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K to 12 Curriculum Guide
January 31, 2012
K TO 12 – KINDERGARTEN
I. INTRODUCTION “The first years of life are important because what happens in early childhood can matter in a lifetime.” (Harvard, 2009) The Department of Education (DepEd) having been a strong advocate of early childhood education has implemented various programs for preschoolers for decades now. The Department further strengthens this through the inclusion of kindergarten in the K to 12 basic education curriculum in the country. DepEd believes Kindergarten is a transition stage between informal literacy and formal literacy (grade 1-12). This is the period of greatest growth and development, when the brain develops most rapidly, almost at its fullest. It is a period when walking, talking, self- esteem, vision of the world and moral foundations are established. Children at this stage should be immersed with activities, games, and plays to naturally acquire the skills/competencies appropriate for their holistic development as emergent literates and be ready for formal school. According to National Association for the Education of Young Children (NAEYC) kindergarten is a critical year where children’s experiences nurture positive approaches to learning and prepare children for the more rigorous academic expectations of the primary grades (NAEYC, 2009). Therefore, kindergarten teachers should guide the learners using an engaging and creative curriculum that is developmentally appropriate. Republic ACT 10157 also known as the Kindergarten Education Act which was signed into law by President Benigno Aquino III on Jan. 20 makes kindergarten “the first stage of compulsory and mandatory formal education.” For public schools, the kindergarten education program will be free of tuition and other school fees. With the Kindergarten Education Act, the kindergarten education program will be comprised of one year of preschool education for children aged five and above. The act also pushes for the conceptualization and development of a regular training program for kindergarten teachers to ensure that teaching styles, methodologies and approaches are always in line with modern trends in and issues on education.
K to 12 Curriculum Guide - Kindergarten – version as of January 31, 2012
It is likewise aligned with National Early Learning Framework (NELF). The Kindergarten Curriculum Framework K to 12 Curriculum Guide . FRAMEWORK The Kindergarten Curriculum Framework draws from the principles and goals of the K to 12 Philippine Basic Education Curriculum Framework. 2012 2 . It clearly depicts the developmental tasks and milestones of 5 to 6 year-olds and how educators can guide them to develop holistically.K TO 12 – KINDERGARTEN II.Kindergarten – version as of January 31. Figure 1.
parents. socio-emotional 3 K to 12 Curriculum Guide . NELF furthers its view of the Filipino Child as… …as a human being who loves God. knows his/her basic rights. The National Early Learning Framework (NELF). views the Filipino Child as the most important asset of the nation. creative and aesthetic. should multi-level because kindergarteners will differ in their development in each domain. and uses the mother tongue as medium of instruction.Kindergarten – version as of January 31. 5. recommends the use of strategies that address needs and interests of the learners. physical. (1) Developmental Domains. Kindergarten classrooms. socio-emotional. individually appropriate and socio-culturally appropriate ( NAEYC. is proud to be a Filipino. 2012 . 1. every classroom is a multi-level classroom every teacher is a multi-level facilitator every learner is unique every learner has particular intelligence or intelligences every learner has his/her own learning styles every learner has his/her own particular needs a. respects other cultures and is able to live in peace and harmony with all. The circle consists of three main components. honors the customs . language. A. 2009) This Kindergarten framework considers the developmental benchmarks of Filipino five-year-olds. then moving up to the principles and leading to the approaches. physical c. Thus beginning at an early age the child must be cared for and given all the opportunities to address current developmental needs and prepare him/her for lifelong learning. 3.K TO 12 – KINDERGARTEN The framework is composed of two parts. 2. and the (3) Curricular Themes. The following are situations that a kindergarten teacher should put to mind. cognitive b. traditions and good values of the people. At the center is the Filipino child who is envisioned to be functionally literate and holistically developed. and values and character). formulated by the Early Childhood Care and Development Council. Kindergarteners are constantly developing in the different domains (cognitive. 4. PRINCIPLES A developmentally appropriate curriculum is one that is age-appropriate. beginning with the comprehensive Developmentally Appropriate Practices (DAP). and country. (2) Learning Areas. therefore. The rectangular figures show the teaching-learning theoretical bases. 6.
