Professional Documents
Culture Documents
2
3
4
5
6
7
8
Quarter Content Standards Performance Standards Most Essential Learning Duration Code
Competencies
Ang bata ay nagkakaroon Ang bata ay • Nakikilala ang sarili Week 1 SEKPSE-00-1
ng pag-unawa sa sariling nakapagpapamalas ng a) pangalan at apelyido SEKPSE-Ia-1.1
ugali at damdamin. kakayahang kontrolin ang b) kasarian SEKPSE-Ib-1.2
sariling damdamin at pag- c) gulang/kapanganakan SEKPSE-Ic-1.3
uugali, gumawa ng desisyon d) 1.4 gusto/di-gusto SEKPSE-IIc-1.4
at magtagumpay sa kanyang • Use the proper LLKVPD-Ia-13
mga gawain expression in
introducing oneself
e.g., I am/My name is
______
Ang bata ay nagkakaroon Ang bata ay Week 2
ng pag-unawa sa sariling nakapagpapamalas ng SEKPSE-If-3
• Nasasabi ang mga
ugali at damdamin. kakayahang kontrolin ang
sariling
sariling damdamin at pag-
pangangailangan nang
uugali, gumawa ng desisyon
walang pag-aalinlangan
at magtagumpay sa kanyang
1st
mga Gawain
The child demonstrates an The child shall be able to • Sort and classify Week 3 MKSC-00-6
understanding of objects manipulate objects based objects according to
in the environment have on properties or attributes one attribute/property
properties or attributes (shape, color, size,
(e.g., color, size, shapes, function/use)
and functions) and that
objects can be
9
Quarter Content Standards Performance Standards Most Essential Learning Duration Code
Competencies
manipulated based on
these properties and
attributes
Quarter Content Standards Performance Standards Most Essential Learning Duration Code
Competencies
uugali, gumawa ng desisyon
at magtagumpay sa kanyang
mga Gawain
The child demonstrates an The child shall be able to • Recognize symmetry MKSC-00-11
understanding of Objects describe and compare 2- (own body, basic
can be 2-dimensional or 3- dimensional and 3- shapes)
dimensional dimensional objects
The child demonstrates an The child shall be able to • Tell the function of PNEKBS-Id-2
understanding of body take care of oneself and the each basic body part
parts and their uses environment and able to
Week 7
solve problems encountered • Demonstrate PNEKBS-Ic-3
within the context of movements using
everyday living different body parts
The child demonstrates an The child shall be able to • Name the five senses PNEKBS-Ic-4
understanding of body take care of oneself and the and their
Week 8
parts and their uses environment and able to corresponding body
solve problems encountered parts
11
Quarter Content Standards Performance Standards Most Essential Learning Duration Code
Competencies
within the context of
everyday living
The child demonstrates an The child shall be able to • Identify one’s basic PNEKBS-Ii-8
understanding of body take care of oneself and the needs and ways to care
parts and their uses environment and able to for one’s body
Week 9
solve problems encountered
within the context of
everyday living
The child demonstrates an The child shall be able to • Practice ways to care PNEKBS-Ii-9
understanding of body take care of oneself and the for one’s body
parts and their uses environment and able to
Week 10
solve problems encountered
within the context of
everyday living
Ang bata ay nagkakaroon Ang bata ay Week 1
ng pag-unawa sa konsepto nakapagpapamalas ng
ng pamilya, paaralan at pagmamalaki at kasiyahang
komunidad bilang kasapi makapagkuwento ng sariling • Natutukoy na may KMKPPam-00-1
nito karanasan bilang kabahagi
pamilya ang bawat isa
ng pamilya, paaralan at
komunidad
Quarter Content Standards Performance Standards Most Essential Learning Duration Code
Competencies
komunidad bilang kasapi karanasan bilang kabahagi
nito ng pamilya, paaralan at
komunidad
Ang bata ay nagkakaroon Ang bata ay Week 4 KMKPPam-00-5
ng pag-unawa sa konsepto nakapagpapamalas ng
• Naipakikita ang
ng pamilya, paaralan at pagmamalaki at kasiyahang
pagmamahal sa mga
komunidad bilang kasapi makapagkuwento ng sariling
kasapi ng pamilya at sa
nito karanasan bilang kabahagi
nakatatanda sa
ng pamilya, paaralan at
pamamagitan ng: 4.1
komunidad
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
The child shall be able to
nakatatanda at iba pang
The child demonstrates an identify the letter names LLKAK-Ih-3
miyembro ng pamilya
understanding of letter and sounds
representation of sounds
• Identify the letters of
– that letters as symbols
the alphabet (mother
have names and distinct
tongue, orthography)
sounds
13
Quarter Content Standards Performance Standards Most Essential Learning Duration Code
Competencies
The child demonstrates an The child shall be able to • Name the places and Week 5 LLKV-00-8
understanding of actively engage in the things found in the
acquiring new words/ meaningful conversation classroom, school and
widening his/her with peers and adults using community
vocabulary links to his/her varied spoken vocabulary
experiences
The child shall be able to
The child demonstrates an manipulate objects based
understanding of objects on properties or attributes • Tell that the quantity
in the environment have of a set of objects does MKSC-00-23
properties or attributes not change even
(e.g., color, size, shapes, though the
and functions) and that arrangement has
objects can be changed (i.e., the child
manipulated based on should be able to tell
these properties and that one set of counters
attributes placed in one-to-one
correspondence and
then rearranged still
has the same quantity)
The child demonstrates an The child shall be able to • Give the names of Week 6 LLKV-00-6
understanding of actively engage in family members, school
acquiring new words/ meaningful conversation personnel, and community
widening his/her with peers and adults using helpers, and the roles they
vocabulary links to his/her varied spoken vocabulary play/ jobs they do/things they
experiences use
The child shall be able to
The child demonstrates an confidently speaks and
understanding of expresses his/her feelings LLKOL-00-5
increasing his/her and ideas in words that • Talk about family
conversation skills make sense members, pets, toys, foods,
or members of the
14
Quarter Content Standards Performance Standards Most Essential Learning Duration Code
Competencies
community using various
appropriate descriptive words
The child demonstrates an The child shall be able to • Use polite greetings Week 7 LLKOL-Ia-1
understanding of confidently speaks and and courteous
increasing his/her expresses his/her feelings expressions in
conversation skills and ideas in words that appropriate situations
make sense 1.1 Good
Morning/Afternoon
1.2 Thank You/You’re
Welcome
1.3 Excuse Me/I’m
Sorry 1.4 Please…./May
I…..
The child demonstrates an The child shall be able to • Talk about Week 8 LLKOL-Ic-15
understanding of confidently speaks and likes/dislikes (foods,
increasing his/her expresses his/her feelings pets, toys, games,
conversation skills and ideas in words that friends, places)
make sense
The child demonstrates an
understanding of The child shall be able to • Talk about family LLKOL-00-5
increasing his/her confidently speaks and members, pets, toys,
conversation skills expresses his/her feelings foods, or members of
and ideas in words that the community using
make sense various appropriate
descriptive words
The child demonstrates an The child shall be able to • Tell and describe the Week 9
understanding of different talk about how to adapt to different kinds of PNEKE-00-1
types of weather and the different kinds of weather (sunny, rainy,
changes that occur in the weather and care for the cloudy, stormy, windy)
environment environment
Quarter Content Standards Performance Standards Most Essential Learning Duration Code
Competencies
changes that occur in the the different kinds of the weather daily (as
environment weather and care for the part of the opening PNEKE-00-1
environment routine)
The child demonstrates an The child shall be able to • Identify what we Week 10 PNEKE-00-2
understanding of different talk about how to adapt to wear and use for each
types of weather and the different kinds of kind of weather
changes that occur in the weather and care for the
environment environment
Quarter Content Standards Performance Standards Most Essential Learning Duration Code
Competencies
The child demonstrates an The child shall be able to use • Tell the names of the Week 1 MKME-00-8
understanding of concepts arbitrary measuring days in a week, months
of size, length, weight, tools/means to determine in a year
time, and money size, length, weight of things
around him/her, time
(including his/her own
schedule)
Quarter Content Standards Performance Standards Most Essential Learning Duration Code
Competencies
magpahalaga sa ganda ng na: a. makikita sa
kapaligiran 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 The child shall be able to • Identify sequence of Week 5 MKSC-00-9
understanding of objects manipulate objects based events (before, after,
in the environment have on properties or attributes first, next, last)
properties or attributes
(e.g., color, size, shapes,
and functions) and that
objects can be
manipulated based on
these properties and
attributes
Quarter Content Standards Performance Standards Most Essential Learning Duration Code
Competencies
The child demonstrates an The child shall be able to Week 6
understanding of the perform simple addition and
sense of quantity and subtraction of up to 10
numeral relations, that objects or pictures/drawings • Rote count up to 20
addition results in MKSC-00-12
increase and subtraction
results in decrease
The child demonstrates an The child shall be able to Week 7
understanding of the perform simple addition and
• Count objects with
sense of quantity and subtraction of up to 10
one-to-one
numeral relations, that objects or pictures/drawings MKC-00-7
correspondence up to
addition results in
quantities of 10
increase and subtraction
results in decrease
The child demonstrates an The child shall be able to • Tell that the quantity Week 8 MKSC-00-23
understanding of objects manipulate objects based of a set of objects does
in the environment have on properties or attributes not change even
properties or attributes though the
(e.g., color, size, shapes, arrangement has
and functions) and that changed (i.e., the child
objects can be should be able to tell
manipulated based on that one set of counters
these properties and placed in one-to-one
attributes correspondence and
then rearranged still
has the same quantity)
Ang bata ay nagkakaroon Ang bata ay • Nakikilala ang Week 9 KPKPKK-Ih-3
ng pag-unawa sa nakapagpapamalas ng kahalagahan ng mga
kakayahang pangalagaan pagsasagawa ng mga tuntunin: pag-iwas sa
ang sariling kalusugan at pangunahing kasanayan paglalagay ng maliit na
kaligtasan ukol sa pansariling kalinisan bagay sa bibig, ilong, at
sa pang-araw-araw na tainga, hindi paglalaro
pamumuhay at ng posporo, maingat
na paggamit ng
19
Quarter Content Standards Performance Standards Most Essential Learning Duration Code
Competencies
pangangalaga para sa matutulis/matatalim na
sariling kaligtasan 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 Ang bata ay • Nakikilala ang Week 10 KPKPKK-Ih-3
ng pag-unawa sa nakapagpapamalas ng kahalagahan ng mga
kakayahang pangalagaan pagsasagawa ng mga tuntunin: pag-iwas sa
ang sariling kalusugan at pangunahing kasanayan paglalagay ng maliit na
kaligtasan ukol sa pansariling kalinisan bagay sa bibig, ilong, at
sa pang-araw-araw na tainga, hindi paglalaro
pamumuhay at ng posporo, maingat
pangangalaga para sa na paggamit ng
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
The child demonstrates an The child shall be able to • Name common Week 1 PNEKA-Ie-1
understanding of communicate the usefulness animals
4th
characteristics and needs of animals and practice ways • Observe, describe, PNEKA-IIIh-2
to care for them and examine common
20
Quarter Content Standards Performance Standards Most Essential Learning Duration Code
Competencies
of animals and how they animals using their
grow senses
• Identify the needs of PNEKA-III g-5
animals
• Identify ways to care PNEKA-III g-6
for animals
• Identify and describe PNEKA-III g-7
how animals can be
useful
The child demonstrates an The child shall be able to • Name common plants Week 2 PNEKP-IIa-7
understanding of communicate the usefulness • Observe, describe,
characteristics and growth of plants and practice ways and examine common PNEKP-IIb-1
of common plants to care for them 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 PNEKP-IIIf-4
useful
The child demonstrates an The child shall be able to • Classify objects Week 3 PNEKPP-00-1
understanding of physical work with objects and according to observable
properties and movement materials safely and properties like size,
of objects appropriately color, shape, texture,
and weight)
The child demonstrates an The child shall be able to Week 4 PNEKE-00-4
• Identify simple ways
understanding of physical work with objects and
of taking care of the
properties and movement materials safely and
environment
of objects appropriately
21
Quarter Content Standards Performance Standards Most Essential Learning Duration Code
Competencies
The child demonstrates an The child shall be able to Week 5 PNEKE-00-5
• Explore simple cause-
understanding of different talk about how to adapt to
and-effect relationships
types of weather and the different kinds of
in familiar events and
changes that occur in the weather and care for the
situations
environment environment
The child demonstrates an The child shall be able to use Week 6
understanding of concepts arbitrary measuring MKME-00-6
• Recognize and name
of size, length, weight, tools/means to determine
the hour and minute
time, and money size, length, weight of things
hands in a clock
around him/her, time
• Tell time by the hour
(including his/her own MKME-00-7
schedule)
The child demonstrates an The child shall be able to • Identify the number Week 7
understanding of the perform simple addition and that comes before, MKC-00-5
sense of quantity and subtraction of up to 10 after, or in between
numeral relations, that objects or pictures/drawings • Arrange three
addition results in numbers from least to
increase and subtraction greatest/ greatest to MKC-00-6
results in decrease least
The child demonstrates an The child shall be able to • Recognize the words Week 8 MKAT-00-26
understanding of the perform simple addition and “put together,” “add
sense of quantity and subtraction of up to 10 to,” and “in all” that
numeral relations, that objects or pictures/drawings indicate the act of
addition results in adding whole numbers
increase and subtraction • Recognize the words
results in decrease “take away,” “less,” and
“are left” that indicate
the act of subtracting
whole numbers MKAT-00-4
The child demonstrates an The child shall be able to • Add quantities up to Week 9
understanding of the perform simple addition and 10 using concrete
sense of quantity and subtraction of up to 10 objects MKAT-00-8
numeral relations, that objects or pictures/drawings • Subtract quantities up
addition results in to 10 using concrete
22
Quarter Content Standards Performance Standards Most Essential Learning Duration Code
Competencies
increase and subtraction objects MKAT-00-9
results in decrease
The child demonstrates an The child shall be able to Week 10
understanding of the perform simple addition and • Write addition and
sense of quantity and subtraction of up to 10 subtraction number
numeral relations, that objects or pictures/drawings sentences using MKAT-00-10
addition results in concrete
increase and subtraction representations
results in decrease
23
24
3rd Ang mag-aaral ay… Ang mag-aaral ay… *Natatalakay ang kahulugan at Week 1 AP4PAB- IIIa-1
kahalagahan ng pamahalaan
naipamamalas ang pang- nakapagpapakita ng Nasusuri ang balangkas o Week 2-3
unawa sa bahaging aktibong pakikilahok at istruktura ng pamahalaan ng
ginagampanan ng pakikiisa sa mga Pilipinas
pamahalaan sa lipunan, mga proyekto at gawain ng Nasusuri ang mga gampanin ng Week 4
pinuno at iba pang pamahalaan at mga pamahalaan upang matugunan
naglilingkod sa pagkakaisa, pinuno nito tungo sa ang pangangailangan ng bawat
kaayusan at kaunlaran ng kabutihan ng lahat mamamayan
bansa (common good) *Nasusuri ang mga programa ng Week 5-7
pamahalaan tungkol sa:
(a) pangkalusugan
(b) pang-edukasyon (c ) pangkapayapaan
(d) pang-ekonomiya
39
2nd Ang mag-aaral ay… Ang mag-aaral ay… *Nasusuri ang uri ng pamahalaan Week 1
at patakarang ipinatupad sa
naipamamalas ang nakapagpapahayag ng panahon ng mga Amerikano
mapanuring pag- kritikal na pagsusuri at *Naipaliliwanag ang mga Week 2
44
4th Ang mag-aaral ay… Ang mag-aaral ay… *Nasusuri ang mga suliranin at
Week 1
hamon sa ilalim ng Batas Militar
naipamamalas ang nakapagpakita ng *Natatalakay ang mga pagkilos at
mas malalim na pag- aktibong pakikilahok sa pagtugon ng mga Pilipino nagbigay-
unawa at gawaing makatutulong sa daan sa pagwawakas ng Batas Week 2-3
pagpapahalaga sa pag-unlad ng bansa bilang Militar
patuloy na pagtupad ng sariling • People Power 1
pagpupunyagi ng tungkulin na siyang *Napahahalagahan ang pagtatanggol
mga Pilipino tungo sa kaakibat na pananagutan at pagpapanatili sa karapatang
pagtugon ng mga sa pagtamasa ng mga pantao at demokratikong Week 4-5
hamon ng nagsasarili karapatan bilang isang pamamahala
at umuunlad na malaya at maunlad na
bansa Pilipino *Nasusuri ang mga pangunahing
suliranin at hamong kinaharap ng
Week 6
mga Pilipino mula 1986 hanggang sa
kasalukuyan
*Natatalakay ang mga programang
ipinatupad ng iba’t ibang
Week 7-8
administrasyon sa pagtugon sa mga
suliranin at hamong kinaharap ng
46
atbp)
• Pangkabuhayan (Hal., open trade, globalisasyon, atbp)
• Panlipunan (Hal., OFW, gender, drug at child abuse, atbp)
• Pangkapaligiran (climate change, atbp)
*Natatalakay ang mga gampaning ng
pamahalaan at mamamayan sa
pagkamit ng kaunlaran ng bansa
Nakagagawa ng hakbang na
nagsusulong ng pagtanggap at
paggalang sa kasarian na
nagtataguyod ng pagkakapantay- Week 7-8
pantay ng tao bilang kasapi ng
pamayanan
4th Ang mag-aaral ay… Ang mag-aaral ay… *Naipaliliwanag ang kahalagahan ng
Week 1-2
aktibong pagmamamayan
ay may pag-unawa sa nakagagawa ng *Nasusuri ang kahalagahan ng
kahalagahan ng pananaliksik tungkol sa pagsusulong at pangangalaga sa
Week 3-4
pagkamamamayan at kalagayan ng karapatang pantao sa pagtugon sa
pakikilahok sa mg pakikilahok sa mga mga isyu at hamong panlipunan
agawaing pansibiko gawaing pansibiko at *Natatalakay ang mga epekto
tungo sa pagkakaroon ng politikal ng mga ng aktibong pakikilahok ng
pamayanan at bansang mamamayan sa mamamayan sa mga gawaing
Week 5-6
maunlad, mapayapa at kanilang pamayanan. pansibiko sa kabuhayan,
may pagkakaisa. politika, at lipunan
*Napahahalagahan ang papel ng
mamamayan sa pagkakaron ng isang Week 7-8
mabuting pamahalaan
59
60
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
Unang Naipamamalas ang pag- Naipakikita ang 1. Nakikilala ang sariling: Week 1 EsP1PKP- Ia-b – 1
Markahan unawa sa kahalagahan kakayahan nang may 1.1. gusto
ng pagkilala sa sarili at tiwala sa sarili 1.2. interes
sariling 1.3. potensyal
kakayahan,pangangalaga 1.4. kahinaan
sa sariling kalusugan at 1.5. damdamin / emosyon
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
Hal.
1. pag-aalala sa mga kasambahay
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
Ikalawang Naipamamalas ang pag- Naisasabuhay ang 6. Nakapagpapakita ng pagmamahal at Week 1 EsP1P- IIa-b – 1
Markahan unawa sa kahalagahan wastong pakikitungo sa paggalang sa mga magulang
ng wastong pakikitungo ibang kasapi ng pamilya
sa ibang kasapi ng at kapwa sa lahat ng
pamilya at kapwa tulad pagkakataon.
Week 2 EsP1P- IIc-d – 3
ng pagkilos at
7. Nakapagpapakita ng pagmamahal
pagsasalita ng may
sa pamilya at kapwa sa lahat ng
paggalang at pagsasabi
pagkakataon lalo na sa oras ng
ng katotohanan para sa
pangangailangan
kabutihan ng nakararami
Naisasabuhay ang 8. Nakapagpapakita ng paggalang sa Week 3 EsP1P- IIe-f– 4
pagiging magalang sa pamilya at sa kapwa sa pamamagitan
kilos at pananalita 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”
Naisasabuhay ang 9. Nakapagsasabi ng totoo sa Week 4 EsP1P- IIg-i– 5
pagiging matapat sa magulang/ nakatatanda at iba
lahat ng pagkakataon 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
63
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
Ikatlong Naipamamalas ang pag- Naisasabuhay ang 10. Nakapagpapakita ng iba’t ibang Week 1 EsP1PPP- IIIa – 1
Markahan unawa sa kahalagahan pagiging masunurin at paraan ng pagiging masunurin at
ng pagiging masunurin, magalang sa tahanan, magalang tulad ng:
pagpapanatili ng nakasusunod sa mga 10.1.pagsagot kaagad kapag tinatawag ng
kaayusan, kapayapaan at alituntunin ng kasapi ng pamilya
kalinisan sa loob ng paaaralan at 10.2.pagsunod nang maluwag sa dibdib
tahanan at paaralan naisasagawa nang may kapag inuutusan
pagpapahalaga ang 10.3.pagsunod sa tuntuning itinakda ng:
karapatang tinatamasa tahanan
paaralan
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
12.3.pagpapakumbaba
Naisasagawa nang may 14. Nakagagamit ng mga bagay na Week 5 EsP1PPP- IIIi – 5
kusa ang mga kilos at patapon ngunit maaari pang pakinabangan
gawain na nagpapanatili
ng kalinisan, kaayusan
at katahimikan sa loob
ng tahanan at paaralan
Ikaapat Naipamamalas ang pag- Naipakikita ang 15. Nakasusunod sa utos ng magulang at Week 1 EsP1PD- IVa-c– 1
na unawa sa kahalagahan pagmamahal sa nakatatanda
Markahan ng pagmamahal sa magulang at mga 16. Nakapagpapakita ng paggalang sa Week 2 EsP1PD- IVd-e – 2
Diyos, paggalang sa nakatatanda, paggalang paniniwala ng kapwa
paniniwala ng iba at sa paniniwala ng kapwa
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 CG Code
Competencies
Unang Naipamamalas ang pag- Naisasagawa nang buong 1. Naisakikilos ang sariling kakayahan Week 1
Markahan unawa sa kahalagahan husay ang anumang sa iba’t ibang pamamaraan:
ng pagkilala sa sarili at kakayahan o potensyal 1.1. pag-awit
pagkakaroon ng disiplina at napaglalabanan ang 1.2. pagguhit
EsP2PKP- Ia-b – 2
tungo sa pagkakabuklod- anumang kahinaan 1.3. pagsayaw
buklod o pagkakaisa ng 1.4. pakikipagtalastasan
mga kasapi ng tahanan at 1.5. at iba pa
paaralan
2. Napahahalagahan ang saya o Week 2
tuwang dulot ng pagbabahagi ng
Es
anumang kakayahan o talent
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 CG Code
Competencies
Ikalawang Naipamamalas ang pag- Naisasagawa ang wasto 6. Nakapagpapakita ng Week 1 EsP2P- IIa-b – 6
Markahan unawa sa kahalagahan at tapat na pakikitungo pagkamagiliwin at pagkapalakaibigan
ng pagiging sensitibo sa at pakikisalamuha sa na may pagtitiwala sa mga
damdamin at kapwa sumusunod:
pangangailangan ng iba, 6.1. kapitbahay
pagiging magalang sa 6.2. kamag-anak
kilos at pananalita at 6.3. kamag-aral
pagmamalasakit sa 6.4. panauhin/ bisita
kapwa 6.5. bagong kakilala
6.6. taga-ibang lugar
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 CG Code
Competencies
nagpapakita ng sa sarili.
pagmamalasakit sa
12. Nakatutukoy ng mga kilos at
kapwa
gawaing nagpapakita ng
Week 5
pagmamalasakit sa mga kasapi ng
paaralan at pamayanan
13. Nakapagpapakita ng
pagmamalasakit sa kasapi ng paaralan EsP2P- IIh-i – 13
at pamayanan sa iba’t ibang paraan
Ikatlong Naipamamalas ang pag- Naisasagawa nang buong 14. Nakapagpapakita ng paraan ng
Markahan unawa sa kahalagahan pagmamalaki ang pagpapasalamat sa anumang
ng kamalayan sa pagiging mulat sa karapatang tinatamasa
EsP2PPP- IIIa-b– 6
Week 1
karapatang pantao ng karapatan na maaaring Hal. pag-aaral nang mabuti
bata, pagkamasunurin tamasahin pagtitipid sa anumang kagamitan
tungo sa kaayusan at
15. Nakatutukoy ng mga karapatang
kapayapaan ng
maaaring ibigay ng pamilya o mga
kapaligiran at ng bansang EsP2PPP- IIIc– 7
kaanak
kinabibilangan
Week 2
16. Nakapagpapahayag ng kabutihang
EsP2PPP- IIIc– 8
dulot ng karapatang tinatamasa
68
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 CG Code
Competencies
ng kaayusan at
19. Nakikibahagi sa anumang
kapayapaan sa
programa ng paaralan at pamayanan
pamayanan at bansa Week 4
na makatutulong sa pagpapanatili ng
pantrapiko
- wastong pagtatapon ng basura
- pagtatanim ng mga halaman sa paligid
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 CG Code
Competencies
Quarter
Most Essential Learning
Content Standards Performance Standards Duration K to 12 CG Code
Competencies
Quarter
Most Essential Learning
Content Standards Performance Standards Duration K to 12 CG Code
Competencies
Quarter
Most Essential Learning
Content Standards Performance Standards Duration K to 12 CG Code
Competencies
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
Ikatlong Naipamamalas ang pag- Naipagmamalaki ang mga Nakapagpapakita ng mga kaugaliang
Markahan unawa sa kahalagahan magagandang kaugaliang Pilipino tulad ng:
ng pananatili ng mga Pilipino sa iba’t ibang pagmamano
Week 1
EsP3PPP- IIIa-b – 14
natatanging kaugaliang pagkakataon paggamit ng "po" at "opo"
Pilipino kaalinsabay ng pagsunod sa tamang tagubilin ng
pagsunod sa mga mga nakatatanda
72
Quarter
Most Essential Learning
Content Standards Performance Standards Duration K to 12 CG Code
Competencies
Nakapagpapanatili ng ligtas na
pamayanan sa pamamagitan ng
pagiging handa sa sakuna o
Week 4
EsP3PPP- IIIi – 18
kalamidad
Quarter
Most Essential Learning
Content Standards Performance Standards Duration K to 12 CG Code
Competencies
Ikalawang 5. Nakapagpapakita ng
Markahan pagkamahinahon sa damdamin at
Naipamamalas ang pag- Naisasagawa nang
kilos ng kapwa tulad ng:
unawa na hindi mapanuri ang tunay na
Week 1
naghihintay ng kahulugan ng 5.1. pagtanggap ng sariling
EsP4P- IIa-c–18
anumang kapalit ang pakikipagkapwa pagkakamali at pagtutuwid nang
paggawa ng mabuti bukal sa loob
8.5.1. palikuran
8.5.2. silid-aklatan
8.5.3. palaruan
likha likha
13.2. Hayop:
EsP4PD- IVd–11
13.2.1. pagkalinga sa mga Week 2
hayop na ligaw at endangered
2.1. dyaryo
2.2. magasin
2.3. radyo
2.4. telebisyon
2.5. pelikula
2.6. Internet
80
3.3. pakikipagtalakayan
3.4. pagtatanong
5. Nakapagpapatunay na mahalaga
ang pagkakaisa sa pagtatapos ng
gawain
Nakapagpapakita ng paggalang sa
mga dayuhan sa pamamagitan ng:
3.1. mabuting
pagtanggap/pagtrato sa mga
katutubo at mga dayuhan EsP5P –IIc – 24
3.2. paggalang sa natatanging
kaugalian/paniniwala ng mga
katutubo at dayuhang kakaiba sa
kinagisnan
Nakapagpapaubaya ng pansariling
kapakanan para sa kabutihan ng
kapwa
Nakapagsasaalang-alang ng Week 4
karapatan ng iba
Napatutunayan na di-nakukuha sa
kasakiman ang pangangailangan
6.1. pagiging vigilant sa mga illegal
na gawaing nakasisira sa kapaligiran
ng mabuti sa lahat
2. Nakapagpapakita ng iba’t ibang Week 2 EsP5PD - IVe-i – 15
paraan ng pasasalamat sa Diyos
86
Unang Naipamamalas ang pag- Naisasagawa ang tamang 1. Nakapagsusuri nang mabuti sa Week 1 EsP6PKP- Ia-i– 37
Markahan unawa sa kahalagahan desisyon nang may mga bagay na may kinalaman sa
ng pagsunod sa mga katatagan ng loob para sa sarili at pangyayari
tamang hakbang bago ikabubuti ng lahat
makagawa ng isang
Ikalawang Naipamamalas ang pag- Naisasabuhay ang 4. Naipakikita ang kahalagahan ng Week 1 EsP6P- IIa-c–30
Markahan unawa sa kahalagan ng pagkakaroon ng bukas na pagiging responsable sa kapwa:
pakikipagkapwa-tao na isipan at kahinahunan sa
4.1 pangako o pinagkasunduan;
may kaakibat na pagpapasiya para sa
paggalang at kapayapaan ng sarili at 4.2 pagpapanatili ng mabuting
responsibilidad kapwa pakikipagkaibigan;
Naisasagawa ang mga 11. Naisasakilos ang pagtupad sa Week 6 EsP6PPP- IIIh-i–40
gawain na may kaugnayan mga batas pambansa at
sa kapayapaan at pandaigdigan:
kaayusan tungo sa
11.1 pagtupad sa mga batas para
pandaigdigang pagkakaisa
sa kaligtasan sa daan;
pangkalusugan; pangkapaligiran;
pag-abuso sa paggamit ng
ipinagbabawal na gamot;
11.3 tumutulong sa
makakayanang paraan ng
pagpapanatili ng kapayapaan
Ikaapat na Naipamamalas ang pag- Naisasabuhay ang 12. Napatutunayan na nagpapaunlad Week 1-2
Markahan unawa sa kahalagahan pagkamabuting tao na ng pagkatao ang ispiritwalidad. Hal.
ng pagkakaroon ng may positibong pananaw pagpapaLiwanag na ispiritwalidad
sariling kapayapaan bilang patunay sa pag- ang pagkakaroon ng mabuting
(inner peace) unlad ng ispiritwalidad pagkatao anuman ang paniniwala;
pagkakaroon ng positibong
89
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 Code
Competencies
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 Code
Competencies
paglalapat ng tamang
pamamahala sa mga ito
NaipaliLiwanag na ang
paglinang ng mga angkop na
1 inaasahang kakayahan at kilos
(developmental tasks) sa
EsP7PS-Ib-1.3
panahon ng pagdadalaga / Week 2
pagbibinata ay nakatutulong sa:
a. pagkakaroon ng tiwala sa sarili, at
91
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 Code
Competencies
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
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 Code
Competencies
panahon ng pagdadalaga /
pagbibinata
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 Code
Competencies
NaipaliLiwanag na ang
pagpapaunlad ng mga hilig ay
makatutulong sa pagtupad ng mga
tungkulin, paghahanda tungo sa
pagpili ng propesyon, kursong EsP7PS-If-3.3
akademiko o teknikal-bokasyonal,
negosyo o hanapbuhay, pagtulong
Week 6
sa kapwa at paglilingkod sa
pamayanan
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 Code
Competencies
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 Code
Competencies
Naipamamalas ng mag- paunlarin ang kaniyang Nasusuri kung nakikita sa mga gawi
EsP7PT-IIe-7.2
aaral ang pag-unawa sa paggamit ng kalayaan. ng kabataan ang kalayaan
kalayaan.
Nahihinuha na likas sa tao ang
malayang pagpili sa mabuti o sa
masama; ngunit ang kalayaan ay
EsP7PT-IIf-7.3
may kakambal na pananagutan para
sa kabutihan
Week 6
Naisasagawa ang pagbuo ng mga
hakbang upang baguhin o paunlarin
EsP7PT-IIf-7.4
ang kaniyang paggamit ng kalayaan
pagmamalasakit sa mga
Nakabubuo ng mga paraan upang
taong kapus-palad o higit
mahalin ang sarili at kapwa na may
na nangangailangan. EsP7PT-IIg-8.2
pagpapahalaga sa dignidad ng tao
Napatutunayan na ang
a. paggalang sa dignidad ng tao ay ang nagsisilbing daan upang mahalin ang kapwa
tulad ng pagmamahal sa Week 8
sarili at
b. ang paggalang sa dignidad ng tao ay nagmumula sa pagiging pantay at magkapareho
nilang tao
96
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 Code
Competencies
magpapaunlad ng kanyang
Natutukoy
buhay bilang
Week 1
nagdadalaga/nagbibinata a. ang mga birtud at
pagpapahalaga na
EsP7PB-IIIa-9.2
isasabuhay at
b. ang mga tiyak na kilos na ilalapat sa pagsasabuhay ng mga ito
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
Week 2
virtues)
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 Code
Competencies
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 Code
Competencies
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. pagtatakda ng malinaw at
makatotohanang mithiin ay
nagsisilbing gabay sa tamang Week 6
pagpapasiya upang
99
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 Code
Competencies
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
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 Code
Competencies
Performance K to 12 CG Code
Quarter Content Standards Most Essential Learning Competencies Duration
Standards
1.1 Natutukoy ang mga gawain o karanasan EsP8PBIa-1.1
Naipamamalas ng mag- Naisasagawa ng mag-
1 Week 1
aaral ang pag-unawa sa aaral ang mga angkop
sa sariling pamilya na kapupulutan ng
101
Performance K to 12 CG Code
Quarter Content Standards Most Essential Learning Competencies Duration
Standards
pamilya bilang natural na kilos tungo sa aral o may positibong impluwensya sa sarili
na institusyon ng pagpapatatag ng 1.2 Nasusuri ang pag-iral ng pagmamahalan, EsP8PBIa-1.2
lipunan. pagmamahalan at pagtutulungan at pananampalataya sa
pagtutulungan sa isang pamilyang nakasama,
sariling pamilya.
naobserbahan o napanood
ay natural na institusyon ng
pagmamahalan at pagtutulungan na
nakatutulong sa pagpapaunlad ng sarili tungo
Week 2
sa makabuluhang pakikipagkapwa
1.4 Naisasagawa ang mga angkop na kilos EsP8PBIb-1.4
pagbibigay ng
b. Nasusuri ang mga banta sa pamilyang EsP8PBIc-2.2
1 edukasyon, paggabay sa
pagpapasya at
Pilipino sa pagbibigay ng edukasyon,
paghubog ng
paggabay sa pagpapasya at paghubog ng
pananampalataya.
pananampalataya
2.3 Naipaliliwanag na: EsP8PBId-2.3
a. Bukod sa paglalang, may
pananagutan ang mga magulang na Week 4
bigyan ng maayos na edukasyon ang
kanilang mga anak, gabayan sa
102
Performance K to 12 CG Code
Quarter Content Standards Most Essential Learning Competencies Duration
Standards
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
Performance K to 12 CG Code
Quarter Content Standards Most Essential Learning Competencies Duration
Standards
c. Ang pag-unawa sa limang antas ng
komunikasyon ay makatutulong sa
angkop at maayos na pakikipag-
ugnayan sa kapwa.
Performance K to 12 CG Code
Quarter Content Standards Most Essential Learning Competencies Duration
Standards
konsepto ng tutugon sa kanyang kapwa sa kanya sa aspektong
pakikipagkapwa. pangangailangan ng intelektwal, panlipunan, pangkabuhayan, at
mga mag-aaral o pulitikal
kabataan sa paaralan o Nahihinuha na: EsP8PIIb-5.3
pamayanan. 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 pagiging ganap niyang tao ay matatamo sa paglilingkod sa kapwa - ang tunay na indikasyon
ng pagmamahal.
Performance K to 12 CG Code
Quarter Content Standards Most Essential Learning Competencies Duration
Standards
pakikipagkaibigan ayon kay Aristotle
6.3 Nahihinuha na: EsP8PIId-6.3
a. Ang pakikipagkaibigan ay nakatutulong sa paghubog ng matatag na pagkakakilanlan at
pakikisalamuha sa lipunan.
mapayapang lipunan/pamayanan.
Performance K to 12 CG Code
Quarter Content Standards Most Essential Learning Competencies Duration
Standards
Napangangatwiranan na: EsP8PIIf- 7.3
a. Ang pamamahala ng emosyon sa
pamamagitan ng pagtataglay ng mga
birtud ay nakatutulong sa
pagpapaunlad ng sarili at
pakikipagkapwa.
Performance K to 12 CG Code
Quarter Content Standards Most Essential Learning Competencies Duration
Standards
pangkatang gawain ng sitwasyon na nagpapakita ng pasasalamat o
pasasalamat. kawalan nito
Napatutunayan na ang pagiginig EsP8PBIIIb-9.3
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
Week 2
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.
Naisasagawa ang mga angkop na kilos at EsP8PBIIIb-9.4
pasasalamat
3 Naipamamalas ng mag- Naisasagawa ng mag- Nakikilala ang: EsP8PBIIIc-10.1
aaral ang pag-unawa sa aaral ang mga angkop a. mga paraan ng pagpapakita ng
pagsunod at paggalang na kilos ng pagsunod at paggalang na ginagabayan ng
sa magulang, paggalang sa katarungan at pagmamahal
nakatatanda at may magulang, nakatatanda b. bunga ng hindi pagpapamalas ng
Week 3
awtoridad. at may awtoridad at pagsunod at paggalang sa magulang,
nakaiimpluwensya sa nakatatanda at may awtoridad
kapwa kabataan na Nasusuri ang mga umiiral na paglabag EsP8PBIIIc-10.2
maipamalas ang mga sa paggalang sa magulang, nakatatanda at
ito. may awtoridad
10.3 Nahihinuha na dapat gawin ang EsP8PBIIId-10.3
pagsunod at paggalang sa mga magulang,
nakatatanda at may awtoridad dahil sa
pagmamahal, sa malalim na pananagutan at Week 4
sa pagkilala sa kanilang awtoridad na
hubugin, bantayan at paunlarin ang mga
pagpapahalaga ng kabataan
108
Performance K to 12 CG Code
Quarter Content Standards Most Essential Learning Competencies Duration
Standards
10.4 Naisasagawa ang mga angkop na kilos EsP8PBIIId-10.4
ng pagsunod at paggalang sa mga magulang,
nakatatanda at may awtoridad at
nakaiimpluwensiya sa kapwa kabataan na
maipamalas ang mga ito
12.1 Nakikilala ang
a. kahalagahan ng katapatan,
b. mga paraan ng pagpapakita ng katapatan, at
c. bunga ng hindi pagpapamalas ng
Week 1
katapatan
Naisasagawa ng mag-
Naipamamalas ng mag- 12.2 Nasusuri ang mga umiiral na paglabag
aaral ang mga angkop EsP8PBIIIg-12.2
aaral ang pag-unawa sa ng mga kabataan sa katapatan
na kilos sa
4 katapatan sa salita at
pagsasabuhay ng
12.3 Naipaliliwanag na:
gawa.
katapatan sa salita at
Ang pagiging tapat sa salita at gawa ay
gawa.
pagpapatunay ng pagkakaroon ng komitment
sa katotohanan at ng mabuti/matatag na EsP8PBIIIh-12.3
konsensya. May layunin itong maibigay sa
Week 2
kapwa ang nararapat para sa kanya, gabay
ang diwa ng pagmamahal.
12.4 Naisasagawa ang mga mga angkop na EsP8PBIIIh-12.4
kilos sa pagsasabuhay ng katapatan sa salita at
gawa
Naisasagawa ng mag- 13.1 Natutukoy ang tamang EsP8IPIVa-13.1
Naipamamalas ng mag- aaral ang tamang kilos pagpaqpakahulugan sa sekswalidad
tungo sa paghahanda 13.2 Nasusuri ang ilang napapanahong isyu Week 3 EsP8IPIVa-13.2
aaral ang pag-unawa sa
sa susunod na yugto ng ayon sa tamang pananaw sa
4 mga konsepto sa
buhay bilang sekswalidad
sekswalidad ng Tao.
nagdadalaga at 13.3 Nahihinuha na:
nagbibinata at sa Ang pagkakaroon ng tamang pananaw EsP8IPIVb-13.3
pagtupad niya ng sa sekswalidad ay mahalaga para sa Week 4
109
Performance K to 12 CG Code
Quarter Content Standards Most Essential Learning Competencies Duration
Standards
kanyang bokasyon na paghahanda sa susunod na yugto ng
magmahal. 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 EsP8IPIVb-13.4
pagtupad niya ng kanyang bokasyon na
magmahal
14.1 Nakikilala ang mga uri, sanhi at epekto EsP8IPIVc-14.1
ng mga umiiral na karahasan sa
paaralan
14.2 Nasusuri ang mga aspekto ng Week 5 EsP8IPIVc-14.2
pagmamahal sa sarili at kapwa na kailangan
upang maiwasan at matugunan ang
karahasan sa paaralan
14.3 Naipaliliwanag na: EsP8IPIVd-14.3
a. Ang pag-iwas sa anomang uri ng
Naisasagawa ng mag-
karahasan sa paaralan (tulad ng
aaral ang mga angkop
Naipamamalas ng mag-
na kilos upang pagsali sa fraternity at gang at
aaral ang pag-unawa sa
maiwasan at pambubulas) at ang aktibong
4 mga karahasan sa
matugunan ang mga pakikisangkot upang masupil ito ay
paaralan.
karahasan sa kanyang patunay ng pagmamahal sa sarili at
paaralan. kapwa at paggalang sa buhay. Ang
pagmamahal na ito sa kapwa ay may Week 6
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
110
Performance K to 12 CG Code
Quarter Content Standards Most Essential Learning Competencies Duration
Standards
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 EsP8IPIVd-14.4
kilos upang maiwasan at masupil ang
mga karahasan sa kanyang paaralan
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
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 EsP9TT-IIe-7.2
nagtataguyod ng dignidad ng tao at
paglilingkod
Napatutunayan na sa pamamagitan ng Week 6
paggawa, nakapagpapamalas ang tao ng
mga pagpapahalaga na makatutulong upang
patuloy na maiangat, bunga ng kanyang EsP9TT-IIf-7.3
paglilingkod, ang antas kultural at moral ng
lipunan at makamit niya ang kaganapan ng
kanyang pagkatao
Nakabubuo ng sintesis tungkol sa kabutihang
naidudulot ng paggawa gamit ang panayam
sa mga manggagawang kumakatawan sa
EsP9TT-IIf-7.4
taong nangangailangan (marginalized) na
nasa iba’t ibang kurso o trabahong teknikal-
bokasyonal
2 Naipamamalas ng Nakalalahok ang mag- Naiuugnay ang kahalagahan ng pakikilahok Week 7
mag-aaral ang pag- aaral ng isang proyekto o at bolunterismo sa pag-unlad ng
unawa sa gawain para sa baranggay mamamayan at lipunan
kahalagahan ng o mga sektor na may
pakikilahok at partikular na
EsP9TT-IIg-8.1
bolunterismo sa pag- pangangailangan (hal.,
unlad ng mga batang may
mamamayan at kapansanan o mga
lipunan. matatandang walang
kumakalinga).
116
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
K to 12 CG Code
1
1.1 Natutukoy ang mataas na gamit at EsP10MP-Ia-1.1
tunguhin ng isip at kilos-loob
Naipamamalas ng
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
K to 12 CG Code
1
EsP10MP-Id-3.1
Nakagagawa ang mag- 3.1 Naipaliliwanag ang tunay na kahulugan
Naipamamalas ng Week 5
aaral ng angkop na kilos ng kalayaan
mag-aaral ang pag-
upang maisabuhay ang 3.2 Natutukoy ang mga pasya at kilos na EsP10MP-Id-3.2
unawa sa tunay na paggamit ng tunay na tumutugon sa tunay na gamit ng kalayaan
gamit ng kalayaan. kalayaan: tumugon sa 3.3 Napatutunayan na ang tunay na
tawag ng pagmamahal at kalayaan ay ang kakayahang tumugon sa EsP10MP-Ie-3.3
paglilingkod. tawag ng pagmamahal at paglilingkod
Week 6
3.4 Nakagagawa ng angkop na kilos upang
maisabuhay ang paggamit ng tunay na EsP10MP-Ie-3.4
kalayaan: tumugon sa tawag ng
pagmamahal at paglilingkod
121
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
K to 12 CG Code
1 Week 7
Nakagagawa ng mga 4.1 Nakapagpapaliwanag ng kahulugan ng
Naipamamalas ng EsP10MP-If-4.1
angkop na kilos upang dignidad ng tao
mag-aaral ang pag-
maipakita sa kapwang
unawa sa dignidad itinuturing na mababa ang
sa tao. sarili na siya ay bukod- 4.2 Nakapagsusuri kung bakit ang
tangi dahil sa kanyang kahirapan ay paglabag sa dignidad ng mga EsP10MP-If-4.2
mahihirap at indigenous groups
taglay na dignidad bilang
tao.
4.3 Naipatutunayan na nakabatay ang
dignidad ng tao sa kanyang pagkabukod-
tangi (hindi siya nauulit sa kasaysayan) at
EsP10MP-Ig-4.3
sa pagkakawangis niya sa Diyos (may isip
at kalooban)
Week 8
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
K to 12 CG Code
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
K to 12 CG Code
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
K to 12 CG Code
Week 2
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
K to 12 CG Code
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
K to 12 CG Code
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
K to 12 CG Code
4
13.1 Natutukoy ang mga isyung kaugnay sa EsP10PI-IVa-13.1
kawalan ng paggalang sa dignidad at
sekswalidad
Week 1
13.2 Nasusuri ang mga isyung kaugnay sa
Naipamamalas ng kawalan ng paggalang sa dignidad at EsP10PI-IVa-13.2
Nakagagawa ang mag-
mag-aaral ang pag- sekswalidad
aaral ng malinaw na
unawa sa mga isyu 13.3 Napangangatwiranan na:
posisyon tungkol sa isang
tungkol sa Kawalan Makatutulong sa pagkakaroon ng posisyon
isyu sa kawalan ng
ng Paggalang sa tungkol sa kahalagahan ng paggalang sa
paggalang sa dignidad at EsP10PI-IVb-13.3
pagkatao ng tao at sa tunay na layunin nito
Dignidad at
sekswalidad.
ang kaalaman sa mga isyung may
Sekswalidad
Week 2
kinalaman sa kawalan ng paggalang sa
digniidad at sekswalidad ng tao.
13.4 Nakagagawa ng malinaw na posisyon
EsP10PI-IVb-13.4
tungkol sa isang isyu sa kawalan ng
paggalang sa dignidad at sekswalidad
4
EsP10PI-IVc-14.1
14.1 Natutukoy ang mga isyung kaugnay sa
kawalan ng paggalang sa katotohanan Week 3
14.2 Nasusuri ang mga isyung may
Naipamamalas ng EsP10PI-IVc-14.2
kinalaman sa kawalan ng paggalang sa
mag-aaral ang pag-
Nakabubuo ang mag-aaral katotohanan
unawa sa mga
ng mga hakbang upang 14.3 Napatutunayang ang pagiging mulat
isyung kaugnay sa
maisabuhay ang paggalang sa mga isyu tungkol sa kawalan ng EsP10PI-IVd-14.3
kawalan ng
paggalang sa katotohanan ay daan upang
sa katotohanan.
paggalang sa isulong at isabuhay ang pagiging
katotohanan. mapanagutan at tapat na nilalang Week 4
K to 12
Qtr Most Essential Learning Competencies Duration
CG Code
Q3 Recognize rhyming words in nursery rhymes, poems, songs heard EN1PA-IIIa-e-2.2
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 EN1OL-IIIa-e-1.5
gratitude and apology, asking permission, offering help
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, EN1G-IVf-j-5
height, weight, length, distance, etc.)
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
K to 12
Qtr Most Essential Learning Competencies Duration
CG Code
Q1 Classify/Categorize sounds heard (animals, mechanical, objects, musical instruments, EN2PA-Ia-c-1.1
environment, speech)
Q1 Read the alphabets of English and associate to phonemes
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, EN2BPK-Ib-c-4
etc.) book orientation
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
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
Q4 Use personal pronouns(e.g. I, you, he, she, it, we, they) in dialogues EN2G-IVa-b-4.2.1
Q4 Use the most frequently occurring preposition (e.g. on, over, under, to, from, above, etc.) EN2G-IVg-i-7.3
K to 12
Qtr Most Essential Learning Competencies Duration
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 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
Q2 Make inferences and draw conclusions based on texts (pictures, title and content words) EN3RC-IIIa 2.11
Q2 Recognize some words represented by common abbreviations (e.g. Mr. Ave., Oct.) EN3V-IIIa-7
Q4 Use the degrees of adjectives in making comparisons (positive, comparative, superlative) EN3G-IVi-j-5.2
K to 12
Qtr Most Essential Learning Competencies Duration
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: EN4V-IIc-32
prefixes and suffixes)
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 EN4G-Id-33
of Nouns – Mass Nouns and Count Nouns, Possessive Nouns, Collective nouns
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
K to 12
Qtr Most Essential Learning Competencies Duration
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 EN5G-IVa-1.8.1
relationship of ideas
Q1 Compose clear and coherent sentences using appropriate grammatical structures: EN5G-IIa-3.9
subject-verb agreement; kinds of adjectives; subordinate and coordinate conjunctions;
and adverbs of intensity and frequency
Q2 Compose clear and coherent sentences using appropriate grammatical structures: EN5G-Ia-3.3
aspects of verbs, modals and conjunction
Q2 Identify point-of-view
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, EN5RC-IIc-3.2.1
enumeration and time order
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- EN5WC-IIb-2.2.5
solution relationships
Q4 Write a feature article
K to 12
Qtr Most Essential Learning Competencies Duration
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 EN5VC-IIIf-3.8
example, line, symbols, colour, gaze, framing and social distance
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 EN6RC-IIIa-3.2.8
informational/factual text
Q2 Recognize evaluative word choices to detect biases and propaganda devices used by EN6LC-IIIb-3.1.12
speakers
Q2 Compare and contrast content of materials viewed to other sources of information EN7VC-IV-c-15
(print, online and broadcast)
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
Q4 Compose clear and coherent sentences using appropriate grammatical structures (verb EN6G-Ig-4.4.1
tenses, conjunctions, adverbs)
Q4 Compose a persuasive essay on self-selected topic EN6WC-IVb-2.2
K to 12
Qtr Most Essential Learning Competencies Duration
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 EN7VC-I-d-6
as movie clip, trailer, newsflash, internet-based program, documentary, video
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 EN7RC-IV-b-10
reading, etc.)
