learners are able to… Most Essential Learning competencies The learner… Duration K to 12 CG Code documents related to bank deposits and withdrawals identify and prepare checks ABM_FABM12- IIc-8 identify and understand the contents of a bank statement ABM_FABM12- IIc-9 Q2 a bank reconciliation statement, its nature and structure, and reconciling items and methods of preparation solve exercises and problems involving the following: 1. Identification of the proper treatment of reconciling items in the bank reconciliation statement 2. preparation of a bank reconciliation statement describe the nature of a bank reconciliation statement Week 1 to 2 ABM_FABM12- IId-10 analyze the effects of the identified reconciling items ABM_FABM12- IId-12 prepare a bank reconciliation statement ABM_FABM12- IId-13 the sound principles of taxation, its purpose, and preparation of forms and payment of taxes accomplish the BIR (Bureau of Internal Revenue) forms define income and business taxation and its principles and processes Week 3 to 5 ABM_FABM12- IIh-j-15 explain the procedure in the computation of gross taxable income and tax due ABM_FABM12- IIh-j-17 explain the principles and purposes of taxation ABM_FABM12- IIh-j-19 Grade Level: Grade11 Subject: Organization and Management Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code First Quarter The learners have an understanding of… The learners shall be able to… *Explain the meaning, functions, types and theories of management Week 1
- 589. 589 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code basic concepts and theories of management the role of business in the environment, and how the environment affects the firm the importance of planning concepts in business success apply management theories & concepts in solving business cases analyze the various environmental forces affecting the firm and summarize these using Political Economic Social and Technological Analysis PEST) and Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis frameworks formulate effective plans for a specific business endeavor Explain the functions, roles and skills of a manager Week 2 ABM_AOM11- Ia-b-3 *Analyze various forces/elements influencing local and international business environment using PEST and SWOT strategies Week 3 *Analyze the forms and economic roles of business organizations Week 4 *Differentiate the phases of economic development and its impact to business environment Week 4 *Discuss the nature and levels of planning and types of plans *Apply appropriate planning techniques and tools in business decision-making Week 5 Week 6 *Analyze the nature of organizations and types of organization structures Week 7 Second Quarter the significance of organization structures design an appropriate organization structure for a specific business *Apply organization theories for effective business management Week 8
- 590. 590 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code for effective business management the process of recruiting, selecting, and training employees how motivation, leadership, and communication work in an organization different controlling methods and techniques conduct and prepare job analysis demonstrate knowledge in motivation, leadership, and communication by solving business cases apply appropriate control measures for a specific business situation * Discuss the concept and nature of staffing Week 9 *Analyze the process of recruiting, selecting and training employess Week 10 *Examine the functions and importance of compensation, wages and performance evaluation, appraisal, reward system, employee relations and movement Weeks 11-12 *Analyze motivation,leadership, and communication work in an organization Week 13 *Apply the concept and nature of different control methods and techniques in accounting and marketing Week 14 the different functional areas of management select one’s area of interest for future career path Explain the nature and role in the firm of the following functional areas of management: a. Human Resource Management b. Marketing Management c. Operations Management d. Financial Management e. Material and Procurement Management f. Office Management Week 15 ABM_AOM11- IIi-39
- 591. 591 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code g. Information & Communication Technology Management the basic concepts of small-family business initiate an appropriate small- family business *Explain the steps and importance of starting a family business Week 16 Grade Level : Grade 11 Subject : Principles of Marketing QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code Quarter 1 The learners demonstrate an understanding of… the marketing principles, goals, and traditional and contemporary approaches to marketing The learners shall be able to… plot marketing goals and approaches for product or service define and understand marketing • Principles • Goals • Approaches Week 1 - 2 ABM_PM11-Ia- b-1 the value of customer relations and customer service develop a program for customer service define “relationship marketing” explain the value of customers Week 3-5 ABM_PM11-Ic- d-5 ABM_PM11-Ic- d-6 the importance of information, the market characteristics affecting consumer behavior, and the conduct marketing research, interpret market buying behavior on product or service, and identify the product or service target market distinguish between strategic and marketing planning in terms of objectives and processes Week 6-9 ABM_PM11-Ie- i-9
- 592. 592 bases of market segmentation analyze the elements of macro- and micro-environment and their influence to marketing planning define marketing research, its importance to a business enterprise and identify the steps in marketing research differentiate the buying behavior and decision making of individual/ household customer versus the business (organizational) customer identify and segment market for a product or service select the appropriate target market segment and its positioning ABM_PM11-Ie- i-10 ABM_PM11-Ie- i-11 ABM_PM11-Ie- i-13 ABM_PM11-Ie- i-14 ABM_PM11-Ie- i-15
- 593. 593 Quarter 2 the essence of the new product development, pricing, placing (distribution), and promoting a product or service design a new product or service, decide types of pricing approach, and choose distribution methods and promotion tools that respond to market trends define a product and differentiates the product, services, and experiences identify and describe the factors to consider when setting prices and new product pricing and its general pricing approaches discuss the structure of distribution channels, its functions, and the nature of supply chain management define and identify relevant promotional tools, namely, advertising, sales promotion, personal selling, public relations, and direct marketing to create awareness and persuade the target market to buy the product or patronize the service Week 1-3 ABM_PM11-IIa- e-16 ABM_PM11-IIa- e-17 ABM_PM11-IIa- e-18 ABM_PM11-IIa- e-19 the necessity of a marketing plan in business create a new product or service design and pricing, and promotion and distribution strategies explain the relationship between market analysis, planning, implementation, and control analyze the company’s situation, markets, and environment (the marketing audit and SWOT analysis) Week 4-6 ABM_PM11-IIf- 20
- 594. 594 and proper interpretation of marketing strategies through workshop and presentation orally defend the mini-marketing plan to a group of marketing professionals integrate the marketing concepts and techniques learned by preparing a marketing plan present a mini-marketing plan, orally and in writing Week 7-9 ABM_PM11-IIg- j-24 ABM_PM11-IIg- j-25
- 595. 595
- 596. 596 Grade Level : Grade 12 Subject : Community Engagement, Solidarity, and Citizenship (CSC) QUARTER CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCY DURATION K to 12 CG Code 1 Thelearners demonstratean understandingof... the integration of social science perspective and community action initiatives The learners shall be able to… synthesize the integrative experience of implementing community-action initiatives applying social sciences’ ideas and methods 1. explain the importance of studying community dynamics and community action in relation to applied social sciences and the learners’ future career options Week 1 HUMSS_CSC12-IIIa-c-1 2. define using various perspectives, e.g., social sciences, institutions, civil society, and local/grassroots level Week 2 HUMSS_CSC12-IIa-c-2 3. analyze functions of communities in terms of structures, dynamics, and processes Week 3 HUMSS_CSC12-IIIa-c-5 4. differentiate typologies of communities Week 4 HUMSS_CSC12-IIIa-c-6 5. recognize the value of undertaking community action modalities Week 5 HUMSS_CSC12-IIId- g-7 6. acknowledge interrelationship of self and community in undertaking community action HUMSS_CSC12-II-d-g-8 7. explain forms of community engagement that contribute to Week 6 HUMSS_CSC12-IId-g-9
- 597. 597 QUARTER CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCY DURATION K to 12 CG Code community development through solidarity Week 7 8. recognize the importance of solidarity in promoting national and global community development (e.g. poverty alleviation) HUMSS_CSC12-IId-g-10 2 9. explain the core values of community action initiatives a. human rights b. social equity c. gender equality d. participatory development Week 1 HUMSS_CSC12-IIIh-j-12; HUMSS_CSC12-IIIh-j-13 and HUMSS_CSC12-IIIh-j-14 10. analyze strategies of empowerment and advocacy of a community action initiative Week 2 HUMSS_CSC12-IIIh-j-15 11.explain the importance of commitment and action in participatory development for community well-being HUMSS_CSC12-IIIh-j-16 12. assess selected community-action initiatives based on its core values and principles Week 3 HUMSS_CSC12-IId-g-11 13. explain the methodologies and approaches in community action Week 4 HUMSS_CSC12-IVa-d-17
- 598. 598 QUARTER CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCY DURATION K to 12 CG Code 14. apply systematic methods of community action in understanding community HUMSS_CSC12-IVa-d-18 15. formulate a community action Week 5 HUMSS_CSC12-IVa-d-19 16. plan using participatory approaches Week 6 HUMSS_CSC12-IVa- d-19 17. implement community- action plan Week 7 HUMSS_CSC12-IV-e-h-20 18. synthesize the insights gained in conducting the community action plan that applied the methods of social sciences Week 8 HUMSS_CSC12-IVe-h-21; HUMSS_CSC12-Ive-h-22 GRADE LEVEL: Grade 11/12 SUBJECT: Creative Nonfiction Quarter Content Standards Performance Standards Most Essential Learning Competencies K to 12 CG Code S1/2 Q1/3 The learner understands the literary conventions that govern the different genres. (e.g., narrative convention of fiction, etc.) The learner clearly and coherently uses a chosen element conventionally identified with a genre for a written output. Analyze the theme and techniques used in a particular text Create samples of the different literary elements based on one’s experience (e.g. metaphor to describe an emotion) HUMSS_CNF11/12-Ib-d-4 The learner understands the delineation The learner clearly and coherently uses multiple elements Analyze factual/nonfictional elements (Plot, Characters, Characterization, Point of View, Angle, Setting and Atmosphere, Symbols and Symbolisms, Irony, Figures of
- 599. 599 between creative and the nonfictional elements of creative nonfictional text. conventionally identified with a genre for a written output. speech, Dialogue, Scene, Other elements and Devices) in the texts Write a draft of a short piece (Fiction, Poetry, Drama, etc.) using any of the literary conventions of genre following these pointers: 1. Choosing a topic 2. Formulating a thesis statement 3. Organizing and developing ideas 4. Using any literary conventions of a genre 5. Ensuring that theme and technique are effectively developed HUMSS_CNF11/12-Ib-d-5 Evaluate other’s draft based on: 1. clarity of idea 2. appropriate choice of literary element 3. appropriate use of the element 4. effective combination of the idea and the chosen literary element Revise the draft of a short piece using any of the literary conventions of a genre (e.g. plot for narrative piece) HUMSS_CNF11/12-Ib-d-7 S1/2 Q2/4 The learner understands the distinction between and among creative nonfiction types and forms. The learner competently delivers an artistic presentation summarizing and analyzing the form, theme and techniques of a chosen creative nonfictional text. Present a commentary/critique on a chosen creative nonfictional text representing a particular type or form (Biography/Autobiography, Literary Journalism/Reportage, Personal Narratives, Travelogue, Reflection Essay, True Narratives, Blogs, Testimonies, Other Forms) The learner understands that mastery of the basic forms, types, techniques and devices of creative The learner writes a clear and coherent critique and an interesting and engaging creative nonfiction. Write a mini critique of a peer’s work based on coherence and organization of paragraphs, development of literary elements use of factual information, and other qualities concerning form and content HUMSS_CNF11/12-IId-e-18 Write a draft of creative nonfiction piece based on memorable real-life experience HUMSS_CNF11/12-IIg-j-20
- 600. 600 nonfiction enables him/her to effectively critique and write creative nonfiction. Revise the draft based on desirable qualities of well-written creative nonfiction GRADE LEVEL: Grade 11/12 SUBJECT: Creative Writing Quarter Content Standards Performance Standards Most Essential Learning Competencies K to 12 CG Code S1/2 Q1/3 The learners have an understanding of imagery, diction, figures of speech, and variations on language. The learners shall be able to produce short paragraphs or vignettes using imagery, diction, figures of speech, and specific experiences. Use imagery, diction, figures of speech, and specific experiences to evoke meaningful responses from readers HUMSS_CW/MP11/12- Ia-b-4 The learners have an understanding of poetry as a genre and how to analyze its elements and techniques. The learners shall be able to produce a short, well- crafted poem Identify the various elements, techniques, and literary devices in specific forms of poetry HUMSS_CW/MP11/12c- f-6 Write a short poem applying the various elements and literary devices exploring innovative techniques HUMSS_CW/MP11/12c- f-10 The learners have an understanding of fiction as a genre and are able to analyze its elements and techniques. The learners shall be able to produce at least one striking scene for a short story. Identify the various elements, techniques, and literary devices in various modes of fiction HUMSS_CW/MPIg-i-11 Write journal entries and other short compositions exploring key elements of fiction HUMSS_CW/MPIg-i-13 S1/2 Q2/4 The learners have an understanding The learners shall be able to compose Identify the various elements, techniques, and literary devices in drama HUMSS_CW/MPIj-IIc-15
- 601. 601 of drama as a genre and are able to analyze its elements and techniques. at least one scene for a one-act play that can be staged. Understand intertextuality as a technique of drama HUMSS_CW/MPIj-IIc-16 Conceptualize a character/setting/plot for a one-act play HUMSS_CW/MPIj-IIc-17 Explore different staging modalities vis-à-vis envisioning the script HUMSS_CW/MPIjc-18 Write at least one scene for one-act play applying the various elements, techniques, and literary devices HUMSS_CW/MPIj-IIc-20 The learners have an understanding of the different orientations of creative writing. The learners shall be able to produce a craft essay on the personal creative process deploying a consciously selected orientation of creative writing Write a craft essay demonstrating awareness of and sensitivity to the different literary and/or socio-political contexts of creative writing HUMSS_CW/MPIIc-f-23 The learners may choose from any of the following: 1. Design a group blog for poetry and fiction 2. Produce a suite of poems, a full/completed short story, or a script for a one-act play, with the option of staging 3. Create hypertext literature Create an online portfolio the outputs produced: poetry, fiction, script, etc. applying ICT skills/any appropriate multimedia forms
- 602. 602 Grade Level: Grade 12 Subject: Culminating Activity Quarter Contents Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 1 The learners demonstrate an understanding of… key concepts, principles, and processes of humanities and social sciences The learners shall be able to… produce a creative portfolio that will integrate their learning in specialized learning areas under humanities or social sciences 1. Formulate a plan that will demonstrate the key concepts, principles, and processes of humanities and social sciences Weeks 1 HUMSS_CA12-Ia-d-1 HUMSS_CA12-Ia-d-2 2. write a concept anchored on the prepared plan Week 2-3 HUMSS_CA12-Ia-d-3 3. generate comments, feedbacks and observations on the feasibility, appropriateness and relevance of concept Week 4 HUMSS_CA12-Ia-d-4 4. synthesize insights from the observations, comments, and recommendations of peers and/or teachers Week 5 HUMSS_CA12-Ia-d-5 2 5. examine the preparedness and completeness of the output based on the key concepts, principles and processes of humanities and social sciences Week 1-2 HUMSS_CA12-Ie-IIf-6 6. showcase their understanding of the key concepts, principles, and processes of humanities and social sciences through an exhibition Week 3-4 HUMSS_CA12-IIg-7
- 603. 603 Grade Level: Grade 12 Subject Title: Disciplines and Ideas in the Applied Social Sciences QUARTER CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCY DURATION K to 12 CG Code 1 The learners demonstrate an understanding of… social sciences and applied social sciences The learners should be able to… explain clearly public perceptions about the work of social sciences and applied social science practitioners The learners ... clarify the relationships and differences between social sciences and applied social sciences Week 1 1 W e e k 1 1 1 1 HUMSS_DIASS 12-Ia-1 disciplines of counseling demonstrate a high level of understanding of the basic concepts of counseling through a group presentation of a situation in which practitioners of counseling work together to assist individuals, groups, or communities involved in difficult situations (e.g., postdisaster, court hearing about separation of celebrity couple, cyber bullying) identify the goals and scope of counseling HUMSS_DIASS 12-Ia-2 explain the principles of counseling HUMSS_DIASS 12-Ib-5 professionals and practitioners in counseling undertake participant observation (e.g., a day in a life of a counselor) to adequately document and critique their roles, functions, and competencies 4. discuss roles and functions of counselors Week 2 HUMSS_DIASS 12-Ic-6 5. identify specific work areas in which counselors work HUMSS_DIASS 12-Ic-7 6. value rights, responsibilities, and Week 3 HUMSS_DIASS 12-Ic-9
- 604. 604 QUARTER CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCY DURATION K to 12 CG Code accountabilities of counselors 7. distinguish between ethical and unethical behaviors among counselors HUMSS_DIASS 12-Ic-10 1 clientele and audiences in counseling use acceptable research protocols, conduct a survey among young adults (i.e., ages 18–21) on their counseling needs present results and recommendation for class discussion 8. describe the clientele of counseling Week 4 HUMSS_DIASS 12-Id-11 settings, processes, methods, and tools in counseling using the results of the survey conducted, critically evaluate whether the needs of the respondents are addressed by the practitioners and pertinent institutions propose suggestions on how needs can be effectively addressed 9. illustrate the different processes and methods involved in counseling HUMSS_DIASS 12-Id-14 10. distinguish the needs of individuals, groups, organizations, and communities HUMSS_DIASS 12-Id-15 disciplines of social work demonstrate a high level of understanding of the basic concepts of social 1. identify the goals and scope of social work Week 5 HUMSS_DIASS 12-Ie-16
- 605. 605 QUARTER CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCY DURATION K to 12 CG Code work through a group presentation of a situation in which practitioners of social work collaborate to assist individuals, groups, or communities involved in difficult situations (e.g., post disaster, court hearing about separation of celebrity couple, cyber bullying) 2. explain the principles and core values of social work HUMSS_DIASS 12-Ie-18 professionals and practitioners in social work undertake participant observation (e.g., a day in a life of a social worker) to adequately document and critique their roles, functions, and competencies 3. explain the roles and functions of social workers HUMSS_DIASS 12-If-19 4. identify specific work areas in which social workers work HUMSS_DIASS 12-If-20 6. value rights, responsibilities, and accountabilities HUMSS_DIASS 12-If-22 7. distinguish between ethical and unethical behaviors among practitioners HUMSS_DIASS 12-If-23 clientele and audiences in social work use acceptable research protocols, conduct a survey among young adults (i.e., ages 18–21) on their social work needs 9. describe the clientele of social work Week 6 HUMSS_DIASS 12-Ig-24 10. distinguish the needs of individuals, groups, organizations and communities HUMSS_DIASS 12-Ig-25
- 606. 606 QUARTER CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCY DURATION K to 12 CG Code 1 1 present results and recommendation for class discussion settings, processes, methods, and tools in social work using the results of the survey conducted, critically evaluate whether the needs of the respondents are addressed by the practitioners and pertinent institutions propose suggestions on how needs can be effectively addressed 11. illustrate the different processes and methods involved in undertaking social work HUMSS_DIASS 12-Ig-27 disciplines of communication demonstrate a high level of understanding of the basic concepts of communication through a group presentation of a situation in which practitioners of communication work together to assist individuals, groups, or communities involved in difficult situations (e.g., post disaster, court hearing about separation of celebrity couple, cyber bullying) 1. identify the goals and scope of communication Week 7 HUMSS_DIASS 12-Ih-28 2. explain the principles of communication HUMSS_DIASS 12-Ih-29 4. describe the elements and levels of the communication processes HUMSS_DIASS 12-Ih-31
- 607. 607 QUARTER CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCY DURATION K to 12 CG Code professionals and practitioners in communication undertake participant observation (e.g., a day in a life of a communicator/ journalist) to adequately document and critique their roles, functions, and competencies 5. explain the roles and functions of communicators and journalists Week 8 HUMSS_DIASS 12-Ij-32 6. identify specific work areas in which communicators and journalists work HUMSS_DIASS 12-Ij-33 7. explain the rights, responsibilities, and accountabilities HUMSS_DIASS 12-Ij-35 8. distinguish between ethical and unethical behaviors among practitioners HUMSS_DIASS 12-Ij-36 clientele and audiences in communication use acceptable research protocols, conduct a survey among young adults (i.e., ages 18–21) on their social work needs present results and recommendation for class discussion 10. describe the clientele and audience of communication Week 9 HUMSS_DIASS 12-IIa-37 11. distinguish the needs of individuals, groups, organizations, and communities HUMSS_DIASS 12-IIa-38 2 settings, processes, methods and tools in communication using results of survey conducted, critically evaluate whether the needs of the respondents are addressed by the practitioners and pertinent institutions 12. illustrate the different processes and methods involved in undertaking communication Week 1 HUMSS_DIASS 12-IIa-40 13. distinguish the appropriate communication media channel(s) to use in HUMSS_DIASS 12-IIa-41
- 608. 608 QUARTER CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCY DURATION K to 12 CG Code propose suggestions on how needs can be effectively addressed different settings and situations functions of applied social sciences assess objectively through an individual project how the functions of the applied social sciences have been fulfilled in any of the following: 1. case study of a counselee 2. case study on integrative social work 3. comparison of the programming of any two television networks 1. explain each of the functions of applied social sciences Week 2 HUMSS_DIASS 12-IIb-d-42 2. identify situations that would require or necessitate the performance of the various functions in local /Philippine settings HUMSS_DIASS 12-IIb-d-43 effects of applied social sciences processes participate in a one-day exposure trip to an existing development program and write a sincere reflection report on the effects of the processes on the clientele 3. analyze the effects of applied social sciences processes on individuals, groups, and society Week 3 HUMSS_DIASS 12-IIe-f-44 4. evaluate the effects of certain program or projects on knowledge, attitude, and behavior of individuals, groups, and society HUMSS_DIASS 12-IIe-i-45 submit a portfolio of output from the course 5. synthesize the learning from the course and its HUMSS_DIASS 12-IIj-46