moving. He/she has an innate desire to learn and is best done through meaningful and real experiences. every learning has a right to develop uniquely from the others This framework upholds the sixteen (16) general principles of the NELF as guides on (1) child growth and development (2) learning program development and (3) learning assessment development: 1. every learner has his/her own particular wants and interests 8. 2. The learning and development of every child involves a series of complex and dynamic processes that are best attended to in a more positive and responsive manner. ON CHILD GROWTH AND DEVELOPMENT The following are the general guiding principles on child growth and development: 1. K to 12 Curriculum Guide . Every child is unique. The child needs to be nurtured in a good and caring environment that enhances healthy and dependable relationships with other children and most significant adults.K TO 12 – KINDERGARTEN 7. 3.Kindergarten – version as of January 31. 2. The learning program is child centered. Growth and development varies from child to child of which the first six years of life are most vital. The child must be encouraged to aspire beyond one’s own level of achievements and to practice newly acquired competencies. feeling and interactive human being able to actively participate in the learning and development of self in the context of one’s family and community including cultural and religious beliefs. 5. ON LEARNING PROGRAM DEVELOPMENT The following are the general guiding principles on learning program development: 6. 2012 4 . Every aspect of growth and development is interrelated and interdependent. It promotes the holistic way by which young children grow and develop. 4. Every child is a thinking. and recognizes the role of families and communities to support the child through various stages of growth and development.
8. Assessment is essential to identifying the child’s total developmental needs and does not determine academic achievement. 12. in order to be aligned with Developmentally Appropriate Practices. 16. 9. 14. are marginalized and/or at risk. Ratings should be qualitative/descriptive and not only numerical. i n q u i r y . collaborative. The family and community may be informed of the general outcomes of learning in the early years so as to encourage further cooperation and partnerships The framework espouses teaching-learning approaches that are constructivist. integrative. Assessment is best conducted on a regular basis so that a timely response may be made to improve learning areas. thematic. The results of the assessment of learning of a child shall be kept strictly confidential 15. Assessment is done to monitor learning.Kindergarten – version as of January 31. and must sustain interest in active learning of all young children including those with special abilities. 3. 10. know where the child and inform parents of the child’s progress. 13. The learning program is appropriate for developing the domains of development identified in the NELF.K TO 12 – KINDERGARTEN 7. K to 12 Curriculum Guide . The mother tongue shall be used as the child’s language of learning in the early years and shall be recognized as a bridge language of learning. 2012 5 . The use of learning materials and other resources that are locally developed and/or locally available is encouraged.b a s e d and reflective. ON LEARNING ASSESSMENT The following are the general guiding principles on learning assessment development: 11. NELF and K to 12 Framework. The learning program is implemented by way of diverse learning activities that may be enhanced with technologies such as interactive radio and audio/video clips for learning areas.
o Copies a simple pattern of different basic shapes o Draws a human figure (head. eyes. The following are the six domains.K TO 12 – KINDERGARTEN B. a little like a rose bud. Well-being and Motor Development refers to a child’s physical growth. including buttoning and tying o Wipes/Cleans him/herself after a bowel movement 6 Gross Motor Skills Development Fine Motor Skills Development • Personal Care and Hygiene K to 12 Curriculum Guide . trunk. (2) Social-Emotional Development. etc. Domain 1: PHYSICAL HEALTH. The child has adequate stamina to participate in daily activities. The child is seen as being in the process of blossoming. head circumference) The child has adequate sensory systems to participate in daily activities. This principle states that development happens through a gradual unfolding. and the development of skills related to the use of large and small muscle groups. Well-being and Motor Development. These includes: (1) Physical Health. and (6) Creative and Aesthetic Development. 2012 . The child can control and coordinate hand and finger movements. 1. WELL-BEING AND MOTOR DEVELOPMENT Sub-domain Physical Health • • • • • Benchmarks/expectation from 5 to 6 year-olds The child demonstrates adequate growth (weight. The child shows control and coordination of body movements involving large muscle groups. that should not be hurried.Kindergarten – version as of January 31. lest it loses its chance to fully develop. legs. health and safety. mouth. Component 1: The Developmental Domains and Benchmarks/Expectations Component 1 : shows the developmental domains represented by the six interlocked ellipses. arms. These domains are the developmental tasks or milestones that kindergarteners are expected to attain. (3) Character and Values Development (4) Cognitive/ Intellectual Development (5) Language Development.) without prompts o Draws a house without prompts using geometric forms o Colors with strokes staying within the lines The child participates in basic personal care routines o Feeds self-using fingers without spillage o Prepares own food o Dresses without assistance. Physical Health. They are arranged to form a flower in order to emphasize Erikson’s epigenetic principle.
