Mapeh Rbi Tbi Melc 1 4

MUSIC
Grade Level: 1
Subject: MUSIC
Quarter Content Performance Most Essential Learning Duration Code Learning Delivery /Platform
Standards Standards Competencies
The learner… TV Radio Both

identifies the difference MU1RH-
Ia-1
between sound and silence Week 1
accurately

relates images to sound and MU1RH-
Ib-2
silence within a rhythmic Week 2
responds pattern

appropriately performs steady beat and MU1RH-
demonstrates Ic-5
to the pulse accurate rhythm through
basic
of the sounds clapping, tapping chanting,
understandin
QUARTER heard and walking and playing musical
g of sound,
1 performs instruments in response to Week 3-
silence and
with accuracy sound 5
rhythm
the rhythmic o in groupings of 2s
patterns o in groupings of 3s
o in groupings of 4s

creates simple ostinato Week 6- MU1RH-
Id-e-6
patterns in groupings of 2s, 8
3s, and 4s through body
movements
Quarter Content Performance Most Essential Learning Duration Code Learning Delivery/Platform

responds identifies the pitch of a MU1ME-
Week 1 IIa-1
accurately to tone as high or low
demonstrates high and low

sings simple melodic MU1ME-
basic tones IIb-3
understanding through patterns ( so –mi, mi –so, Week 2
of pitch and body mi – re-do)

MU1ME-IIc-
simple movements, sings the melody of a 5
melodic singing, and song with the correct
patterns playing other pitch Week 3
e.g. greeting songs,
sources of
counting songs, or action
sounds songs
QUARTE

R2 demonstrates identifies similar or MU1FO-IIe-
2
basic dissimilar musical lines Week 4
understanding responds

of the with identifies the MU1FO-IId-
1
concepts of precision to beginning, ending, and
musical lines, changes in repeated parts of a Week 5
beginnings musical lines recorded music sample
and endings in with body

music, and movements Performs songs with the MU1FO-IIf-
repeats in 3
knowledge when to start, Week 6-
music stop, repeat or end the 8
song.
Quarter Content Performance Most Essential Learning Duration Code Learning Delivery /Platform

relates the source of MU1TB-
distinguishes IIIa-1
sound with different
accurately
body movements
demonstrates the different
e.g. wind, wave, swaying
understanding sources of
of the trees, animal Week 1
of the basic sounds heard
sounds, or sounds
concepts of and be able
produced by man-made
timbre to produce a
devices or machines.
variety of

Produces sounds with MU1TB-
timbres Week 2- IIIb-4
different timbre using a
3
variety of local materials

identifies volume MU1DY-
IIIc-2
changes from sound
Week 4
QUARTE samples using the terms
creatively
R3 loud and soft
interprets

relates the concepts of MU1DY-
with body IIId-3
dynamics to the
movements
demonstrates movements of animals
the dynamic Week 5-
understanding e.g. big
levels to 6
of the basic animals/movement =
enhance
concepts of loud; small
poetry,
dynamics animals/movement = soft
chants,

applies the concept of MU1DY-
drama, and IIIg-h-5
dynamic levels to
musical
enhance poetry, chants, Week 7-
stories
songs, drama or musical 8
stories
Quarter Content Performanc Most Essential Learning Duration Code Learning Delivery /Platform
Standards e Standards Competencies

QUARTER demonstrates performs demonstrates the basic Week 1 MU1TP-
IVa-2
4 understandin with concepts of tempo
through movements
accuracy
(fast or slow)
varied tempi

uses body movements Week 2 MU1TP-
through IVb-3
or dance steps to
movements
respond to varied tempo
or dance
g of the basic - slow movement with
steps to
concepts of slow music
enhance
tempo - fast movement
poetry,
with fast music
chants,

uses varied tempo to Week 3 MU1TP-
drama, and IVc-5
enhance poetry, chants,
musical
drama, and musical
stories
stories

demonstrates Week 4- MU1TX-
IVe-2
awareness of texture by 6
identifying sounds that
are solo or with other
sounds.

distinguishes single Week 4- MU1TX-
sings songs IVf-3
demonstrates musical line and multiple 6
to involve
understandin musical lines which
oneself and
g of the basic occur simultaneously in
experience
concepts of a given song
the concept

texture sings two-part round Week 7- MU1TX-
of texture IVg-h-4
songs 8
e.g.
Are You Sleeping,
Brother John?
Row, Row, Row Your
Boat
Grade Level: 2
Subject: MUSIC
Quarter Content Performance Most Essential Duration Codes Learning Delivery/Platform
Standards Standards Learning
Competencies

relates visual images Week 1 MU2RH-Ib-
2
to sound and silence
using quarter note ,
beamed eighth notes
demonstrates and quarter rest

basic in a rhythmic pattern

maintains a steady Week 2 MU2RH-Ic-
understanding responds
4
of sound, appropriatel beat when replicating
silence and y to the a simple series of
rhythmic pulse of rhythmic patterns (e.g.
patterns and sounds heard echo clapping, walking,
develops and performs tapping, chanting, and
QUARTER playing musical
musical with
1
awareness accuracy the instruments)

while rhythmic reads stick notations in Week 3- MU2RH-Ic-
5
performing patterns in rhythmic patterns with 4
the expressing measures of 2s, 3s and
fundamental oneself 4s
processes in

music writes stick notations Week 5- MU2RH-If-
g-7
to represent the heard 6
rhythmic patterns
creates simple ostinato Week 7- MU2RH-Id-
e-6
patterns in measures 8
of 2s, 3s, and 4s with
body movements
Quarter Content Performance Most Essential Duration Codes Learning Delivery/Platforms

Competencies

QUARTER identifies the pitch of Week 1- MU2ME-
IIa-1
2 tones as: high (so), 2
low (mi); higher (la);
performs lower (re)
with

responds to ranges of Week 1- MU2ME-
accuracy of IIa-2
pitch through body 2
demonstrates pitch, the movements, singing,
basic simple or playing
understanding melodic instruments
of pitch and patterns

sings children's songs Week 3- MU2ME-
simple through body with accurate pitch IIb-4
4
melodic movements,

patterns singing or * demonstrates Week 3- MU2ME-
IIc-6
playing melodic contour 4
musical through:
instruments a. movement
MU2ME-
b. music writing (on IIc-7
paper or on air)
c. visual imagery

demonstrates performs a demonstrates the Week 5- MU2FO-
IId-2
understanding song, chosen beginning, ending and 6
of the basic from among repeats of a song with
concepts of the - movements
musical form previously - vocal sounds
learned - instrumental sounds

songs that identifies musical Week 5- MU2FO-
IIe-3
shows the lines as 6
basic - similar
concepts of - dissimilar

MU2FO-
musical lines, * creates melodic or Week 7-
IIg-h-6
beginnings, rhythmic 8
endings and introduction and
MU2FO-
ending of songs IIg-h-7
repeats
through body
movement,
vocal sounds,
and
instrumental
sounds
Quarter Content Performance Most Essential Learning Duration Codes Learning Delivery /Platforms

determines replicates different Week 1 MU2TB-
IIIa-2
accurately sources of sounds with
the sources body movements

of sounds identifies the common Week 2 MU2TB-
IIIb-3
demonstrates heard, and musical instruments by
understanding produce their sounds and image

of the basic sounds using recognizes the difference Week 2 MU2TB-
IIIc-4
concepts of voice, body, between speaking and
timbre and objects, singing

and be able performs songs with Week 3- MU2TB-
to sing in IIIc-5
appropriate vocal or 4
QUARTER
accurate sound quality (from
3
pitch available instruments)

creatively distinguishes the Week 5 MU2DY-
IIIc-2
applies dynamics of a song or
changes in music sample
demonstrates

dynamics to uses the words “loud”, Week 5 MU2DY-
understanding IIIc-4
enhance “louder”, “soft” and
of the basic
rhymes, “softer” to identify
concepts of
chants, variations in volume
dynamics

drama, and Performs songs with Week 6- MU2DY-
musical IIIf-h-6
appropriate dynamics 8
stories