- 609. 609 QUARTER CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCY DURATION K to 12 CG Code applications to the learner Grade Level: Grade 11 Subject: Disciplines and Ideas in the Social Sciences (DISS) Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code First Quarter The learners demonstrate an understanding of… the emergence of the Social Sciences and the different disciplines key concepts and approaches in the Social Sciences The learners shall be able to… connect the disciplines with their historical and social foundations interpret personal and social experiences using relevant approaches in the Social Sciences evaluate the strengths and weaknesses of the approach *Differentiate the nature and functions of Social Science disciplines with the natural sciences and humanities Week 1-2 *Explain the major events and its contribution that led to the emergence of the social science disciplines Week 3-4 *Analyze the basic concepts and principles of the major social science theories: a. Structural-functionalism b. Marxism c. Symbolic Interactionism Week 5 *Apply the major social science theories and its importance in examining socio-cultural, economic, and political conditions. a. Structural-functionalism b. Marxism c. Symbolic Interactionism Week 6-7 *Analyze the basic concepts and principles of the major social science ideas: a. Psychoanalysis b. Rational Choice c. Institutionalism Week 8-10
- 610. 610 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code d. Feminist Theory e. Hermeneutical Phenomenology f. Human-Environment Systems *Apply the social science ideas and its importance in examining socio-cultural, economic, and political conditions. *Analyze the basic concepts and principles of the major social science ideas: a. Psychoanalysis b. Rational Choice c. Institutionalism d. Feminist Theory e. Hermeneutical Phenomenology f. Human-Environment Systems Week 11-12 Second Quarter key concepts in the Social Sciences rooted in Filipino language/s and experiences the role of Social Science in the real world carry out an exploration of personal and social experiences using indigenous concepts illustrate situations and contexts in which Social Science can be applied *Examine the key concepts and ideas of Filipino thinkers in the Social Sciences rooted in Filipino language/s and experiences: a. 19th Century (Isabelo delos Reyes, Jose Rizal, others ) b. 20th - 21st Century (Sikolohiyang Pilipino, Pantayong Pananaw, others) Week 13 *Evaluate the roles and significance of Filipinos’ indigenous social ideas to national development Week 14 *Analyze the practical use of Social Sciences in addressing social concerns and phenomenon Week 15-16
- 611. 611 Grade Level: Grade 12 Subject: Introduction of World Religions and Belief System Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code First Quarter The learner demonstrates understanding of belief system or worldview*, Religion, Spirituality, Philosophy of Religion, and Theology. The learner demonstrates understanding of historical and geographical contexts of the different religions. The learner demonstrates understanding of effects of Religions: positive and negative. The learner demonstrates understanding of the elements of Judaism: The learner prepares character sketches of a person who is spiritual but not religious and a person who is religious but not spiritual. The learner conducts a group activity that demonstrates the influence of a religion in a certain culture. The learner gathers print or web-based articles, photos, editorial, etc. showing the positive or negative effects of religion. *Differentiate the concept, elements and characteristics of belief system, world view, religion, and spirituality Week 1 *Analyze the interconnectedness of geography, culture and religions Week 2 *Analyze the influences of religion to culture and society Week 3 *Examine the brief history, core teachings, Week 4
- 612. 612 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code a. Founders: Abraham (2000 B.C.) and/or Moses (1391-1271 B.C.) b. Sacred texts: Torah, Poetry, Prophets, Talmud, Mishnah c. Doctrines: Ten Commandments, 618 Rules d. God: Yahweh/Jehovah e. Sects: Orthodox, Conservative, Reform Liberal The learner demonstrates understanding of the elements of Christianity: a. Founder: Jesus Christ (c. 7 BC30 A.D.) b. Sacred texts: Bible (Old Testament and New Testament) c. Doctrines: Trinity, Virgin The learner demonstrates understanding of the elements of Judaism: The learner identifies a story from the Old Testament that demonstrates the Jewish belief in one God (e.g. Story of Samson). The learner interviews a Christian parent or couple on why they are Christians and what beliefs and practices they adhere to. fundamental beliefs, practices, and related issues of Judaism. *Examine the brief history, core teachings, fundamental beliefs, practices, and related issues of Christianity. Week 5
- 613. 613 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code Birth, Deity of Christ, Resurrection, Last Judgment d: God: Trinity (Father, Son and Holy Spirit) e. Sects: Roman Catholic, Greek/Eastern Orthodox, Protestantism, etc. f. Issues: Ecumenism, Sexuality issues (e.g., contraception, homosexuality, ordination of women The learner demonstrates understanding of the elements of Islam: a. Founder: Prophet Muhammad (570-632 A.D.) b. Sacred texts: *Examine the brief history, core teachings, fundamental beliefs, practices, and related issues of Islam Week 6
- 614. 614 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code Qur’an, Hadith c. Doctrines: Five Pillars of Islam (Shahadah- declaring there is no other god but Allah and Muhammad is His messenger, Salat-ritual prayer five times a day, Sawm-fasting during Ramadan, Zakat-alms giving to the poor, and Hajjpilgrimage to Mecca at least once in a lifetime) d. God: Allah e. Practitioners: Sunni, Shi’ite, Sufi f. Issues: Gender Inequality, Militant Islam, Migration The learner demonstrates understanding of the elements of Hinduism: a. Founders: Aryans (1500 B.C.) b. Sacred texts: Vedas, Upanishads and Bhagavad-Gita c. Doctrines: Dharma- The learner conducts a panel discussion on Muslim beliefs and practices (when possible inviting a Muslim). The learner simulates a particular yoga and writes a reflection paper on her insights *Compare and contrast the uniqueness and similarities of Judaism, Christianity and Islam Week 7 *Analyze the brief history, core teachings, fundamental beliefs, practices, and related issues of Hinduism. Week 8
- 615. 615 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code duty, Kamapleasure, Artha-wealth, Mokshaliberation, Brahman, Atman, the Identification of Brahman and Atman, the Four Yogas (Yoga of Knowledge, Yoga of Work, Yoga of Devotion or Love, and Yoga of Psychological Exercises) d. Gods: 33 million gods and goddesses e. Issues: Gender Inequality, Caste System, Poverty The learner demonstrates understanding of the elements of Theravada Buddhism: a. Founder: Siddhartha Gautama (563-483 B.C.) b. Sacred texts: Tripitaka c. Doctrines: Four Noble Truths, The learner evaluates the Eightfold Path in terms of how it achieves the Middle Way *Analyze the brief history, core teachings, fundamental beliefs, practices, and related issues of Theravada Buddhism Week 9
- 616. 616 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code Eight-fold Path, Law of Dependent Origination and The Impermanence of Things d. God: non- theistic e. Issue: Territory conflict in Mainland Southeast Asia The learner demonstrates understanding of the elements of Mahayana Buddhism: a. Founder: Siddhartha Gautama (563-483 B.C.) b. Sacred texts: Sutras c. Doctrines: Four Noble Truths, Eight-fold Path, The Six Perfections to become a Bodhisattva (generosity, morality, patience, perseverance, meditation, and insight) d. God: non- theistic e. Issues: Tibet invasion, Engaged The learner draws the insight from the acts of generosity of Tzu Chi Foundation that reflect the core teaching of Mahayana *Analyze the brief history, core teachings, fundamental beliefs, practices, and related issues of Mahayana Buddhism *Explain the uniqueness and similarities of Mahayana and Theravada Buddhism Week 10 Week 11
- 617. 617 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code activism f. Universality and growth of sects: Development of Buddhism to Zen (Chan) Buddhism as the fruit of its encounter with Taoism. The learner demonstrates understanding of the elements of Confucianism: a. Founder: Confucius (551-479 B.C.) b. Sacred texts: Confucian Classics c. Doctrines: Mandate of Heaven, T”ien, Human nature as originally good (Mencius) or evil (Hsun Tze), Rectification of Names, The Moral Way consisting of five cardinal virtues, Filial Piety, and Ancestor Worship d. God: Heaven e. Issues: Gender inequality, Authoritarianism The learner presents a character sketch of a person who personifies the Confucian virtues. *Analyze the brief history, core teachings, fundamental beliefs, practices, and related issues of Confucianism Week 12
- 618. 618 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code The learner demonstrates understanding of the elements of Taoism: a. Founder: Lao Tzu (604 B.C. - ?) b. Sacred texts: Tao Te Ching, Book of Chuang Tze c. Doctrines: Wu-Wei, Law of Reversion, Following nature d. Tao as the Origin of all Beings, unnameable and eternal e. Issues: Inaction, Superstitious practices, Environmentalism The learner identifies the things she can do without by making an inventory of personal belongings (e.g. things in the bedroom) and writes a reflection on Taoism based on the result of the inventory. *Analyze the brief history, core teachings, fundamental beliefs, practices, and related issues of Taoism Week 13 The learner demonstrates understanding of the elements of Shintoism: a. Founders: Prehistoric Animists of Japan b. Sacred texts: Kojiki and Nihongi c. Doctrines: belief in kami, divinity of emperors d. Gods: kami (animist and nature spirits) e. Issues: Shrine visits of The learner interprets the Kojiki creation story creatively. *Examine the brief history, core teachings, fundamental beliefs, practices, and related issues of Shintoism *Explain the uniqueness and similarities of Confucianism, Taoism and Shintoism Week 14 Week 15
- 619. 619 Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code Japanese prime minister Grade Level: Grade 11/12 Subject: Malikhaing Pagsulat Quarter Content Standards (Pamantayang Pangnilalaman) Performance Standards (Pamantayan sa Pagganap) Most Essential Learning Competencies Duration K to 12 CG Code 1st Quarter Nauunawaan ng mag aaral ang pagbuo ng imahe, diksyon, mga tayutay at pag-iiba- iba (variations) ng wika Ang mag - aaral ay makakasulat ng maiikling talata o mga vignette na gumagamit ng diksyon,pagbuo ng imahe, mga tayutay at mga espesipikong karanasan Natutukoy ang pagkakaiba ng makathaing pagsulat sa iba pang anyo ng pagsulat Week 1- 2 HUMSS_CW/MP11/12- Iab-1 Naiuugnay ang mga ideya mula sa mga karanasan* Week 1- 2 HUMSS_CW/MP11/12- Iab-2 Nagagamit ang wika upang mag-udyok ng mga emosyunal at intelektwal na tugon mula sa mambabasa Week 1- 2 HUMSS_CW/MP11/12- Iab-3 Nagagamit ang pagbuo ng imahe, diksyon, mga tayutay, at mga tiyak na karanasan Week 1-2 HUMSS_CW/MP11/12-Iab- 4 Nauunawaan ng mag aaral ang tula bilang isang anyo at nasusuri ang mga elemento/sangkap at teknik nito Ang mag - aaral ay makasusulat ng maikli at masining na tula Natutukoy ang iba’t ibang elemento, mga teknik, at kagamitang pampanitikan sa panulaan* Week 3- 6 HUMSS_CW/MP11/12c-f6 Natutukoy ang mga tiyak na anyo at kumbensyon sa panulaan* Week 3- 6 HUMSS_CW/MP11/12c-f6 Nakagagamit ng piling mga elemento sa panulaan sa maikling pagsasanay sa pagsulat Week 3- 6 HUMSS_CW/MP11/12c-f8 Nakatutuklas ng mga makabagong teknik sa Week 3- HUMSS_CW/MP11/12c-f9
- 620. 620 pagsulat ng tula 6 Nakasusulat ng tula gamit ng iba’t ibang elemento, teknik, at literary devices Week 3- 6 HUMSS_CW/MP11/12c- f10 Nauunawaan ng mag aaral ang maikling kuwento bilang isang anyo at nasusuri ang mga elemento/sangkap at teknik nito Ang mag - aaral ay makasusulat ng isang tampok na eksena/tagpo para sa isang maikling kuwento Natutukoy ang iba’t ibang elemento, teknik, at literary devices maikling kuwento (piksyon) Week 7- 8 HUMSS_CW/MPIg-i-11 Natutukoy ang iba’t ibang istilo ng pagkakabuo ng maikling kuwento (piksyon) Week 7- 8 HUMSS_CW/MPIg-i-12 Nakasusulat ng dyornal at ilang maikling pagsasanay na gumagamit ng mga pangunahing elemento ng maikling kuwento (piksyon)* Week 7- 8 HUMSS_CW/MPIg-i-13 Nakasusulat ng isang maikling tagpo gamit ang iba’t ibang elemento, teknik at literary devices* Week 7- 8 HUMSS_CW/MPIg-i-1 2nd Quarter Nauunawaan ng mag aaral ang dula bilang isang anyo at nasusuri ang mga elemento/sangkap nito Ang mag - aaral ay makabubuo ng isang tagpo/eksena para sa isang iisahing-yugtong dula na maisasatanghalan Natutukoy ang iba’t ibang elemento, teknik, at literary devices ng isang dula Week 1- 3 HUMSS_CW/MPIj-IIc-15 Nauunawaan ang intertekstwalidad bilang isang teknik ng dula Week 1- 3 HUMSS_CW/MPIj-IIc-16 Nakabubuo ng tauhan, tagpuan, banghay ng iisahing- yugtong dula Week 1- 3 HUMSS_CW/MPIj-IIc-17 Nagagamit ang iba’t ibang paraan ng pagtatanghal batay sa inaasahang kalalabasan ng binuong iskrip Week 1- 3 HUMSS_CW/MPIjc-18 Nakasusulat ng maikling pagsasanay gamit ang tauhan, diyalogo, banghay, at iba pang elemento ng dula Week 1- 3 HUMSS_CW/MPIj-IIc-19 Nakasusulat ng isang tagpo para sa iisahing- yugtong dula gamit ang iba’t ibang elemento, teknik, at literary devices Week 1- 3 HUMSS_CW/MPIj-IIc-20 Nauunawaan ng mag aaral ang iba’t ibang oryentasyon ng malikhaing pagsulat Ang mag - aaral ay makabubuo ng craft essay ukol sa personal at malikhaing proseso Nasusuri ang malikhaing akda sa kontekstong pampanitikan at sosyopolitikal* Week 4- 5 HUMSS_CW/MPIIc-f-21 Naipapamalas ang kamalayan at sensitibidad sa iba’t ibang oryentasyon ng Week 4- 5 HUMSS_CW/MPIIc-f-22
- 621. 621 na malay na gumagamit ng piniling oryentasyon sa malikhaing pagsulat malikhaing pagsulat Nakasusulat ng isang sanaysay Week 4- 5 HUMSS_CW/MPIIc-f-23 Nakabubuo ng blog na pangkatan para sa tula at/o maikling kuwento (piksyon) gamit ang kasanayang pang- ICT at iba pang angkop na anyong multimedia. Week 6- 8 HUMSS_CW/MPIIg-j-24 Natutukoy ang iba’t ibang paraan ng publishing media para sa paglalathala ng manuskripto Week 6- 8 HUMSS_CW/MPIIg-j-25 Natutukoy ang mga posibilidad ng mga intertekstwal na anyo Week 6- 8 HUMSS_CW/MPIIg-j-26 Nakasusulat ng antololohiya/koleksyon ng mga tula, isang maikling kuwento, o iskrip para sa iisahing- yugtong dula Week 6- 8 HUMSS_CW/MPIIg-j-27 Grade Level: Grade 12 Subject: Philippine Politics and Governance Quarter Contents Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code First Quarter Demonstrate an understanding of politics and political science, governance, political ideologies, power, states, nations, and globalization Clearly identify a specific political phenomenon and how it can be studied *Explain the concept, relationship and importance of politics, governance and government Week 1 Differentiate the political ideologies Week 2-3 HUMSS_PG12- Ib-c-7 *Analyze the nature, dimensions/types, and consequences of power Week 4
- 622. 622 *Analyze the relationship among nations and states in the context of globalization Week 5-6 Demonstrate an understanding of the historical background of Philippine democratic politics, the executive, the legislative, the judiciary, and decentralization and local governance Explain the roles of different political institutions *Analyze the evolution of Philippine politics and governance Week 7-8 *Analyze the roles and powers of the executive branch of the government Week 9 *Differentiate the roles and responsibilities of the Philippine Senate and the House of Representatives Week 10 Second Quarter *Analyze the roles and responsibilities of the Philippine Judiciary Week 11 Explain the roles and functions of Local Government Unit (LGU) Week 12 HUMSS_PG12- IIa-b-2 Demonstrate an understanding of elections and political and civil society and social movements Analyze the interactions between state and society Analyze the nature of elections and political parties in the Philippines Week 13 HUMSS_PG12- IIc-d-9 *Explain the concept, role, and contributions of civil society societies and social movements to Philippine democracy Week 14 Demonstrate an understanding of citizenship Propose a project on political engagement and youth empowerment *Explain the importance of active citizenship Week 15 *Explain issues and programs related to political engagement and youth empowerment Week 16
- 623. 623 Grade Level : Grade 12 Subject : Trends, Networks, and Critical Thinking in the 21st Century Quarter Contents Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code QUARTER 1 The learner understands the emergence of trends and patterns. The learner will be able to derive an idea from instances and present this idea through a 100-word essay, artwork, and other graphic representations. 1. Differentiate a trend from a fad Weeks 1-2 HUMSS_MCT12-Ia-b-3 2. Explain the process on how to spot a trend HUMSS_MCT12-Ia-b-2 3. Point out the elements that make up a trend HUMSS_MCT12-Ia-b-4 4. Describe the different characteristics of a trend HUMSS_MCT12-Ia-b-5 5. Identify parts of a whole. HUMSS_MCT12-Ia-b-6 6. Identify and explain an emerging pattern HUMSS_MCT12-Ia-b-7 7. Identify causes and consequences HUMSS_MCT12-Ia-b-8 The learner understands strategic analysis and intuitive thinking. The learner draws a color-coded map of the networks of power relations (political, economic, cultural, and kinship ties) within a particular community. 1. Explain strategic analysis and intuitive thinking • Define strategic analysis and intuitive thinking • Differentiate key components in strategic analysis and intuitive thinking Week 3 HUMSS_MCT12-Ic-e-2 • HUMSS_MCT12- Ic-e-1 • HUMSS_MCT12- Ic-e-5 2. Apply strategic analysis HUMSS_MCT12-Ic-e-3 3. Apply intuitive thinking in solving a problem in the community using a map of social networks HUMSS_MCT12-Ic-e-4; HUMSS_MCT12-Ic-e-6 The learner understands the components, operations, effects, and networks of The learner locates on a map the different geographical origins of the various components/elements of an industrial/technological/agricultural product and writes a reflection 1. Explain the concrete effects of globalization and to one’s daily life Week 4 HUMSS_MCT12-If-g-2 2. Explain the need for collaboration and cooperation to achieve interconnectedness of people and nations HUMSS_MCT12-If-g-4 3. Discuss the different contributions of the parts to a whole and the important role of Week 5 HUMSS_MCT12-If-g-5
- 624. 624 globalization in his/her daily life. essay on the insights gathered from the exercise. The learner locates on a map the workplaces of the OFWs in their community and writes a reflection paper on the effects of labor migration to their community. creative imagination in putting together the various parts of a whole 4. Illustrate the origin of the different components of a gadget, business enterprise, industrial/technological/agricultural product, etc. through a mind map and reflection essay HUMSS_MCT12-If-g-7 The learner understands the consequences of personal and local action to global and planetary climate change. The learner 1) analyzes how production and consumption habits contribute to the problem of climate change and explain why. 2) writes a resolution that you can share with your friends about how you can personally contribute towards solving the problem of climate change. 1. Explain the effects of consumption and production patterns on climate change Week 6 HUMSS_MCT12-Ih-i-2 2. Discuss personal contributions that can actually solve the problem of climate change HUMSS_MCT12-Ih-i-3 3. Make a stand on how the consequences of one’s action affect the lives of others and the environment HUMSS_MCT12-Ih-i-4 Culminating Activity or Exam – 1 week Discuss demonstrate and examine the relationship between network and trends and how it affects you QUARTER 2 The learner understands the meaning and dimensions of democracy. using any form of oral presentation, the learner explains creatively the ill effects of undemocratic practices related to factors such as gender biases, poverty, political marginalization, racial inequality, cultural domination, crisis of representation and politics of recognition. 1. Identify democratic practices Week 1 HUMSS_MCT12-IIa-c-1 2. Explain the importance of participation in democracy HUMSS_MCT12-IIa-c-4 3. Differentiate participatory from representative democracy HUMSS_MCT12-IIa-c-5 4. Assess democratic interventions prevailing in political and social institutions Week 2 HUMSS_MCT12-IIa-c-6 5. Formulate a viable alternative to undemocratic practices HUMSS_MCT12-IIa-c-7
- 625. 625 The learner understands how ICT enslaves, emancipates, and empowers individuals. The learner organizes and mobilizes an event that deals with a significant global issue, using ICT. 1. Identify the dimensions of technology that are enabling and inhibiting Week 3 HUMSS_MCT12-IId-f-1 2. Discuss the benefits of technology HUMSS_MCT12-IId-f-2 3. Explain the weakest link in a system using strategic and intuitive thinking HUMSS_MCT12-IId-f-4 4. Explain how information communication technology can facilitate social relationships and political movements (occupy movements) Week 4 HUMSS_MCT12-IId-f-5 5. Propose a creative intervention to improve human life using ICT HUMSS_MCT12-IId-f-6 The learner understands the parallelism between neural and social networks. The learner creates a social map that traces the various roles that students play in the community (family members, community leader, etc.) and rank the significance of the roles played within the community. 1. Differentiate connections from relationship, and networks Week 5 HUMSS_MCT12-IIg-i-1 2. Illustrate how the brain or neural network works HUMSS_MCT12-IIg-i-2 3. Compare the neural networks with social networks Week 6 HUMSS_MCT12-IIg-i-3 4. Establish linkage between self and the social network one belongs to HUMSS_MCT12-IIg-i-4 5. Demonstrate how thinking processes are shaped by social relationships Week 7 HUMSS_MCT12-IIg-i-5 6. Identify the significant social roles students play within the community by creating a social map of their relationships HUMSS_MCT12-IIg-i-6 Culminating Activity or Exam – 1 week On the basis of the different outputs per quarter, propose the kind of future you want, explain why you want that future, and illustrate how will you get there
- 626. 626
- 627. 627 Grade Level: Grade 11 Subject: Basic Calculus Quarter Content Standards The learners demonstrate an understanding of… Performance Standards The learner shall be able to… Most Essential Learning competencies The learners… Duration K to 12 CG Code Quarter 3 the basic concepts of limit and continuity of a function formulate and solve accurately real-life problems involving continuity of functions illustrate the limit of a function using a tableof values and the graph of the function Week 1 STEM_BC11LC- IIIa-1 distinguish between limx→c f(x) and f(c) STEM_BC11LC- IIIa-2 illustrate the limit laws STEM_BC11LC- IIIa-3 apply the limit laws in evaluating the limit of algebraic functions (polynomial, rational, and radical STEM_BC11LC- IIIa-4 compute the limits of exponential, logarithmic, and trigonometric functions using tables ofvalues and graphs of the functions Week 2 STEM_BC11LC- IIIb-1 illustrate limits involving the expressions and using tables of values STEM_BC11LC- IIIb-2 illustrate continuity of a function at a number Week 3 STEM_BC11LC- IIIc-1 determine whether a function is continuous ata number or not STEM_BC11LC- IIIc-2 illustrate continuity of a function on an interval STEM_BC11LC- IIIc-3 solves problems involving continuity of a function STEM_BC11LC- IIId-3 basic concepts of derivatives formulate and solve accurately situational problems involving extreme values illustrate the tangent line to the graph ofa function at a given point Week 4 STEM_BC11D- IIIe-1 applies the definition of the derivative ofa function at a given number STEM_BC11D- IIIe-2 relate the derivative of a function to the slopeof the tangent line STEM_BC11D- IIIe-3 determine the relationship between differentiability and continuity of a function Week 5 STEM_BC11D - IIIf-1