pride. language. guilt).K TO 12 – KINDERGARTEN o o Brushes teeth after meals without having to be told Washes and dries face independently without having to be told 2. The child expresses knowledge of self and basic roles of people in his/her immediate environment. Social . The child demonstrates ability to self –regulate feelings/emotions and follows schedules as well as rules and regulations.Emotional Development refers to the child’s ability to know one’s self. and relate to others. The child forms healthy attachments to primary caregivers and other significant adults and children in his/her life. Domain 3: CHARACTER AND VALUES DEVELOPMENT Sub-domain Personal Values (Honesty) • Benchmarks/expectation from 5 to 6 year-olds The child demonstrates honesty in words and in actions. 2012 . The child has positive relations and interactions with adults. culture. Domain 2: SOCIAL AND EMOTIONAL DEVELOPMENT Sub-domain Emotional Expression • • • • • • • • • • Benchmarks/expectation from 5 to 6 year-olds The child expresses different basic emotions. The child takes social cues from the environment and adjusts his behavior accordingly. express and understand feelings.Kindergarten – version as of January 31. right and wrong. Character and Values Development refers to a developing understanding of justice and fairness. The child comprehends and displays self-appraisal emotions (shame. The child plays and has positive interactions with other children. The child is receptive to the different emotions of other people and shows empathy. love and respect for different arenas of the child’s life. 7 K to 12 Curriculum Guide . The child recognizes and respects similarities and differences in people. Emotional (Receptivity to Other’s Emotions) Social (Emerging Sense of Self) Social (Forming Attachments) (Interactions with Other Children) Social (Interactions with Adults) Social (Sensitivity) Social (Appreciating Diversity) 3.
O Works well with others The child demonstrates knowledge and love for his/her community or neighborhood.Kindergarten – version as of January 31. 2012 . The child opts for cooperative. 8 K to 12 Curriculum Guide . The child shows respect and love for the Philippines. Spiritual (Appreciation of Nature) Spiritual (Care for Nature and Its Resources) Spiritual (Love for the Creator) • • • 4. o Knows he/she is Filipino o Keeps during flag ceremony o Knows name of country The child shows interest in and wonder at nature. non-aggressive means for achieving goals and resolving conflict. respects and feels he/she belongs to a family unit. The child shows respect and love for the Creator. o Does his/her share of work in the classroom o Does and finishes assigned tasks without prompting The child loves. children. Interpersonal Values (Pakikipagkapwa) • • • • • Nationalism (Love of Community) Nationalism (Love of Country) The child shows respect for others. and adults alike. Domain 4: COGNITIVE DEVELOPMENT Sub-domain Attention and Activity Level • Benchmarks/expectation from 5 to 6 year-olds The child is able to sustain attention and modulate his activity at age-expected levels. understand concepts and their logical relations. and to manipulate them to arrive at new ideas or conclusions.K TO 12 – KINDERGARTEN Personal Values (Responsibility) Interpersonal Values (Love of Family) • • The child takes on responsibility and accomplishes these as best he/she can. Cognitive/Intellectual Development refers to a child’s ability to abstract. The child demonstrates a caring attitude towards nature’s creatures and its resources. The child demonstrates concern for others.
etc.Kindergarten – version as of January 31. or new associations between existing ideas or concepts. Higher-Ordered Mental Abilities (Concept Formation) • Higher-Ordered Mental Abilities (Cause-Effect Relationships) Memory (Memory for Experiences: Episodic Memory) Memory (Memory for Concept-Based Knowledge: Semantic Memory • • • Higher-Ordered Mental Abilities (Logical Reasoning) • Higher-Ordered Mental Abilities (Planning and Organizing) Higher-Ordered Mental Abilities (Creative Thoughts) • • Higher-Ordered Mental Abilities (Cognitive Flexibility) • K to 12 Curriculum Guide . o Can tell which is the left and right people facing him/her o Knows the difference between yesterday. events. The child is able to store verbal information in short and long –term memory. familiar activity. The child is able to recall people he has met. seriation.. and uses these as the basis for understanding how materials are categorized in his/ her environment. 2012 9 . including problem situations. today.e. o Can draw things or scenes from experience but with no actual model or reference o Can draw or paint things that do not exist in real life The child is able to shift to more adaptive cognitive processing strategies in order to effectively deal with new and unexpected conditions in his/her environment. o Can recite the days of the week with some errors o Remembers lessons learned in school even after several days have passed o Can recite the days of the week with no errors o Can recite the months of the year with some errors The child is able to follow the logic of events (i. and places he has been to. quantity. o Knows that certain elements remain the same even if their positions changes o Able to predict what will happen next in a story o Can predict how a story will end half-way through The child is able to plan and organize a simple. reasons why these happen) and draw accurate conclusion by evaluating the facts presented to him. and tomorrow o Understands the concept of number-quantity relations for 1-10 o Demonstrates concept of addition using finger or objects o Demonstrates concept of subtraction using fingers or objects The child is able to understand the cause –effect relationships. o Can plan how he/she will carry out an activity without adult guidance The child is able to generate new ideas or concepts. space. time.K TO 12 – KINDERGARTEN o Sustains attention and concentration on a tabletop activity for 15-20 minutes o Can work on a school assignment with minimal supervision o Can work on a school assignment independently The child develops basic concepts pertaining to object constancy.