Competencies

follows the correct Week 1-2 MU2TP-
IVb-4
uses varied tempo of a song
demonstrates tempo to including tempo
understanding enhance changes
of the basic rhymes,

concepts of chants, drama, distinguishes “slow,” Week 1-2 MU2TP-
IVb-5
tempo and musical “slower,” “fast,” and
stories “faster” in recorded
music

identifies musical Week 3-4 MU2TX-
IVd-f-1
texture with
recorded music
- melody with solo
instrument or voice
- single melody
QUARTER with accompaniment
distinguishes
4 - two or more
accurately
melodies sung or
between
demonstrates played together at
single musical
understanding the same time
line and

of the basic distinguishes Week 5-6 MU2TX-
multiple IVd-f-3
concepts of between single
musical lines
texture musical line and
which occur
multiple musical lines
simultaneously
which occur
in a given song
simultaneously

distinguishes Week 7-8 MU2TX-
IVg-h-4
between thinness
and thickness of
musical sound in
recorded or
performed music
Grade Level: 3
Subject: MUSIC

Competencies

relates images Week 1 MU3RH-Ia-
1
with sound and
silence using
quarter note ,
beamed eighth
note , half
note , quarter
performs simple rest and
ostinato half rest
patterns/simple within a
demonstrates rhythmic rhythmic
understanding accompaniment pattern
QUARTER
of the basic s on classroom
1
concepts of instruments and
rhythm other sound
sources to a
given song

maintains a Week 2-4 MU3RH-Ib-
h-2
steady beat
when
replicating a
simple series of
rhythmic
patterns in
measures of 2s,
3s, and 4s (e.g.
echo clapping,
walking,
marching,
tapping,
chanting,
dancing the
waltz, or playing
musical
instruments)

plays simple Week 5-6 MU3RH-Id-
h-5
ostinato
patterns
(continually
repeated
musical phrase
or rhythm) with
classroom
instruments and
other sound
sources

creates Week 7-8 MU3RH-Ie-
6
continually
repeated
musical phrase
or rhythm in
measures of 2s,
3s, and 4s

Competencies

QUARTER demonstrates sings the identifies the pitch Week 1 MU3ME-IIa-
1
2 understanding melody of a of a tone as:
of the basic song with - high – higher
concepts of accurate pitch - moderately high
melody – higher
- moderately low –
lower
- low – lower

matches the Week 2 MU3ME-IIa-
2
correct pitch of
tones
- with the voice
- with an
instrument

recreates simple Week 3 MU3ME-
IIb-5
patterns and
contour of a
melody

identifies the Week 4 MU3FO-IId-
1
beginning, middle,
sings, plays, ending and
and performs repetitions within
(through body a song or music
movements) a sample
demonstrates

chosen song identifies musical Week 5 MU3FO-IId-
understanding 2
showing the lines as
of the basic
basic concepts - similar
concepts of
of musical - same
musical form
lines, - different

beginnings, performs songs Week 6-8 MU3FO-IIg-
endings and h-6
with accurate pitch
repeats from beginning to
end including
repetitions
Quarter Content Performance Most Essential Duration Codes Learning Deliver/Platforms

Competencies

QUARTER demonstrates applies vocal recognizes Week 1 MU3TB-IIIb-
3
3 understanding techniques in musical
of the basic singing to instruments
concepts of produce a through sound

timbre pleasing vocal uses the voice Week 2 MU3TB-IIIc-
quality: 6
and other sources
1. using head of sound to
tones produce a variety
2. employing of timbres
proper breathing
3. using the
diaphragm

distinguishes Week 3 MU3DY-IIId-
2
“loud,”
“medium,” and
demonstrates “soft” in music

understanding responds to Week 6 MU3DY-IIIe-
h-5
of the basic conducting
concepts of sings songs with gestures of the
dynamics in proper dynamics teacher for
order to following bas “loud” and “soft”

respond to applies varied Week 7- MU3DY-IIIf-
conducting h-6
dynamics to 8
gestures using enhance poetry,
chants, drama,
songs and
musical stories

Competencies

QUARTER demonstrates enhances applies correct Week 1 MU3TP-
IVa-2
4 understanding performance tempo and tempo
of the of poetry, changes by
concepts of chants, following basic
tempo in drama, conducting
order to musical gestures

respond to stories, and distinguishes Week 2 MU3TP-
conducting songs by using among fast, IVb-5
symbols a variety of moderate, and
indicating tempo slow in music

variations in performs songs Week 3- MU3TP-
tempo IVa-c-7
with appropriate 4
tempo (use songs
from the locality)

demonstrates sings: distinguishes Week 5- MU3TX-
IVg-h-4
understanding 1. “two-part between thinness 6
of the basic rounds” and thickness of
concepts of 2. “partner musical sound

texture songs” demonstrates the Week 7- MU3TX-
IVd-f-2
concept of texture 8
by singing “partner
songs” (local or
foreign song
samples)
1. “Leron, Leron
Sinta”
2. “Pamulinawen”
3. “It’s A Small
World”
4. “He’s Got the
Whole World in
His Hands
Grade Level: 4
Subject: MUSIC
Quarter Content Performance Most Essential Duration Codes Learning Deliver/Platforms

Competencies

identifies different Week 1 MU4RH-
Ia-1
kinds of notes and
rests (whole, half,
quarter, and eighth)

reads different Week 2- MU4RH-
Ic-3
creates rhythmic patterns 3
rhythmic

performs rhythmic Week 4- MU4RH-
demonstrates
patterns in: Ic-4
understanding patterns in time 5
1. simple signatures
of concepts
QUARTER time 2 3 4
pertaining to
1 signatures 4, 4, 4
rhythm and
2. simple
musical
one-measure

symbols uses the bar line to Week 5- MU4RH-
ostinato Ic-5
indicate groupings 2 3 46
pattern of beats in 4, 4, 4

identifies accented Week 7- MU4RH-
Id-6
and unaccented 8
pulses
Quarter Content Performance Most Essential Learning Duration Codes Learning Resources

QUARTER recognizes the analyzes recognizes the meaning Week 1 MU4ME-
IIc-3
2 musical melodic of the G-Clef (treble clef)
symbols and movement

identifies the pitch Week 2- MU4ME-
demonstrates and range IIb-2
understanding and be able names of the G-clef staff 3
of concepts to create including the ledger lines
pertaining to and perform and spaces (below
middle C)

melody simple identifies the movement Week 4 MU4ME-
IId-4
melodies of the melody as:
- no movement
- ascending
stepwise
- descending
stepwise
- ascending
skipwise
- descending
skipwise

identifies the highest and Week 5 MU4ME-
IIe-5
lowest pitch in a given
notation of a musical
piece to determine its
range

sings with accurate pitch Week 6 MU4ME-
IIf-6
the simple intervals of a
melody

creates simple melodic Week 7- MU4ME-
IIg-h-7
lines 8
Quarter Content Performanc Most Essential Duration Codes Learning Delivery/Platforms

Standards e Standards Learning
Competencies
The learner…

QUARTER demonstrates performs identifies aurally and Week 1 MU4FO-
IIIa-1
3 understandin similar and visually the
g of musical contrasting introduction and coda
phrases, and musical (ending) of a musical
the uses and phrases piece

meaning of identifies aurally and Week 2 MU4FO-
musical terms IIIa-2
visually the antecedent
in form and consequent in a
musical piece

recognizes similar and Week 3 MU4FO-
IIIa-b-3
contrasting phrases in
vocal and instrumental
music
1. melodic
2. rhythmic

performs similar and Week 4 MU4FO-
IIId-5
contrasting phrases in
music
1. melodic
2. rhythmic

identifies as vocal or Week 5 MU4TB-
demonstrates IIIe-2
participates instrumental, a
understandin
actively in a recording of the
g of variations
group following:
of sound in
performance 1. solo
music
to 2. duet
(lightness and
demonstrate 3. trio
heaviness) as 4. ensemble
different
applied to

vocal and identifies aurally and Week 6 MU4TB-
vocal and IIIf-3
instrumental visually various musical
instrumental ensembles in the
sounds
music community

recognizes the applies forte applies dynamics in a Week 7-8 MU4DY-
IIIf-1
musical and piano to simple music score
symbols and designate using the symbols p
demonstrates loudness (piano) and f (forte)
understandin and softness
g of concepts in a musical
pertaining to sample
volume in 1. singing
music 2. playing
instrument