Q2 Use listening strategies based on purpose, familiarity with the topic and levels of EN7LC-II-a-6
difficulty of short texts listened to
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, EN7VC-IV-c-15
website, video, images, podcast, print based material
Q2 Summarize key information from a text EN6OL-IVj-3.6
Q3 Explain how a selection may be influenced by culture, history, environment, or other EN7LT-IV-h-3
factors
Q3 Express one’s beliefs/convictions based on a material viewed EN7VC-IV-i-16
K to 12
Qtr Most Essential Learning Competencies Duration
CG Code
Q1 Determine the meaning of words and expressions that reflect the local culture by noting EN8V-If-6
context clues
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
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 EN8SS-IIe-1.2
found in expository texts
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
K to 12
Qtr Most Essential Learning Competencies Duration
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 EN9VC-IVa-10
viewed
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 EN9RC-IVf-2.22
effectiveness of the presentation
Q4 React to lay value judgment on critical issues that demand sound analysis and call for
prompt actions
K to 12
Qtr Most Essential Learning Competencies Duration
CG Code
Q1 Use information from news reports, speeches, informative talks, panel discussions, etc. in EN10LC-Ia-11.1
everyday conversations and exchanges
Q1 Determine the effect of textual aids like advance organizers, titles, non-linear illustrations, EN10RC-Ia-2.15.2
etc. on the understanding of a text
Q1 Appraise the unity of plot, setting and characterization in a material viewed to achieve the EN10VC-IVc-29
writer’s purpose
141
Q1 Compare and contrast the contents of the materials viewed with outside sources of EN10VC-IVa-15
information in terms of accessibility and effectiveness
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
reader-response 142
Q4 Distinguish technical terms used in research
Q4 Give technical and operational definitions
Q4 Give expanded definitions of words EN10V-IVa-30
Q4 Observe correct grammar in making definitions EN10V-IIa-13.9
Q4 Compose a research report on a relevant social issue EN10V-IIIa-13.9
EN10G-IIa-29
EN10SS-IVe-2.3
143
144
F1PP-IIa-1
F1PT-IIId-1.1/
Nasasabi ang mensaheng nais ipabatid ng nabasang pananda, patalastas,
F1PS-IIIe-9/
babala, o paalala
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 F1PU-II a-1.11: c-1.2; 1.2a
isa ang mga letra
Nabibigkas nang wasto ang tunog ng bawat letra ng alpabetong Filipino FKP-IIb-1
Natutukoy ang kahulugan ng salita batay sa kumpas, galaw, ekspresyon F1PT-IIb-f-6
ng mukha; ugnayang salita-larawan; o kasalungat
Nagagamit nang wasto ang pangngalan sa pagbibigay ng pangalan ng F1WG-IIc-f-2
tao, lugar, hayop, bagay at pangyayari
Natutukoy ang kailanan ng pangngalan F1WG-IIc-f-2.1
F1PN-IIh-10
Naibibigay ang paksa ng talata at tula
F1PN-IIIi-7-
Natutukoy ang salita/pangungusap sa isang talata F1AL-IIh-3
F2PB-Ib-2.1
Nakasusunod sa nakasulat na panutong may 1-2 at 3-4 na hakbang*
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 F2PT-Ic-e-2.1
sa salitang-ugat
Nakasusulat ng parirala at pangungusap nang may wastong baybay, bantas F2KM-IIb-f-1.2
at gamit ng malaki at maliit na letra
14
F2PS-Ig-6.1
Naisasalaysay muli ang binasang teksto nang may tamang pagkakasunod-
F2PS-IIg-6.4
sunod sa tulong ng mga larawan, pamatnubay na tanong at story grammar
F2PS-IIIi-6.3
Nakasusulat ng talata at liham nang may wastong baybay, bantas at gamit ng F2KM-IIIbce-3.2
malaki at maliit na letra F2KM-IVg-1.5
3rd Quarter Nagagamit nang wasto ang pangngalan sa pagbibigay ng pangalan ng tao, F2WG-Ic-e-2
lugar, hayop, bagay at pangyayari
Nagagamit ang pangngalan nang tama sa pangungusap. *
Nagagamit ang mga salitang pamalit sa ngalan ng tao (ako, ikaw, siya, tayo, F2WG-Ig-3
kayo, sila) F2WG-Ii-3
Quarter Most Essential Learning Competencies
Duration K to 12 CG Code
F2PB-Ih-6
F2PB-IIIg-6
F2PB-IVd-6
Nailalarawan ang mga tauhan sa napakinggang teksto batay sa kilos, sinabi o F2PN-IId-12.2
pahayag
Naipahahayag ang sariling ideya/damdamin o reaksyon tungkol sa F2-PS-Ig-6.1
napakinggang kuwento batay sa tunay na pangyayari/pabula
Naiuugnay sa sariling karanasan ang nabasang teksto * F2PN-IIb-2
Naiuulat nang pasalita ang mga naobserbahang pangyayari sa paligid (bahay, F2PS-If-3.1
komunidad, paaralan) at sa mga napanood (telebisyon, cellphone,
kompyuter)*
Nababaybay nang wasto ang mga salita tatlo o apat na pantig, batayang F2PY-IIg-i-2.1
talasalitaang pampaningin, at natutunang salita mula sa mga aralin
Nakapagbibigay ng mga salitang magkakatugma F2KP-IIId-9
Nakapaglalarawan ng mga bagay, tao, pangyayari, at lugar F2WG-IIc-d-4
th
4 Quarter Napapantig ang mga mas mahahabang salita F2KP-IIc-3
F2PP-IIe-2.2
Nababasa ang mga salitang madalas na makita sa paligid at batayang F2PP-IIIe-2.1 talasalitaan
Nagagamit ang mga salitang kilos sa pag-uusap tungkol sa iba’t ibang gawain F2WG-IIg-h-5
sa tahanan, paaralan, at pamayanan
Nabibigyang kahulugan ang mga salita sa pamamagitan ng pagbibigay ng F2WG-IIg-h-5
kasingkahulugan at kasalungat, sitwasyong pinaggamitan ng salita (context
clues), pagbibigay ng halimbawa, at paggamit ng pormal na depinisyon ng
salita
Quarter Most Essential Learning Competencies
Duration K to 12 CG Code
Nasasabi ang paraan, panahon at lugar ng pagsasagawa ng kilos o gawain sa F2WG-IIj-6
tahanan, paaralan at pamayanan
Nakapagbibigay ng angkop na pamagat sa binasang teksto, talata, at F2PB-IIj-8
kuwento
Nagagamit nang wasto ang mga pang-ukol ni/nina, kay/kina, ayon sa, para F2WG-IIIh—i-7
sa, at ukol sa
Naisusulat nang wasto ang mga idiniktang mga salita F2KM-IVb-5
Nakabubuo nang wasto at payak na pangungusap na may tamang ugnayan F2WG-IVg-j-8
ng simuno at panag-uri sa pakikipagusap
Naibibigay ang mga sumusuportang kaisipan sa pangunahing kaisipan ng F2PB-IIIi-11
tekstong binasa F2PB-IVi-11
F3PN-IVc-2
Nagagamit ang naunang kaalaman o karanasan sa pag-unawa ng F3PN-IIIa-2
napakinggan at nabasang teksto F3PN-IIa-2
F3PN-Ib-2
F3PB-Ib-3.1
Nasasagot ang mga tanong tungkol sa kuwento, usapan, teksto, balita
F3PN-IIc-3.1.1
at tula
151
F3PB-I-d-3.1
F3PN-IVa 3.1.3
F3EP-Ib-h-5
Nagagamit ang iba’t ibang bahagi ng aklat sa pagkalap ng impormasyon
F3EP-IIa-d-5
Nababasa ang mga salitang may tatlong pantig pataas, klaster, salitang F3AL-If-1.3 iisa ang baybay ngunit
magkaiba ang bigkas at salitang hiram
F3PB-Ic-2
Nakasusunod sa nakasulat na panuto na may 2-4 hakbang F3PB-IIc-2
F3PB-IVb- 2
F3PY-Id-2.2
F3PY-If-2.4
Nababaybay nang wasto ang mga salitang natutunan sa aralin, salita F3PY-IIc-2.3
di-kilala batay sa bigkas, tatlo o apat na pantig, batayang talasalitaan, F3PY-IIh-2.5
mga salitang hiram at salitang dinaglat F3PY-IIIb-2.2/2.3
F3PY-IVb-h-2
F3PY-Id-2.2
Nakakagamit ng diksyunaryo F3EP-Id-6.1
F3WG-Ie-h-3
Nagagamit sa usapan ang mga salitang pamalit sa ngalan ng tao (ako,
F3WG-IIg-j-3
ikaw, siya, kami, tayo, kayo at sila,)
F3PN-Ij-10
F3PN-IIj-10
Nakabubuo ng isang kuwentong katumbas ng napakinggang kuwento
F3PN-IIIj-10
F3PN-IVb-10
2nd Quarter F3PB-Ih-14
F3PB-IIi-14
Nakapagbibigay ng wakas ang binasang kuwento
F3PB-IIIi-14
F3PB-IVf-14
Naiuulat ang mga naobserbahang pangyayari sa pamayanan F3PS-Ii-3.1
F3WG-IIIa-b-6
Nagagamit ang angkop na pagtatanong tungkol sa mga tao, bagay,
F3WG-IVab-6
lugar at pangyayari, ano, sino, saan, ilan, kalian, ano-ano, at sino-sino
3rd Quarter Natutukoy ang kahulugan ng mga tambalang salita na nananatili ang F3PT-IIIci-3.1
kahulugan
Nasasabi ang sariling ideya tungkol sa tekstong napakinggan F3PN-IIId-14
F3PB-IIa-1
Naiuugnay ang binasa sa sariling karanasan F3PB-Ivc-1
F3WG-IVe-f-5
Nagagamit ang mga salitang kilos sa pag-uusap tungkol sa iba’t ibang
F3WG-IVe-f-5
gawain sa tahanan, paaralan, at pamayanan
F3PT-IIIc-i-3.1
Natutukoy ang kahulugan ng mga tambalang salita na nananatili ang
F3PT-IVd-h-3.2
kahulugan
F3PT-IVd-h-3.2
Nabibigay ng mungkahing solusyon sa suliraning nabasa sa isang teskto F3PB-IVh-13
o napanood
Natutukoy ang mahahalagang detalye kaugnay ng paksang narinig F3PN-IVi-16
F3PB-IIIj-16
Naibibigay ang buod o lagom ng tesktong binasa F3PB-IVi-16
F3PN-IIIe-7
Naibibigay ang paksa ng kuwento o sanaysay na napakinggan F3PN-IVd-7
F3PN-IVd-7
155
1st Quarter Nagagamit nang wasto ang mga pangngalan sa pagsasalita tungkol sa sarili F4WG-Ia-e-2
at ibang tao sa paligid
Nabibigyang kahulugan ang salita sa pamamagitan ng pormal na depinisyon F4PT-Ia-1.10
Nababasa ang maikling tula nang may tamang bilis, diin, ekspresyon at F4PB-Ic-16
intonasyon
Naipahahayag ang sariling opinyon o reaksyon sa isang F4PS-Id-i-1
napakinggan/napanood na isyu o usapan
Nasusunod ang napakinggang panuto o hakbang ng isang gawain F4PN-Ie-j-1.1
Naibibigay ang kahalagahan ng media (hal. pang-impormasyon, pang-aliw, F4PDI-e-2
panghikayat)
Nagagamit ang iba’t ibang uri ng panghalip (panao) sa usapan at pagsasabi F4WG-If-j-3
tungkol sa sariling karanasan
Nagagamit ang iba’t ibang uri ng panghalip (pananong) - isahan-- F4WG-Ifg-j-3
maramihan sa usapan at pagsasabi tungkol sa sariling karanasan
Nagagamit ang iba’t ibang uri ng panghalip (panaklaw)-tiyakan- F4WG-If-j-3
isahan/kalahatan-di-tiyakan sa usapan at pagsasabi tungkol sa sariling
karanasan
Nabibigy ang kahulugan ng salita sa pamamagitan ng pormal na depinisyon F4PT-Ia-1.10
Nahuhulaan ang maaaring mangyari sa teksto gamit ang dating karanasan/ F4PB-IIa-17
kaalaman
4th Quarter Nakapagbibigay ng panuto na may tatlo hanggang apat na hakbang gamit F4PS-IVa-8.7
ang pangunahin at pangalawang direksyon
Nasasagot ang mga tanong sa napanood na patalastas F4PD-IVf-89
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
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 F5EP-IIe-i-6
tungkol sa isang isyu
Naitatala ang mga impormasyon mula sa binasang teksto F5EP-IIa-f-10
Naipapahayag ang sariling opinyon o reaskyon sa isang napakinggang balita isyu o usapan F6PS-Ij-1
Nagagamit nang wasto ang aspekto at pokus ng pandiwa (aktor, layon, ganapan, F6L-IIf-j-5
tagatanggap, gamit, sanhi, direksiyon) sa pakikipag-usap sa ibat ibang sitwasyon
Nagagamit ang uri ng pang-abay (panlunan, pamaraan, pamanahon) sa pakikipag-usap sa F6L-IIf-j-5
ibat ibang sitwasyon
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
Nasusuri ang pagkakaiba ng kathang isip at di-kathang isip na teksto (fiction at non-fiction) F6PB-IVc-e-22
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 F6PU-IVb-2.1
at teleradyo 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
1st Quarter Nahihinuha ang kaugalian at kalagayang panlipunan ng lugar na pinagmulan ng kuwentong F7PN-Ia-b-1
bayan batay sa mga pangyayari at usapan ng mga tauhan
Nagagamit nang wasto ang mga pahayag sa pagbibigay ng mga patunay F7WG-Ia-b-1
Naisasalaysay nang maayos at wasto ang buod, pagkakasunod-sunod ng mga pangyayari sa F7PS-Id-e-4
kuwento, mito, alamat, at kuwentong-bayan*
Nagagamit nang wasto ang mga retorikal na pang-ugnay na ginamit sa akda (kung, kapag, F7WG-If-g-4
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)
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: F7PB-Ij-6
pagsusuri sa isang promo coupon o brochure)
Naipaliliwanag ang mga salitang ginamit sa paggawa ng proyektong panturismo F7PT-Ij-6
(halimbawa ang paggamit ng acronym sa promosyon)
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 F7WG-Ij-6
makatotohanan at mapanghikayat na proyektong panturismo
170
Naisusulat ang sariling tula/awiting panudyo, tugmang de gulong at palaisipan batay sa F7PU-IIIa-c-13
itinakdang mga pamantayan
171
Nagagamit nang wasto ang angkop na mga pahayag sa panimula, gitna at wakas ng isang akda F7WG-IIId-e-14
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 F7PB-IVa-b-20
ng akda
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 F7PU-IVa-b-18
pangkasaysayan ng Ibong Adarna
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 F7PB-IVc-d-21
mabigyang solusyon
Nailalahad ang sariling saloobin at damdamin sa napanood na bahagi ng telenobela o serye na F7PD-IVc-d-18
may pagkakatulad sa akdang tinalakay
Naiuugnay sa sariling karanasan ang mga karanasang nabanggit sa binasa F7PB-IVc-d-22
Nasusuri ang mga katangian at papel na ginampanan ng pangunahing tauhan at mga pantulong F7PB-IVg-h-23
na tauhan
172
F8PU-IIg-h-28
Nakasusulat ng wakas ng maikling kuwento*
Naihahambing ang anyo at mga elemento ng tulang binasa sa iba pang anyo ng tula F8PB-IIi-j-28
174
Naisusulat ang isang orihinal na tulang may masining na antas ng wika at may apat o higit pang F8PU-IIi-j-29
saknong sa alinmang anyong tinalakay, gamit ang paksang pag-ibig sa kapwa, bayan o
kalikasan
Nagagamit ang iba’t ibang estratehiya sa pangangalap ng mga ideya sa pagsulat ng balita, F8PU-IIIa-c-30
komentaryo, at iba pa
Nagagamit sa iba’t ibang sitwasyon ang mga salitang ginagamit sa impormal na komunikasyon F8WG-IIIa-c-30
(balbal, kolokyal, banyaga)
Napag-iiba ang katotohanan (facts) sa hinuha (inferences), opinyon at personal na F8PN-IIId-e-29
interpretasyon ng kausap
Naiisa-isa ang mga positibo at negatibong pahayag F8PB-IIId-e-30
Nagagamit ang mga angkop na ekspresyon sa paghahayag ng konsepto ng pananaw (ayon, F8WG-IIId-e-31
batay, sang-ayon sa, sa akala, iba pa)
Nahihinuha ang paksa, layon at tono ng akdang nabasa F8PB-IIIe-f-31
175
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, F8WG-IIIe-f-32
paraan-resulta)
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 F8PB-IIIg-h-32
-layon
-gamit ng mga salita
-mga tauhan
F8PT-IIIg-h-32
Nabibigyang kahulugan ang mga salitang ginagamit sa mundo ng pelikula
Naihahayag ang sariling pananaw tungkol sa mahahalagang isyung mahihinuha sa napanood F8PD-IIIg-h-32
na pelikula
Nagagamit ang kahusayang gramatikal (may tamang bantas, baybay, magkakaugnay na F8WG-IIIg-h-33
pangungusap/ talata sa pagsulat ng isang suring- pelikula
Nasusuri ang mga hakbang sa pagbuo ng isang kampanyang panlipunan ayon sa binasang mga F8PB-IIIi-j-33
impormasyon
Naipaliliwanag ang mga salitang angkop na gamitin sa pagbuo ng isang kampanyang F8PT-IIIi-j-33
panlipunan
Nakasusulat ng isang malinaw na social awareness campaign tungkol sa isang paksa na F8PU-IIIi-j-34
maisasagawa sa tulong ng multimedia*
Nagagamit ang angkop na mga komunikatibong pahayag sa pagbuo ng isang social awareness F8WG-IIIi-j-34
campaign
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 : F8PT-IVc-d-34
-matatalinghagang ekspresyon
- tayutay
- simbolo
Naisusulat sa isang monologo ang mga pansariling damdamin tungkol sa: F8PU-IVc-d-36
- pagkapoot
- pagkatakot
- iba pang damdamin
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
Nasusuri ang mga pangyayari, at ang kaugnayan nito sa kasalukuyan sa lipunang Asyano
batay sa napakinggang akda
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 F9PT-Ia-b-39
konotatibong kahulugan
Naihahambing ang ilang piling pangyayari sa napanood na telenobela sa ilang piling F9PD-Ia-b-39
kaganapan sa lipunang Asyano sa kasalukuyan
Nasusuri ang maikling kuwento batay sa: F9PS-Ia-b-41
- Paksa
- Mga tauhan
- Pagkakasunod-sunod ng mga pangyayari
- estilo sa pagsulat ng awtor
- iba pa
F9PU-Ia-b-41
Napagsusunod-sunod ang mga pangyayari sa akda
Napagsusunod-sunod ang mga pangyayari gamit ang angkop na mga pag-ugnay F9WG-Ia-b-41
Nobela F9PN-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 / F9WG-Ic-d-42
pahayag / ko, iba pa)
Tula F9PN-Ie-41
Dula
F9PN-Ig-h-43
Nakabubuo ng paghuhusga sa karakterisasyon ng mga tauhan sa kasiningan ng akda
Naipaliliwanag ang kahulugan ng salita habang nababago ang estruktura nito F9PT-Ig-h-43
Naibabahagi ang sariling pananaw sa resulta ng isinagawang sarbey tungkol sa tanong na:
”Alin sa mga babasahin ng Timog-Silangang Asya ang iyong nagustuhan?”
F9PN-IIc-46
Nabibigyang-puna ang kabisaan ng paggamit ng hayop bilang mga tauhan na parang taong F9PB-IIc-46
nagsasalita at kumikilos
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 F9PU-IIc-48
nito
Nagagamit ang iba’t ibang ekspresyon sa pagpapahayag ng damdamin F9WG-IIc-48
Napaghahambing ang kultura ng ilang bansa sa Silangang Asya batay sa napanood na F9PD-IIe-f-48
bahagi ng teleserye o pelikula
Naisasalaysay ang sariling karanasan na may kaugnayan sa kulturang nabanggit sa nabasang F9PS-IIe-f-50
kuwento
Naisusulat ang isang paglalarawan ng sariling kultura na maaaring gamitin sa isang F9PU-IIe-f-50
pagsasalaysay
Nagagamit ang mga pahayag sa pagsisimula, pagpapatuloy ng mga pangyayari at F9WG-IIe-f-50
pagtatapos ng isang kuwento
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
Napaghahambingang mga napanood na dula batay sa mga katangian at elemento ng bawat F9PD-IIg-h-48
isa
Naisusulat ang isang maikling dula tungkol sa karaniwang buhay ng isang pangkat ng tao sa F9PU-IIg-h-51
ilang bansa sa Asya
Nagagamit ang mga angkop na pang-ugnay sa pagsulat ng maikling dula F9WG-IIg-h-51
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 F9PT-IIi-j-49
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;
Naisusulat ang sariling akda na nagpapakita ng pagpapahalaga sa pagiging Asyano F9PU-IIi-j-52
Naisusulat ang isang anekdota o liham na nangangaral; isang halimbawang elehiya; F9PU-IIIa-53
Nasusuri ang mga tunggalian (tao vs. tao, at tao vs. sarili) sa kuwento batay sa napakinggang F9PN-IIId-e-52
pag-uusap ng mga tauhan
Napatutunayang ang mga pangyayari at/o transpormasyong nagaganap sa tauhan ay maaaring F9PB-IIId-e-52
mangyari sa tunay na buhay
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 F9PD-IIId-e-51
programang pantelebisyon
Naisusulat muli ang maikling kuwento nang may pagbabago sa ilang pangyayari at mga F9PU-IIId-e-54
katangian ng sinuman sa mga tauhan; ang sariling wakas sa naunang alamat na binasa
F9PN-IIIf-53
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
Nabibigyang-katangian ang isa sa mga itinuturing na bayani ng alinmang bansa sa Kanlurang F9PT-IIIg-h-54
Asya
Nagagamit ang mga angkop na salita sa paglalarawan ng kulturang Asyano at bayani ng F9PS-IIIg-h-56
Kanlurang Asya
Naiisa-isa ang kultura ng Kanluraning Asyano mula sa mga akdang pampanitikan nito * F9PB-IIIi-j-55
Naisusulat ang isang makahulugan at masining na iskrip ng isang monologo tungkol sa isang F9PU-IVc-59
piling tauhan
Nagagamit ang tamang pang-uri sa pagbibigay- katangian F9WG-IVc-59
Naibabahagi ang sariling damdamin sa tinalakay na mga pangyayaring naganap sa buhay ng F9PN-IVd-58
tauhan
Nailalahad ang sariling pananaw sa kapangyarihan ng pag-ibig sa magulang, sa kasintahan, F9PB-IVd-58
sa kapwa at sa bayan
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
Nasusuri ang pinanood na dulang panteatro na naka-video clip batay sa pamantayan F9PD-IVi
Naipaliliwanag ang ilang pangyayaring napakinggan na may kaugnayan sa kasalukuyang mga F10PN-If-g-66
pangyayari sa daigdig
Nakapagbibigay ng mga halimbawang pangyayari sa tunay na buhay kaugnay ng binasa F10PB-If-g-67
Nasusuri ang binasang kabanata ng nobela bilang isang akdang pampanitikan sa pananaw F10PB-Ig-h-68
humanismo o alinmang angkop na pananaw
Nakikilala ang pagkakaugnay-ugnay ng mga salita ayon sa antas o tindi ng kahulugang F10PT-Ig-h-67
ipinahahayag nito (clining)
Naihahambing ang ilang pangyayari sa napanood na dula sa mga pangyayari sa binasang F10PD-Ig-h-66
kabanata ng nobela
Nailalarawan ang kultura ng mga tuhan na masasalamin sa kabanata F10PS-Ig-h-69
Naibibigay ang kaugnay na mga konsepto ng piling salitang critique at simposyum F10PB-Ii-j-69
Naisasama ang salita sa iba pang salita upang makabuo ng ibang kahulugan (collocation) F10PT-IIa-b-71
188
Maikling Kuwento: Nasusuri sa diyalogo ng mga tauhan ang kasiningan ng akda F10PN-IIe-73
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 F10PB-IIf-77
pampanitikan
189
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
Nasusuri ang binasang anekdota batay sa: paksa- tauhan tagpuan motibo ng awtor F10PB-IIIb-81
paraan ng pagsula at iba pa
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
Nabibigyang-puna ang napanood na teaser o trailer ng pelikula na may paksang katulad F10PD-IIId-e-77
ng binasang akda
Naipahahayag ang damdamin at saloobin tungkol sa kahalagahan ng akda sa: F10PS-IIId-e-81
- sarili
- panlipunan pandaigdig
Nasusuri nang pasulat ang damdaming nakapaloob sa akdang binasa at ng alinmang F10PU-IIId-e-81
socila media
Nabibigyang-kahulugan ang damdaming nangingibabaw sa akda F10WG-IIId-e-74
Nailalapat nang may kaisahan at magkakaugnay na mga talata gamit ang mga pag- F10PS-IIIh-i-83
ugnay sa panunuring pampelikula*
Nagagamit ang iba’t ibang batis ng impormasyon tungkol sa magagandang katangian ng F10EP-IIf-32
bansang Africa at/o Persia
Natutukoy ang papel na ginampanan ng mga tauhan sa akda sa pamamagitan ng: F10PB-IVb-c-87
- pagtunton sa mga pangyayari
- pagtukoy sa mga tunggaliang naganap
- pagtiyak sa tagpuan
- pagtukoy sa wakas
Nabibigyang-kahulugan ang matatalingha-gang pahayag na ginamit sa binasang F10PT-IVb-c-83
kabanata ng nobela sa pamamagitan ng pagbibigay ng halimbawa
Naiuugnay sa kasalukuyang mga pangyayaring napanood sa video clip ang pangyayari F10PD-IVb-c-82
sa panahon ng pagkakasulat ng akda
Naibabahagi ang ginawang pagsusuri sa napakinggang buod ng binasang akda batay sa: F10PS-IVb-c-86
- katanpagkamakato-tohanan ng mga pangyayari
- tunggalian sa bawat kabanatagian ng mga tauhan
Naisusulat ang buod ng binasang mga kabanata F10PU-IVb-c-86
Nagagamit sa pagbubuod ang tamang mekaniks sa pagsulat (baybay, bantas, at iba pa), F10PU-IVb-c-86
gayundin ang wastong pag-uugnay ng mga pangungusap/ talata
Naipahahayag ang sariling paniniwala at pagpapahalaga kaugnay ng mga kaisipang namayani F10PN-IVd-e-85
sa akda
Nasusuri ang mga kaisipang lutang sa akda (Diyos, bayan, kapwa-tao, magulang) F10PB-IVd-e-88
Naiuugnay ang kaisipang namayani sa pinanood na bahagi ng binasang akda sa mga F10PD-IVd-e-83
kaisipang namayani sa binasang akda
Naisusulat ang pagpapaliwanag ng sariling mga paniniwala at pagpapahalaga kaugnay ng F10PU-IVd-e-87
mga kaisipang namayani sa akda
Naipahahayag ang sariling paniniwala at pagpapahalaga gamit ang angkop na mga salitang F10WG-IVd-e-8
hudyat sa paghahayag ng saloobin/ damdamin
Naisasaad ang pagkamakatotohanan ng akda sa pamamagitan ng pag-uugnay ng ilang
pangyayari sa kasalukuyan F10PB-IVh-i-92
Naisusulat ang maayos na paghahambing ng binuong akda sa iba pang katulad na akdang F10PU-IVg-h-88
binasa
Nagagamit ang angkop na mga salitang naghahambing F10WG-IVg-h-81
195
Nasusuri ang tauhan na may kaugnayan sa: mga hilig/interes kawilihan/kagalakan/ kasiglahan F10PU-IVg-h-88
/pagkainip/ pagkayamot; pagkatakot; Pagkapoot; pagkaaliw/ pagkalibang at iba pa
Nasusuri ang nobela batay sa pananaw/ teoryang: F10WG-IVg-h-81
• romantisismo
• humanismo
• naturalistiko
• at iba pa
Nabibigyang-pansinang ilang katangiang klasiko sa akda F10PB-IVi-j-94
Nailalarawan ang mga tauhan at pangyayari sa tulong ng mga pang-uring umaakit sa F10PB-IVi-j-83
imahinasyon at mga pandama
196
197
Quarter Content Standards Performance Most Essential Learning competencies Duration K to 12 CG Code
Standards
The learner… The learner… The learner…
Q1 demonstrates 1. is able to Visualizes,represents and counts numbers from 0 Week 1 M1NS-Ia-1.1
understanding of recognize, represent, to 100 using a variety of materials and methods.
whole numbers up and order whole identifies the number that is one more or one less Week 2 M1NS-Ib-3
to 100, ordinal numbers up to 100 from a given number.
regroups sets of ones into sets of tens and sets of Week 3 M1NS- Id-5
numbers up to and money up to
tens into hundreds using objects.
10th, money up to PhP100 in various
compares two sets using the expressions “less than,” Week 4
PhP100. forms and contexts.
“more than,” and “as many as” and orders sets from
least to greatest and vice versa.
reads and writes numbers up to 100 in symbols and Week 5 M1NS-If-9.1
2. is able to
in words.
recognize, and
visualizes and gives the place value and value of a Week 6 M1NS-Ig-10.1
represent ordinal digit in one- and two-digit numbers.
numbers up to 10th, M1NS-Ig-11
renames numbers into tens and ones.
in various forms and
compares numbers up to 100 using relation symbol Week 7
contexts.
and orders them in increasing or decresing order.
Identifies, reads and writes ordinal numbers: 1st , Week 8
2nd, 3rd, up to 10th object in a given set from a
given point of reference.
recognizes and compares coins and bills up to Week 9 M1NS-Ij-19.1
PhP100 and their notations.
Q2 demonstrates is able to apply illustrates addition as “putting together or Week 1 to 2
M1NS-IIa-23
understanding of addition and combining or joining sets”
addition and subtraction of whole visualizes and adds the following numbers using
subtraction of numbers up to 100 appropriate techniques:
a. two one-digit numbers with sums up to 18
whole numbers up including money in
b. three one-digit numbers
mathematical
c. numbers with sums through 99 without and with
regrouping
198
Quarter Content Standards Performance Most Essential Learning competencies Duration K to 12 CG Code
Standards
The learner… The learner… The learner…
to 100 including problems and real- visualizes and solves one-step routine and non- Week 3
money life situations. routine problems involving addition of whole
M1NS-IIe-29.1
numbers including money with sums up to 99 using
appropriate problem solving strategies.
illustrates subtraction as “taking away” or Week 4
M1NS-IIf-24
“comparing” elements of sets.
illustrates that addition and subtraction are inverse
M1NS-IIf-25
operations.
visualizes, represents, and subtracts the following Week 5 to 6
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
subtracts mentally one-digit numbers from two-digit Week 7
minuends without regrouping using appropriate M1NS-IIi-33.1
strategies.
visualizes, represents, and solves routine and non- Week 8
routine problems involving subtraction of whole
numbers including money with minuends up to 99 M1NS-IIi-34.1
with and without regrouping using appropriate
problem solving strategies and tools.
Q3 demonstrates is able to recognize, counts groups of equal quantity using concrete Week 1
understanding of represent, and objects up to 50 and writes an equivalent M1NS-IIIa-37
fractions ½ and compare fractions ½ expression. e.g. 2 groups of 5
visualizes, represents, and separates objects into
1/4. and 1/4 in various
groups of equal quantity using concrete objects up M1NS-IIIa-48
forms and contexts.
to 50. e.g. 10 grouped by 5s
199
Quarter Content Standards Performance Most Essential Learning competencies Duration K to 12 CG Code
Standards
The learner… The learner… The learner…
visualizes, represents, divides a whole into halves Week 2
and fourths and identifies ½ and ¼ of a whole
object.
visualizes, represents and divides the elements of Week 3
sets into two groups of equal quantities to show
halves and four groups of equal quantities to show
fourths
visualizes and draws the whole region or set given Week 4
M1NS-IIId-75
its ½ and/or ¼
demonstrates is able to describe, identifies, names, and describes the four basic Week 5
understanding of compare, and shapes (square, rectangle, triangle and circle) in 2-
M1GE-IIIe-1
2-dimensional and construct 2- dimensional (flat/plane) and 3- dimensional (solid)
3-dimensional dimensional and 3- objects.
figures. dimensional objects draws the four basic shapes. Week 6 M1GE-IIIf-3
constructs three dimensional objects (solid) using M1GE-IIIf-4
manipulative materials.
demonstrates is able to apply determines the missing term/s using one attribute Week 7
understanding of knowledge of in a given continuous pattern (letters/
continuous and continuous and numbers/events) and in a given repeating pattern
repeating patterns repeating patterns (letters, numbers, colors, figures, sizes, etc.).
constructs equivalent number expression using Week 8
and mathematical and number
addition and subtraction. M1AL-IIIh-8
sentences. sentences in various
e.g. 6 + 5 = 12 - 1
situations.
identifies and creates patterns to compose and
decompose using addition.
M1AL-IIIi-9
e.g. 7 = 0 + 7, 1 + 6, 2 + 5, 3 + 4, 4 + 3, 5 + 2, 6 + 1,
7+0
visualizes and finds the missing number in an Week 9
addition or subtraction sentence using a variety of
M1AL-IIIj-10
ways
e.g. n + 2 = 5 5 – n = 3
200
Quarter Content Standards Performance Most Essential Learning competencies Duration K to 12 CG Code
Standards
The learner… The learner… The learner…
Q4 demonstrates is able to apply tells the days in a week; months in a year in the right Week 1
M1ME-IVa-1
understanding of knowledge of time order.
time and non- and non-standard determines the day or the month using a calendar. Week 2 M1ME-IVa-2
standard units of measures of length, tells and writes time by hour, half-hour and quarter- Week 3
M1ME-IVb-3
length, mass and mass, and capacity in hour using analog clock.
capacity. mathematical solves problems involving time (days in a week, Week 4
M1ME-IVb-4
problems and real- months in a year, hour, half-hour, and quarter-hour)
life situations compares objects using comparative words: short, Week 5 to 6
shorter, shortest; long, longer, longest; heavy, M1ME-IVc-19
heavier, heaviest; light, lighter, lightest.
estimates and measures length, mass and capacity Week 7
using non- standard units of measures.
demonstrates is able to interpret infers and interprets data presented in a Week 8
understanding of simple pictograph without scales.
pictographs representations of e.g. finding out from the title what the pictograph M1SP-IVh-3.1
without scales and data (tables and is all about, comparing which has the least or
outcomes of an pictographs without greatest …
event. scales). solves routine and non-routine problems using Week 9 M1SP-IVh-4.1
data presented in pictograph without scales.
Quarter Content Standards Performance Most Essential Learning competencies Duration K to 12 CG Code
Standards
The learner… The learner… The learner…
Q1 visualizes and represents numbers from 0-1000 with Week 1
emphasis on numbers 101 – 1 000 using a variety of M2NS-Ia-1.2
1. demonstrates 1. is able to
materials.
understanding of recognize,
gives the place value and finds the value of a digit in
M2NS-Ib-10.2
whole numbers up represent,
three-digit numbers.
to 1000, ordinal compare, and order visualizes and counts numbers by 10s, 50s, and 100s. Week 2 M2NS-Ib-8.2
201
Quarter Content Standards Performance Most Essential Learning competencies Duration K to 12 CG Code
Standards
The learner… The learner… The learner…
numbers up to whole numbers up reads and writes numbers up to 1 000 in symbols and
M2NS-Ic-9.2
20th, and money up to 1000, ordinal in words.
to PhP100. numbers up to visualizes and writes three-digit numbers in expanded Week 3
M2NS-Ic-14
20th, and money up form.
compares numbers up using relation symbols and
to PhP100 in
orders numbers up to 1 000 in increasing or decreasing
2. demonstrates various forms and
order.
understanding of contexts.
Identifies, reads and writes ordinal numbers from 1st Week 4
addition of whole
through the 20th object in a given set from a given
numbers up to 1000
point of reference.
including money. 2. is able to
reads and writes money in symbols and in words
M2NS-If-20.1
recognize and
through PhP100.
represent ordinal
counts the value of a set of bills or a set of coins Week 5
numbers up to 20th through PhP100 (peso-coins only; centavo-coins only;
M2NS-If-21
in various forms peso-bills only and combined peso-coins and peso-
and contexts. bills).
compares values of different denominations of coins
M2NS-If-22.1
and paper bills through PhP100 using relation symbols.
illustrates the properties of addition (commutative, Week 6
3. is able to apply
associative, identity) and applies each in appropriate M2NS-Ig-26.3
addition of whole
numbers up to 1000 and relevant situations.
visualizes, represents, and adds the following numbers
including money in
with sums up to 1000 without and with regrouping:
mathematical
a. 2-digit by 3-digit numbers
problems and real-
b. 3-digit by 3-digit numbers
life situations.
adds mentally the folllowing numbers using Week 7 to 8
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)
202
Quarter Content Standards Performance Most Essential Learning competencies Duration K to 12 CG Code
Standards
The learner… The learner… The learner…
d. 3-digit numbers and hundreds (multiples of 100 up
to 900)
solves routine and non-routine problems involving Week 9
addition of whole numbers including money with sums
M2NS-Ij-29.2
up to 1000 using appropriate problem solving
strategies and tools.
Q2 demonstrates is able to apply visualizes, represents, and subtracts 2- to 3-digit Week 1
understanding of subtraction and numbers with minuends up to 999 without and with M2NS-IIa-32.5
subtraction and multiplication of regrouping.
multiplication of whole numbers up subtracts mentally the following numbers without Week 2
regrouping using appropriate strategies:
whole numbers up to 1000 including
a. 1-digit numbers from 1- to 3-digit numbers
to 1000 including money in
b. 3-digit numbers by tens and by hundreds
money. mathematical
solves routine and non-routine problems involving Week 3
problems and real-
subtraction of whole numbers including money with
life situations. M2NS-IIc-34.2
minuends up to 1000 using appropriate problem
solving strategies and tools.
performs orders of operations involving addition and Week 4
M2NS-IId-34.3
subtractions of small numbers.
solves multi-step routine and non-routine problems Week 5
involving addition and subtraction of 2- to 3-digit
M2NS-IIe-34.4
numbers including money using appropriate problem
solving strategies and tools.
illustrates and writes a related equation for each type Week 6
of multiplication: repeated addition, array, counting by
multiples, and equal jumps on the number line.
illustrates the following properties of multiplication and Week 7
applyc each in relevant situation: (a) identity, (b) zero,
and, (c) commutative.
visualizes multiplication of numbers 1 to 10 by 2,3,4,5 Week 8
M2NS-IIh-41.1
and10.
203
Quarter Content Standards Performance Most Essential Learning competencies Duration K to 12 CG Code
Standards
The learner… The learner… The learner…
multiplies mentally 2,3,4,5 and 10 using appropriate
M2NS-IIi-42.1
strategies.
solves routine and non-routine problems using Week 9
appropriate problem solving strategies and tools:
a. multiplication of whole numbers including money
b. multiplication and addition or subtraction of whole
numbers including money
Q3 visualizes and represents division, and writes a related Week 1
1. demonstrates 1. is able to apply equation for each type of situation: equal sharing,
understanding of division of whole repeated subtraction, equal jumps on the number line,
division of whole numbers up to 1000 and formation of equal groups of objects.
numbers up to 1000 including money in visualizes division of numbers up to 100 by 2,3,4,5, and Week 2
M2NS-IIIb-51.1
including money. mathematical 10 (multiplication table of 2, 3, 4, 5 and 10).
problems and real- divides mentally numbers by 2,3,4,5 and 10 using Week 3
2. demonstrates life situations. appropriate strategies (multiplication table of 2, 3, 4, 5 M2NS-IIIb-52.1
understanding of and 10).
unit fractions. 2. is able to illustrates that multiplication and division are inverse
M2NS-IIIc-53
recognize and operations.
represent unit solves routine and non-routine problems involving Week 4
fractions in various division of numbers by 2,3,4,5 and 10 and with any of
forms and contexts. the other operations of whole numbers including M2NS-IIIc-56.1
money using appropriate problem solving strategies
and tools.
visualizes, represents and identifies unit fractions with Week 5 to 6
M2NS-IIId-72.2
denominators of 10 and below.
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 M2NS-IIIe-79.1
denominators 10 and below.
visualizes (using group of objects and number line), reads and
writes similar fractions
204
Quarter Content Standards Performance Most Essential Learning competencies Duration K to 12 CG Code
Standards
The learner… The learner… The learner…
compares similar fractions using relation symbols. Week 7 M2NS-IIIf-77.2
arranges similar fractions in increasing or decreasing
M2NS-IIIf-78.2
order.
demonstrates is able to recognize constructs squares, rectangles, triangles, circles, half- Week 8
understanding of and construct circles, and quarter circles using cut-outs and square M2GE-IIIg-6
straight and curved straight and curved grids.
lines, flat and lines, flat and
identifies straight lines and curves, flat and curved
curved surfaces and curved surfaces and M2GE-IIIi-9
surfaces in a 3-dimensional object.
basic shapes. basic shapes
demonstrates is able to apply determines the missing term/s in a given Week 9
understanding of knowledge of continuous pattern using two attributes (any two
M2AL-IIIj-3
continuous patterns continuous patterns of the following: figures, numbers, colors, sizes,
using two attributes using two attributes and orientations, etc.) e.g. 1, A, 2,B,3,C,__,__
Q4 demonstrates is able to apply tells and writes time in minutes including a.m. Week 1
understanding knowledge of time, and p.m. using analog and digital clocks. M2ME-IVa-5
of time, standard measures
standard of length, weight, visualizes, represents, and solves problems
measures of involving time (minutes including a.m. and p.m.
and capacity, and
length, mass and elapsed time in days).
area using square-
and capacity compares the following unit of measures: Week 2
tile units in
and area a. length in meters or centimeters
mathematical
using square- b. mass in grams or kilograms
problems and real-
tile units. c. capacity in mL or L
life situations.
measures objects using appropriate measuring Week 3
tools and unit of leangth in m or cm.
estimates and measures length using meter or
M2ME-IVc-26
centimeter.
solves routine and non-routine problems Week 4
M2ME-IVc-27
involving length.
measures objects using appropriate measuring Week 5
tools and measuring units in g or kg.
205
Quarter Content Standards Performance Most Essential Learning competencies Duration K to 12 CG Code
Standards
The learner… The learner… The learner…
estimates and measures mass using gram or
M2ME-IVe-31
kilogram.
solves routine and non-routine problems Week 6
M2ME-IVe-32
involving mass.
measures objects using appropriate measuring
M2ME-IVf-33
tools in mL or L.
finds the area of a given figure using square-tile Week 7
M2ME-IVg-36
units i.e. number of square-tiles needed.
estimates the area of a given figure using any
M2ME-IVh-37
shape.
solves routine and non-routine problems Week 8
M2ME-IVh-38
involving any figure using square tiles.
deepens is able to interpret infers and interprets data presented in a Week 9
M2SP-IVi-3.2
understanding of simple pictograph without and with scales.
pictographs without representations of
and with scales data (pictographs solves routine and non-routine problems using
without and with data presented in a pictograph without and with M2SP-IVi-4.2
scales) scales.
Quarter Content Standards Performance Most Essential Learning competencies Duration K to 12 CG Code
The learner… Standards The learner…
The learner…
Q1 visualizes numbers up to 10 000 with emphasis on Week 1 M3NS-Ia-1.3
numbers 1001 - 10000.
1. demonstrates 1. is able to
gives the place value and value of a digit in 4- to 5-digit
M3NS-Ia-10.3
understanding of recognize,
numbers.
whole numbers up represent,
reads and writes numbers up to 10 000 in symbols and
M3NS-Ia-9.3
to 10 000, ordinal compare, and in words.
206
Quarter Content Standards Performance Most Essential Learning competencies Duration K to 12 CG Code
The learner… Standards The learner…
The learner…
numbers up to order whole rounds numbers to the nearest ten, hundred and Week 2
M3NS-Ib-15.1
100th, and money numbers up to 10 thousand..
up to PhP1000. 000, and money up compares using relation symbols and orders in
to PhP1000 in increasing or decreasing order 4- to 5-digit numbers up
to 10 000.
various forms and
identifies ordinal numbers from 1st to 100 th with Week 3
2. demonstrates contexts.
emphasis on the 21st to 100th object in a given set from M3NS-Ic-16.3
understanding of
a given point of reference.
addition and
recognizes, reads and writes money in symbols and in
subtraction of whole 2. is able to
words through PhP1 000 in pesos and centavos
numbers including recognize and
compares values of the different denominations of coins Week 4
M3NS-Id-22.2
money represent, ordinal
and bills through PhP1 000 using relation symbols.
numbers up to
adds 3- to 4-digit numbers up to three addends with
M3NS-Id-27.6
100th in various sums up to 10 000 without and with regrouping.
forms and estimates the sum of 3- to 4-digit addends with Week 5
M3NS-Ie-31
contexts. reasonable results.
adds mentally the following numbers using appropriate
strategies:
a. 2-digit and 1-digit numbers without or with
3. is able to apply
regrouping
addition and
b. 2- to 3-digit numbers with multiples of
subtraction of
hundreds
whole numbers
solves routine and non-routine problems involving Week 6
including money in
addition of whole numbers with sums up to 10 000
mathematical M3NS-If-29.3
including money using appropriate problem solving
problems and real-
strategies and tools.
life situations.
subtracts 3-to 4-digit numbers from 3- to 4-digit Week 7
M3NS-Ig-32.6
numbers without and with regrouping.
estimates the difference of two numbers with three to
M3NS-Ih-36
four digits with reasonable results.
subtracts mentally the following numbers using Week 8
appropriate strategies:
207
Quarter Content Standards Performance Most Essential Learning competencies Duration K to 12 CG Code
The learner… Standards The learner…
The learner…
a. 1- to 2-digit numbers without and with regrouping
b. 2- to 3-digit numbers with multiples of hundreds without and with regrouping
solves routine and non-routine problems involving Week 9
subtraction without or with addition of whole numbers
M3NS-Ii-34.5
including money using appropriate problem solving
strategies and tools.
Q2 demonstrates is able to apply visualizes multiplication of numbers 1 to 10 by 6,7,8 and Week 1
M3NS-IIa-41.2
understanding of multiplication and 9.
multiplication and division of whole visualizes and states basic multiplication facts for
M3NS-IIa-41.3
division of whole numbers including numbers up to 10.
Illustrates the properties of multiplication in relevant Week 2 to 3
numbers including money in
situations (commutative property, distributive property
money. mathematical
or associative property)
problems and real-
multiplies numbers:
life situations
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 Week 4
M3NS-IId-44.1
2-digit numbers with reasonable results .
multiplies mentally 2-digit by 1-digit numbers without
M3NS-IIe-42.2
regrouping with products of up to 100.
solves routine and non-routine problems involving Week 5
multiplication without or with addition and subtraction
M3NS-IIe-45.3
of whole numbers including money using appropriate
problem solving strategies and tools.
208
Quarter Content Standards Performance Most Essential Learning competencies Duration K to 12 CG Code
The learner… Standards The learner…
The learner…
visualizes and states the multiples of 1- to 2-digit Week 6
M3NS-IIf-47
numbers.
visualizes division of numbers up to 100 by 6,7,8,and 9
M3NS-IIg-51.2
(multiplication table of 6, 7, 8, and 9).
visualizes and states basic division facts of numbers up Week 7
M3NS-IIg-51.3
to 10.
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 Week 8
M3NS-IIi-55.1
2- digit numbers.
divides mentally 2-digit numbers by 1-digit numbers
M3NS-IIi-52.2
without remainder using appropriate strategies.
solves routine and non-routine problems involving Week 9
division of 2- to 4-digit numbers by 1- to 2-digit numbers
without or with any of the other operations of whole M3NS-IIj-56.2
numbers including money using appropriate problem
solving strategies and tools.
Q3 demonstrates is able to recognize identifies odd and even numbers. Week 1 M3NS-IIIa-63
understanding of and represent visualizes and represents fractions that are equal to one
proper and proper and and greater than one using regions, sets and number
improper, similar improper, similar line.
and dissimilar and and dissimilar and reads and writes fractions that are equal to one and Week 2
M3NS-IIIb-76.3
equivalent fractions. equivalent greater than one in symbols and in words.
fractions in various Represents, compares and arranges dissimilar fractions Week 3
forms and in increasing or decreasing order.
contexts. Week 4
visualizes and generates equivalent fractions. M3NS-IIIe-72.7
demonstrates is able to recognize recognizes and draws a point, line, line segment and ray. Week 5 M3GE-IIIe-11
understanding of and represent lines recognizes and draws parallel, intersecting and
M3GE-IIIf-12.1
lines and in real objects and perpendicular lines.
symmetrical designs designs or visualizes, identifies and draws congruent line segments. Week 6 M3GE-IIIf-13
209
Quarter Content Standards Performance Most Essential Learning competencies Duration K to 12 CG Code
The learner… Standards The learner…
The learner…
drawings and identifies and visualizes symmetry in the environment
M3GE-IIIg-7.3
complete and in design.
symmetrical identifies and draws the line of symmetry in a given Week 7
M3GE-IIIg-7.4
designs symmetrical figure.
completes a symmetric figure with respect to a given
M3GE-IIIh-7.5
line of symmetry.
demonstrates is able to apply determines the missing term/s in a given combination Week 8
understanding of knowledge of of continuous and repeating pattern.
continuous and continuous and e.g. 4A,5B, 6A,7B,__ M3AL-IIIi-4
repeating patterns repeating patterns
and mathematical and number 1234___
sentences involving sentences Week 9
multiplication and involving
finds the missing value in a number sentence involving
division of whole multiplication or
multiplication or division of whole numbers. M3AL-IIIj-12
numbers. division of whole
e.g. n x 7 = 56 56 ÷ n = 8
numbers in various
situations.
Q4 demonstrates is able to apply visualizes, represents, and converts time measure: Week 1
understanding of knowledge of a. from seconds to minutes, minutes to hours, and
conversion of time, conversion of time, hours to a day and vice versa
b. days to week, month and year and vice versa
linear, mass and linear, mass and
c. weeks to months and year and vice versa
capacity measures capacity measures
d. months to year and vice versa.
and area of square and area of
solves problems involving conversion of time Week 2
and rectangle. rectangle and
measure.
square in
visualizes, and represents, and converts common units Week 3
mathematical
of measure from larger to smaller unit and vice versa:
problems and real- M3ME-IVb-39
meter and centimeter, kilogram and gram, liter and
life situations.
milliliter.
visualizes, and represents, and solves routine and non-
routine problems involving conversions of common M3ME-IVc-40
units of measure.
210
Quarter Content Standards Performance Most Essential Learning competencies Duration K to 12 CG Code
The learner… Standards The learner…
The learner…
solves routine and non-routine problems involving Week 4
capacity measure.
visualizes, and represents, and measures area using Week 5
M3ME-IVd-43
appropriate unit.
solves routine and non-routine problems involving
M3ME-IVf-46
areas of squares and rectangles.
demonstrates is able to create collects data on one variable using existing records. Week 6 M3SP-IVg-1.3
understanding of and interpret sorts, classifies, and organizes data in tabular form
bar graphs and simple and presents this into a vertical or horizontal bar M3SP-IVg-2.3
outcomes of an representations of graph.
infers and interprets data presented in different kinds Week 7
event using the data (tables and
M3SP-IVh-3.3
of bar graphs (vertical/ horizontal).
terms sure, likely, single bar graphs)
solves routine and non-routine problems using data Week 8
equally likely, and describe M3SP-IVh-4.3
presented in a single-bar graph.
unlikely, and outcomes of
tells whether an event is sure, likely, equally likely, Week 9
impossible to familiar events M3SP-IVi-7.3
unlikely, and impossible to happen.
happen. using the terms
sure, likely, equally
describes events in real-life situations using the
likely, unlikely, and
phrases “sure to happen,“ likely to happen”, “equally
impossible to M3SP-IVj-8.3
likely to happen”, “unlikely to happen”, and
happen.