The child is able to use words and gestures to express his thoughts and feelings. visual arts. o Prints complete name without model o Prints upper case letters with a model with no reversals o Prints lower case letters with a model with some reversals o Prints numbers 1-5 with a model with some reversals o Prints upper case letters without a model and with no reversals o Prints lower case letters without a model and with no reversals o Prints numbers 1-5 without a model and with no reversals 6. Pre-Reading and Pre-Math (Copying Letters and Numbers) The child is able to recite the alphabet and numbers in sequence. PRE-READING AND PRE-MATH Sub-domain Receptive Skills Development Expressive Skills Development Pre-Reading and Pre-Math (Matching) Pre-Reading and Pre-Math (Rote Sequencing) • • • • Benchmarks/expectation from 5 to 6 year-olds The child is able to understand both verbal and non-verbal forms of communication. o Draw and tells a story about his drawing The child is able to match identical objects. K to 12 Curriculum Guide .K TO 12 – KINDERGARTEN 5. learn to acquire language skills in preparation for reading. drama. dance and creative movements. Thus. colors. shapes. o Sings the alphabet song perfectly o Names more than 5 letters o Associates 2 letters with their sounds o Counts from 1 to 10 perfectly o Associates more than 5 letters with their sounds • The child is able to copy letters and numbers. The domain includes music. Language Development refers to a child’s ability to understand and use language to communicate ideas. 2012 10 . Domain 5: LANGUAGE. This domain is a recent addition because it is recognized as equally important as the other five domains in the development of the young learner. Creative and Aesthetic Development refers to the child’s awareness of and development of their innate talent and creative skills. symbols. writing and counting.Kindergarten – version as of January 31. the benchmarks and expectations particular to this domain are yet to be finalized.
Figure 2 The Curricular Themes K to 12 Curriculum Guide . These curricular themes adheres to Brofenbenner’s Bio-ecological Theory. practices. practices that guides the child to be responsible and proud of himself and his family. 2. practices. each having an effect on a child’s environment. 5. culture. 4. and responsibilities not covered by themes 1 to 4 but which may be relevant to the community. that defines “layers of environment. ideas. practices.K TO 12 – KINDERGARTEN C. Myself – concepts and ideas that help the learners understand himself/herself better so that he/she will develop as an individual. and situations that help the child understand how to be an individual and socialize with other learners. ideas. situations. My Community– concepts. and responsibilities that the learner should acquire and understand so that he/she will become functional and responsive member of the community. school personnel and other members of the school. situations. ideas. teachers. ideas. 3. More Things Around Me – all other concepts. 2012 11 .Kindergarten – version as of January 31. My Family – concepts. and interest of the leaner. My School – concepts.” 1. Component 3: The Curricular Themes Component 3 provides the curricular themes for integrating the five (5) learning areas to develop the six (6) domains for the holistic and functional development of the kindergartner.
creative and appreciative of the arts. Outcomes: By the end of the KINDERGARTEN year. OVERALL GOAL AND OUTCOMES A. proud of themselves. we will have children who are: effective communicators in their mother tongues.Kindergarten – version as of January 31. inquisitive. healthy and physically active. their family. culture. heritage and country. honest. B.K TO 12 – KINDERGARTEN III. God-loving. K to 12 Curriculum Guide . respectful. and caring of the environment. enthusiastic and engaged learners. 2012 12 . Overall Goal: Five-year old Filipino children will be prepared for life.
Kindergarten-Grade 1 Transition Paradigm .K TO 12 – KINDERGARTEN TRANSITION FROM KINDERGARTEN TO GRADE 1 Figure 3.