Competencies

QUARTE demonstrates creates and uses appropriate Week 1 MU4TP-
IVb-2
R4 understanding performs musical terms to
of concepts body indicate variations in
pertaining to movements tempo
speed/flow of appropriate 1. largo
music to a given 2. presto
demonstrates tempo
understanding creates and
of concepts performs
pertaining to body
speed/flow of movements
music appropriate
to a given
tempo

identifies aurally and Week 2 MU4TX-
demonstrates IVd-2
sings two- visually an ostinato
understanding
part rounds or descant in a music
of concepts
and partner sample
pertaining to

songs with recognizes solo or 2- Week 3 MU4TX-
texture in IVe-3
others part vocal or
music
instrumental music

demonstrates performs identifies harmonic Week 4 MU4HA-
IVf-1
understanding examples of intervals (2 pitches)
of harmonic harmonic in visual and
intervals interval with auditory music
others samples

writes samples of Week 5 MU4HA-
IVh-3
harmonic intervals (2
pitches)

performs a song with Week 6-8 MU4HA-
IVg-2
harmonic intervals
(2pitches)
Grade Level: 5
Subject: MUSIC

Competencies

QUARTE recognizes the performs identifies the kinds Week 1 MU5RH-Ia-
b-1
R1 musical with a of notes and rests
symbols and conductor, a in a song

demonstrates speech recognizes Week 2 MU5RH-Ia-
understandin chorus in b-2
rhythmic patterns
g of concepts simple time using quarter note,
pertaining to signatures half note, dotted
rhythm 1. choral half note, dotted
2. quarter note, and
instrumental eighth note in
simple time
signatures

identifies Week 3-5 MU5RH-Ic-
e-3
accurately the
duration2 of
3 notes
4
4, 4, 4
and rests in
time
signatures

creates different Week 6-8 MU5RH-If-
g-4
rhythmic patterns
using notes and
rests in time
signatures
Quarter Content Performanc Most Essential Learning Duration Codes Learning
Standards e Standards Competencies Delivery/Platforms

recognizes the meaning and Week 1 MU5ME-
IIa-1
uses of F-Clef on the staff

identifies the pitch names of Week 1 MU5ME-
IIa-2
each line and space on the F-
Clef staff

describes the use of the Week 2 MU5ME-
IIb-3
symbols: sharp (# ), flat (♭),
accurate
and natural (♮)
recognizes the performance

recognizes aurally and Week 3 MU5ME-
musical of songs IIc-4
symbols and following the visually, examples of melodic
QUARTER demonstrates musical intervals

identifies the notes in the C Week 4 MU5ME-
2 understandin symbols IIc-5
g of concepts pertaining to major scale
pertaining to melody

determines the range of a Week 5 MU5ME-
melody indicated in IIe-8
musical example
the piece
1. wide
2. narrow

reads notes in different scales Week 6 MU5ME-
IIf-9
: Pentatonic scale, C major
scale, G major scale

Week 7-8 MU5ME-
creates simple melodies IIg-10

Week 7-8 MU5ME-
performs his/her own created IIh-11
melody
Quarter Content Performanc Most Essential Duration Codes Learning Delivery /Platforms
Standards e Standards Learning Competencies

QUARTER recognizes the design Week 1 MU5FO-
IIIa-1
3 or structure of simple
musical forms:
1. unitary (one
Demons section)
trates performs the 2. strophic (same
understandin created song tune with 2 or
g of the uses with more sections
and meaning appropriate and 2 or more
of musical musicality verses)

creates a 4- line unitary Week 2 MU5FO-
terms in Form IIIb-2
song

creates a 4 –line Week 3-4 MU5FO-
IIIc-d-3
strophic song with 2
sections and 2 verses

demonstrates participates describes the following Week 5 MU5TB- MISOSA4-
IIIe-2 module18
understandin in a group vocal timbres:
*Musika at
g of variations performance 1. soprano Sining 5.
of sound to 2. alto Sunico, Raul
density in demonstrate 3. tenor M. et al,
4. bass 2000. pp.44-
music different 46
(lightness and vocal and *Manwal ng
heaviness) as instrumental Guro Umawit
applied to sounds at Gumuhit 5.
Valdecantos,
vocal and
Emelita C.
instrumental 1999. pp.44-
music 45

identifies aurally and Week 6 MU5TB- *Musika at
IIIf-3 Sining 5.
visually different
Sunico, Raul
instruments in: M. et al,
1. rondalla 2000. pp.47-
2. drum and lyre 50
*Manwal ng
band
Guro
3. bamboo Umawit at
group/ensemble Gumuhit 5.
(Pangkat Valdecantos,
Kawayan) Emelita C.
4. other local 1999. pp.46-
47
indigenous
ensembles

creates music using Week 7-8 MU5TB-
IIIg-h-5
available sound sources
Quarter Content Performance Most Essential Learning Duration Codes Learning Delivery /Platforms

QUARTER demonstrates applies uses appropriate musical Week 1-2 MU5DY-
IVa-b-2
4 understandin dynamics to terms to indicate
g of concepts musical variations in dynamics:
pertaining to selections 1. piano (p)
volume in 2. mezzo piano (mp)
music 3. forte(f)
4. mezzo forte (mf)
5. crescendo
6. decrescendo

recognizes the applies uses appropriate musical Week 3-4 MU5TP-
IVc-d-2
musical appropriately terminology to indicate
symbols and , various variations in tempo:
demonstrates tempo to
1. largo
understandin vocal and 2. presto
g of concepts instrumental 3. allegro
pertaining to performances 4. moderato
speed in 5. andante
music 6. vivace
7. ritardando
8. accelerando

demonstrates recognizes describes the texture of a Week 4 MU5TX-
IVe-1
understandin examples of musical piece
g of concepts horizontal 3-

performs 3-part rounds Week 5 MU5TX-
pertaining to part vocal or IVe-2
texture in instrumental and partner songs
music texture,
aurally and
visually

recognizes the performs a uses the major triad as Week 6-8 MU5HA- *Musika at
IVh-2 Sining 5.
musical vocal or accompaniment to
Sunico,
symbols and instrumental simple songs Raul M. et
demonstrates ensemble al, 2000.
understandin using the pp.71
g of harmonic following
intervals major
triads( I, IV,
V)
Grade Level: 6
Subject: MUSIC
Quarter Content Performanc Most Essential Duration Codes Learning Delivery l/Platform
Competencies