- 628. 628 Quarter Content Standards The learners demonstrate an understanding of… Performance Standards The learner shall be able to… Most Essential Learning competencies The learners… Duration K to 12 CG Code apply the differentiation rules in computing the derivative of an algebraic, exponential, logarithmic, trigonometric functions and inverse trigonometric functions STEM_BC11D-IIIf- 3 illustrate the Extreme Value Theorem Week 6 solve optimization problems that yield polynomial functions formulate and solve accurately situational problems involving related rates illustrate the Chain Rule of differentiation STEM_BC11D- IIIh-2 solve problems using the Chain Rule Week 7 to 8 STEM_BC11D- IIIh-i-1 illustrate implicit differentiation STEM_BC11D-IIIi- 2 solve problems (including logarithmic, andinverse trigonometric functions) using implicit differentiation Week 9 STEM_BC11D- IIIi-j-1 solve situational problems involving related rates STEM_BC11D-IIIj- 2 Quarter 4 antiderivatives and Riemann integral formulate and solve accurately situational problems involving population models illustrate an antiderivative of a function Week 1 to 3 STEM_BC11I-IVa- 1 compute the general antiderivative of polynomial, radical, exponential, and trigonometric functions STEM_BC11I-IVa- b-1 compute the antiderivative of a function using substitution rule solve problems involving antidifferentiation Week 4 solve situational problems involving exponential growth and decay Week 5 to 6 formulate and solve accurately real-life problems involving areas of plane regions illustrate the definite integral as the limit ofthe Riemann sums illustrate the Fundamental Theorem of Calculus STEM_BC11I-IVh- 1 compute the definite integral of a functionusing the Fundamental Theorem of Calculus Week 7 STEM_BC11I-IVh- 2 compute the definite integral of a functionusing the substitution rule STEM_BC11I-IVi- 2 compute the area of a plane region using the definite integral Week 8 STEM_BC11I-IVi- j-1 solve problems involving areas of plane regions Week 9 STEM_BC11I-IVj- 2
- 629. 629 Grade Level: Grade 11/12 Subject: Biology I Quarter Content Standard The learners demonstrate understanding of... Performance Standard The learners should be able to... Most Essential Learning Competencies Duration K to 12 CG Code 1st Quarter 1. Cell Theory 2. Cell Structure and Functions 3. Prokaryotic vs Eukaryotic Cells 4. Cell Types 5. Cell Modifications 1. construct a 3D model of a plant/animal/ bacterial cell using recyclable materials Explain the postulates of the cell theory Week 1 STEM_BIO11/12-Ia-c-1 Describe the structure and function of major and subcellular organelles Week 1 STEM_BIO11/12-Ia-c-2 Distinguish prokaryotic and eukaryotic cells according to their distinguishing features Week 2 STEM_BIO11/12-Ia-c-3 Classify different cell types (of plant/animal tissues) and specify the functions of each Week 2 STEM_BIO11/12-Ia-c-4 Describe some cell modifications that lead to adaptation to carry out specialized functions (e.g., microvilli, root hair) Week 3 STEM_BIO11/12-Ia-c-5 6. Cell Cycle a. Mitosis b. Meiosis Characterize the phases of the cell cycle and their control points Week3 STEM_BIO11/12-Id-f-6 Describe the stages of mitosis/meiosis given 2n=6 A review of this competency could be done since it has been taught in Grade 8 (S8LT-IVd-16 Compare mitosis and meiosis, and their role in the cell-division cycle) Week 4 STEM_BIO11/12-Id-f-7 Explain the significance or applications of mitosis/ meiosis Week 4 STEM_BIO11/12-Id-f-9 Identify disorders and diseases that result from the malfunction of the cell during the cell cycle Week 5 STEM_BIO11/12-Id-f-10 7. Transport Mechanisms a. Simple Diffusion 2. construct a cell membrane model from indigenous Describe the structural components of the cell membrane Week 5 STEM_BIO11/12-Ig-h-11 Relate the structure and composition of the cell membrane to its function Week 5 STEM_BIO11/12-Ig-h-12
- 630. 630 Quarter Content Standard The learners demonstrate understanding of... Performance Standard The learners should be able to... Most Essential Learning Competencies Duration K to 12 CG Code b. Facilitated Transport c. Active Transport d. Bulk/Vesicular Transport or recyclable materials Explain transport mechanisms in cells (diffusion osmosis, facilitated transport, active transport) Week 6 STEM_BIO11/12-Ig-h-13 Differentiate exocytosis and endocytosis Week 6 STEM_BIO11/12-Ig-h-14 Structures and Functions of Biological Molecules - Enzymes Describe the components of an enzyme Week 7 STEM_BIO11/12-Ii-j-17 Explain oxidation/reduction reactions Week 7 STEM_BIO11/12-Ii-j-18 Determine how factors such as pH, temperature, and substrate affect enzyme activity Week 7 STEM_BIO11/12-Ii-j-19 2nd Quarter 1. ATP- ADP Cycle 2. Photosynthesis 3. Respiration prepare Prepare simple fermentation setup using common fruits to produce wine or vinegar via microorganisms Explain coupled reaction processes and describe the role of ATP in energy coupling and transfer Week 1 STEM_BIO11/12-IIa-j-1 Explain the importance of chlorophyll and other pigments Week 1 STEM_BIO11/12-IIa-j-3 Describe the patterns of electron flow through light reaction events Week 2 STEM_BIO11/12-IIa-j-4 Describe the significant events of the Calvin cycle Week 2 STEM_BIO11/12-IIa-j-5 Differentiate aerobic from anaerobic respiration Week 3 STEM_BIO11/12-IIa-j-6 Explain the major features and sequence the chemical events of cellular respiration Week 3 STEM_BIO11/12-IIa-j-7
- 631. 631 Quarter Content Standard The learners demonstrate understanding of... Performance Standard The learners should be able to... Most Essential Learning Competencies Duration K to 12 CG Code Distinguish major features of glycolysis, Krebs cycle, electron transport system, and chemiosmosis Week 4 STEM_BIO11/12-IIa-j-8 Describe reactions that produce and consume ATP Week 4 STEM_BIO11/12-IIa-j-9 Describe the role of oxygen in respiration and describe pathways of electron flow in the absence of oxygen Week 4 STEM_BIO11/12-IIa-j-10 Explain the advantages and disadvantages of fermentation and aerobic respiration Week 5 STEM_BIO11/12-IIa-j-12 Grade Level: Grade 11/12 Subject: Biology II Quarter Content Standard The learners demonstrate understanding of... Performance Standard The learners should be able to... Most Essential Learning Competencies Duration K to 12 CG Code 3rd Recombinant DNA Make a research paper/case study/poster on genetic diseases Outline the processes involved in genetic engineering Week 1 STEM_BIO11/12-IIIa-b-6 Discuss the applications of recombinant DNA Week 1 STEM_BIO11/12-IIIa-b-7 Relevance, Mechanisms, Evidence/Bases, Make a diagram (e.g., pictogram, poster) showing Describe general features of the history of life on Earth, including generally accepted dates and sequence of the geologic time scale and Week 2 STEM_BIO11/12-IIIc-g-8
- 632. 632 Quarter Content Standard The learners demonstrate understanding of... Performance Standard The learners should be able to... Most Essential Learning Competencies Duration K to 12 CG Code and Theories of Evolution the evolution of a domesticated crop characteristics of major groups of organisms present during these time periods Explain the mechanisms that produce change in populations from generation to generation (e.g., artificial selection, natural selection, genetic drift, mutation, recombination) Week 2 STEM_BIO11/12-IIIc-g-9 Show patterns of descent with modification from common ancestors to produce the organismal diversity observed today Week 3 STEM_BIO11/12-IIIc-g-10 Trace the development of evolutionary thought Week 3 STEM_BIO11/12-IIIc-g-11 Explain evidences of evolution (e.g., biogeography, fossil record, DNA/protein sequences, homology, and embryology) Week 4 STEM_BIO11/12-IIIc-g-12 Infer evolutionary relationships among organisms using the evidence of evolution Week 4 STEM_BIO11/12-IIIc-g-13 Basic Taxonomic Concepts and Principles, Description, Nomenclature, Identification, and Classification Differentiate the 3-Domain Scheme from the 5-Kingdom Scheme of classification of living things Explain how the structural and developmental characteristics and relatedness of DNA sequences are used in classifying living things Week 5 STEM_BIO11/12IIIhj-14 Identify the unique/ distinctive characteristics of a specific taxon relative to other taxa Week 5-6 STEM_BIO11/12IIIhj-15 Describe species diversity and cladistics, including the types of evidence and procedures that can be used to establish evolutionary relationships Week 6 STEM_BIO11/12IIIhj-16 4th Plant and Animal Organ Systems and their Functions Develop a presentation (e.g. role-playing, dramatization Compare and contrast the following processes in plants and animals: reproduction, development, nutrition, gas exchange, transport/ circulation, regulation of body fluids, chemical and nervous Week 1-4 STEM_BIO11/12-IVa-h-1
- 633. 633 Quarter Content Standard The learners demonstrate understanding of... Performance Standard The learners should be able to... Most Essential Learning Competencies Duration K to 12 CG Code and other forms of multimedia) to show how an organism maintains homeostasis through the interaction of the various organ systems in the body control, immune systems, and sensory and motor mechanisms Feedback Mechanisms Explain how some organisms maintain steady internal conditions (e.g., temperature regulation, osmotic balance and glucose levels) that possess various structures and processes Week 5-6 STEM_BIO11/12-IVi-j-2 GRADE LEVEL: GRADE 11 SUBJECT: GENERAL CHEMISTRY I Quarter Content Standard The learners demonstrate understanding of... Performance Standard The learners should be able to... Most Essential Learning Competencies Duration K to 12 CG code 1st the properties of matter and its various forms Design using multimedia, demonstrations, or models, a representation or simulation of any of the following: A. Atomic structure B. Gas behavior C. Mass relationships Use properties of matter to identify substances and to separate them Week 1 STEM_GC11MPIa-b-5 Recognize the formulas of common chemical substances Week 1 STEM_GC11MPIa-b-9 Compare consumer products on the basis of their components for use, safety, quality and cost Week 1 STEM_GC11MPIa-b-11
- 634. 634 D. Reactions Describe various simple separation techniques such as distillation, chromatography Week 1 STEM_GC11MPIa-b-12 1.atomic structure 2. formulas and names of compounds Recognize common isotopes and their uses. Week 2 STEM_GC11AMIc-e-19 Represent compounds using chemical formulas, structural formulas and models Week 2 STEM_GC11AMIc-e-21 Name compounds given their formula and write formula given the name of the compound Week 2 STEM_GC11AMIc-e-23 the relationship of percent composition and chemical formula Calculate the empirical formula from the percent composition of a compound Week 2 STEM_GC11PCIf-32 Calculate molecular formula given molar mass Week 3 STEM_GC11PCIf-33 the use of chemical formulas to represent chemical reactions Write and balanced chemical equations Week 3 STEM_GC11CRIf-g-37 the quantitative relationship of reactants and products in a chemical reaction Construct mole or mass ratios for a reaction in order to calculate the amount of reactant needed or amount of product formed in terms of moles or mass Week 3 STEM_GC11MRIg-h-38 Calculate percent yield and theoretical yield of the reaction Week 3 STEM_GC11MRIg-h-39 Explain the concept of limiting reagent in a chemical reaction; identify the excess reagent(s) Week 4 STEM_GC11MRIg-h-40 (LAB) Determine mass relationship in a chemical reaction Week 5 STEM_GC11MRIg-h-42
- 635. 635 the mathematical relationship between pressure, volume, and temperature of a gas Define pressure and give the common units of pressure Week 5 STEM_GC11G-Ihi-43 Use the gas laws to determine pressure, volume, or temperature of a gas under certain conditions of change Week 5 STEM_GC11G-Ihi-45 Use the ideal gas equation to calculate pressure, volume, Temperature, or number of moles of a gas Week 5 STEM_GC11G-Ihi-46 the partial pressures of gases in a mixture Use Dalton’s law of partial pressures to relate mole fraction and partial pressure of gases in a mixture Week 5 STEM_GC11DLIi-47 quantitative relationships of reactants and products in a gaseous reaction Apply the principles of stoichiometry to determine the amounts (volume, number of moles, or mass) of gaseous reactants and products Week 6 STEM_GC11GSIi-j-48 the behavior and properties of gases at the molecular level Relate the rate of gas effusion with molar mass Week 6 STEM_GC11KMTIj-50 2nd the quantum mechanical description of the atom and its electronic structure Illustrate the reactions at the molecular level in any of the following: 1. enzyme action 2. protein denaturation 3. separation of components in coconut milk Use quantum numbers to describe an electron in an atom Week 6 STEM_GC11ESIIa-b-54 Determine the magnetic property of the atom based on its electronic configuration Week 6 STEM_GC11ESIIa-b-57 Draw an orbital diagram to represent the electronic configuration of atoms Week 6 STEM_GC11ESIIa-b-58 1.ionic bond formation in terms of atomic properties Draw the Lewis structure of ions Week 7 STEM_GC11CBIId-g-70 1. covalent bond formation in terms of atomic properties Apply the octet rule in the formation of molecular covalent compounds Week 7 STEM_GC11CBIId-g-76
- 636. 636 2. the properties of molecular covalent compounds in relation to their structure Write the formula of molecular compounds formed by the nonmetallic elements of the representative block Week 7 STEM_GC11CBIId-g-77 Draw Lewis structure of molecular covalent compounds Week 7 STEM_GC11CBIId-g-78 Describe the geometry of simple compounds Week 7 STEM_GC11CBIId-g-81 Determine the polarity of simple molecules Week 8 STEM_GC11CBIId-g-82 the properties of organic compounds and polymers in terms of their structure Describe the different functional groups Week 8 STEM_GC11OCIIg-j-87 Describe structural isomerism; give examples Week 8 STEM_GC11OCIIg-j-89 Describe some simple reactions of organic compounds: combustion of organic fuels, addition, condensation, and saponification of fats Week 8 STEM_GC11OCIIg-j-90 Describe the formation and structure of polymers Week 8 STEM_GC11OCIIg-j-91 Explain the properties of some polymers in terms of their structure Week 8 STEM_GC11OCIIg-j-93 Describe the structure of proteins, nucleic acids, lipids, and carbohydrates, and relate them to their function Week 8 STEM_GC11OCIIg-j-95 Describe the preparation of selected organic compounds Week 8 STEM_GC11OCIIg-j-97
- 637. 637 GRADE LEVEL: GRADE 11 SUBJECT: GENERAL CHEMISTRY 2 Quarter Content Standard The learners demonstrate understanding of... Performance Standard The learners should be able to... Most Essential Learning Competencies Duration K to 12 CG Code 1st 1. the properties of liquids and solids to the nature of forces between particles 2. phase changes in terms of the accompanying changes in energy and forces between particles Design a simple investigation to determine the effect on boiling point or freezing point when a solid is dissolved in water Use the kinetic molecular model to explain properties of liquids and solids Week 1 STEM_GC11IMFIIIa-c-99 Describe and differentiate the types of intermolecular forces Week 1 STEM_GC11IMFIIIa-c-100 Describe the following properties of liquids, and explain the effect of intermolecular forces on these properties: surface tension, viscosity, vapor pressure, boiling point, and molar heat of vaporization Week 1 STEM_GC11IMFIIIa-c-102 Explain the properties of water with its molecular structure and intermolecular forces Week 1 STEM_GC11IMFIIIa-c-103 Describe the difference in structure of crystalline and amorphous solids Week 1 STEM_GC11IMFIIIa-c-104 Interpret the phase diagram of water and carbon dioxide Week 2 STEM_GC11IMFIIIa-c-107 Determine and explain the heating and cooling curve of a substance Week 2 STEM_GC11IMFIIIa-c-109 properties of solutions, solubility, and the stoichiometry of reactions in solutions Use different ways of expressing concentration of solutions: percent by mass, mole fraction, molarity, molality, percent by volume, percent by mass, ppm Week 2 STEM_GC11PPIIId-f-111 Perform stoichiometric calculations for reactions in solution Week 2 STEM_GC11PPIIId-f-112 Describe the effect of concentration on the colligative properties of solutions Week 2 STEM_GC11PPIIId-f-115
- 638. 638 Differentiate the colligative properties of nonelectrolyte solutions and of electrolyte solutions Week 3 STEM_GC11PPIIId-f-116 Calculate boiling point elevation and freezing point depression from the concentration of a solute in a solution Week 3 STEM_GC11PPIIId-f-117 Calculate molar mass from colligative property data Week 3 STEM_GC11PPIIId-f-118 Describe laboratory procedures in determining concentration of solutions Week 3 STEM_GC11PPIIId-f-119 energy changes in chemical reactions Explain the first law of thermodynamics Week 3 STEM_GC11TCIIIg-i-124 Explain enthalpy of a reaction Week 3 STEM_GC11TCIIIg-i-125 Calculate the change in enthalpy of a given reaction using Hess Law STEM_GC11TCIIIg-i-127 1. the rate of a reaction and the various factors that influence it 2. the collision theory Describe how various factors influence the rate of a reaction Week 4 STEM_GC11CKIIIi-j-130 Differentiate zero, first-, and second-order reactions Week 4 STEM_GC11CKIIIi-j-132 Explain reactions qualitatively in terms of molecular collisions Week 4 STEM_GC11CKIIIi-j-136 Explain activation energy and how a catalyst affects the reaction rate Week 4 STEM_GC11CKIIIi-j-137 Cite and differentiate the types of catalysts Week 4 STEM_GC11CKIIIi-j-138 2nd spontaneous change, entropy, and free energy Prepare a poster on a specific application of one of the following: A. Acid-base equilibrium B. Electrochemistry Include in the poster the concepts, principles, and chemical reactions involved, and diagrams Predict the spontaneity of a process based on entropy Week 5 STEM_GC11CTIVa-b-140 Explain the second law of thermodynamics and its significance Week 5 STEM_GC11CTIVa-b-142 Use Gibbs’ free energy to determine the direction of a reaction Week 5 STEM_GC11CTIVa-b-143 Chemical equilibrium and Le Chatelier’s Principle Explain chemical equilibrium in terms of the reaction rates of the forward and the reverse reaction Week 5 STEM_GC11CEIVb-e-145
- 639. 639 of processes and other relevant materials Calculate equilibrium constant and the pressure or concentration of reactants or products in an equilibrium mixture Week 5 STEM_GC11CEIVb-e-148 State the Le Chatelier’s principle and apply it qualitatively to describe the effect of changes in pressure, concentration and temperature on a system at equilibrium Week 5 STEM_GC11CEIVb-e-149 1. acid-base equilibrium and its applications to the pH of solutions and the use of buffer solutions 2. solubility equilibrium and its applications Define Bronsted acids and bases Week 6 STEM_GC11ABIVf-g-153 Discuss the acid-base property of water Week 6 STEM_GC11ABIVf-g-154 Calculate ph from the concentration of hydrogen ion or hydroxide ions in aqueous solutions Week 6 STEM_GC11ABIVf-g-156 Describe how a buffer solution maintains its ph Week 6 STEM_GC11ABIVf-g-160 Calculate the ph of a buffer solution using the Henderson Hasselbalch equation Week 6 STEM_GC11ABIVf-g-161 Redox reactions as applied to galvanic and electrolytic cells Define oxidation and reduction reactions Week 7 STEM_GC11ABIVf-g-169 Balance redox reactions using the change in oxidation number method Week 7 STEM_GC11ABIVf-g-170 Identify the reaction occurring in the different parts of the cell Week 8 STEM_GC11ABIVf-g-172 Define reduction potential, oxidation potential, and cell potential STEM_GC11ABIVf-g-176 Calculate the standard cell potential Week 8 STEM_GC11ABIVf-g-178 Relate the value of the cell potential to the feasibility of using the cell to generate an electric current Week 8 STEM_GC11ABIVf-g-179 Describe the electrochemistry involved in some common batteries: a. Leclanche dry cell b. Button batteries c. Fuel cells Week 8 STEM_GC11ABIVf-g-180
- 640. 640 d. Lead storage battery Apply electrochemical principles to explain corrosion Week 8 STEM_GC11ABIVf-g-181 Explain the electrode reactions during electrolysis Week 8 STEM_GC11ABIVf-g-182 Describe the reactions in some commercial electrolytic processes Week 8 STEM_GC11ABIVf-g-183 GRADE LEVEL : GRADE 12 SUBJECT: GENERAL PHYSICS 1 Quarter Content Standard The learners demonstrate understanding of... Performance Standard The learners should be able to... Most Essential Learning Competencies Duration Code 1st 1. The effect of instruments on measurements 2. Uncertainties and deviations in measurement 3. Sources and types of error Solve, using experimental and theoretical approaches, multi- concept, rich-content problems involving measurement, vectors, motion in 1D and 2D, Newton’s Laws, Work, Energy, Center of Mass, momentum, impulse and collisions Solve measurement problems involving conversion of units, expression of measurements in scientific notation Week 1 STEM_GP12EU-Ia- 1 Differentiate accuracy from precision Week 1 STEM_GP12EU-Ia- 2 Differentiate random errors from systematic errors Week 1 STEM_GP12EU-Ia- 3 Estimate errors from multiple measurements of a physical quantity using variance Week 1 STEM_GP12EU-Ia- 5 Vectors and vector addition Differentiate vector and scalar quantities Week 1 STEM_GP12V-Ia-8 Perform addition of vectors Week 1 STEM_GP12V-Ia-9 Rewrite a vector in component form Week 1 STEM_GP12V-Ia- 10 1. Position, time, distance, displacement, speed, average velocity, instantaneous velocity 2. Average acceleration, and instantaneous acceleration Convert a verbal description of a physical situation involving uniform acceleration in one dimension into a mathematical description Week 2 STEM_GP12Kin-Ib- 12 Interpret displacement and velocity, respectively, as areas under velocity vs. time and acceleration vs. time curves Week 2 STEM_GP12KIN- Ib-14
- 641. 641 3. Uniformly accelerated linear motion 3. Free-fall motion 4. 1D Uniform Acceleration Problems Interpret velocity and acceleration, respectively, as slopes of position vs. time and velocity vs. time curves Week 2 STEM_GP12KIN- Ib-15 Construct velocity vs. time and acceleration vs. time graphs, respectively, corresponding to a given position vs. time-graph and velocity vs. time graph and vice versa Week 2 STEM_GP12KIN- Ib-16 Solve for unknown quantities in equations involving one-dimensional uniformly accelerated motion , including free fall motion Week 2 STEM_GP12KIN- Ib-17 Solve problems involving one-dimensional motion with constant acceleration in contexts such as, but not limited to, the “tail-gating phenomenon”, pursuit, rocket launch, and free- fall problems Week 2 STEM_GP12KIN- Ib-19 Relative motion 1. Position, distance, displacement, speed, average velocity, instantaneous velocity, average acceleration, and instantaneous acceleration in 2- and 3- dimensions 2. Projectile Motion 3. Circular Motion Describe motion using the concept of relative velocities in 1D and 2D Week 3 STEM_GP12KIN-Ic- 20 Deduce the consequences of the independence of vertical and horizontal components of projectile motion Week 3 STEM_GP12KIN-Ic- 22 Calculate range, time of flight, and maximum heights of projectiles Week 3 STEM_GP12KIN-Ic- 23 Infer quantities associated with circular motion such as tangential velocity, centripetal acceleration, tangential acceleration, radius of curvature Week 3 STEM_GP12KIN-Ic- 25 Solve problems involving two dimensional motion in contexts such as, but not limited to ledge jumping, movie stunts, basketball, safe locations during firework displays, and Ferris wheels Week 3 STEM_GP12KIN-Ic- 26 1. Newton’s Law’s of Motion Define inertial frames of reference Week 4 STEM_GP12N-Id- 28