hence learning areas are identified. The learning areas transition the domain-based curriculum of kindergarten to the content-based curriculum of grade 1 to 12. CONTENT AND PERFORMANCE STANDARDS Domains : CHARACTER AND VALUES DEVELOPMENT Strand Content Standards Social –Emotional Development Ang bata ay … Kagandahang Asal Nagkakaroon ng kaalaman sa pagpapahalaga sa sarili Nagkakaroon ng kaalaman ukol pakikipagkapwa Nagkakaroon ng kamalayan sa konsepto ng disiplina Nagkakaroon ng pagpapahalaga sa Panginoon Nagkakaroon ng kamalayan sa pananagutang panlipunan (tungkuling pantahanan at pampaaralan Nagkakaroon ng kaalaman sa sariling damdamin Performance Standards Ang bata ay inaasahang… • • • • • • • • • • • nakapagpapakita ng paggalang sa sarili sa lahat ng pagkakataon nakapagpapakita ng katapatan sa kanyang ginagawa nakapagpapakita ng pagmamahal at paggalang sa mga kasapi ng maganak nakapagpapakita ng pagmamahal at paggalang sa kapwa nakatatanggap at naisasagawa ang mga itinakdang tungkulin nakapagpapakita ng pagmamalasakit sa kalinisan at kaayusan ng kapaligiran nakapagpapakita ng pagmamahal sa Panginoon nakikisali nang may sigla sa mga pangkatang Gawain nakakatulong sa mga gawaing tahanan at paaralan sa kanyang gawin Pagpapaunlad sa kakayahang sosyo-emosyunal Nakikilala at natatanggap ang nakapagpapahayag ng iba’t ibang damdamin sa tamang paraan nakapagpapahayag ng kakayahang mapigil ang mga damdamin at emosyon at nakasusunod sa mga pang-araw-araw na gawain/tuntunin • nakauunawa at nakapagpapakita ng sariling emosyon • nakapagpapakita ng pagtanggap at pag-unawa ng emosyon ng ibang tao . the domains are amorphous or do not have shape. This design allows for a smooth transition from Kindergarten to grade 1 thereby making it seamless.Transition Paradigm Kindergarten Education generally addresses the different developmental domains of the 5-year olds. as mentioned earlier. IV. But.
WELL-BEING AND MOTOR DEVELOPMENT Strand Content Standards Physical Education and Health The learner… Health acquires and practice sound health habits acquires attitudes.KINDERGARTEN emosyon ng ibang tao • • Nagkakaroon ng mabuting pakikipag-ugnayan sa kapwa at nakatatanda • • • Nagkakaroon ng kamalayan ukol sa pagkakaiba ng tao • at nakapagpapahiwatig ng pagdamay sa damdamin ng iba (empathy) naipahihiwatig ang akma at katanggap-tangap na reaksiyon sa damdamin ng iba naisasaalang-alang and damdamin ng iba at nakikisali sa kasiyahan /nakikiramay sa kalungkutan ng iba nakapagsisimula ng laro naipadadama at naipakikita ang pagmamahal sa mga nakatatanda at mga bata nakikisalamuha sa mga kilalang nakatatanda sa pamamagitan pakikipag-usap at pakikipaglaro nakikilala at natatanggap ang pagkakaiba ng tao o wika o kasuotan o kagamitan o kakayahan o kulay nakikilala ang mga kasapi ng pamilya nailalarawan ang iba’t-ibang bahagi ng bahay natutukoy ang mga tao sa paaralan natutukoy ang mga lugar sa paaralan natutukoy ang mga katulong sa pamayanan(community helpers) natutukoy ang mga lugar sa pamayanan naipapakita ang paggalang sa pambansang watawat at pambansang awit Pamilya Paaralan Pamayanan Bansa Pagkilala sa sarili bilang kabahagi ng pamilya Pagkilala sa sarili bilang kabahagi ng paaralan Pagkilala sa sarili bilang kabahagi ng pamayanan Pagkilala sa sarili bilang kabahagi ng bansa • • • • • • • Domains: HEALTH. and skills about physical activity for maintaining physically fit lifestyles Safety identifies and practices appropriate K to 12 Curriculum Guide Science – version as of January 31. at the playground and 15 . 2012 Performance Standards The learner… • demonstrates health habits that keep their bodies clean and sanitary.K TO 12 . in school. knowledge. • shows sufficient energy to participate in daily activities (Physical Fitness) • demonstrate safety practices at home.