“impossible to happen”.
211
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code
The learner… The learner… The learner…
Q1 visualizes numbers up to 100 000 with Week 1
M4NS-Ia-1.4
emphasis on numbers 10 001–100 000.
1. demonstrates 1. is able to recognize
gives the place value and value of a digit in
M4NS-Ia-10.4
understanding of and represent whole
numbers up to 100 000.
whole numbers up numbers up to 100,000
reads and writes numbers, in symbols and in
to 100,000. in various forms and words, up to hundred thousand and compare
contexts. them using relation symbols
rounds numbers to the nearest thousand and Week 2
M4NS-Ib-5.2
2. demonstrates ten thousand.
understanding of 2. is able to apply orders numbers up to 100 000 in increasing or M4NS-Ib-13.4
decreasing order.
multiplication and multiplication and
multiplies numbers up to 3-digit numbers by up Week 3 M4NS-Ic-43.7
division of whole division of whole
to 2-digit numbers without or with regrouping.
numbers including numbers including
estimates the products of 3- to 4-digit numbers
money. money in mathematical
by 2- to 3- digit numbers with reasonable M4NS-Ic-44.2
problems and real-life
results.
situations.
multiplies mentally 2-digit by 1-to 2-digit Week 4
M4NS-Id-42.3
numbers with products up to 200 and explains
the strategies used.
solves routine and non-routine problems
involving multiplication of whole numbers M4NS-Id-45.4
including money using appropriate problem
solving strategies and tools.
solves multi-step routine and non-routine Week 5
problems involving multiplication and addition
M4NS-Ie-45.5
or subtraction using appropriate problem
solving strategies and tools.
divides 3- to 4-digit numbers by 1-to 2-digit Week 6
M4NS-If-54.3
numbers without and with remainder.
212
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code
The learner… The learner… The learner…
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 Week 7
M4NS-Ig-55.2
by 1- to 2-digit divisors with reasonable results.
solves routine and non-routine problems Week 8
involving division of 3- to 4-digit numbers by 1-
to 2-digit numbers including money using M4NS-Ih-56.3
appropriate problem solving strategies and
tools.
solves multi-step routine and non-routine
problems involving division and any of the other
operations of whole numbers including money M4NS-Ih-56.4
using appropriate problem solving strategies
and tools.
performs a series of two or more operations Week 9
applying Multiplication, Division, Addition,
Subtraction (MDAS) correctly.
Q2 identifies factors of a given number up to 100. Week 1 M4NS-IIa-64
identifies the multiples of a given number up to
1. demonstrates 1. is able to apply M4NS-IIa-65
100.
understanding of knowledge of factors
differentiates prime from composite numbers. M4NS-IIb-66
factors and multiples and multiples, and
writes a given number as a product of its prime Week 2 M4NS-IIb-67
and addition and addition and subtraction factors.
subtraction of of fractions in finds the common factors, greatest common
fractions. mathematical problems factor (GCF), common multiples and least
and real-life situations. common multiple (LCM) of two numbers using
the following methods: listing, prime
factorization, and continuous division.
2. demonstrates
solves real-life problems involving GCF and LCM Week 3 M4NS-IId-70.1
understanding of 2. is able to recognize
of 2 given numbers.
improper fractions, and represent improper
changes improper fraction to mixed numbers Week 4
M4NS-IIe-80
and vice versa.
213
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code
The learner… The learner… The learner…
mixed numbers and fractions, mixed changes fractions to lowest forms. M4NS-IIe-81
decimals numbers and decimals visualizes addition and subtraction of similar Week 5
and dissimilar fractions.
visualizes subtraction of a fraction from a M4NS-IIf-82.2
whole number.
performs addition and subtraction of similar Week 6
M4NS-IIg-83
and dissimilar fractions.
solves routine and non-routine problems
involving addition and/or subtraction of fractions
M4NS-IIh-87.1
using appropriate problem solving strategies and
tools.
visualizes decimal numbers using models like Week 7
blocks, grids, number lines and money to M4NS-IIi-99
show the relationship to fractions.
renames decimal numbers to fractions, and
fractions whose denominators are factors of M4NS-IIi-100
10 and 100 to decimals.
gives the place value and the value of a digit of Week 8
M4NS-IIi-101.1
a given decimal number through hundredths.
reads and writes decimal numbers through
M4NS-IIj-102.1
hundredths.
rounds decimal numbers to the nearest whole Week 9
M4NS-IIj-103.1
number and tenth.
compares and arranges decimal numbers. M4NS-IIj-104.1
Q3 demonstrates is able to describe describes and draws parallel, intersecting, and Week 1
understanding of the parallel and perpendicular lines using ruler and set square.
concepts of parallel perpendicular lines, describes and illustrates different angles (right, Week 2
M4GE-IIIb-14
acute, and obtuse) using models.
and perpendicular angles, triangles, and
describes the attributes/properties of triangles
lines, angles, quadrilaterals
and quadrilaterals using concrete objects or M4GE-IIIb-15
triangles, and
models.
quadrilaterals.
identifies and describes triangles according to Week 3
M4GE-IIIc-16
sides and angles.
214
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code
The learner… The learner… The learner…
identifies and describes the different kinds of
quadrilaterals: square, rectangle, parallelogram, M4GE-IIIc-17
trapezoid, and rhombus.
Week 4 M4GE-IIId-18.1
relates triangles to quadrilaterals
relates one quadrilateral to another
M4GE-IIId-18.2
quadrilateral (e.g. square to rhombus).
demonstrates is able to identify the determines the missing term/s in a sequence Week 5
understanding of missing element in a of numbers (e.g. odd numbers, even numbers,
concepts of pattern and number multiples of a number, factors of a number,
continuous and sentence. etc.)
M4AL-IIIe-5
repeating patterns e.g. 3,6,9,__ 4,8,12,16,__ (e.g. odd
and number numbers, even numbers, multiples of a
sentences. number, factors of a number, etc.)
1 2 3 4 5 6 7 ____
finds the missing number in an equation
involving properties of operations. (e.g. (4+__ M4AL-IIIe-13
)+8= 4 +(5+__)
demonstrates is able to apply the finds the elapsed time in minutes and seconds. Week 6 M4ME-IIIf-11
understanding of the concepts of time, estimates the duration of time in minutes. M4ME-IIIf-12
concept of time, perimeter, area, and solves problems involving elapsed time. M4ME-IIIg-13
perimeter, area, and volume to mathematical visualizes the perimeter of any given plane Week 7
M4ME-IIIg-48
figure in different situations.
volume. problems and real-life
measures the perimeter of any given figure
situations.
M4ME-IIIh-49
using appropriate tools.
finds the perimeter of triangles, squares,
M4ME-IIIi-51
rectangles, parallelograms, and trapezoids.
solves routine and non-routine problems in Week 8
real-life situations involving perimeter of
M4ME-IIIi-52
squares and rectangles, triangles,
parallelograms, and trapezoids.
differentiates perimeter from area. Week 9 M4ME-IIIj-53
converts sq. cm to sq. m and vice versa. M4ME-IIIj-54
215
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code
The learner… The learner… The learner…
Q4 finds the area of irregular figures made up of Week 1
M4ME-IVa-55
squares and rectangles using sq. cm and sq. m.
finds the area of triangles, parallelograms and
M4ME-IVb-58
trapezoids using sq. cm and sq. m.
solves routine and non-routine problems Week 2
involving squares, rectangles, triangles, M4ME-IVc-60
parallelograms, and trapezoids.
visualizes the volume of solid figures in different Week 3
situations using non-standard (e.g. marbles, M4ME-IVd-62
etc.) and standard units.
finds the volume of a rectangular prism using
M4ME-IVe-64
cu. cm and cu. m.
solves routine and non-routine problems Week 4
M4ME-IVf-65
involving the volume of a rectangular prism.
demonstrates is able to create and collects data on two variables using any source. Week 5 M4SP-IVg-1.4
understanding of the interpret simple organizes data in tabular form and presents
concepts of bar representations of data them in a single/double horizontal or vertical M4SP-IVg-2.4
bar graph.
graphs and simple (tables and bar graphs)
interprets data presented in different kinds of Week 6
experiments. and describe outcomes
bar graphs (vertical/horizontal, single/double M4SP-IVg-3.4
in simple experiments.
bars).
solves routine and non-routine problems using
M4SP-IVh-4.4
data presented in a single or double-bar graph.
draws inferences based on data presented in a Week 7
M4SP-IVh-5.4
double-bar graph.
records favorable outcomes in a simple
experiment (e.g. tossing a coin, spinning a M4SP-IVi-9
wheel, etc.)
expresses the outcome in a simple experiment Week 8
M4SP-IVi-10
in words, symbols, tables, or graphs.
explains the outcomes in an experiment. M4SP-IVi-11
solves routine and non-routine problems Week 9
M4SP-IVj-12
involving a simple experiment.
216
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
K to 12 CG Code
The learner… The learner… The learner…
Q1 uses divisibility rules for 2, 5, and 10 to find Week 1
M5NS-Ib-58.1
the common factors of numbers.
demonstrates is able to apply
uses divisibility rules for 3, 6, and 9 to find
M5NS-Ib-58.2
understanding of divisibility, order of
common factors.
divisibility, order of operations, factors and
uses divisibility rules for 4, 8, 12, and 11 to Week 2
M5NS-Ib-58.3
operations, factors multiples, and the four find common factors.
and multiples, and fundamental operations solves routine and non-routine problems
the four involving fractions in involving factors, multiples, and divisibility M5NS-Ic-59
fundamental mathematical problems rules for 2,3,4,5,6,8,9,10,11, and 12.
operations involving and real-life situations. Performs a series of more than two operations Week 3
fractions on whole numbers applying Parenthesis,
Multiplication, Division, Addition, Subtraction
(PMDAS) or Grouping, Multiplication, Division,
Addition, Subtraction (GMDAS) correctly.
finds the common factors, GCF, common Week 4
multiples and LCM of 2–4 numbers using
continuous division.
solves real-life problems involving GCF and M5NS-Ie-70.2
LCM of 2-3 given numbers.
adds and subtracts fractions and mixed Week 5
M5NS-Ie-84
fractions without and with regrouping.
solves routine and non-routine problems
involving addition and/or subtraction of
M5NS-If-87.2
fractions using appropriate problem solving
strategies and tools.
visualizes multiplication of fractions using Week 6
M5NS-Ig-89
models.
multiplies a fraction and a whole number and
M5NS-Ig-90.1
another fraction.
217
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
K to 12 CG Code
The learner… The learner… The learner…
multiplies mentally proper fractions with
M5NS-Ig-91
denominators up to 10.
solves routine or non-routine problems Week 7
involving multiplication without or with
addition or subtraction of fractions and whole M5NS-Ih-92.1
numbers using appropriate problem solving
strategies and tools.
shows that multiplying a fraction by its
M5NS-Ih-94
reciprocal is equal to 1.
visualizes division of fractions. Week 8 M5NS-Ii-95
divides simple fractions and whole numbers
M5NS-Ii-96.1
by a fraction and vice versa
solves routine or non-routine problems Week 9
involving division without or with any of the
other operations of fractions and whole M5NS-Ij-97.1
numbers using appropriate problem solving
strategies and tools .
Q2 gives the place value and the value of a digit Week 1
of a given decimal number through ten M5NS-IIa-101.2
1. demonstrates 1. is able to recognize
thousandths.
understanding of and represent decimals
reads and writes decimal numbers through
M5NS-IIa-102.2
decimals. in various forms and
ten thousandths.
contexts. rounds decimal numbers to the nearest
M5NS-IIa-103.2
hundredth and thousandth.
2. demonstrates compares and arranges decimal numbers. Week 2 M5NS-IIb-104.2
understanding of the 2. is able to apply the adds and subtracts decimal numbers through
thousandths without and with regrouping. M5NS-IIb-106.1
four fundamental four fundamental
solves routine or non-routine problems Week 3
operations involving operations involving
involving addition and subtraction of decimal
decimals and ratio decimals and ratio and M5NS-IIc-108.1
numbers including money using appropriate
and proportion. proportion in
problem solving strategies and tools.
multiplies decimals up to 2 decimal places by Week 4
M5NS-IId-111.1
1- to 2-digit whole numbers.
218
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
K to 12 CG Code
The learner… The learner… The learner…
mathematical problems multiplies decimals with factors up to 2
M5NS-IId-111.2
and real-life situations. decimal places.
estimates the products of decimal numbers Week 5
M5NS-IIe-112
with reasonable results.
solves routine and non-routine problems
involving multiplication without or with
addition or subtraction of decimals and whole M5NS-IIe-113.1
numbers including money using appropriate
problem solving strategies and tools.
divides decimals with up to 2 decimal places. Week 6 M5NS-IIf-116.1
divides whole numbers with quotients in
M5NS-IIf-116.2
decimal form.
solves routine and non-routine problems Week 7
involving division without or with any of the
other operations of decimals and whole M5NS-IIg-120.1
numbers including money using appropriate
problem solving strategies and tools.
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 Week 9
M5NS-IIi-126
ratios.
defines and describes a proportion. M5NS-IIj-127
recognizes when two quantities are in direct
M5NS-IIj-128
proportion.
Q3 demonstrates is able to apply percent visualizes percent and its relationship to Week 1
understanding of in mathematical fractions, ratios, and decimal numbers using M5NS-IIIa-136
percent. problems and real-life models.
situations defines percentage, rate or percent, and base. M5NS-IIIa-137
identifies the base, percentage, and rate in a
M5NS-IIIa-138
problem.
finds the percentage in a given problem. Week 2 M5NS-IIIb-139
219
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
K to 12 CG Code
The learner… The learner… The learner…
solves routine and non-routine problems
involving percentage using appropriate M5NS-IIIb-140
strategies and tools.
demonstrates is able to construct and visualizes, names, describes and draws Week 3
M5GE-IIIc-19
understanding of describe polygons, polygons with 5 or more sides.
polygons, circles, circles, and solid figures. describes and compares properties of M5GE-IIIc-20
and solid figures. polygons (regular and irregular polygons).
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 M5GE-IIIe-24
compass.
visualizes and describes solid figures. Week 5 M5GE-IIIe-25
makes models of different solid figures: cube,
prism, pyramid, cylinder, cone, and sphere M5GE-IIIe-26
using plane figures.
demonstrates 1. is able to apply the formulates the rule in finding the next term in Week 6
understanding of the knowledge of sequence a sequence.
M5AL-IIIf-6
concept of sequence in various situations. e.g. 1, 3, 7,15, (15 x 2+1) Possible answers: (x
and solving simple 2 + 1) (+2, +4, +8, +16)
equations. 2. is able to use different uses different strategies (looking for a pattern,
problem solving working backwards, etc.) to solve for the
strategies unknown in simple equations involving one or
more operations on whole numbers and M5AL-IIIf-14
fractions.
e.g. 3 x _ + 1 = 10 (the unknown is solved by
working backwards)
demonstrates is able to apply measures time using a 12-hour and a 24-hour Week 7
M5ME-IIIg-14
understanding of knowledge of time and clock.
time and circumference in calculates time in the different world time M5ME-IIIg-15
circumference. mathematical problems zones in relation to the Philippines.
and real-life situations. solves problems involving time. M5ME-IIIg-16
visualizes circumference of a circle. Week 8 M5ME-IIIh-67
220
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
K to 12 CG Code
The learner… The learner… The learner…
measures circumference of a circle using
M5ME-IIIh-68
appropriate tools.
finds the circumference of a circle. M5ME-IIIi-70
solves routine and non-routine problems Week 9
M5ME-IIIj-71
involving circumference of a circle.
Q4 demonstrates is able to apply finds the area of a given circle. Week 1 M5ME-IVa-74
understanding of knowledge of area, solves routine and non-routine problems
M5ME-IVb-75
area, volume and volume and involving the area of a circle.
temperature. temperature in visualizes the volume of a cube and Week 2
M5ME-IVc-77
rectangular prism.
mathematical problems
names the appropriate unit of measure used
and real-life situations.
for measuring the volume of a cube and a M5ME-IVc-78
rectangle prism.
converts cu. cm to cu. m and vice versa; cu.cm
M5ME-IVd-80
to L and vice versa.
finds the volume of a given cube and Week 3
M5ME-IVd-81
rectangular prism using cu. cm and cu. m.
estimates and uses appropriate units of
M5ME-IVd-82
measure for volume.
solves routine and non-routine problems Week 4
involving volume of a cube and rectangular
M5ME-IVe-83
prism in real-life situations using appropriate
strategies and tools.
reads and measures temperature using Week 5
thermometer (alcohol and/or digital) in M5ME-IVf-85
degree Celsius.
solves routine and non-routine problems
M5ME-IVf-87
involving temperature in real-life situations.
demonstrates is able to create and organizes data in tabular form and presents Week 6
M5SP-IVg-2.5
understanding of interpret them in a line graph.
line graphs and representations of data interprets data presented in different kinds of
M5SP-IVh-3.5
line graphs (single to double-line graph).
221
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
K to 12 CG Code
The learner… The learner… The learner…
experimental (tables and line graphs) solves routine and non-routine problems using Week 7
M5SP-IVh-4.5
probability. and apply experimental data presented in a line graph.
probability in draws inferences based on data presented in a
M5SP-IVh-5.5
mathematical problems line graph.
describes experimental probability. Week 8 M5SP-IVi-14
and real-life situations.
performs an experimental probability and
M5SP-IVi-15
records result by listing.
analyzes data obtained from chance using Week 9
experiments involving letter cards (A to Z) and M5SP-IVi-16
number cards (0 to 20).
solves routine and non-routine problems
M5SP-IVj-17
involving experimental probability.
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code
The learner… The learner… The learner…
Q1 demonstrates is able to apply the four adds and subtracts simple fractions and mixed Week 1
M6NS-Ia-86
understanding of the fundamental operations numbers without or with regrouping.
four fundamental involving fractions and solves routine and non-routine problems
involving addition and/or subtraction of
operations involving decimals in
M6NS-Ia-87.3
fractions using appropriate problem solving
fractions and mathematical problems
strategies and tools.
decimals. and real-life situations.
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 M6NS-Ib-92.2
fractions using appropriate problem solving
strategies and tools.
divides simple fractions and mixed fractions. Week 3 M6NS-Ic-96.2
solves routine or non-routine problems
M6NS-Ic-97.2
involving division without or with any of the
222
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code
The learner… The learner… The learner…
other operations of fractions and mixed
fractions using appropriate problem solving
strategies and tools.
adds and subtracts decimals and mixed Week 4
decimals through ten thousandths without or M6NS-Id-106.2
with regrouping.
solves 1 or more steps routine and non-routine
problems involving addition and/or subtraction
of decimals and mixed decimals using M6NS-Id-108.2
appropriate problem solving strategies and
tools.
multiplies decimals and mixed decimals with Week 5
M6NS-Ie-111.3
factors up to 2 decimal places.
multiplies mentally decimals up to 2 decimals
M6NS-Ie-111.4
places by 0.1, 0.01,10, and 100.
solves routine and non-routine problems
involving multiplication of decimals and mixed
M6NS-Ie-113.2
decimals including money using appropriate
problem solving strategies.
solves multi-step problems involving Week 6
multiplication and addition or subtraction of
decimals, mixed decimals and whole numbers M6NS-If-113.3
including money using appropriate problem
solving strategies and tools.
divides: Week 7
a. whole numbers by decimals up to 2 decimal
places and vice versa
b. decimals/mixed decimals up to 2 decimal
places
divides decimals: Week 8
a. up to 4 decimal places by 0.1, 0.01, and 0.001
223
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code
The learner… The learner… The learner…
b. up to 2 decimal places by 10, 100, and
1 000 mentally
differentiates terminating from repeating, non- Week 9
M6NS-Ii-119
terminating decimal quotients.
solves routine and non-routine problems
involving division of decimals, mixed decimals,
and whole numbers including money using M6NS-Ii-120.2
appropriate problem solving strategies and
tools.
solves multi-step routine and non-routine Week 10
problems involving division and any of the
other operations of decimals, mixed decimals,
M6NS-Ij-120.3
and whole numbers including money using
appropriate problem solving strategies and
tools.
Q2 demonstrates is able to apply expresses one value as a fraction of another Week 1
M6NS-IIa-129
understanding of knowledge of order of given their ratio and vice versa.
order of operations, operations, ratio and defines and illustrates the meaning of ratio and M6NS-IIb-131
ratio and proportion, proportion, percent, proportion using concrete or pictorial models.
finds a missing term in a proportion (direct, Week 2
percent, exponents, exponents, and integers
M6NS-IIb-133
inverse, and partitive).
and integers. in mathematical
solves problems involving direct proportion,
problems and real-life
partitive proportion, and inverse proportion in
situations. M6NS-IIc-134
different contexts such as distance, rate, and
time using appropriate strategies and tools.
finds the percentage or rate or percent in a Week 3
M6NS-IId-142
given problem.
solves routine and non-routine problems
involving finding the percentage, rate and base M6NS-IId-143
using appropriate strategies and tools.
solves percent problems such as percent of Week 4
M6NS-IIe-144
increase/decrease (discounts, original price,
224
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code
The learner… The learner… The learner…
rate of discount, sale price, marked-up price),
commission, sales tax, and simple interest.
describes the exponent and the base in a Week 5
M6NS-IIf-146
number expressed in exponential notation.
gives the value of numbers expressed in
M6NS-IIf-147
exponential notation.
interprets and explains the Grouping, Week 6
Exponent, Multiplication, Division, Addition, M6NS-IIf-148
Subtraction (GEMDAS) rule.
performs two or more different operations on
whole numbers with or without exponents and M6NS-IIf-149
grouping symbols.
describe the set of integers and identify real-life Week 7
situations that make use of it.
compares integers with other numbers such as
M6NS-IIg-152
whole numbers, fractions, and decimals.
compares and arranges integers on the number Week 8
line.
describes and interprets the basic operations
on integers using materials such as algebra M6NS-IIh-155
tiles, counters, chips, and cards.
performs the basic operations on integers. Week 9 M6NS-IIi-156
solves routine and non-routine problems Week 10
involving basic operations of integers using M6NS-IIj-157
appropriate strategies and tools.
Q3 demonstrates is able to construct and visualizes and describes the different solid Week 1
understanding of describe the different figures: cube, prism, pyramid, cylinder, cone,
solid figures. solid figures: cube, and sphere using various concrete and pictorial
prism, pyramid, cylinder, models.
cone, and sphere. differentiates solid figures from plane figures. M6GE-IIIa-28
identifies the faces of a solid figure. M6GE-IIIb-30
demonstrates is able to apply formulates the rule in finding the nth term Week 2
M6AL-IIId-7
understanding of knowledge of sequence, using different strategies (looking for a
225
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code
The learner… The learner… The learner…
sequence in forming expressions, and pattern, guessing and checking, working
rules, expressions equations in backwards)
and equations. mathematical problems e.g. 4,7,13,16,…n (the nth term is 3n+1)
and real-life situations. differentiates expression from equation. M6AL-IIId-15
gives the translation of real-life verbal Week 3
expressions and equations into letters or M6AL-IIIe-16
symbols and vice versa.
defines a variable in an algebraic expression
M6AL-IIIe-17
and equation.
represents quantities in real-life situations Week 4
M6AL-IIIe-18
using algebraic expressions and equations.
solves routine and non-routine problems
involving different types of numerical
M6AL-IIIf-19
expressions and equations such as 7+ 9 =___
+ 6.
demonstrates is able to apply calculates speed, distance, and time. Week 5 M6ME-IIIg-17
understanding of knowledge of speed, solves problems involving average rate and
M6ME-IIIg-18
rate and speed, and area, and surface area of speed.
of area and surface plane and solid/space finds the area of composite figures formed by Week 6
area of plane and figures in mathematical any two or more of the following: triangle, M6ME-IIIh-89
solid/space figures. problems and real-life square, rectangle, circle, and semi-circle.
situations solves routine and non-routine problems
involving area of composite figures formed by
M6ME-IIIh-90
any two or more of the following: triangle,
square, rectangle, circle, and semi-circle.
visualizes and describes surface area and Week 7
names the unit of measure used for
M6ME-IIIi-91
measuring the surface area of solid/space
figures.
finds the surface area of cubes, prisms, Week 8
M6ME-IIIi-93
pyramids, cylinders, cones, and spheres.
solves word problems involving measurement Week 9
M6ME-IIIj-94
of surface area.
226
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code
The learner… The learner… The learner…
Q4 demonstrates is able to apply determines the relationship of the volume Week 1 M6ME-IVa-95
understanding of knowledge of volume of between a rectangular prism and a pyramid; a
volume of solid solid figures and meter cylinder and a cone; and a cylinder and
figures and meter reading in mathematical sphere.
reading. problems and real-life finds the volume of cylinders, pyramids, Week 2
M6ME-IVb-97
situations. cones, and spheres.
solves routine and non-routine problems
M6ME-IVc-98
involving volumes of solids.
reads and interprets electric and water meter Week 3
M6ME-IVd-100
readings.
solves routine and non-routine problems
M6ME-IVd-101
involving electric and water consumption.
demonstrates is able to create and constructs a pie graph based on a given set of Week 4
understanding of pie interpret data and interpret it.
graphs and representations of data solves routine and non-routine problems Week 5
M6SP-IVf-4.6
using data presented in a pie graph.
experimental (tables and pie graphs)
describes the meaning of probability such as Week 6 M6SP-IVg-19
probability. and apply experimental
50% chance of rain and one in a million
probability in
chance of winning.
mathematical problems
performs experiments and records outcomes. M6SP-IVh-21
and real-life situations.
makes listings and diagrams of outcomes and Week 7
tells the number of favorable outcomes and M6SP-IVi-22
chances using these listings and diagrams.
makes simple predictions of events based on Week 8
M6SP-IVi-23
the results of experiments.
solves routine and non-routine problems Week 9
involving experimental and theoretical M6SP-IVj-24
probability.
227
Quarter Content Standards Performance Most Essential Learning competencies Duration K to 12 CG Code
Standards
The learner… The learner… The learner…
Q1 demonstrates is able to illustrates well-defined sets, subsets, universal sets, null set, Week 1
understanding of key formulate cardinality of sets, union and intersection of sets and the
concepts of sets and challenging different of two sets
solves problems involving sets with the use of Venn Week 2
the real number situations
Diagram.
system. involving sets
represents the absolute value of a number on a number Week 3 M7NS-Ic-1
and real
line as the distance of a number from 0.
numbers and
performs fundamental operations on integers. M7NS-Ic-d-1
solve these in a
illustrates the different properties of operations on the Week 4 M7NS-Id-2
variety of
set of integers.
strategies.
expresses rational numbers from fraction form to M7NS-Ie-1
decimal form and vice versa.
performs operations on rational numbers Week 5 M7NS-If-1
describes principal roots and tells whether they are Week 6 M7NS-Ig-1
rational or irrational.
determines between what two integers the square root M7NS-Ig-2
of a number is.
estimates the square root of a whole number to the Week 7 M7NS-Ig-3
nearest hundredth.
plots irrational numbers (up to square roots) on a M7NS-Ig-4
number line.***
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
Quarter Content Standards Performance Most Essential Learning competencies Duration K to 12 CG Code
Standards
The learner… The learner… The learner…
Q2 demonstrates is able to approximates the measures of quantities particularly Week 1 M7ME-IIa-3
understanding of the formulate real- length , weight/mass, volume, time, angle and
key concepts of life problems temperature and rate.
measurement. involving converts measurements from one unit to another in both Week 2 M7ME-IIb-1
measurements Metric and English systems.
and solve these M7ME-IIb-2
solves problems involving conversion of units of
using a variety
measurement.
of strategies.
demonstrates is able to model translates English phrases to mathematical phrases and Week 3
understanding of key situations using English sentences to mathematics sentences, and vice
concepts of algebraic oral, written, versa.
Illustrates and differentiates related terms in algebra:
expressions, the graphical, and
properties of real algebraic a. an where n is a positive integer
numbers as applied methods in b. constants and variables
c. literal coefficients and numerical coefficients
in linear equations, solving
d. algebraic expressions, terms and polynomials
and inequalities in problems
e. number of terms, degree of the term and degree of the
one variable. involving
polynomial.
algebraic
evaluates algebraic expressions for given values of the Week 4 M7AL-IIc-4
expressions,
variables.
linear
adds and subtracts polynomials. M7AL-IId-2
equations, and
derives the laws of exponent. Week 5 M7AL-IId-e-1
inequalities in
multiplies and divides polynomials. M7AL-IIe-2
one variable.
uses models and algebraic methods to find the: (a) product Week 6 M7AL-IIe-g-1
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.
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
229
Quarter Content Standards Performance Most Essential Learning competencies Duration K to 12 CG Code
Standards
The learner… The learner… The learner…
finds the solution of linear equation or inequality in one Week 9 M7AL-IIi-1
variable.
solves linear equation or inequality in one variable M7AL-IIi-j-1
involving absolute value by: (a) graphing; and (b) algebraic
methods.
solves problems involving equations and inequalities in one M7AL-IIj-2
variable.
Q3 demonstrates is able to create represents point, line and plane using concrete and Week 1 M7GE-IIIa-1
understanding of key models of pictorial models.
concepts of plane figures illustrates subsets of a line. M7GE-IIIa-2
geometry of shapes and formulate classifies the different kinds of angles. M7GE-IIIa-3
derives relationships of geometric figures using Week 2 M7GE-IIIb-1
and sizes, and and solve
measurements and by inductive reasoning; supplementary
geometric accurately
angles, complementary angles, congruent angles, vertical
relationships. authentic
angles, adjacent angles, linear pairs, perpendicular lines,
problems
and parallel lines.
involving sides
derives relationships among angles formed by parallel lines Week 3 M7GE-IIIc-1
and angles of a
cut by a transversal using measurement and by inductive
polygon
reasoning.
uses a compass and straightedge to bisect line segments Week 4 M7GE-IIId-e-1
and angles and construct perpendiculars and parallels.
illustrates polygons: (a) convexity; (b) angles; and (c) sides. Week 5 M7GE-IIIe-2
derives inductively the relationship of exterior and interior Week 6 M7GE-IIIf-1
angles of a convex polygon.
illustrates a circle and the terms related to it: radius, Week 7 M7GE-IIIg-1
diameter chord, center, arc, chord, central angle, and
inscribed angle.
constructs triangles, squares, rectangles, regular Week 8 M7GE-IIIh-i-1
pentagons, and regular hexagons.
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
Quarter Content Standards Performance Most Essential Learning competencies Duration K to 12 CG Code
Standards
The learner… The learner… The learner…
demonstrates is able to gathers statistical data. Week 2 M7SP-IVb-1
understanding of key collect and organizes data in a frequency distribution table. Week 3 M7SP-IVc-1
concepts, uses and organize data uses appropriate graphs to represent organized data: pie Week 4 to 5
importance of systematically chart, bar graph, line graph, histogram, and ogive. M7SP-IVd-e-1
Statistics, data and compute illustrates the measures of central tendency (mean, Week 6 M7SP-IVf-1
median, and mode) of a statistical data.
collection/gathering accurately
calculates the measures of central tendency of ungrouped M7SP-IVf-g-1
and the different measures of
and grouped data.
forms of data central
illustrates the measures of variability (range, average Week 7 M7SP-IVh-1
representation, tendency and
deviation, variance, standard deviation) of a statistical
measures of central variability and
data.
tendency, measures apply these
calculates the measures of variability of grouped and M7SP-IVh-i-1
of variability, and appropriately in ungrouped data.
probability. data analysis
uses appropriate statistical measures in analyzing and Week 8 to 9 M7SP-IVj-1
and
interpreting statistical data.
interpretation
M7SP-IVj-2
in different
draws conclusions from graphic and tabular data and
fields.
measures of central tendency and variability.
Quarter Content Standards Performance Most Essential Learning competencies Duration K to 12 CG Code
Standards
The learner… The learner… The learner…
Q1 demonstrates is able to factors completely different types of polynomials Week 1 to 2 M8AL-Ia-b-1
understanding of key formulate real- (polynomials with common monomial factor, difference of
concepts of factors life problems two squares, sum and difference of two cubes, perfect
of polynomials, involving factors square trinomials, and general trinomials).
solves problems involving factors of polynomials. M8AL-Ib-2
The learner…
M8AL-Ic-
Week 3 1
illustrates rational
algebraic expressions.
simplifies rational
algebraic expressions. M8AL-Ic-2
performs operations on W
rational algebraic ee M8AL-Ic-d-
expressions. k4 1
solves problems involving
rational algebraic
expressions. M8AL-Id-2
illustrates the rectangular W
coordinate system and its ee
uses. k 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 W
equation ax + by = c in ee
the form k 6 M8AL-If-1
y = mx + b and vice
versa.
graphs a linear equation
given (a) any two points;
(b) the x M8AL-If-2
describes the graph of a linear equation in terms of its M8AL-If-3
intercepts and slope.
finds the equation of a line given (a) two points; (b) the Week 7 M8AL-Ig-1
slope and a point; (c) the slope and its intercepts.
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 M8AL-Ih-3
variables has graphs that are parallel, intersecting, and
coinciding.
solves problems involving systems of linear equations in Week 9
two variables by (a) graphing; (b) substitution; (c)
elimination.
232
Quarter Content Standards Performance Most Essential Learning competencies Duration K to 12 CG Code
Standards
The learner… The learner… The learner…
Q2 demonstrates key is able to differentiates linear inequalities in two variables from linear Week 1 M8AL-IIa-2
concepts of linear formulate and equations in two variables.
inequalities in two solve accurately Illustrates and graphs linear inequalities in two variables.
variables, systems of real-life
solves problems involving linear inequalities in two M8AL-IIa-4
linear inequalities in problems
variables.
two variables and involving linear
solves problems involving systems of linear inequalities in Week 2 M8AL-IIb-2
linear functions. inequalities in
two variables.
two variables, illustrates a relation and a function. Week 3 M8AL-IIc-1
systems of verifies if a given relation is a function. M8AL-IIc-2
linear determines dependent and independent variables. M8AL-IIc-3
inequalities in finds the domain and range of a function. Week 4 M8AL-IId-1
two variables, graphs and illustrates a linear function and its (a) domain;
and linear (b) range; (c) table of values; (d) intercepts; and (e) slope.
functions. Week 5 M8AL-IIe-2
solves problems involving linear functions.
demonstrates is able to determines the relationship between the hypothesis and Week 6 M8GE-IIf-1
understanding of key communicate the conclusion of an if-then statement.
concepts of logic and mathematical transforms a statement into an equivalent if-then M8GE-IIf-2
statement.
reasoning. thinking with
determines the inverse, converse, and contrapositive of an Week 7 M8GE-IIg-1
coherence and
if-then statement.
clarity in
illustrates the equivalences of: (a) the statement and its Week 8 M8GE-IIg-2
formulating and
contrapositive; and (b) the converse and inverse of a
analyzing
statement.
arguments.
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 1. is able to describes a mathematical system. Week 1 to 2 M8GE-IIIa-1
understanding of key formulate an illustrates the need for an axiomatic structure of a M8GE-IIIa-c-1
concepts of organized plan mathematical system in general, and in Geometry in
axiomatic structure to handle a real- particular: (a) defined terms; (b) undefined terms; (c)
life situation. postulates; and (d) theorems.
233
Quarter Content Standards Performance Most Essential Learning competencies Duration K to 12 CG Code
Standards
The learner… The learner… The learner…
of geometry and 2. is able to illustrates triangle congruence. Week 3 to 4 M8GE-IIId-1
triangle congruence. communicate illustrates the SAS, ASA and SSS congruence postulates. M8GE-IIId-e-1
mathematical solves corresponding parts of congruent triangles Week 5 M8GE-IIIf-1
thinking with proves two triangles are congruent. Week 6 M8GE-IIIg-1
coherence and proves statements on triangle congruence. Week 7 M8GE-IIIh-1
clarity in Week 8 to 9 M8GE-IIIi-j-1
formulating,
investigating,
analyzing, and
solving real-life
problems applies triangle congruence to construct perpendicular lines
involving and angle bisectors.
congruent
triangles using
appropriate and
accurate
representations.
Q4 demonstrates is able to illustrates theorems on triangle inequalities (Exterior Angle Week 1 M8GE-IVa-1
understanding of key communicate Inequality Theorem, Triangle Inequality Theorem, Hinge
concepts of mathematical Theorem).
inequalities in a thinking with applies theorems on triangle inequalities. Week 2 M8GE-IVb-1
triangle, and parallel coherence and proves inequalities in a triangle. Week 3 M8GE-IVc-1
and perpendicular clarity in Week 4
proves properties of parallel lines cut by a transversal.
lines. formulating, M8GE-IVd-1
investigating, Week 5 M8GE-IVe-1
analyzing, and
solving real-life
problems
determines the conditions under which lines and segments
involving
are parallel or perpendicular.
triangle
inequalities, and
parallelism and
perpendicularity
234
Quarter Content Standards Performance Most Essential Learning competencies Duration K to 12 CG Code
Standards
The learner… The learner… The learner…
of lines using
appropriate and
accurate
representations.
demonstrates is able to illustrates an experiment, outcome, sample space and Week 6 M8GE-IVf-1
understanding of key formulate and event.
concepts of solve practical counts the number of occurrences of an outcome in an Week 7 M8GE-IVf-g-1
probability. problems experiment: (a) table; (b) tree diagram; (c) systematic
listing; and (d) fundamental counting principle.
involving
finds the probability of a simple event. Week 8 M8GE-IVh-1
probability of
illustrates an experimental probability and a theoretical Week 9 M8GE-IVi-1
simple events.
probability.
solves problems involving probabilities of simple events. M8GE-IVi-j-1
M9GE-IIIj-1
Q4 demonstrates is able to apply the Week 1 to 2
illustrates the six trigonometric ratios: sine, cosine, tangent,
understanding concepts of
secant, cosecant, and cotangent.
of the basic trigonometric ratios M9GE-IVa-1
concepts of to formulate and finds the trigonometric ratios of special angles. M9GE -IVb-c-1
trigonometry. solve real-life Week 3 to 5
problems with
illustrates angles of elevation and angles of depression.
precision and
accuracy. M9GE-IVd-1
uses trigonometric ratios to solve real-life problems
involving right triangles.
M9GE-IVe-1
Week 6 to 9
M9GE-IVf-g-1
Grade Level: 1
Subject: Music
Grade Level: 2
Subject: Music
silence and performs with maintains a steady beat when replicating a Week 2 MU2RH-Ic-4
rhythmic accuracy the simple series of rhythmic patterns (e.g. echo
patterns and rhythmic patterns clapping, walking, tapping, chanting, and
develops in expressing playing musical instruments)
musical oneself reads stick notations in rhythmic patterns Week 3-4 MU2RH-Ic-5
awareness while with measures of 2s, 3s and 4s
performing the
fundamental writes stick notations to represent the heard Week 5-6 MU2RH-If-g-7
processes in rhythmic patterns
music creates simple ostinato patterns in measures Week 7-8 MU2RH-Id-e-6
of 2s, 3s, and 4s with body movements
performs a song, demonstrates the beginning, ending and Week 5-6 MU2FO-IId-2
chosen from repeats of a song with
demonstrates
among the - movements
understanding previously learned - vocal sounds
of the basic
songs that shows - instrumental sounds
concepts of
the basic concepts identifies musical lines as Week 5-6 MU2FO-IIe-3
musical form
of musical lines, - similar
beginnings, endings - dissimilar
247
Grade Level: 3
Subject: Music
song
plays simple ostinato patterns (continually Week 5-6 MU3RH-Id-h-5
repeated musical phrase or rhythm) with
classroom instruments and other sound
sources
249
pleasing vocal
quality:
1. using head
tones
2. employing
proper breathing
3. using the
diaphragm
demonstrates distinguishes “loud,” “medium,” and “soft” Week 3 MU3DY-IIId-2
understanding in music
of the basic responds to conducting gestures of the Week 6 MU3DY-IIIe-h-5
concepts of sings songs with teacher for “loud” and “soft”
dynamics in proper dynamics applies varied dynamics to enhance poetry, Week 7-8 MU3DY-IIIf-h-6
order to following bas chants, drama, songs and musical stories
respond to
conducting
gestures using
Grade Level: 4
Subject: Music
demonstrates creates rhythmic performs rhythmic patterns in time Week 4-5 MU4RH-Ic-4
understanding patterns in: signatures 2 3 4
of concepts 1. simple time 4, 4, 4
1st pertaining to signatures
rhythm and 2. simple one-
musical measure ostinato uses the bar line to indicate groupings of Week 5-6 MU4RH-Ic-5
2
symbols pattern beats in 3 4
4, 4, 4
Grade Level: 5
Subject: Music
6. decrescendo
4th
recognizes the applies appropriately, various tempo uses appropriate Week 3-4 MU5TP-IVc-d-2
musical to vocal and instrumental musical terminology to
symbols and performances indicate variations in
demonstrates tempo:
understanding 1. largo
of concepts 2. presto
pertaining to 3. allegro
speed in 4. moderato
music 5. andante
6. vivace
7. ritardando
8. accelerando
demonstrates recognizes examples of horizontal 3- describes the texture of Week 4 MU5TX-IVe-1
understanding part vocal or instrumental texture, a musical piece
of concepts aurally and visually performs 3-part rounds Week 5 MU5TX-IVe-2
pertaining to and partner songs
texture in
music
recognizes the performs a vocal or instrumental uses the major triad as Week 6-8 MU5HA-IVh-2
musical ensemble using the following major accompaniment to
symbols and triads( I, IV, V ) simple songs
demonstrates
understanding
of harmonic
intervals
Grade Level: 6
Subject: Music
259
8. decrescendo
3. ritardando
4. accelerando
5. largo
6. presto
7. vivace
demonstrates the different kinds of Week 2 MU6TX-IVa-b-3
tempo by following tempo marks in a
song from the community
e.g.: “Pandangguhan”
identifies different textures from music Week 4 MU6TX-IVc-d-2
samples
demonstrates the 1. Vocal
concept of a. solo voice
texture as: b. solo voice with
performs accurately
1. monophonic accompaniment
a given song with
(one voice) c. duet, partner
monophonic,
2. homophonic songs, round
homophonic, and
(voice and songs
polyphonic textures
accompaniment) 2. Instrumental
3. polyphonic a. solo
(many voices) b. ensemble
distinguishes monophonic, homophonic, Week 5 MU6TX-IVc-d-3
and polyphonic textures
demonstrates demonstrates distinguishes the sound of a major chord Week 6 MU6HA-IVe-f-3
understanding of harmony in group from a minor chord
the concepts of performances uses major or minor chords as Week 7-8 MU6HA-IVg-h-4
harmony through 1. choir accompaniment to simple songs
the intervals that 2. rondalla
constitute the 3. lyre band
primary chords of
major and minor
scales in music
263
Grade Level: 7
Subject: Music
Grade Level: 8
Subject: Music
Grade Level: 9
Subject: Music
269
Quarter Content Standards Performance Most Essential Learning Competencies Duration Codes
Standards
The learner…
describes musical elements of given Classical Week 1 MU9CL-IIa-f-1
period pieces;
sings and performs
demonstrates explains the performance practice (setting, Week 2 MU9CL-IIa-f-3
themes of
understanding of composition, role of composers/performers,
symphonies and
characteristic features of and audience) during Classical Period
other instrumental
Classical period music relates Classical music to other art forms and its Week 3 MU9CL-IIa-f-2
forms sings and
2nd demonstrates history within the era;
performs themes of
understanding of improvises appropriate accompaniment to Week 4-5 MU9CL-IIe-9
symphonies and
characteristic features of selected music from Classical Period
other instrumental
Classical period music performs selected music from the Classical Week 6-7 MU9CL-IIb-h-7
forms
period;
evaluates music and music performances using Week 8
guided rubrics.
Quarter Content Standards Performance Most Essential Learning Competencies Duration Codes
Standards
The learner…
demonstrates describes musical elements of given Romantic Week 1 MU9RO-IIIa-2
3rd
understanding of period pieces;
270
Quarter Content Standards Performance Most Essential Learning Competencies Duration Codes
Standards
The learner…
explains the plot, musical and theatrical Week 1-2 MU9OP-IVa-g-1
elements of an opera after watching video
samples;
demonstrates
performs themes or melodic fragments of Week 3-4 MU9OP-IVb-h-3
understanding of sings and performs
given selected songs;
4th characteristic features of themes of selected
improvises appropriate sounds, music, Week 5-6 MU9OP-IVb-h-5
vocal music of the songs
gestures, movements, and costumes for a
Romantic period
chosen opera.
evaluates music performances using guided Week 7-8
rubrics
Grade Level: 10
Subject: Music
Quarter Content Standards Performance Most Essential Learning Competencies Duration Codes
Standards
The learner…
demonstrates creates musical describes distinctive musical elements of given Week 1 MU10TC-Ia-h-2
1 st
understanding of 20th pieces using pieces in 20th century styles;
century music styles and particular style/s of explains the performance practice (setting, Week 2-3 MU10TC-Ib-g
characteristic features. the 20th Century. composition, role of composers/performers,
th
and audience) of 20 century music;
relates 20th Century music to other art forms Week 4-5 MU10TC-Ia-g-3
and media during the same time period;
performs music sample from the 20th century Week 5-6 MU10TC-Ib-5
Quarter Content Standards Performance Most Essential Learning Competencies Duration Codes
Standards
The learner…
describes the historical and cultural Week 1 MU10AP-IIa-g-2
background of Afro-Latin American and
popular music;
analyzes musical characteristics of Afro-Latin Week 2-3 MU10AP-IIa-h-5
American and popular music through listening
demonstrates performs vocal and
activities;
understanding of dance forms of Afro-
explores ways of creating sounds on a variety Week 4-5 MU10AP-IIa-7
2nd characteristic features of Latin American
of sources suitable to chosen vocal and
Afro-Latin American music music and selections
instrumental selections;
and Popular music of Popular music
performs selections of Afro-Latin American and Week 6-7 MU10AP-IIa-h-6
popular music in appropriate pitch, rhythm,
style, and expression;
evaluates music and music performances Week 8 MU10AP-IIa-h-10
using guided rubrics
Quarter Content Standards Performance Most Essential Learning Competencies Duration Codes
Standards
The learner…
demonstrates sings contemporary narrates the life of selected contemporary Week 1 MU10CM-IIIc-g-3
3rd
understanding of songs Filipino composer/s ;
characteristic features of analyzes the musical characteristics of Week 2 MU10CM-IIIa-h
contemporary music traditional and contemporary Philippine
music;
improvises simple vocal/instrumental Week 3-5 MU10CM-IIId-e-5
accompaniments to selected contemporary
Philippine music;
performs selections of contemporary Week 6-7 MU10CM-IIIb-h-4
Philippine music;
evaluates music and music performances Week 8 MU10CM-IIIh-8
using guided rubrics.
Quarter Content Standards Performance Most Essential Learning Competencies Duration Codes
Standards
The learner…
1. demonstrates describes how an idea or story in a musical play Week 1 MU10MM-IIIa-h-1
understanding of is presented by watching a live performance
1. performs
characteristic features of or video excerpt;
selections from
20th and 21st century explains how theatrical elements in a selected Week 2-3 MU10MM-IIIa-h-2
opera musical play, ballet musical plays, ballet, part of a musical play are combined with music
opera in a
and other multimedia and media to achieve certain effects;
satisfactory level of
forms. creates appropriate sounds, music, Week 4-6 MU10MM-IIIc-h-4
4th performance.
gestures,movements, and costume using
2. demonstrates media and technology for a selected part of a
2. creates a musical
understanding of the musical play;
work using media &
relationship among performs an excerpt from a 20th or 21st Week 7-8 MU10MM-IIIg-h-5
technology.
music, technology, and century Philippine musical and highlight its
media. similarities and differences to other western
musical play.