- 642. 642 2. Inertial Reference Frames 3. Action at a distance forces 4. Types of contact forces: tension, normal force, kinetic and static friction, fluid resistance 5. Action-Reaction Pairs 6. Free-Body Diagrams 7. Applications of Newton’s Laws to single-body and multibody dynamics 8. Problem solving using Newton’s Laws Identify action-reaction pairs Week 4 STEM_GP12N-Id- 31 Draw free-body diagrams Week 4 STEM_GP12N-Id- 32 Apply Newton’s 1st law to obtain quantitative and qualitative conclusions about the contact and noncontact forces acting on a body in equilibrium Week 4 STEM_GP12N-Ie- 33 Differentiate the properties of static friction and kinetic friction Week 4 STEM_GP12N-Ie- 34 Apply Newton’s 2nd law and kinematics to obtain quantitative and qualitative conclusions about the velocity and acceleration of one or more bodies, and the contact and noncontact forces acting on one or more bodies Week 5 STEM_GP12N-Ie- 36 Solve problems using Newton’s Laws of motion in contexts such as, but not limited to, ropes and pulleys, the design of mobile sculptures, transport of loads on conveyor belts, force needed to move stalled vehicles, determination of safe driving speeds on banked curved roads Week 5 STEM_GP12N-Ie- 38 1. Dot or Scalar Product 2. Work done by a force 3. Work-energy relation 4. Kinetic energy 5. Power 6. Conservative and nonconservative forces 7. Gravitational potential energy 8. Elastic potential energy 9. Equilibria and potential energy diagrams 10. Energy Conservation, Work, and Power Problems Calculate the dot or scalar product of vectors Week 5 STEM_GP12WE-If- 40 Determine the work done by a force acting on a system Week 5 STEM_GP12WE-If- 41 Define work as a scalar or dot product of force and displacement Week 6 STEM_GP12WE-If- 42 Interpret the work done by a force in one- dimension as an area under a Force vs. Position curve Week 6 STEM_GP12WE-If- 43 Relate the gravitational potential energy of a system or object to the configuration of the system Week 6 STEM_GP12WE-Ig- 48 Relate the elastic potential energy of a system or object to the configuration of the system Week 6 STEM_GP12WE-Ig- 49
- 643. 643 Explain the properties and the effects of conservative forces Week 6 STEM_GP12WE-Ig- 50 Use potential energy diagrams to infer force; stable, unstable, and neutral equilibria; and turning points Week 7 STEM_GP12WE-Ig- 53 Solve problems involving work, energy, and power in contexts such as, but not limited to, bungee jumping, design of roller-coasters, number of people required to build structures such as the Great Pyramids and the rice terraces; power and energy requirements of human activities such as sleeping vs. sitting vs. standing, running vs. walking. Week 7 STEM_GP12WE-Ih- i- 55 1. Center of mass 2. Momentum 3. Impulse 4. Impulse-momentum relation 5. Law of conservation of momentum 6. Collisions 7. Center of Mass, Impulse, Momentum, and Collision Problems Differentiate center of mass and geometric center Week 7 STEM_GP12WE-Ih- i- 56 Relate the motion of center of mass of a system to the momentum and net external force acting on the system Week 7 STEM_GP12MMIC- Ih- 57 Relate the momentum, impulse, force, and time of contact in a system Week 8 STEM_GP12MMIC- Ih- 58 Compare and contrast elastic and inelastic collisions Week 8 STEM_GP12MMIC- Ii- 60 Apply the concept of restitution coefficient in collisions Week 8 STEM_GP12MMIC- Ii- 61 Solve problems involving center of mass, impulse, and momentum in contexts such as, but not limited to, rocket motion, vehicle collisions, and ping-pong. Week 8 STEM_GP12MMIC- Ii- 63 2nd 1. Moment of inertia 2. Angular position, angular velocity, angular acceleration 3. Torque 4. Static equilibrium 5. Rotational kinematics Calculate the moment of inertia about a given axis of single-object and multiple-object systems Week 1 STEM_GP12RED- IIa-1 Calculate magnitude and direction of torque using the definition of torque as a cross product Week 1 STEM_GP12RED- IIa-3 Describe rotational quantities using vectors Week 1 STEM_GP12RED- IIa-4
- 644. 644 6. Work done by a torque Determine whether a system is in static equilibrium or not Week 1 STEM_GP12RED- IIa-5 Apply the rotational kinematic relations for systems with constant angular accelerations Week 1 STEM_GP12RED- IIa-6 Determine angular momentum of different systems Week 1 STEM_GP12RED- IIa-9 Apply the torque-angular momentum relation Week 1 STEM_GP12RED- IIa- 10 Solve static equilibrium problems in contexts but not limited to see-saws, cable-hinge-strut- system, leaning ladders, and weighing a heavy suitcase using a small bathroom scale Week 1 STEM_GP12RED- IIa-8 1. Newton’s Law of Universal Gravitation 2. Gravitational field 3. Gravitational potential energy 4. Orbits 5. Kepler’s laws of planetary motion Use Newton’s law of gravitation to infer gravitational force, weight, and acceleration due to gravity Week 2 STEM_GP12G-IIb- 16 Discuss the physical significance of gravitational field Week 2 STEM_GP12Red- IIb- 18 Apply the concept of gravitational potential energy in physics problems Week 2 STEM_GP12Red- IIb- 19 Calculate quantities related to planetary or satellite motion Week 2 STEM_GP12Red- IIb- 20 For circular orbits, relate Kepler’s third law of planetary motion to Newton’s law of gravitation and centripetal acceleration Week 3 STEM_GP12G-IIc- 22 1. Periodic Motion 2. Simple harmonic motion: spring-mass system, simple pendulum 3. Damped and Driven oscillation 4. Periodic Motion experiment 5. Mechanical waves Relate the amplitude, frequency, angular frequency, period, displacement, velocity, and acceleration of oscillating systems Week 3 STEM_GP12PM- IIc-24 Recognize the necessary conditions for an object to undergo simple harmonic motion Week 3 STEM_GP12PM- IIc-25 Calculate the period and the frequency of spring mass, simple pendulum, and physical pendulum Week 3 STEM_GP12PM- IIc-27 Differentiate underdamped, overdamped, and critically damped motion Week 4 STEM_GP12PM- IId-28
- 645. 645 Define mechanical wave, longitudinal wave, transverse wave, periodic wave, and sinusoidal wave Week 4 STEM_GP12PM- IId-31 From a given sinusoidal wave function infer the speed, wavelength, frequency, period, direction, and wave number Week 4 STEM_GP12PM- IId-32 1. Sound 2. Wave Intensity 3. Interference and beats 4. Standing waves 5. Doppler effect Apply the inverse-square relation between the intensity of waves and the distance from the source Week 4 STEM_GP12MWS- IIe- 34 Describe qualitatively and quantitatively the superposition of waves Week 5 STEM_GP12MWS- IIe- 35 Apply the condition for standing waves on a string Week 5 STEM_GP12MWS- IIe- 36 Relate the frequency (source dependent) and wavelength of sound with the motion of the source and the listener Week 5 TEM_GP12MWS- IIe- 37 1. Specific gravity 2. Pressure 3. Pressure vs. Depth Relation 4. Pascal’s principle 5. Buoyancy and Archimedes’ Principle 6. Bernoulli’s principle Relate density, specific gravity, mass, and volume to each other Week 5 STEM_GP12FM-IIf- 40 Relate pressure to area and force Week 6 STEM_GP12FM-IIf- 41 Relate pressure to fluid density and depth Week 6 STEM_GP12FM-IIf- 42 Apply Pascal’s principle in analyzing fluids in various systems Week 6 STEM_GP12FM-IIf- 43 Apply the concept of buoyancy and Archimedes’ principle Week 6 STEM_GP12FM-IIf- 44 Apply Bernoulli’s principle and continuity equation, whenever appropriate, to infer relations involving pressure, elevation, speed, and flux Week 7 STEM_GP12FM-IIf- 46 1. Zeroth law of thermodynamics and Temperature measurement Explain the connection between the Zeroth Law of Thermodynamics, temperature, thermal equilibrium, and temperature scales Week 7 STEM_GP12TH-IIg- 49
- 646. 646 2. Thermal expansion 3. Heat and heat capacity Convert temperatures and temperature differences in the following scales: Fahrenheit, Celsius, Kelvin Week 7 STEM_GP12TH-IIg- 50 Define coefficient of thermal expansion and coefficient of volume expansion Week 7 STEM_GP12TH-IIg- 51 Calculate volume or length changes of solids due to changes in temperature Week 7 STEM_GP12TH-IIg- 52 Solve problems involving temperature, thermal expansion, heat capacity, heat transfer, and thermal equilibrium in contexts such as, but not limited to, the design of bridges and train rails using steel, relative severity of steam burns and water burns, thermal insulation, sizes of stars, and surface temperatures of planets Week 7 STEM_GP12TH-IIg- 53 1. Ideal gas law 2. Internal energy of an ideal gas 3. Heat capacity of an ideal gas 4. Thermodynamic systems 5. Work done during volume changes 6. 1st law of thermodynamics 7. Thermodynamic processes: adiabatic, isothermal, isobaric, isochoric 8. Heat engines 9. Engine cycles 10. Entropy 11. 2nd law of Thermodynamics Enumerate the properties of an ideal gas Week 8 STEM_GP12GLT- IIh- 57 Solve problems involving ideal gas equations in contexts such as, but not limited to, the design of metal containers for compressed gases Week 8 STEM_GP12GLT- IIh- 58 Interpret PV diagrams of a thermodynamic process Week 8 STEM_GP12GLT- IIh- 60 Compute the work done by a gas using dW=PdV Week 8 STEM_GP12GLT- IIh- 61 State the relationship between changes internal energy, work done, and thermal energy supplied through the First Law of Thermodynamics Week 8 STEM_GP12GLT- IIh- 62 Differentiate the following thermodynamic processes and show them on a PV diagram: isochoric, isobaric, isothermal, adiabatic, and cyclic Week 8 STEM_GP12GLT- IIh- 63 Calculate the efficiency of a heat engine Week 8 STEM_GP12GLT- IIi-67 Describe reversible and irreversible processes Week 8 STEM_GP12GLT- IIi-68
- 647. 647 12. Reversible and irreversible processes Explain how entropy is a measure of disorder Week 8 STEM_GP12GLT- IIi-69 State the 2nd Law of Thermodynamics Week 8 STEM_GP12GLT- IIi-70 Calculate entropy changes for various processes e.g., isothermal process, free expansion, constant pressure process, etc. Week 8 STEM_GP12GLT- IIi-71 GRADE LEVEL : GRADE 12 SUBJECT: GENERAL PHYSICS 2 Quarter Content Standard The learners demonstrate understanding of... Performance Standard The learners should be able to... Most Essential Learning Competencies Duration Code 3rd 1. Electric charge 2. Insulators and conductors 3. Coulomb’s Law 4. Electric forces and fields 5. Electric field calculations 6. Charges on conductors 7. Electric flux and Gauss’s Law 8. Electric charge, dipoles, force, field, and flux problems Use theoretical and experimental approaches to solve multi-concept and rich-context problems involving electricity and magnetism Describe using a diagram charging by rubbing and charging by induction Week 1 STEM_GP12EM- IIIa-1 Explain the role of electron transfer in electrostatic charging by rubbing Week 1 STEM_GP12EM- IIIa-2 Describe experiments to show electrostatic charging by induction Week 1 STEM_GP12EM- IIIa-3 Calculate the net electric force on a point charge exerted by a system of point charges Week 1 STEM_GP12EM- IIIa-6 Describe an electric field as a region in which an electric charge experiences a force Week 1 STEM_GP12EM- IIIa-7 Calculate the electric field due to a system of point charges using Coulomb’s law and the superposition principle Week 1 STEM_GP12EM- IIIa-10 Calculate electric flux Week 1 STEM_GP12EM- IIIb-12 Use Gauss’s law to infer electric field due to uniformly distributed charges on long wires, spheres, and large plates Week 2 STEM_GP12EM- IIIb-13 Solve problems involving electric charges, dipoles, forces, fields, and flux in contexts such as, but not Week 2 STEM_GP12EM- IIIb-14
- 648. 648 limited to, systems of point charges, electrical breakdown of air, charged pendulums, electrostatic ink-jet printers 1. Electric potential energy 2. Electric potential 3. Equipotential surfaces 4. Electric field as a potential gradient 5. Electric potential Relate the electric potential with work, potential energy, and electric field Week 2 STEM_GP12EM- IIIb-15 Determine the electric potential function at any point due to highly symmetric continuous- charge distributions Week 2 STEM_GP12EM- IIIc-17 infer the direction and strength of electric field vector, nature of the electric field sources, and electrostatic potential surfaces given the equipotential lines Week 3 STEM_GP12EM- IIIc-18 Calculate the electric field in the region given a mathematical function describing its potential in a region of space Week 3 STEM_GP12EM- IIIc-20 Solve problems involving electric potential energy and electric potentials in contexts such as, but not limited to, electron guns in CRT TV picture tubes and Van de Graaff generators Week 3 STEM_GP12EM- IIIc-22 1. Capacitance and capacitors a. Capacitors in series and parallel b. Energy stored and electric-field energy in capacitors 2. Dielectrics Deduce the effects of simple capacitors (e.g., parallel-plate, spherical, cylindrical) on the capacitance, charge, and potential difference when the size, potential difference, or charge is changed Week 3 STEM_GP12EM- IIId-23 Calculate the equivalent capacitance of a network of capacitors connected in series/parallel Week 3 STEM_GP12EM- IIId-24 Determine the total charge, the charge on, and the potential difference across each capacitor in the network given the capacitors connected in series/parallel Week 4 STEM_GP12EM- IIId-25 Determine the potential energy stored inside the capacitor given the geometry and the potential difference across the capacitor Week 4 STEM_GP12EM- IIId-26
- 649. 649 Describe the effects of inserting dielectric materials on the capacitance, charge, and electric field of a capacitor Week 4 STEM_GP12EM- IIId-29 Solve problems involving capacitors and dielectrics in contexts such as, but not limited to, charged plates, batteries, and camera flashlamps. Week 5 STEM_GP12EM- IIId-30 1. Current, resistivity, and resistance 2. Ohm’s law 3. Energy and power in electric circuits 4. Electrical safety Distinguish between conventional current and electron flow Week 5 STEM_GP12EM- IIId-32 Apply the relationship charge = current x time to new situations or to solve related problems Week 5 STEM_GP12EM- IIIe-33 Describe the effect of temperature increase on the resistance of a metallic conductor Week 5 STEM_GP12EM- IIIe-35 Describe the ability of a material to conduct current in terms of resistivity and conductivity Week 5 STEM_GP12EM- IIIe-36 Apply the relationship of the proportionality between resistance and the length and cross- sectional area of a wire to solve problems Week 5 STEM_GP12EM- IIIe-37 Differentiate ohmic and non-ohmic materials in terms of their I-V curves Week 5 STEM_GP12EM- IIIe-38 Differentiate emf of a source and potential difference (PD) across a circuit Week 5 STEM_GP12EM- IIIe-40 Given an emf source connected to a resistor, determine the power supplied or dissipated by each element in a circuit Week 5 STEM_GP12EM- IIIe-42 Solve problems involving current, resistivity, resistance, and Ohm’s law in contexts such as, but not limited to, batteries and bulbs, household wiring, and selection of fuses. Week 5 STEM_GP12EM- IIIe-44 Devices for measuring currents and voltages Operate devices for measuring currents and voltages Week 5 STEM_GP12EM- IIIe-45 Draw circuit diagrams with power sources (cell or battery), switches, lamps, resistors (fixed and variable) fuses, ammeters and voltmeters Week 5 STEM_GP12EM- IIIf-47
- 650. 650 1. Resistors in series and parallel 2. Kirchhoff’s rules 3. R-C circuits Evaluate the equivalent resistance, current, and voltage in a given network of resistors connected in series and/or parallel Week 6 STEM_GP12EM- IIIg-48 Calculate the current and voltage through and across circuit elements using Kirchhoff’s loop and junction rules (at most 2 loops only) Week 6 STEM_GP12EM- IIIg-49 Solve problems involving the calculation of currents and potential difference in circuits consisting of batteries, resistors and capacitors. Week 6 STEM_GP12EM- IIIg-51 1. Magnetic fields 2. Lorentz Force 3. Motion of charge particles in electric and magnetic fields 4. Magnetic forces on current-carrying wires Differentiate electric interactions from magnetic interactions Week 6 STEM_GP12EM- IIIh-54 Evaluate the total magnetic flux through an open surface Week 6 STEM_GP12EM- IIIh-55 Describe the motion of a charged particle in a magnetic field in terms of its speed, acceleration, cyclotron radius, cyclotron frequency, and kinetic energy Week 6 STEM_GP12EM- IIIh-58 Evaluate the magnetic force on an arbitrary wire segment placed in a uniform magnetic field Week 6 STEM_GP12EM- IIIh-59 1. Biot-Savart Law 2. Ampere’s Law Evaluate the magnetic field vector at a given point in space due to a moving point charge, an infinitesimal current element, or a straight current-carrying conductor Week 7 STEM_GP12EM- IIIh-60 Calculate the magnetic field due to one or more straight wire conductors using the superposition principle Week 7 STEM_GP12EM- IIIi-62 Calculate the force per unit length on a current carrying wire due to the magnetic field produced by other current-carrying wires Week 7 STEM_GP12EM- IIIi-63 Evaluate the magnetic field vector at any point along the axis of a circular current loop Week 7 STEM_GP12EM- IIIi-64 Solve problems involving magnetic fields, forces due to magnetic fields and the motion of charges and current-carrying wires in contexts such as, but not limited to, determining the strength of Week 7 STEM_GP12EM- IIIi-66
- 651. 651 Earth’s magnetic field, mass spectrometers, and solenoids. 4th 1. Magnetic induction 2. Faraday’s Law 3. Alternating current, LC circuits, and other applications of magnetic induction 1. Use theoretical and, when feasible, experimental approaches to solve multiconcept, rich- context problems using concepts from electromagnetic waves, optics, relativity, and atomic and nuclear theory 2. Apply ideas from atomic and nuclear physics in contexts such as, but not limited to, radiation shielding and inferring the composition of stars Identify the factors that affect the magnitude of the induced emf and the magnitude and direction of the induced current (Faraday’s Law) Week 7 STEM_GP12EM- IVa-1 Compare and contrast electrostatic electric field and non-electrostatic/induced electric field Week 7 STEM_GP12EM- IVa-3 Calculate the induced emf in a closed loop due to a time-varying magnetic flux using Faraday’s Law Week 7 STEM_GP12EM- IVa-4 Describe the direction of the induced electric field, magnetic field, and current on a conducting/nonconducting loop using Lenz’s Law Week 8 STEM_GP12EM- IVa-5 Compare and contrast alternating current (AC) and direct current (DC) Week 8 STEM_GP12EM- IVb-6 Characterize the properties (stored energy and time-dependence of charges, currents, and voltages) of an LC circuit Week 8 STEM_GP12EM- IVb-8 1. Maxwell’s synthesis of electricity, magnetism, and optics 2. EM waves and light 3. Law of Reflection 4. Law of Refraction (Snell’s Law) 5. Polarization (Malus’s Law) 7. Applications of reflection, refraction, dispersion, and polarization Relate the properties of EM wave (wavelength, frequency, speed) and the properties of vacuum and optical medium (permittivity, permeability, and index of refraction) Week 8 STEM_GP12OPT- IVb-12 Explain the conditions for total internal reflection Week 8 STEM_GP12OPT- IVb-14 Explain the phenomenon of dispersion by relating to Snell’s Law Week 8 STEM_GP12OPT- IVb-16 Calculate the intensity of the transmitted light after passing through a series of polarizers applying Malus’s Law Week 8 STEM_GP12OPT- IVc-18 Solve problems involving reflection, refraction, dispersion, and polarization in contexts such as, but not limited to, (polarizing) sunglasses, atmospheric haloes, and rainbows Week 8 STEM_GP12OPT- IVc-21
- 652. 652 1. Reflection and refraction at plane and spherical surfaces 2. Mirrors 3. Thin lens 4. Geometric optics Explain image formation as an application of reflection, refraction, and paraxial approximation Week 8 STEM_GP12OPT- IVd-22 Relate properties of mirrors and lenses (radii of curvature, focal length, index of refraction [for lenses]) to image and object distance and sizes Week 8 STEM_GP12OPT- IVd-23 Determine graphically and mathematically the type (virtual/real), magnification, location, and orientation of image of a point and extended object produced by a plane or spherical mirror Week 8 STEM_GP12OPT- IVd-24 Determine graphically and mathematically the type (virtual/real), magnification, location/ apparent depth, and orientation of image of a point and extended object produced by a lens or series of lenses Week 8 STEM_GP12OPT- IVd-27 Apply the principles of geometric optics to discuss image formation by the eye, and correction of common vision defects Week 8 STEM_GP12OPT- IVd-28 1. Huygens’ Principle 2. Two-source interference of light 3. Intensity in interference patterns 4. Interference in thin films 5. Diffraction from single- slits Determine the conditions (superposition, path and phase difference, polarization, amplitude) for interference to occur emphasizing the properties of a laser as a monochromatic and coherent light source Week 9 STEM_GP12OPT- IVf-32 Relate the geometry of the two-slit experiment set up (slit separation, and screen-to-slit distance) and properties of light (wavelength) to the properties of the interference pattern (width, location, and intensity) Week 9 STEM_GP12OPT- IVf-33 Relate the geometry of the diffraction experiment setup (slit size, and screen- to-slit distance) and properties of light (wavelength) to the properties of the diffraction pattern (width, location, and intensity of the fringes) Week 9 STEM_GP12OPT- IVf-35 1. Postulates of Special Relativity State the postulates of Special Relativity and their consequences Week 9 STEM_GP12MP- IVg-39
- 653. 653 2. Relativity of times and lengths 3. Relativistic velocity addition 4. Relativistic dynamics 5. Relativistic Doppler effect Apply the time dilation, length contraction and relativistic velocity addition to worded problems Week 9 Calculate kinetic energy, rest energy, momentum, and speed of objects moving with speeds comparable to the speed of light Week 9 STEM_GP12MP- IVg-42 1. Photoelectric effect 2. Atomic spectra 3. Radioactive decay Explain the photoelectric effect using the idea of light quanta or photons Week 9 STEM_GP12MP- IVh-45 Explain qualitatively the properties of atomic emission and absorption spectra using the concept of energy levels Week 9 STEM_GP12MP- IVh-46 Calculating radioisotope activity using the concept of half-life Week 9 STEM_GP12MP- IVh-i-47 Grade Level: Grade 11 Subject: Pre-Calculus Quarter Content Standards The learners demonstrate an understanding of… Performance Standards The learner shall be able to… Most Essential Learning competencies The learners… Duration K to 12 CG Code Quarter 1 key concepts of conic sections and systems of nonlinear equations model situations appropriately and solve problems accurately using conic sections and systems of nonlinear equations illustrate the different types of conic sections: parabola, ellipse, circle, hyperbola, and degenerate cases. Week 1 STEM_PC11AG- Ia-1 define a circle. STEM_PC11AG- Ia-2 determine the standard form of equation of a circle STEM_PC11AG- Ia-3 define a parabola Week 2 STEM_PC11AG- Ia-5 determine the standard form of equation of a parabola STEM_PC11AG- Ib-1
- 654. 654 Quarter Content Standards The learners demonstrate an understanding of… Performance Standards The learner shall be able to… Most Essential Learning competencies The learners… Duration K to 12 CG Code define an ellipse Week 3 STEM_PC11AG- Ic-1 determine the standard form of equation of an ellipse STEM_PC11AG- Ic-2 define a hyperbola Week 4 STEM_PC11AG- Id-1 determine the standard form of equation of a hyperbola STEM_PC11AG- Id-2 recognize the equation and important characteristics of the different types of conic sections Week 5 to 6 STEM_PC11AG-Ie- 1 solves situational problems involving conic sections STEM_PC11AG-Ie- 2 an understanding of key concepts of series and mathematical induction and the Binomial Theorem. shall be able to keenly observe and investigate patterns, and formulate appropriate mathematical statements Illustrate a series Week 7 to 9 STEM_PC11SMI-Ih- 1 differentiate a series from a sequence STEM_PC11SMI-Ih- 2 use the sigma notation to represent a series STEM_PC11SMI-Ih- 3 Apply the use of sigma notation in finding sums Quarter 2 an understanding key concepts of circular functions, trigonometric identities, inverse trigonometric functions, and the polar coordinate system 1. formulate and solve accurately situational problems involving circular functions illustrate the unit circle and the relationship between the linear and angular measures of a central angle in a unit circle Week 1 to 2 STEM_PC11T-IIa-1 convert degree measure to radian measure and vice versa STEM_PC11T-IIa-2 illustrate angles in standard position and coterminal angles STEM_PC11T-IIa-3 illustrate the different circular functions Week 3 STEM_PC11T-IIb-1 uses reference angles to find exact values of circular functions STEM_PC11T-IIb-2 illustrate the domain and range of the different circular functions Week 4 STEM_PC11T-IIc-1
- 655. 655 Quarter Content Standards The learners demonstrate an understanding of… Performance Standards The learner shall be able to… Most Essential Learning competencies The learners… Duration K to 12 CG Code graph the six circular functions (a) amplitude, (b) period, and (c) phase shift STEM_PC11T-IIc-d- 1 solve situational problems involving circular functions Week 5 STEM_PC11T-IId-2 2. apply appropriate trigonometric identities in solving situational problems determine whether an equation is an identity or a conditional equation Week 6 to 8 STEM_PC11T-IIe-1 apply trigonometric identities to find other trigonometric values solve situational problems involving trigonometric identities STEM_PC11T-IIg-2 3. formulate and solve accurately situational problems involving appropriate trigonometric functions illustrate the domain and range of the inverse trigonometric functions. STEM_PC11T-IIh-1 evaluate an inverse trigonometric expression. STEM_PC11T-IIh-2 solve trigonometric equations. STEM_PC11T-IIh-i- 1 solve situational problems involving inverse trigonometric functions and trigonometric equations Week 9 STEM_PC11T-IIi-2