QUARTER demonstrates responds to identifies the values Week 1 MU6RH-
Ia-1
1 understanding beats in of the notes / rests
of the concept music heard used in a particular
of rhythm by with song

applying notes appropriate differentiates aurally Week 2-3 MU6RH-
and rests, conducting Ib-e-2
among
rhythmic patterns of 2 3 4 6
patterns, and 2 3 4 6 4, 4, 4 and 8
time 4, 4, 4 and 8 time
signatures signatures

demonstrates the Week 4-5 MU6RH-
Ib-e-3
conducting gestures
in time signatures of:
2 3 4 and 6
4, 4, 4 8

creates rhythmic Week 6-8 MU6RH-
Ig-h-5
patterns in time
signatures of
2 3 4 6
4, 4, 4 and8
Quarter Content Performance Most Essential Duration Codes Learning Delivery /Platform
Competencies

reads simple musical Week 1-2 MU6ME-
IIa-1
notations in the Key
of C Major, F Major
applies
demonstrates and G Major
learned

the concept sings or plays Week 3-4 MU6ME-
concepts of IIa-3
of melody by instruments in solo or
melody and
QUARTER using with group,
other
2 intervals in melodies/songs in C
elements to
major scales Major, G Major, and F
composition
and in the Major
and

minor scales creates simple Week 5-6 MU6ME-
performance IIa-4
melodies

sings self-composed Week 7-8 MU6ME-
IIa-5
melodies
Quarter Content Performance Most Essential Learning Duration Codes Learning Delivery
Standards Standards Competencies Model/Platform
QUARTER demonstrates
3 understanding
performs
accurately
identifies simple musical forms
of songs from the community:
Week 1-2 MU6FO-
IIIa-b-1 
of the concept the design or
1. binary (AB) -has 2
of musical structure of contrasting sections
forms and a given (AB)
musical musical 2. ternary (ABA)-has 3
symbols piece sections, the third
(repeat marks) section similar to the
indicated first; (ABC) – has 3
sections
3. rondo (ABACA) -has
contrasting sections in
between repetitions of
the A section (ABACA)

uses the different repeat marks Week 3 MU6FO-
IIIc-3
that are related to form:
1. Da Capo (D.C.)
2. Dal Segno (D.S.)
3. Al Fine (up to the end)
4. D.C. al Fine (repeat
from the beginning
until the word Fine)
5. ║: :║
6. ┌───┐┌───┐
1 2
(ending 1, ending 2)

demonstrates aurally describes the instrumental Week 4 MU6TB-
IIId-1
understanding determines sections of the Western
of the concept the sound of orchestra

of timbre a single distinguishes various musical Week 5 MU6TB-
through instrument IIId-e-2
ensembles seen and heard in
recognizing in any the community
musical section of
instruments the orchestra
aurally and
visually
demonstrates
understanding
applies the
appropriate
uses varied dynamics in a song
performance
Week 6-8 MU6DY-
IIIh-2 
of the concept dynamic 1. piano (p)
of dynamics levels in 2. mezzo piano (mp)
through a vocal and 3. pianissimo (pp)
wide variety instrumental 4. forte (f)
5. mezzo forte (mf)
of dynamic music
6. fortissimo (ff)
levels
7. crescendo
8. decrescendo
Quarter Content Performanc Most Essential Learning Competencies Duratio Codes Learning Delivery
Standards e Standards n /Platforms
The learner… TV Radi Bot
o h

QUARTE identifies the different tempo in a music Week 1 MU6TX
-IVa-b-
R4 sample:
1
1. allegro
performs a 2. andante
given song, 3. ritardando
demonstrates
using 4. accelerando
understanding 5. largo
tempo
of the various 6. presto
marks
tempo 7. vivace
appropriate

demonstrates the different kinds of tempo Week 2 MU6TX
ly -IVa-b-
by following tempo marks in a song from
3
the community
e.g.: “Pandangguhan”

demonstrates performs identifies different textures from music Week 4 MU6TX
-IVc-d-
the concept of accurately a samples
2
texture as: given song 1. Vocal
1. monophonic with
a. solo voice
(one voice) monophoni b. solo voice with
2. homophonic c, accompaniment
(voice and homophoni c. duet, partner songs,
accompanime c, and round songs
nt) polyphonic 2. Instrumental
3. polyphonic textures
a. solo
(many voices)
b. ensemble

distinguishes monophonic, homophonic, Week 5 MU6TX EASE
-IVc-d- MUSIC-
and polyphonic textures
3 module6

demonstrates demonstrat distinguishes the sound of a major chord Week 6 MU6H *Manwal
A-IVe- ng Guro
understanding es harmony from a minor chord
f-3 Umawit at
of the in group Gumuhit 6.
concepts of performanc Valdecanto
harmony es s, Emelita
C. 1999.
through the 1. choir pp.64-65
intervals that 2. rondalla

uses major or minor chords as Week MU6H *Manwal
constitute the 3. lyre band A-IVg- ng Guro
accompaniment to simple songs 7-8
primary h-4 Umawit at
Gumuhit 6.
chords of Valdecanto
major and s, Emelita
minor scales in C. 1999.
pp.67
music
Grade Level: 7
Subject: MUSIC
Quarter Content Performanc Most Essential Learning Duration Codes Learning Delivery /Platform
Standardse Standards Competencies

QUARTER demonstrates performs describes the musical Week 1 MU7LU-Ia-
1
1 understanding music of the characteristics of
of the musical lowlands
representative music
characteristics with
of appropriate selections from the
representative pitch, lowlands of Luzon after
music from rhythm, listening

the lowlands expression analyzes the musical Week 2 MU7LU-Ia-
2
of Luzon and style elements of some Lowland
vocal and instrumental
music selections;

* identifies the musical Week 3 MU7LU-Ib-
3
instruments and other
sound sources from the
lowlands of Luzon

explores ways of Week 4 MU7LU-Ib-
f-4
producing sounds on a
variety of sources that is
similar to the instruments
being studied;
improvises simple Week 5 MU7LU-Ic-
f
rhythmic/melodic
accompaniments to
selected music from the
Lowlands of Luzon;

performs music from Week 6 MU7LU-Ia-
h-7
Luzon lowlands with own
accompaniment;
evaluates music and
music performances with
Week 7-8 MU7LU-Ic-
h-10 
rubrics on musical
elements and styles.
Quarter Content Performance Most Essential Duration Codes Learning Delivery/Platform

Competencies

QUARTER demonstrates performs describes the musical Week 1 MU7LV-IIa-
f-1
2 understanding selected characteristics of
of the musical vocal and
representative
characteristics instrumental
of music of selections of
representative Cordillera, Cordillera, Mindoro,
music from Mindoro, Palawan and of the
the highlands Palawan and Visayas after listening;

of Luzon, the Visayas explains the Week 2 MU7LV-IIb-
Mindoro, in f-3
distinguishing
Palawan, and appropriate characteristics of
the Visayas style
representative music
from Cordillera,
Mindoro, Palawan and
of the Visayasin
relation to its culture
and geography;

identifies the musical Week 3 MU7LV-IIa-
f-2
instruments and other
sound sources from
Cordillera, Mindoro,
Palawan and of the
Visayas;

discovers ways of Week 4 MU7LV-IIb-
g-4
producing sounds on a
variety of sources
similar to instruments
being studied;

improvises simple Week 5 MU7LV-IIb-
g-7
rhythmic/melodic
accompaniments to
selected music from
the Cordillera,
Mindoro, Palawan and
of the Visayas;

performs music from Week 6 MU7LV-IIb-
g-6
Cordillera, Mindoro,
Palawan and of the
Visayas, with
accompaniment

evaluates music and Week 7- MU7LV-IIc-
h-10
music performances 8
using rubrics on
musical elements and
style.
Quarter Content Performance Most Essential Duration Codes Learning Delivery /Platform
Competencies

QUARTER demonstrates performs describes the Week 1 MU7MN-
IIIa-g-1
3 understanding music of musical
of the musical Mindanao
characteristics of
of appropriate representative
representative expression music selections
music from and style from Mindanao
Mindanao after listening;

identifies the Week 2 MU7MN-
IIIa-g-3
musical instruments
and other sound
sources of
representative
music selections
from Mindanao

analyzes the musical Week 3 MU7MN-
IIIa-g-2
elements of some
Mindanao vocal and
instrumental music;

discovers ways of Week 4 MU7MN-
IIIb-h-4
producing sounds
on a variety of
sources that is
similar to the
instruments being
studied;

improvises simple Week 5 MU7LV-
IIIc-h-5
rhythmic/melodic
accompaniments to
selected music from
Mindanao;

perform music from Week 6 MU7LV-
IIIc-h-6
Mindanao with own
accompaniment

evaluates music Week 7-8 MU7LV-
IIIb-h-10
selections and
music
performances using
rubrics on musical
elements and style.
Quarter Content Performance Most Essential Duration Codes Learning Delivery Model/Platform
Competencies