273
274
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code
1st The learner… The learner… 1. explains that ART is all around and is created by Week 1/ 1st Q A1EL-Ia
demonstrates creates a portrait of different people
understanding of himself and his family 2. identifies different lines, shapes, texture used Week 2/1st Q A1EL-Ic
lines, shapes, colors which shows the by artists in drawing
and texture, and elements and principles 3. uses different drawing tools or materials - Weeks 3, 4, & 5/ A1EL-Id
principles of balance, of art by drawing pencil, crayons, piece of charcoal, stick-on 1st Q
proportion and different papers, sinamay, leaves, tree bark, and
variety through other local materials to create his drawing about
drawing oneself, one’s family, home, and school, as a
means of self-expression
Weeks 6, 7, & A1PR-If
8/1st Q
demonstrates
understanding of creates a portrait of
lines, shapes, colors himself and his family 4. draws different kinds of plants showing a variety
and texture, and which shows the of shapes, lines and color
principles of balance, elements and principles
proportion and of art by drawing
variety through
drawing
2nd The learner… The learner 1. identifies colors as primary, secondary, and Week 1/ 2nd Q A1EL-IIa
demonstrates tertiary, both in natural and man-made objects,
understanding of creates a harmonious seen in the surrounding
colors and shapes, design of natural and 2. creates a design inspired by Philippine flowers, Weeks 3 & 4/ 2nd A1PR-IIg
and the principles of man-made objects to jeepneys, Filipino fiesta decors, parol, or objects Q
harmony, rhythm and express ideas using and other geometric shapes found in nature and
balance through colors and shapes, and in school using primary and secondary colors
painting harmony
demonstrates 3. paints a home/school landscape or design Weeks 5 & 6/ 2nd A1PR-Ie-1
understanding of choosing specific colors to create a certain Q
colors and shapes, feeling or mood
and the principles of creates a harmonious Weeks 7 & 8/ 2nd
harmony, rhythm and design of natural and Q
balance through man-made objects to
painting express ideas using 4. talks about the landscape he painted and the A1PR-Ie-2
colors and shapes, and landscapes of others
harmony
3rd demonstrates creates prints that show 1. differentiates between a print and a drawing or Week 1 / 3rd Q A1EL-IIIa
understanding of repetition, alternation painting
shapes and texture and emphasis using 2. describes the shape and texture of prints made Weeks 2 & 3 / A1EL-IIIb
and prints that can be objects from nature and from objects found in nature and man-made 3rd Q
repeated, alternated found objects at home objects and from the artistically designed prints in
and emphasized and in school his artworks and in the artworks of others.
through printmaking 3. creates a print by applying dyes on his finger or Week 4 / 3rd Q A1EL-IIId
palm or any part of the body and pressing it to the
demonstrates paper, cloth, wall, etc. to create impression
understanding of 4. creates a print by rubbing pencil or crayon on Week 5 / 3rd Q A1PL-IIIe
shapes and texture paper placed on top of a textured objects from
and prints that can be nature and found objects
repeated, alternated 5. stencil a design (in recycled paper, plastic, Week 6 / 3rd Q A1PR-IIIf
and emphasized creates prints that show cardboard, leaves, and other materials) and prints
through printmaking repetition, alternation on paper, cloth, sinamay, bark, or a wall
and emphasis using 6. narrates experiences in experimenting Week 7 / 3rd Q A1PR-IIIg
objects from nature and different art materials
found objects at home 7. participates in school/district exhibit and Week 8 / 3rd Q A1PR-IIIh
and in school
culminating activity in celebration of the National
Arts Month (February)
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code
4th The learner… The learner 1. differentiates between 2-dimensional and 3- Week 1 / 4th Q A1EL-IVa
dimensional artwork and states the difference
demonstrates creates a useful 3- 2. identifies the different materials that can be Week 2 /4th Q A1EL-IVb
understanding of Dimensional used in creating a 3-dimensional object: Week 3 / 4th Q A1EL-IVb
texture and 3-D object/sculpture using 2.1 clay or wood (human or animal figure) Week 4 / 4th Q A1EL-IVb
shapes, and principle found objects and 2.2 bamboo (furniture, bahay kubo)
of proportion and recycled materials 2.3 softwood (trumpo)
276
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code
1st The learner… The learner… Week 1 / 1st Q
1. describes the different styles of Filipino artists
demonstrates
when they create portraits and still life (different
understanding on creates a lines and colors) A2EL-Ia
lines, shapes, and composition/design by
colors as elements of translating one’s 2. differentiates the contrast between shapes Week 2 / 1st Q
A2EL-Ib
art, and variety, imagination or ideas that and colors of different fruits or plants and flowers
proportion and others can see and in one’s work and in the work of others
contrast as principles appreciates 3. draws the different fruits or plants to show Week 3 & 4 / 1st
A2EL-Ic
of art through overlapping of shapes and the contrast of colors Q
drawing and shapes in his colored drawing
Week 5 & 6 / 1st
Q
4. draws from an actual still life arrangement A2EL-Id
Week 8 / 1st Q
6. narrates stories related to the output A2EL-Ih-3
2nd The learner… The learner… 1. describes the lines, shapes, colors, textures, Weeks 1 & 2 /
and designs seen in the skin coverings of 2nd Q
demonstrates creates a composition or different animals and sea creatures using visual A2EL-IIa
understanding of design of a tricycle or arts words and actions.
using two or more jeepney that shows unity 2. designs with the use of drawing and painting Weeks 3 & 4 /
kinds of lines, colors and variety of lines, shapes, materials the sea or forest animals in their 2nd Q A2EL-IIb
and shapes through and colors habitats showing their unique shapes and
repetition and features, variety of colors and textures in their
contrast to create skin.
rhythm 3. creates designs by using two or more kinds of Week 5 & 6 / 2nd
lines, colors, and shapes by repeating or Q A2PL-IIf
contrasting them, to show rhythm
4. uses control of the painting tools and Week 7 & 8 / 2nd
materials to paint the different lines, shapes Q A2PR-IIg-1
and colors in his work or in a group work
5. design an outline of a tricycle or jeepney on a Week 7 & 8 / 2nd A2PR-IIg-2
big paper with lines and shapes that show Q
repetition, contrast and rhythm
3rd The learner… The learner… Week 1/ 3rd Q
1. differentiates natural and man-made objects
demonstrates creates prints from natural with repeated or alternated shapes and colors A2EL-IIIa
understanding of and man-made objects that and materials that can be used in print making
shapes, textures, can be repeated or 2. creates a consistent pattern by making two Week 2/ 1st Q
A2PL-IIIb
colors and repetition alternated in shape or or three prints that are repeated or alternated
of motif, contrast of color. in shape or color
motif and color from 3. carves a shape or letter on an eraser or Week 3-4 / 1st Q
A2PR-IIIf
nature and found creates prints with kamote, which can be painted and printed
objects repeating, alternating or several times
contrasting color or size or 4. creates a print on paper or cloth using cut-out Week 5-6 / 1st Q A2PR-IIIg
texture designs
278
Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG Code
Standards
1st The learner... The learner… 1. distinguishes the size of persons in the Week 1/ 1st Q
drawing, to indicate its distance from the viewer A3EL-Ia
demonstrates creates an artwork of
understanding of people in the 2. shows the illusion of space in drawing the Week 2/1st Q
A3EL-Ib
lines, texture, shapes province/region. objects and persons in different sizes
and depth, contrast On-the-spot sketching 3. explains that artist create visual textures by Week 3/1st Q
A3PL-Ic
(size, texture) of plants trees, or using a variety of lines and colors
through drawing buildings and 4. discusses what foreground, middle ground, and Week 4/1st Q
geometric line designs background, are all about in the context of a A3PL –Id
landscape
shows a work of art 5. describes the way of life of people in the cultural Week 5/1st Q
based on close community A3PL-Ie
observation of natural
objects in his/her
surrounding noting its 6. Creates a geometric design by contrasting two Week 6/1st Q
kinds of lines in terms of type or size.
size, shape and texture A3PR-If
2nd The learner... The learner... 1. Discusses the concept that there is harmony in Week 1/ 2nd Q
demonstrates creates an artwork of nature as seen in the color of landscapes at A3EL-IIa
understanding of people in the different times of the day
lines, textures, province/region on- Ex:
shapes and balance the-spot sketching of 1.1 landscapes of Felix Hidalgo, Fernando
of size, contrast of plants, trees and Amorsolo, Jonahmar Salvosa
texture through building and geometric 1.2 Still’s life of Araceli Dans, Jorge Pineda, Agustin
drawing line designs Goy
2. Discusses the concept that nature is so rich for Week 2/ 2nd Q
A3EL-IIb
applies knowledge of no two animals have the same shape, skin
planes in a landscape covering, and color
(foreground, middle 3. demonstrates how harmony is created in an Weeks 3 & 4/ 2nd
A3PL-IIc
ground and artwork because of complementary colors and Q
background) in shapes
painting a landscape 4. paints a still life by observing the different Weeks 5 & 6/ 2nd
shapes, color, and texture of fruits, drawing Q A3PR-IId
creates an artwork of them overlapping and choosing the right colors
people in the for each fruit
nd
province/region on- 5. creates new tints and shades of colors by Weeks 7 & 8/ 2
A3PR-IIe
the-spot sketching of mixing two or more colors Q
plants, trees and 6. paints a landscape at a particular time of the day Weeks 7 & 8/ 2nd
A3PR-IIf
building and geometric and selects colors that complement each other to Q
line designs create a mood
7. discusses the characteristics of a wild animal by Weeks 9 & 10/ 2nd
applies knowledge of making several pencil sketches and painting it Q A3PR-IIg
planes in a landscape later, adding texture of its skin covering
(foreground, middle 8. explains the truism that Filipino artists painted Weeks 9 & 10/ 2nd A3PR-IIh
ground and landscapes in their own a particular style and can Q
background) in identify what makes each artist unique in his use
painting a landscape
of colors to create harmony
Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG Code
Standards
3rd The learner... The learner... 1. Discusses the concept that a print made from Week 1 / 3rd Q
A3EL-IIIa
objects found in nature can be realistic or abstract
281
demonstrates exhibits basic skills in 2. explains the importance and variety of Week 2 / 3rd Q
A3PL-IIIb
understanding of making a design for a materials used for printing
shapes, colors and print and producing 3. Demonstrates the concept that a print design Week 3 / 3rd Q
principle repetition several clean copies ofmay use repetition of shapes or lines and emphasis A3PL-IIIc
and emphasis the prints on contrast of shapes and lines
through printmaking 4. Executes the concept that a print design can be Week 4 / 3rd Q
(stencils) manipulates a stencil duplicated many times by hand or by machine and A3PL-IIId
with an adequate skill can be shared with others
to produce a clean 5. explains the meaning of the design created Week 5 / 3rd Q A3PR-IIIe
print for a message, 6. stencils a paper or plastic sheets to be used for Week 6 / 3rd Q
A3PR-IIIg
slogan or logo for a T-multiple prints on cloth or hard paper
shirt, poster bag 7. writes a slogan about the environment that Week 7 / 3rd Q
correlates messages to be printed on T-shirts, A3PR-IIIg
produces at least 3 posters, banners or bags
good copies of print 8. participates in a school/district exhibit and Week 1 / 4th Q
using complementary culminating activity in celebration of the
colors and contrasting National Arts Month (February)
A3PR-IIIh
shapes
4th The learner... The learner... 1. identifies different styles of puppets made in Week 1 /4th Q
demonstrates creates a single puppet the Philippines (form Teatro Mulat and Anino A3EL-IVa
understanding of based on character in Theater Group)
shapes, colors, legends, myths or 2. discusses the variations of puppets in terms of Weeks 2-4 / 4th Q
textures, and stories using recycled material, structure, shapes, colors and intricacy A3PL-IVb
emphasis by and hard material of textural details
variation of shapes 3. creates a puppet designs that would give a Week 4 / 4th Q
and texture and creates a mask or specific and unique character, with designs of
A3PR-IVc
contrast of colors headdress that is varied shapes and colors on puppets to show the
through sculpture imaginary in design unique character of the puppet/s
and crafts using found and 4. constructs a simple puppet based on a Week 5 & 7 / 4th
recycled materials character in a legend, myth or story using Q A3PR-IVe
recyclable materials and bamboo sticks or twigs
demonstrates demonstrates basic 5. manipulates a puppet to act out a character in Week 5 / 4th Q
understanding of skills in constructing a a story together with the puppets A3PR-IVf
shapes, colors, puppet made from a
2
textures, and hard and stick, which 6. utilizes masks in simple role play or skit Week 6 / 3rd Q
emphasis by can be manipulated
variation of shapes
A3PR-IVf
and texture and
contrast of colors
through sculpture
7. performs as puppeteer together with others, Week 7 / 3rd Q
and crafts
in a puppet show, to tell a story using the puppet
he/she created
A3PR-IVg
Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG Code
Standards
1st The learner… The learner… 1. discusses the rich variety of cultural Week 1 / 1st Q
communities in the Philippines and their
demonstrates practices variety of uniqueness
understanding of culture in the (1.1 LUZON- Ivatan, Ifugao, Kalkminga,
lines, texture, and community by way of Bontok, Gaddang, Agta
shapes; and balance attire, body 1.2 VISAYAS – Ati
of size and repetition accessories, religious 1.3 MINDANAO-Badjao, Mangyan,Samal,
A4EL-Ia
of motifs/patterns practices and lifestyle.Yakan, Ubanon, Manobo, Higaonon, Talaandig,
through drawing Matigsalog, Bilaan, T’boli, Tiruray, Mansaka,
Tausug) and the distinctive characteristics of
these cultural communities in terms of attire,
creates a unique body accessories, religious practices, and
design of houses, and lifestyles.
other household 2. Draws specific clothing, objects, and designs Weeks 2-4/1st Q A4EL-Ib
objects used by the of at least one the cultural communities by
cultural groups. applying an indigenous cultural motiff into a A4EL-Ic
contemporary design through crayon etching A4EL-
technique.
writes a comparative
description of houses
and utensils used by 3. role plays ideas about the practices of the Weeks 4/1st Q A4PR
selected cultural different cultural communities.
groups from different 4. creates a drawing after close study and Week 5-6/1st Q A4PR
provinces. observation of one of the cultural communities’
way of dressing and accessories.
Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG Code
Standards
2nd The learner… The learner… 1. discusses pictures of localities where Week 1/ 2nd Q
different cultural communities live where each
A4EL-IIa
demonstrates sketches and paints a group has distinct houses and practices.
understanding of landscape or mural 2. explains the attire and accessories of Week 2/ 2nd Q
A4EL-IIb
lines, color, shapes, using shapes and selected cultural communities in the country in
space, and colors appropriate to terms of colors and shapes.
proportion through the way of life of the 3. depicts in a role play the importance of Week 3/ 2nd Q
A4EL-IIc
drawing. cultural community. communities and their culture.
4. compares the geographical location, Week 4/ 2nd Q
A4EL-IId
realizes that the practices, and festivals of the different cultural
choice of colors to use groups in the country.
in a landscape gives 5. paints the sketched landscape using colors Week 5/ 2nd Q A4EL-IIe
the mood or feeling of appropriate to the cultural community’s ways
a painting. of life. A4EL-IIf
284
demonstrates creates a single and in the Philippines in the olden times and
understanding of puppet based on presently.
shapes, colors, character in legends,2. discusses pictures or actual samples of Week 1 /4th Q
textures, and myths or stories usingdifferent kinds of mat weaving traditions in the A4EL-Ivb
emphasis by recycled and hard Philippines.
variation of shapes material 3. discusses the intricate designs of mats Week 2 / 4th Q A4EL-IVc
and texture and woven in the Philippines:
contrast of colors creates a mask or 3.1 Basey, Samar buri mats
through sculpture headdress that is
3.2 Iloilo bamban mats
and crafts imaginary in design
3.3 Badjao&Samal mats
using found and
3.4 Tawi-tawilaminusa mats
recycled materials
3.5 Romblon buri mats
demonstrates
understanding of demonstrates basic 4. explains the steps to produce good tie-dye Week 3 / 4th Q
shapes, colors, skills in constructing a A4PL-Ivd
designs.
textures, and puppet made from a
emphasis by hard and stick, which5. explains the meaning of designs, colors, and Week 4 / 4th Q A4PL-Ive
variation of shapes can be manipulated patterns used in the artworks.
and texture and 6. creates a small mat using colored buri strips Week 5 & 6 / 4th Q
contrast of colors or any material that can be woven, showing A4PR-IVf
th
through sculpture different designs: squares, checks zigzags, and Week 7 / 4 Q
and crafts stripes.
A4PR-IVg
7. weaves own design similar to the style made by a local ethnic group.
8. creates original tie-dyed textile design by Week 8 / 4th Q
following the traditional steps in tie-dyeing
using one or two colors.
A4PR-IVh
286
Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG Code
Standards
1st The learner… The learner… 1. discusses events, practices, and culture Week 1/ 1st Q
influenced by colonizers who have come to
demonstrates creates different our country by way of trading. A5EL-Ia
st
understanding of lines, artifacts and 2. designs an illusion of depth/distance to Week 1/1 Q
shapes, and space; and architectural simulate a3-dimensional effect by using
the principles of rhythm buildings in the crosshatching and shading techniques in A5EL-Ib
and balance through Philippines and in the drawings (old pottery, boats, jars, musical
drawing of archeological locality using instruments).
artifacts, houses, crosshatching 3. presents via powerpoint the significant Week2/1st Q
buildings, and churches technique, geometric parts of the different architectural designs
A5EL-Ic
from historical periods shapes, and space, and artifacts found in the locality. e.g. bahay
using crosshatching with rhythm and kubo, torogan, bahay na bato, simbahan,
technique to simulate 3- balance as principles carcel, etc.
dimensional and of design. 4. explains the importance of artifacts, Week 2 /1st Q
geometric effects of an puts up an exhibit on houses, clothes, language, lifestyle - utensils,
A5PL-Ie
artwork. Philippine artifacts food, pottery, furniture - influenced by
and houses from colonizers who have come to our country
different historical (Manunggul jar, balanghai, bahay na bato,
periods (miniature or kundiman, Gabaldon schools, vaudeville,
replica). Spanish-inspired churches).
5. creates illusion of space in 3-dimensional Weeks 3-4 /1st Q
drawings of important archeological
artifacts seen in books, museums (National A5PR-If
Museum and its branches in the Philippines,
and in old buildings or churches in the
community.
6. creates mural and drawings of the old Weeks 5-6/1st Q
houses, churches, and/or buildings of
A5PR-Ig
his/her community.
7. participates in putting up a mini-exhibit Weeks 7-8/1st Q
with labels of Philippine artifacts and houses
Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG Code
Standards
2nd The learner… The learner… 1. explains the importance of natural and Week 1/ 2nd Q
historical places in the community that have
demonstrates sketches natural or been designated as World Heritage Site
understanding of lines, man-made places in (e.g., rice terraces in Banawe, Batad; Paoay
colors, space, and the community with Church; Miag-ao Church; landscape of
A5EL-IIa
harmony through the use of Batanes, Callao Caves in Cagayan; old
painting and complementary houses inVigan, Ilocos Norte; and the
explains/illustrates colors. torogan in Marawi)
landscapes of important draws/paints
historical places in the significant or 2. explains that artists have different art Weeks 2 & 3/ 2nd
community (natural or important historical styles in painting landscapes or significant Q
man-made)using one- places. places in their respective provinces (e.g.,
point perspective in Fabian dela Rosa, Fernando Amorsolo, A5EL-IIc
landscape drawing, Carlos Francisco, Vicente Manansala, Jose
complementary colors, Blanco, VictorioEdades, Juan Arellano,
and the right proportions PrudencioLamarroza, and Manuel
of parts. Baldemor)
3. presents via powerpoint the artistry of Week 3/ 2nd Q
famous Filipino artists in painting different A5PL-IId
landscapes and is able to describe what
makes each artist’s masterpiece unique
from others.
4. sketches using complementary colors in Weeks 4-5/ 2nd Q A5PL-IIe
painting a landscape.
288
4th The learner… The learner… 1. identifies the materials used in making3- Week 1 / 4th Q
dimensional crafts which express balance
demonstrates demonstrates and repeated variation of shapes and colors
understanding of colors, fundamental 1.1 mobile
A5EL-IVa
shapes, space, repetition, construction skills in 1.2 papier-mâché jar
and balance through making a 3- 1.3 paper beads
sculpture and 3- dimensional craft 2. identifies the different techniques in Week 1 /4th Q
A5EL-IVb
dimensional crafts. that expresses making 3-dimensional crafts
balance, artistic 2.1 mobile
design, and repeated 2.2 papier-mâché jar
variation of 2.3 paper beads
decorations and 3. discusses possibilities on the use of Week 2 / 4th Q
A5EL-IVc
colors created 3-D crafts.
1. papier-
mâché jars 4. applies knowledge of colors, shapes, and Week 3 / 4th Q
with patterns balance in creating mobiles, papier-mâché
2. paper beads jars, and paper beads.
5. demonstrates artistry in making mobiles Week 4 / 4th Q
constructs 3-D craft with varied colors and shapes.
using primary and
secondary colors, 6. creates designs for making 3- Week 5 & 6 / 4th
geometric shapes, dimensional crafts Q
A5P
space, and repetition 6.1 mobile
of colors to show 6.2 papier-mâché jar
balance of the 6.3 paper beads
structure and shape 7. shows skills in making a papier-mâché jar Week 7 / 4th Q
A5P
mobile
Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG Code
Standards
1st The learner… The learner… 1. discusses the concept that art processes, Week 1/ 1st Q
elements and principles still apply even with the A6EL-Ia
demonstrates creates concepts use of new technologies.
understanding of through art 2. explains the elements and principles applied in Week 1/1st Q
A6PL-Ia
the use of lines, processes, elements, commercial art.
shapes, colors, and principles using 3. applies concepts on the use of the software Week 2 / 1st Q A6PR-Ib
texture, and the new technologies (commands, menu, etc.).
principles of (hardware and 4. utilizes art skills in using new technologies Week 2 / 1st Q
emphasis and software) to create (hardware and software). A6PR-Ic
contrast in drawing personal or class logo.
a logo and own designs cartoon
cartoon character character on-the spot 5. creates personal or class logo as visual Week 3 / 1st Q
using new using new representation that can be used as a product, A6PR-Id
technologies. brand, or trademark
technologies in 6. explains ideas about the logo Weeks 4 / 1st Q
drawing.
A6PR-Id
creates concepts
through art
processes, elements, 7. explains the elements and principles applied in Week 5 / 1st Q
and principles using comic art. A6PL-Ie
new technologies
(hardware and 8. applies concepts on the steps/procedures in Week 6 / 1st Q
software) to create
personal or class logo. cartoon character making. A6PR-If
designs cartoon 9. utilizes art skills in using new technologies Week 6 / 1st Q
character on-the spot (hardware and software) in cartoon character
A6PR-Ig
using new making.
technologies.
10. creates own cartoon character to entertain, Week 7 / 1st Q
express opinions, ideas, etc.
A6PR-Ih
Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG Code
Standards
2nd The learner… The learner… 1. Reviews the concept that art processes, Week 1/ 2nd Q
elements and principles still apply even with the A6EL-IIa
demonstrates applies concepts on use of technologies.
understanding of the use of software in 2. explains the elements and principles applied in Week 1/ 2nd Q
shapes, space, creating digital digital art. A6PL-IIa
colors, and the paintings and graphic
principles of designs. 3. applies concepts on the use of the software Week 2/ 2nd Q
A6PR-IIb
emphasis, harmony (commands, menu, etc.)
and contrast in
digital painting and 4. utilizes art skills using new technologies Week 2/ 2nd Q A6PR-IId
(hardware and software) in digital painting.
poster design using 5. creates a digital painting similar with the Weeks 3 -4 / 2nd Q
A6PR-IIc
new technologies. Masters’ (e.g., Van Gogh, Amorsolo, etc.) in terms
of style, theme, etc.
6. discusses the elements and principles applied Weeks 5-6 /2nd Q
A6PL-IIf
in layouting.
7. applies skills in layouting and photo editing Weeks 5-6 /2nd Q
using new technologies (hardware and software) A6PR-IIg
in making a poster.
8. creates an advertisement/commercial or Weeks 7-8 /2nd Q A6PR-IIh
announcement poster.
Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG Code
Standards
3rd The learner… The learner… 1. Explains the truism that design principles still Week 1 / 3rd Q
apply for any new design (contrast of colors,
demonstrates creates simple shapes, and lines produces harmony) whether
understanding of printmaking done by hand or machine (computer). A6EL-IIIa
shapes, colors, (silkscreen) designs
values, and the on t-shirts and 2. Demonstrates understanding that digital Week 1 / 3rd Q
principles of posters. technology has speeded up the printing of
A6PL-IIIb
emphasis, contrast, original designs and made it accessible to many,
and harmony in as emphasized in t-shirts and poster designs.
printmaking and 3. applies concepts on the steps/procedure in Week 2 / 3rd Q
A6PR-IIIc
photography using silkscreen printing.
new technologies. 4. produces own prints from original design to Week 2 / 3rd Q
silkscreen printing to convey a message or A6PR-IIId
statement.
describes the basic 5. Discusses the concepts and principles of Week 3 / 3rd Q A6PL-IIIf
concepts and photography.
principles of basic 6. discusses the parts and functions of the camera Week 4 / 3rd Q
A6PR-IIIg
photography. (point and shoot or phone camera).
7. applies composition skills to produce a printed Week 5-6 / 3rd Q
Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG Code
Standards
1st The learner... The learner… 1. analyzes elements and principles of art in the
production of one’s arts and crafts inspired by the Week 1/ 1st Q
A7EL-Ib-1
1. art elements and 1. create artworks arts of Luzon (highlands and lowlands)
processes by showing the 2. identifies characteristics of arts and crafts in Week 1/1st Q
synthesizing and characteristic specific areas in Luzon (e.g., papier mâché [taka]
applying prior elements of the arts from Paete, Ifugao wood sculptures [bul’ul], A7EL-Ia-2
knowledge and of Luzon (highlands Cordillera jewelry and pottery, tattoo, and Ilocos
skills and lowlands) weaving and pottery [burnay], etc.)
3. reflects on or derive the mood, idea, or
2. the salient 2. exhibit completed message emanating from selected artifacts and A7PL-Ih-1
st
features of the artworks for art objects Weeks 2 -4/ 1 Q
arts of Luzon appreciation and 4. appreciates the artifacts and art objects in Week 2 / 1st Q
(highlands and critiquing terms of their uses and their distinct use of art
A7PL-Ih-2
lowlands) by elements and principles
showing the
relationship of the 5. incorporates the design, form, and spirit of the Week 3 / 1st Q
elements of art highland/lowland artifact and object in one’s
A7PL-Ih-3
and processes creation
among culturally
6. traces the external (foreign) and internal Weeks 4 / 1st Q
diverse
(indigenous) influences reflected in the design of
communities in A7PL-Ih-4
an artwork and in the making of a craft or artifact
the country
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 A7PR-IIh-4
education, business, modernization, and
entertainment, as well as in indigenous practices,
fiestas, and religious and social practices)
Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG Code
Standards
3rd The learner… The learner… 1. analyzes elements and principles of art in the Weeks 1-2/3rd Q
production one’s arts and crafts inspired by the
1. art elements and 1. create artworks arts of Mindanao A7EL-IIIb-1
processes by showing the
synthesizing and characteristic 2. identifies characteristics of arts and crafts in Week 1 / 3rd Q
applying prior elements of the arts specific areas in Mindanao (e.g., maritime vessel
knowledge and of Mindanao [balanghay] from Butuan, vinta from Zamboanga;
skills Maranao’s malong, brasswares, okir, panolong, A7EL-IIIa-2
2. exhibit completedtorogan, and sarimanok; Yakan’s fabric and face
2. the salient artworks for makeup and body ornamentation; T’boli’s tinalak
features of the appreciation and and accessories; Tawi-tawi’s Pangalaydance, etc.
arts of Mindanao critiquing 3. reflects on and derive the mood, idea, or Weeks 3-5/3rd Q
by showing the message emanating from selected artifacts and A7PL-IIIh-1
relationship of the art objects
elements of art 4. appreciates the artifacts and art objects in Week 2 / 3rd Q
and processes terms of its utilization and their distinct use of art A7PL-IIIh-2
among culturally elements and principles
diverse 5. incorporates the design, form, and spirit of Week 3 / 3rd Q
A7PL-IIIh-3
communities in artifacts and objects from Mindanao to one’s
the country creation
6. traces the external (foreign) and internal Week 4 / 3rd Q
A7PL-IIIh-4
3. the Philippines as (indigenous) influences that are reflected in the
having a rich artistic design of an artwork and in the making of a craft
and cultural tradition or artifact
from precolonial to 7. creates crafts that can be locally assembled Weeks 6-8/3rd Q
present times with local materials, guided by local traditional A7PR-IIIc-e-1
techniques (e.g., habi, lilip, etc).
8. derives elements from traditions/history of a Weeks 6 / 3rd Q A7PR-IIIf-2
community for one’s artwork
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)
10. shows the relationship of Mindanao’s arts Week 7
and crafts to Philippine culture, traditions, and
history, particularly with Islamic influences and
indigenous (Lumad) practices
298
Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG Code
Standards
1st The learner… The learners… 1. analyzes elements and principles of art in the
production of arts and crafts inspired by the Weeks 1-2/ 1st Q
A8EL-Ib-1
1. art elements and 1. create artworks cultures of Southeast Asia
processes by showing the 2. identifies characteristics of arts and crafts in
synthesizing and characteristic specific countries in Southeast Asia: Indonesia
applying prior elements of the arts (batik, Wayang puppetry); Malaysia (modern
knowledge and of Southeast Asia batik, wau, and objects made from pewter); A8EL-Ia-2
skills Thailand (silk fabrics and Loi Kratong Lantern
2. exhibit completed Festival); Cambodia (AngkorWat and ancient
2. the salient artworks for temples); Singapore (Merlion), etc.
features of the appreciation and 3. reflects on and derive the mood, idea, or A8PL-Ih-1
arts of Southeast critiquing message from selected artifacts and art objects
Asia by showing 4. appreciates the artifacts and art objects in Weeks 3 -5/ 1st Q
the relationship terms of their utilization and their distinct use of A8PL-Ih-2
of the elements art elements and principles
of art and
processes among 5. incorporates the design, form, and spirit of
culturally diverse Southeast Asian artifacts and objects in one’s A8PL-Ih-3
communities in creation
the region
6. traces the external (foreign) and internal
(indigenous) influences that are reflected in the A8PL-Ih-4
3. Southeast Asian
design of an artwork and in the making of a craft
countries as
or artifact
having a rich
7. creates crafts that can be locally assembled Weeks 6-8 / 1st Q
artistic and
with local materials, guided by local traditional A8PR-Ic-e-1
cultural tradition
techniques (e.g.,batik, silk weaving, etc.)
from prehistoric
to present times
8. derives elements from traditions/history of a
community for one’s artwork
A8PR-If-2
300
Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG Code
Standards
2nd The learner… The learner… 1. analyzes elements and principles of art in the Weeks 1-2/3rd Q
production of arts and crafts inspired by the
A8EL-IIb-1
1. art elements and 1. create artworks cultures of East Asia
processes by showing the 2. identifies characteristics of arts and crafts in
synthesizing and characteristic specific countries in East Asia: China (Chinese
applying prior elements of the arts painting and calligraphy); Japan (origami,
A8EL-IIa-2
knowledge and of East Asia woodblock printing, theater masks, face
skills painting, and anime and manga); and Korea
2. exhibit completed (theater masks, drums, and K-pop)
2. the salient artworks for 3. reflects on and derive the mood, idea or Weeks 3-5/3rd Q
A8PL-IIh-1
features of the appreciation and message from selected artifacts and art objects
arts of East Asia critiquing 4. appreciates the artifacts and art objects in
A8PL-IIh-2
by showing the terms of their utilization and their distinct use of
relationship of art elements and principles
the elements of 5. incorporates the design, form, and spirit of A8PL-IIh-3
art and processes East Asian artifacts and objects to one’s creation
among culturally 6. traces the external (foreign) and internal
A8PL-IIh-4
diverse (indigenous) influences that are reflected in the
communities in design of an artwork and in the making of a craft
the region 7. creates crafts that can be locally assembled Weeks 6-8/3 rd Q
A8PR-IIc-e-1
with local materials, guided by local traditional
3. East Asian
techniques (e.g., Gong-bi, Ikat, etc.)
countries as
8. derives elements from traditions/history of a A8PR-IIf-2
having a rich
community for one’s artwork
301
West, and Central critiquing 4. appreciates the artifacts and art objects in
Asia by showing terms of their utilization and their distinct use A8PL-IIIh-2
the relationship of art elements and principles
of the elements
9. shows the relationship of the development of crafts in specific countries in South Asia, West
Asia, and Central Asia, according to functionality, A8PR-IIIf-3
traditional specialized expertise, and availability
of resources
10. shows the commonalities and differences of
the cultures of the South Asian, West Asian, and A8PR-IIIh-4
Central Asian countries in relation to Philippine
culture
11. participates in an exhibit using completed
South-West-Central Asian-inspired crafts in an
A8PR-IIIg-5
organized manner
4th The learner… The learner… 1. identifies selected festivals and theatrical Weeks 1-2 / 4th
forms celebrated all over the Asian region Q
1. how theatrical 1. create appropriate 2. researches on the history of the festival and
elements (sound, festival attire with theatrical forms and its evolution, and describe
music, gesture, accessories based how the community participates and contributes
movement, and on authentic to the event
costume) affect festival costumes 3. discusses the elements and principles of arts Week 4
the creation and as seen in Philippine Festivals Weeks 3-4 / 4th
communication 2. create/improvise 4. identifies the elements and principles of arts Q
of meaning in appropriate sound, as manifested in Asian festivals and theatrical
Asian Festivals music, gesture, forms
and Theatrical movements, and 5. through a visual presentation, explains what Weeks 5-8 / 4th
Forms as costume for a make each of the Asian Festivals and Theatrical Q
influenced by chosen theatrical forms unique
history and composition 6. designs the visual elements and components
culture
of the selected festival or theatrical form
through costumes, props, etc.
303
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code
1st The learner… The learner.. 1. analyzes art elements and principles in the
production of work following the style of a Weeks 1-2/ 1st Q
1. art elements and 1. perform / participate western and classical art A9EL-Ib-1
processes by competently in a
synthesizing and presentation of a 2. identifies distinct characteristics of arts
A9EL-Ia-2
applying prior creative impression during the different art periods
knowledge and (verbal/nonverbal) of 3. identifies representative artists from
A9EL-Ia-3
skills a particular artistic various art periods
period 4. reflects on and derives the mood, idea, or Weeks 3 -5/ 1st Q
2. the arts as message from selected artworks A9PL-Ih-1
integral to the 2. recognize the
development of difference and
organizations, uniqueness of the art 5. discusses the use or function of artworks by
spiritual belief, styles of the different evaluating their utilization and combination of A9PL-Ih-2
historical events, periods (techniques, art elements and principles
scientific process, elements, 6. uses artworks to derive the
discoveries, and principles of art) traditions/history of an art period
A9PL-Ih-3
natural disasters/
occurrences, and
7. compares the characteristics of artworks
other external
produced in the different art periods
phenomena A9PL-Ih-4
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
A9EL-IIb-1
nd
2nd The learner… The learner… 1. analyzes art elements and principles in the Weeks 3-5/ 2 Q
production of work following a specific art
A9EL-IIa-2
1. art elements and 1. performs/ participate style
processes by competently in a
synthesizing and presentation of a 2. identifies distinct characteristics of arts
A9EL-IIa-3
applying prior creative impression during the Renaissance and Baroque periods
knowledge and (verbal/nonverbal) of 3. identifies representative artists from
A9PL-IIh-1
skills a particular artistic Renaissance and Baroque periods
nd
period 4. reflects on and derive the mood, idea or Weeks 6-8 / 2 Q
A9PL-IIh-2
2. the arts as message from selected artworks
integral to the 2. recognizes the 5. discusses the use or function of artworks by
development of difference and evaluating their utilization and combination of A9PL-IIh-3
organizations, uniqueness of the art art elements and principles
spiritual belief, styles of the different 6. uses artworks to derive the
A9PL-IIh-4
historical events, periods (techniques, traditions/history of an art period
scientific process, elements, 7. compares the characteristics of artworks A9PR-IIc-e-1
discoveries, and principles of art) produced in the different art periods
natural disasters/ 8. creates artworks guided by techniques and Weeks 3-5/ 2nd Q
A9PR-IIc-e-2
occurrences, and styles of the Renaissance and the Baroque
other external periods
phenomena
9. explains the influence of iconic artists
A9PR-IIc-e-3
belonging to the Renaissance and the Baroque
periods
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.)
11. evaluates works of art in terms of artistic
concepts and ideas using criteria from the
Renaissance and the Baroque periods
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
rd
3rd The learner… The learner… 1. analyzes art elements and principles in the Weeks 1-2/3 Q
production of work following a specific art
1. art elements 1. perform/participate style from the Neoclassic and Romantic
A9EL-IIIb-1
and processes competently in a periods
by synthesizing presentation of a 2. identifies distinct characteristics of arts
A9EL-IIIa-2
and applying creative impression during the Neoclassic and Romantic periods
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code
1st The learner… The learner… 1. analyzes art elements and principles in the Weeks 1-2/ 1st Q
production of work following a specific art
1. art elements and 1. performs/ style from the various art movements A10EL-Ib-1
processes by participate 2. identifies distinct characteristics of arts
A10EL-Ia-2
synthesizing and competently in a from the various art movements
applying prior presentation of a 3. identifies representative artists and
knowledge and creative impression Filipino counterparts from the various art A10EL-Ia-3
skills (verbal/nonverbal) movements
from the various art 4. reflects on and derive the mood, idea, or Weeks 3 -5/ 1st Q
2. the arts as integral movements message from selected artworks
A10PL-Ih-1
to the development
of organizations, 2. recognize the
spiritual belief, difference and *5. explains the role or function of artworks
historical events, uniqueness of the art by evaluating their utilization and
A10PL-Ih-2
scientific styles of the various combination of art elements and principles
discoveries, natural art movements
6. uses artworks to derive the A10PL-Ih-3
disasters/ (techniques, process,
traditions/history of the various art
occurrences and elements, and
movements
other external principles of art)
phenomenon
7. compares the characteristics of artworks
produced in the various art movements
A10PL-Ih-4
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
2nd The learner… The learner… 1. identifies art elements in the technology-
based production arts
1. Uses new creates a tech-based Week 1 / 2nd Q A10EL-IIb-1
technologies that allow artwork (video clips and 2. identifies distinct characteristics of arts
new expressions in arts printed media such as during in the 21st century in terms of:
using art elements and posters, menus, 1.1 production A10EL-IIa-2
processes brochures etc.) relating 1.2 functionality range of audience
to a selected topic from reach
the different learning 3. identifies artworks produced by
areas using available technology from other countries and their A10EL-IIa-3
technologies, e.g., food adaptation by Philippine artists
and fashion 4. discusses the concept that technology is
an effective and vibrant tool for empowering
A10PL-IIh-1
a person to express his/her ideas, goals, and
advocacies, which elicits immediate action Weeks 2-4/ 2nd Q
5. explains the role or function of artworks by
evaluating their utilization and combination A10PL-IIh-2
of art elements and principles
6. uses artworks to derive the A10PL-IIh-3
traditions/history of a community (e.g.,
landscapes, images of people at work and
play, portrait studies, etc.)
7. compares the characteristics of artworks
in the21st century
8. creates artworks that can be locally
assembled with local materials, guided by A10PR-IIc-e-1
21st-centurytechniques
9. explains the influence of technology in the
A10PR-IIc-e-2
21st century on the evolution of various Weeks 5-8 / 2nd
forms of art Q
10. applies different media techniques and
processes to communicate ideas,
experiences, and stories showing the
A10PR-IIb-e-3
characteristics of 21st-centuryart (e.g., the
use of graphic software like Photoshop,
InDesign, etc.)
11. evaluates works of art in terms of artistic
concepts and ideas using criteria appropriate A10PR-IIf-4
for the style or form
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
3rd The learner… The learner… 1. identifies art elements in the various Weeks 1-2/3rd Q
A10EL-IIIb-1
media-based arts in the Philippines
1. art elements and 1. create artworks using
processes by available media and 2. identifies representative artists as well as
synthesizing and natural resources on distinct characteristics of media-based arts A10EL-IIIa-2
applying prior local topics, issues, and and design in the Philippines
knowledge and concerns such as 3. discusses the truism that Filipino ingenuity
skills environmental is distinct, exceptional, and on a par with A10PL-IIIh-1
advocacies ecotourism, global standards Weeks 3-5 / 3rd Q
2. new technologies and economic and 4. discusses the role or function of artworks
that allow new livelihood projects by evaluating their utilization and A10PL-IIIh-2
expressions in the combination of art elements and principles
arts 5. uses artworks to derive the A10PL-IIIh-3
traditions/history of a community
311
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
The learner The learner performs Weeks 1&3 PE1BM-Ic-d-2
demonstrates with coordination
understanding enjoyable movements
1. Creates shapes by using different
awareness of body parts on body awareness.
body parts
in preparation for
participation in physical
activities.
2. Shows balance on one, two, three, Weeks 4&6
PE1BM-Ie-f-3
four and five body parts
3. Exhibits transfer of weight Weeks 7&8 PE1BM-Ig-h-4
st 4. Engages in fun and enjoyable
1
physical activities with
coordination
This competency is
3. Engages in fun and enjoyable
already embedded PE1PF-IIIa-h-6
physical activities
in other LCs.
4. Demonstrates the characteristics of This competency is PE1PF-IIIa-h-9
sharing and cooperating in physical already embedded
activities in other LCs.
The learner The learner performs Weeks 1&4
demonstrates movements in relation
understanding of to a stationary or
relationships of moving object/person
movement skills in with coordination.
preparation for
participation in physical
1. Demonstrates relationship of
4 th activities PE1BM-IVc-e-13
movement
2. Performs jumping over a stationary
object several times in succession,
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
The learner The learner performs body 1. Creates body shapes and Weeks 1&4
demonstrates shapes and actions properly. actions
understanding of
body shapes and body
PE2BM-Ie-f-2
actions in preparation
for various movement
activities
2nd The learner The learner performs 1. Describes movements in a Weeks 1&2
demonstrates movements accurately location, direction, level,
understanding of involving locations, pathway and plane
locations, directions, directions, levels, pathways PE2BM-IIa-b-17
levels, pathways and and planes.
planes
The learner The learner performs 1. Moves: at slow, slower, Weeks 1&8
demonstrates movements accurately slowest/fast, faster, fastest
understanding of involving time, force, and pace
3rd movement in relation flow. using light, lighter, lightest/strong, PE2BM-IIIc-h-19
to time, force and stronger, strongest force with
flow smoothness
2. Demonstrates movement This competency is
skills in response to sound and already embedded PE2MS-IIIa-h-1
music in other LCs.
3. Engages in fun and enjoyable This competency is
physical activities already embedded PE2PF-IIIa-h-2
in other LCs.
The learner The learner performs 1. Moves: individually, with Weeks 1&8
demonstrates movement activities partner, and with group with
understanding of involving person, objects, ribbon, hoop, balls, and any
movement activities music and environment available
PE2BM-IV-c-h-21
relating to person, correctly indigenous/improvised
objects, music and materials, with sound, in
environment indoor and outdoor settings
Quarter Content Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
Standards
The learner The learner performs body 1. Describes body shapes and Weeks 1&2
demonstrates shapes and actions properly. actions
1st understanding PE3BM-Ia-b-1
of body shapes
and body
319
actions in
preparation for
various
movement
activities
at slow, slower,
slowest/fast, faster,
3rd
fastest pace
using light, lighter, lightest/strong,
stronger, strongest force with
smoothness
3. Demonstrates movement skills in This competency is PE3MS-IIIa-h-1
response to sound already embedded
in other LCs.
4. Engages in fun and enjoyable This competency is PE3PF-IIIa-h-2
physical activities already embedded
in other LCs.
The learner The learner performs 1. Participates in various movement Weeks 1&2
demonstrates movement activities involving activities involving person,
understanding person, objects, music and objects, music and environment
of movement environment correctly
activities PE3BM-IV-a-b-20
4th relating to
person, objects,
music and
environment
2. Moves: Weeks 3&8 PE3BM-IV-c-h-21
321
3rd
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 CG Code
Competencies
The learner The learner designs an This competency is
demonstrates individualized exercise already embedded in
understanding of program to achieve other LCs.
1. Undertakes physical activity
guidelines and personal fitness
and physical fitness
principles in PE7PF-Ia-h-23
1st assessments
exercise program
design to achieve
personal fitness
2. Sets goals based on Week 1
PE7PF-Ia-24
assessment results
3. Prepares an exercise Week 2
program
4. Describes the nature and Week 3
2nd
assessment results
3. Describes the nature and Week 2
in the dance
The learner The learner modifies
demonstrates the individualized
understanding of exercise program to
1. Undertakes physical activity
guidelines and achieve personal fitness
and physical fitness PE7PF-IVa-h-23
principles in
assessments Week 1
exercise program
design to achieve
4th
personal fitness
2. Reviews goals based on
PE7PF-IVa-34
assessment results
3. Describes the nature and Week 2
PE7RD-IVc-1
background of the dance
4. Executes the skills involved Weeks 3 to 8
PE7RD-IVd-h-4
in the dance
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 CG Code
Competencies
The learner The learner designs a
demonstrates physical activity program
1. Undertakes physical activity
understanding of for the family/school peers
1st and physical fitness Week 1 PE8PF-Ia-h-23
guidelines and to achieve fitness
assessments
principles in
exercise program
design to achieve
fitness
assessment results
3. Describes the nature and Week 2
in the dance
5. Exerts best effort to achieve This competency is
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 CG Code
Competencies
The learner The learner maintains an This competency is
demonstrates active lifestyle to influence already embedded in
understanding of the physical activity other LCs.
lifestyle and weight participation of the 1. Undertakes physical
management to community activity and physical fitness
PE9PF-Ia-h-23
promote community assessments
fitness practices healthy eating
habits that support an
active lifestyle
1st 2. Performs appropriate first Weeks 1 & 2
aid for injuries and
emergency situations in PE9PF-Ib-30
physical activity and sports
settings (e.g. cramps,
sprain, heat exhaustion)
3. Involves oneself in This competency is
community service through already embedded in PE9PF-Ie-h-41
sports officiating and other LCs.
physical activity programs
4. Officiates practice and Weeks 3 & 8
competitive games
The learner The learner maintains an This competency is
demonstrates active lifestyle to influence already embedded in
understanding of the physical activity other LCs.
lifestyle and weight participation of the
1. Undertakes physical
management to community PE9PF-IIa-h-23
activity and physical fitness
promote community
assessments
fitness practices healthy eating
habits that support an
active lifestyle
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 CG Code
Competencies
The learner The learner maintains an This competency is
demonstrates active lifestyle to already embedded in
understanding of influence the physical other LCs.
lifestyle and weight activity participation of
1. Assesses physical
management to the community and
activity, exercise and
promote societal society
eating habits PE10PF-Ia-h-39
fitness
practices healthy eating
habits that support an
active lifestyle
2nd Quarter demonstrates practices good health identifies proper behavior during
Week 1 to Week 2 H1PH-IIa-b-1
understanding of the habits and hygiene mealtime
proper ways of taking daily demonstrates proper hand
Week 3 to Week 4 H1PH-IIc-d-2
care of one’s health washing
realizes the importance of
Week 5 H1PH-IIe-3
washing hands
practices habits of keeping the
Week 6 to Week 7 H1PH-IIf-i-4
body clean & healthy
realizes the importance of
Week 8 H1PH-IIj-5
practicing good health habits
3rd Quarter understands the consistently
importance of keeping demonstrates describes the characteristics of a
Week 1
the home environment healthful practices for healthful home environment H1FH-IIIa-1
healthful. a
healthful home discusses the effect of clean H1FH-IIIb-2
Week 2
environment. water on one’s health
discusses how to keep water at H1FH-IIIc-3
Week 3
home clean
H1FH-IIIde-4
practices water conservation Week 4
pollution
practices ways to keep indoor air
clean
explains the effect of a home
We
demonstrates road safety
practices as a passenger
describes dangerous,
destructive, and disturbing road
We
situations that need to be
reported to authorities
displays self-management skills
We
for road safety.
identifies hazards in the
We
community
follows safety rules to avoid
We
accidents in the community
recommends preventive action
H3IS-IVj-28
for a safe community
* These learning competencies were rephrased and deemed essential in the achievement of content and performance standards.
347
Week 9
discusses the importance of
seeking the advice of
professionals/ trusted and
H5GD-Ii-11
reliable adults in managing
puberty-related health issues
and concerns
differentiates sex from gender H5GD-Ij-12
identifies factors that influence
H5GD-Ij-13
gender identity and gender roles
discusses how family, media,
H5GD-Ij-14
religion, school and society in Week 10
general reinforce gender roles
gives examples of how male and
female gender roles are H5GD-Ij-15
changing
demonstrates the
ability to protect one’s
explains the concept of gateway
health by refusing to Week 1 H5SU-IIIa-7
drugs
use or abuse gateway
drugs
identifies products with caffeine Week 2 H5SU-IIIb-8
describes the general effects of
the use and abuse of caffeine, Week 3 to Week 4
tobacco and alcohol
analyzes how the use and abuse
of caffeine, tobacco and alcohol
can negatively impact the health Week 5 to Week 6 H5SU-IIIfg-11
of the individual, the family and
the community
demonstrates life skills in
keeping healthy through the Week 7 H5SU-IIIh-12
non-use of gateway drugs
follows school policies and
national laws related to the sale Week 8 to Week 9 H5SU-IIIij-13
and use of tobacco and alcohol
4th Quarter demonstrates understanding practices appropriate
of basic first aid principles and first aid principles and explains the nature and
Week 1
procedures for common procedures for objectives of first aid H5IS-IVa-34
injuries common injuries
discusses basic first aid
Week 2 H5IS-IVb-35
principles
Week 7 to Week 8
practice ways to prevent and H6EH-IIIj-9
control pests and rodents
2nd Quarter demonstrates makes informed identifies the right foods during
Week 1 H7N-IIa-20
understanding of nutrition decisions in the adolescence
for a healthy life during choice of food to follows the appropriate nutritional
adolescence eat during guidelines for adolescents for healthful
adolescence eating
• explains the need to select food
based on the nutritional needs
Week 2 to Week 3
during adolescence
• follows the Food Pyramid guide for adolescents and nutritional guidelines for Filipinos in
choosing foods to eat
describes the characteristics, signs and
symptoms of malnutrition and
micronutrient deficiencies
discusses ways of preventing and
controlling malnutrition and
Week 4 to Week 6
micronutrient deficiencies
explains the characteristics, signs and
2nd Quarter demonstrates an makes informed and *explains the definition and H8FH-IIa-24
understanding of values-based decisions importance of courtship and dating in
responsible parenthood in preparation for choosing a lifelong partner H8FH-IIa-25
Week 1
for a healthy family life responsible analyzes behaviors that promote
parenthood healthy relationship in marriage and H8FH-IIa-27
family life
describes the factors that contribute
Week 2 H8FH-IIb-28
to a successful marriage
discusses various maternal health
Week 3 to Week 4 H8FH-IIc-d-29
concerns (pre-during-post pregnancy)
explains the importance of maternal
H8FH-IIe-f-31
nutrition during pregnancy
of physiological changes in
the body
• *explains the impact of drinking alcohol on the family, and community
discusses strategies in the prevention
and control of cigarette smoking and
drinking alcoholic beverages
• apply resistance skills in
situations related to cigarette
2nd Quarter demonstrates consistently demonstrates discusses the existing health related
Week 1 H10HC-IIa-1
understanding of critical thinking skills in laws
current health trends, exploring local, regional and explains the significance of the
issues and concerns in national health trends, existing health related laws in H10HC-IIb-2
the local, regional, and issues, and concerns safeguarding people’s health
Week 2 to Week 3
national, levels critically analyzes the impact of
current health trends, issues, and H10HC-IIc-d-4
concerns
recommends ways of managing
Week 4 to Week 5 H10HC-IIe-g-5
health issues, trends and concerns
3rd Quarter demonstrates demonstrates competence discusses the significance of global
Week 1 H10HC-IIIa-1
awareness of global in applying knowledge of health initiatives
health initiatives global health to local or describes how global health initiatives
national context global positively impact people’s health in H10HC-IIIb-c-2
initiatives various countries
Week 2 to Week 3
analyzes the issues in the
implementation of global health H10HC-IIIb-c-3
initiatives
recommends ways of adopting global
health initiatives to local or national Week 4 to Week 5 H10HC-IIId-e-4
context
4th Quarter demonstrates prepares an appropriate discusses the components and steps
understanding of the plan of action in pursuing a in making a personal health career H10PC-Iva-b-1
concepts in planning a health career plan
Week 1 to Week 2
health career prepares a personal health career
following the prescribed components H10PC-Iva-b-2
and steps
explores the various health career
paths selects a particular health
career pathway based on personal H10PC-IVc-d-3
competence and interest; participates Week 3 to Week 4
in a health career orientation program
decides on an appropriate health
H10PC-IVc-d-4
career path
366
367
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: MT1BPK-Ia-c-1.1
- front and back cover
- beginning, ending, title page
- author and illustrator
Read Grade 1 level words, phrases and sentences with appropriate speed and MT1F-Ic-IVa-i-1.1
accuracy
Identify rhyming words in nursery rhymes, songs, jingles, poems, and chants MT1PA-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: MT1LC-Ib-1.1
1. character
2. setting
3. events
Use common expressions and polite greetings MT1OL-Ib-c-3.1
Write the upper and lower case letters legibly, observing proper sequence of strokes MT1PWR-Ib-i-3.1
1st Quarter Participate actively during story reading by making comments and asking MT2OL-Ia-6.2.1
questions using complete sentences
Read a large number of regularly spelled multi- syllabic words MT2PWR-Ia-b-7.3
Express ideas through poster making (e.g. ads, character profiles, news report, lost MT2C-Ia-i-1.4
and found) using stories as springboard
Classify naming words into different categories MT2GA-Ib-3.1.1
Compose sentences using unlocked words during story reading in meaningful
contexts
Read with understanding words with consonant blends, clusters and digraphs MT2PWR-Ic-d-7.4
when applicable
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 MT2OL-Ig-h-1.4
complete sentences
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
nd
2 Quarter Write paragraphs using subject, object and possessive pronouns, observing the MT2C-IIa-i-2.2
conventions of writing
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, MT2OL-IId-e-6.3
adults on unfamiliar topics by asking and answering questions, restating and soliciting
information
Get information from various sources: published announcement s; and map of the
community
372
Write/copy words, phrases, and sentences with proper strokes, spacing, punctuation MT2PWR-IIe-i-3.4
and capitalization using cursive writing.