- 656. 656
- 657. 657 Grade Level: Grade 12 Subject: Apprenticeship and Exploration in the Performing Arts (Music) Quarter / Semester Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 1st Sem The learner: develops awareness of local musical genres. The learner: synthesizes information gathered through immersion in a particular genre. 1. researches all available musical genres in the community and chooses one to specialize in Week 1 to Week 8 AD_AEPMU12-Ia-1 2. documents observations of the chosen genre Week 9 to Week 12 AD_AEPMU12-Ib-h-2 3. organizes a compilation of the observations Week 13 to Week 16 AD_AEPMU12-Ii-j-3 2nd Sem develops awareness of ICT applications in the music industry. synthesizes information gathered through immersion in the musical production industry. 1. Explores all ICT applications in music that are available in the community and chooses one Week 1 to Week 4 AD_AEPMU12-Ia-1 2. documents observations of the chosen application Week 5 to Week 6 AD_AEPMU12-Ib-h-2 3. organizes a compilation of the observations Week 7 to Week 8 AD_AEPMU12-Ii-j-3 2nd Sem demonstrates performance skills in any of the following genres: indigenous, folk, classical, pop, performs in community events and festivities and creates music incorporating ICT. 1. writes original material or arranges existing musical material incorporating ICT Week 9 to Week 12 AD_AEPMU12-IIa-c-1
- 658. 658 jazz or rock, incorporating ICT 2. conducts, sings or plays with bands, vocal or instrumental ensembles in various venues Week 13 to Week 16 AD_AEPMU12-IId-j-2 Grade Level: 11 Subject: CREATIVE INDUSTRIES 1 – Arts and Design Appreciation and Production Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code The learner… QUARTER 1 demonstrates appreciation of all the visual art forms, and the processes that enter into the production of each; explains the historical context and cultural traditions behind existing examples and pieces, local and international; identifies various visual art and applied art forms, explains the historical context, cultural traditions, processes and production of each through documentation and cataloguing (text and images in digital or print: ex. Glossary of art/design vocabulary in a journal or idea book); Week 1-2 AD_ADP11-Ia-c-1 demonstrates appreciation of forms, materials, techniques and meanings of various visual and applied art expressions explains the meaning and significance of various visual art, media art and applied art forms based on functions and uses through presentations (gallery style or multi media) with supplementary texts/notes distinguishes basic materials, tools and processes (including software and traditional practices) in the production of visual, media and applied arts; and Week 3-5 AD_ADP11-Id-g-2 articulates the meanings and significance of various expressions of visual and applied arts. Week 6-8 AD_ADP11-Ih-j-3
- 659. 659 QUARTER 2 demonstrates understanding of the historical context, cultural traditions, and the production and marketing aspects of visual and applied arts. evaluates artistic and design productions based on form, content, context and functionality by critiquing existing samples and by visiting museums/gallery, studio, production houses, local/indigenous arts groups through visual documentation and/or writing reflection papers. identifies the different processes and components of arts and design production. Week 1-4 AD_ADP11-IIa-d-1 relates the components of arts and design production to different arts and design forms. Week 5-8 AD_ADP11-IIe-j-2 . Grade Level: 11 Subject: Creative Industries II: Performing Arts Quarter / Semester Content Standards Performance Standards Most Essential Learning Competencies Duration Code 2nd Sem The learner… 1. demonstrates an understanding of theater as a synthesis of the arts and utilizes a collective/collaborative process of creation 2. demonstrates an understanding of the collective character of theater production The learner… synthesizes key concepts of theater in an improvised group performance about their life stories. discusses the varieties, categories and elements of various performing arts practices Week 1 AD_CIP11-IIIa-1 explains the different elements of artistic expression and principles of artistic organization as applied in a theater performance Week 2 AD_CIP11-IIIc-3 explains the value of life stories as valuable sources of theater performances AD_CIP11-IIIe-5
- 660. 660 creates skits that are evolved from personal stories using the different elements of arts and principles of composition Week 3 to Week 4 AD_CIP11-IIIf-g-6 performs short skits noting the important qualities of a good performance Week 5 to Week 6 AD_CIP11-IIIh-i-7 examines the merits of the skit performances using the principles of composition and qualities of performance Week 7 AD_CIP11-IIIj-8 2nd Sem demonstrates basic skills in note reading and ear training reads and notates simple melodies reads melodies in simple meters and in major and minor keys Week 8 AD_CIP11-IVa-1 notates simple melodies in major keys and in duple, triple, and quadruple meters AD_CIP11-IVa-2 recognizes melodic intervals visually and aurally AD_CIP11-IVa-3 2nd Sem demonstrates basic skills in group instrumental playing performs selected instruments plays with correct rhythm, good intonation and good ensemble Week 8 to Week 12 AD_CIP11-IVa-d-4 uses appropriate position and fingering in playing simple pieces AD_CIP11-IVa-d-5
- 661. 661 interprets appropriate phrasing, articulation and dynamics in performing instrumental pieces AD_CIP11-IVa-d-6 2nd Sem 1. demonstrates basic choral skills 2. demonstrates basic conducting skills 1. sings expressively with good vocal technique, observing changes in dynamics and tempo 2. conducts pieces with precise movements indicating desired tempo, dynamics and expression sings simple 2- or 3- part choral arrangements AD_CIP11-IVa-d-7 uses proper enunciation and vocal techniques such as breathing and control AD_CIP11-Iva-d-8 interprets and applies dynamic and tempo marks in singing AD_CIP11-Iva-d-9 conducts pieces in duple, triple, and quadruple meter using appropriate hand and arm gestures AD_CIP11-IVa-d-10 indicates attacks and releases clearly in conducting AD_CIP11-IVa-d-11 2nd Sem demonstrates knowledge and understanding of the different dance forms performed in the Philippines performs a 5 to 10- minute dance with well-executed dance steps, artistry proper music and costume identifies the historical background of Philippine dances including costumes and music: • Pre-colonial Philippine Dance • Regional Philippine Dances • Classical and Filipino Week 13 AD_CIP11-IVe-1
- 662. 662 Contemporary Dance executes basic stance, forms, positions and contextual meaning of a dances Week 14 AD_CIP11-IVf-2 explains the life of the choreographer, his specific dance style, its history Week 15 AD_CIP11-IVg-3 analyzes the characteristics of dances: classical and Filipino contemporary dance AD_CIP11-IVg-6 dances with a partner (friend pear family member) to build teamwork through dance Week 16 AD_CIP11-IVh-7 2nd Sem demonstrates knowledge of dances learned in class executes a dance lecture-demonstration in the community records a video performance together with explanation on the specific dance form Week 17 AD_CIP11-IVi-8 2nd Sem demonstrates an understanding of the application of performing arts skills for local, national and global demands and opportunities examines the local, national and global landscape of performing arts- related industries through research. researches on the situation of performing arts-related industries in their immediate locality and in the nation and global setting Week 18 AD_CIP11-IVj-1 understands the skills, resources, and opportunities in AD_CIP11-IVj-2
- 663. 663 performing arts-related industries presents a report either individually or as a group on their findings on the skills, resources, and work opportunities available in performing arts- related industries AD_CIP11-IVj-3 Grade Level: Grade 12 Subject: DEVELOPING FILIPINO IDENTITY IN THE ARTS Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code The learner… QUARTER 3 demonstrates an understanding and appreciation of traditional and/or local art forms and his/her role in their sustainability synthesizes art found in his/her community creates a cultural map of his/her community Week 1-4 AD_DFI12-IIId-e-2 understands his/her position/role as artist in the community explains the concept of self in relation to culture and arts in the community and nation Week 5 AD_DFI12-IIIg-4 demonstrates understanding of present issues regarding the arts in their community identifies issues affecting the different arts in the community discusses issues arising from the experience of culture mapping with peers Week 6 AD_DFI12-III-Ih-i-5 proposes possible ideas that could address these issues related to culture and arts in the community Week 7-8 AD_DFI12-IIIj-6 QUARTER 4 demonstrates an understanding of local traditions in the building of national identity through the arts executes a creative project that integrates traditional forms, processes, knowledge, or materials in their disciplines articulates the process of appropriation and integration of traditional and/or local art forms into his/her own art work Week 1-3 AD_DFI12-IVa-c-1 creates a work of art/performance /creative event that addresses, tackles, or highlights local and national identity Week 4-8 AD_DFI12-IVd-j-2
- 664. 664 (i.e. exhibits, trade fairs, arts and culture festivals) Grade Level: Grade 12 Subject: INTEGRATING ELEMENTS AND PRINCIPLES OF ORGANIZATION IN THE ARTS Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code The learner… QUARTER 1 demonstrates an understanding of the different elements of art, how they are seen in the everyday, and how they create meanings evaluates the different elements seen in everyday objects and their meanings identifies different elements and principles of organization in the arts, its potential to express one’s feelings and ideas, and to create meanings in everyday objects WEEK 1-3 AD_EPA12-Ia-d-1 understands the different elements and principles of organization in the arts and how they are applied to the various forms of art to communicate ideas, create meaning, and elicit response from the audience evaluates the different elements and principles of organization in art works analyzes the elements and principles of organization in the arts (painting, print, photography and other forms of two-dimensional art; sculpture, installation and other forms of three- dimensional art; and Architecture) WEEK 4-8 AD_EPA12-Ie-j-2 QUARTER 2 relates the elements and principles of the different arts—applied to the literary arts, cinema and visual arts— as both individual and integrated fields evaluates the different elements and principles of organization in art works portrays Philippine folk arts, chants and myths through integrated artistic storytelling using digital tools (i.e. digital story, animation, short film, shadow play) WEEK 1-3 AD_EPA12-IIa-f-3 enhances a given story by introducing embellishment and improvisation as inspired by other art forms WEEK-4-5 AD_EPA12-IIa-f-4
- 665. 665 demonstrates the ability to communicate feelings and ideas, and creates meanings through the manipulation of the elements and the principles of the arts in selected forms of creative expression manipulates the elements and principles of organization in the arts in order to communicate ideas, express emotions, and create meanings creates an art work that applies the knowledge of their specialization WEEK 6-8 AD_EPA12-IIg-j-5 Grade Level: Grade 12 Subject: Leadership and Management in Different Arts and Fields Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code 2nd SEM/ QUARTER 3 The learner… demonstrates values towards arts discipline and integrity The learner… makes a self-assessment checklist that measures personal strength and weaknesses The learner… 1. explains the Personnel Development Course on knowing the self as an Arts student, which exhibits discipline (time, excellence, and finance) and integrity, personal strengths, weaknesses, and challenges in terms of multiple intelligences exercises in relation to ARTS and other Fields WEEK 1 AD_LMA12- IIIa-1 AD_LMA12- IIIa-2 AD_LMA12- IIIa-3 AD_LMA12- IIIa-4 demonstrates an understanding of time discipline and excellence and establishes standards records active participation to exhibit time discipline and excellence 2. explains the importance of time management in day to day life in relation to punctuality in attendance in class and other activities and in submission of requirements WEEK 1 D_LMA12- IIIa-5 AD_LMA12- IIIa-6
- 666. 666 3. practices self-improvement standards in relation to his/her comprehension of the demands of the Philippine Qualifications Framework (PQF) and ASEAN Qualifications Framework (AQF), and the habit of striving for professional excellence (i.e. “pwede pa” instead of “pwede na”) WEEK 1 AD_LMA12- IIIa-7 AD_LMA12- IIIa-8 AD_LMA12- IIIa-9 demonstrates an understanding of the principles of management using the elements of arts recognizes the uniqueness of each art elements: harmony, balance, rhythm, contrast and unity 4. relates the art elements in management (i.e. harmony, balance, line, form, repetition, etc./Ed Morato’s) WEEK 2 AD_LMA12- IIIb-10 AD_LMA12- IIIb-11 demonstrates an understanding of the different art institutions and allied disciplines Develops a deeper understanding of Philippine art and cultural forms in the community 5. explains the importance of Philippine art and cultural forms inthe community WEEK 2 AD_LMA12-IIIb-12 6. conducts cultural mapping ( from Research 1 and 2 ) WEEK 2 AD_LMA12-IIIb-13 7. identifies, enumerates and locates different Philippine organizations / content providers of art and cultural resources (Libraries, sources, websites,etc.) WEEK 2 AD_LMA12-IIIb-14 develops an understanding and awareness arts and cultural organizations, their role and functions in the community in both contemporary and traditional forms participates/involves oneself in an arts and cultural organization in the community and understands its role/ functions 8. makes a report on the ff: a. basic output of the research/basic cultural mapping of arts b. cultural organizations in the community WEEK 3 D_LMA12-IIIb-15
- 667. 667 c. group or organizations in the creative industry value chain as well as core and related industries 9. demonstrates an appreciation of arts and cultural organizations WEEK 3 AD_LMA12-IIIb-17 10. Discuss the ff: a. arts and cultural organizational structures, both contemporary and traditional forms b. the contributions of national and local arts organizations c. the importance of arts organization in the community d. different traditional arts organizations (i.e. Council of elders) WEEK 3 AD_LMA12-IIIb-18 AD_LMA12-IIIb-19 AD_LMA12-IIIb-20 AD_LMA12-IIIb-21 2nd SEM/ QUARTER 3 demonstrates an understanding of the roles of the human resource in the creative industry: creative, production and technical staff recognizes and establishes awareness of the different artists and cultural workers in the performing arts, visual, media arts and design forms 11. distinguishes the different artists and cultural workers of projects of the different art/cultural forms and the roles of these artists and cultural workers WEEK 3 AD_LMA12-IIIb-22 demonstrates an understanding and awareness of the artists in the different traditional art and cultural forms 12. understands the different traditional artists and cultural workers of the different cultural art forms and the roles of the human resource of the different traditional art and cultural forms WEEK 3 AD_LMA12-IIIc-24
- 668. 668 develops comprehensive documentations of the arts event (appreciates content documentation, archiving and preservation) documents the event following procedures 13. collects data for documentation using the appropriate media to document event WEEK 4 AD_LMA12-0a-t-26 demonstrates an understanding and awareness of applying the processes of "artistic creation" such as brainstorming, creative visualization, imagination conducts /participates in opportunity-seeking processes and creativity- inducing exercises in problem solving 14. discusses creative processes and creativity-inducing exercises in problem solving through: - unfreezing exercises - tableau exercises - ideation and creating solutions in the problem-solving exercises WEEK 5 AD_LMA12-IIId-28 15. demonstrates awareness and appreciation of "opportunity seeking" processes for product development, and the different "opportunity seeking" processes in problem solving exercises, etc. WEEK 5 AD_LMA12-IIId-30 2nd SEM/ QUARTER 3 demonstrates an understanding of project conceptualization by presenting a simple proposal applying elements in planning the project proposal for the performing arts, visual arts and media art forms makes a proposal and designs a concept for an arts program/event; establishes the event’s objectives 16. explains the ff: a. the elements in a project proposal, including the establishment of objectives b. the importance of project planning for arts organizations c. the different stages of project planning for the performing arts, visual arts and media art forms d. the key stages/ scheduled time frame of proposed project /arts event WEEK 5 AD_LMA12-IIId-32 AD_LMA12-IIIe-34 AD_LMA12-IIIe-35
- 669. 669 17. records day to day work in progress WEEK 5 AD_LMA12-IIIe-36 demonstrates discipline in handling finances of self demonstrates an understanding of the creative work environment as an employee and/or as a freelance/ project-based employee exhibits proficiency in basic business communication skills 18. discusses/ explains the following topics: a. fiscal responsibility and accountability b. discipline in handling finances of self: budgeting, savings c. management of funds and accountability for the expenses of the self d. how to develop abilities to maintain positive self-image e. discipline in handling finances of others: responsibility and accountability f. how to build and maintain positive self-image and relationships and work g. how work contributes to individuals and to the organization WEEK 6-7 AD_LMA12-IIIf-37 AD_LMA12-IIIf-38 AD_LMA12-IIIf-39 AD_LMA12-IIIf-40 AD_LMA12-IIIf-41 AD_LMA12-IIIf-42 AD_LMA12-IIIf-43 AD_LMA12-IIIf-44 2nd SEM/ QUARTER 3 demonstrates knowledge and understanding of basic business communication skills demonstrates appreciation of the self as an employee in an organization builds collaborative/ teamwork 19. exhibits/demonstrates the following in the accomplishment of all these assigned tasks in class: a. efficiency in reviewing business communications: job application, resume writing for WEEK 6-7 AD_LMA12-IIIf-45
- 670. 670 understands one's role in the organization the arts, a consumer complaint, sponsorship letters, etc. b. documentation and recognition of the fact that each one’s work contributes to the individuals and to the organization demonstrates a deep understanding and appreciation of the different types of projects of the different performing arts, and of visual, media art and design forms decides on an appropriate project type for the art event 20. describes the different project types WEEK 6-7 AD_LMA12-IIIg-j-52 21. discusses in groups the following topics: a. different types of projects of the various art forms to the type of needs and availability of resources b. the different types of projects of the different performing, visual, media art and design forms c. relationship of the different types of projects of the various art forms to the type of needs and availability of resources WEEK 6-7 AD_LMA12-IIIg-j-53 AD_LMA12-IIIg-j-54 AD_LMA12-IIIg-j-55 2nd SEM/ QUARTER 3 demonstrates awareness and understanding of the different cultural traditional forms relates the different types of projects of the various art forms to the context of the community 22. identifies the uniqueness of the different cultural traditional forms WEEK 8 AD_LMA12-IIIg-j-56
- 671. 671 demonstrates an understanding of the production management process of the different performing, visual, media and art design forms develops an appreciation and understanding of the different arts venues for the art events and their space requirements develops an understanding of programming concepts identifies the different budget items for different art develops concrete production logistical requirements demonstrates knowledge of coordination skills coordinates effectively among production personnel: artists, production and technical staff identifies appropriate venues for particular art events schedules the program of art events/activities relates the budget items to the different art forms 23. Reports by group the following Programming and Production topics: a. how to make a checklist of production requirements, both staffing and physical production requirements b. identification of physical production requirements production venue, production design (sets, props) c. how to connect project requirements to potential project resources d. identification of the different types of materials/equipment used in each type of project e. relationship of the different possible venues for possible art events based on production requirements f. analysis of the different budget items; costs out a production budget WEEK 8 AD_LMA12-IIIg-j-57 AD_LMA12-IIIg-j-58 AD_LMA12-IIIg-j-60 AD_LMA12-IIIg-j-61 AD_LMA12-IIIg-j-62 AD_LMA12-IIIg-j-63 AD_LMA12-IIIg-j-67
- 672. 672 2ND SEM/ QUARTER 4 analyzes the different budget items for different art forms makes a project budget and an expense=income report for the art event 24. makes an expense-income financial report WEEK 1 AD_LMA12-IIIg-j-68 explores the creative work environment as an employee and as a freelance/project hiree builds and maintains positive self-image and relationships and work 25. role-plays in class how economic and social needs influence the nature and structure of work WEEK 1 AD_LMA12-IVa-1 demonstrates an understanding of the role of technology in managing the arts applies technologies to management processes applies the different types of technological programs in managing the arts 26. identifies the appropriate technologies for certain management processes (i.e. typography, graphic design), and proper technological programs to be used in the art event WEEK 2 AD_LMA12-IVa-2 AD_LMA12-IVa-3 27. exhibits awareness and understanding of technology in managing the arts: a. web, internet, social media) applies ICT program managing the arts database, power point, graphics WEEK 2 AD_LMA12-IVa-5
- 673. 673 demonstrates an understanding of the 4Ps of Marketing demonstrates understanding and awareness applying the different forms of communication to promote art events demonstrates an understanding of the communication process (SMCR) understands and analyzes the 4Ps of Marketing determines the use of different forms of communication to promote the art event writes a communications proposal on how to promote and market the art event: school level and community based/level 28. produces the following through their outputs on Marketing and Arts Events: a. the 4Ps of Marketing of an arts event b. different communication forms to promote art events: - print ads (flyers &invitations) - posters and tarpaulins - advertisements c. the different communication elements (SMCR) d. application of the appropriate communication forms/org to promote the art event e. mapping of the available communication forms/ organization in the area f. how to explore the different communication forms/orgs in the area WEEK 2 AD_LMA12-IVb-d-6 AD_LMA12-IVb-d-7 AD_LMA12-IVb-d-8 AD_LMA12-IVb-d-9 AD_LMA12-IVb-d-10 AD_LMA12-IVb-d-11 demonstrates understanding and creativity in marketing communication develops marketing messages using different forms of technologies to promote the art event 29. writes a brief information to promote and market the event WEEK 3 AD_LMA12-IVb-d-12 demonstrates awareness and understanding of audience demographics makes an audience survey design applying the basic sales strategy 30. identifies, explores the different technologies to promote the art event WEEK 3 AD_LMA12-IVb-d-13