QUARTER demonstrates performs identifies musical Week 1 MU7FT-IVa-
g-1
4 understanding music of characteristics of
of the musical Mindanao
selected Philippine
of appropriate festivals and
representative expression theatrical forms
music from and style through video or
Mindanao live performances;

describes the Week 2 MU7FT-IVa-
d-2
origins and
cultural
background of
selected Philippine
festival/s;

describes how the Week 3 MU7FT-IVe-
h-4
music contributes
to the
performance of
the musical
production;

describes how a Week 4 MU7FT-IVe-
h-6
specific idea or
story is
communicated
through music in a
particular
Philippine musical
theater

improvises music Week 5-6 MU7FT-IVe-
h-4
accompaniment in
relation to a
particular
Philippine festival;

performs Week 7-8 MU7FT-IVe-
h-7
selection/s from
chosen Philippine
musical theater;
Grade Level: 8
Subject: MUSIC
Quarter Content Performanc Most Essential Duration Codes Learning Delivery /Platform
Competencies

QUARTER demonstrates performs listens Week 1 MU8SE-Ia-
h-2
1 understandin Southeast perceptively to
g of common Asian songs music of
musical with Southeast Asia;

characteristics appropriate analyzes musical Week 2 MU8SE-Ib-
of the region pitch, h-4
elements of
as well as rhythm, selected songs
unique expression and instrumental
characteristics and style. pieces heard and
of a particular performed;

Southeast explores ways of Week 3 MU8SE-Ic-
Asian country. h-5
producing sounds
on a variety of
sources that
would simulate
instruments
being studied;

improvises simple Week 4 MU8SE-Ic-
h-6
accompaniment
to selected
Southeast Asian
music;

performs music Week 5-6 MU8SE-Ic-
h-7
from Southeast
Asia with own
accompaniment;

* evaluates Week 7-8 MU8SE-Ic-
h-8
music and music
performances
using guided
rubrics applying
knowledge of
musical
elements and
style.

Competencies

QUARTER demonstrates performs listens Week 1 MU8SE-IIa-
h-2
2 understandin East Asian perceptively to
g of common music with music of East
and distinct appropriate Asia;

musical pitch, analyzes musical Week 2 MU8SE-IIc-
characteristics rhythm, h-4
elements of
of East Asian expression selected songs
countries and style and instrumental
pieces heard and
performed;

explores ways of Week 3 MU8SE-IIb-
h-5
producing sounds
on a variety of
sources that
would simulate
instruments being
studied;

improvises simple Week 4 MU8SE-IIc-
h-6
accompaniment
to selected East
Asian music;

* performs music Week 5- MU8SE-IIb-
h-7
from East Asia 6
with own
accompaniment;

evaluates music Week 7- MU8SE-IIb-
h-8
and music 8
performances
using guided
rubrics applying
knowledge of
musical elements
and style.
Competencies

QUARTER demonstrates performs listens Week 1 MU8WS-
IIIa-h-2
3 an South Asia perceptively to
understandin and the music of South
g of common Middle East Asia and the
and distinct music with Middle East;
musical appropriate

characteristics pitch, analyzes musical Week 2 MU8WS-
of South Asia rhythm, IIIc-h-4
elements of
and the expression selected songs
Middle East. and style. and instrumental
pieces heard and
performed;

explores ways of Week 3 MU8WS-
IIIc-h-5
producing
sounds on a
variety of
sources that
would simulate
instruments
being studied;

improvises Week 4 MU8WS-
IIIb-h-6
simple
accompaniment
to selected
South Asia and
the Middle East
music;

* performs Week 5- MU8WS-
IIIb-h-7
music from 6
South Asia and
Middle East
with own
accompaniment
;

evaluates music Week 7- MU8WS-
IIIc-h-8
and music 8
performances
using guided
rubrics applying
knowledge of
musical
elements and
style.
Quarter Content Performance Most Essential Duration Codes Learning Delivery /Platforms
Competencies

QUARTER demonstrates performs identifies Week 1 MU8TH-
IVa-g-1
4 understandin excerpts musical
g and from
characteristics
application of traditional
musical skills Asian of selected
related to theater with Asian musical
selected appropriate theater through
traditional pitch, video films or
Asian theater rhythm, live
expression, performances;

and style describes the Week 2 MU8TH-
IVa-g-2
instruments
that accompany
Kabuki,
Wayang Kulit,
Peking Opera;

describes how a Week 3 MU8TH-
IVb-h-3
specific idea or
story is
communicated
through music
in a particular
Asian musical
theater;

improvises Week 4 MU8TH-
IVb-h-7
appropriate
sound, music,
gesture,
movements,
props and
costume for
performance of
a chosen Asian
traditional
musical and
theatrical form;

performs Week 5- MU8TH-
IVa-g-6
selection/s from 6
chosen Asian
musical theater;

evaluates Week 7- MU8TH-
IVc-h-8
music and 8
music
performances
using guided
rubrics
applying
knowledge of
musical
elements and
style.
Grade Level: 9
Subject: MUSIC
Competencies
The learner…

QUARTER demonstrates performs describes the Week 1 MU9MRB
-Ib-f-5
1 understandin selected musical
g of songs from elements of
characteristic Medieval, selected vocal
features of renaissance and
the Medieval, and baroque instrumental
Renaissance periods music of
and Baroque a) Chants; Medieval,
period music b) Madrigals; Renaissance and
c) excerpts Baroque music;

from explains the Week 2 MU9MRB
oratorio; -Ia-h-2
performance
d) chorales;
practice (setting,
e)
troubadour. composition, role
of
composers/perfo
rmers, and
audience) during
Medieval,
Renaissance and
Baroque periods;

* relates Week 3 MU9MRB
-Ic-f-3
Medieval,
Renaissance and
Baroque music
to other art
forms and its
history within
the era;

* improvises Week 4- MU9MRB
-Ib-d-7
appropriate 5
accompaniment
to selected music
from Medieval,
Renaissance and
Baroque Period;

* performs Week 6- MU9MRB
-Ib-h-4
music from 7
Medieval,
Renaissance and
Baroque Period;
* evaluates
music and music
Week 8

performances
using guided
rubrics
Competencies

describes musical Week 1 MU9CL-
IIa-f-1
elements of given
Classical period pieces;

explains the Week 2 MU9CL-
IIa-f-3
performance practice
demonstrates sings and (setting, composition,
understandin performs
role of
g of themes of
characteristic symphonies composers/performers
features of and other , and audience) during
Classical instrumental Classical Period

period music forms sings relates Classical music Week 3 MU9CL-
QUARTE IIa-f-2
demonstrates and to other art forms and
R2
understandin performs its history within the
g of themes of era;

characteristic symphonies improvises appropriate Week 4- MU9CL-
features of and other IIe-9
accompaniment to 5
Classical instrumental selected music from
period music forms Classical Period

performs selected Week 6- MU9CL-
IIb-h-7
music from the 7
Classical period;
evaluates music and
music performances
Week 8

using guided rubrics.
Competencies

describes musical Week 1 MU9RO-
IIIa-2
elements of given
Romantic period
pieces;

explains the Week 2 MU9RO-
IIIb-h-3
performance practice
(setting, composition,
role of
demonstrates composers/performers
understandin sings and , and audience) during
g of performs Romantic Period

QUARTER characteristic themes of relates Romantic music Week 3 MU9RO-
IIIc-h-7
3 features of selected to other art forms and
instrumental instrumental its history within the
Romantic pieces era;

music improvises appropriate Week 4- MU9RO-
IIIc-h-8
accompaniment to 5
selected music from
Romantic Period

performs selected Week 6- MU9RO-
IIIe-h-6
music from the 7
Romantic period;
evaluates music and
music performances
Week 8

using guided rubrics.
Quarter Content Performance Most Essential Duration Codes Learning Delivery lPlatforms
Competencies

explains the plot, Week 1- MU9OP-
IVa-g-1
musical and 2
theatrical
elements of an
opera after
watching video
samples;
demonstrates

performs themes Week 3- MU9OP-
understandin IVb-h-3
sings and or melodic 4
g of
performs fragments of given
QUARTER characteristic
themes of selected songs;
4 features of

selected improvises Week 5- MU9OP-
vocal music of IVb-h-5
songs appropriate 6
the Romantic
sounds, music,
period
gestures,
movements, and
costumes for a
chosen opera.
evaluates music
performances using
Week 7-
8 
guided rubrics
Grade Level: 10
Subject: MUSIC