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 MT2C-IIIa-i-2.3
plot (problem and resolution), observing the
conventions of writing
Identify and use action words in simple tenses (present, past, future) with the help MT2GA-IIIa-c-2.3.2
of time signals
Use action words when narrating simple experiences and when giving simple 3-5 MT2GA-IIId-i-1.4.1
steps directions using signal words (e.g. first, second, next, etc.).
Use expressions appropriate to the grade level to relate/show one’s obligation, hope, MT2OL-IIIg-h-3.3
and wish
Recognize appropriate ways of speaking that vary according to purposes, audience, MT2OL-IIIi-i-11.1
and subject matter
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
Quarter
Duration Code
Most Essential Learning Competencies
st
1 Quarter Correctly spells the words in the list of vocabulary words and the words in the MT3F-Ia-i-1.6
selections read
MT3C-Ia-e-2.5
Writes poems, riddles, chants, and raps
MT3G-Ia-c-4.2
Differentiates count from mass nouns
Notes important details in grade level narrative texts: MT3RC-Ia-b-1.1.1
a. Character
b. Setting
c. Plot (problem & solution)
MT3G-Ia-c-1.2.1
Uses the correct counters for mass nouns (ex: a kilo of meat)
Uses the combination of affixes and root words as clues to get meaning of MT3VCD-Ic-e-1.5
words
Uses expressions appropriate to the grade level to relate/show one’s obligation, MT3OL-Id-e-3.4
hope, and wish
MT3G-Id-e-2.1.4
Identifies and uses abstract nouns
Identifies Metaphor personification, and hyperbole in a sentence
Interpret the meaning of a poem
MT3G-Ih-i-6.1
Writes correctly different types of sentences (simple, compound, complex)
Identifies idiomatic expressions in a sentence
2nd Quarter MT3G-IIa-b-2.2.3
Identifies interrogative pronouns
Use expressions appropriate to the grade level to react to local news, MT3OL-IId-e-3.6
information, and propaganda about school, community and other local
activities
Identifies Metaphor personification, hyperbole
3
basic needs of plants, list down activities Identify the basic needs of humans, Week 6 S3LT-IIi-j-14
animals and humans which they can perform plants and animals such as air, food,
at home, in school, or water, and shelter
in their neighborhood Explain how living things depend on the Week 6 S3LT-IIi-j-15
to keep the environment to meet their basic needs
environment clean Recognize that there is a need to protect Week 7 S3LT-IIi-j-16
and conserve the environment
3rd motion of objects observe, describe, and Describe the position of a person or an Week 1-3 S3FE-IIIa-b-1
investigate the position object in relation to a reference point
and movement of such as chair, door, another person
things around them
sources and uses of light, apply the knowledge of Describe the different uses of light, Week 4- 5
sound, heat and the sources and uses of sound, heat and electricity in everyday
electricity light, sound, heat, and life
electricity
4th people, animals, plants, express their concerns Relate the importance of surroundings Week 1-2 S3ES-IVc-d-2
lakes, rivers, streams, about their to people and other living things
hills, surroundings through
mountains, and other teacher-guided and self
landforms, and their – directed activities
importance
types and effects of express ideas about Describe the changes in the weather Week 3-4 S3ES-IVe-f-3
weather as they relate to safety measures during over a period of time
daily activities, health different weather Week 5 S3ES-IVg-h-5
Enumerate and practice safety and
and safety conditions creatively
precautionary measures in dealing with
(through artwork,
different types of weather
poem, song
natural objects in the sky list down activities Describe the natural objects that are Week 6 S3ES-IVg-h-6
affect one’s daily which affect their daily found in the sky during daytime and
activities activities nighttime
378
changes that materials evaluate whether Describe changes in solid materials Week 2 - 3 S4MT-Ie-f-5
undergo when exposed to changes in materials are when they are bent, pressed,
certain conditions. useful or harmful to hammered, or cut;
one’s environment Describe changes in properties of Week 4 - 5 S4MT-Ig-h-6
materials when exposed to certain
conditions such as temperature or
when mixed with other materials
Identify changes in materials whether Week 6- 7 S4MT-Ii-j-7
useful or harmful to one’s
environment.
2nd how the major internal construct a prototype Describe the main function of the Week 1 S4LT-IIa-b-1
organs such as the brain, model of organism that major organs
heart, lungs, liver, has body parts which can Week 1 S4LT-IIa-b-2
stomach, intestines, survive in a given Communicate that the major organs
kidneys, bones, and environment work together to make the body
muscles keep the body function properly
healthy
animals have body parts Infer that body structures help animals Week 2 S4LT-IIa-b-4
that make them adapt to adapt and survive in their particular
land or habitat
plants have body parts Week 3 S4LT-IIe-f-9
Identify the specialized structures of
that make them adapt to
terrestrial and aquatic plants
land or water
379
S5MT-Ic-d-2
how animals reproduce create a hypothetical Describe the different modes of Week 3 S5LT-IIe-5
community to show how reproduction in animals such as
organisms interact and butterflies, mosquitoes, frogs, cats and
reproduce to survive dogs
how plants reproduce Describe the reproductive parts in plants Week 4 S5LT-IIf-6
and their functions
Describe the different modes of Week 5 S5LT-IIg-7
reproduction in flowering and non-
flowering plants such as moss, fern,
mongo and others
the interactions for Discuss the interactions among living Week 6 S5LT-IIh-8
survival among living and things and non-living things in estuaries
non-living things that take and intertidal zones
place in estuaries and Explain the need to protect and Week 7 S5LT-Ii-j-10
intertidal zones conserve estuaries and intertidal zones
3rd motion in terms of Describe the motion of an object by Week 1 S5FE-IIIa-1
distance and time tracing and measuring its change in
position (distance travelled) over a
period of time
how different objects Discuss why some materials are good Week 2
S5FE-IIIc-3
interact with light and conductors of heat and electricity
sound, heat ; Week 3 S5FE-IIIe-5
a simple DC circuit and the propose Infer the conditions necessary to make a Week 4 S5FE-IIIf-6
relationship between device using bulb light up
electricity and magnetism electromagnet that is Determine the effects of changing the Week 5 S5FE-IIIg-7
in electromagnets useful for home school number or type of components in a circuit
or community
Design an experiment to determine the Week 6 S5FE-IIIi-j-9
factors that affect the strength of the
electromagnet
382
4th the effects of earthquakes design an emergency Describe the changes on the Earth’s Week 1 S6ES-IVa-1
and volcanic eruptions and preparedness plan surface as a result of earthquakes and
and kit volcanic eruptions
3
the occurrence of eclipses Explain how solar and lunar eclipses occur Week 6
using models
ingestion of harmful
substances, and their
prevention and treatment
1. how cells divide to report on the Compare mitosis and meiosis, and their Week 2 S8LT-IVd-16
produce new cells importance of variation role in the cell-division cycle
2. meiosis as one of the in plant and animal Explain the significance of meiosis in Week 2 S8LT-IVe-17
processes producing genetic breeding maintaining the chromosome number
variations of the Mendelian Predict phenotypic expressions of traits Week 3 S8LT-IVf-18
Pattern of Inheritance following simple patterns of inheritance
1. the concept of a species report (e.g., through a Week 4 S8LT-IVg-19
Explain the concept of a species
2. the species as being travelogue) on the
Classify organisms using the hierarchical Week 4 S8LT-IVh-20
further classified into a activities that
taxonomic system
hierarchical taxonomic communities engage in
Week 5 S8LT-IVh-21
system to protect and conserve
Explain the advantage of high
endangered and
biodiversity in maintaining the stability of
economically important
an ecosystem
species
the one-way flow of energy make a poster Describe the transfer of energy through Week 5 S8LT-IVi-22
and the cycling of materials comparing food choices the trophic levels
in an ecosystem based on the trophic Analyze the roles of organisms in the Week 6 S8LT-IVi-23
levels’ cycling of materials
Explain how materials cycle in an Week 6 S8LT-IVi-24
ecosystem
Suggest ways to minimize human impact Week 7 S8LT-IVj-25
on the environment
circulatory and respiratory effective ways of taking transport nutrients, gases, and other
systems work together to care of the respiratory molecules to and from the different
transport oxygen-rich and circulatory systems parts of the body
blood and nutrients to the based on data gathered Week 2 S9LT-lc-27
different parts of the body from the school or local
2. the prevention, health workers Infer how one’s lifestyle can affect the
detection, and treatment functioning of respiratory and circulatory
of diseases affecting the systems
circulatory and respiratory
systems
1. how genetic information Week 3-4 S9LT-Id-29
is organized in genes on
Explain the different patterns of non-
chromosomes
Mendelian inheritance
2. the different patterns of
inheritance
how changes in the make a multimedia Week 5 S9LT-Ie-f-30
environment may affect presentation of a
Relate species extinction to the failure of
species extinction timeline of extinction of
populations of organisms to adapt to
representative
abrupt changes in the environment
microorganisms, plants,
and animals
1. the structure and design and conduct an Week 6-7 S9LT-lg-j-31
function of plant parts and investigation to provide
organelles involved in evidence that plants can
Differentiate basic features and
photosynthesis manufacture their own
importance of photosynthesis and
2. the structure and food
respiration
function of mitochondrion
as the main organelle
involved in respiration
2nd 1. the development of Explain how the Quantum Mechanical Week 1
atomic models that led Model of the atom describes the
to the description of the energies and positions of the electrons
behavior of electrons Week 2
Recognize different types of compounds
within atoms S9MT-IIb-14
(ionic or covalent) based on their
2. how atoms combine
properties such as melting point,
with other atoms by
transferring or by sharing hardness, polarity, and electrical and
electrons thermal conductivity; S9MT-IIb-14
3. forces that hold metals
together
Explain how ions are formed; Week 3 S9MT-IIe-f-16
the type of bonds that Explain how the structure of the carbon Week 4-5
S9MT-IIg-17
carbon forms that result in atom affects the type of bonds it forms;
the diversity of carbon Week 6
Recognize the general classes and uses
compounds S9MT-IIh-18
of organic compounds;
the unit, mole, that analyze the percentage Use the mole concept to express mass of Week 7
S9MT-IIi-19
quantitatively measures composition of different substances; and
the number of very small brands of two food Week 8
particles of matter products and decide on Determine the percentage composition
the products’ of a compound given its chemical S9MT-IIj-20
appropriate percentage formula and vice versa.
composition
3rd volcanoes found in the Describe the different types of volcanoes Week 1
Philippines and volcanic eruption
Explain what happens when volcanoes Week 2 S9ES -IIIb-28
erupt
Illustrate how energy from volcanoes Week 3-4 S9ES –IIIc-d-29
may be tapped for human use
factors that affect climate, participate in activities Explain how different factors affect the Week 5-6 S9ES-IIIe-30
and the effects of changing that reduce risks and climate of an area
climate and how to adapt lessen effects of climate Week 6-7 S9ES-IIIf-31
accordingly change Describe certain climatic phenomena
that occur on a global level
4th projectile motion, impulse propose ways to Describe the horizontal and vertical Week 1 S9FE-IVa-34
and momentum, and enhance sports related motions of a projectile
conservation of linear to projectile motion Investigate the relationship between the Week 1-2 S9FE-IVa-35
momentum angle of release and the height and range
of the projectile
Relate impulse and momentum to Week 3 S9FE-IVb-36
collision of objects (e.g., vehicular
collision)
Infer that the total momentum before and Week 3 S9FE-IVb-37
after collision is equal
conservation of create a device that Week 4 S9FE-IVd-40
Perform activities to demonstrate
mechanical energy shows conservation of
conservation of mechanical energy
mechanical energy
the relationship among analyze how power Construct a model to demonstrate that Week 5 S9FE-IVe-42
heat, work, and efficiency plants generate and heat can do work
transmit electrical Explain how heat transfer and energy Week 6 S9FE-IVg-45
energy transformation make heat engines work
generation, transmission, Week 6-7 S9FE-IVh-j-46
and distribution of
electrical energy from
power plants
Explain how electrical energy is
(hydroelectric,
generated, transmitted, and distributed
geothermal, wind, nuclear)
to home
395
volcanic eruptions
Enumerate the lines of evidence that Week 8 S9ES –Ia-j-36.6
support plate movement
2nd the different regions of Compare the relative wavelengths of Week 1-2 S10FE-IIa-b-47
the electromagnetic different forms of electromagnetic waves
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING DURATION K-12 CG Code
COMPETENCIES
ENTREP/ICT Ang mag-aaral ay… Ang mag-aaral ay… 1.1 naipaliliwanag ang kahulugan at 2 WEEKS EPP4IE-0a-1
kahalagahan ng “entrepreneurship”
naipamamalas ang pang-unawa sa naipaliliwanag ang mga 1.2 natatalakay ang mga katangian EPP4IE-0a-2
konsepto ng “entrepreneurship” batayang konsepto ng ng isang entrepreneur
pagnenegosyo 1.3 natatalakay ang iba’t-ibang uri EPP4IE-0b-4
ng negosyo
naipamamalas ang kaalaman at nakagagamit ng computer, 1.1 naipaliliwanag ang mga 3 WEEKS EPP4IE -0c-5
kakayahan sa paggamit ng Internet, at email sa ligtas at panuntunan sa paggamit ng EPP4IE -0c-6
computer, Internet, at email
computer, Internet, at email sa responsableng pamamaraan EPP4IE-0d- 7
1.2 natatalakay ang mga panganib na
ligtas at responsableng
dulot ng mga di-kanais-nais na mga
pamamaraan
software (virus at malware), mga
EPP4IE-0d-8
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
naipamamalas ang kaalaman at nakagagamit ng computer at 1.1 nagagamit ang computer file 2 WEEKS EPP4IE-0e-9
kasanayan sa computer at Internet Internet sa pangangalap at system
sa pangangalap at pagsasaayos ng pagsasaayos ng 1.2 nagagamit ang web browser at EPP4IE-0e-10
impormasyon impormasyon ang basic features ng isang search
engine sa pangangalap ng EPP4IE-0g-13
impormasyon
1.3 nakagagawa ng table at tsart EPP4IE -0h-15
gamit ang word processing
1.4 nakagagawa ng table at tsart
gamit ang electronic spreadsheet
tool
1.5 nakakapag-sort at filter ng
impormasyon gamit ang electronic
spreadsheet tool
naipakikita ang kaalaman at nakagagamit ng email 1.1 nakasasagot sa email ng iba 1 WEEK EPP4IE -0h-17
kasanayan sa paggamit ng 1.2 nakapagpapadala ng email na may EPP4IE -0i-18
kalakip na dokumento o iba pang EPP4IE -0i-19
media file EPP4IE -0j-21
1.3 nakaguguhit gamit ang drawing EPP4IE -0j-22
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
AGRICULTURE 2 WEEKS
1.1 naisasagawa ang mga kasanayan
naipamamalas ang pang-unawa sa naisasagawa ang pagtatanim, EPP4AG-0a-1
at kaalaman sa pagtatanim ng
kaalaman at kasanayan sa pag-aani, at pagsasapamilihan
halamang ornamental bilang
pagtatanim ng halamang ng halamang ornamental sa
isang pagkakakitaang gawain
ornamental bilang isang gawaing masistemang pamamaraan
1.2 natatalakay ang pakinabang sa
pagkakakitaan EPP4AG-0a-2
pagtatanim ng halamang
ornamental, para sa pamilya at
sa pamayanan
L.O. 1 naipakikita ang wastong 3 WEEKS EPP4AG-0d-6
pamamaraan sa pagpapatubo/
pagtatanim ng halamang ornamental
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 3W
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
INDUSTRIAL naipapamalas ang pang-unawa sa naisasagawa nang may 1.1 Natatalakay ang mga kaalaman 3 WEEKS EPP4IA-0a-1
ARTS batayang kaalaman at kasanayan sa kasanayan sa pagsusukat at at kasanayan sa pagsusukat
pagsususkat sa pagbuo ng mga pagpapahalaga sa mga batayang 1.1.1 nakikilala ang mga
kapakipakinabang na gawaing pang- gawain sa sining pang-industriya kagamitan sa pagsusukat
industriya at ang maitutulong nito sa na makapagpapaunlad sa 1.1.2 nagagamit ang dalawang
pag-unlad ng isang pamayanan kabuhayan ng sariling sistemang panukat (English
pamayanan at metric) EPP4IA-0b-2
1.2 naisasagawa ang pagleletra, pagbuo
ng linya at pagguhit. EPP4IA-0c-3
1.3 natatalakay ang kahalagahan ng
kaalaman at kasanayan sa "basic EPP4IA-0d-4
sketching" shading at outlining
1.4 naisasagawa ang wastong
pamamaraan ng basicsketching,
shading at outlining
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG
Code
ENTREP/ICT 1.1 naipaliliwanag ang kahulugan at pagkakaiba EPP5IE-
naipamamalas ang kaalaman mapahusay ang isang produkto ng produkto at serbisyo 0a-2
1.2 natutukoy ang mga taong nangangailangan
at kasanayan upang maging upang maging iba sa iba
ng angkop na produkto at serbisyo
matagumpay na 5 WEEKS EPP5IE -
entrepreneur 0a-3
1.3 nakapagbebenta ng natatanging paninda
EPP5IE-
0b-5
EPP5IE-
0j-21
AGRICULTURE 1.1 nakagagawa ng abonong organiko 2 WEEKS EPP5AG-
naipamamalas ang pang- naisasagawa nang maayos ang 1.4.1 natatalakay ang kahalagahan at 0b-4
unawa sa panimulang pagtatanim, pag-aani, at pamamaraan sa paggawa ng
kaalaman at kasanayan sa pagsasapamilihan ng gulay sa abonong organiko
pagtatanim ng gulay at ang masistemang pamamaraan 1.4.2 nasusunod ang mga pamamaraan at
maitutulong nito sa pag-unlad pag-iingat sa paggawa ng abonong
ng pamumuhay organiko
INDUSTRIAL 3 WEEKS
ARTS naipamamalas ang pagkatuto naisasagawa ng may kawilihan ng 1.1 natatalakay ang mga mahalagang EPP5IA-
sa mga kaalaman at pagbuo ng mga proyekto sa kaalaman at kasanayan sa gawaing kahoy, 0a-1
kasanayan sa mga gawaing gawaing kahoy, metal, kawayan, metal, kawayan at iba pang lokal na
pang-industriya tulad ng elektrisidad, at iba pa materyales sa pamayanan
gawaing kahoy, metal, 1.2 nakagagawa ng mga malikhaing proyekto EPP5IA-
kawayan, elektrisidad at iba na gawa sa kahoy, metal, kawayan at iba pang 0b- 2
pa materyales na makikita sa kumunidad
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING DURATION K-12 CG Code
COMPETENCIES
0 demonstrates knowledge and sells products based on needs
produces simple products TLEIE6-0a-2
skills that will lead to one and demands
2 Weeks
becoming an ideal entrepreneur buys and sells products based on needs TLEIE6-0b-3
sells products based on needs and
TLEIE6-0b-4
demands in school and community
posts and shares materials on wikis in a
TLEIE6-0c-5
demonstrates knowledge and practices safe and responsible safe and responsible manner
1 Week
skills in the safe and responsible use of wikis, blogs, and audio posts and shares materials on blogs in a
TLEIE6-0c-6
use of wikis, blogs, and audio and and video conferencing tools safe and responsible manner
video conferencing tools participates in video and audio
conferences in a safe and responsible TLEIE6-0d-7
1 Week
manner
demonstrates knowledge and conducts a survey using online creates an online survey form TLEIE6-0e-9
skills in using online survey tools tools 1 Week TLEIE6-0f-11
processes online survey data
demonstrates knowledge and processes and summarizes
uses functions and formulas in an
skills in performing advanced numerical data using advanced 1 Week
electronic spreadsheet tool to perform
calculations on numerical data functions and formulas in an TLEIE6-0f-12
advanced calculations on numerical
using an electronic spreadsheet electronic spreadsheet tool
data
tool
demonstrates knowledge and communicates and uses audio and video conferencing
skills in using audio, video collaborates online through tools to share ideas and work with 1 Week TLEIE6-0g-13
conferencing tools, and e-group audio, video conferencing, and others online
egroup uses an e-group to share ideas and TLEIE6-0h-14
work with others
uses the advanced features of a slide TLEIE6-0i-15
demonstrates knowledge and Creates a multimedia presentation tool to create a
skills to create knowledge knowledge product multimedia presentation with text, 1 Week
products graphics, and photos; hyperlinked
408
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING DURATION K-12 CG Code
COMPETENCIES
0 demonstrates an understanding applies knowledge and skills in discusses the importance of planting
of scientific practices in planting planting trees and fruit trees and propagating trees and fruit-bearing 1 Week TLE6AG-0a-1
trees and fruit trees trees and marketing seedlings.
uses technology in the conduct of TLE6AG-0b- 2
survey to find out the following:
elements to be observed in planting trees
and fruit-bearing trees 1 Week
market demands for fruits
TLE6AG-0c- 3
conduct a survey to identify:
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING DURATION K-12 CG Code
COMPETENCIES
0 applies knowledge and skills, manages family resources identifies family resources and needs TLE6HE-0a-1
and develops one’s interest I applying the principles of home (human, material, and nonmaterial)
animal/ fish raising management
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 Week
1.1.3 social needs: social and
moral obligations TLE6HE-0b-3
(birthdays, baptisms, etc.),
family activities, school
affairs
savings/emergency budget (health,
house repair)
1.2 prepares feasible and practical TLE6HE-0b-4
budget
1.2.1 manages family resources
efficiently 1 Week
1.2.2 prioritizes needs over wants
demonstrates an understanding sews household linens using classifies tools and materials according TLE6HE-0c-5
of and skills in sewing household appropriate tools and materials to their use (measuring, cutting, sewing)
linens and applying TLE6HE-0c-6
prepares project plan for household
linens
1 Week
identifies supplies/ materials and tools TLE6HE-0c-7
needed for the project
2.1 drafts pattern for household linens TLE6HE-0d- 8
2.1.1 steps in drafting pattern 1 Week
2.1.2 safety precautions
2.2 sews creative and marketable TLE6HE-0d-9
household linens as means to
augment family income
2.3 assesses the finished products as to
the quality (using rubrics
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING DURATION K-12 CG
COMPETENCIES Code
0 demonstrates an understanding performs necessary skill in discusses the importance and methods of TLE6IA-0a-
of knowledge and skills in enhancing/ decorating finished enhancing/decorating bamboo, wood, 1
enhancing/decorating products products and metal products
413
TLE6IA-0e-
markets products 7
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING DURATION K-12 CG Code
COMPETENCIES
The learner demonstrates The learner independently uses LO 1. Identify caregiving tools, equipment, 1 WEEK TLE_HEUTCG7/8-
understanding on the use tools, equipment and and paraphernalia applicable to a specific 0a-b-1
of tools, equipment and paraphernalia in caregiving job
paraphernalia in 1.1 Classify equipment, tools, and
caregiving. paraphernalia according to types, and
functions
The learner demonstrates The learner independently LO 1. Identify hazards and risks 1 WEEK TLE_HECGOS7/8-
understanding on the practices occupational health and 1.1 Identify hazards and risks 0h-5
practice of occupational safety procedures in caregiving. 1.2 Determine hazard and risks indicators
health and safety in the workplace
procedures in caregiving. 1.3 Determine the effects of hazards
LO 2. Evaluate and control hazards and 1 WEEK
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
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code
The learner The learner independently uses LO 1. Identify sewing tools and equipment and 2 WEEKS TLE_HEDM7/8UT-
demonstrates tools in dressmaking/tailoring their uses 0a-b-1
understanding in the use 2.1 Identify sewing tools and equipment
of sewing tools in 2.2 Classify sewing machines
dressmaking 2.3 Select appropriate measuring tools
The learner The learner consistently LO 1. Identify and evaluate hazards and risks 1 WEEK TLE_HEDM7/8BM-
demonstrates practices occupational safety 0j-8
understanding in and health in 1.1. Explain workplace hazards and risks
practicing occupational dressmaking/tailoring. 1.2. Identify hazards and risks in the workplace
safety and health in 1.3. Explain the causes of hazards and risks
dressmaking/tailoring.
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code
The learners The learners independently LO 1. Utilize appropriate kitchen tools, equipment, 2 WEEKS TLE_HECK7/8UT-
demonstrate an use and maintain tools, and paraphernalia 0a-1
understanding the use equipment, and materials in 1.1 identify types of tools, equipment, and
and maintenance of cookery according to paraphernalia
equipment in cookery standard operating 1.2 classify the types of appropriate cleaning tools
procedures and equipment based on their uses
The learners The learners independently LO 1. Carry out measurements and calculations in 3 WEEKS TLE_HECK7/8PM-
demonstrate an measure and calculate a required task 0d-4
understanding ingredients in cookery 1.1 give the abbreviations and equivalents of
performing measurements
mensuration and 1.2 measure ingredients according to recipe
calculation in cookery requirement
1.3 convert systems of measurement according to
recipe requirement
1.4perform substitution of ingredients
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code
The learner The learner independently uses LO 1. Prepare the necessary tools and 1 WEEK TLE_HEBC7/8UT-
demonstrates nail care tools and equipment in equipment for the specific nail care activity 0a-b-1
understanding of the use Nail Care Servicing 1.1 Identify the uses of tools and equipment in
of tools and equipment nail care according to task requirements
in Nail Care Services. 1.2 Use tools and equipment according to task
requirement
1.3 Observe safety procedure of using tools and
equipment
The learner The learner independently LO 2. Perform basic preventive and corrective 2 WEEKs TLE_HEBC7/8MT-
demonstrates maintains tools and equipment maintenance 0d-e-3
understanding in in Nail Care Servicing 1.1 Clean tools according to standard
maintaining tools and procedures
equipment in Nail Care 1.2 Inspected defective tools and equipment
The learner The learner independently LO 1. Identify nail structure and shapes 4 WEEKS TLE_HEBC7/8MT-
demonstrates practice nail shapes in 1.1 Identify nail structure and shapes 0j-6
understanding in nail Nail Care Services 1.2 Perform nail trimmings to varied shapes
shapes in Nail Care
Services
420
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code
The learner The learner independently use USE TOOLS, EQUIPMENT, AND 1 WEEK TLE_HEFS7/8UT-
demonstrates tools, equipment, and PARAPHERNALIA 0ab-2
understanding on the paraphernalia in FOS LO 1. Identify FOS tools, equipment, and
use of tools, equipment, paraphernalia applicable to a specific job
and paraphernalia in FOS 1.1. classify equipment, tools, and
paraphernalia according to types and
functions
1.2. describe equipment, tools, and
paraphernalia based on the specified task
The learner The learner independently PERFORM MENSURATION AND 1 WEEKS TLE_HEFS7/8MC-
demonstrates perform calculations in FOS CALCULATIONS 0e-6
performing calculations LO 1. Perform simple calculations
in FOS 1.1. prepare simple report from arrival to
departure of customers
The learner The learner independently PRACTICE OCCUPATIONAL HEALTH AND 1 WEEK TLE_HEFS7/8OHS-
demonstrates the practice occupational health and SAFETY 0g-8
practice of occupational safety procedures in FOS in LO 1: Identify hazards and risks
health and safety accordance with standards 1.1. clarify and explain regulations and
procedures in FOS workplace safety and hazard control
practices and procedures
1.2. identify hazards/risks in the workplace and
their corresponding indicators
The learner The learner independently INTERPRET DESIGN AND LAYOUT 1 WEEK TLE_HEFS7/8ID-
demonstrates how to interpret layouts areas of front- LO 1. Read and interpret front-office reception 0j-12
interpret layout areas of office reception area
front-office reception 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
423
GRADE LEVEL: 7/8
SUBJECT: FOOD PROCESSING
NOMINAL HOURS: 40 HOURS
COMPONENT: AGRI-FISHERY ARTS
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING DURATION K-12 CG
COMPETENCIES Code
The learner demonstrates The learner uses and maintain LO 1. Select tools, equipment, utensils TLE_AFFP9-
understanding of uses and appropriate food (fish) and instruments 2 WEEKS 12UT- 0a-1
maintenance of food (fish) processing tools, equipment, 1.1. Select tools, equipment, utensils
processing tools, equipment, instruments and utensils and and instruments according to food
instruments and utensils in food reports accordingly upon (fish) processing method
(fish) processing. discovery of defect/s. 1.2. Explain the defects in tools,
equipment, utensils and
instrument
1.3. Follow procedures in reporting
defective tools, equipment,
utensils and instruments
TLE_AFFP9-
LO 2. Use tools, equipment instruments 12 UT-0b-2
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
The learner demonstrates The learner performs basic LO 1. Tabulate the recorded data TLE_AFFP9-
understanding of basic measurements and calculation relevant to production of processed 2 WEEKS 12MC-0d-1
measurements and calculation. that relate with weight and food
measurements. 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
The learner demonstrates The learner exhibits basic LO 3. Calculate the production inputs 1 WEEK TLE_AFFP9-
understanding of basic mathematical skills that relate and output 12MC-0e-3
mathematical skills that relate with computation of percentage 3.1. Compute for the percentage
with spoilage, rejects and the of spoilage, rejects and recovery equivalents of actual spoilage and
percentage of recovery of yields. of yields. rejects
3.2. Calculate the percentage of
actual yields and recoveries
according to enterprise
requirements
3.3. Record calculated data according
to enterprise requirements
The learner demonstrates The learner interprets plans and LO 1. Interpret a layout plan 1 WEEK TLE_AFFP9-
understanding of interpreting drawings that relate with basic 1.1. Explain the meanings of signs and 12ID-0f-1
plans and drawings that relate fish processing activities. symbol used in lay outing plan for
with basic fish processing fish processing activity
activities. 1.2. Interpret layout plan for fish
processing area according to
standard set
The learner demonstrates The learner observes basic LO 1. Observe personal hygiene and 1 WEEK TLE_AFFP9-
understanding of basic principles principles and rules to be good grooming 12OS-0g-1
and rules to be observed to ensure observed to ensure food safety 1.1. Explain the importance of good
food safety and sanitation when and sanitation when he/she grooming in a workplace
he/she packages fish products. packages fish products.
425
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING DURATION K-12 CG
COMPETENCIES Code
The learner demonstrates The learner demonstrates LO 1. Prepare equipment, tools, materials 1 WEEK TLE_AFFP9-
understanding on independently the procedures of and utensils 12SL-Ia-c-1
processing food by salting, processing food by salting, curing 1.1. Prepare Equipment and tools for
curing and smoking. and smoking. 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
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG
Code
The learner demonstrates The learner independently LO 1. Prepare equipment, tools and utensils 1 WEEK TLE_AFFP9-
understanding food demonstrates procedures of 1.1. Select equipment, tools and utensils for 12FR-IIh-i
processing by fermentation fermentation and pickling. fermentation and pickling are according
and pickling. to requirements
427
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING DURATION K-12 CG
COMPETENCIES Code
The learner demonstrates The learner demonstrates LO 1. Prepare Equipment, Tools and 1 week TLE_AFFP9-
understanding on food independently the method of food Utensils 12SC-IVa-b-1
processing by sugar processing by sugar concentration. 1.1. Prepare equipment, tools and
concentration. utensils for preserving foods by
sugar concentration in accordance
with manufacturer’s manual
1.2. Calibrate equipment, tools and
429
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING DURATION K-12 CG Code
COMPETENCIES
1 WEEK TLE_IAMS7/8UT-
The learner demonstrates an The learner independently prepares LO 1. Prepare masonry materials 0a-1
understanding of concepts in appropriate masonry materials and and tools for the task
the preparation of materials tools using the different forms in tile 1.1 Prepare a list of masonry tools
and tools using the different setting based on industry standards. and materials for a specific job
forms in masonry.
TLE_IAMS7/8UT-
LO 2. Request appropriate masonry 0b-2
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
The learner demonstrates an The learner independently reads and LO 1. Analyze signs, masonry 1 WEEK TLE_IAMS7/8ID-
understanding of the interprets specifications of simple symbols and data 0c-1
concepts and underlying technical drawings and plans. 1.1 Read and interpret masonry
principles in interpreting signs, symbols and data
simple technical drawings
and plans in tile setting.
TLE_IAMS7/8ID-
LO 2. Interpret technical drawings 0d-2
and plans
431
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING DURATION K-12 CG Code
COMPETENCIES
1 WEEK TLE_IACP7/8UT-
The learner demonstrates an The learner independently prepares LO 1. Identify materials and tools 0a-1
understanding of the carpentry tools and construction for a task
underlying principles in the materials based on industry 1.1 Describe tools and materials
preparation of carpentry standards. used in carpentry
tools and construction 1.2 Prepare tools and materials for
materials. a task
TLE_IACP7/8UT-
LO 2. Request appropriate 0b-2
materials and tools
2.1. Fill out forms in requesting for
carpentry tools and materials
as required for a task
2 WEEKS TLE_IACP7/8MT-
The learner demonstrates an The learner independently performs LO 1. Check condition of tools and 0c-1
understanding of the maintenance of carpentry tools and equipment
underlying principles in the equipment based on industry 1.1 Segregate defective tool from
maintenance of carpentry standards. functional ones
tools and equipment. 1.2 Label defective tool
1.3 Report the list of defective
tools
TLE_IACP7/8MT-
LO 2. Perform basic preventive 0c-2
maintenance
2.1 Repair defective tools
2.2 Conduct preventive
maintenance of carpentry tools
1 WEEK TLE_IACP7/8MC
The learner demonstrates an The learner independently performs LO 1. Select measuring instruments 0d-1
understanding of the accurate measurements and 1.1 Identify linear measuring
concepts and underlying calculation based on a given task. instrument appropriate for a
principles in performing given task
measurements and
calculations.
TLE_IACP7/8MC-
LO 2. Carry out measurements and 0d-e-2
calculations
2.1. Measure given materials
2.2. Calculate amount of materials
for a specific task
1 WEEK
The learner demonstrates an The learner independently reads and LO 1. Analyze signs, symbols and TLE_IACP7/8ID-
understanding of the interprets simple technical drawing data 0f-1
43
concepts in interpreting signs and symbols based on standard 1.1 Explain the importance of
technical drawing signs and specifications. signs, symbols and data in
symbols in carpentry. interpreting a work plan
1.2 Determine appropriate signs
and symbols needed in the
plan
1 WEEK
LO 2. Interpret technical drawings TLE_IACP7/8ID-
and plans 0f-2
2.1 Read working plan
2.2 Interpret working plan
1 WEEK
The learner demonstrates an The learner independently prepares LO 1. Identify hazards and risks TLE_IACP7/8ID-
understanding of the an occupational health and safety 1.1 List down the different health 0i-1
concepts of occupational checklist being applied in carpentry. hazards and risks found in the
health and safety workplace
procedures. 1.2 Discuss the effects of health
hazards and occupational risks
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING DURATION K-12 CG Code
COMPETENCIES
1 WEEK TLE_IAAW7/8UT-
The learner demonstrates The learner independently LO 1. Identify and select materials and 0a-1
an understanding of the prepares appropriate SMAW tools
preparation of SMAW materials and tools based on 1.1 Manipulate the tools and materials
materials and tools. industry standards. in a job/task
1 WEEK TLE_IAAW7/8MC-
The learner demonstrates The learner independently LO 1. Select measuring instruments 0d-1
an understanding of performs accurate measurements 1.1 Manipulate the measuring tool for a
concepts and underlying and calculation based on given specified task
principles in performing tasks.
measurements and
calculations.
TLE_IAAW7/8MC-
LO 2. Carry out measurements and 0d-e-2
calculations
2.1 Measure and calculate the
dimensions of a specific object
1 WEEK TLE_IAAW7/8OS-
The learner demonstrates The learner independently LO 2. Evaluate hazards and risks 0f-2
an understanding of the identifies hazards correctly in 2.1 Identify work hazards in the
concepts and underlying accordance with OHS procedures. workplace
principles in OHS
procedures.
O 3. Control hazards and risks TLE_IAAW7/8OS-
1.1 Demonstrate the use of PPEs in the 0g-3
workplace
43
The learner demonstrates The learner independently reads LO 1. Analyze signs, symbols and data 1 WEEK TLE_IAAW7/8ID-
an understanding of the and interprets simple technical 1.1 Determine appropriate welding 0i-j-1
concepts and underlying drawings. materials based on technical
principles in interpreting drawings
simple technical drawings
in SMAW.
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING DURATION K-12 CG Code
COMPETENCIES
The learner demonstrates The learner independently LO 1. Prepare plumbing materials and 1 WEEK TLE_IAPB7/8UT-
an understanding of prepares appropriate plumbing tools for the task 0a-1
concepts in the materials and tools using the 1.1 Prepare a list of plumbing tools and
preparation of plumbing different forms in electrical materials for a specific job
materials and tools using installation and maintenance
the different forms in based on industry standards.
electrical installation and
maintenance.
1 WEEK
The learner demonstrates The learner independently LO 2. Perform basic preventive TLE_IAPB7/8MT-
an understanding of the performs proper maintenance of maintenance 0g-2
concepts and underlying plumbing tools and equipment 1.1 Maintenance of tools is done
principles in the based on industry standards. regularly
maintenance of plumbing
tools and equipment.
manufacturer specifications or
standard operating procedure
1 WEEK
The learner demonstrates The learner independently LO 1. Identify hazards and risks TLE_IAPB7/8OS-
an understanding of the identifies hazards correctly in 1.1 Observing safety work habits in the 0i-1
concepts and underlying accordance with occupational work place
principles in occupational health and safety procedures. 1.2 Preventing hazards in the workplace
health and safety
procedures
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING DURATION K-12 CG Code
COMPETENCIES
1 WEEK
The learners demonstrate The learners shall be able to LO 1. Select Measuring Instrument
an understanding of perform mensuration and 1.1 Identify object or component to be
concepts and underlying calculation based on job measured
theories and principles in requirements 1.2 Obtain correct specifications from
performing measurements relevant source
and calculations 1.3 Select appropriate measuring
instrument as per job requirement
1 WEEK
LO 2. Carry out measurement and
calculation
440
1 WEEK
The learners demonstrate The learners shall be able to read LO 1. Identify and access manual/ TLE_IAMSES9-
an understanding of and interpret specification and specifications 12RIA-Ih-11
concepts and underlying manual 1.1 Identify and access appropriate
theories and principles in manuals as per job requirement
interpreting manuals of 1.2 Check version and date of manual to
specifications in ensure correct specification and
automotive servicing identify procedures
1 WEEK
LO 2. Interpret manuals TLE_IAMSES9-
12RIA-Ih-12
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
1 WEEK
The learners demonstrate The learners shall be able to LO 1. Inspect and clean tools, equipment TLE_IAMSES9-
an understanding of perform shop maintenance in and work area 12PSM-Ij-18
concepts and underlying accordance with OHS 1.1 Inspect and clean tools, equipment,
principles in performing (occupational health and safety) and work to ensure that they are free
shop maintenance procedures 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
The learners demonstrate The learners shall be able to LO 1. Interpret technical drawing TLE_IAAUTO9-
an understanding of interpret/execute technical 1.1 Recognize components and assemblies 12ITD-IVf-g-24
concepts and underlying drawing of objects
principles of 1.2 Recognize and interpret symbols
interpreting/drawing 1.3 Identify appropriate dimensions
technical drawings 1.4 Follow instructions
1.5 Identify required materials and other
consumables
1 WEEK
The learners demonstrate The learner shall be able to LO 1. Apply basic safety procedures TLE_IAAUTO9-
an understanding of perform job in practicing health, 1.1 Maintain policies and procedures to 12PHSE-Ia-c-
concepts and underlying safety, and environment achieve a safe working environment in 27
principles of practicing procedures line with OHS
health, safety, and 1.2 Report all unsafe situations according
environment procedures to worksite policy
1.3 Report all machinery and equipment
breakdown to supervisor and/or to
person in charge
443
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING DURATION K-12 CG Code
COMPETENCIES
The learner demonstrates The learner independently LO 1. Prepare electrical materials and TLE_IAEI7/8UT-
an understanding of the prepares appropriate electrical tools for the task 1 week 0a-1
concepts in the preparing materials and tools using the 1.1 Prepare a list of electrical tools and
electrical materials and different forms in electrical materials for a specific job
tools using the different installation and maintenance
forms in electrical based on industry standards.
installation and
maintenance.
The learner demonstrates The learner independently LO 1. Select electrical measuring tools 2 weeks TLE_IAEI7/8MC-
an understanding of the performs accurate measurements and instruments 0c-1
concepts and underlying and calculation based on given 1.1 Identify object or component to be
principles in performing tasks. measured
measurements and 1.2 Choose test instruments to be used
calculations. for specific tasks
LO 2. Carry out measurements and TLE_IAEI7/8MC-
calculations 0d-2
1.1 Use appropriate measuring devices
for specific tasks
1.2 Compute for required data
LO 1. Analyze signs, electrical symbols 1 week TLE_IAEI7/8ID-
and data 0e-1
1.1 Read and interpret electrical signs,
symbols and data
1.2 Analyze electrical components and
materials based on electrical signs,
symbols and data
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING DURATION K-12 CG Code
COMPETENCIES
The learners demonstrate The learners shall be able to apply LO 1. Assess quality of received materials TLE_IAEPAS9-
an understanding of the quality standards based on or components 1 week 12AQS-Ia-1
underlying principles in prescribed procedures and 1.1 Obtain work instructions in accordance
applying quality standards standards with standard operating procedures
based on prescribed 1.2 Carry out work in accordance with
procedures and standards standard operating procedures
1.3 Check received materials or
component parts against workplace
standards and specifications
1.4 Isolate faults and faulty materials
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 The learners shall be able to LO 1. Plan and prepare for task to be 1 week TLE_IAEPAS9-
an understanding of the perform computer operations undertaken 12PCO-Ic-d-4
underlying principles of based on the task assigned and 1.1 Determine requirements of task in
operation and required outcome accordance with job specifications
maintenance of a 1.2 Select appropriate hardware and
computer based on the software in accordance with task
task assigned and required assigned and required outcome
outcome
The learners demonstrate The learners shall be able to LO 1. Select measuring instrument TLE_IAEPAS9-
an understanding of the perform mensuration and 1.1 Identify object or component to be 1 week 12PMC-Ig-h-9
underlying principles in calculation in line with job measured
measurements and requirements 1.2 Obtain correct specifications from
calculations in line with job relevant source
requirements 1.3 Select measuring tools in line with job
requirements
simple technical drawings requirements and company 1.1 Select appropriate technical drawing
and electronics diagram procedures according to job requirements
according to job 1.2 Segregate technical drawings in
requirements and accordance with the types and kinds of
company procedures drawings
The learners demonstrate The learners shall be able to use LO 2. Prepare hand tools TLE_IAEPAS9
an understanding of the and maintain hand tools based on 2.1 Check appropriate hand tools for 12UMHT-IIg
underlying principles in the standard company procedures proper operation and safety 1 week 17
use and maintenance of 2.2 Mark unsafe or faulty tools for repair
electronic hand tools in accordance with standard company
based on standard procedure
company procedures
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
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING DURATION K-12 CG Code
COMPETENCIES
The learner demonstrates The learner independently LO 1. Prepare RAC materials and tools for TLE_IARA7/8UT-
an understanding of the prepares appropriate RAC the task 1 week 0a-1
concepts in the materials and tools using the 1.1 Prepare a list of electrical tools and
preparation of RAC different forms in RAC based on materials for a specific job
materials and tools using industry standards.
the different forms in
RAC.
The learner demonstrates The learner independently LO 1. Select electrical measuring tools TLE_IARA7/8MC-
an understanding of the performs accurate measurements and instruments 0c-1
concepts and underlying and calculation based on given 1.1 Identify object or component to be 1 week
principles in performing tasks. measured
measurements and 1.2 Choose measuring tools to be used
calculations. for specific tasks
1.3 Identify alternative measuring tools
without sacrificing cost and quality of
work
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
The learner demonstrates The learner independently reads LO 1. Analyze signs, RAC symbols and TLE_IARA7/8ID-
an understanding of the and interprets specifications of data 1 week 0e-1
concepts and underlying simple technical drawings and 1.1 Read and interpret RAC signs,
principles in interpreting plans. symbols and data
simple technical drawings 1.2 Analyze RAC components and
and plans in RAC. materials based on electrical signs,
symbols and data
1 week
The learner demonstrates The learner independently LO 1. Check condition of tools and TLE_IARA7/8MT-
an understanding of the performs proper maintenance of equipment 0g-1
underlying principles in RAC tools and equipment based 1.1 Label functional and non-functional
the maintenance of RAC on industry standards. tools and equipment
tools and equipment.
TLE_IARA7/8MT-
LO 2. Perform basic maintenance 1 week 0h-2
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
The learner demonstrates The learner independently LO 1. Identify hazards and risks 1 week TLE_IARA7/8OS-
an understanding of the simulates occupational health 1.1 List down hazards and risks in the 0i-1
concepts and underlying and safety procedures. workplace
principles of occupational
health and safety
procedures.
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING DURATION K-12 CG Code
COMPETENCIES
LESSON 1: USING AND MAINTAINING HAND TOOLS (UHT)
The learners The learners shall be able to use LO 1. Plan and prepare for tasks to be
demonstrate an hand tools and equipment for undertaken TLE_IACSS9-
understanding of the use computer systems servicing 1.1 Identify tasks to be undertaken 12UHT-IIIa-17
of hand tools and properly
equipment for computer 1.2 Identify and select appropriate hand
systems servicing tools according to the task
requirements
LO 2. Prepare hand tools TLE_IACSS9-
2.1 Check appropriate hand tools for 12UHT-IIIb-18
0 proper operation and safety
2.2 Identify and mark unsafe or faulty
tools for repair according to standard 1 Week
company procedure
TLE_IACSS9-
LO 3. Use appropriate hand tools and test 12UHT-IIIc-19
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-
LO 4. Maintain hand tools 12UHT-IIId-20
4.1 Do not drop tools to avoid damage;
carry out routine maintenance of tools
according to standard operational
procedures, principles, and techniques
454
LO 2: Terminate/connect electrical
wiring/ electronic circuits TLE_IACSS9-
12TCEW-IIIg-
i-22
459
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING DURATION K-12 CG Code
COMPETENCIES
LESSON 1: USE OF TOOLS AND EQUIPMENT (UT)
` The learners The learners shall be able to use
LO 1. Prepare hand tools and equipment TLE_ICTTD7/8UT-
0 demonstrate an hand tools and equipment in in technical drafting 0a-1
understanding of Technical Drafting 1.1 List hand tools and equipment based
hand tools and on job requirement 1 Week
equipment in Technical 1.2 Identify appropriate hand tools and
Drafting equipment
1.3 Classify hand tools and equipment
according to function and task
requirement
LESSON 2: MAINTAIN HAND TOOLS, DRAWING INSTRUMENTS, EQUIPMENT AND PARAPHERNALIA (MT)
462
The learners The learners shall be able to LO 1. Maintain hand tools, drawing TLE_ICTTD7/8MT-
demonstrate an maintain tools, drawing instruments, equipment, and 0b-1
understanding of instruments, equipment, and paraphernalia
concepts and principles paraphernalia 1.1 Perform safety procedures in
in maintaining hand maintaining hand tools, drawing
tools, drawing instruments, equipment, and
instruments, paraphernalia
equipment, and 1.2 Follow procedures in cleaning,
paraphernalia tightening and simple repair of hand 2 Weeks
0 tools, drawing instruments,
equipment, and paraphernalia
1.3 Identify common malfunction
(unplanned or unusual events) when
using tools, drawing instruments,
equipment, and paraphernalia
LO 2. Inspect hand tools, drawing TLE_ICTTD7/8MT-
instruments, equipment, and 0c-d-2
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
LO 3. Prepare an inspection report of TLE_ICTTD7/8MT-
the hand tools, drawing instruments, 0e-3
equipment, and paraphernalia received
in technical drafting
463
The learners The learners shall be able to LO 1. Analyze signs, symbols, and data TLE_ICTTD7/8TD-
demonstrate an read and interpret technical 1.1 Identify signs and symbols used in 0h-1
understanding of drawings and work plans technical drawing
concepts and principles accurately 1.2 Analyze data indicated in the
0 in interpreting technical technical drawing
drawings and work 2 Weeks
plans
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
The learners The learners shall be able to LO 1. Identify hazards and risks TLE_ICTTD7/8OS-
demonstrate an consistently observe 1.1 Follow OHS policies and procedures 0j-1
understanding of precautionary measures and in identifying hazards and risks
concepts and underlying respond to risks and hazards in 1.2 Explain hazards and risks in the
principles of the workplace workplace
Occupational Health 1.3 Identify hazards and risks indicators
0 and Safety (OHS) in as prescribed by the manufacturer
relation to health and 1.4 Apply contingency measures in 1 Week
risk hazards in the accordance with the OHS procedures
workplace LO 2. Evaluate and control hazards and TLE_ICTTD7/8OS-
risks 0j-2
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
LO 3. Maintain Occupational Health and TLE_ICTTD7/8OS-
Safety 0j-2
465
1.1 Observe established procedures in
responding to emergency-related
drill
1.2 Fill-up OHS personal records in
accordance with SOP
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING DURATION K-12 CG Code
COMPETENCIES
LESSON 1: USE OF HAND TOOLS (UT)
` The learners The learners shall be able to use
LO 1. Prepare hand tools and equipment
0 demonstrate an hand tools and equipment inin Illustration TLE_ICTIL7/8UT-
understanding of hand Illustration 1.1 List hand tools and equipment based 0a-1
tools and equipment in on job requirement 1 Week
Illustration 1.2 Identify appropriate hand tools and
equipment
1.3 Classify hand tools and equipment
according to function and task
requirement
LESSON 2: MAINTAIN HAND TOOLS, DRAWING INSTRUMENTS, EQUIPMENT AND PARAPHERNALIA (MT)
The learners The learners shall be able to TLE_ICTIL7/8MT-
demonstrate an maintain tools, drawing LO 1. Inspect hand tools and equipment 0b-1
understanding of instruments, equipment, and received in Illustration
concepts and principles paraphernalia 1.1 Check list of tools and equipment to
in maintaining hand be requested per job requirement
tools, drawing 1.2 Inspect the condition of all the
instruments, requested tools and equipment
equipment, and 1.3 Assess the hand tools and equipment
paraphernalia for proper operation and safety 2 Weeks
0 LO 2. Use and maintain hand tools, TLE_ICTIL7/8MT-
measuring instrument and equipment 0c-2
466
The learners The learners shall be able to LO 1. Analyze signs, symbols, and data TLE_ICTIL7/8TD-
demonstrate an read and interpret technical 1.1 Prepare tools and instruments used in 0f-1
understanding of drawings and work plans illustration
concepts and principles accurately 1.2 Interpret signs, symbols, and data
0 in interpreting technical according to job specifications
drawings and work 1.3 Perform simple trade mathematical 2 Weeks
plans conversions
LO 2. Interpret illustration drawings and TLE_ICTIL7/8TD-
plans 0g-2
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
LESSON 5: PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURE (OS)
The learners The learners shall be able to LO 1. Identify hazards and risks TLE_ICTIL7/8OS-
demonstrate an consistently observe 1.5 Follow OHS policies and procedures 0h-1
understanding of precautionary measures and in identifying hazards and risks
concepts and underlying respond to risks and hazards in 1.6 Explain hazards and risks in the
principles of the workplace workplace
Occupational Health and 1.7 Identify hazards and risks indicators
0 Safety (OHS) in relation as prescribed by the manufacturer
to health and risk 1.8 Apply contingency measures in 1 Week
hazards in the accordance with the OSH procedures
workplace LO 2. Evaluate and control hazards and TLE_ICTIL7/8OS-
risks 0i-2
468
QUARTER CONTENT STANDARDS PERFORMANCE MOST ESSENTIAL LEARNING DURATION K-12 CG Code
STANDARDS COMPETENCIES
The learner demonstrates The learner Discuss principles and strategies 1 Week
understanding of the key concepts independently creates on identifying business
opportunities
and underlying principles of a business vicinity map
identifying business opportunities showing target market
and market in one’s community or in his/her community
Explore business/ career
locality or locality
opportunities
The learner demonstrates The learner Analyze the market needs 2 Weeks TLE_ICTAN11/12PC-
understanding of concepts, independently Ia-1
underlying principles of developing prepares and present a Determine the possible products
simple business plan simple business plan and services that will meet the
need
469
Note: Simulation of a Simple Home-Based Micro Business aligned to the mini course/s taken, may be employed as an alternative.