- 674. 674 develops awareness and understanding of the basic sales strategies comprehends principles behind ticketing (budget income=expense report) develops awareness and understanding of the basic laws governing arts and culture Basic standard deductions: SSS, Philhealth, etc determines ticket pricing for the event relates/ translates the laws on to practical applications performs basic application of certain laws: e.g Oplan Bantay Sining/Kultura:. identifying (possible) violations of these laws such as sale of pirated DVDs, disrespect of cultural treasures etc. includes tax systems (deductions) in the financial transactions of the art event 31. explains/discusses the following Marketing topics: a. basic audience analysis b. relationship of demographics to audience behavior towards art forms c. identification of the different audience survey designs d. the importance of conducting audience survey design e. identification of the basic sales strategies f. the appropriate ticket price for the particular event: - Fund Raisings - Arts for a Cause g. complies to the laws— identification of (possible) violations in their communities h. identification and reporting of (possible) violations in their communities of basic constitutional rights: -- Freedom of Expression -- Intellectual Property Rights -- National Heritage Law -- Indigenous People's Rights Law -- Basic Taxation Systems: Income Tax, VAT, etc. WEEK 4-5 WEEK 4-5 D_LMA12-IVb-d-14 AD_LMA12-IVb-d-15 AD_LMA12-IVb-d-16 AD_LMA12-IVb-d-17 AD_LMA12-IVb-d-18 AD_LMA12-IVb-d-19 AD_LMA12-IVe-20 AD_LMA12-IVe-21
- 675. 675 applies TINs from BIR; prepare applications for SSS, PhilHealth ,etc. 32. Basic understanding of the tax system and required government deductions (SSS, Philhealth, Pagibig) AD_LMA12-IVe-22 2ND SEM/ QUARTER 4 understands the self and his/her role in the creation of the artistic product or service demonstrates an understanding of leadership structures and practices in the community develops a “self challenging” attitude translates leadership structures to managing an arts event translates leadership by example to their own leadership of their team/s 33. Role-plays the following topics in class: a. standards of excellence for his/her creation b. good personal work habits c. understanding of leadership structures and practices in the community d. decision making skills e. recognizing artists, managers/leaders in the school and in the community WEEK 6 AD_LMA12-IVe-23 AD_LMA12-IVe-24 AD_ LMA12-IVe-25 AD_LMA12-IVe-26 AD_LMA12-IVe-27
- 676. 676 demonstrates understanding and awareness of the importance of supervision, monitoring and anticipation awareness of the importance of supervision, monitoring and anticipation develops risk management tools (anticipates problems) 34. explains /compares/contrasts the different management styles/skills of an arts event in consideration of the possible unforeseen problems/situations that may arise WEEK 6-8 AD_LMA12-IVf-i-28 AD_LMA12-IVf-i-29 35. creates a video footages or role-play of the following topics using their mobile phones and other available gadgets for this simple production: a. understanding of control in leadership as well as crisis management, (“show must go on”, “expect the unexpected”) b. understanding of authority, supervision, control in leadership c. basic communication and negotiation skills towards an environment of tolerance d. understanding of control in leadership e. understands conflict management AD_LMA12-IVf-i-30 AD_LMA12-IVf-i-31 AD_LMA12-IVf-i-32 AD_LMA12-IVf-i-33 AD_LMA12-IVj-34 2ND SEM/ QUARTER 4 demonstrates an understanding of how to use the data gathered based on the results of the survey for collects, tabulates and reports the results of the audience survey 36. conducts and reports audience surveys WEEK 6-8 AD_LMA12-IVj-35
- 677. 677 demonstrates appreciation for analysis of project evaluation and criticism evaluates the project objectively and makes recommendations 37. Role-play the following topics in Project Evaluation: a. appreciation and nurturing of audience feedback b. how to develop positive criticism skills for evaluation (objective and subjective) c. demonstration of positive attitude towards criticisms d. self-challenging attitude to self-criticism WEEK 6-8 AD_LMA12-IVj-36 AD_LMA12-IVj-37 AD_LMA12-IVj-38 AD_LMA12-IVj-39 Grade Level: Grade 12 Subject: PHYSICAL AND PERSONAL DEVELOPMENT IN THE ARTS Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code The learner… QUARTER 1 demonstrates an understanding of how the body functions in the creative work environment displays a knowledge of movements and habits that help prevent injuries related to art forms identifies the parts of the body involved in the creation/performance of different art forms WEEK 1-2 AD_PPD12-Ia-c-1 identifies hazardous materials, industry-related injuries and their causes used in art production WEEK 3-4 AD_PPD12-If-g-3 practices basic first-aid measures according to hazards during art production WEEK 5-6 AD_PPD12-Ii-j-5 shows knowledge of the maintenance of physical and personal well-being develops proper personal hygiene regimen suitable for the art form WEEK 7-8 AD_PPD12-Ih-4 QUARTER 2 applies safety and professional practices in the creative work environment executes proper physical exercises in a classroom setting demonstrates different warm- ups and exercises for the performing arts to prevent WEEK 1-2 AD_PPD12-IIa-b-1
- 678. 678 injury and encourage professional longevity demonstrates an understanding of the professional tools and a good working environment produces a working resume draft that contains his/her basic profile and artistic skills WEEK 3 AD_PPD12-IId-3 researches and writes a report on the local and international market conditions related to a specific art form WEEK 4-5 AD_PPD12-IIe-f-4 assesses the safety and security of a particular creative work environment WEEK 6 AD_PPD12-IIg-h-5 designs a hypothetical creative workplace that is hygienic and free of hazardous materials WEEK 7-8 AD_PPD12-IIi-j-6 Grade Level: Grade 12 Subject: PRODUCTION IN THE PERFORMING ARTS Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code The learner… 2nd SEM/ QUARTER 3 demonstrates an understanding of the range of processes, structures and functions in the field of performing arts plans and organizes pre-production processes by designing a working timetable, developing the working script, conducting and documenting production meetings and preliminary identifies the various departments as well as designs an organizational structure in a theater production WEEK 1 AD_PPA12-IIIa-1 identifies the possible careers associated with the performing arts field by undergoing the process of a production AD_PPA12-IIIa-2
- 679. 679 outputs from the various production teams conceptualizes a chosen material for staging which may include reworking of a pre-existing material or creating an original piece WEEK 2-4 AD_PPA12-IIIb-d-3 collaborates with other art disciplines AD_PPA12-IIIb-d-4 creates music, dance and designs appropriate to the production concept AD_PPA12-IIIb-d-5 recognizes local heritage and folk tradition or other artistic forms that may be used in staging a chosen piece AD_PPA12-IIIb-d-6 identifies appropriate performance venue develops the initial part of theatrical performance either by way of text analysis or by engaging into stage experimentations and improvisations WEEK 5-8 AD_PPA12-IIIe-j-8 designs the physical action and movement on stage of the theatrical performance through blockings and other appropriate techniques for staging and execution AD_PPA12-IIIe-j-9 rehearses musical numbers with singers, dancers and accompaniment AD_PPA12-IIIe-j-10 prepares production and technical requirements such as sets, lights, sounds, costumes, props and multimedia AD_PPA12-IIIe-j-11
- 680. 680 devises marketing strategies for production AD_PPA12-IIIe-j-11 2nd SEM/ QUARTER 4 demonstrates an understanding of the range of processes, structures and functions in the field of performing arts showcases creative collaboration in the performing arts exemplified in the pre- production processes, actual performance, and post-performance finalizes the integration of the different production components WEEK 1-5 AD_PPA12-IVa-g-1 incorporates the criticisms and proposals for production enhancement AD_PPA12-Iva-g-2 performs with a level of mastery WEEK 6 AD_PPA12-IVh-3 evaluates the whole learning experience on an individual and organizational level WEEK 7-8 AD_PPA12-IVi-j-4 produces documentation of the performance AD_PPA12-IVi-j-5
- 681. 681
- 682. 682 Grade: Grade 12 Sports Track: Apprenticeship (Off-Campus) Semester Content Standard Performance Standard Most Essential Learning Competencies Duration K to 12 CG Code Second Semester (Student Athlete Enhancement) The learner demonstrates understanding of integrating the knowledge of safety and first aid human movement, psychosocial aspects of sports and exercise, fitness testing and exercise programming for developing sports potential. The learner shows measureable improvement in set performance parameter. 1. assesses own performance for goal setting Weeks 1-20 SP_APA12-IIa-t-1 2. designs a personal training program Weeks 1-20 SP_APA12-IIa-t-2 3. exhibits mastery of sports skills Weeks 1-20 SP_APA12-IIa-t-3 4. displays improvement of personal best performance Weeks 1-20 SP_APA12-IIa-t-4 5. applies safety practices to prevent deconditioning as a result of injury Weeks 1-20 SP_APA12-IIa-t-5 6. identifies emerging trends in training Weeks 1-20 SP_APA12-IIa-t-6 7. employs stress management techniques to cope with training and competition demands Weeks 1-20 SP_APA12-IIa-t-7
- 683. 683 8. applies psychosocial techniques achieves sport- life balance Weeks 1-20 SP_APA12-IIa-t-8 9. realizes the importance of having positive attitude towards sports participation Weeks 1-20 SP_APA12-IIa-t-9 10. realizes one’s potential through sports participation Weeks 1-20 SP_APA12-IIa-t-10 Practice Coaching demonstrates understanding of integrating the knowledge of coaching, safety and first aid, human movement, psychosocial aspects of sports and exercise, fitness testing and exercise programming for developing one’s potential as a coach assists competently the coach of in- campus sports team (varsity and club) 1. demonstrates appropriate personal, social, and ethical behavior while coaching Weeks 1-20 SP_APC12-IIa-t-1 2. utilizes management skills during games/competitions Weeks 1-20 SP_APC12-IIa-t-2 3. articulates personal coaching philosophy Weeks 1-20 SP_APC12-IIa-t-3 4. provides assessment tools options for the coach Weeks 1-20 SP_APC12-IIa-t-4 5. carries out assessment of team members under coach supervision Weeks 1-20 SP_APC12-IIa-t-5
- 684. 684 6. implements training program designed by the coach Weeks 1-20 SP_APC12-IIa-t-6 7. documents player performance during games, progression towards goals, and strategies and tactics of opposing teams Weeks 1-20 SP_APC12-IIa-t-7 8. observes safety practices to prevent deconditioning of team members as a result of injury Weeks 1-20 SP_APC12-IIa-t-8 9. identifies emerging trends in training and coaching Weeks 1-20 SP_APC12-IIa-t-9 10. recommends psychosocial strategies (goal setting, team building activities and stress management) Weeks 1-20 SP_APC12-IIa-t-10 11. realizes one’s potential as a coach through sports participation Weeks 1-20 SP_APC12-IIa-t-11 Practice officiating and tournament management demonstrates understanding of integrating the knowledge of officiating and activity management, safety and first aid, psychosocial aspects of sports and exercise for developing one’s potential as a sports official and tournament manager manages competently a sports tournament 1. Demonstrates appropriate personal, social and ethical behavior while officiating Weeks 1-20 SP_APO12-IIa-t-1
- 685. 685 2. utilizes proper communication techniques in officiating and tournament management Weeks 1-20 SP_APO12-IIa-t-2 3. applies safety practices to prevent injuries during the conduct of the tournament Weeks 1-20 SP_APO12-IIa-t-3 4. implements a tournament plan Weeks 1-20 SP_APO12-IIa-t-4 5. conducts post-event evaluation Weeks 1-20 SP_APO12-IIa-t-5 6. identifies recent developments in officiating and emerging trends in tournament management Weeks 1-20 SP_APO12-IIa-t-6 7. recognizes the dynamics of working with the group to achieve teamwork in carrying out a tournament Weeks 1-20 SP_APO12-IIa-t-7 8. realizes one’s potential as an official and tournament manager Weeks 1-20 SP_APO12-IIa-t-8 Fitness/Sports and Recreation leader demonstrates understanding of integrating the knowledge of fitness/sports and recreation leadership, human movement, safety and first aid, fitness testing and exercise programming, psychosocial aspects 1.delivers a fitness program for an apparently healthy individual or group (for fitness leader) 2. leads an existing sports and recreational program(for sports and recreation leader) Weeks 1-20
- 686. 686 of sports and exercise, and coaching for developing one’s potential as a sports official and tournament manager 1. demonstrates appropriate personal, social, and ethical behavior while performing leadership tasks Weeks 1-20 SP_APL12-IIa-t-1 2. carries out health and fitness evaluation of students or clients Weeks 1-20 SP_APL12-IIa-t-2 3. designs/implements fitness program(for fitness leader) Weeks 1-20 SP_APL12-IIa-t-3 4. implements an existing sports and recreation program(for sports and recreation leader) Weeks 1-20 SP_APL12-IIa-t-4 5. exhibits proficiency in exercise techniques or sports skills Weeks 1-20 SP_APL12-IIa-t-5 6. applies safety practices to prevent injury during exercise or sports participation Weeks 1-20 SP_APL12-IIa-t-6 7. identifies emerging trends in sports, fitness, and recreation Weeks 1-20 SP_APL12-IIa-t-7 8. employs motivational techniques in promoting Weeks 1-20 SP_APL12-IIa-t-8
- 687. 687 exercise adherence and enjoyment 9. realizes the importance of having a positive attitude towards sports, fitness and recreation participation Weeks 1-20 SP_APL12-IIa-t-9 10. realizes one’s potential in sports, fitness and recreation leadership Weeks 1-20 SP_APL12-IIa-t-10 Grade: Grade12 Sports Track: Fitness, Sports and Recreation Leadership Semester Content Standard Performance Standard Most Essential Learning Competencies Duration K to 12 CG Code First Semester The learner... demonstrates understanding of the basic principles of, and techniques in, fitness, sports and recreation instruction and leadership for carrying out safe and effective programs in exercise, sports and recreation. The learner... implements with confidence a short-term program in exercise/sports and recreation for a healthy individual or group. practices quality leadership in the conduct of fitness, sports and recreation activities Week 1 SP_LS12-Ia-1 administers a pre- participation screening SP_LS12-Ia-2 explains the different components of an exercise program SP_LS12-Ia-3 demonstrates safe and effective exercise/sports techniques SP_LS12-Ia-4 uses appropriate cueing, motivation, instruction, feedback and teaching techniques in delivering SP_LS12-Ia-5
- 688. 688 exercise/sports programs for an individual or groupfor monitors exercise intensity for safe and effective fitness performance SP_LS12-Ia-6 designs a balanced exercise program for an apparently healthy individual or group SP_LS12-Ia-7 identifies existing sports and recreation programs (summer camps, sports clinics, etc.); Week 2 SP_LS12-Ia-8 demonstrates basic knowledge of first aid and/or initial assessment of common injuries; SP_LS12-Ia-9 values the importance of the basic principles and techniques of fitness, sports and recreation instructions and leadership for delivering safe and effective exercise/sports and recreation programs; and SP_LS12-Ia-10 realizes the value of professional ethics, responsibilities, and standards SP_LS12-Ia-11
- 689. 689 Grade: Grade11 Sports Track: Fitness Testing and Basic Exercise Programming Semester Content Standard Performance Standard Most Essential Learning Competencies Duration K to 12 CG Code Second Semester The learner... demonstrates understanding of the concept of testing to formulate/adopt basic fitness The learner... administers accurately appropriate basic exercise programs for different fitness and performance goals distinguishes the proper tests for specific fitness parameters Week 1-2 SP_FT11-IIa-b-1 demonstrates the correct performance of fitness test procedures SP_FT11-IIa-b-2 evaluates test results based on age, exercise readiness (PAR-Q), and physical activity status SP_FT11-IIa-b-3 realizes the importance of test results as a means to set fitness or performance goals, formulate exercise programs, and monitor progress; Week 3-6 SP_FT11-IIa-b-4 devises exercise programs based on set fitness or performance goals and fitness test results using the principles of specificity, overload, progression, individuality, recovery, and variety SP_FT11-IIa-b-5 illustrates the proper performance of the exercises; SP_FT11-IIa-b-6
- 690. 690 makes adjustments to training parameters (FITT) according to training response; and Week 7-11 SP_FT11-IIa-b-7 recognizes the value of sound program design and constant monitoring in the attainment of fitness and performance goals. SP_FT11-IIa-b-8 Grade Level : Grade 11 Subject : Fundamentals of Coaching Semester Content Standard Performance Standard Most Essential Learning Competencies Duration K to 12 CG Code First Semester The learner... demonstrates understanding of the fundamental concepts and principles of coaching for career preparation. The learner develops a sound coaching philosophy. Explains fundamental concepts and principles of coaching in relation to ethical standards; Weeks 1-5 SP_FC11-Ia-e-1 Realizes that knowledge in coaching prepares learner for a career; Weeks 6-8 SP_FC11-If-h-2 Describes characteristics of an effective coach; Weeks 9-10 SP_FC11-Ii-j-3 Utilizes proper communication techniques in coaching; Weeks 11-12 SP_FC11-Ik-l-4 Identifies documentation Weeks 13-17 SP_FC11-In-q-4
- 691. 691 strategies in monitoring performance (game statistics, progression towards goals, and strategies and tactics) Differentiates various coaching styles; and Weeks 18-20 SP_FC11-r-t-5 Recognizes appropriate coaching behaviour. Weeks 1-20 SP_FC11-a-t-6 Grade Level : Grade11 Subject :Sports Track: Human Movement Semester Content Standard Performance Standard Most Essential Learning Competencies Duration K to 12 CG Code First The learner demonstrates understanding of movement analysis for efficient and effective performance. The learner administers accurately movement screens. describes the nature, purpose, and procedures of movement screens Week 1-3 SP_HM11-Ia-c1 interprets the results of the movement screen; SP_HM11-Id-f2 The learner demonstrates understanding of different theories of motor control and learning for efficient and effective performance. The learner designs sound practice sessions. relates screen result to current performance. SP_HM11-Ig-i-3 The learner demonstrates understanding of The learner administers accurately movement screens. exhibits appreciation of the value of measurement for Week 4-6 SP_HM11-Ia-t-4
- 692. 692 movement analysis for efficient and effective performance efficient and effective performance; explains the different theories of motor control and learning SP_HM11-Ij-k-5 The learner demonstrates understanding of different theories of motor control and learning for efficient and effective performance. The learner designs sound practice sessions. identifies course of action appropriate for various needs and skill levels; SP_HM11-Il-n-6 The learner demonstrates understanding of movement analysis for efficient and effective performance. The learner administers accurately movement screens. modifies course of action based on feedback; and Week 7-9 SP_HM11-Io-t-7 recognizes the value of quality of practice for efficient and effective performance. SP_HM11-Ia-t-8 GradeLevel : Grade 12 Subject :Sports Track: Practicum (In-Campus) Semester Content Standard Performance Standard Most Essential Learning Competencies Duration K to 12 CG Code First Semester The learner demonstrates understanding of integrating the knowledge of safety and first aid, human movement, The learner shows measureable improvement in set performance parameter assesses own performance for goal setting Weeks 1-20 SP_PRA12-Ia-t-1
- 693. 693 psychosocial aspects of sports and exercise, fitness testing and exercise programming for developing sports potential designs a personal training program Weeks 1-20 SP_PRA12-Ia-t-2 exhibits mastery of sports skills Weeks 1-20 SP_PRA12-Ia-t-3 displays improvement of personal best performance Weeks 1-20 SP_PRA12-Ia-t-4 applies safety practices to prevent deconditioning as a result of injury Weeks 1-20 SP_PRA12-Ia-t-5 identifies emerging trends in training Weeks 1-20 SP_PRA12-Ia-t-6 employs stress management techniques to cope with training and competition demands Weeks 1-20 SP_PRA12-Ia-t-7 applies psychosocial techniques achieves sport life balance Weeks 1-20 SP_PRA12-Ia-t-8 realizes the importance of having positive attitude towards sports participation Weeks 1-20 SP_PRA12-Ia-t-9 realizes one’s potential through sports participation Weeks 1-20 SP_PRA12-Ia-t-10 Practice Coaching demonstrates understanding of integrating the assists competently the coach of in- Demonstrates appropriate personal, social, and Weeks 1-20 SP_PRC12-Ia-t-1
- 694. 694 knowledge of coaching, safety and first aid, human movement, psychosocial aspects of sports and exercise, fitness testing and exercise programming for developing one’s potential as a coach campus sports team (varsity and club ethical behavior while coaching utilizes management skills during games/competitions Weeks 1-20 SP_PRC12-Ia-t-2 articulates personal coaching philosophy Weeks 1-20 SP_PRC12-Ia-t-3 provides assessment tools options for the coach Weeks 1-20 SP_PRC12-Ia-t-4 carries out assessment of team members under coach supervision Weeks 1-20 SP_PRC12-Ia-t-5 implements training program designed by the coach Weeks 1-20 SP_PRC12-Ia-t-6 documents player performance during games, progression towards goals, and strategies and tactics of opposing teams Weeks 1-20 SP_PRC12-Ia-t-7 observes safety practices to prevent deconditioning of team members as a result of injury Weeks 1-20 SP_PRC12-Ia-t-8 identifies emerging trends in training and coaching Weeks 1-20 SP_PRC12-Ia-t-9
- 695. 695 recommend psychosocial strategies (goal setting, team building activities and stress management) Weeks 1-20 SP_PRC12-Ia-t-10 realizes one’s potential as a coach through sports participation Weeks 1-20 SP_PRC12-Ia-t-11 demonstrates understanding of integrating the knowledge of officiating and activity management, safety and first aid, psychosocial aspects of sports and exercise for developing one’s potential as a sports official and tournament manager manages competently a sports tournament demonstrates appropriate personal, social, and ethical behavior while officiating Weeks 1-20 SP_PRO12-Ia-t-1 utilizes proper communication techniques in officiating and tournament management Weeks 1-20 SP_PRO12-Ia-t-2 applies safety practices to prevent injuries during the conduct of the tournament SP_PRO12-Ia-t-3 implements a tournament plan Weeks 1-20 SP_PRO12-Ia-t-4 conducts post-event evaluation Weeks 1-20 SP_PRO12-Ia-t-5 identifies recent developments in Weeks 1-20 SP_PRO12-Ia-t-6
- 696. 696 officiating and emerging trends in tournament management recognizes the dynamics of working with the group to achieve teamwork in carrying out a tournament Weeks 1-20 SP_PRO12-Ia-t-7 realizes one’s potential as an official and tournament manager Weeks 1-20 SP_PRO12-Ia-t-8 demonstrates understanding of integrating the knowledge of fitness/sports and recreation leadership, human movement, safety and first aid, fitness testing and exercise programming, psychosocial aspects of sports and exercise, and coaching for developing one’s potential as a sports official and tournament manager 1. delivers a fitness program for an apparently healthy individual or group (for fitness leader) 2. leads an existing sports and recreational program(for sports and recreation leader demonstrates appropriate personal, social, and ethical behavior while performing leadership tasks Weeks 1-20 SP_PRL12-Ia-t-1 carries out health and fitness evaluation of students or clients Weeks 1-20 SP_PRL12-Ia-t-2 designs/implements fitness program(for fitness leader Weeks 1-20 SP_PRL12-Ia-t-3 implements an existing sports and recreation Weeks 1-20 SP_PRL12-Ia-t-4
- 697. 697 program(for sports and recreation leader) exhibits proficiency in exercise techniques or sports skills Weeks 1-20 SP_PRL12-Ia-t-5 applies safety practices to prevent injury during exercise or sports participation Weeks 1-20 SP_PRL12-Ia-t-6 identifies emerging trends in sports, fitness, and recreation Weeks 1-20 SP_PRL12-Ia-t-7 employs motivational techniques in promoting exercise adherence and enjoyment Weeks 1-20 SP_PRL12-Ia-t-8 realizes the importance of having a positive attitude towards sports, fitness and recreation participation Weeks 1-20 SP_PRL12-Ia-t-9 realizes one’s potential in sports, fitness and recreation leadership Weeks 1-20 SP_PRL12-Ia-t-10