Competencies

describes distinctive Week 1 MU10TC-
Ia-h-2
musical elements of
given pieces in 20th
century styles;

explains the Week 2- MU10TC-
Ib-g-4
performance practice 3
(setting, composition,
demonstrates creates role of
understanding musical composers/performers
of 20th pieces using , and audience) of 20th
QUARTER
century music particular century music;
1

styles and style/s of the relates 20th Century Week 4- MU10TC-
characteristic 20th Ia-g-3
music to other art 5
features. Century. forms and media
during the same time
period;

performs music sample Week 5- MU10TC-
Ib-5
from the 20th century 6
evaluates music and
music performances
Week 7-
8 
using guided rubrics
Competencies

QUARTER demonstrates performs describes the Week 1 MU10AP-
IIa-g-2
2 understandin vocal and historical and
g of dance forms cultural
characteristic of Afro-Latin background of
features of American Afro-Latin
Afro-Latin music and American and
American selections of popular music;

music and Popular music analyzes musical Week 2- MU10AP-
Popular music IIa-h-5
characteristics of 3
Afro-Latin
American and
popular music
through listening
activities;

explores ways of Week 4- MU10AP-
IIa-7
creating sounds on 5
a variety of
sources suitable to
chosen vocal and
instrumental
selections;

performs Week 6- MU10AP-
IIa-h-6
selections of Afro- 7
Latin American
and popular music
in appropriate
pitch, rhythm,
style, and
expression;

evaluates music Week 8 MU10AP-
IIa-h-10
and music
performances
using guided
rubrics
Competencies

QUARTER demonstrates sings narrates the life of Week 1 MU10CM-
IIIc-g-3
3 understandin contemporary selected
g of songs
contemporary
characteristic
features of Filipino
contemporary composer/s ;

music analyzes the Week 2 MU10CM-
IIIa-h-2
musical
characteristics of
traditional and
contemporary
Philippine music;

improvises simple Week 3- MU10CM-
IIId-e-5
vocal/instrumental 5
accompaniments
to selected
contemporary
Philippine music;

performs Week 6- MU10CM-
IIIb-h-4
selections of 7
contemporary
Philippine music;

evaluates music Week 8 MU10CM-
IIIh-8
and music
performances
using guided
rubrics.
Competencies

QUARTER 1. 1. performs describes how an idea Week 1 MU10MM-
IIIa-h-1
4 demonstrates selections or story in a musical
understandin from musical play is presented by
g of plays, ballet, watching a live
characteristic opera in a performance or
features of satisfactory video excerpt;

20th and 21st level of explains how Week 2- MU10MM-
century opera performance. theatrical elements in IIIa-h-2
3
musical play, a selected part of a
ballet and 2. creates a musical play are
other musical work combined with music
multimedia using media and media to achieve
forms. & certain effects;
technology.

creates appropriate Week 4- MU10MM-
2. IIIc-h-4
sounds, music, 6
demonstrates
understandin gestures,movements
g of the , and costume using
relationship media and
among music, technology for a
technology, selected part of a
and media. musical play;

performs an excerpt Week 7- MU10MM-
IIIg-h-5
from a 20th or 21st 8
century Philippine
musical and highlight
its similarities and
differences to other
western musical play.
ARTS
MOST ESSENTIAL LEARNING COMPETENCIES IN ARTS (Key Stage 1)
Grade Level:One (1)
Subject: ARTS
Quarter Content Performance Standards Most Essential Learning Duration K-12 CG TV Radio Both
Standards Competencies Code
1st The learner… The learner… 1. explains that ART is all Week 1/ 1st A1EL-Ia √
demonstrates creates a portrait of around and is created by Q
understanding of himself and his family different people
lines, shapes, which shows the elements 2. identifies different lines, Week 2/1st A1EL-Ic √
colors and texture, and principles of art by
shapes, texture used by artists Q
and principles of drawing
in drawing
balance,
3. uses different drawing tools Weeks 3, 4, A1EL-Id √
proportion and
variety through or materials - pencil, crayons, & 5/ 1st Q
drawing piece of charcoal, stick-on
different papers, sinamay,
leaves, tree bark, and other
local materials to create his
demonstrates creates a portrait of drawing about oneself, one’s
understanding of himself and his family family, home, and school, as a
lines, shapes, which shows the elements means of self-expression
colors and texture, and principles of art by √
Weeks 6, 7, A1PR-If
and principles of drawing 4. draws different kinds of
balance, & 8/1st Q
plants and animals showing a
proportion and variety of shapes, lines, color,
variety through and textures
drawing
2nd The learner… The learner 1. identifies colors as primary, Week 1/ 2nd A1EL-IIa √
demonstrates secondary, and tertiary, both in Q
understanding of creates a harmonious natural and man-made objects,
colors and design of natural and seen in the surrounding
shapes, and the man-made objects to 2. creates a design inspired by Weeks 3 & A1PR-IIg √
principles of express ideas using Philippine flowers, jeepneys, 4/ 2nd Q
harmony, rhythm colors and shapes, and Filipino fiesta decors, parol, or
and balance harmony objects and other geometric
through painting shapes found in nature and in
demonstrates school using primary and
understanding of creates a harmonious secondary colors
colors and design of natural and
shapes, and the man-made objects to 3. paints a home/school Weeks 5 & A1PR-Ie-1 √
principles of express ideas using landscape or design choosing 6/ 2nd Q
harmony, rhythm colors and shapes, and specific colors to create a
and balance harmony certain feeling or mood
through painting 4. talks about the landscape he Weeks 7 & √
A1PR-Ie-2
painted and the landscapes of 8/ 2nd Q
others
3rd demonstrates creates prints that show 1. differentiates between a Week 1 / A1EL-IIIa √
understanding of repetition, alternation print and a drawing or painting 3rd Q
shapes and and emphasis using 2. describes the shape and Weeks 2 & 3 A1EL-IIIb √
texture and objects from nature and texture of prints made from / 3rd Q
prints that can be found objects at home objects found in nature and
repeated, and in school man-made objects and from
alternated and the artistically designed prints
emphasized in his artworks and in the
through artworks of others.
printmaking 3. creates a print by applying Week 4 / A1EL-IIId √
dyes on his finger or palm or 3rd Q
demonstrates any part of the body and
understanding of pressing it to the paper, cloth,
shapes and creates prints that show wall, etc. to create impression
texture and repetition, alternation 4. creates a print by rubbing Week 5 / A1PL-IIIe √
prints that can be and emphasis using pencil or crayon on paper 3rd Q
repeated, objects from nature and placed on top of a textured
alternated and found objects at home objects from nature and found
emphasized and in school objects
through 5. stencil a design (in recycled Week 6 / A1PR-IIIf √
printmaking paper, plastic, cardboard, 3rd Q
leaves, and other materials)
and prints on paper, cloth,
sinamay, bark, or a wall
6. narrates experiences in Week 7 / A1PR-IIIg √
experimenting different art 3rd Q
materials
7. participates in Week 8 / A1PR-IIIh
school/district exhibit and 3rd Q
culminating activity in
celebration of the National
Arts Month (February)
Quarter Content Performance Standards Most Essential Learning Duration K-12 CG
4th The learner… The learner 1. differentiates between 2- Week 1 / A1EL-IVa √
dimensional and 3- 4th Q
demonstrates creates a useful 3- dimensional artwork and
understanding of Dimensional states the difference
texture and 3-D object/sculpture using 2. identifies the different Week 2 /4th A1EL-IVb √
shapes, and found objects and materials that can be used in Q
principle of recycled materials creating a 3-dimensional Week 3 / A1EL-IVb √
proportion and object: 4th Q
emphasis 2.1 clay or wood (human or Week 4 / A1EL-IVb √
through 3-D animal figure) 4th Q
works and 2.2 bamboo (furniture,
sculpture bahay kubo) √
2.3 softwood (trumpo)
demonstrates creates a useful 3- 2.4 paper, cardboard,
understanding of Dimensional (masks)
texture and 3-D object/sculpture using 2.5 found material (parol,
shapes, and found objects and sarangola)
principle of recycled materials 3. creates 3D objects that are Week 5-6 / A1PR-IVe √
proportion and well proportioned, balanced 4th Q
emphasis and show emphasis in design,
through 3-D like any of the following: a
works and pencil holder, bowl, container,
sculpture using recycled materials like
plastic bottles, etc.
4. creates masks, human Week 7,8, & A1PR-IVf-1 √
figures out of recyclable 9 / 4th Q
materials such as cardboards, A1PR-IVg
papers, baskets, leaves,
strings, clay, cardboard, glue, A1PR-IVh
found materials, bilao, paper
plate, strings, seeds, flour-salt
mixture, or paper-mache, and
other found materials