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code
1ST The learner applies the The learner performs skillfully LO 1. Understand concepts related to 1 WEEK TLE_HEHC9-
QUARTER principles of art and the use of design, materials, needlecraft 12PE-Ia-b-2
1.1 Identify major needlecraft techniques
handicraft to create a and techniques to create
1.2 State safety and precautionary
beautiful and embroidered products.
measures
marketable
embroidered product.
2ND QTR. The learner applies the The learner performs skillfully LO 1. Understand Crocheting as a Technique 1 WEEK TLE_HEHC9-
principles of art and the use of design, materials, 1.1 Define the technique of crocheting; 12PC-IIa-b-1
1.2 Identify the tools and materials used
handicraft to create a and techniques to create
beautiful and crocheted products.
marketable crocheted
product.
1 WEEK
2.3 Prepare project plan
2.4 Select appropriate packaging materials
2.5 Evaluate quality of finished product
3RD The learner applies the The learner performs skillfully LO 1. Understand knitting as a 1 WEEK TLE_HEHC9-
QUARTER principles of art and the use of design, materials, needlecraft 12PK-IIIa-b-4
1.1 Describe definition and characteristics of
handicraft to create a and techniques to create
knitted products
beautiful and knitted products.
1.2 Identify tools and materials for knitting
marketable knitted
product
LO 2. Produce knitted articles with 6 WEEKS TLE_HEHC9-
packaging 12PK-IIIc-j-5
2.1 Perform basic stitches in knitting
2.2 Demonstrate proper use of materials,
tools and equipment in knitting
1 WEEK
2.3 Prepare project plan for the expected
knitted articles
2.4 Select appropriate quality packaging
material for knitted articles
4TH The learner applies the The learner performs skillfully LO 1. Understand Quilting as a Technique 1 WEEK TLE_HEHC9-
QUARTER principles of art and the use of design, materials, 1.1 Discuss the overview of Quilting 12PQ-IVa-b-6
1.2 Demonstrate proper use of tools and
handicraft to create a
materials in Quilting
beautiful and and techniques to create
marketable quilted quilted products.
product
LO 2. Make Quilted products with TLE_HEHC9-
package 6 WEEKS 12PQ-IIc-j-7
2.1 Apply Quilt stitches on selected project
2.2 Prepare project plan for the expected
quilted articles
1 WEEK
2.3 Select appropriate quality packaging
material for finished project
2.4 Evaluate the quality/characteristics of
finished product (use rubrics)
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG
Code
1ST The learner The learner independently 1. Explain core concepts and principles in 1 WEEK
QUARTER demonstrates an demonstrates core macramé and basketry
understanding of the competencies in macramé and 2. Discuss the relevance of the course
concepts and principles basketry
in macramé and
basketry
LO 1. Trace the origin of macramé and basketry TLE_HEHC9-
1.1 Discuss history and development of 12T M-Ia-1
macramé and basketry
LO 2. Enumerate different kinds of macramé and 1 WEEK TLE_HEHC9-
basketry products 12TM-Ib-c-
2.1 Describe different products of 2
macramé and basketry
LO 4. Use basic tools in macramé and basketry 1W
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
4TH The learner The learner independently LO 1. Plan a design for a basketry product 2 WEEKS TLE_HEHC9-
QUARTER demonstrates an demonstrates core 12BP-IVa-b-
understanding of the competencies in macramé and 16
concepts and principles basketry
in macramé and
basketry
LO 2. Get the measurement of the product to be TLE_HEHC9-
made 12BP –IVa-
b-17
LO 3. Produce the following basketry projects 6 WEEKS TLE_HEHC9-
3.1 School bag 12BP –Ivc-j-
3.2 Market bag 18
3.3 Food tray
3.4 Apply creativity in each product
QUARTER CONTENT PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG
STANDARDS Code
1ST QUARTER The learner The learner independently LO 1: Trace the history & development of fashion 2 WEEKS TLE_HEHC9-
demonstrates demonstrates common accessory production 12FA-Ia-b-1
understanding of competencies in making Fashion
concepts, theories and Accessories
techniques in making
Fashion Accessories
LO 2: Select materials tools and equipment TLE_HEHC9-
in making fashion 12FA-Id-3
accessories
2.1 Identify materials tools and
equipment in making fashion
accessories.
3RD The learner The learner plan, design and sew PRODUCE CHILDREN’S WEAR 4 WEEKS TLE_HEDM9-
QUARTER demonstrates children’s wear. LO 1. Draft and cut pattern for children’s dress 12CW-IIIa-h-5
understanding on the 1.5. Plan garment design
principles of designing 1.6. Take client’s body measurement
and sewing children’s 1.7. Draft basic/ block pattern
wear 1.8. Cut final Pattern
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code
The learner The learner plan, design and sew LO 1. Draft and cut pattern for ladies skirts 3 WEEKS TLE_HEDM9-
1ST demonstrates ladies skirts. 1.1. Plan garment design 12SK-Ia-c-1
QUARTER understanding on the 1.2. Take client’s body measurement
principles of designing 1.3. Draft basic/ block pattern
and sewing of ladies 1.4. Cut pattern
skirts.
2ND The learner The learner plan, design and sew LO 1. Draft and cut pattern for ladies blouse 3 WEEKS TLE_HEDM9-
QUARTER demonstrates ladies blouse. 1.5. Plan garment design 12BL-IIa-d-5
understanding on the 1.6. Take client’s body measurement
principles of designing 1.7. Draft basic/ block pattern
and sewing of ladies 1.8. Cut pattern
blouse.
3RD The learner The learner plan, design and sew LO 1. Draft and cut pattern for ladies trouser 4 WEEKS TLE_HEDM9-
QUARTER demonstrates ladies trousers 1.9. Plan garment design 12TR-IIIa-h-9
understanding on the 1.10. Take client’s body measurement
principles of designing 1.11. Draft basic/ block pattern
and sewing ladies 1.12. Cut pattern
trousers.
2ND The learners The learners plans, designs and LO 1. Draft and cut pattern for jogging pants TLE_HETL9-
QUARTER demonstrate an sews jogging pants. 1.5. Plan garment design 12JP-IIa-c-5
understanding of the 1.6. Take client’s body measurement 2 WEEKS
principles of designing 1.7. Draft basic/block pattern
and sewing jogging 1.8. Cut final pattern
pants.
3RD The learners The learners plans, designs and LO 1. Draft and cut pattern for athletic shirts 2 WEEKS TLE_HETL9-
QUARTER demonstrate an sews athletic shirts. 1.9. Plan garment design 12SI-IIIa-c-9
understanding of the 1.10. Take client’s body measurement
principles of designing 1.11. Draft basic/block pattern
and sewing athletic 1.12. Cut final pattern
shirts.
4TH The learners The learners plans, designs and LO 1. Draft and cut pattern for athletic jackets 2 WEEKS TLE_HETL9-
QUARTER demonstrate an sews athletic jackets. 1.13. Plan garment design 12JA-IVa-b-13
understanding of the 1.14. Take client’s body measurement
principles of designing 1.15. Draft basic/block pattern
and sewing athletic 1.16. Cut final pattern
jackets.
2ND The learner The learner demonstrates Scalp and hair treatment 2 WEEKS TLE_HEHD9-
QUARTER demonstrates an common and core 12TS-Ie-6
understanding of the competencies in performing LO 6. Prepare client
core concepts and hair care and scalp treatment 6.1 Determine client’s health and restrictions
theories in hair care and services. through consultation
scalp treatment. 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
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code
The learner The learner demonstrates LO 1. Fundamentals in hair coloring and hair 2 WEEKS TLE_HEHD9-
1ST demonstrates common competencies in hair bleaching 12CB-Ia-b-1
QUARTER understanding of the coloring and hair bleaching 1.1 Perform preliminary steps on hair coloring
core concepts and activities 1.2 Use tested products, implements and
theories in performing supplies
hair coloring and hair 1.3 Classify various hair coloring
bleaching 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
LO 2. Bleach hair 5W
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
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
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
4TH The learner The learner demonstrates LO 1. Introduction to hairstyling 2 WEEKS TLE_HEHD9-
QUARTER demonstrates common competencies in 1.1 Express ideas about hairstyling 12HS-IIIa-j-1
understanding of the performing styling 1.2 Appreciate the benefits of having hairstyling
core concepts and skills
theories in performing 1.3 Inculcate the responsibilities of a hairstylist
styling 1.4 Analyze the fundamental principles of
hairstyling
1.5 Inculcate the responsibilities of a hairstylist
493
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code
The learner The learner independently PERFORM HAND AND FOOT SPA 5 WEEKS TLE_HEBC9-
1st demonstrates performs hand spa. 12HS-Ia-g-1
QUARTER understanding of LO1. Apply hand treatment
concepts and principles 1.1 Check and analyze condition of client’s hand
in hand AND foot spa. 1.2 Wash client’s hand with lukewarm water and
soap, and towel-dry before and after
scrubbing
495
2ND The learner The learner independently PERFORM FOOT SPA 5 WEEKS
QUARTER demonstrates performs hand spa. LO1. Apply foot spa TLE_HEBC9-
understanding of 1.1 Check and analyze condition of foot nails 12FS-IIa-g-3
concepts and principles 1.2 Ensure client’s safety and comfort prior to
in hand AND foot spa. 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
496
Content Performance K to 12 CG
Quarter Most Essential Learning Competencies
Standards Standards Code
S1 Q1 The learner will be The learner will be Writing a close analysis and critical interpretation of literary texts and
able to understand able to demonstrate doing an adaptation of these require from the learner the ability to
and appreciate the understanding and identify:
elements and appreciation of 21st a. the geographic, linguistic, and ethnic dimensions of Philippine
contexts of 21st Century Philippine literary history from pre-colonial to the contemporary
century Philippine literature from the b. representative texts and authors from each region (e.g. engage
literature from the regions through: in oral history research with focus on key personalities from the
regions. 1. a written close students’ region/province/town)
analysis and Compare and contrast the various 21st century literary genres and the EN12Lit-Id-25
critical ones from the earlier genres/periods citing their elements, structures
interpretation and traditions
of a literary text Discuss how different contexts enhance the text’s meaning and enrich
in terms of form the reader’s understanding
and theme, with Produce a creative representation of a literary text by applying multi-
a description of media and ICT skills
its context Do self- and/or peer-assessment of the creative adaptation of a literary EN12Lit-Ie-31.3
derived from text, based on rationalized criteria, prior to presentation
research; and
2. an adaptation
of a text into
other creative
forms using
multimedia.
S1 Q2 The learner will be The learner will be Writing a close analysis and critical interpretation of literary texts, EN12Lit-IIa-22
able to understand able to demonstrate applying a reading approach, and doing an adaptation of these, require
and appreciate understanding and from the learner the ability to identify: representative texts and authors
literary texts in appreciation of 21st from Asia, North America, Europe, Latin America, and Africa
various genres century literature of Compare and contrast the various 21st century literary genres and their EN12Lit-IId-25
across national the world through: elements, structures, and traditions from across the globe
Produce a creative representation of a literary text by applying
literature and 1. a written close multimedia and ICT skills
cultures. analysis and Do self- and/or peer-assessment of the creative adaptation of a literary EN12Lit-IIij-31.3
critical text, based on rationalized criteria, prior to presentation
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.
502
Various elements that The learners conduct Explain the meaning of Week 3 DRR11/12-Ic-8
may be exposed to hazard hunts of exposed vulnerability
hazards: elements and propose Explain why certain sectors of Week 3 DRR11/12-Ic-9
1. Physical corresponding corrective society are more vulnerable to
2. Social actions for one’s disaster than others
3. Economic preparedness. Recognize vulnerabilities of Week 4 DRR11/12-Id-12
4. Environmental different elements exposed to
Vulnerability of each specific hazards
exposed element. Differentiate among hazards, Week 4 DRR11/12-Id-13
exposure, and vulnerabilities and
explain the relationship of the
three to disaster risk
1. Concept of hazard The learners relate Define and cite examples of the Week 5
2. Types of hazards various types of hazard types of hazards
3. The impact of various with a specific area for Explain the impact of various Week 5 DRR11/12-Ie-16
hazards one’s preparedness. hazards on people and the
environment
Potential earthquake The learners develop a Identify various potential Week 6 DRR11/12-If-g-17
hazards: family emergency earthquake hazards
1. Ground shaking preparedness plan to Recognize the natural signs of an Week 6 DRR11/12-If-g-18
2. Ground rupture guide them on what to do impending tsunami;
3. Liquefaction before, during, and after Analyze the effects of the Week 6 DRR11/12-If-g-19
4. Earthquake-induced an earthquake. different earthquake hazards
ground subsidence Week 7 DRR11/12-If-g-20
5. Tsunami Interpret different earthquake
6. Earthquake-induced hazard maps;
landslide
Signs of impending The learners develop a Explain various volcano-related Week 7 DRR11/12-Ih-i-22
volcanic eruptions family emergency hazards
Potential volcano-related preparedness plan to Recognize signs of an impending Week 8 DRR11/12-Ih-i-24
hazards: guide them on what to do volcanic eruption
1. Lahar before, during, and after Week 8 DRR11/12-Ih-i-25
2. Ash fall a volcanic eruption. Interpret different volcano hazard
3. Pyroclastic flow maps;
4. Ballistic Projectile
5.Volcanic Glasses
6.Lava flow
2nd Related geological The learners develop a Discuss the different geological Week 1 DRR11/12-IIa-b-27
hazards family emergency hazards
1. Rainfall-induced preparedness plan to Analyze the causes of geological Week 1 DRR11/12-IIa-b-28
landslide guide them on what to do hazards
2. Sinkhole before, during, and after Recognize signs of impending Week 1 DRR11/12-IIa-b-29
the occurrence of events geological hazards;
that cause geological Interpret geological maps Week 2 DRR11/12-IIa-b-30
hazards. Apply mitigation strategies to Week 2 DRR11/12-IIa-b-31
prevent loss of lives and
properties
Potential The learners develop a Recognize signs of impending Week 3 DRR11/12-IIc-d-33
hydrometeorological family emergency hydrometeorological hazards
hazards: preparedness plan to Interpret different Week 3 DRR11/12-IIc-d-35
1. Typhoon guide them on what to do hydrometeorological hazard maps
2. Thunderstorm before, during, and after Week 3 DRR11/12-IIc-d-36
3. Flashflood the occurrence of events
4. Flood that cause
Use available tools for monitoring
5. Stormsurge hydrometeorological
hydrometeorological hazards
6. El Nino hazards.
7. La Nina
Fire hazards and related The learners develop a Recognize elements of the fire Week 4 DRR11/12-IIe-f-37
concepts: family emergency triangle in different situations
1. Fire triangle preparedness plan to Analyze the different causes of Week 4 DRR11/12-IIe-f-38
2. Causes of fires guide them on what to do fires
3. Phases of a fire before, during, and after Observe precautionary measures Week 4 DRR11/12-IIe-f-39
emergency a fire incident. and proper procedures in
addressing a fire incident
Apply basic response procedures Week 5 DRR11/12-IIe-f-40
during a fire incident
Follow fire emergency and Week 5 DRR11/12-IIe-f-41
evacuation plans;
506
Disaster risk reduction: The learners are able to Discuss the key concepts, Week 6 DRR11/12-IIg-h-42
1. Concept of DRR develop a community principles, and elements of DRR
2. Importance of DRR emergency preparedness Week 6 DRR11/12-IIg-h-43
3. Key Principles plan and community
disaster preparedness
plan to minimize Recognize the importance of DRR
vulnerability and disaster on one’s life
risk in the community
and avoid or limit adverse
impacts of hazards.
Community-based The learners practice and Discuss different community- Week 7 DRR11/12-IIg-h-44
disaster risk reduction develop proficiency in based practices for managing
and management for executing emergency disaster risk to specific hazards
preparedness response protocols/ Develop a community Week 7 DRR11/12-IIg-h-45
1. Emergency Plan procedures through preparedness plan;
2. Monitoring and safety drills. Week 8 DRR11/12-IIg-h-46
Evaluation Prepare survival kits and materials
3. Early Warning Systems for one’s family and for public
4. Survival Kits and information and advocacy
materials
Policies of DRRM -The Week 8 DRR11/12-IIi-j-47
Philippine DRRM Law RA
Explain DRR-related laws and
10121 and its
policies
Implementing Rules and
Regulations
507
1. the three main categories Identify common rock-forming minerals using their Week 1 S11/12ES-Ia-9
of rocks physical and chemical properties.
2. the origin and Classify rocks into igneous, sedimentary, and Week 2 S11/12ES-Ib-10
environment of formation metamorphic
of common minerals and explain how the products of weathering are Week 2 S11/12ES-Ib-12
rocks carried away by erosion and deposited elsewhere
3. geologic processes that Describe where the Earth’s internal heat comes Week 3 S11/12ES-Ib-14
occur on the surface of the from.
Earth such as weathering, describe how magma is formed (magmatism) Week 3 S11/12ES-Ic-15
erosion, mass wasting, and Describe the physical and chemical changes in rocks Week 4
sedimentation (include the due to changes in pressure and temperature
role of ocean basins in the (metamorphism)
formation of sedimentary
compare and contrast the formation of the Week 4 S11/12ES-Ic-18
rocks)
different types of igneous rocks
4. geologic processes that
Explain how the movement of plates leads to the Week 5 S11/12ES-Id-22
occur within the Earth
formation of folds and faults
508
5. the folding and faulting Describe how layers of rocks (stratified rocks) are Week 5 S11/12ES-Ie-25
of rocks formed
6. plate tectonics Describe the different methods (relative and Week 5 S11/12ES-Ie-26
7. how the planet Earth absolute dating) to determine the age of stratified
evolved in the last 4.6 rocks
billion years (including the Explain how relative and absolute dating were Week 6 S11/12ES-Ie-27
age of the Earth, major used to determine the subdivisions of geologic
geologic time subdivisions, time
and marker fossils). Describe how the Earth’s history can be Week 6 S11/12ES-Ie-29
interpreted from the geologic time scale
1. the different hazards Describe the various hazards that may happen in Week 6 S11/12ES-If-30
caused by geological the event of earthquakes, volcanic eruptions, and
processes (earthquakes, landslides
volcanic eruptions, and Using hazard maps, identify areas prone to Week 7 S11/12ES-If-31
landslides) hazards brought about by earthquakes, volcanic
2. the different hazards eruptions, and landslides
caused by Identify human activities that speed up or trigger Week 7 S11/12ES-If-33
hydrometeorological landslides
phenomena (tropical Using hazard maps, identify areas prone to Week 8 S11/12ES-Ig-36
cyclones, monsoons, floods, hazards brought about by tropical cyclones,
and tornadoes or ipo-ipo) monsoons, floods, or ipo-ipo
3. the different hazards Describe how coastal processes result in coastal Week 8 S11/12ES-Ih-38
caused by coastal processes erosion, submersion, and saltwater intrusion
(waves, tides, sea-level cite ways to prevent or mitigate the impact of Week 8 S11/12ES-Ii-41
changes, crustal movement, land development, waste disposal, and
and storm surges) construction of structures on control coastal
processes
2nd 1. the historical value life by taking good Explain the evolving concept of life based on S11/12LT-IIa-1
Week 1-2
development of the care of all beings, emerging pieces of evidence
concept of life humans, plants, and S11/12LT-IIa-3
Describe how unifying themes (e.g., structure and
2. the origin of the first life animals
function, evolution, and ecosystems) in the study
forms
of life show the connections among living things Week 2
3. unifying themes in the
and how they interact with each other and with
study of life
their environment
5
1. plant and animal conduct a survey of Describe the different ways of how representative S11/12LT-IIej- 15
Week 3
reproduction products containing animals reproduce
2. how genes work substances that can Describe the process of genetic engineering Week 4 S11/12LT-IIej- 17
3. how genetic engineering trigger genetic disorders S11/12LT-IIej- 19
is used to produce novel such as phenylketonuria
Evaluate the benefits and risks of using GMOs Week 4
products
1. nutrition: getting food make a presentation of Describe the general and unique characteristics of S11/12LT-IIIaj- 21
to cells some diseases that are the different organ systems in representative Week 5
2. gas exchange with the associated with the animals
environment various organ systems S11/12LT-IIIaj- 22
3. circulation: the internal
transport system
4. the need for
homeostasis
5. salt and water balance
and Analyze and appreciate the functional
waste removal relationships of the different organ systems in Week 5
6. the immune system: ensuring animal survival
defense from disease
7. how hormones govern
body activities
8. the nervous system
9. the body in motion
1. the evidence for Design a poster tracing Explain how populations of organisms have S11/12LT-IVfg- 26
evolution the evolutionary changes changed and continue to change over time
2. the origin and in a crop plant (e.g., rice showing patterns of descent with modification Week 6
extinction of or corn) that occurred from common ancestors to produce the
species through domestication organismal diversity observed today
Describe how the present system of classification S11/12LT-IVfg- 27
of organisms is based on evolutionary Week 6
relationships
1. the principles of the prepare an action plan S11/12LT-IVhj- 29
Categorize the different biotic potential and
ecosystem containing mitigation Week 7
environmental resistance (e.g., diseases,
measures to address
51
0
2. biotic potential and current environmental availability of food, and predators) that affect
environmental concerns and challenges population explosion
resistance in the community
3. terrestrial and aquatic ecosystems
4. how human activities affect the natural ecosystem
geothermal, waste when people utilize Explain how heat from inside the Earth Week 4 S11ES-Ie-11
hydroelectric) materials and resources (geothermal) and from flowing water
4. the amount of usable (hydroelectric) is tapped as a source of energy
water resources on for human use
Earth Identify the various water resources on Earth Week 4 S11ES-If-g-15
5. the distribution of Explain how different activities affect the quality Week 5 S11ES-Ig-16
arable land on Earth and availability of water for human use
6. waste generation and Identify human activities, such as farming, Week 5 S11ES-Ih-17
management construction of structures, and waste disposal,
that affect the quality and quantity of soil
Give ways of conserving and protecting the soil Week 6 S11ES-Ih-i-18
for future generations
512
1. relative and absolute describe the possible Describe how layers of rocks (stratified rocks) Week 5 S11ES-IIh-35
dating events that occurred in a are formed
2. the major subdivisions certain area based on the Describe the different methods (relative and Week 5 S11ES-IIh-i-36
of geologic time (including index fossils) rock layers found therein absolute dating) of determining the age of
3. how the planet Earth stratified rocks
evolved in the last 4.6 billion years Explain how relative and absolute dating were Week 6 S11ES-IIi-37
used to determine the subdivisions of geologic
time
Describe how index fossils (also known as guide Week 6 S11ES-Ii-j-38
fossils) are used to define and identify
subdivisions of the geologic time scale
Describe the history of the Earth through Week 7 S11ES-IIj-39
geologic time
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code
2nd The learner The learner writes a 8.1 Enumerate the objectives he/she really wants to Week 4
Quarter understands human philosophical achieve and to define the projects he/she really
beings as oriented reflection on the wants to do in his/her life PPT11/12-IIh-8.1
towards their meaning of his/her Nakapagtatala ng mga bagay na tunay na gusto niyang
impending death own life gawin (Ano ang gusto niyang maging?)
Reflect on the meaning of his/her own life PPT11/12-IIi-8.2
519
Content Performance K to 12 CG
Quarter Most Essential Learning Competencies
Standards Standards Code
S2 Q3 The learner The learner Describe how communication is influenced by media and information MIL11/12IMIL-
demonstrates organizes a creative IIIa-1
522
understanding of and interactive Identify the similarities and differences between and among media MIL11/12IMIL-
media symposium for the literacy, information literacy, and technology literacy IIIa-2
and information community focusing
Discuss responsible use of media and information
literacy on being a media
(MIL) and MIL and information Explain how the evolution of media from traditional to new media shaped
related concepts. literate individual. 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 The learner Cite an example of an issue showing the power of media and information
demonstrates produces a living to affect change
understanding of museum or Describe the impact of massive open on-line
different resources electronic portfolio Discuss the implication of media and information to an individual and the
of media and or any other society
information, their creative forms of Describe the different dimensions of:
design principle and multimedia • text information and media
elements, and showcasing their / • visual information and media
selection criteria. his/her • audio information and media
understanding, • motion information and media
insights, and • manipulative information and media
perceptions of the • multimedia information and media
different resources
Analyze how the different dimensions are formally and informally
of media and
produced, organized, and disseminated
information.
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
52
3
Content Performance K to 12 CG
Quarter Most Essential Learning Competencies
Standards Standards Code
S1 Q1 The learner The learner designs Explains the functions, nature and process of communication EN11/12OC-Ia-2
understands the and performs Differentiates the various models of communication EN11/12OC-Ia-3
nature and effective controlled Uses various strategies in order to avoid communication breakdown EN11/12OC-Ia-6
elements of oral and uncontrolled
communication in oral communication
context. activities based on
context.
The learner values The learner writes a Examines sample oral communication activities
the functions/ 250-word essay of
purposes of oral his/her objective
communication. observation and
evaluation of the
various speakers
watched and
listened to.
The learner The learner Identifies the various types of speech context. EN11/12OC-Ifj-
recognizes that demonstrates 15
communicative effective use of Distinguishes types of speeches and speech style EN11/12OC-Ifj-
competence communicative 17
requires strategy in a variety Responds appropriately and effectively to a speech act EN11/12OC-Ifj-
understanding of of speech 20
speech context, situations.
speech style, speech
act and
communicative
strategy.
S1 Q2 The learner The learner Employs various communicative strategies in different situations
recognizes that demonstrates Explains that a shift in speech context, speech style, speech act and EN11/12OC-
communicative effective use of communicative strategy affects the following: IIab-22;
competence communicative
requires strategy in a variety • Language form EN11/12OC-
understanding of of speech • Duration of interaction IIab-22.1-22.6
speech context, situations. • Relationship of speaker
speech style, speech • Role and responsibilities of the speaker
act and • Message
communicative • Delivery
strategy.
The learner realizes The learner Uses principles of effective speech writing focusing on: EN11/12OC-IIcj-
the rigors of crafting proficiently delivers • Audience profile 24; EN11/12OC-
one’s speech. various speeches • Logical organization IIcj-25;
using the principles • Duration EN11/12OC-IIcj-
of effective speech • Word choice 25.1-25.5;
delivery. • Grammatical correctness EN11/12OC-IIcj-
26; EN11/12OC-
and
• Articulation IIcj-26.1-26.5
• Modulation
• Stage Presence
• Facial Expressions, Gestures and Movements
• Rapport with the audience
Week 1
share his/her unique characteristics, habits,
himself/herself during
conduct self-exploration and experiences
EsP-PD11/12KO-Ia-1.2
middle and late
and simple disclosure
adolescence
the various aspects of illustrate the connections evaluate his/her own thoughts, feelings, and EsP-PD11/12DWP-Ib-
holistic development: between thoughts, behaviors 2.2
physiological, cognitive, feelings, and behaviors in a Week 2
show the connections between thoughts, EsP-PD11/12DWP-Ic-
psychological, spiritual, person’s holistic
feelings, and behaviors in actual life situations 2.3
and social development development
527
attraction, love, and plans for building express his/her ways of showing attraction,
EsP-PD11/12PR-IIa-9.2
commitment responsible future love, and commitment
relationships
identify ways to become responsible in a
EsP-PD11/12PR-IIb-9.3
relationship
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
The learner The learner leads fitness Weeks 1 to 7 PEH11FH-Ig-i-6
demonstrates events with proficiency
understanding of and confidence
fitness and exercise resulting in 1. Self-assesses health-related fitness
in optimizing one’s independent pursuit (HRF). status, barriers to physical
health as a habit; as and in influencing activity assessment participation
requisite for physical others positively. and one’s diet
activity assessment
performance, and as
a career opportunity
First 2. Sets Frequency Intensity Time Type PEH11FH-Ii-j-7
Quarter (FITT) goals based on training
principles to achieve and/or Weeks 8 to 10
maintain health-related fitness
(HRF).
3. Engages in moderate to vigorous Weeks 1 to 10 PEH11FH-Ia-t-8
physical activities (MVPAs) for at
least 60 minutes most days of the
week in a variety of settings in- and
out-of school
4. Analyzes physiological indicators Weeks 1 to 10 PEH11FH-Ik-t-9
such as heart rate, rate of
perceived exertion and pacing
associated with MVPAs to monitor
and/or adjust participation or
effort.
5. Observes personal safety protocol Weeks 1 to 10
to avoid dehydration,
overexertion, hypo- and
hyperthermia during MVPA
participation
6. Demonstrates proper etiquette Weeks 1 to 10
and safety in the use of facilities
and equipment
7. Participates in an organized event Weeks 1 to 10
that addresses health/fitness
issues and concerns
8. Recognizes the value of optimizing Weeks 1 to 10
one’s health through participation
in physical activity assessments
9. Organizes fitness event for a target Weeks 1 to 10
health issue or concern
The learner The learner leads sports PEH11FH-IIf-5
demonstrates events with proficiency
understanding of and confidence
sports in optimizing resulting in
1. Describes the role of physical
one’s health as a independent pursuit
activity assessments in managing Week 1
habit; as requisite for and in influencing
one’s stress
physical activity others positively.
Second
assessment
Quarter
performance, and as
a career opportunity.
2. Self-assesses health-related fitness PEH11FH-IIg-i-6
(HRF) status, barriers to physical Weeks 2 to 10
activity assessment participation
and one’s diet
3. Sets FITT goals based on training Weeks 4 to 5 PEH11FH-IIi-j-7
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 Weeks 2 to 10
week in a variety of settings in- and
out-of school
5. Observes personal safety protocol PEH11FH-IIk-t-10
to avoid dehydration,
overexertion, hypo- and Weeks 2 to 10
hyperthermia during MVPA
participation
6. Participates in an organized event PEH11FH-IIk-o-13
that addresses health/fitness Weeks 2 to 10
issues and concerns
7. Organizes sports event for a target PEH11FH-IIo-t-17
Weeks 2 to 10
health issue or concern
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
The learner The learner leads dance Weeks 1 to 10 PEH12FH-Ig-i-6
demonstrates events with proficiency
understanding of and confidence resulting
1. Self-assesses health-related fitness
dance in optimizing in independent pursuit
(HRF). status, barriers to physical
one’s health; as and in influencing others
activity assessment participation
Third requisite for physical positively
and one’s diet
Quarter activity assessment
performance, and as
a career opportunity.
2. Sets FITT goals based on training Weeks 4 to 5 PEH12FH-Ii-j-7
principles to achieve and/or
maintain HRF
3. Engages in moderate to vigorous Weeks 1 to 10
physical activities (MVPAs) for at
least 60 minutes most days of the
week in a variety of settings in- and
out-of school
4. Analyzes physiological indicators Weeks 1 to 10
such as heart rate, rate of perceived
exertion and pacing associated with
MVPAs to monitor and/or adjust
participation or effort
5. Observes personal safety protocol Weeks 1 to 10 PEH12FH-Ik-t-10
to avoid dehydration, overexertion,
hypo- and hyperthermia during
MVPA participation
6. Demonstrates proper etiquette and Weeks 1 to 10 PEH12FH-Ia-t-12
safety in the use of facilities and
equipment
7. Participates in an organized event Weeks 1 to 10 / PEH12FH-Ik-o-13
that addresses health/fitness issues
and concerns
8. Organizes fitness event for a target Weeks 1 to 10 PEH12FH-Io-t-17
health issue or concern
The learner The learner leads Weeks 1 to 10 PEH12FH-IIg-i-6
demonstrates recreational events with
understanding of proficiency and
recreation in confidence resulting in 1. Self-assesses health-related fitness
optimizing one’s independent pursuit and (HRF) status, barriers to physical
health as a habit; as in influencing others activity assessment participation
Fourth
requisite for physical positively. and one’s diet
Quarter
activity assessment
performance, and as
a career opportunity.
2. Sets FITT goals based on training Weeks 4 to 5 PEH12FH-IIi-j-7
principles to achieve and/or
maintain HRF
3. Engages in moderate to vigorous Weeks 1 to 10
physical activities (MVPAs) for at
least 60 minutes most days of the
week in a variety of settings in- and
out-of school
4. Analyzes physiological indicators Weeks 1 to 10
such as heart rate, rate of perceived
exertion and pacing associated with
MVPAs to monitor and/or adjust
participation or effort
5. Observes personal safety protocol Weeks 1 to 10
to avoid dehydration, overexertion,
hypo- and hyperthermia during
MVPA participation
6. Demonstrates proper etiquette and Weeks 1 to 10
safety in the use of facilities and
equipment
7. Participates in an organized event Weeks 1 to 10
that addresses health/fitness issues
and concerns
8. Organizes fitness event for a target Weeks 1 to 10
health issue or concern
Bang and during stellar the atom or the chemical Week 1 S11/12PS-IIIb-11
evolution element in a timeline
2. the distribution of the Explain how the concept of atomic number
chemical elements and led to the synthesis of new elements in the
the isotopes in the laboratory
universe
2nd 1. Greek views of Explain how the Greeks knew that the Week 1 S11/12PS-IVa-38
matter, motion, and the Earth is spherical
universe Cite examples of astronomical phenomena Week 1 S11/12PS-IVa-4
2. competing known to astronomers before the advent
models of the universe of telescopes
by Eudoxus, Aristotle, Week 1 S11/12PS-IVb-44
Aristarchus, Ptolemy,
Explain how Brahe’s innovations and
3. Copernicus,
extensive collection of data in
Brahe, and Kepler
observational astronomy paved the way
4. evidence that
for Kepler’s discovery of his laws of
the Earth is not the
planetary motion
center of the universe
1. Aristotelian vs. Compare and contrast the Aristotelian and Week 2 S11/12PS-IVc-46
Galilean views of Galilean conceptions of vertical motion,
motion horizontal motion, and projectile motion.
2. how Galileo used his discoveries in
mechanics (and explain how Galileo inferred that objects Week 2 S11/12PS-IVc-4
astronomy) to in vacuum fall with uniform acceleration,
address scientific and that force is not necessary to sustain
objections to the horizontal motion
Copernican model
537
Content Performance
Quarter Most Essential Learning Competencies Coding
Standards Standards
S2 Q3 The learner realizes The learner Compare and contrast patterns of written texts across
that information in critiques a chosen disciplines
a written text may sample of each Evaluate a written text based on its properties (organization,
be selected and pattern of coherence and cohesion, language use and mechanics)
organized to development
Identify claims explicitly or implicitly made in a written text EN11/12RWS-IIIij-6;
achieve a particular focusing on
a. Claim of fact EN11/12RWS-IIIij-6.1;
purpose. information
b. Claim of policy EN11/12RWS-IIIij-6.2;
selection,
c. Claim of value EN11/12RWS-IIIij-6.3
539
S2 Q4 organization, and Identify the context in which a text was developed EN11/12RWS-IVac-7;
development. a. Hypertext EN11/12RWS-IVac-7.1;
b. Intertext EN11/12RWS-IVac-7.2
The learner The learner writes a Explain critical reading as a form of reasoning EN11/12RWS-IVac-8
understands the 1000-word critique Formulate evaluative statements about a text read: EN11/12RWS-IVac-9;
relationship of a of a selected text a. assertions about the content and properties of a EN11/12RWS-IVac-9.1
written text and the on the basis of its text read; and EN11/12RWS-IVac-9.2
context in which it claim/s, context, b. counterclaims in response to claims made in a text
was developed. and properties as a read
written material. Determine textual evidence to validate assertions and EN11/12RWS-IVac-10
counterclaims made about a text read
The learner The learner Identify the unique features of and requirements in EN11/12RWS-IVdg-12;
understands the produces each type composing texts that are useful across disciplines: EN11/12RWS-IVdg-12.1
requirements of of academic writing a. Book Review or Article Critique EN11/12RWS-IVdg-12.2
composing and professional b. Literature Review EN11/12RWS-IVdg-12.3
academic writing correspondence c. Research Report EN11/12RWS-IVdg-12.4
and professional following the d. Project Proposal
correspondence. properties of well- e. Position Paper
written texts and Identify the unique features of and requirements in EN11/12RWS-IVhj-13;
process approach composing professional correspondence: EN11/12RWS-IVhj-13.1
to writing. a. Resume EN11/12RWS-IVhj-13.2
b. Application for College Admission EN11/12RWS-IVhj-13.3
c. Application for Employment EN11/12RWS-IVhj-13.4
d. Various forms of Office Correspondence
540
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
to wealth, power, and redistribution in his/her own *Examine the concept, characteristics and Week 9
prestige society forms of stratification systems using sociological
perspectives
3. social and political
inequalities as *Explain government programs and initiatives Week 10
features of societies in addressing social inequalities e.g. local,
and the global national, global
community
*Suggest ways to address social inequalities Week 11
(local, national and global)
the agents/
institutions, 1. evaluates factors causing
processes, and social, political, and cultural
outcomes of cultural, change
QUARTER CONTENT PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING DURATION K to12 CG Code
STANDARDS COMPETENCIES
The learners The learners shall be able to: compare and contrast the nuances Weeks 1-4 CS_ICT11/12-ICTPT-Ia-b-
demonstrate an at the end of the 2-week period of varied online platforms, sites, 1
and content to best achieve specific
QUARTER 1 understanding independently compose an
class objectives or address
of: insightful reflection paper on
situational challenges
ICT in the the
context of global nature of ICT in the context of
communication their lives, society, and
for specific professional tracks (Arts, Tech
professional Voc, Sports, Academic)
track
apply online safety, security, ethics, CS_ICT11/12-ICTPT-Ia-b-
and etiquette standards and 2
practice in the use of ICTs as it
would relate to their specific
professional tracks
use the Internet as a tool for CS_ICT11/12-ICTPT-Ia-b-
credible research and information 3
gathering to best achieve specific
class objectives or address
situational
The learners The learners shall be able to: uses common productivity tools CS_ICT11/12-ICTPT-Ic-d-
demonstrate an at the end of the 2-week period effectively by maximizing advanced 4
understanding independently apply advanced application techniques
of: productivity tools to create or
the use of develop ICT content for use in creates an original or derivative ICT CS_ICT11/12-ICTPT-Ic-d-
advanced tools specific professional tracks content to effectively communicate 5
and These may be in the form of, or present data or information
techniques but not limited to:
found in 1. Calculating spread sheet of related to specific professional
common athletic statistics (Sports) tracks
productivity and 2. Layout of catalogue of
software creative works (Arts)
applications in 3. Materials/ ingredients
developing ICT projections for batches of
content for baked goods (Tech- Voc)
specific 4. Letterhead/ business card
professional design (Business/
tracks Academic)
how to at the end of the 2-week period evaluate existing websites and CS_ICT11/12-ICTPT-Ie-f-
manipulate text, independently apply the online resources based on the 6
graphics, techniques of image principles of layout, graphic, and
and images to manipulation and graphic visual message design
create ICT design
content to create original or derivative
intended for an ICT content from existing CS_ICT11/12-ICTPT-Ie-f-
online images, text and graphic use image manipulation techniques 7
environment elements for use in specific on existing images to change or
professional tracks. enhance their current state to
These may be in the form of, communicate a message for a
but not limited to: specific purpose
1. Team/ athlete/ league
recruitment posters CS_ICT11/12-ICTPT-Ie-f-
(Sports) create an original or derivative ICT 8
2. Logo or crest for a content to effectively communicate
community, school a visual message in an online
organization or barkada environment related to specific
(Arts) professional tracks
3. Labeling and manual of operation for tools and equipment (Tech-Voc)
4. Presentation of cafeteria patronage data (Business/ Academic)
the principles at the end of the 2-week period evaluate existing online creation Weeks 5-6 CS_ICT11/12-ICTPT-Ig-h-
and techniques independently apply the tools, platforms and applications in 9
of principles and techniques of developing ICT content for specific
design using design using online creation professional tracks
online creation tools, platforms, and apply web design principles and CS_ICT11/12-ICTPT-Ig-h-
tools, applications to create original elements using online creation 10
platforms, and or tools, platforms, and applications
applications to derivative ICT content for use in to communicate a message for a
develop ICT specific professional tracks specific purpose in specific
content for These may be in the form of, professional tracks
specific but not limited to:
professional 1. Survey instruments using create an original or derivative ICT CS_ICT11/12-ICTPT-Ig-h-
tracks Google forms (Business/ content using online creation tools, 11
Academic) platforms, and applications to
2. Athletic match-ups and effectively communicate messages
league standings using related to specific professional
Mindmeister (Sports) track
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)
the key at the end of the 2-week period Weeks 7-8 CS_ICT11/12-ICTPT-I
learnings from and quarter collaboratively 12
the develop an online portal or evaluate the quality, value, and
previous weeks, website to showcase and share appropriateness of peer’s existing
which they will existing and previously or previously developed ICT
synthesize into developed content content in relation to the theme or
an integrated These may be in the form of, intended audience/ viewer of an
ICT but not limited to: ICT project
content through 1. Online newsletter
collaboration 2. Blog share and showcase existing or CS_ICT11/12-ICTPT-Ii-j-
with 3. Issuu online “magazine” previously developed material in 13
classmate and the form of a collaboratively
teacher as both designed newsletter or blog site
peer and intended for a specific audience or
partner viewer
QUARTER 2 The learners The learners: explore the principles of Week 1 CS_ICT11/12-ICTPT-IIk-
demonstrate an at the end of the week interactivity and rich content in the 14
understanding independently assess one’s context of Web 2.0 and the
of: experience along a range of participation of the user in the
how rich media online rich content on the basis online experience
content and of the usability of the interface
interactivity
affects and
changes
the user
experience in
the delivery
and
consumption of
ICT content
ICT as a tool, at the end of the week share anecdotes of how he/she has CS_ICT11/12-ICTPT-IIl-15
medium, and independently articulate how used ICTs to be part of a social
force ICT tools and platforms have movement, change, or cause to
in bringing changed the way people illustrate aspects of digital
about action and communicate, and how social citizenship
mobilize change change has been brought about
in a population, by the use of ICTs
society, or
culture.
how to work at the end of the 4-week period identify a local or regional cause or CS_ICT11/12-ICTPT-IIm-
with peers and collaboratively participate issue for Social Change related to p16
external publics/ actively in the creation and specific professional tracks that can
partners for the development of an ICT Project be addressed or tackled using an
development of for Social Change relating to an ICT Project for Social Change
an ICT project issue in specific professional
that advocates tracks
or mobilizes for Topics may cover, but are not analyze how target or intended Weeks 2-4 CS_ICT11/12-ICTPT-IIm-
a limited to: users and audiences are expected p17
specific Social 1. Promotion of wellness in to respond to the proposed ICT
Change or cause the home (Sports) Project for Social Change on the
2. Street food safety and basis of content, value, and user
cleanliness drive (Tech experience
Voc)
3. Cultural heritage promotion
through new designs integrate rich multimedia content
“Pinoy pride” (Arts) in design and development to best CS_ICT11/12-ICTPT-IIm-
4. Savings and financial enhance the user experience and p18
literacy drives and deliver content of an ICT Project for
advocacies (Business/ Social Change
Academic)
how to manage at the end of the 2-week period demonstrate how online ICT CS_ICT11/12-ICTPT-I
an online ICT independently and Projects for Social Change are r20
Project for Social collaboratively co-manage an uploaded, managed, and promoted
Change online ICT Project for Social for maximum audience impact
Change through available tools, generate a technical report Weeks 5-6 CS_ICT11/12-ICTPT-I
resources, and platforms interpreting data analytics, r21
e.g. Google, Facebook, or
similar traffic data on the
general aspects of search
visibility, reach, and virality
how to maintain at the end of the week generate a report on the Week 7 CS_ICT11/12-ICTPT-IIs-
and sustain the independently evaluate the performance of their ICT Project for 22
operation of an performance of an advocacy via Social Change on the basis of data
ICT Project for an ICT Project for Social Change gathered from available monitoring
Social Change through available monitoring tools and evaluating techniques
tools and evaluating techniques
such as user interviews,
feedback forms, and Analytics
data
how to reflect at the end of the week create a reflexive piece or output Week 8 CS_ICT11/12-ICTPT-IIt-
on the nature of independently reflect on the ICT using an ICT tool, platform, or 23
ICT learning process and how application of choice on the
and the manner his/her world view has evolved learning experience undergone
by which the over the past semester during the semester
learning process Outputs during this week may
has changed be in the form of, but not
his/her world limited to:
view 1. Video blog
2. Presentation or image gallery
3. Website
4. Illustrated document
5. Podcast or webcast
Content Performance
Quarter Most Essential Learning Competencies K to 12 CG Code
Standards Standards
S1/2 The learner The learner Differentiates language used in academic texts from various
Q1/3 acquires knowledge produces a detailed disciplines
of appropriate abstract of Uses knowledge of text structure to glean the information he/she CS_EN11/12A-EAPP-Ia-
reading strategies information needs c-4
for a better gathered from the Uses various techniques in summarizing a variety of academic texts CS_EN11/12A-EAPP-Ia-
understanding of various c-4
academic texts academic texts read 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 The learner Uses appropriate critical writing a critique such as formalism,
understands the produces an feminism, etc.
principles and uses objective Writes an objective/balanced review or critique of a work of art, an CS_EN11/12A-EAP
of a reaction paper/ assessment of an event or a program f-18
review/ critique 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
555
communication
materials such as
posters, billboards,
commercials, digital
and
The learner The learner Determines the ways a writer can elucidate on a concept by CS_EN11/12A-EAPP-Ig-
understands the produces a well- definition, explication and clarification j-20
principles and uses balanced concept Compare and contrast various kinds of concept papers:
of a concept paper paper in a specific a. Art
discipline 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 The learner The learner Analyzes the arguments used by the writer/s in manifestoes CS_EN11/12A-EAPP-
Q2/4 understands the presents a IIa-d-3
principles and uses convincing position Defends a stand on an issue by presenting reasonable arguments CS_EN11/12A-EAPP-
of a position paper paper based on supported by properly cited factual evidences IIa-d-4
properly cited Writes various kinds of position papers CS_EN11/12A-EAPP-
factual evidence; IIa-d-5
produces an
insightful statement
of principles and
reasons for
establishing a
student
556
organization,
coming up with a
group exhibit of
creative works, etc.
The learner The learner Determines the objectives and structures of various kinds of CS_EN11/12A-EAPP-
understands the produces a well- reports IIe-j-6
principles and uses written report for Designs, tests and revises survey questionnaires* CS_EN11/12A-EAPP-
of surveys, various disciplines IIe-j-7
experiments and Conducts surveys, experiments or observations* CS_EN11/12A-EAPP-
scientific IIe-j-8
observations Gathers information from surveys, experiments, or observations*
Summarizes findings and executes the report through narrative CS_EN11/12A-EAPP-
and visual/graphic forms IIe-j-11
Writes various reports CS_EN11/12A-EAPP-
IIa-d-5
QUARTER CONTENT STANDARDS PERFORMANCE MOST ESSENTIAL LEARNING DURATION K-12 CG Code
STANDARDS COMPETENCIES
Quarter 1 The learner The learner
demonstrates independently Discuss the relevance of the course Week 1-2
understanding of key creates/provides a
concepts, underlying quality and Explore job opportunities for
principles, and core marketable product Entrepreneurship as a career
competencies in and/or service in
Entrepreneurship. Entrepreneurship
as prescribed in the
TESDA Training
Regulation.