- 698. 698 Grade Level :Grade 11 Subject :Psychosocial Aspects of Sports and Exercise Semester Content Standard Performance Standard Most Essential Learning Competencies Duration K to 12 CG Code First The learner demonstrates understanding of basic psychosocial theories and concepts in sports and exercise for performance enhancement and adherence. The learner completes a portfolio consisting of journals, work sheets, interview reports, reflection papers and information materials regarding the psychological benefits of regular sports and exercise participation. 1.explains how different types of motivation affect sports performance and exercise participation Week 1-2 SP_PS11-Ia-b-1 2.uses motivational strategies to encourage sports and exercise participation; SP_PS11-Ic-d-2 3.recognizes the value of effective communication and group cohesion for sports performance and exercise participation SP_PS11-Ia-t-3 4.explains the importance of group structure, role clarity and acceptance for effective team functioning SP_PS11-Ie-f-4 Week 3-4 discusses the effects of group cohesion in sports performance and exercise participation; SP_PS11-Ig-h-5
- 699. 699 recognizes the value of effective communication and group cohesion for sports performance and exercise participation; SP_PS11-ia-t-6 describes arousal, stress, and anxiety in sports and exercise settings; SP_PS11-Ii-7 explains how arousal and anxiety affects sports performance and exercise participation; Week 5-6 SP_PS11-Ij-k-8 describes different strategies in regulating arousal, coping with stress and anxiety in sports and exercise SP_PS11-Il-n-9 recognizes the value of regulating arousal, coping with stress and anxiety for better sports performance and exercise participation; SP_PS11-Ii-t-10 describes symptoms of burnout, and overtraining in sports and exercise participants; SP_PS11-Io-p-11 explains the psychological impact of injuries in sports and Week 7-8 SP_PS11-Iq-s-12
- 700. 700 exercise participants; and recognizes the value of regular sports and exercise participation for overall well-being SP_PS11-Ia-t-13 Grade Level : Grade 11 Subject : Safety and First Aid Semester Content Standard Performance Standard Most Essential Learning Competencies Duration K to 12 CG Code First Semester The learner... demonstrates understanding of safety, injury prevention and management in sports, exercise and recreational settings for prompt and proper response during emergencies. The learner... demonstrates safety practices consistently in sports, exercise and recreational activities. Explains the importance of observing safety practices in performing sports, exercise and recreational activities; Week 1 SP_SFA11-Ia-1 Observes “safety awareness” (preventive and rehabilitative) at all times; Weeks 2-19 SP_SFA11-Ib-t-2 Enumerates ways to safeguard participants from possible injuries; Week 3 SP_SFA11-Ib-3 Identifies activities for restoring strength and condition of participants after rehabilitation; Week 4 SP_SFA11-Ic-4 Identifies signs and symptoms of injuries as well as situations that may prompt such injuries; Weeks 5-9 SP_SFA11-Id-h-5
- 701. 701 Identifies situations requiring prompt response for safety rescue and transfer; Weeks 10-13 SP_SFA11-Ii-l6 Performs appropriate and correct procedures during disaster and emergencies in sports, exercises and recreational settings (simulations); Weeks 14-17 SP_SFA11-Im-p-7 Prepares first kits and equipment; Weeks 18-19 SP_SFA11-Iq-r-8 Develops an emergency plan involving personnel; and Weeks 20-21 SP_SFA11-Is-t-9 Recognizes the value of safety, injury prevention and management in sports and exercise settings for prompt and proper response during emergencies. Weeks 1-21 SP_SFA11-Ia-t-10 GradeLevel : Grade 11 Subject :Sports Officiating and Activity Management Semester Content Standard Performance Standard Most Essential Learning Competencies Duration K to 12 CG Code Second Semester The learner... demonstrates understanding of the fundamental principles, and concepts of sports officiating for effective conduct of games/competitions. The learner... officiates with authority in interscholastic games/competitions. Identifies fundamental concepts, principles, skills and mechanics of sports officiating Weeks 1-3 SP_SO11-IIa-c-1 Explains officiating mechanics of the sport Weeks 4-5 SP_SO11-IId-e-2 Interprets rules of the sport; Weeks 6-7 SP_SO11-IIf-g-3
- 702. 702 Demonstrates appropriate personal, social, and ethical behavior while officiating Weeks 1-10 SP_SO11-IIa-j-4 Utilizes management skills during games/competitions; Weeks 8-9 SP_SO11-IIh-i-5 Analyses own performance after a game/competition; and Week 10 SP_SO11-IIj-6 Values the importance of understanding sports officiating leading towards a career Weeks 1-10 SP_SO11-IIa-j-7 demonstrates understanding of the fundamental concepts of management for the effective conduct of sports, fitness and recreation events. accomplishes a comprehensive activity management portfolio Identifies fundamental concepts of activity management Week 11 SP_AM11-IIk-1 Assesses the feasibility of a sports/fitness/recreation even Weeks 12-13 SP_AM11-IIl-m-2 Identifies the elements of an event plan Week 14 SP_AM11-IIn-3 Utilizes promotional strategies to market the event Week 15 SP_AM11-IIo-4 Devices evaluation techniques to gauge the success of the event Weeks 16-17 SP_AM11-IIp-q-5 Designs a plan for a sports/fitness/recreation event Weeks 18-20 SP_AM11-IIr-t-6 Recognizes the value of careful planning and implementation for effective conduct of a sports/fitness/recreation event. Weeks 1-20 SP_AM11-IIa-t-7
- 703. 703
- 704. 704 Grade Level: Kindergarten ( HOMEROOM GUIDANCE PROGRAM) Quarter Standards Competencies Most Essential Learning Competency Time Allotment K to 12 CG Code 1st Quarter Understand the importance of oneself and others Value oneself 1. Identify one’s strengths, weaknesses, interests, talents, abilities, hobbies and values Week 1 HGKPS-Id.2-7 Value others 2. Recognize oneself as an important part of the family and community Week 2 HGKPS-If.2-11 3. Determine the different family members Week 3 HGKPS-Ig.1-12 4. Show effective ways of relating with other people Week 4 HGKPS-Ig.2-13 Respect individual differences 5. Show effective ways in relating with others and community Week 5 HGKPS-Ih.2-14 Gain understanding of oneself and others 6. Identify the importance of oneself as a member of family and community Week 6 HGKPS-Ii.1-15 2nd Quarter Analyze responsible decisions and goals toward achievement of personal welfare and common good Provide proper steps toward responsible decision-making 1. State own contribution to the solution for issues concerning the family and school Week 1 HGKPS-IIe.2-7 2. Share views about home and school Week 2 HGKPS-IIf.1-8 Evaluate experiences in decision-making towards achieving common good 3. Identify the possible consequences of decisions to oneself and others Week 3 HGKPS-IIf.2-9
- 705. 705 Quarter Standards Competencies Most Essential Learning Competency Time Allotment K to 12 CG Code 4. Determine the consequences of decisions based on different conditions or situations Week 4 HGKPS-IIg.1-10 HGKPS-IIg.2-10 2nd Quarter Analyze the relationship of one’s skills and experiences in choosing a profession, vocation and future plans Understand the importance of guidance from parents or guardians and significant adults in choosing a profession, vocation and future plans 5. Cite the importance of guidance from parents/guardians in choosing ones profession and vocation Week 5 HGKC-IIi.1-12 Strengthen the connection among knowledge, skills and roles of parents or guardians and significant adults in choosing a profession, vocation and future plans 6. Enumerate abilities toward the selection of ones profession, vocation and future plans Week 6 HGKC-IIj.2-14 3rd Quarter Apply ability to protect oneself and others towards effective ways of problem-solving Apply effective ways of protecting oneself and others 1. Identify the people who can help to protect oneself and others Week 1 HGKPS-IIIc.1-4 2. Share experiences and attitude relevant to protecting oneself and others at home and in school Week 2 HGKPS-IIIc.2-5 HGKPS-IIId.1-5 3. Show skills to protect oneself at all times Week 3 HGKPS-IIId.2-6 HGKPS-IIIe.1-6 Share skills helpful to solve problems 4. Determine the different ways in solving problems that involved oneself and others Week 4 HGKPS-IIIg.2-10
- 706. 706 Quarter Standards Competencies Most Essential Learning Competency Time Allotment K to 12 CG Code 5. Solve problems that involved oneself and others Week 5 HGKPS-IIIh.1-11 HGKPS-IIIh.2-11 3rd Quarter Apply the ability to choose their own field based on the different factors toward achieving goals in life Describe the chosen field 6. State the characteristics and tasks of desired profession Week 6 HGKC-IIIi.1-12 4th Quarter Develop academic skills to respond to community development based on international standards Participate in school activities relevant to the needs of the community 1. Demonstrate abilities and willingness to take part in school or community activities Week 1 HGKA-IVa.1-1 Enrich ability to share oneself to respond to international standards Engage oneself in meaningful programs and initiatives for the common good 2. Demonstrate proper ways to interact with others and community Week 2 HGK-PS- IV-e.2-6 Strengthen self- empowerment to respond to the needs of the community 3. Offer suggestions to solve or address issues affecting the community Week 3 HGK-PS-IV-f.1-7 Respond to personal and social needs that can contribute to the promotion of international standards 4. Determine the different problems and its causes a person might experience Week 4 HGK-PS- IV-g.1-8 5. Utilize talents, interests, skills and to improve oneself Week 5 HGK-PS-IV-g.2-9
- 707. 707 Quarter Standards Competencies Most Essential Learning Competency Time Allotment K to 12 CG Code 4th Quarter Implement steps toward the realization of chosen profession and vocation based on international standards State steps to fulfill the goal in life 6. Describe the goals in life Week 6 HGK-C- IV-i.1-11 Grade Level: Primary Level (Grade 1 – Grade 3) Quarter Standards Competencies Most Essential Learning Competency Time Allotment K to 12 CG Code 1st Quarter Understand the importance of oneself and others Value oneself 1. Recognize the basic rights and responsibilities of a child Week 1 HGPS-Id-7 2. Identify personal strengths, weaknesses, talents, abilities, interests, and values Week 2 HGPS-Id-8 Value others 3. Recognize oneself as an important part of the family and community Week 3 HGPS-Ie-11 4. Show effective ways of relating with other people Week 4 HGPS-Ie-13 Respect individual differences 5. Identify the similarities and differences of individuals (in terms of appearance, culture, beliefs, views, and values) Week 5 HGPS-If-14 6. Identify different structures of the family Week 6 HGPS-If-15
- 708. 708 Quarter Standards Competencies Most Essential Learning Competency Time Allotment K to 12 CG Code 1st Quarter Gain understanding of oneself and others 7. Identify the importance of oneself as part of the family and community Week 7 HGPS-Ig-17 8. Practice effective ways in relating with others and community Week 8 HGPS-Ig-18 2nd Quarter Analyze the relevance of experiences in school and community toward academic success Share the lessons learned from school and community that can be used in daily living 1. Enumerate the lessons learned from school and community activities Week 1 HGA-IIb-2 Apply lessons from home, school and community to daily living with consideration to family and society 2. Share lessons from personal experiences gained from family and society beneficial to academic success Week 2 HGA-IIc-3 2nd Quarter Analyze responsible decisions and goals toward achievement of personal welfare and common good Examine the different factors in decision-making for the achievement of success 3. State the different factors in decision-making Week 3 HGPS-IId-4 4. Describe the connection of the different factors in decision- making Week 4 HGPS-IIe-5 Provide proper steps toward responsible decision-making 5. Identify the procedure in decision-making Week 5 HGPS-IIf-6 6. Contribute to the solution for issues concerning the family and the school Week 6 HGPS-IIf-7 Evaluate experiences in decision-making towards achieving common good 7. Identify the outcomes of decision-making based on different conditions or situations Week 7 HGPS-IIg-10
- 709. 709 Quarter Standards Competencies Most Essential Learning Competency Time Allotment K to 12 CG Code Strengthen the connection among knowledge, skills and roles of parents or guardians and significant adults in choosing a profession, vocation and future plans 8. Enumerate the advantages of knowing the connection of choosing profession and vocation with the knowledge, competencies and experiences guided by the parents, guardians, and significant others Week 8 HGC-IIj-14 3rd Quarter Utilize knowledge and skills toward academic success Prepare using knowledge and skills toward academic success 1. Cite ways to accomplish the assigned tasks Week 1 HGA-IIIc-3 2. Make a daily schedule Week 2 HGA-IIIc-4 3rd Quarter Apply ability to protect oneself and other towards effective ways of problem-solving Apply effective ways of protecting oneself and others 3. Identify the people who can help in taking care of oneself and others Week 3 HGS-IIId-5 4. Share experiences and attitude relevant to protecting oneself and others at home and in school Week 4 HGS-IIId-6 Live effective ways in resolving issues that involve oneself and others 5. Identify the different ways of solving problems concerning oneself and others Week 5 HGS-IIIe-7 6. Solve problems concerning oneself and others Week 6 HGS-IIIe-8 Share skills helpful to solve problems 7. Identify good and bad things for others based on the golden rule Week 7 HGS-IIIf-9 8. Analyze good and bad things for oneself and for others Week 8 HGS-IIIf-10
- 710. 710 Quarter Standards Competencies Most Essential Learning Competency Time Allotment K to 12 CG Code 4th Quarter Develop academic skills to respond to community development based on international standards Participate in school activities relevant to the needs of the community 1. Show the ability to participate in school and community activities Week 1 HGA-IVa-1 Demonstrate academic excellence based on global needs 2. Show the skills learned from school necessary to the community Week 2 HGA-IVb-2 Live ways that respect and protect the environment 3. Apply appropriate actions to take care of the environment Week 3 HGA-IVc-3 Engage oneself in meaningful programs and initiatives for the common good 4. Show fairness to others Week 4 HGS-IVe-5 5. Show the ability to relate with others and the community with respect and love Week 5 HGS-IVe-6 Strengthen self- empowerment to respond to the needs of the community 6. Give suggestions to solve the issues affecting the community Week 6 HGS-IVf-7 Respond to personal and social needs that can contribute to the promotiona of international standards 7. Identify the different types of problems and their causes which may be experienced by an individual Week 7 HGS-IVg-8 8. Use talents, interests, capabilities, and abilities for personal development Week 8 HGS-IVg-9 4th Quarter Implement steps toward the realization of chosen profession and vocation based on international standards State steps to fulfill the goal in life 9. Explain the steps to fulfill the goal in life Week 9 HGC-IVi-11
- 711. 711 Grade: Intermediate Level (Grade 4 – Grade 6) ( HOMEROOM GUIDANCE PROGRAM) Quarter Standard Competency Most Essential Learning Competency Time Allotment K to 12 CG Code 1st Quarter Understand the importance of oneself and others Value oneself 1. Recognize that changes in oneself is part of development Week 1 HGIPS-Ia-2 2. Examine one’s thoughts, feelings, beliefs, and the difference between appropriate and inappropriate behavior Week 2 HGIPS-Ia-3 Value others 3. Recognize the importance of others as part of family, school and community Week 3 HGIPS-Ib-4 Respect individual differences 4. Explain the importance of individual difference Week 4 HGIPS-Ic-9 Gain understanding of oneself and others 5. Determine fundamental rights of oneself and others Week 5 HGIPS-Id-10 6. Relate oneself to others HGIPS-Ie-11 7. Share the lessons from personal experiences by empathizing with others Week 6 HGIPS-Ie-12 1st Quarter Understand the knowledge, skills, and positive, attitude for the achievement of optimum learning in school and in daily living Identify the methods of effective study habits toward lifelong learning 8. Show the ability to perform independently in personal and school activities Week 7 HGA-Ig-16 Demonstrate effective study habits
- 712. 712 Quarter Standard Competency Most Essential Learning Competency Time Allotment K to 12 CG Code 9. Share the advantages of effective study habits using personal experiences Week 8 HGIA-Ig-17 2nd Quarter Analyze responsible decisions and goals toward achievement of personal welfare and common good Provide proper procedure toward responsible decision-making 1. Examine the procedures or steps in decision-making Week 1 HGIPS-IIb-5 2. Share personal contribution as part of the solution to family and school issues Week 2 HGIPS-IIb-6 Evaluate experiences in decision-making toward achieving common good 3. Evaluate the outcomes of decisions based on the different conditions and circumstances Week 3 HGIPS-IIc-7 4. Make appropriate decisions to achieve the common good HGIPS-IIc-8 5. Share lessons from experiences which help in decision-making Week 4 HGIPS-IIc-9 Analyze the relevance of experiences in school and community toward academic success Share the lessons learned from school and community that can be used in daily living 6. Enumerate possible contributions to the family and school community based on the lessons learned in school Week 5 HGIA-IIe-13 Apply lessons from home, school and community to daily living with consideration to family and society 7. Participate in community activities through the acquisition of academic knowledge and skills Week 6 HGIA-IIf-16
- 713. 713 Quarter Standard Competency Most Essential Learning Competency Time Allotment K to 12 CG Code 2nd Quarter Analyze the relationship of one’s skills and experiences in choosing profession, vocation and future plans Understand the importance of guidance from parents or guardians and significant adults in choosing a profession, vocation and future plans 8. Enumerate the importance of the guidance of parents, guardians and significant adults in choosing profession and vocation Week 7 HG IC-IIh-21 3rd Quarter Apply ability to protect oneself and others towards effective ways of problem-solving Apply effective ways of protecting oneself and others 1. Share the ability to protect personal and private information in social media Week 1 HGIPS-IIIb-3 2. Practice personal care and safety lessons in times of needs Week 2 HGIPS-IIIb-4 Live effective ways in resolving issues that involve oneself and others 3. Increase the level of ability to appropriately address personal and social issues Week 3 HGIPS-IIIc-7 Share skills that can help in solving problems 4. Identify different skills that others may benefit from Week 4 HGIPS-IIId-8 5. Explain the significance of seeking or rendering help in solving problems HGIPS-IIId-9 6. Participate in effective ways of solving problems concerning family, school and community Week 5 HGIPS-IIId-10
- 714. 714 Quarter Standard Competency Most Essential Learning Competency Time Allotment K to 12 CG Code 3rd Quarter Utilize knowledge and skills toward academic success Enrich knowledge and skills toward academic achievement 7. Note the lessons learned from participating in community activities Week 6 HGIA-IIIf-14 8. Reflect on the learnings from various experiences that will serve as guide and lesson in achieving success Week 7 HGIA-IIIf-15 3rd Quarter Apply the ability to choose their field based on the different factors toward achieving goals in life Reflect on the decisions made for life and profession 9. Examine the steps of self- preparedness in accordance with the skills in the chosen career Week 8 HGIC-IIIj-25 4th Quarter Enrich ability to share oneself to respond to international standards Share one’s abilities for the development of others and community 1. Identify the needs of the family and community Week 1 HGIPS-IVa-1 2. Explain the advantages of helping one’s community Week 2 HGIPS-IVa-2 3. Share knowledge and skills in solving simple issues or problems in the family and community Week 3 HGIPS-IVa-3 Week 4 HGIPS-IVc-7
- 715. 715 Quarter Standard Competency Most Essential Learning Competency Time Allotment K to 12 CG Code Strengthen self- empowerment to respond to the needs of the community 4. Share personal contributions in addressing the needs of community 5. Value how the needs of others and community are addressed Week 5 HGIPS-IVc-8 Respond to personal and social needs that can contribute to the promotion of international standards 6. Identify the needs concerning oneself, others and community Week 6 HGIPS-IVd-9 7. Synthesize minor contributions that yield to positive results or outcomes Week 7 HGIPS-Ivd10 8. Share personal contributions as part of the solution to the global issues Week 8 HGIPS-IVd-11 4th Quarter Develop academic skills to contribute to community development based on international standards Demonstrate academic excellence based on global needs 9. Participate in community activities that are relevant to one’s skills and talents Week 9 HGIA-IVe-14 Grade: Junior High School (7-10) ( HOMEROOM GUIDANCE PROGRAM) Quarter Standard Competency Most Essential Learning Competency Time Allotment K to 12 CG Code 1st Quarter Understand the knowledge, skills, and positive attitude for the achievement of Identify the methods of effective study habits toward lifelong learning 1. Describe different effective learning methods being employed Week 1 HGJA-Ia-2
- 716. 716 Quarter Standard Competency Most Essential Learning Competency Time Allotment K to 12 CG Code optimum learning in school and in daily living Share knowledge, skills, and positive attitude helpful in lifelong learning 2. Demonstrate the ability to independently deal with personal tasks and actively participate in school activities Week 2 HGJA-Ic-5 1st Quarter Understand the importance of oneself and others Value oneself 3. Determine the importance of oneself as part of the family and community Week 3 HGJPS-Id-7 4. Exhibit self-discipline Week 4 HGJPS-Ie-8 5. Manage personal changes toward self-appreciation Week 5 HGJPS-Ie-10 Respect individual differences 6. Value the similarities and differences among the culture, beliefs, views, and values of others Week 6 HGJPS-Ig-13 Gain understanding of oneself and others 7. Strengthen the relationship to others by responsibly fulfilling familial duties Week 7 HGJPS-Ih-15 1st Quarter Understand the importance of knowledge, skills, and positive attitude helpful to daily living and their relation to life and profession Identify factors related to life and profession 8. Identify relationship of gender, family, peers, media, and socio-economic status in choosing profession Week 8 HGJC-Ii-19
- 717. 717 Quarter Standard Competency Most Essential Learning Competency Time Allotment K to 12 CG Code 2nd Quarter Analyze the relevance of experiences in school and community toward academic success Share the lessons learned from school and community that can be used in daily living 5. Share to others the knowledge gained from school and community beneficial in life Week 1 HGJA-IIb-5 Apply lessons from home, school and community to daily living with consideration to family and society 6. Demonstrate how to develop strengths and overcome weaknesses Week 2 HGJA-IIc-7 2nd Quarter Analyze responsible decisions and goals toward achievement of personal welfare and common good Examine the different factors in decision-making for the achievement of success 7. Examine the appropriate and inappropriate steps in personal decision-making Week 3 HGJPS-IId-8 Provide proper procedure toward responsible decision-making 8. Formulate one’s steps in decision making Week 4 HGJPS-IIe-10 9. Practice independent decision- making HGJPS-IIf-11 Evaluate experiences in decision-making towards achieving common good 10. Express views on issues relevant to oneself and others Week 5 HGJPS-IIg-13 11. Identify the various views on personal and social issues HGJPS-IIg-14