dance. drama and visual art) Performance Standards The learner… • • • • • • • • • • • observes things and occurrences in nature shows interest in examining various things found in nature identifies the various art forms demonstrates interest and enjoyment in viewing. bending correctly. pictures (Form perception representations) Physical Education Sensory-perceptual Domains: CREATIVE AND AESTHETIC DEVELOPMENT Strand Discovery Content Standards The learner… appreciates the beauty of nature Exposure appreciates the different art forms (music. pulling.K TO 12 . demonstrates locomotor skills such as walking. tools. dance. dance. writing. using spoon and fork correctly demonstrates awareness of the position and movement of one’s body. jumping climbing correctly demonstrates non-locomotor skills such as pushing. swaying. 2012 16 . melody. kicking correctly demonstrates fine motor skills such as cutting. drama and visual arts uses a variety of materials. which does not belong (Visual Discrimination) creates representations like shapes. pitch. letters. drawing. catching. drama and visual art that they prefer describes the characteristics of music. mood. dance.KINDERGARTEN safety procedures demonstrates fundamental gross motor skills properly • • • demonstrates competence in various fine motor skills demonstrates sensory perceptual skills • • • • the neighborhood. (Body awareness) demonstrates visual discrimination skills like. techniques and processes in the arts (music. skipping. running. drama and visual art that they prefer participates in the creation of music. turning. identifying same and different. dance. missing parts. dance. dynamics. and listening to artistic performances and works of art chooses music. dynamics using creative movement role plays a story Evaluation Production K to 12 Curriculum Guide Science – version as of January 31. demonstrates receptive and projective (manipulative) skills such throwing. drama and visual arts) evaluates music. drama and visual art creates visual arts using different materials creates rhythm responds to different beat. tempo.
2012 17 .KINDERGARTEN Domains : LANGUAGES DEVELOPMENT Strand Listening and Viewing Content Standards The learner… discriminates sounds listens for directions listens to stories expresses oneself asks and answers questions shares information tells stories gives directions analyzes meaning sounds (Phonemic Awareness) Performance Standards The learner… • • • • • • • • • • • • • • • • • • • • • • • • • • • distinguishes different types of sounds follows simple directions comprehends simple and familiar stories increases his/her vocabulary for describing things and expressing ones feelings answers and responds to questions accordingly increases his/her vocabulary in sharing information narrates simple and familiar stories gives simple directions Identifies and distinguishes sounds distinguishes vowel and consonant sounds blends and segments words blends and segments words matches letters to their sounds (and vice versa) recognizes and names all uppercase and lowercase letters of the alphabet. decodes basic sight words identifies common words understands that printed materials provide information reads using correct directionality reads using proper intonation analyzes and comprehends simple narrative analyzes and comprehends simple information/factual texts writes words and phrases using a mix of invented and conventional spelling writes words and phrases using manuscript form composes own stories with a clear beginning. middle and end composes own stories using pictures composes informational/factual texts using own words composes information/factual texts using illustrations Speaking Reading decodes words demonstrates book knowledge and print awareness comprehends simple texts Writing writes using the correct mechanics writes narrative and informational/ factual texts K to 12 Curriculum Guide Science – version as of January 31.K TO 12 .
starts to make a graph or chart based on the information gathered about objects or events in their environment. begins to identify the common 2.KINDERGARTEN Domains : COGNITIVE / INTELLECTUAL DEVELOPMENT Strand MATHEMATICS Number Sense of Whole Numbers Content Standards The learner… begins to understand the relationship between numbers and quantities up to 10. and capacity of familiar objects using non-standard units • participates actively in gathering information about objects or events in their environment • makes a graph or chart based on the information gathered • answer questions about the graph or chart Performance Standards Operations of Whole Numbers Number Sense of Fractions Geometry Measurement understands the concept of dividing wholes into equal parts.K TO 12 . and writes whole numbers up to 10 • compares and orders whole numbers up to 10 • uses the words “put together. length. mass and capacity and the nonstandard units to measures them.to 3dimensional objects in the environment and describes their shapes. evening) • tells the number of days in a week and the months in a year • measures and compares the length. and compare 2.dimensional objects • compares shapes. reads.to 3-dimensional objects • uses manipulative to create 2. and to use them to solve problems. noontime. 2012 18 . The learner… • recognizes sets of objects up to 10 • compares two or more sets of objects up to 10 • recognizes.” add to. counts. names.to 3. describe. mass. sizes.to 3-dimensional objects • observes sunrise and sunset to tell the time of the day (morning. understands the concept of time. identify. represents. Statistics K to 12 Curriculum Guide Science – version as of January 31. begins to understand. and positions of 2. and positions.” and “plus” to understand the concept of addition • uses the words “take away” and “minus” to understand the concept of subtraction • uses manipulative to explore the concepts of addition and subtraction with sums or differences between 0 to 10 • uses concrete objects to determine answers to addition and subtraction problems • divides a whole into two or four equal parts • explores the environment to observe. matches. to describe simple addition and subtraction. sizes.