The learner The learner Recognize a potential market Week 3-6 TLE_ICTAN11/12PC-Ia-1
demonstrates independently or
understanding of with his/her
concepts, underlying classmates presents • Analyze the market need
principles, and an acceptable
processes of detailed business • Determine the possible
developing a business plan. product/s or service/s
plan. that will meet the need;`
• Screen the proposed solution/s based on viability, profitability, and customer
requirements; and
The learner The learner Recognize the importance of Week 7-9 TLE_ICTAN11/12EM-Ia-
demonstrates independently marketing mix in the development 1
understanding of creates a business of marketing strategy
environment and vicinity map
market in one’s reflective of Describe the Marketing Mix (7Ps) in
locality/town. potential market in relation to the business opportunity
one’s locality/town. vis-à- vis:
Product;
Place;
Price;
Promotion;
People;
Packaging; and
Positioning
• 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;
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG
Code
The learner The learner is able to… The learner…
demonstrates
understanding of…
Q1 1. the importance use appropriate kinds shares research experiences and knowledge Week 1 to CS_RS11-
of research in of research in making 2 IIIa-1
daily life decisions. explains the importance of research in daily life CS_RS11-
2. the IIIa-2
characteristics, describes characteristics, processes, and ethics of research CS_RS11-
processes, and IIIa-3
ethics of research differentiates quantitative from qualitative research CS_RS11-
3. quantitative IIIa-4
and qualitative provide examples of research in areas of interest CS_RS11-
research IIIa-5
4. the kinds of research across fields
1. the value of describes characteristics, strengths, weaknesses, and kinds of CS_RS11
qualitative decide on suitable qualitative research IIIb-1
research; its qualitative research in Illustrates the importance of qualitative research across fields CS_RS11-
kinds, different areas of IIIb-2
characteristics, interest.
uses, strengths,
and weaknesses
2. the importance of qualitative research across fields of inquiry
1. the range of formulate clearly designs a research project related to daily life Week 3 to CS_RS11-II
research topics in statement of research 4 e-1
the area of inquiry problem writes a research title CS_RS11-II
e-2
567
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG
Code
The learner The learner is able to… The learner…
demonstrates
understanding of…
2. the value of provides the justifications/reasons for conducting the research CS_RS11-IIIc-
research in the area e-3
of interest states research question CS_RS11-IIIc-
3. the specificity and e-4
feasibility of the indicates scope and delimitation of research CS_RS11-IIIc-
problem posed 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 1. select, cite, and selects relevant literature Week 5 to CS_RS11-IIIf-
selecting, citing, and synthesize properly 6 j-1
synthesizing related related literature cites related literature using standard style CS_RS11-IIIf-
literature 2. use sources according j-2
2. ethical standards to ethical standards synthesizes information from relevant literature CS_RS11-IIIf-
in writing related 3. present written j-3
literature review of related writes coherent review of literature CS_RS11-IIIf-
literature j-4
follows ethical standards in writing related literature Week 7 to CS_RS11-IIIf-
8 j-5
presents written review of literature CS_RS11-IIIf-
j-6
Q2 1. qualitative 1. describe qualitative chooses appropriate qualitative research design Week 1 to CS_RS11-
research designs research designs, 2 IVa-c-1
2. the description of sample, and data describes sampling procedure and sample CS_RS11-
sample collection and analysis IVa-c-2
3. data collection procedures plans data collection, data gathering instrument, and analysis Week 3 to CS_RS11-
and analysis procedures 4 IVa-c-3
procedures such as presents written research methodology CS_RS11-
IVa-c-4
568
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG
Code
The learner The learner is able to… The learner…
demonstrates
understanding of…
survey, interview,
and observation
4. the application of creative design principles for execution
observation and gather relevant collects data through observation and interviews Week 5 to CS_RS11-
interview information with 6 IVd-f-1
procedures and intellectual honesty
skills
drawing out analyze and draw out infers and explain patterns and themes from data CS_RS11-
patterns and patterns and themes IVd-f-2
themes from data with intellectual honesty relates the findings with pertinent literature CS_RS11-
IVd-f-3
1. guidelines in 1. form logical draws conclusions from patterns and themes Week 7 to CS_RS11-
making conclusions conclusions 8 IVg-j-1
and 2. make formulates recommendations based on conclusions CS_RS11-
recommendations recommendations based IVg-j-2
2. techniques in on conclusions lists references CS_RS11-
listing references IVg-j-3
569
1. the range of research formulate clearly the Designs a research used in daily life Week 4-5 CS_RS12-Id-e-1
topics in the area of statement of research Writes a research title Week 4-5 CS_RS12-Id-e-2
inquiry problem Describes background of research Week 4-5 CS_RS12-Id-e-3
2. the value of research in States research questions Week4-7 CS_RS12-Id-e-4
the area of interest Indicates scope and delimitation of study Week 4-5 CS_RS12-Id-e-5
3. the specificity and Presents written statement of the problem Week 4-5 CS_RS12-Id-e-7
feasibility of the problem
posed
1. the formulation of 1. formulate clearly Illustrates and explain the conceptual Week 6-7 CS_RS12-If-j-6
conceptual framework conceptual framework, framework
2. the research research hypotheses (if Defines terms used in study Week 6-7 CS_RS12-If-j-7
hypotheses appropriate), and define Lists research hypothesis (if appropriate) Week 6-7 CS_RS12-If-j-8
(if appropriate) terms used in study Presents written review of related literature Week 6-7 CS_RS12-If-j-9
3. the definition of terms 3. present objectively and conceptual framework
as used in the study written review of related
literature and conceptual
framework
570
4th 1. quantitative research describe adequately Chooses appropriate quantitative research Week 1-3 CS_RS12-IIa-c-1
design quantitative research design
2. description of sample designs, sample, Describes sampling procedure and sample Week 1-3 CS_RS12-IIa-c-2
3. instrument instrument used, Constructs an instrument and establishes its Week 1-3 CS_RS12-IIa-c-3
development intervention (if validity and reliability
4. description of applicable), data Describes intervention (if applicable) Week 1-3 CS_RS12-IIa-c-4
intervention (if applicable) collection, and analysis Plans data collection procedure Week 1-3 CS_RS12-IIa-c-5
5. data collection and procedures Plans data analysis using statistics and Week 1-3 CS_RS12-IIa-c-6
analysis procedures such hypothesis testing (if appropriate)
as survey, interview and
Presents written research methodology Week 1-3 CS_RS12-IIa-c-7
observation
6. guidelines in writing research methodology
1. data collection gather and analyze data Collects data using appropriate instruments Week 4-7 CS_RS12-IId-g-1
procedures and skills using with intellectual honesty, Presents and interprets data in tabular or Week 4-7 CS_RS12-IId-g-2
varied instruments using suitable techniques graphical forms
2. data processing, 1. form logical conclusions Uses statistical techniques to analyze data – Week 4-7 CS_RS12-IId-g-3
organizing, and analysis 2. make recommendations study of differences and relationships limited
based on conclusions for bivariate analysis
1. guidelines in making Draws conclusions from research findings Week 8-9 CS_RS12-IIh-j-1
conclusions and Formulates recommendations Week 8-9 CS_RS12-IIh-j-2
recommendations
571
572
57
3
K to 12
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
CG Code
economics as an analyze and propose solution/s *Examine the utility and application of applied economics to
applied science and to the economic problems using solve economic issues and problems Week 2
its utility in the principles of applied
addressing the economics *Analyze market demand, market suppy and market
economic problems equilibrium Week 3
of the country
K to 12
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
CG Code
industry analysis, its apply tools and techniques for
principles, tools, and business opportunities like the *Analyze different principles, tools, and techniques in creating
Week 7
techniques leading to SWOT/TOWS analysis a business
the identification of
business conduct a survey of macro and
opportunities micro environments affecting *Apply business principles, tools, and techniques in Weeks 8-
business in a locality participating in various types of industries in the locality 9
various conduct a socioeconomic *Explain the effects of the various socio-economic factors
Week 10
socioeconomic impact study on consumers affecting business and industry
impacts of business (new product and services);
QUARTER
CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES DURATION K to 12 CG Code
STANDARDS
The learners demonstrate The learners shall be able The learners:
rd
3 Quarter an understanding of: to: ABM_ESR12-IIIa-d-1.1;
Week 1
1.1 differentiate the forms of ABM_ESR12-IIIa-d-1.2;
business organizations in ABM_ESR12-IIIa-d-1.3
575
QUARTER
CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES DURATION K to 12 CG Code
STANDARDS
1. the nature and forms 1. identify forms of terms of their purpose
of business business and role in socio-
organizations organizations and economic development
their characteristics 1.2 illustrate how fairness,
2. the purposes of accountability, ABM_ESR12-IIIa-d
establishing business 2. explain the purpose transparency and ABM_ESR12-IIIa-
Week 2
enterprises of business stewardship is observed
organizations and in business and non-
3. the core principles their role in profit organizations
underlying fairness, socioeconomic
accountability, and development
transparency in
business operation and 3. explain the core
stewardship (respect principles of ABM_ESR12-IIIa-
for others’ property) fairness,
1.3 formulate a “code of
accountability and
ethics” that reflect core
4. common practices in transparency in the Week 3
principles derived from
business organizations socioeconomic
analyses
(decorum, protocol, development of a
policies, marketing, country
bookkeeping,
reportorial 4. craft simple “Codes
requirements and of Ethics” or “Codes
documentation, etc.) of Right Conduct”
1. classical philosophies 1. identify the classical 2.1 illustrate how these
specifically, virtue philosophies and philosophies are reflected Week 4 ABM_ESR12-IIIe-
ethics (Socrates, Plato, their implication for into business practices
QUARTER
CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES DURATION K to 12 CG Code
STANDARDS
2. the impact of belief 2. describe various 2.3 infer how Filipino value
systems (Buddhism, belief systems, and system influence business Week 6 ABM_ESR12-IIIe-h-2.3
Islam, Christianity, their similarities and practices
etc.) differences in
relation to the
3. the Filipino Value business setting
2.4 generate ways to
System (Utang na
improve business
Loob, Filial Piety, 3. describe how the
practices guided by the Week 7 ABM_ESR12-IIIe-h-2.4
Padrino Suki, Bahala Filipino value system philosophies, belief
na - Mañana, Amor affects the attitudes system or Filipino values
Propio, Filipino Family of business
Values) constituents
1. the responsibilities and 1. identify 3.1 discuss the ABM_ESR12-IVi-l-3.1
accountabilities of responsibilities to responsibilities and
entrepreneurs toward the business accountabilities of
the employees, organization he/she entrepreneurs to:
government, creditors, belongs to a. employees
suppliers, consumers, 2. explain the different b. government Week 1
general public, and models and c. creditors
4th Quarter other stakeholders; frameworks of social d. suppliers
major ethical issues in responsibility e. consumers
entrepreneurship f. general public
(basic fairness, g. other stakeholders
personnel and 3.2 formulate a morally
customer relations defensible position on ethical ABM_ESR12-IVi-l-3.2 ;
distribution dilemmas, issues in entrepreneurship ABM_ESR12-IVi-l-3.3
fraud, unfair like basic fairness, personnel
competition, unfair and customer relations Week 2
communication, distribution dilemmas, fraud,
nonrespect of unfair competition, unfair
agreements, communication, nonrespect
of agreements,
577
QUARTER
CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES DURATION K to 12 CG Code
STANDARDS
environmental environmental degradation,
degradation, etc.) etc.
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 CG Code
competencies
The learners demonstrate an The learners are able to… The learner…
understanding of…
Q3 the definition of finance, 1. define Finance explain the major role of Week 1 to 2 ABM_BF12-IIIa-1
the activities of the financial 2. describe who are financial management and the
manager, and financial responsible for financial different individuals involved
institutions and markets management within an distinguish a financial ABM_BF12-IIIa-2
organization institution from financial
3. describe the primary instrument and financial
activities of the financial market
manager explain the flow of funds within ABM_BF12-IIIa-5
4. describe how the financial an organization – through and
manager helps in achieving the from the enterprise—and the
goal of the organization role of the financial manager
5. describe the role of financial
institutions and markets
the financial planning process, 1. illustrate the financial planning identify the steps in the Week 3 to 4 ABM_BF12-IIIc-d-10
including budget preparation, process financial planning process
cash management, and 2. prepare budgets such as illustrate the formula and ABM_BF12-IIIc-d-11
working capital management projected collection, sales format for the preparation of
budget, production budget, budgets and projected financial
income projected statement of statement
comprehensive income, explain tools in managing cash, ABM_BF12-IIIc-d-12
projected of financial position, receivables, and inventory
and projected cash flow
statement
3. describe concepts and tools in
working capital management
the sources and uses of short- 1. distinguish debt and equity compare and contrast the loan Week 5 ABM_BF12-IIIe-f-14
term and long-term funds , financing requirements of the different
and the requirements , banks and nonbank institutions
579
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 CG Code
competencies
The learners demonstrate an The learners are able to… The learner…
understanding of…
procedure , obligation to 2. identify the bank and nonbank and cite these institutions in the
creditor, and reportorial institutions in the vicinity that are locality
necessities possible sources of funds, and
enumerate their requirements
and process for loan application
basic concepts of risk and 1. distinguish simple and calculate future value and Week 6 to 8 ABM_BF12-IIIg-h-18
return, and the time value of compound interest present value of money
money 2. solve exercises and problems compute loan amortization ABM_BF12-IIIg-h-20
in computing for time value of using mathematical concepts
money with the aid of present and the present value tables
and future value tables apply mathematical concepts ABM_BF12-IIIg-h-21
3. prepare loan amortization and tools in computing for
tables finance and investment
4. compute for the net present problems
value of a project with a explain the risk-return trade-off ABM_BF12-IIIg-h-22
conventional cash-flow pattern
5. describe the risk-return trade-off
Q4 the definition, purpose, kinds, 1. identify the types of compare and contrast the Week 1 to 2 ABM_BF12-IVm-n-23
advantages, and investments particularly bank different types of investments
disadvantages and the risks of deposits , insurance, real estate , measure and list ways to ABM_BF12-IVm-n-25
investment hard assets, mutual funds, and minimize or reduce investment
stocks and bonds risks in simple case problems
2. indicate the advantages and disadvantages of each type of investment
3. explain the risks inherent in each type of investment
the philosophy and practices 1. identify money management enumerate money Week 3 to 4 ABM_BF12-IVo-p-26
in personal finance philosophy management philosophies
2. apply basic personal finance illustrate the money ABM_BF12-IVo-p-27
principles and practices in management cycle and gives
580
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 CG Code
competencies
The learners demonstrate an The learners are able to… The learner…
understanding of…
earning, spending, saving, and examples of sound practices in
investing money earning, spending, saving, and
investing money
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 CG Code
competencies
The learners demonstrate The learners are able to… The learner…
an understanding of…
Q1 1. fractions 1. Solve problems involving Express: Week 1 to 2
2. decimals and percentage fractions, decimals and percent a. fractions to decimal and
related to business percent forms
b. decimals to fractions and
percent forms
c. percent to fractions and
decimal forms
Give real-life situations to ABM_BM11FO-Ic-4
illustrate fractions, decimals,
and percent
Solve problems involving ABM_BM11FO-Id-5
fractions, decimals, and percent
key concepts of ratio and 1. formulate and solve problems Identify the different kinds of Week 3
proportion involving ratio and proportion proportions and write examples
2. use the concept of proportion in of real-life situations for each
making life decisions Solve problems involving direct, Week 4 ABM_BM11RP-If-4
inverse and partitive proportion
key concepts in buying and Analyze and solve problems on Differentiate Mark-on, Mark Week 5 ABM_BM11BS-Ig-1
selling important factors in managing a down and Mark-up
581
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 CG Code
competencies
The learners demonstrate The learners are able to… The learner…
an understanding of…
business: buying products and obtain Mark-on, Mark-down,
selling products and Mark-up given price of a
product
Differentiate mark-up from Week 6 ABM_BM11BS-Ih-3
margins
Describe how gross margins is ABM_BM11BS-Ih-4
used in sales
Compute single trade discounts
and discount series
Differentiate profit from loss Week 7 ABM_BM11BS-Ii-6
Illustrate how profit is obtained ABM_BM11BS-Ii-7
and how to avoid loss in a given
transaction
Determine the break-even point Week 8
Solve problems involving buying ABM_BM11BS-Ij-9
and selling products
Compute interest specifically as Week 9
applied to mortgage,
amortization, and on
services/utilities and on
deposits and loans
Q2 Illustrate the different types of Week 1 ABM_BM11BS-IIa-11
commissions
Compute commissions on cash ABM_BM11BS-IIa-12
basis and commission on
instalment basis
Compute down payment, gross
balance and current increased
balance
Solve problems involving Week 2 ABM_BM11BS-IIb-14
interests and commissions
582
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 CG Code
competencies
The learners demonstrate The learners are able to… The learner…
an understanding of…
the fundamental apply appropriate mathematical Define salary, wage, income, Week 3 ABM_BM11SW-IIc-1
operations of mathematics operation in computing salaries benefits
as applied in salaries and and wages Compute gross and net earnings ABM_BM11SW-IId-2
wages Define each of the benefits Week 4 ABM_BM11SW-IIe-5
given to wage earners
Distinguish taxable from ABM_BM11SW-IIe-6
nontaxable benefits
Enumerate the standard ABM_BM11SW- IIe-7
deductions with the
corresponding computation
Identify the variables needed in Week 5 ABM_BM11SW- IIe -8
the computation of the
overtime
Compute overtime pay ABM_BM11SW- IIe -9
Use E- spread sheet in the Week 6 ABM_BM11SW- IIf -10
computation of salary and
overtime pay
Present graphical ABM_BM11SW- IIf -13
representation of the details or
particulars of the salary.
business data present them solve problems in real-life business Compare the forms (textual, Week 7 ABM_BM11PAD-IIg-2
in graphs, charts, and tables situations, present data in tabular and graphical) of
graphical form, and analyze them business data.
Analyze and interprets the data ABM_BM11PAD-IIh-5
presented in the table using
measures of central tendency
and variability and tests of
significant differences
Describe the different kinds of Week 8
graphs and its essential parts
for data presentation.
583
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 CG Code
competencies
The learners demonstrate The learners are able to… The learner…
an understanding of…
Give a set of business data; ABM_BM11PAD-IIi-8
identify the graphs to be used
Draw the graph/table to ABM_BM11PAD-IIi-9
present the data
Analyze and interpret the data Week 9 ABM_BM11PAD-IIi-10
presented in a graph/table
Use software (i.e., MS Excel, ABM_BM11PAD-IIj-11
SPSS) programs to compute and
present graphical
representation of business data
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 CG Code
competencies
The learners demonstrate an The learners are able to…
understanding of… The learner…
Q3 the definition, nature, function, cite specific examples in which define accounting Week 1 ABM_FABM11-
and history of accounting accounting is used in making business IIIa-1
decisions describe the nature of ABM_FABM11-
accounting IIIa-2
narrate the history/origin of ABM_FABM11-
accounting IIIa-4
the external and internal 1. solve exercises and problems on the define external users and gives ABM_FABM11-
users of financial information identification of users of information, examples IIIa-7
type of decisions to be made, and type ABM_FABM11-
define internal users and give
of information needed by the users IIIa-8
examples
2. cite users of financial information
and identify whether they are external
or internal users
584
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 CG Code
competencies
The learners demonstrate an The learners are able to…
understanding of… The learner…
accounting concepts and identify generally accepted accounting explain the varied accounting Week 2 to 3 ABM_FABM11-
principles principles concepts and principles IIIb-c-15
solve exercises on ABM_FABM11-
accounting principles as IIIb-c-16
applied in various cases
the accounting equation solve problems applying the accounting illustrate the accounting ABM_FABM11-
equation equation IIIb-c-17
perform operations involving ABM_FABM11-
simple cases with the use of IIIb-c-18
accounting equation
the five major accounts, define, identify, and classify accounts discuss the five major accounts Week 4 ABM_FABM11-
namely, according to the five major types IIId-e-19
1. assets 4. income prepare a Chart of Accounts ABM_FABM11-
2. liabilities 5. expenses IIId-e-21
3. capital
the two major types of books differentiate a journal from a ledger illustrate the format of a general Week 5 ABM_FABM11-
of accounts, namely, journal and identify the types of journals and and special journals IIIf-23
the business transactions and identify business and nonbusiness analyze common business Week 6 ABM_FABM11-
their analysis to include transactions, enumerate the types of transactions using the rules of IIIg-j-27
definition and nature of business documents, recite the rules of debit and credit
business transactions, types of debit and credit, and apply these to solve simple problems and ABM_FABM11-
source or business documents, simple cases exercises in the analyses of IIIg-j-28
and the rules of debits and business transaction
credits
the accounting cycle of a identify business and nonbusiness describes the nature of Week 7 to 9 ABM_FABM11-
service business transactions, enumerate the types of transactions in a service IVa-d-29
business documents, recite the rules of business
585
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 CG Code
competencies
The learners demonstrate an The learners are able to…
understanding of… The learner…
debit and credit, and apply these in records transactions of a service ABM_FABM11-
simple cases business in the general journal 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 prepare journal entries, post to the describes the nature of Week 3 to 9 ABM_FABM11-
merchandising business to ledger, prepare the trial balance, transactions in a merchandising IVe-j -35
include the following: worksheet, adjusting entries and business
1. Journalizing of transactions complete the accounting cycle of a records transactions of a ABM_FABM11-
using the general and special merchandising business. merchandising business in the IVe-j-36
journals, namely: sales general and special journals
journal, purchase journal,
posts transactions in the general ABM_FABM11-
cash receipts journal and and subsidiary ledgers IVe-j -37
cash payments journal
prepares a trial balance ABM_FABM11-
2. Posting to the ledger,
IVe-j -38
namely: general and
prepares adjusting entries ABM_FABM11-
subsidiary ledgers
IVe-j -39
3. Preparation of trial balance
completes the accounting cycle ABM_FABM11-
4. Adjusting entries to include of a merchandising business IVe-j -40
pre payments, accrual and
deferral prepares the Statement of Cost ABM_FABM11-
of Goods Sold and Gross Profit IVe-j -41
5. Worksheet preparation, and
6. Completing the accounting cycle of a merchandising business
586
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code
The learners demonstrate an The learners are able to… The learner…
understanding of…
Q1 account titles under the solve exercises and problems identify the elements of the SFP and Week 1 ABM_FABM12-
assets, liabilities, and capital that require preparation of an describe each of them Ia-b-1
accounts of the Statement of SFP for a single proprietorship prepare an SFP using the report form ABM_FABM12-
Financial Position, namely, with proper classification of and the account form with proper Ia-b-4
cash, receivables, accounts as current and classification of items as current and
inventories, prepaid noncurrent using the report form noncurrent
expenses, property, plant and the account form
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
the service income and solve exercises and problems identify the elements of the SCI and Week 2 to 3 ABM_FABM12-
operating expenses of a that require preparation of SCI describe each of these items for a Ic-d-5
service business as well as for a service business and a service business and a merchandising
sales, contra sales, purchases, merchandising business business
contra purchase accounts, prepare an SCI for a service business ABM_FABM12-
cost of goods sold and using the single-step approach Ic-d-6
general administrative and prepare an SCI for a merchandising ABM_FABM12-
selling expenses of a business using the multistep approach Ic-d-7
merchandising business that
will equip him/her in the
preparation of the SCI for
both service and
merchandising businesses
587
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code
The learners demonstrate an The learners are able to… The learner…
understanding of…
the forms of business solve exercises and problems prepare an SCE for a single Week 4 BM_FABM12-Ie-9
organization, that require preparation of an proprietorship
namely, single proprietorship, SCE for a 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
the components and the solve exercises and problems discuss the components and structures Week 5 ABM_FABM12-If-
structure of a CFS that will that require preparation of a CFS of a CFS 10
equip him/her in the prepare a CFS ABM_FABM12-If-
preparation of the said 11
financial report
the methods or tools of solve exercises and problems define the measurement levels, Week 6 to 7 ABM_FABM12-
analysis of financial that require computation and namely, liquidity, solvency, stability, Ig-h-12
statements to include interpretation using horizontal and profitability
horizontal analysis, vertical analysis, vertical analysis, and perform vertical and horizontal ABM_FABM12-
analysis, and financial various financial ratios analyses of financial statements of a Ig-h-13
ratios to test the level single proprietorship
of liquidity, solvency, Using the downloaded sample compute and interpret financial ratios ABM_FABM12-
profitability, and stability of financial statements, he/she such as current ratio, working capital, Ig-h-14
the business performs horizontal and vertical gross profit ratio, net profit ratio,
analysis, computes various receivable turnover, inventory
financial ratios and interprets the turnover, debt-to-equity ratio, and the
level of liquidity, solvency, like
stability, and profitability of
the business
the types of bank share samples of bank identify the types of bank accounts Week 8 to 9 ABM_FABM12-
accounts, basic account forms and documents in normally maintained by a business IIc-5
transactions, and class and discuss their uses and prepare bank deposit and withdrawal ABM_FABM12-
importance slips IIc-7
588
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code
The learners demonstrate an The learners are able to… The learner…
understanding of…
documents related to bank identify and prepare checks ABM_FABM12-
deposits and withdrawals IIc-8
identify and understand the contents of ABM_FABM12-
a bank statement IIc-9
Q2 a bank reconciliation solve exercises and problems describe the nature of a bank Week 1 to 2 ABM_FABM12-
statement, its nature and involving the following: reconciliation statement IId-10
structure, and reconciling 1. Identification of the proper analyze the effects of the identified ABM_FABM12-
items and methods of treatment of reconciling reconciling items IId-12
preparation items in the bank prepare a bank reconciliation ABM_FABM12-
reconciliation statement statement IId-13
2. preparation of a bank
reconciliation statement
the sound principles of accomplish the BIR (Bureau define income and business taxation Week 3 to 5 ABM_FABM12-
taxation, its purpose, and of Internal Revenue) forms and its principles and processes IIh-j-15
preparation of forms and explain the procedure in the ABM_FABM12-
payment of taxes computation of gross taxable income IIh-j-17
and tax due
explain the principles and purposes of ABM_FABM12-
taxation IIh-j-19
K to 12
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
CG Code
K to 12
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
CG Code
basic concepts and
ABM_AOM11-
theories of apply management theories & Explain the functions, roles and skills of a manager Week 2
Ia-b-3
management concepts in solving business
cases
*Analyze various forces/elements influencing local and
international business environment using PEST and SWOT
Week 3
strategies
the role of business analyze the various
in environmental forces
the environment, affecting
*Analyze the forms and economic roles of business
Week 4
and the firm and summarize these
organizations
how the using Political Economic Social
frameworks
*Discuss the nature and levels of planning and types of plans Week 5
formulate effective plans for a
the importance of specific business endeavor
planning concepts in
*Apply appropriate planning techniques and tools in Week 6
business success
business decision-making
*Analyze the nature of organizations and types of
Week 7
organization structures
K to 12
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
CG Code
for effective business
management
* Discuss the concept and nature of staffing Week 9
the process of
recruiting, conduct and prepare job *Analyze the process of recruiting, selecting and training
Week 10
selecting, and analysis employess
training employees
how motivation,
leadership, and demonstrate knowledge in *Analyze motivation,leadership, and communication work in
communication work motivation, leadership, and an organization Week 13
in an organization communication by solving
business cases
different controlling
methods and
techniques apply appropriate control *Apply the concept and nature of different control methods
Week 14
measures for a specific and techniques in accounting and marketing
business situation
the different select one’s area of interest Explain the nature and role in the firm of the
functional for future career path following functional areas of management:
areas of
management a. Human Resource Management
b. Marketing Management Week 15 ABM_AOM11-
c. Operations Management IIi-39
d. Financial Management
e. Material and Procurement Management
f. Office Management
591
K to 12
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
CG Code
the basic concepts of initiate an appropriate small- *Explain the steps and importance of starting a family
small-family business family business business Week 16
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING DURATION K-12 CG Code
COMPETENCIES
Quarter 1 The learners demonstrate an The learners shall be able to… plot define and understand marketing Week 1 - 2 ABM_PM11-Ia-
understanding of… the marketing goals and approaches • Principles b-1
marketing principles, goals, for product or service • Goals
and traditional and • Approaches
contemporary approaches to
marketing
the value of customer develop a program for customer define “relationship marketing” Week 3-5 ABM_PM11-Ic-
relations and customer service d-5
service
explain the value of customers
ABM_PM11-Ic-
d-6
the importance of conduct marketing research, distinguish between strategic and Week 6-9 ABM_PM11-Ie-
information, the market interpret market buying behavior marketing i-9
characteristics affecting on product or service, and identify planning in terms of objectives and
consumer behavior, and the the product or service target processes
market
592
ABM_PM11-Ie-
i-14
ABM_PM11-Ie-
i-15
593
Quarter 2 the essence of the new design a new product or service, define a product and differentiates Week 1-3 ABM_PM11-IIa-
product development, decide types of pricing approach, the product, services, and experiences e-16
pricing, placing (distribution), and choose distribution methods
and promoting a product or and promotion tools that respond
service to market trends
the necessity of a marketing create a new product or service explain the relationship between Week 4-6 ABM_PM11-IIf-
plan in business design and pricing, and promotion market analysis, planning, 20
and distribution strategies implementation, and control
analyze the company’s situation,
markets, and environment (the
marketing audit and SWOT analysis)
594
and proper interpretation of orally defend the mini-marketing integrate the marketing concepts and Week 7-9 ABM_PM11-IIg-
marketing strategies through plan to a group of marketing techniques learned by preparing a marketing plan j-24
workshop and presentation professionals
ABM_PM11-IIg-
j-25
595
596
Content Performance
Quarter Most Essential Learning Competencies K to 12 CG Code
Standards Standards
S1/2 The learner The learner clearly Analyze the theme and techniques used in a particular text
Q1/3 understands the and coherently uses Create samples of the different literary elements based on HUMSS_CNF11/12-Ib-d-4
literary a chosen element one’s experience (e.g. metaphor to describe an emotion)
conventions that conventionally
govern the identified with a
different genres. genre for a written
(e.g., narrative output.
convention of
fiction, etc.)
The learner The learner clearly Analyze factual/nonfictional elements (Plot, Characters,
understands the and coherently uses Characterization, Point of View, Angle, Setting and
delineation multiple elements Atmosphere, Symbols and Symbolisms, Irony, Figures of
between creative conventionally speech, Dialogue, Scene, Other elements and Devices) in the
and the identified with a texts
nonfictional genre for a written Write a draft of a short piece (Fiction, Poetry, Drama, etc.) HUMSS_CNF11/12-Ib-d-5
elements of output. using any of the literary conventions of genre following these
creative pointers:
nonfictional text. 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
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 HUMSS_CNF11/12-Ib-d-7
conventions of a genre (e.g. plot for narrative piece)
S1/2 The learner The learner Present a commentary/critique on a chosen creative
Q2/4 understands the competently nonfictional text representing a particular type or form
distinction delivers an artistic (Biography/Autobiography, Literary Journalism/Reportage,
between and presentation Personal Narratives, Travelogue, Reflection Essay, True
among creative summarizing and Narratives, Blogs, Testimonies, Other Forms)
nonfiction types analyzing the form,
and forms. theme and
techniques of a
chosen creative
nonfictional text.
The learner The learner writes a Write a mini critique of a peer’s work based on coherence HUMSS_CNF11/12-IId-e-18
understands that clear and coherent and organization of paragraphs, development of literary
mastery of the critique and an elements use of factual information, and other qualities
basic forms, types, interesting and concerning form and content
techniques and engaging creative Write a draft of creative nonfiction piece based on HUMSS_CNF11/12-IIg-j-20
devices of creative nonfiction. memorable real-life experience
onfiction enables evise the draft based on desirable qualities of well-written
and write creative 600
nonfiction.
Content Performance
Quarter Most Essential Learning Competencies K to 12 CG Code
Standards Standards
S1/2 The learners have The learners shall Use imagery, diction, figures of speech, and specific experiences to HUMSS_CW/MP11/12-
Q1/3 an understanding be able to produce evoke meaningful responses from readers Ia-b-4
of imagery, diction, short paragraphs or
figures of speech, vignettes using
and variations on imagery, diction,
language. figures of speech,
and specific
experiences.
The learners have The learners shall Identify the various elements, techniques, and literary devices in HUMSS_CW/MP11/12c-
an understanding be able to produce specific forms of poetry f-6
of poetry as a a short, well- Write a short poem applying the various elements and literary HUMSS_CW/MP11/12c-
genre and how to crafted poem devices exploring innovative techniques f-10
analyze its
elements and
techniques.
The learners have The learners shall Identify the various elements, techniques, and literary devices in HUMSS_CW/MPIg-i-11
an understanding be able to produce various modes of fiction
of fiction as a at least one striking Write journal entries and other short compositions exploring key HUMSS_CW/MPIg-i-13
genre and are able scene for a short elements of fiction
to analyze its story.
elements and
techniques.
S1/2 The learners have The learners shall Identify the various elements, techniques, and literary devices in HUMSS_CW/MPIj-IIc-15
Q2/4 an understanding be able to compose drama
of drama as a at least one scene Understand intertextuality as a technique of drama HUMSS_CW/MPIj-IIc-16
genre and are able for a one-act play Conceptualize a character/setting/plot for a one-act play HUMSS_CW/MPIj-IIc-17
to analyze its that can be staged. Explore different staging modalities vis-à-vis envisioning the script HUMSS_CW/MPIjc-18
elements and Write at least one scene for one-act play applying the various HUMSS_CW/MPIj-IIc-20
techniques. elements, techniques, and literary devices
The learners have The learners shall Write a craft essay demonstrating awareness of and sensitivity to the HUMSS_CW/MPIIc-f-23
an understanding be able to produce different literary and/or socio-political contexts of creative writing
of the different a craft essay on the
orientations of personal creative
creative writing. process
deploying a
consciously
selected
orientation of
creative writing
The learners may Create an online portfolio the outputs produced: poetry, fiction,
choose from any of script, etc. applying ICT skills/any appropriate multimedia forms
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
602
humanities and social areas under humanities or 2. write a concept anchored on HUMSS_CA12-Ia-d-3
Week 2-3
sciences social sciences the prepared plan
1 3. generate comments, feedbacks
and observations on the
Week 4 HUMSS_CA12-Ia-d-4
feasibility, appropriateness and
relevance of concept
4. synthesize insights from the
observations, comments, and
Week 5 HUMSS_CA12-Ia-d-5
recommendations of peers
and/or teachers
5. examine the preparedness and
completeness of the output
based on the key concepts, Week 1-2 HUMSS_CA12-Ie-IIf-6
principles and processes of
humanities and social sciences
2
6. showcase their understanding
of the key concepts, principles,
and processes of humanities Week 3-4 HUMSS_CA12-IIg-7
and social sciences through an
exhibition
603
1 counseling through a
HUMSS_DIASS
group presentation of a
12-Ib-5
situation in which
practitioners of counseling
work together to assist
individuals, groups, or
explain the principles of
communities involved in
counseling
difficult situations (e.g.,
postdisaster, court
hearing about separation
of celebrity couple, cyber
bullying)
professionals and undertake participant 4. discuss roles and HUMSS_DIASS
practitioners in observation (e.g., a day in functions of counselors 12-Ic-6
counseling a life of a counselor) to 5. identify specific work Week 2 HUMSS_DIASS
adequately document and areas in which 12-Ic-7
critique their roles, counselors work
functions, and 6. value rights, HUMSS_DIASS
Week 3
competencies responsibilities, and 12-Ic-9
604
propose suggestions on
how needs can be
effectively addressed
disciplines of demonstrate a high level 1. identify the goals and HUMSS_DIASS
communication of understanding of the scope of 12-Ih-28
basic concepts of communication
communication through a HUMSS_DIASS
2. explain the principles of
group presentation of a 12-Ih-29
communication
situation in which
First The learners The learners shall be able *Differentiate the nature and functions of Social Science Week 1-2
Quarter demonstrate to… disciplines with the natural sciences and humanities
an understanding
of… *Explain the major events and its contribution that led to Week 3-4
the emergence of the social science disciplines
the emergence of
connect the disciplines
the *Analyze the basic concepts and principles of the major
Social Sciences with their historical and social science theories: Week 5
and the social foundations a. Structural-functionalism
different b. Marxism
disciplines c. Symbolic Interactionism
interpret personal and *Apply the major social science theories and its
key concepts and social experiences using importance in examining socio-cultural, economic, and
approaches in the relevant approaches in the political conditions. Week 6-7
Social Social Sciences a. Structural-functionalism
Sciences b. Marxism
evaluate the strengths and c. Symbolic Interactionism
weaknesses of the
d. Feminist Theory
e. Hermeneutical Phenomenology
f. Human-Environment Systems
Second key concepts in carry out an exploration of *Examine the key concepts and ideas of Filipino thinkers in Week 13
Quarter the Social Sciences personal and social the Social Sciences rooted in Filipino language/s and
rooted in Filipino experiences using experiences:
language/s and indigenous concepts a. 19th Century (Isabelo delos Reyes, Jose Rizal, others )
experiences b. 20th- 21st Century (Sikolohiyang Pilipino, Pantayong
Pananaw, others)
*Evaluate the roles and significance of Filipinos’ Week 14
indigenous social ideas to national development
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG
Code
First The learner The learner prepares *Differentiate the concept, elements and characteristics Week 1
Quarter demonstrates character sketches of a of belief system, world view, religion, and spirituality
understanding of belief person who is spiritual but
system or worldview*, not religious and a person
Religion, Spirituality, who is religious but not
Philosophy of Religion, spiritual.
and Theology.
The learner
demonstrates
understanding of *Analyze the interconnectedness of geography, culture Week 2
historical and The learner conducts a and religions
geographical contexts group activity that
of the different demonstrates the influence
religions. of a religion in a certain
culture.
The learner
demonstrates
understanding of
effects of Religions: *Analyze the influences of religion to culture and Week 3
positive and negative. The learner gathers print or society
web-based articles, photos,
editorial, etc. showing the
positive or negative effects
The learner of religion.
demonstrates
understanding of the
elements of Judaism:
*Examine the brief history, core teachings, Week 4
612
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG
Code
a. Founders: Abraham The learner demonstrates fundamental beliefs, practices, and related issues of
(2000 B.C.) and/or understanding of the Judaism.
Moses (1391-1271 elements of Judaism: The
B.C.) learner identifies a story
b. Sacred texts: Torah, from the Old Testament
Poetry, Prophets, that demonstrates the
Talmud, Mishnah Jewish belief in one God
c. Doctrines: Ten (e.g. Story of Samson).
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 *Examine the brief history, core teachings, fundamental Week 5
BC30 A.D.) b. The learner interviews a beliefs, practices, and related issues of Christianity.
Sacred texts: Christian parent or couple
Bible (Old on why they are Christians
Testament and and what beliefs and
New practices they adhere to.
Testament) c.
Doctrines:
Trinity, Virgin
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
*Examine the brief history, core teachings, fundamental
elements of Islam:
beliefs, practices, and related issues of Islam
a. Founder: Prophet
Muhammad (570-632
A.D.) b. Sacred texts: Week 6
614
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG
Code
The learner
demonstrates
understanding of the
elements of Hinduism:
a. Founders: Aryans
(1500 B.C.) b. Sacred
texts: Vedas, The learner simulates a *Analyze the brief history, core teachings, fundamental
Upanishads and particular yoga and writes a beliefs, practices, and related issues of Hinduism. Week 8
Bhagavad-Gita c. reflection paper on her
Doctrines: Dharma- insights
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 *Analyze the brief history, core teachings, fundamental
understanding of the beliefs, practices, and related issues of Theravada
elements of Theravada Buddhism
Buddhism:
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG
Code
Week 10
The learner The learner draws the
demonstrates insight from the acts of
understanding of the generosity of Tzu Chi
elements of Mahayana Foundation that reflect the
Buddhism: core teaching of Mahayana
*Analyze the brief history, core teachings, fundamental
a. Founder: Siddhartha beliefs, practices, and related issues of Mahayana
Gautama (563-483 Buddhism Week 11
B.C.) b. Sacred texts:
Sutras c. Doctrines:
Four Noble Truths,
Eight-fold Path, The Six
Perfections to become
a Bodhisattva
(generosity, morality, *Explain the uniqueness and similarities of Mahayana
patience, and Theravada Buddhism
perseverance,
meditation, and
insight) d. God: non-
theistic e. Issues: Tibet
invasion, Engaged
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.
a. Founder: Confucius
(551-479 B.C.)
b. Sacred texts:
Confucian Classics c.
Doctrines: Mandate of
Heaven, T”ien, Human *Analyze the brief history, core teachings, fundamental
nature as originally beliefs, practices, and related issues of Confucianism
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
618
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG
Code
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. *Explain the uniqueness and similarities of Confucianism,
Issues: Shrine visits of Taoism and Shintoism Week 1
619
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG
Code
Japanese prime
minister
Nauunawaan ng Ang mag - aaral ay Natutukoy ang iba’t ibang elemento, mga Week 3- HUMSS_CW/MP11/12c-f6
mag aaral ang tula makasusulat ng teknik, at kagamitang pampanitikan sa 6
bilang isang anyo at maikli at masining panulaan*
nasusuri ang mga na tula Natutukoy ang mga tiyak na anyo at Week 3- HUMSS_CW/MP11/12c-f6
elemento/sangkap kumbensyon sa panulaan* 6
at teknik nito Nakagagamit ng piling mga elemento sa Week 3- HUMSS_CW/MP11/12c-f8
panulaan sa maikling pagsasanay sa 6
pagsulat
Nakatutuklas ng mga makabagong teknik sa Week 3- HUMSS_CW/MP11/12c-f9
pagsulat ng tula 6
Nakasusulat ng tula gamit ng iba’t ibang Week 3- HUMSS_CW/MP11/12c-
elemento, teknik, at literary devices 6 f10
Ang mag - aaral ay Natutukoy ang iba’t ibang elemento, teknik, Week 7- HUMSS_CW/MPIg-i-11
makasusulat ng at literary devices maikling kuwento 8
isang tampok na (piksyon)
Nauunawaan ng
eksena/tagpo para Natutukoy ang iba’t ibang istilo ng Week 7- HUMSS_CW/MPIg-i-12
mag aaral ang
sa isang maikling pagkakabuo ng maikling kuwento (piksyon) 8
maikling kuwento
kuwento Nakasusulat ng dyornal at ilang maikling Week 7- HUMSS_CW/MPIg-i-13
bilang isang anyo at
pagsasanay na gumagamit ng mga 8
nasusuri ang mga
pangunahing elemento ng maikling kuwento
elemento/sangkap
(piksyon)*
at teknik nito
Nakasusulat ng isang maikling tagpo gamit Week 7- HUMSS_CW/MPIg-i-1
ang iba’t ibang elemento, teknik at literary 8
devices*
2nd Quarter Nauunawaan ng Ang mag - aaral ay Natutukoy ang iba’t ibang elemento, teknik, Week 1- HUMSS_CW/MPIj-IIc-15
mag aaral ang dula makabubuo ng at literary devices ng isang dula 3
bilang isang anyo at isang tagpo/eksena Nauunawaan ang intertekstwalidad bilang Week 1- HUMSS_CW/MPIj-IIc-16
nasusuri ang mga para sa isang isang teknik ng dula 3
elemento/sangkap iisahing-yugtong Nakabubuo ng tauhan, tagpuan, banghay ng Week 1- HUMSS_CW/MPIj-IIc-17
nito dula na iisahing- yugtong dula 3
maisasatanghalan Nagagamit ang iba’t ibang paraan ng Week 1- HUMSS_CW/MPIjc-18
pagtatanghal batay sa inaasahang 3
kalalabasan ng binuong iskrip
Nakasusulat ng maikling pagsasanay gamit Week 1- HUMSS_CW/MPIj-IIc-19
ang tauhan, diyalogo, banghay, at iba pang 3
elemento ng dula
Nakasusulat ng isang tagpo para sa iisahing- Week 1- HUMSS_CW/MPIj-IIc-20
yugtong dula gamit ang iba’t ibang 3
elemento, teknik, at literary devices
Nauunawaan ng Ang mag - aaral ay Nasusuri ang malikhaing akda sa Week 4- HUMSS_CW/MPIIc-f-21
mag aaral ang iba’t makabubuo ng kontekstong pampanitikan at 5
ibang oryentasyon craft essay ukol sa sosyopolitikal*
ng malikhaing personal at Naipapamalas ang kamalayan at Week 4- HUMSS_CW/MPIIc-f-22
pagsulat malikhaing proseso sensitibidad sa iba’t ibang oryentasyon ng 5
62
1
na malay na
gumagamit ng malikhaing pagsulat
piniling Nakasusulat ng isang sanaysay Week 4- HUMSS_CW/MPIIc-f-23
oryentasyon sa 5
malikhaing Nakabubuo ng blog na pangkatan para sa Week 6- HUMSS_CW/MPIIg-j-24
pagsulat tula at/o maikling kuwento (piksyon) gamit 8
ang kasanayang pang- ICT at iba pang
angkop na anyong multimedia.
Natutukoy ang iba’t ibang paraan ng Week 6- HUMSS_CW/MPIIg-j-25
publishing media para sa paglalathala ng 8
manuskripto
Natutukoy ang mga posibilidad ng mga Week 6- HUMSS_CW/MPIIg-j-26
intertekstwal na anyo 8
Nakasusulat ng antololohiya/koleksyon ng Week 6- HUMSS_CW/MPIIg-j-27
mga tula, isang maikling kuwento, o iskrip 8
para sa iisahing- yugtong dula
First Quarter Demonstrate an understanding of Clearly identify *Explain the concept, relationship and Week 1
politics and political science, a specific importance of politics, governance
governance, political ideologies, political and government
power, states, nations, and phenomenon
globalization and how it can
be studied
Differentiate the political ideologies Week 2-3 HUMSS_PG12-
Ib-c-7
Demonstrate an understanding of Analyze the Analyze the nature of elections and Week 13 HUMSS_PG12-
elections and political and civil society interactions political parties in the Philippines IIc-d-9
and social movements between state
Quarter Contents Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
Standards
QUARTER The learner The learner will be able to derive an 1. Differentiate a trend from a fad Weeks 1-2 HUMSS_MCT12-Ia-b-3
1 understands idea from instances and present 2. Explain the process on how to spot a HUMSS_MCT12-Ia-b-2
the this idea through a 100-word essay, trend
emergence of artwork, and other graphic 3. Point out the elements that make up a HUMSS_MCT12-Ia-b-4
trends and representations. trend
patterns. 4. Describe the different characteristics of a HUMSS_MCT12-Ia-b-5
trend
5. Identify parts of a whole. HUMSS_MCT12-Ia-b-6
6. Identify and explain an emerging pattern HUMSS_MCT12-Ia-b-7
HUMSS_MCT12-Ia-b-8
7. Identify causes and consequences
The learner The learner draws a color-coded 1. Explain strategic analysis and intuitive HUMSS_MCT12-Ic-e-2
understands map of the networks of power thinking • HUMSS_MCT12-
strategic relations (political, economic, • Define strategic analysis and Ic-e-1
analysis and cultural, and kinship ties) within a intuitive thinking Week 3 • HUMSS_MCT12-
intuitive particular community. • Differentiate key components in Ic-e-5
thinking. strategic analysis and intuitive
thinking
2. Apply strategic analysis HUMSS_MCT12-Ic-e-3
3. Apply intuitive thinking in solving a HUMSS_MCT12-Ic-e-4;
problem in the community using a map of HUMSS_MCT12-Ic-e-6
social networks
The learner The learner locates on a map the 1. Explain the concrete effects of HUMSS_MCT12-If-g-2
understands different geographical origins of the globalization and to one’s daily life Week 4
the various components/elements of 2. Explain the need for collaboration and HUMSS_MCT12-If-g-4
components, an cooperation to achieve interconnectedness
operations, industrial/technological/agricultural of people and nations
effects, and product and writes a reflection 3. Discuss the different contributions of the HUMSS_MCT12-If-g-5
networks of parts to a whole and the important role of Week 5
globalization essay on the insights gathered from creative imagination in putting together
in his/her the exercise. the various parts of a whole
daily life. 4. Illustrate the origin of the different HUMSS_MCT12-If-g-7
The learner locates on a map the components of a gadget, business
workplaces of the OFWs in their
enterprise,
community and writes a reflection
industrial/technological/agricultural
paper on the effects of labor
product, etc. through a mind map and
migration to their community.
reflection essay
The learner The learner 1. Explain the effects of consumption and HUMSS_MCT12-Ih-i-2
understands production patterns on climate change
the 1) analyzes how production and 2. Discuss personal contributions that can HUMSS_MCT12-Ih-i-3
consequences consumption habits contribute to actually solve the problem of climate Week 6
of personal the problem of climate change and change
and local explain why. HUMSS_MCT12-Ih-i-4
action to
global and 2) writes a resolution that you can 3. Make a stand on how the consequences
planetary share with your friends about how of one’s action affect the lives of others
climate you can personally contribute and the environment
change. towards solving the problem of
climate change.