- 718. 718 Quarter Standard Competency Most Essential Learning Competency Time Allotment K to 12 CG Code 2nd Quarter Analyze the relationship of one’s skills and experiences in choosing a profession, vocation and future plans Understand the importance of guidance from parents or guardians and significant others in choosing a profession, vocation and future plans 12. Identify the important aspects to be considered in choosing a profession, vocation, and the future Week 6 HGJC-IIi-18 Relate the choice of profession, vocation and future plans to one’s skills, competencies, and the roles of parents/guardians and significant adults 13. Analyze personal abilities and experiences Week 7 HGJC-IIj-20 14. Recognize the important opinions of parents, guardians, and significant others to make meaningful decisions Week 8 HGJC-IIj-21 3rd Quarter Apply the ability to protect oneself and others toward effective ways of problem- solving Apply effective ways of protecting oneself and others 1. Perform duties for oneself and for others Week 1 HGJPS-IIIc-8 2. Realize the advantages and importance of being responsible for oneself and for others Week 2 HGJPS-IIIc-9 Live effective ways in resolving issues that involve oneself and others 3. Relate the effective ways in solving problems Week 3 HGJPS-IIIc-10 Share skills helpful to solve problems 4. Participate in responding to life challenges Week 4 HGJPS-IIId-12 5. Respond to the needs of the community toward peace Week 5 HGJPS-IIId-14 3rd Quarter Apply the ability to choose their own field based on the different Describe the chosen field 6. State one’s meaningful characteristics relevant to the chosen career Week 6 HGJC-IIIf-16
- 719. 719 Quarter Standard Competency Most Essential Learning Competency Time Allotment K to 12 CG Code factors toward achieving goals in life Decide for life and profession 7. Explain the connection of work, needs of the society, and global economy Week 7 HGJC-IIIg-17 Reflect on the decisions made for life and profession 8. Respond to the required expertise of certain industry, and of other types of jobs Week 8 HGJC-IIIj-20 4th Quarter Develop academic skills to respond to community development based on international standards Demonstrate academic excellence based on the global needs 1. Express initiative in extending help to the community Week 1 HGJA-IVb-3 2. Give comments or suggestions for the welfare of the community Week 2 HGJA-IVb-4 Live ways that respect and protect the environment 3. Show concern to the environment using knowledge and skills Week 3 HGJA-IVb-5 4th Quarter Enrich the ability to share oneself to respond to international standards Share one’s abilities for the development of others and community 4. Show adaptive behavior to the new changes in the community Week 4 HGJPS-IVc-8 5. Participate in the advocacies of the community toward progress HGJPS-IVc-9 Engage oneself in meaningful programs and initiatives for the common good 6. Reflect on the importance of one’s involvement in resolving the different issues of the community Week 5 HGJPS-IVd-10 Week 6 HGJPS-IVd-13
- 720. 720 Quarter Standard Competency Most Essential Learning Competency Time Allotment K to 12 CG Code Strengthen self- empowerment to respond to the needs of the community 7. Show optimism in dealing with life challenges Respond to personal and social needs that can contribute to the promotion of international standards 8. Contribute meaningful ways on how to be the catalyst of change Week 7 HGJPS-IVe-18 4th Quarter Implement the steps toward the realization of chosen profession and vocation based on international standards State steps to fulfill the goal in life 9. Relate the relevance of decision-making in track and strand selection to planning, and to the transition to next grade/ level toward the future goals Week 8 HGJC-IVh-22 Outline plans for the chosen profession, vocation and the future 10. Compare the helpful ways on how to attain desired profession or vocation HGJC-IVi-23
- 721. 721 Grades: Senior High School (Grade 11 – Grade 12) Quarter Competencies Most Essential Learning Competency Time Allotment K to 12 CG Code First Quarter Value oneself 4. Identify strengths and weaknesses Week 1 HGSPS-Ie-4 5. Exhibit the importance of oneself in the following aspects: 5.1. physical and physiological 5.2. psychological 5.3. intellectual 5.4. spiritual 5.5 social HGSPS-Ie-5 Value others 6. Exhibit the importance of others in the following aspects: 6.1. physical and physiological 6.2. psychological 6.3. intellectual 6.4. spiritual 6.5 social Week 2 HGSPS-If-6 Respect individual differences 7. Demonstrate acceptance of others without discrimination Week 3 HGSPS-Ig-7 8. Show respect to others in: 8.1. words 8.2. actions 8.3. objective view HGSPS-Ig-8 Gain understanding of oneself and others 9. Explain that oneself and others are capable to commit right and wrong actions or decisions Week 4 HGSPS-Ih-9 10. Demonstrate the appropriate response to other’s actions or decisions HGSPS-Ih-10 Second Quarter Examine the different factors in decision-making for the achievement of success 1. Manage factors in sound decision-making: 1.1 Oneself 1.2 Family 1.3 School 1.4 Peers / Fellow Week 1 HGSPS-IIe-5
- 722. 722 Quarter Competencies Most Essential Learning Competency Time Allotment K to 12 CG Code 1.5 Church / Faith 1.6 Media and Technology 1.7 Government 2. Make a right decision based on: 2.1 Information 2.2 Situation 2.3 advice of from more knowledgeable other (MKO) Week 2 HGSPS-IIf-6 Provide proper procedure toward responsible decision-making 3. Explain the importance of steps for meaningful decision-making Week 3 HGSPS-IIg-7 Evaluate the experiences in decision-making toward achieving common good 4. Discuss how personal experiences in decision-making impact oneself and others HGSPS-IIg-8 Third Quarter Apply effective ways of protecting oneself and others 1. Recognize human rights with the accountability to protect oneself and others Week 1 HGSPS-IIId-5 2. Analyze the laws that protect oneself and others like but not limited to the following: 2.1 Anti-Bullying Act (RA 10627) 2.2 Child Protection Policy (DO No 40 s 2012) 2.3 Violence Against Women and their Children (RA 9262) 2.4 Anti-Sexual Harassment Act (RA 7877) 2.5 Anti-Rape Law (RA No 8353) 2.6 Cyber Crime Law (RA 10175) 2.7 Gender and Development Millennial Development (DM 88 s 2016, DO 27 s 2013) 2.8 Dangerous Drug Acts of 2002 (RA 9165) Week 2 HGSPS-IIIe-6
- 723. 723 Quarter Competencies Most Essential Learning Competency Time Allotment K to 12 CG Code 2.9 Reproductive Health Law (RA10354) 6.10 Family Code (EO 209) Live effective ways in resolving issues that involve oneself and others 7. Show optimism in facing life challenges and problems Week 3 HGSPS-IIIf-7 Share skills helpful to solve problems 8. Express personal abilities in solving problems using lessons learned through self-evaluation Week 4 HGSPS-IIIg-8 Fourth Quarter Share one’s abilities for the development of others and community 1. Participate in the community activities using the acquired skills Week 1 HGSPS-IVd-4 Engage oneself in meaningful programs and initiatives for the common good 2. Organize projects for fellow youth, aiming to enhance and develop skills beneficial to the community development which includes but not limited to the following: 5.1 gift-giving 5.2 tree planting 5.3 feeding program 5.4 clean and green 5.5 traditional Filipino games Week 2 HGSPS-IVe-5 Strengthen self-empowerment to respond to the needs of the community 3. Conduct ways on how to influence fellow youth to participate in civic projects Week 3 HGSPS-IVf-6 Respond to personal and social needs that can contribute to the promotion of international standards 4. Show ways on how to develop oneself as a role model helpful to others Week 4 HGSPS-IVg-7
- 724. 1 GUIDELINES ON THE USE OF THE MOST ESSENTIAL LEARNING COMPETENCIES (MELCs) I. Rationale As the COVID19 pandemic continues to impact various governments and economies around the world, even schools are not spared from its crippling effects. The current global health crisis poses a profound impact on the basic education system as approximately 87% of the world’s student population, that is 1.5 billion learners, have been affected by school closures (UNESCO, 2020). While interim distance and remote learning programs are being put in place in many locations, the most marginalized, poverty-stricken, and vulnerable children are also the most disadvantaged. As for the Philippines, ensuring the welfare of more than 27 million learners in the basic education alone requires indomitable commitment especially amidst this crisis. However, as UNESCO reiterates its stand in spite of the circumstances, ‘Education cannot wait. If learning stops, we will lose human capital.’ Thus, meeting the needs of the most vulnerable populations in these times is essential in achieving SDG4 (UNESCO, 2017). The Department echoes UNESCO’s belief that educational quality, access, and system strengthening cannot be compromised in times of crisis (UNESCO, 2017) and doing the opposite will negatively affect human capital. Thus, the Department of Education affirms its commitment in sustaining the delivery of quality, accessible, relevant and liberating Philippine basic education services anchored on the Sulong Edukalidad framework. It will continue to strive to produce holistic Filipino learners with 21st century skills. Consequently, the Bureau of Curriculum Development ensures that learning standards are relevant and flexible to address the complex, disruptive, volatile, and ambiguous impact of COVID-19 in the Philippines particularly in the basic education sector. Working on the said premise, the Department hereby releases the Most Essential Learning Competencies (MELCs) to be used nationwide by field implementers and private schools for SY 2020-2021 only. The release of the MELCs is not just a response to addressing the challenges of the current pandemic but is also part of the Department’s long-term response to the call of SDG 4 to develop resilient education systems, most especially during emergencies. Thus, it can be used under certain circumstances as a mechanism to ensure education continuity (curriculum dimension). However, releasing the MELCs does not downplay the standards set by the K to 12 curriculum guides. Rather, these serve as guide to teachers as they address the instructional needs of learners while ensuring that curriculum standards are maintained and achieved. The content and performance standards are indicated in the attached documents for field implementers to recognize that the MELCs are anchored on the prescribed standards. Furthermore, the MELCS intend to assist the schools in navigating the limited number of school days as they employ multiple delivery schemes by providing them ample instructional space. II. Background on the Identification of the Most Essential Learning Competencies
- 725. 2 The Department, through the Bureau of Curriculum Development – Curriculum Standards Development Division in collaboration with the Assessment Curriculum and Technology Research Centre (ACTRC), started working on the identification of essential learning competencies in the middle of 2019 as part of its initiative in reviewing the intended curriculum. Bureau specialists, academic experts and field implementers worked to reach a consensus regarding the criteria to be used and mechanism to adopt in determining these competencies. Initiated by Secretary Leonor Magtolis-Briones, the K to 12 curriculum review is not just meant to fulfill one of the provisions of Republic Act (RA) 105333 to review the curriculum but is her continuing commitment to ensure quality, relevant and liberating education. After the four phases of curriculum review are completed, the Secretary will convene the Curriculum Consultative Committee to present the findings as provided for in Section 6 of the same Republic Act. The review focused on articulation within and across learning areas which led to the identification of gaps, issues, and concerns across learning areas and grade levels. Moreover, areas for improvement that would enhance the learning engagement, experience and outcomes were recommended. Results of the review from the workshop series provided an overview of the articulation of learning competencies in each learning area. Specifically, the review covered the following: ● mapping of the essential and desirable learning competencies within the curriculum; ● identification of prerequisite knowledge and skills needed to prepare students for essential learning competencies; and ● analysis of the interconnectedness of prerequisite knowledge and skills among the learning competencies for each subject area. Essential learning competencies were defined as what the students need, considered indispensable, in the teaching-learning process to building skills to equip learners for subsequent grade levels and consequently, for lifelong learning. On the other hand, desirable learning competencies were defined as what may enhance education but may not be necessary in building foundational skills. A list of characteristics of essential learning competencies was provided to help participants decide which among the learning competencies are deemed most important. Characteristics of an Essential Learning Competency Learning competency is ESSENTIAL if … 1. it is aligned with national, state, and/or local standards/ frameworks (eg: 'scientifically literate Filipinos'). 2. it connects the content to higher concepts across content areas. 3. it is applicable to real-life situations. 4. If students left school after this grade, it would be important for them to have this competence above many others.
- 726. 3 5. it wouldn't be expected that most students would learn this through their parents/communities if not taught at school. These characteristics are based on a US-developed competency validation rubric, which is intended to assure that learning competencies can reach the highest level of quality and comparability across schools (New Hampshire Department of Education, 2012); adaptations were made for relevance in the Philippine context. As the Department anticipates the challenges in employing various schemes in the delivery of the learning standards due to COVID19, the number of the identified essential learning competencies per quarter were further reduced, thus, the term most essential learning competencies (MELCs). In determining the criteria for the selection of the most essential learning competencies, the Department in consultation with stakeholders , during which the descriptor – ENDURANCE – was considered the primary determining factor. A learning competency is considered enduring if it remains with learners long after a test or unit of study is completed or if it is useful beyond a single test or unit of study. Examples of such learning competencies include research skills, reading comprehension, writing, map reading, and hypothesis testing, which are essential in many professions and in everyday life (Reeves, 2002; Many & Horrell, 2014). The Department then identified the MELCs through the application of these understandings. Necessary in the above process is the decision whether a learning competency is to be retained, merged, dropped, or rephrased. As a general rule, a learning competency is retained if it satisfies the endurance criterion which greatly contributes to life-long learning and is a pre-requisite skill to the next grade level. On the other hand, two or more learning competencies are merged or clustered if they have the same objective or learning intention; and thus, can be combined into one comprehensive learning competency. In addition, a significant number of learning competencies is removed/dropped due to the following reasons: - they are too specific (and the articulation is similar to that of a learning objective) - they are deemed appropriate to be introduced in an earlier quarter or grade level or moved to a later quarter or grade level - they are recurring - they are subsumed in another learning competency. Finally, a learning competency is rephrased to be more concise. The content and performance standards are directly lifted from the curriculum guides. Its inclusion is to emphasize that the identification of MELCs is anchored on the prescribed standards and not a departure from the standards-based basic education curriculum. Thus, teachers are encouraged to refer to the 2016 Curriculum Guides in unpacking the MELCs.
- 727. 4 All learning areas will still be taken up by the learners in all grade levels, albeit with streamlined competencies. This is to ensure that the learning outcomes are still achieved even in this pandemic. It is noted that, by principle, the time allocated per subject on a daily basis did not change. This means that schools need to consider this aspect in employing various delivery schemes. Field implementers and private schools are encouraged to contextualize the most essential learning competencies in order to accommodate the varying contexts of learners, teachers, learning environment and support structures considering both the content and performance standards. It is advantageous for students to learn the concepts and skills in the MELCs through meaningful activities and scenarios relatable to them and within the context of the students’ own environment. The MELCs are implementable as long as the designed activities also teach the procedures and processes on how and when to apply those knowledge and skills in a given context. With these, Filipino learners are guaranteed relevant and quality basic education despite the current health crisis. The Department of Education, through the Office of the Undersecretary for Curriculum and Instruction, shall gather relevant feedback on a regular basis from all concerned internal and external partners and stakeholders in the implementation of these guidelines in order to further enhance its provisions and findings which will serve as inputs to the ongoing review of the K to 12 curriculum.
- 728. 5 Guide for Teachers in using the Kindergarten Most Essential Learning Competencies (MELCs) The Department of Education, through the Bureau of Curriculum Development-Curriculum Standards Development Division, has developed the most essential learning competencies (MELCs) to address the challenges brought about by the global pandemic. Its negative impacts in the educational system which include but not limited to the shortened school year, limited face to face interaction of teachers and learners, and other instructional delivery-related concerns pose serious problem most specifically to early childhood learners. Thus, the MELCs ensure that that all five-year-old Filipino learners achieve the content and performance standards expected of them in various learning domains. In the process of identifying the MELCs, the ENDURANCE criterion was used as the sole determiner. Endurance is defined as the learning competency that remains with learners long after a test is completed (Reeves, 2002) or is useful beyond a single test or unit of study (Many and Horrell, 2014) which is applicable to real-life situations e.g. social participation and integration. Finally, the MELCs identified under the seven (7) developmental domains are those that work in close association with the circular themes from the Kindergarten Curriculum Guide which will be used for each lesson and activity for the week. How to Use the MELCs The MELCs identified in Kindergarten may be taught repeatedly to help the learner acquire the necessary knowledge, skills and values. It is also recommended that the teacher unpack the MELCs into more specific learning competencies or objectives using the Kindergarten Curriculum Guide. The teacher may add more sub-competencies depending on the need of the learners. Example: Quarter 1 – Week 1 Content Standards Performance Standards Most Essential Learning Competencies Sub-Competencies Ang bata ay nagkakaroon ng pag- unawa sa sariling ugali at damdamin. Ang bata ay nakapagpapamalas ng kakayahang kontrolin ang sariling damdamin at pag-uugali, gumawa ng desisyon at magtagumpay sa kanyang mga gawain 1. Nakikilala ang sarili a) pangalan at apelyido b) kasarian c) gulang/kapanganakan d) 1.4 gusto/di-gusto e) Use the proper expression in introducing oneself e.g., I am/My name is ______ Use the proper expression in introducing oneself e.g., I am/My name is ______ Talk about one’s personal experiences/narrates events of the day Naipakikita ang tiwala sa sarili na tugunan ang sariling pangangailangan nang mag-isa Hal. maghugas ng kamay, kumain, magbihis, magligpit, tapusin ang gawaing nasimulan Quarter 2 - Week 2 Content Standards Performance Standards Most Essential Learning Competencies Sub-Competencies
- 729. 6 Ang bata ay nagkakaroon ng pag- unawa sa konsepto ng pamilya, paaralan at komunidad bilang kasapi nito Ang bata ay nakapagpapamalas ng pagmamalaki at kasiyahang makapagkuwento ng sariling karanasan bilang kabahagi ng pamilya, paaralan at komunidad Ang bata ay nakapagpapamalas ng a) pagmamalaki at kasiyahang makapagkuwento ng sariling karanasan bilang kabahagi ng pamilya, paaralan at komunidad Nailalarawan ang mga karanasan na may kinalaman sa pagtutulungan ng pamilya at paaralan Naikukuwento ang mga naging karanasan bilang kasapi ng komunidad Talk about family members, pets, toys, foods, or members of the community using various appropriate descriptive words Grade Level: Kindergarten Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration 1 Ang bata ay nagkakaroon ng pag-unawa sa sariling ugali at damdamin. Ang bata ay nakapagpapamalas ng kakayahang kontrolin ang sariling damdamin at pag- uugali, gumawa ng desisyon at magtagumpay sa kanyang mga gawain 2. Nakikilala ang sarili f) pangalan at apelyido g) kasarian h) gulang/kapanganakan i) 1.4 gusto/di-gusto j) Use the proper expression in introducing oneself e.g., I am/My name is ______ Week 1 Ang bata ay nagkakaroon ng pag-unawa sa sariling ugali at damdamin. Ang bata ay nakapagpapamalas ng kakayahang kontrolin ang sariling damdamin at pag- uugali, gumawa ng desisyon at magtagumpay sa kanyang mga Gawain • Nasasabi ang mga sariling pangangailangan nang walang pag-aalinlangan Nakasusunod sa mga itinakdang tuntunin at Week 2
- 730. 7 Ang bata ay nagkakaroon ng pag-unawa sa konsepto ng mga sumusunod na batayan upang lubos na mapahalagahan ang sarili: 1. Disiplina Ang bata ay nakapagpapamalas ng tamang pagkilos sa lahat ng pagkakataon na may paggalang at pagsasaalang- alang sa sarili at sa iba gawain (routines) sa paaralan at silid-aralan The child demonstrates an understanding of objects in the environment have properties or attributes (e.g., color, size, shapes, and functions) and that objects can be manipulated based on these properties and attributes The child demonstrates an understanding of letter representation of sounds – that letters as symbols have names and distinct sounds The child shall be able to manipulate objects based on properties or attributes The child shall be able to identify the letter names and sounds • Sort and classify objects according to one attribute/property (shape, color, size, function/use) Trace, copy, and write different strokes: scribbling (free hand), straight lines, slanting lines, combination of straight and slanting lines, curves, combination of straight and curved and zigzag Week 3 Ang bata ay nagkakaroon ng pag-unawa sa sariling ugali at damdamin Ang bata ay nakapagpapamalas ng kakayahang kontrolin ang sariling damdamin at pag- uugali, gumawa ng desisyon • Naisakikilos ang sariling kakayahan sa iba’t ibang paraan, hal. pag-awit, pagsayaw, at iba pa Week 4
- 731. 8 The child demonstrates an understanding of similarities and differences in what he/she can see at magtagumpay sa kanyang mga Gawain The child shall be able to actively listen to the sounds around him/her and is attentive to make judgments and respond accordingly • Identify the letter, number, or word that is different in a group Ang bata ay nagkakaroon ng pag-unawa sa sariling ugali at damdamin The child demonstrates an understanding of similarities and differences in what he/she can see Ang bata ay nakapagpapamalas ng kakayahang kontrolin ang sariling damdamin at pag- uugali, gumawa ng desisyon at magtagumpay sa kanyang mga Gawain The child shall be able to critically observes and makes sense of things around him/her • Nakikilala ang mga pangunahing emosyon (tuwa, takot, galit, at lungkot) Tell which two letters, numbers, or words in a group are the same Week 5 The child demonstrates an understanding of Objects can be 2-dimensional or 3- dimensional The child demonstrates an understanding of body parts and their uses The child shall be able to describe and compare 2- dimensional and 3- dimensional objects The child shall be able to take care of oneself and the environment and able to solve problems • Recognize symmetry (own body, basic shapes) Identify one’s basic body parts Week 6
- 732. 9 encountered within the context of everyday living The child demonstrates an understanding of body parts and their uses The child sha