habitat) • describes the basic needs of animals • identifies ways to care for animals Plants • identifies the similarities and differences of plants • sorts plants according to their shared characteristics • identifies the body parts of plants and its specific functions • describes basic needs of plants • describes changes in plants over time • observes the changes in weather • tells the different kinds of weather • describes clothes people wear according to the type of weather K to 12 Curriculum Guide Science – version as of January 31. Animals and Plants • • knows the similarities and differences of living things knows that living things are made up of parts that have specific functions knows the changes in living things over time • Earth (Weather) • knows that weather changes and that it affects people People • identifies the similarities and differences of people • identifies the body parts of living things and its specific functions • identifies the five senses and how they are used • uses the senses to observe surroundings and classifying objects observed • describes changes in people over time Animals • identifies the similarities and differences of animals • sorts animals according to shared characteristics(body covering. 2012 19 .K TO 12 . numbers and/or symbols People.KINDERGARTEN Strand SCIENCE Content Standards The learner… The learner… • • • Performance Standards Scientific Thinking and Practice • understands the processes of scientific investigations uses observation and questioning skills in the science inquiry asks and answers questions about surroundings and share findings with classmates records observations and data with pictures. movement.
Sue. (Senate Bill 2700). 2011. Standards and Competencies for Five Year Filipino Children. The Kindergarten Act. Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education.DepEd. Kostelnik.K TO 12 . USA: Pearson Education Inc. May 2009. Philippines: ECCD. Early Learning and Development Standards. eds. 2011 Philippine Senate. Carol and Bredecamp. Marjorie et al. Philippines: ECCD. Philippines: Department of Education. National Early Learning Framework. Early Childhood Care and Development (ECCD) Council. 2011. USA: National Association for the Education of Young Children (NAEYC).. 2012 20 ..KINDERGARTEN References Copple. 2011. Early Childhood Care and Development (ECCD) Council . K to 12 Curriculum Guide Science – version as of January 31. Curriculum Development Division. 2009. Developmentally Appropriate Practices in Early Childhood Program: Serving Children from Birth through age Eight.
Dante D. Jr. DepEd/PNU CESS/Benedictine Institute of Learning A. Calabarzon Date: May 19-21. Writeshop on the Finalization of the Curriculum Standards Venue: RELC. Workshop on the Review and Refinement of the K to 12 Curriculum Framework and Standards Venue: DAP.2011 NAME 1. Consultative Workshops for the Validation of the K to 12 Curriculum Framework and Standards K to 12 Curriculum Guide Science – version as of January 31. Maria Rita Dacanay Lucas 2. G. Vermon. DESIGNATION Head. Education Program Education Program Specialist Consultant Encoder/Teacher I OFFICE/SCHOOL Centro Escolar University DepEd. Bernardino Memorial Trade School C. Bernardino Memorial Trade School B. Dr. Roderick Motril Aguirre 4. Central Office Region 8.2011 NAME 1. F. Dr.K TO 12 . 2012 21 . Nerisa Marquez Beltran 3. Central Office Region 8. F. Education Program Education Program Specialist Consultant Encoder/Teacher I OFFICE/SCHOOL Centro Escolar University DepEd. Jr. Nerisa Marquez Beltran 3. DepEd/PNU CESS/Benedictine Institute of Learning A. DESIGNATION Head.KINDERGARTEN CURRICULUM DEVELOPERS/WRITERS/REACTORS in the DEVELOPMENT of K to 12 CURRICULUM KINDERGARTEN A. Vermon. Dante D.Tagaytay City Date: May 10-13. Maria Rita Dacanay Lucas 2. Roderick Motril Aguirre 4. G.
Mageline O. Daisy C.Aseaten 9. Regions I. Antero 8. Maasin City Division DepEd Cebu City Region VII K to 12 Curriculum Guide Science – version as of January 31. Mrs. Lahug Cebu City Date: May 4. Ms. Marietta Baldo 7. Sr.K TO 12 . City. Aguinaldo 3. Raquel M. Bul. La Union UB Laboratory Elem.VII and VIII Venue: Ecotech. Jabal 5. Mamaradlo 6. Maria Alma C. Maria Frenchie VI A. Abadia DESIGNATION OFFICE/SCHOOL Saint Louis University Ugac E/S Tug. Ms. Antero 7. Mrs. 2012 22 . Mary Jane L. Jesusa L. 2011 NAME 1. Anel Martin S. Joyce Endoso 6. Elizabeth Teotico . Orillen 10. Norma C. Tibon 8. Orais 9. delos Santos 10.KINDERGARTEN 1. Barbara Elena M. Josephine D. Lea A. SJDM. Guillermo 2. La Union First City Providential College.II. Apas 4. SJDM. Regions VI. Michelle F. Tarlac Montessori School Tarlac Montessori School Region II DESIGNATION OFFICE/SCHOOL FDNSC Region VIII – Southern Leyte Division Region VIII. San Juan. Plorwa C. School Baguio City Casilagan. Cagayan Barabac Este. Baguio City Date: April 29. Canceran 4. Bul. Regino 3. First City Providential College. 2011 NAME 1. Balaoan. Crisanta L.III and CAR Venue: Teachers’ Camp. Lagos 2. Echel S. Wayang 5. Galvan 2. Cheeryl A. Ms.