Grade Level: Two (2)
Subject: ARTS
1st The learner… The learner… 1. describes the different styles Week 1 / 1st √
demonstrates of Filipino artists when they Q
understanding creates a create portraits and still life A2EL-Ia
on lines, shapes, composition/design by (different lines and colors)
and colors as translating one’s 2. differentiates the contrast Week 2 / 1st √
elements of art, imagination or ideas between shapes and colors of Q
A2EL-Ib
and variety, that others can see and different fruits or plants and
proportion, and appreciates flowers in one’s work and in the
contrast as work of others
principles of art 3. draws the different fruits or Week 3 & √
through drawing plants to show overlapping of 4 / 1st Q
A2EL-Ic
shapes and the contrast of
colors and shapes in his colored
drawing
Week 5 & √
4. draws from an actual still 6 / 1st Q A2EL-Id
life arrangement
5. draws a portrait of two or Week 7 & √

more persons - his friends, his 8 / 1st Q
family, showing the
A2EL-If
differences in the shape of
their facial features (shape of
eyes, nose, lips, head, and
texture of the hair)
Week 8 / 1st √
6. narrates stories related to Q A2EL-Ih-3
the output
2nd The learner… The learner… 1. describes the lines, shapes, Weeks 1 & 2 √
colors, textures, and designs / 2nd Q
A2EL-IIa
demonstrates creates a composition seen in the skin coverings of
understanding of or design of a tricycle or different animals and sea
using two or jeepney that shows creatures using visual arts
more kinds of unity and variety of words and actions.
lines, colors and lines, shapes, and colors 2. designs with the use of Weeks 3 & 4 √
shapes through drawing and painting materials / 2nd Q A2EL-IIb
repetition and the sea or forest animals in
contrast to their habitats showing their
create rhythm unique shapes and features,
variety of colors and textures
in their skin.
3. creates designs by using two Week 5 & √
or more kinds of lines, colors, 6 / 2nd Q
and shapes by repeating or A2PL-IIf
contrasting them, to show
rhythm
4. uses control of the painting Week 7 & √
tools and materials to paint 8 / 2nd Q
the different lines, shapes and A2PR-IIg-1
colors in his work or in a group
work
5. design an outline of a Week 7 & A2PR-IIg-2 √
tricycle or jeepney on a big 8 / 2nd Q
paper with lines and shapes
that show repetition, contrast
and rhythm
3rd The learner… The learner… 1. differentiates natural and Week 1/ 3rd √
man-made objects with Q
demonstrates creates prints from repeated or alternated shapes A2EL-IIIa
understanding of natural and man-made and colors and materials that
shapes, textures, objects that can be can be used in print making
colors and repeated or alternated 2. creates a consistent pattern Week 2/ 1st A2PL-IIIb √
repetition of in shape or color. by making two or three prints Q
motif, contrast of that are repeated or
motif and color creates prints with alternated in shape or color
from nature and repeating, alternating or 3. carves a shape or letter on Week 3-4 / √
found objects contrasting color or size an eraser or kamote, which 1st Q A2PR-IIIf
or texture can be painted and printed
several times
shows skills in making a 4. creates a print on paper or Week 5-6 / A2PR-IIIg √
clear print from natural cloth using cut-out designs 1st Q
and man-made objects 5. participates in a Week 7-8 / A2PR-IIIh-3 √
school/district exhibit and 1st Q
celebration of the National Arts
Month (February)
4th The learner… The learner 1. discusses the artistry of Week 1/ 4th √
different local craftsmen in Q
demonstrates creates a 3-dimensional creating:
understanding of free-standing, balanced 1.1 taka of different
shapes, texture, figure using different animals and figures in Paete, A2EL-IVa-1
proportion and materials (found Laguna
balance through materials, recycled, 1.2 sarangola or kites
sculpture and 3- local or manufactured) 1.3 banca, native boats
dimensional from Cavite, and coastal towns
crafts 2. Answers a brief diagnostic Week 2/ 1st √
creates a 3-dimensional assessment on giving value and Q A2EL-IVa-2
free-standing, balanced importance to the craftmanship
figure using different of local artists.
demonstrates materials (found 3. identifies 3-dimensional 3-4/ 1st Q √
understanding of materials, recycled, crafts found in the locality
A2EL-IVb
shapes, texture, local or manufactured) giving emphasis on their
proportion and shapes, textures, proportion
balance through and balance
sculpture and 3- creates a 3-dimensional 4. executes the steps in making Week 5-6/ √
A2PR-IVd
dimensional free-standing, balanced a paper maché with focus on 1st Q
crafts figure using different proportion and balance
materials (found 5. creates a clay human figure Week 7-8/ A2PR-IVh √
materials, recycled, that is balanced and can stand 1st Q
local or manufactured) on its own