Culminating Activity or Exam – 1 week
Discuss demonstrate and examine the relationship between network and trends and how it affects
you
QUARTER The learner using any form of oral presentation, 1. Identify democratic practices HUMSS_MCT12-IIa-c-1
2 understands the learner explains creatively the 2. Explain the importance of participation in Week 1 HUMSS_MCT12-IIa-c-4
the meaning ill effects of undemocratic practices democracy
and related to factors such as gender 3. Differentiate participatory from HUMSS_MCT12-IIa-c-5
dimensions of biases, poverty, political representative democracy
democracy. marginalization, racial inequality, 4. Assess democratic interventions HUMSS_MCT12-IIa-c-6
cultural domination, crisis of prevailing in political and social
representation and politics of institutions Week 2
recognition. 5. Formulate a viable alternative to HUMSS_MCT12-IIa-c-7
undemocratic practices
625
The learner The learner organizes and mobilizes 1. Identify the dimensions of technology HUMSS_MCT12-IId-f-1
understands an event that deals with a that are enabling and inhibiting Week 3
how ICT significant global issue, using ICT. 2. Discuss the benefits of technology HUMSS_MCT12-IId-f-2
enslaves, 3. Explain the weakest link in a system using HUMSS_MCT12-IId-f-4
emancipates, strategic and intuitive thinking
and 4. Explain how information communication HUMSS_MCT12-IId-f-5
empowers technology can facilitate social
individuals. relationships and political movements Week 4
(occupy movements)
5. Propose a creative intervention to HUMSS_MCT12-IId-f-6
improve human life using ICT
1. Differentiate connections from HUMSS_MCT12-IIg-i-1
The learner The learner creates a social map relationship, and networks Week 5
understands that traces the various roles that 2. Illustrate how the brain or neural network HUMSS_MCT12-IIg-i-2
the students play in the community works
parallelism (family members, community 3. Compare the neural networks with social HUMSS_MCT12-IIg-i-3
between leader, etc.) and rank the networks Week 6
neural and significance of the roles played 4. Establish linkage between self and the HUMSS_MCT12-IIg-i-4
social within the community. social network one belongs to
networks. 5. Demonstrate how thinking processes are HUMSS_MCT12-IIg-i-5
shaped by social relationships
Week 7
6. Identify the significant social roles HUMSS_MCT12-IIg-i-6
students play within the community by
creating a social map of their
relationships
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
627
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code
The learners
demonstrate an The learner shall be ableThe learners…
understanding of… to…
Quarter 3 the basic concepts formulate and solve illustrate the limit of a function using a table of values and the Week 1 STEM_BC11LC-
of limit and accurately real-life graph of the function IIIa-1
continuity of a problems involving distinguish between limx→c f(x) and f(c) STEM_BC11LC-
function continuity of IIIa-2
illustrate the limit laws STEM_BC11LC-
functions
IIIa-3
apply the limit laws in evaluating the limit of algebraic functions STEM_BC11LC-
(polynomial, rational, and radical IIIa-4
compute the limits of exponential, logarithmic, and trigonometric STEM_BC11LC-
functions using tables of values and graphs of the functions Week 2 IIIb-1
STEM_BC11LC-
IIIb-2
illustrate limits involving the expressions and
using tables of values
illustrate continuity of a function at a number Week 3 STEM_BC11LC-
IIIc-1
determine whether a function is continuous at a 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 formulate and solve illustrate the tangent line to the graph of a function at a given point Week 4 STEM_BC11D-
derivatives accurately situational IIIe-1
problems involving applies the definition of the derivative of a function at a given number STEM_BC11D-
extreme values IIIe-2
relate the derivative of a function to the slope of the tangent line STEM_BC11D-
IIIe-3
determine the relationship between differentiability and continuity of a Week 5 STEM_BC11D -
function IIIf-1
628
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code
The learners
demonstrate an The learner shall be ableThe learners…
understanding of… to…
apply the differentiation rules in computing the derivative of an STEM_BC11D-IIIf-
algebraic, exponential, logarithmic, trigonometric functions and inverse 3
trigonometric functions
illustrate the Extreme Value Theorem Week 6
2nd the quantum Illustrate the reactions at Use quantum numbers to describe an electron in Week 6 STEM_GC11ESIIa-b-54
mechanical description the molecular level in any an atom
of the atom and its of the following: Determine the magnetic property of the atom Week 6 STEM_GC11ESIIa-b-57
electronic structure based on its electronic configuration
1. enzyme action Draw an orbital diagram to represent the Week 6 STEM_GC11ESIIa-b-58
2. protein denaturation electronic configuration of atoms
1.ionic bond formation 3. separation of Week 7 STEM_GC11CBIId-g-70
in terms of atomic components in coconut Draw the Lewis structure of ions
properties milk
1. covalent bond Apply the octet rule in the formation of Week 7 STEM_GC11CBIId-g-76
formation in terms of molecular covalent compounds
atomic properties
636
2. the properties of molecular covalent
compounds in relation to their structure
Write the formula of molecular compounds Week 7 STEM_GC11CBIId-g-77
formed by the nonmetallic elements of the
representative block
Draw Lewis structure of molecular covalent Week 7 STEM_GC11CBIId-g-78
compounds
the properties of Week 7 STEM_GC11CBIId-g-81
Describe the geometry of simple compounds
organic compounds and
polymers in terms of
Week 8 STEM_GC11CBIId-g-82
their structure Determine the polarity of simple molecules
Week 8 STEM_GC11OCIIg-j-87
Describe the different functional groups
Week 8 STEM_GC11OCIIg-j-89
Describe structural isomerism; give examples
2nd spontaneous change, Prepare a poster on a Predict the spontaneity of a process based on Week 5 STEM_GC11CTIVa-b-140
entropy, and free specific application of entropy
energy one of the following: Explain the second law of thermodynamics and Week 5 STEM_GC11CTIVa-b-142
A. Acid-base equilibrium its significance
B. Electrochemistry Use Gibbs’ free energy to determine the direction Week 5 STEM_GC11CTIVa-b-143
Include in the poster the of a reaction
Chemical equilibrium concepts, principles, Explain chemical equilibrium in terms of the Week 5 STEM_GC11CEIVb-e-145
and Le Chatelier’s and chemical reactions reaction rates of the forward and the reverse
Principle involved, and diagrams reaction
639
of processes and other Calculate equilibrium constant and the pressure Week 5 STEM_GC11CEIVb-e-148
relevant materials or concentration of reactants or products in an
equilibrium mixture
State the Le Chatelier’s principle and apply it Week 5 STEM_GC11CEIVb-e-149
qualitatively to describe the effect of changes in
pressure, concentration and temperature on a
system at equilibrium
1. acid-base
equilibrium and its
applications to the pH of
solutions and the use of
buffer solutions
2. solubility
equilibrium and its
applications
Redox reactions as
applied to galvanic
and electrolytic cells
Week 6 STEM_GC11ABIVf-g-153
Define Bronsted acids and bases
Week 6 STEM_GC11ABIVf-g-154
Discuss the acid-base property of water
1. Newton’s Law’s of
Motion
Deduce the consequences of the independence Week 3 STEM_GP12KIN-Ic-
of vertical and horizontal components of 22
projectile motion
Calculate range, time of flight, and maximum Week 3 STEM_GP12KIN-Ic-
heights of projectiles 23
Infer quantities associated with circular motion Week 3 STEM_GP12KIN-Ic-
such as tangential velocity, centripetal 25
acceleration, tangential acceleration, radius of
curvature
Solve problems involving two dimensional Week 3 STEM_GP12KIN-Ic-
motion in contexts such as, but not limited to 26
ledge jumping, movie stunts, basketball, safe
locations during firework displays, and Ferris
wheels
Define inertial frames of reference Week 4 STEM_GP12N-Id-
28
5. Power
6. Conservative and nonconservative forces
2. Inertial Reference Frames 7. Gravitational potential energy
3. Action at a distance forces 8. Elastic potential energy
4. Types of contact forces: tension, normal force, 9. Equilibria and potential energy diagrams
kinetic and static friction, fluid resistance 10. Energy Conservation, Work, and Power Problems
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
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
643
Explain the properties and the Week STEM_GP12WE-
effects of 6 Ig-
conservative forces 50
Use potential energy diagrams Week STEM_GP12WE-
to infer force; 7 Ig-
stable, unstable, and neutral
equilibria; and 53
turning points
Solve problems involving work, Week STEM_GP12WE-
energy, and 7 Ih-
power in contexts such as, but
not limited to, i- 55
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.
Differentiate center of mass and Week STEM_GP12WE-
geometric 7 Ih-
center i- 56
Relate the motion of center of Week STEM_GP12MMI
mass of a system 7 C-
to the momentum and net
external force acting Ih- 57
on the system
Relate the momentum, impulse, force, and time Week 8 STEM_GP12MMIC-
of contact in a system Ih- 58
Compare and contrast elastic and inelastic Week 8 STEM_GP12MMIC-
collisions Ii- 60
Apply the concept of restitution coefficient in Week 8 STEM_GP12MMIC-
collisions Ii- 61
Solve problems involving center of mass, Week 8 STEM_GP12MMIC-
impulse, and momentum in contexts such as, Ii- 63
but not limited to, rocket motion, vehicle
collisions, and ping-pong.
Calculate the moment of inertia about a given Week 1 STEM_GP12RED-
axis of single-object and multiple-object systems IIa-1
Calculate magnitude and direction of torque Week 1 STEM_GP12RED-
using the definition of torque as a cross product IIa-3
Describe rotational quantities using vectors Week 1 STEM_GP12RED-
IIa-4
1. Newton’s Law of
Universal Gravitation
2. Gravitational field
3. Gravitational potential energy
4. Orbits
5. Kepler’s laws of planetary motion
644
Determine whether a system is Week
in static 1 STEM_GP12RED-
equilibrium or not IIa-5
Apply the rotational kinematic Week
relations for 1 STEM_GP12RED-
systems with constant angular
accelerations IIa-6
Determine angular momentum Week
of different 1 STEM_GP12RED-
systems IIa-9
Apply the torque-angular Week
momentum relation 1 STEM_GP12RED-
IIa- 10
Solve static equilibrium problems in contexts Week 1 STEM_GP12RED-
but not limited to see-saws, cable-hinge-strut- IIa-8
system, leaning ladders, and weighing a heavy
suitcase using a small bathroom scale
Use Newton’s law of gravitation to infer Week 2 STEM_GP12G-IIb-
gravitational force, weight, and acceleration due 16
to gravity
1. Specific gravity
2. Pressure
1. Sound 3. Pressure vs. Depth Relation
2. Wave Intensity 4. Pascal’s principle
3. Interference and beats 5. Buoyancy and
4. Standing waves Archimedes’ Principle
6. Bernoulli’s principle 645
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 Week 8 STEM_GP12GLT-
e.g., isothermal process, free constant pressure process, etc.
expansion, IIi-71
calculations
Calculate the net electric force on a point charge Week 1 STEM_GP12EM-
6. Charges on conductors
exerted by a system of point charges IIIa-6
7. Electric flux and Gauss’s
Describe an electric field as a region in which an Week 1 STEM_GP12EM-
Law
electric charge experiences a force IIIa-7
8. Electric charge, dipoles,
Calculate the electric field due to a system of Week 1 STEM_GP12EM-
force, field, and flux
point charges using Coulomb’s law and the IIIa-10
problems
superposition principle
Calculate electric flux Week 1 STEM_GP12EM-
IIIb-12
Use Gauss’s law to infer electric field due to Week 2 STEM_GP12EM-
uniformly distributed charges on long wires, IIIb-13
spheres, and large plates
Solve problems involving electric charges, dipoles, Week 2 STEM_GP12EM-
forces, fields, and flux in contexts such as, but not IIIb-14
648
1. Electric potential energy
2. Electric potential
limited to, systems of point charges, electrical
3. Equipotential surfaces
breakdown of air, charged pendulums,
4. Electric field as a potential gradient
electrostatic ink-jet printers
5. Electric potential
Relate the electric potential with work, potential Week 2 STEM_GP12EM-
energy, and electric field IIIb-15
Determine the electric potential function at any Week 2 STEM_GP12EM-
point due to highly symmetric continuous- charge IIIc-17
distributions
infer the direction and strength of electric field Week 3 STEM_GP12EM-
vector, nature of the electric field sources, and IIIc-18
electrostatic potential surfaces given the
equipotential lines
Calculate the electric field in the region given a Week 3 STEM_GP12EM-
1. Capacitance and capacitors a. Capacitors in series mathematical function describing its potential in a IIIc-20
and parallel region of space
b. Energy stored and Solve problems involving electric potential energy Week 3 STEM_GP12EM-
electric-field energy in and electric potentials in contexts such as, but not IIIc-22
capacitors limited to, electron guns in CRT TV picture tubes
2. Dielectrics and Van de Graaff generators
Deduce the effects of simple capacitors (e.g., Week 3 STEM_GP12EM-
parallel-plate, spherical, cylindrical) on the IIId-23
capacitance, charge, and potential difference
when the size, potential difference, or charge is
changed
Calculate the equivalent capacitance of a network Week 3 STEM_GP12EM-
of capacitors connected in series/parallel IIId-24
Determine the total charge, the charge on, and Week 4 STEM_GP12EM-
the potential difference across each capacitor in IIId-25
the network given the capacitors connected in
series/parallel
Determine the potential energy stored inside the Week 4 STEM_GP12EM-
capacitor given the geometry and the potential IIId-26
difference across the capacitor
649
1. Current, resistivity, and resistance Describe the effects of inserting dielectric Week 4 STEM_GP12EM-
2. Ohm’s law materials on the capacitance, charge, and electric IIId-29
3. Energy and power in electric circuits field of a capacitor
4. Electrical safety Solve problems involving capacitors and Week 5 STEM_GP12EM-
dielectrics in contexts such as, but not limited to, IIId-30
charged plates, batteries, and camera flashlamps.
2. Kirchhoff’s rules
1. Biot-Savart Law
3. R-C circuits 2. Ampere’s Law
1. Magnetic fields
650
Evaluate the equivalent Week
resistance, current, and 6 STEM_GP12EM-
voltage in a given network of
resistors connected IIIg-48
in series and/or parallel
Calculate the current and Week
voltage through and 6 STEM_GP12EM-
across circuit elements using
Kirchhoff’s loop and IIIg-49
junction rules (at most 2 loops
only)
Solve problems involving the Week
calculation of 6 STEM_GP12EM-
currents and potential
difference in circuits IIIg-51
consisting of batteries, resistors
and capacitors.
Differentiate electric interactions from magnetic Week 6 STEM_GP12EM-
interactions IIIh-54
Evaluate the total magnetic flux through an open Week 6 STEM_GP12EM-
surface IIIh-55
Describe the motion of a charged particle in a Week 6 STEM_GP12EM-
magnetic field in terms of its speed, acceleration, IIIh-58
cyclotron radius, cyclotron frequency, and kinetic
energy
Evaluate the magnetic force on an arbitrary wire Week 6 STEM_GP12EM-
segment placed in a uniform magnetic field IIIh-59
Evaluate the magnetic field vector at a given point Week 7 STEM_GP12EM-
in space due to a moving point charge, an IIIh-60
infinitesimal current element, or a straight
current-carrying conductor
Calculate the magnetic field due to one or more Week 7 STEM_GP12EM-
straight wire conductors using the superposition IIIi-62
principle
Calculate the force per unit length on a current Week 7 STEM_GP12EM-
carrying wire due to the magnetic field produced IIIi-63
by other current-carrying wires
Evaluate the magnetic field vector at any point Week 7 STEM_GP12EM-
along the axis of a circular current loop IIIi-64
Solve problems involving magnetic fields, forces Week 7 STEM_GP12EM-
due to magnetic fields and the motion of charges IIIi-66
and current-carrying wires in contexts such as,
but not limited to, determining the strength of
651
1. Reflection and refraction at plane and spherical Explain image formation as an application of Week 8 STEM_GP12OPT-
surfaces reflection, refraction, and paraxial approximation IVd-22
2. Mirrors Relate properties of mirrors and lenses (radii of Week 8 STEM_GP12OPT-
3. Thin lens curvature, focal length, index of refraction [for IVd-23
4. Geometric optics lenses]) to image and object distance and sizes
Determine graphically and mathematically the Week 8 STEM_GP12OPT-
type (virtual/real), magnification, location, and IVd-24
orientation of image of a point and extended
object produced by a plane or spherical mirror
Determine graphically and mathematically the Week 8 STEM_GP12OPT-
type (virtual/real), magnification, location/ IVd-27
apparent depth, and orientation of image of a
point and extended object produced by a lens or
series of lenses
Apply the principles of geometric optics to discuss Week 8 STEM_GP12OPT-
image formation by the eye, and correction of IVd-28
1. Huygens’ Principle
common vision defects
2. Two-source interference of light
Determine the conditions (superposition, path Week 9 STEM_GP12OPT-
3. Intensity in interference patterns
and phase difference, polarization, amplitude) for IVf-32
4. Interference in thin films interference to occur emphasizing the properties
5. Diffraction from single-slits of a laser as a monochromatic and coherent light
source
Relate the geometry of the two-slit experiment Week 9 STEM_GP12OPT-
set up (slit separation, and screen-to-slit distance) IVf-33
and properties of light (wavelength) to the
properties of the interference pattern (width,
1. Postulates of Special Relativity location, and intensity)
Relate the geometry of the diffraction experiment Week 9 STEM_GP12OPT-
setup (slit size, and screen- to-slit distance) and IVf-35
properties of light (wavelength) to the properties
of the diffraction pattern (width, location, and
intensity of the fringes)
State the postulates of Special Relativity and their Week 9 STEM_GP12MP-
consequences IVg-39
653
2. Relativity of times and lengths
3. Relativistic velocity addition Apply the time dilation, length contraction and Week 9
4. Relativistic dynamics
relativistic velocity addition to worded problems
5. Relativistic Doppler effect Calculate kinetic energy, rest energy, momentum, Week 9 STEM_GP12MP-
and speed of objects moving with speeds IVg-42
1. Photoelectric effect
comparable to the speed of light
2. Atomic spectra
3. Radioactive decay
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code
The learners The learner shall be able
demonstrate an to… The learners…
understanding of…
Quarter 1 key concepts of model situations illustrate the different types of conic sections: Week 1 STEM_PC11AG-
conic sections and appropriately and solve parabola, ellipse, circle, hyperbola, and degenerate Ia-1
systems of nonlinear problems accurately using cases.
equations conic sections and define a circle. STEM_PC11AG-
systems of nonlinear Ia-2
equations 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 STEM_PC11AG-
parabola Ib-1
654
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code
The learners The learner shall be able
demonstrate an to… The learners…
understanding of…
define an ellipse Week 3 STEM_PC11AG-
Ic-1
determine the standard form of equation of an STEM_PC11AG-
ellipse Ic-2
define a hyperbola Week 4 STEM_PC11AG-
Id-1
determine the standard form of equation of a STEM_PC11AG-
hyperbola Id-2
recognize the equation and important characteristics Week 5 to 6 STEM_PC11AG-Ie-
of the different types of conic sections 1
solves situational problems involving conic sections STEM_PC11AG-Ie-
2
an understanding of shall be able to keenly Illustrate a series Week 7 to 9 STEM_PC11SMI-Ih-
key concepts of series observe and investigate 1
and mathematical patterns, and formulate differentiate a series from a sequence STEM_PC11SMI-Ih-
induction and the appropriate mathematical 2
Binomial Theorem. statements 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 1. formulate and solve illustrate the unit circle and the relationship between Week 1 to 2 STEM_PC11T-IIa-1
concepts of circular accurately situational the linear and angular measures of a central angle in
functions, problems involving circular a unit circle
trigonometric functions convert degree measure to radian measure and vice STEM_PC11T-IIa-2
identities, inverse versa
trigonometric illustrate angles in standard position and coterminal STEM_PC11T-IIa-3
functions, and the angles
polar coordinate illustrate the different circular functions Week 3 STEM_PC11T-IIb-1
system uses reference angles to find exact values of circular STEM_PC11T-IIb-2
functions
illustrate the domain and range of the different Week 4 STEM_PC11T-IIc-1
circular functions
655
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code
The learners The learner shall be able
demonstrate an to… The learners…
understanding of…
graph the six circular functions (a) amplitude, (b) STEM_PC11T-IIc-d-
period, and (c) phase shift 1
solve situational problems involving circular functions Week 5 STEM_PC11T-IId-2
2. apply appropriate determine whether an equation is an identity or a Week 6 to 8 STEM_PC11T-IIe-1
trigonometric identities in conditional equation
solving situational apply trigonometric identities to find other
problems trigonometric values
solve situational problems involving trigonometric STEM_PC11T-IIg-2
identities
3. formulate and solve illustrate the domain and range of the inverse STEM_PC11T-IIh-1
accurately situational trigonometric functions.
problems involving evaluate an inverse trigonometric expression. STEM_PC11T-IIh-2
appropriate trigonometric solve trigonometric equations. STEM_PC11T-IIh-i-
functions 1
solve situational problems involving inverse Week 9 STEM_PC11T-IIi-2
trigonometric functions and trigonometric equations
656
657
Quarter / Semester Content Standards Performance Most Essential Learning Duration K to 12 CG Code
Standards Competencies
1st Sem The learner: The learner: 1. researches all Week 1 to Week 8
available musical AD_AEPMU12-Ia-1
develops awareness of synthesizes genres in the
local musical genres. information gathered community and
through immersion in chooses one to
a particular genre. specialize in
2. documents Week 9 to Week 12
observations of the AD_AEPMU12-Ib-h-2
chosen genre
3. organizes a Week 13 to Week 16
compilation of the AD_AEPMU12-Ii-j-3
observations
2nd Sem develops awareness of synthesizes 1. Explores all ICT Week 1 to Week 4
ICT applications in the information gathered applications in AD_AEPMU12-Ia-1
music industry. through immersion in music that are
the musical production available in the
industry. community and
chooses one
2. documents Week 5 to Week 6
observations of the AD_AEPMU12-Ib-h-2
chosen application
3. organizes a Week 7 to Week 8
compilation of the AD_AEPMU12-Ii-j-3
observations
2nd Sem demonstrates performs in 1. writes original Week 9 to Week 12
performance skills in community events and material or AD_AEPMU12-IIa-c-1
any of the following festivities and creates arranges existing
genres: indigenous, music incorporating musical material
folk, classical, pop, ICT. incorporating ICT
658
jazz or rock,
incorporating ICT
2. conducts, sings or Week 13 to Week 16
plays with bands, AD_AEPMU12-IId-j-2
vocal or
instrumental
ensembles in
various venues
Grade Level: 11
Subject: CREATIVE INDUSTRIES 1 – Arts and Design Appreciation and Production
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 CG Code
Competencies
The learner…
demonstrates explains the historical
appreciation of all context and cultural identifies various visual art and AD_ADP11-Ia-c-1
the visual art forms, traditions behind existing applied art forms, explains the
and the processes examples and pieces, local historical context, cultural
that enter into the and international; traditions, processes and
production of each; production of each through Week 1-2
documentation and cataloguing
(text and images in digital or print:
ex. Glossary of art/design
vocabulary in a journal or idea
QUARTER 1 book);
demonstrates explains the meaning and distinguishes basic materials, tools
appreciation of forms, significance of various and processes (including software AD_ADP11-Id-g-2
materials, techniques visual art, media art and and traditional practices) in the
Week 3-5
and meanings of applied art forms based on production of visual, media and
various visual and functions and uses through applied arts; and
applied art presentations (gallery style
expressions or multi media) with articulates the meanings and
supplementary texts/notes significance of various expressions Week 6-8 AD_ADP11-Ih-j-3
of visual and applied arts.
659
Grade Level: 11
Subject: Creative Industries II: Performing Arts
2nd Sem demonstrates basic skills in performs selected plays with correct Week 8 to Week AD_CIP11-IVa-d-4
group instrumental playing instruments rhythm, good 12
intonation and good
ensemble
uses appropriate AD_CIP11-IVa-d-5
position and fingering
in playing simple pieces
interprets appropriate
phrasing, articulation
and dynamics in
performing
instrumental pieces
2nd Sem 1. demonstrates basic 1. sings expressively sings simple 2- or 3- AD_CIP11-IVa-d-7
choral skills with good vocal part choral
technique, arrangements
2. demonstrates basic observing uses proper AD_CIP11-Iva-d-8
conducting skills changes in enunciation and vocal
dynamics and techniques such as
tempo breathing and control
interprets and applies AD_CIP11-Iva-d-9
2. conducts pieces dynamic and tempo
with precise marks in singing
movements conducts pieces in AD_CIP11-IVa-d-10
indicating desired duple, triple, and
tempo, dynamics quadruple meter using
and expression appropriate hand and
arm gestures
indicates attacks and AD_CIP11-IVa-d-11
releases clearly in
conducting
2nd Sem demonstrates knowledge and performs a 5 to 10- identifies the historical Week 13 AD_CIP11-IVe-1
understanding of the different minute dance with background of
dance forms performed in the well-executed dance Philippine dances
Philippines steps, artistry proper including costumes and
music and costume music:
• Pre-colonial
Philippine Dance
• Regional
Philippine Dances
• Classical and
Filipino
Contemporary
Dance
executes basic stance, Week 14
forms, positions and
contextual meaning of
a dances
explains the life of the Week 15
choreographer, his
specific dance style, its
history
analyzes the
characteristics of
dances: classical and
Filipino contemporary
dance
dances with a partner Week 16
(friend pear family
member) to build
teamwork through
dance
2nd Sem demonstrates knowledge of executes a dance records a video Week 17 AD_CIP11-IVi-8
dances learned in class lecture-demonstration performance together
in the community with explanation on
the specific dance form
2nd Sem demonstrates an examines the local, researches on the Week 18 AD_CIP11-IVj-1
understanding of the national and global situation of performing
application of performing arts landscape of arts-related industries
skills for local, national and performing arts- in their immediate
global demands and related industries locality and in the
opportunities through research. nation and global
setting
understands the skills, AD_CIP11-IVj-2
resources, and
opportunities in
663
performing arts-related
industries
presents a report
either individually or as
AD_CIP11-IVj-3
a group on their
findings on the skills,
resources, and work
opportunities available
in performing arts-
related industries
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
The learner…
demonstrates an synthesizes art found in creates a cultural map of his/her Week 1-4
understanding and his/her community community AD_DFI12-IIId-e-2
appreciation of traditional
and/or local art forms and understands his/her explains the concept of self in relation to Week 5
his/her role in their position/role as artist in culture and arts in the community and AD_DFI12-IIIg-4
sustainability the community nation
QUARTER 3
demonstrates identifies issues affecting discusses issues arising from the Week 6
understanding of present the different arts in the experience of culture mapping with AD_DFI12-III-Ih-i-5
issues regarding the arts in community peers
their community proposes possible ideas that could Week 7-8
address these issues related to culture AD_DFI12-IIIj-6
and arts in the community
demonstrates an executes a creative articulates the process of appropriation Week 1-3
understanding of local project that integrates and integration of traditional and/or AD_DFI12-IVa-c-1
traditions in the building traditional forms, local art forms into his/her own art work
QUARTER 4
of national identity processes, knowledge, or creates a work of art/performance Week 4-8
through the arts materials in their /creative event that addresses, tackles, AD_DFI12-IVd-j-2
disciplines or highlights local and national identity
664
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 CG Code
Competencies
The learner…
demonstrates an evaluates the different identifies different elements
understanding of the different elements seen in everyday and principles of organization AD_EPA12-Ia-d-1
elements of art, how they are objects and their in the arts, its potential to
WEEK 1-3
seen in the everyday, and how meanings express one’s feelings and
they create meanings ideas, and to create meanings
in everyday objects
understands the different analyzes the elements and
QUARTER 1 elements and principles of principles of organization in AD_EPA12-Ie-j-2
organization in the arts and evaluates the different the arts (painting, print,
how they are applied to the elements and principles photography and other forms
various forms of art to of organization in art of two-dimensional art; WEEK 4-8
communicate ideas, create works sculpture, installation and
meaning, and elicit response other forms of three-
from the audience dimensional art; and
Architecture)
relates the elements and evaluates the different portrays Philippine folk arts,
principles of the different elements and principles of chants and myths through AD_EPA12-IIa-f-3
arts—applied to the literary organization in art works integrated artistic storytelling
WEEK 1-3
arts, cinema and visual arts— using digital tools (i.e. digital
as both individual and story, animation, short film,
QUARTER 2 integrated fields shadow play)
enhances a given story by
introducing embellishment AD_EPA12-IIa-f-4
and WEEK-4-5
improvisation as inspired by
other art forms
665
demonstrates the ability to manipulates the elements creates an art work that AD_EPA12-IIg-j-5
communicate feelings and and principles of applies the knowledge of their
ideas, and creates meanings organization in the arts in specialization
through the manipulation of order to communicate
ideas, express emotions, WEEK 6-8
the elements and the
principles of the arts in and create meanings
selected forms of creative
expression
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 CG Code
Competencies
The learner… The learner… The learner… WEEK 1 AD_LMA12-
IIIa-1
demonstrates values towards makes a self-assessment 1. explains the Personnel
arts discipline and integrity checklist that measures Development Course on AD_LMA12-
personal strength and knowing the self as an Arts IIIa-2
weaknesses student, which exhibits
discipline (time, excellence, and AD_LMA12-
finance) and integrity, personal IIIa-3
strengths, weaknesses, and AD_LMA12-
challenges in terms of multiple IIIa-4
2nd SEM/
intelligences exercises in
QUARTER 3
relation to ARTS and other
Fields
demonstrates an recognizes the uniqueness 4. relates the art elements in WEEK 2 AD_LMA12-
understanding of the of each art elements: management (i.e. harmony, IIIb-10
principles of management harmony, balance, rhythm, balance, line, form, repetition, AD_LMA12-
using the elements of arts contrast and unity etc./Ed Morato’s) IIIb-11
c. group or organizations in
the creative industry value
chain as well as core and related
industries
demonstrates discipline in exhibits proficiency in basic 18. discusses/ explains the WEEK 6-7 AD_LMA12-IIIf-37
handling finances of self business communication following topics:
skills a. fiscal responsibility and AD_LMA12-IIIf-38
demonstrates an accountability
understanding of the creative b. discipline in handling finances AD_LMA12-IIIf-39
work environment as an of self: budgeting, savings
employee and/or as a c. management of funds and AD_LMA12-IIIf-40
freelance/ project-based accountability for the expenses
employee of the self AD_LMA12-IIIf-41
d. how to develop abilities to
maintain positive self-image AD_LMA12-IIIf-42
e. discipline in handling finances
of others: responsibility and AD_LMA12-IIIf-43
accountability
f. how to build and maintain AD_LMA12-IIIf-44
positive self-image and
relationships and work
g. how work contributes to
individuals and to the
organization
demonstrates knowledge and 19. exhibits/demonstrates the WEEK 6-7 AD_LMA12-IIIf-45
understanding of basic following in the
business communication skills accomplishment of all these
2nd SEM/
assigned tasks in class:
QUARTER 3
demonstrates appreciation of a. efficiency in reviewing
the self as an employee in an builds collaborative/ business communications: job
organization teamwork application, resume writing for
670
demonstrates a deep decides on an appropriate 20. describes the different WEEK 6-7 AD_LMA12-IIIg-j-52
understanding and project type for the art project types
appreciation of the different event
types of projects of the
different performing arts, and
of visual, media art and design
forms
21. discusses in groups the WEEK 6-7 AD_LMA12-IIIg-j-53
following topics:
a. different types of projects of AD_LMA12-IIIg-j-54
the various art forms to the type
of needs and availability of AD_LMA12-IIIg-j-55
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
demonstrates awareness and relates the different types 22. identifies the uniqueness of WEEK 8 AD_LMA12-IIIg-j-56
2nd SEM/ understanding of the different of projects of the various art the different cultural traditional
QUARTER 3 cultural traditional forms forms to the context of the forms
community
demonstrates an
understanding of the
develops concrete 23. Reports by group the
production management following Programming and
production logistical
process of the different requirements Production topics:
performing, visual, media and
art design forms a. how to make a checklist of
demonstrates knowledge of production requirements, both
coordination skills staffing and physical production
requirements
develops an appreciation and coordinates effectively b. identification of physical
understanding of the different
among production production requirements
arts venues for the art events
and their space requirements personnel: artists, production venue, production
production and technical design (sets, props)
staff
c. how to connect project
develops an understanding of
programming concepts identifies appropriate requirements to potential
venues for particular art project resources
events d. identification of the different
identifies the different budget
types of materials/equipment
items for different art
schedules the program of used in each type of project
art events/activities relates
the budget items to the
different art forms e. relationship of the different
possible venues for possible art
events based on production
requirements
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
analyzes the different budget makes a project budget and 24. makes an expense-income WEEK 1 AD_LMA12-IIIg-j-68
items for different art forms an expense=income report financial report
for the art event
explores the creative work builds and maintains 25. role-plays in class how WEEK 1 AD_LMA12-IVa-1
environment as an employee positive self-image and economic and social needs
and as a freelance/project relationships and work influence the nature and
hiree structure of work
demonstrates an applies technologies to 26. identifies the appropriate WEEK 2 AD_LMA12-IVa-2
understanding of the role of management processes technologies for certain
technology in managing the management processes (i.e. AD_LMA12-IVa-3
ND
2 SEM/ arts typography, graphic design),
QUARTER 4 and proper technological
applies the different types programs to be used in the art
of technological programs event
in managing the arts 27. exhibits awareness and WEEK 2 AD_LMA12-IVa-5
understanding of technology in
managing the arts:
a. web, internet, social
media)
applies ICT program managing
the arts database, power point,
graphics
demonstrates an understands and analyzes 28. produces the following WEEK 2 AD_LMA12-IVb-d-6
understanding of the 4Ps of the 4Ps of Marketing through their outputs on
Marketing Marketing and Arts Events: AD_LMA12-IVb-d-7
a. the 4Ps of Marketing of an
demonstrates understanding determines the use of arts event AD_LMA12-IVb-d-8
and awareness different forms of
communication to promote AD_LMA12-IVb-d-9
the art event b. different communication
applying the different forms of forms to promote art events: AD_LMA12-IVb-d-10
communication to promote art writes a communications - print ads (flyers &invitations)
events proposal on how to - posters and tarpaulins AD_LMA12-IVb-d-11
demonstrates an promote and market the art - advertisements
understanding of the event:
communication process school level and community c. the different communication
(SMCR) based/level 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
demonstrates understanding develops marketing 29. writes a brief information to WEEK 3 AD_LMA12-IVb-d-12
and creativity in marketing messages using different promote and market the event
communication forms of technologies to
promote the art event
demonstrates awareness and makes an audience survey 30. identifies, explores the WEEK 3 AD_LMA12-IVb-d-13
understanding of audience design applying the basic different technologies to
demographics sales strategy promote the art event
develops awareness and 674
understanding of the basic
sales strategies
determines ticket pricing 31. explains/discusses the WEEK 4-5 D_LMA12-IVb-d-14
for the event following Marketing topics:
comprehends principles
a. basic audience analysis AD_LMA12-IVb-d-15
behind ticketing (budget
income=expense report) b. relationship of demographics
to audience behavior towards AD_LMA12-IVb-d-16
art forms
c. identification of the different AD_LMA12-IVb-d-17
develops awareness and audience survey designs
d. the importance of conducting AD_LMA12-IVb-d-18
understanding of the basic laws
governing arts and culture audience survey design
e. identification of the basic AD_LMA12-IVb-d-19
sales strategies
AD_LMA12-IVe-20
f. the appropriate ticket price
for the particular event:
relates/ translates the laws AD_LMA12-IVe-21
on to practical applications - Fund Raisings
- Arts for a Cause
performs basic application g. complies to the laws— identification of
of certain laws: e.g Oplan (possible) violations in their communities
Basic standard deductions: Bantay h. identification and reporting of (possible)
Sining/Kultura:.
SSS, Philhealth, etc violations in their
identifying (possible)
violations of these laws communities of basic
such as sale of pirated constitutional rights:
DVDs, disrespect of cultural -- Freedom of Expression
treasures etc. -- Intellectual Property Rights WEEK 4-5
- National Heritage Law
includes tax systems - Indigenous People's Rights Law
(deductions) in the financial - Basic Taxation Systems: Income Tax, VAT,
transactions of the art event etc.
applies TINs from BIR; 32. Basic understanding of the
prepare applications for tax system and required
SSS, PhilHealth ,etc. government deductions (SSS,
Philhealth, Pagibig)
2ND SEM/ understands the self and develops a “self 33. Role-plays the following WEEK 6 AD_LMA12-IVe-23
QUARTER 4 his/her role in the creation of challenging” attitude topics in class:
the artistic product or service a. standards of excellence for AD_LMA12-IVe-24
translates leadership his/her creation
demonstrates an structures to managing an b. good personal work habits AD_ LMA12-IVe-25
understanding of leadership arts event c. understanding of leadership
structures and practices in the structures and practices in the AD_LMA12-IVe-26
community translates leadership by community
example to their own d. decision making skills AD_LMA12-IVe-27
leadership of their team/s e. recognizing artists,
managers/leaders in the school
and in the community
demonstrates understanding develops risk management 34. explains WEEK 6-8 AD_LMA12-IVf-i-28
and awareness of the tools (anticipates problems) /compares/contrasts the
importance of supervision, different management AD_LMA12-IVf-i-29
monitoring and anticipation styles/skills of an arts event in
consideration of the possible
awareness of the importance unforeseen
of supervision, monitoring and problems/situations that may
anticipation arise
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 CG Code
Competencies
The learner…
identifies the parts of the body
involved in the AD_PPD12-Ia-c-1
WEEK 1-2
creation/performance of
different art forms
displays a knowledge of
identifies hazardous materials,
movements and habits
demonstrates an industry-related injuries and AD_PPD12-If-g-3
that help prevent injuries WEEK 3-4
understanding of how the their causes used in art
QUARTER 1 related to art forms
body functions in the creative production
work environment practices basic first-aid
measures according to hazards WEEK 5-6 AD_PPD12-Ii-j-5
during art production
shows knowledge of the develops proper personal
maintenance of physical hygiene regimen suitable for WEEK 7-8 AD_PPD12-Ih-4
and personal well-being the art form
applies safety and executes proper physical demonstrates different warm- AD_PPD12-IIa-b-1
QUARTER 2 professional practices in the exercises in a classroom ups and exercises for the WEEK 1-2
creative work environment setting performing arts to prevent
injury and encourage
professional longevity
produces a working resume
draft that contains his/her WEEK 3
basic profile and artistic skills
researches and writes a report
on the local and international
WEEK 4-5
demonstrates an market conditions related to a
understanding of the specific art form
professional tools and a assesses the safety and
good working security of a particular creative WEEK 6
environment work environment
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 CG Code
Competencies
The learner…
demonstrates an plans and organizes identifies the various
understanding of the range of pre-production departments as well as AD_PPA12-IIIa-1
processes, structures and processes by designs an organizational
functions in the field of designing a working structure in a theater
2nd SEM/ performing arts timetable, developing production
WEEK 1
QUARTER 3 the working script, identifies the possible
conducting and careers associated with the AD_PPA12-IIIa-2
documenting performing arts field by
production meetings undergoing the process of a
and preliminary production
outputs from the conceptualizes a chosen
various production material for staging which AD_P
teams may include reworking of a
pre-existing material or
creating an original piece
collaborates with other art
disciplines AD_P
creates music, dance and
WEEK 2-4
designs appropriate to the AD_P
production concept
recognizes local heritage and
folk tradition or other artistic AD_P
forms that may be used in
staging a chosen piece
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
designs the physical action and
movement on stage of the
theatrical performance through
blockings and other WEEK 5-8
appropriate techniques for
staging and execution
rehearses musical numbers
with singers, dancers and
accompaniment
prepares production and
technical requirements such as
sets, lights, sounds, costumes,
props and multimedia
680
Grade: Grade 12
Sports Track: Apprenticeship (Off-Campus)
Grade: Grade12
Sports Track: Fitness, Sports and Recreation Leadership
Grade: Grade11
Sports Track: Fitness Testing and Basic Exercise Programming
GradeLevel : Grade 12
Subject :Sports Track: Practicum (In-Campus)
psychosocial aspects
of sports and exercise,
fitness testing and
exercise programming
for developing sports
potential
designs a personal training Weeks 1-20 SP_PRA12-Ia-t-2
program
exhibits mastery of sports Weeks 1-20 SP_PRA12-Ia-t-3
skills
displays improvement of Weeks 1-20 SP_PRA12-Ia-t-4
personal best
performance
applies safety practices to Weeks 1-20 SP_PRA12-Ia-t-5
prevent deconditioning as
a result of injury
identifies emerging trends Weeks 1-20 SP_PRA12-Ia-t-6
in training
employs stress Weeks 1-20 SP_PRA12-Ia-t-7
management techniques
to cope with training and
competition demands
applies psychosocial Weeks 1-20 SP_PRA12-Ia-t-8
techniques achieves sport
life balance
realizes the importance of Weeks 1-20 SP_PRA12-Ia-t-9
having positive attitude
towards sports
participation
realizes one’s potential Weeks 1-20 SP_PRA12-Ia-t-10
through sports
participation
Practice Coaching demonstrates assists competently Demonstrates appropriate Weeks 1-20 SP_PRC12-Ia-t-1
understanding of the coach of in- personal, social, and
integrating the
knowledge of campus sports team ethical behavior while
coaching, safety and (varsity and club coaching
first aid, human
movement,
psychosocial aspects
of sports and exercise,
fitness testing and
exercise programming
for developing one’s
potential as a coach
utilizes management skills Weeks 1-20 SP_PRC12-Ia-t-2
during
games/competitions
articulates personal Weeks 1-20 SP_PRC12-Ia-t-3
coaching philosophy
provides assessment tools Weeks 1-20 SP_PRC12-Ia-t-4
options for the coach
carries out assessment of Weeks 1-20 SP_PRC12-Ia-t-5
team members under
coach supervision
implements training Weeks 1-20 SP_PRC12-Ia-t-6
program designed by the
coach
documents player Weeks 1-20 SP_PRC12-Ia-t-7
performance during
games, progression
towards goals, and
strategies and tactics of
opposing teams
observes safety practices Weeks 1-20 SP_PRC12-Ia-t-8
to prevent deconditioning
of team members as a
result of injury
identifies emerging trends Weeks 1-20 SP_PRC12-Ia-t-9
in training and coaching
recommend psychosocial Weeks 1-20 SP_PRC12-Ia-t-10
strategies (goal setting,
team building activities
and stress management)
realizes one’s potential as Weeks 1-20 SP_PRC12-Ia-t-11
a coach through sports
participation
demonstrates manages competently demonstrates appropriate Weeks 1-20 SP_PRO12-Ia-t-1
understanding of a sports tournament personal, social, and
integrating the ethical behavior while
knowledge of officiating
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
utilizes proper Weeks 1-20 SP_PRO12-Ia-t-2
communication
techniques in officiating
and tournament
management
applies safety practices to SP_PRO12-Ia-t-3
prevent injuries during the
conduct of the
tournament
implements a tournament Weeks 1-20 SP_PRO12-Ia-t-4
plan
conducts post-event Weeks 1-20 SP_PRO12-Ia-t-5
evaluation
identifies recent Weeks 1-20 SP_PRO12-Ia-t-6
developments in
officiating and emerging
trends in tournament
management
recognizes the dynamics Weeks 1-20 SP_PRO12-Ia-t-7
of working with the group
to achieve teamwork in
carrying out a tournament
realizes one’s potential as Weeks 1-20 SP_PRO12-Ia-t-8
an official and tournament
manager
demonstrates 1. delivers a fitness demonstrates appropriate Weeks 1-20 SP_PRL12-Ia-t-1
understanding of program for an personal, social, and
integrating the apparently healthy ethical behavior while
knowledge of individual or group performing leadership
fitness/sports and (for fitness leader) tasks
recreation leadership, 2. leads an existing
human movement, sports and
safety and first aid, recreational
fitness testing and program(for sports
exercise programming, and recreation leader
psychosocial aspects
of sports and exercise,
and coaching for
developing one’s
potential as a sports
official and
tournament manager
carries out health and Weeks 1-20 SP_PRL12-Ia-t-2
fitness evaluation of
students or clients
designs/implements Weeks 1-20 SP_PRL12-Ia-t-3
fitness program(for fitness
leader
implements an existing Weeks 1-20 SP_PRL12-Ia-t-4
sports and recreation
program(for sports and
recreation leader)
exhibits proficiency in Weeks 1-20 SP_PRL1
exercise techniques or
sports skills
applies safety practices to Weeks 1-20 SP_PRL1
prevent injury during
exercise or sports
participation
identifies emerging trends Weeks 1-20 SP_PRL1
in sports, fitness, and
recreation
employs motivational Weeks 1-20 SP_PRL1
techniques in promoting
exercise adherence and
enjoyment
realizes the importance of Weeks 1-20 SP_PRL1
having a positive attitude
towards sports, fitness
and recreation
participation
realizes one’s potential in Weeks 1-20 SP_PRL1
sports, fitness and
recreation leadership
698
exercise participants;
and
recognizes the value of
regular sports and SP_PS11-Ia-t-13
exercise participation
for overall well-being
Semester Content Standard Performance Standard Most Essential Learning Duration K to 12 CG Code
Competencies
The learner... The learner... Explains the importance of Week 1 SP_SFA11-Ia-1
demonstrates demonstrates safety observing safety practices in
understanding of practices consistently performing sports, exercise and
safety, injury in sports, exercise and recreational activities;
prevention and recreational activities.
management in sports,
exercise and
recreational settings
for prompt and proper
response during
emergencies.
First Semester
Observes “safety awareness” Weeks 2-19 SP_SFA11-Ib-t-2
(preventive and rehabilitative) at all
times;
Enumerates ways to safeguard Week 3 SP_SFA11-Ib-3
participants from possible injuries;
Identifies activities for restoring Week 4 SP_SFA11-Ic-4
strength and condition of
participants after rehabilitation;
Identifies signs and symptoms of Weeks 5-9 SP_SFA11-Id-h-5
injuries as well as situations that
may prompt such injuries;
Identifies situations requiring Weeks 10-13
prompt response for safety rescue
and transfer;
Performs appropriate and correct Weeks 14-17 SP_SFA
procedures during disaster and
emergencies in sports, exercises
and recreational settings
(simulations);
Prepares first kits and equipment; Weeks 18-19 SP_SF
Develops an emergency plan Weeks 20-21 SP_SF
involving personnel; and
Recognizes the value of safety, Weeks 1-21 SP_SFA
injury prevention and
management in sports and exercise
settings for prompt and proper
response during emergencies.
GradeLevel : Grade 11
Subject :Sports Officiating and Activity Management
Semester Content Standard Performance Standard Most Essential Learning Duration K to 12 CG Code
Competencies
The learner... The learner... Identifies fundamental concepts, Weeks 1-3 SP_SO11-IIa-c-1
demonstrates officiates with authority principles, skills and mechanics of
understanding of the in interscholastic sports officiating
fundamental principles, games/competitions.
and concepts of sports
Second Semester officiating for effective
conduct of
games/competitions.
Explains officiating mechanics of Weeks 4-5 SP_SO11-IId-e-2
the sport
Interprets rules of the sport; Weeks 6-7 SP_SO11-IIf-g-3
Demonstrates appropriate Weeks 1-10 SP_SO11-IIa-j-4
personal, social, and ethical
behavior while officiating
Utilizes management skills during Weeks 8-9 SP_SO11-IIh-i-5
games/competitions;
Analyses own performance after Week 10 SP_SO11-IIj-6
a game/competition; and
Values the importance of Weeks 1-10 SP_SO11-IIa-j-7
understanding sports officiating
leading towards a career
demonstrates accomplishes a Identifies fundamental concepts Week 11 SP_AM11-IIk-1
understanding of the comprehensive activity of activity management
fundamental concepts of management portfolio
management for the
effective conduct of
sports, fitness and
recreation events.
Assesses the feasibility of a Weeks 12-13 SP_AM11-II
sports/fitness/recreation even
Identifies the elements of an Week 14 SP_AM11-I
event plan
Utilizes promotional strategies to Week 15 SP_AM11-I
market the event
Devices evaluation techniques to Weeks 16-17 SP_AM11-II
gauge the success of the event
Designs a plan for a Weeks 18-20 SP_AM11-II
sports/fitness/recreation event
Recognizes the value of careful Weeks 1-20 SP_AM11-II
planning and implementation for
effective conduct of a
sports/fitness/recreation event.
703
704
Quarter Standards Competencies Most Essential Learning Competency Time Allotment K to 12 CG Code
1st Quarter Week 1
Understand the
3. Determine the different family Week 3
importance of oneself Value others HGKPS-Ig.1-12
and others members
4. Show effective ways of relating Week 4
HGKPS-Ig.2-13
with other people
Week 5
Respect individual 5. Show effective ways in relating
HGKPS-Ih.2-14
differences with others and community
Week 6
6. Identify the importance of oneself
Gain understanding of
as a member of family and HGKPS-Ii.1-15
oneself and others
community
2nd Week 1
Analyze responsible 1. State own contribution to the
Quarter
decisions and goals Provide proper steps solution for issues concerning HGKPS-IIe.2-7
toward achievement of toward responsible the family and school
Quarter Standards Competencies Most Essential Learning Competency Time Allotment K to 12 CG Code
4. Determine the consequences of Week 4
HGKPS-IIg.1-10
decisions based on different
HGKPS-IIg.2-10
conditions or situations
2nd Week 5
Quarter Understand the
importance of guidance 5. Cite the importance of
from parents or guardians guidance from
HGKC-IIi.1-12
and significant adults in parents/guardians in choosing
Analyze the relationship choosing a profession, ones profession and vocation
of one’s skills and vocation and future plans
experiences in choosing a
profession, vocation and Week 6
future plans Strengthen the connection
among knowledge, skills
and roles of parents or 6. Enumerate abilities toward the
guardians and significant selection of ones profession, HGKC-IIj.2-14
adults in choosing a vocation and future plans
profession, vocation and
future plans
Quarter Standards Competencies Most Essential Learning Competency Time Allotment K to 12 CG Code
5. Solve problems that involved Week 5
HGKPS-IIIh.1-11
oneself and others
HGKPS-IIIh.2-11
3rd Week 6
Apply the ability to
Quarter
choose their own field
6. State the characteristics and
based on the different Describe the chosen field HGKC-IIIi.1-12
tasks of desired profession
factors toward achieving
goals in life
4th Week 1
Quarter Develop academic skills
to respond to community Participate in school 1. Demonstrate abilities and
development based on activities relevant to the willingness to take part in HGKA-IVa.1-1
international standards needs of the community school or community activities
Quarter Standards Competencies Most Essential Learning Competency Time Allotment K to 12 CG Code
4th Week 6
Quarter Implement steps toward
the realization of chosen
State steps to fulfill the
profession and vocation 6. Describe the goals in life HGK-C- IV-i.1-11
goal in life
based on international
standards
Share skills helpful to solve 8. Analyze good and bad things for Week 8
problems oneself and for others
HGS-IIIf-10
710
Value oneself
2. Examine one’s thoughts, Week 2
feelings, beliefs, and the
difference between HGIPS-Ia-3
appropriate and inappropriate
behavior
Understand the 3. Recognize the importance of Week 3
Value others
importance of oneself others as part of family, school HGIPS-Ib-4
and others and community
Respect individual Week 4
4. Explain the importance of
differences HGIPS-Ic-9
individual difference
toward responsible
2. Share personal contribution as Week 2
decision-making
HGIPS-IIb-6
Analyze responsible part of the solution to family and
decisions and goals school issues
toward achievement 3. Evaluate the outcomes of Week 3
of personal welfare decisions based on the different HGIPS-IIc-7
and common good Evaluate experiences in conditions and circumstances
decision-making toward 4. Make appropriate decisions to
HGIPS-IIc-8
achieving common good achieve the common good
5. Share lessons from experiences Week 4
HGIPS-IIc-9
which help in decision-making
6. Enumerate possible contributions Week 5
to the family and school
Share the lessons learned HGIA-IIe-13
community based on the lessons
from school and community
learned in school
that can be used in daily
living
Analyze the relevance
of experiences in
school and
Week 6
community toward Apply lessons from home,
academic success school and community to
daily living with 7. Participate in community
consideration to family and activities through the acquisition HGIA-IIf-16
society of academic knowledge and skills
713
Week 3
Apply ability to Live effective ways in
3. Increase the level of ability to
protect oneself and resolving issues that involve
appropriately address personal HGIPS-IIIc-7
others towards oneself and others
and social issues
effective ways of
problem-solving
4. Identify different skills that Week 4
HGIPS-IIId-8
others may benefit from
5. Explain the significance of
Share skills that can help in seeking or rendering help in
solving problems solving problems
6. Participate in effective ways of Week 5
solving problems concerning
family, school and community
714
Week 4 HGIPS-IVc-7
715
Quarter Standard Competency Most Essential Learning Competency Time Allotment K to 12 CG Code
Quarter Standard Competency Most Essential Learning Competency Time Allotment K to 12 CG Code
optimum learning in 2. Demonstrate the ability to Week 2
school and in daily Share knowledge, skills, independently deal with
and positive attitude HGJA-Ic-5
living personal tasks and actively
helpful in lifelong
participate in school activities
learning
Value oneself
4. Exhibit self-discipline Week 4 HGJPS-Ie-8
Quarter Standard Competency Most Essential Learning Competency Time Allotment K to 12 CG Code
nd
2 Quarter 5. Share to others the knowledge Week 1 HGJA-IIb-5
gained from school and
Share the lessons learned community beneficial in life
from school and
community that can be
Analyze the relevance used in daily living
of experiences in
school and community
toward academic
6. Demonstrate how to develop Week 2 HGJA-IIc-7
success Apply lessons from home, strengths and overcome
school and community to weaknesses
daily living with
consideration to family
and society
Quarter Standard Competency Most Essential Learning Competency Time Allotment K to 12 CG Code
nd
2 Quarter 12. Identify the important aspects Week 6 HGJC-IIi-18
Understand the to be considered in choosing a
importance of guidance profession, vocation, and the
from parents or guardians future
Analyze the and significant others in
relationship of one’s choosing a profession,
skills and experiences vocation and future plans
in choosing a
profession, vocation
Relate the choice of 13. Analyze personal abilities and Week 7 HGJC-IIj-20
and future plans
profession, vocation and experiences
future plans to one’s 14. Recognize the important Week 8 HGJC-IIj-21
skills, competencies, and opinions of parents, guardians,
the roles of and significant others to make
parents/guardians and meaningful decisions
significant adults
Quarter Standard Competency Most Essential Learning Competency Time Allotment K to 12 CG Code
factors toward 7. Explain the connection of Week 7 HGJC-IIIg-17
achieving goals in life work, needs of the society,
Decide for life and
and global economy
profession
Week 6
HGJPS-IVd-13
720
Quarter Standard Competency Most Essential Learning Competency Time Allotment K to 12 CG Code
Strengthen self- 7. Show optimism in dealing with
empowerment to respond life challenges
to the needs of the
community