School DepEd Maguindanao 2 DepEd Davao Oriental Usep. 4. Precillas Roselene D. 3. Ramona G. Requintor Gyusel S. Jamoner 8. Regions XI. Ares Irene Carina N.KINDERGARTEN 3. ARMM (Shariff Kabunsuan. Malaybalay City Dep.K TO 12 . Davao City and CARAGA Date: May 6. Ed 1. Dequito 5.2011 NAME 1. Eva P. Loelina C. 2. Casas 10. Gahuman 7. Maria Gina Flores 4. Cartojano Marilou SJ. Regions IX. Ońez 9. 4.Guillermo DESIGNATION OFFICE/SCHOOL Digos Seventh – Day Adventist Elem. Fernandez DESIGNATION OFFICE/SCHOOL DepEd RO IX DepEd DepEd RO IX XUGS Corpus Christi Dep.X and ARMM Venue: RELC.XII. Davao City DepEd ROXII Ford Academy of the Arts Ford Academy of the Arts DepEd – South Cotobato Southern Phils. 6. 5. Felina M. Polytechnic College Inc. Loida G. Ed. 7. Dequito Johanna Hope B. Jennifer P. Balber Mengelie T. 2012 23 . Cagayan de Oro City Date: May 5. Vrenelie A. Lanny Coching-go 2. 2011 NAME Cynthia Rose A.Maguindanao) Venue: RELC. Mendoza 6. Jennelyn M. DepEd ROXII K to 12 Curriculum Guide Science – version as of January 31. Decal 3.
Marivic Abcede Mirla Olores Simeona Ebol Fe Villalino DESIGNATION CDD – BEE CDD – BSE CDD – BSE SPED – BEE CDD – BEE SDD – BEE K to 12 Curriculum Guide Science – version as of January 31.18.KINDERGARTEN D.K TO 12 . Maria Boncan 10. Tristan Suratos 5. Cristina Villasenor 7. Nilva Jimenez DESIGNATION DepEd DepEd DAP DAP DAP DAP DAP DAP Accountant. 2012 24 . 5. Fermin 2. Rachelle C. 2. De Robles Jose Tuguinayo. Workshop on the K to 12 Curriculum Mapping Venue: DAP. 2011 NAME 1. Tagaytay City Date: March 16 . Divina Tomelden 13. DepEd Accountant. Fenerosa Maur 12. DepEd FACILITATORS/ SUPPORT TEAM NAME 1. Kimberly Pobre 6. 3. Magdalena Mendoza 4. Lani Garnace 8. Simeona Ebol DESIGNATION OFFICE/SCHOOL CDD – BEE SECRETARIAT NAME 1. DepEd Disbursing Officer. Prescy Ong 3. Daylinda Guevarra 11. DepEd Accountant. 6. Kidjie Saguin 9. Irene C. 4. Jr. DepEd Accountant.
Quijano Dr. BALS Director. UP Diliman President. TEC. Lolita Andrada Dr. PNU Technical Adviser to the Office of USEC. 10. Carolina Guerrero 19. MTB – MLE Director. Irene Isaac 20. 8. Ester Ogena Dr. Director. Corpuz DESIGNATION Undersecretary. IMCS Executive Director. NETRC Director. DepEd Dean.K TO 12 .KINDERGARTEN ADVISORY TEAM NAME Usec. 2012 25 . Pasig OIC. Ricardo de Lumen D. Cristina Padolino 13. Dr. Prov. K – 10 TWG Consultant. Dennis Faustino 11. Dr. Paraluman R. Dr. CEU CHED Consultant. Imelda Taganas K to 12 Curriculum Guide Science – version as of January 31. 9. Dr. Brenda B. TEC Director. SMS Sagada. Mt. 3. Diane Decker 15. Napoleon Imperial 14. Liagas Dr. Beatriz Torno 18. Dr. BEE – DepEd. Nelia Benito 16. Dr. 7. Avelina T. DepEd OSEC Director. Dr. 5. Dr. DepEd Chair. Dina Ocampo Dr. Yolanda S. COE. Socorro Pilor 17. 6. TESDA 1. TESDA Director. BSE – DepEd. Dr. Mr. Giron Dr. Merle Tan 12. Angelita Esdicul Dr. 2. UP – NISMED President. Pograms and Standards Headmaster. Director III – Tech Voc. 4. Pasig Director.