Grade Level: Three (3)
Subject: ARTS
1st The learner... The learner… 1. distinguishes the size of Week 1/ 1st √
persons in the drawing, to Q A3EL-Ia
demonstrates creates an artwork of indicate its distance from the
understanding of people in the viewer
lines, texture, province/region. 2. shows the illusion of space Week 2/1st A3EL-Ib √
shapes and On-the-spot sketching in drawing the objects and Q
depth, contrast of plants trees, or persons in different sizes
(size, texture) buildings and geometric 3. explains that artist create Week 3/1st √
through drawing line designs visual textures by using a Q A3PL-Ic
variety of lines and colors
4. discusses what foreground, Week 4/1st √
shows a work of art middle ground, and Q A3PL –Id
based on close background, are all about in the
observation of natural context of a landscape
objects in his/her 5. describes the way of life of Week 5/1st √
surrounding noting its people A3PL-Ie
in the cultural Q
size, shape and texture community
6. Creates a geometric design Week 6/1st √
by contrasting two kinds of Q A3PR-If
lines in terms of type or size.
7. sketches on-the-spot outside Week 7/1st √
or near the school to draw a Q
plant, flowers or a tree showing
A3PR-Ig
the different textures and
shape of each part, using only a
pencil or black crayon or
ballpen
8. designs a view of the Week 8/1st √
province/region with houses Q
and buildings and likewise
showing the occupation of the
A3PR-Ii
people in action, indicating as
well the foreground middle
ground and background by the
size of the objects
2nd The learner... The learner... 1. Discusses the concept that Week 1/ 2nd √
demonstrates creates an artwork of there is harmony in nature as Q A3EL-IIa
understanding of people in the seen in the color of landscapes
lines, textures, province/region on-the- at different times of the day
shapes and spot sketching of plants, Ex:
balance of size, trees and building and 1.1 landscapes of Felix Hidalgo,
contrast of geometric line designs Fernando Amorsolo, Jonahmar
texture through Salvosa
drawing applies knowledge of 1.2 Still’s life of Araceli Dans,
planes in a landscape Jorge Pineda, Agustin Goy
(foreground, middle 2. Discusses the concept that Week 2/ 2nd √
ground and nature is so rich for no two Q A3EL-IIb
background) in painting animals have the same shape,
a landscape skin covering, and color
3. demonstrates how harmony Weeks 3 & √
creates an artwork of is created in an artwork 4/ 2nd Q A3PL-IIc
people in the because of complementary
province/region on-the- colors and shapes
spot sketching of plants, 4. paints a still life by Weeks 5 & √
trees and building and observing the different shapes, 6/ 2nd Q
geometric line designs color, and texture of fruits, A3PR-IId
drawing them overlapping and
applies knowledge of choosing the right colors for
planes in a landscape each fruit
(foreground, middle 5. creates new tints and Weeks 7 & √
ground and shades of colors by mixing two 8/ 2nd Q A3PR-IIe
background) in painting or more colors
a landscape 6. paints a landscape at a Weeks 7 & √
particular time of the day and 8/ 2nd Q A3PR-IIf
selects colors that complement
each other to create a mood
7. discusses the characteristics Weeks 9 & √
of a wild animal by making 10/ 2nd Q
several pencil sketches and A3PR-IIg
painting it later, adding texture
of its skin covering
8. explains the truism that Weeks 9 & A3PR-IIh √
Filipino artists painted 10/ 2nd Q
landscapes in their own a
particular style and can identify
what makes each artist unique
in his use of colors to create
harmony
3rd The learner... The learner... 1. Discusses the concept that a Week 1 / 3rd √
demonstrates exhibits basic skills in print made from objects found Q
A3EL-IIIa
understanding of making a design for a in nature can be realistic or
shapes, colors print and producing abstract
and principle several clean copies of 2. explains the importance and Week 2 / 3rd √
repetition and the prints variety of materials used for Q A3PL-IIIb
emphasis printing
through manipulates a stencil 3. Demonstrates the concept Week 3 / 3rd √
printmaking with an adequate skill that a print design may use Q
(stencils) to produce a clean print repetition of shapes or lines A3PL-IIIc
for a message, slogan or and emphasis on contrast of
logo for a T-shirt, poster shapes and lines
bag 4. Executes the concept that a Week 4 / 3rd √
print design can be duplicated Q
produces at least 3 many times by hand or by A3PL-IIId
good copies of print machine and can be shared
using complementary with others
colors and contrasting 5. explains the meaning of the Week 5 / 3rd √
A3PR-IIIe
shapes design created Q
6. stencils a paper or plastic Week 6 / 3rd √
sheets to be used for multiple Q A3PR-IIIg
prints on cloth or hard paper
7. writes a slogan about the Week 7 / 3rd A3PR-IIIg √
environment that correlates Q
messages to be printed on T-
shirts, posters, banners or
bags
8. participates in a Week 1 / 4th
school/district exhibit and Q
culminating activity in A3PR-IIIh
celebration of the National
4th The learner... The learner... 1. identifies different styles of Week 1 /4th √
demonstrates creates a single puppet puppets made in the Philippines Q A3EL-IVa
understanding of based on character in (form Teatro Mulat and Anino
shapes, colors, legends, myths or Theater Group)
2. discusses the variations of Weeks 2-4 / √
textures, and stories using recycled
puppets in terms of material, 4th Q
emphasis by and hard material A3PL-IVb
structure, shapes, colors and
variation of intricacy of textural details
shapes and creates a mask or √
3. creates a puppet designs that Week 4 / 4th
texture and headdress that is would give a specific and unique Q
contrast of colors imaginary in design character, with designs of varied
A3PR-IVc
through using found and shapes and colors on puppets to
sculpture and recycled materials show the unique character of the
crafts puppet/s
demonstrates basic 4. constructs a simple puppet Week 5 & √
skills in constructing a based on a character in a legend, 7 / 4th Q
demonstrates puppet made from a myth or story using recyclable A3PR-IVe
understanding of hard and stick, which materials and bamboo sticks or
twigs
shapes, colors, can be manipulated
5. manipulates a puppet to act Week 5 / 4th √
textures, and
out a character in a story Q
emphasis by together with the puppets
A3PR-IVf
variation of
shapes and 6. utilizes masks in simple role Week 6 / 3rd √
texture and play or skit Q
contrast of colors A3PR-IVf
through
sculpture and
crafts 7. performs as puppeteer Week 7 / 3rd √
together with others, in a puppet Q
show, to tell a story using the
puppet he/she created A3PR-IVg
Grade Level: Four (4)
Subject: ARTS
Quarter Content Performance Most Essential Learning Duration K-12 CG TV Radio Both
Standards Standards Competencies Code
1st The learner… The learner… 1. discusses the rich variety of Week 1 / √
cultural communities in the 1st Q
demonstrates practices variety of Philippines and their uniqueness
understanding of culture in the (1.1 LUZON- Ivatan, Ifugao,
lines, texture, and community by way of Kalkminga, Bontok, Gaddang,
shapes; and attire, body Agta
balance of size accessories, religious 1.2 VISAYAS – Ati
and repetition of practices and lifestyle. 1.3 MINDANAO-Badjao,
motifs/patterns Mangyan,Samal, Yakan, Ubanon, A4EL-Ia
through drawing Manobo, Higaonon, Talaandig,
Matigsalog, Bilaan, T’boli,
creates a unique design Tiruray, Mansaka, Tausug) and
of houses, and other the distinctive characteristics of
household objects used these cultural communities in
by the cultural groups. terms of attire, body
accessories, religious practices,
and lifestyles.
2. Designs specific attire, body Weeks 2- √
writes a comparative accessories, religious practices, 4/1st Q A4EL-Ib
description of houses and lifestyles, clothing, objects,
A4EL-Ic
and utensils used by and designs of at least one the
selected cultural cultural communities by A4EL-Id
groups from different applying an indigenous cultural
provinces. motiff into a contemporary
design through crayon etching
technique.
3. role plays ideas about the Weeks A4PR-Ie √
practices of the different 4/1st Q
cultural communities.
4. creates a drawing after close Week 5- A4PR-Ig √
study and observation of one of 6/1st Q
the cultural communities’ way
of dressing and accessories.
5. produces a crayon resist on Week 7/1st √
any of the topics: the unique Q
A4PR-Ih
design of the houses, household
objects, practices, or rituals of
one of the cultural groups
6. uses crayon resist technique Week 8/1st √
A4PR-Ii
in showing different ethnic Q
designs or patterns.
2nd The learner… The learner… 1. discusses pictures of localities Week 1/ √
where different cultural 2nd Q
demonstrates sketches and paints a communities live where each A4EL-IIa
understanding of landscape or mural group has distinct houses and
lines, color, using shapes and colors practices.
shapes, space, appropriate to the way 2. explains the attire and Week 2/ √
and proportion of life of the cultural accessories of selected cultural 2nd Q A4EL-IIb
through drawing. community. communities in the country in
terms of colors and shapes.
realizes that the choice 3. depicts in a role play the Week 3/ √
of colors to use in a importance of communities and 2nd Q A4EL-IIc
landscape gives the their culture.
mood or feeling of a 4. compares the geographical Week 4/ √
painting. location, practices, and festivals 2nd Q A4EL-IId
of the different cultural groups
in the country.
5. paints the sketched landscape Week 5/ A4EL-IIe √
using colors appropriate to the 2nd Q
A4EL-IIf
cultural community’s ways of
life.
6. tells a story or relates Week6/ A4EL-IIh √
experiences about cultural 2nd Q
communities seen in the
landscape.
3rd The learner... The learner... 1. discusses the texture and Week 1 / √
characteristics of each material. 3rd Q
A4EL-IIIa
demonstrates exhibits basic skills in
understanding of making a design for a
shapes, colors and print and producing 2. analyzes how existing ethnic Week 1 / √
principle several clean copies of motif designs are repeated and 3rd Q A4PL-IIIb
repetition and the prints alternated.
emphasis through 3. demonstrates the process of Week 2 / √
printmaking manipulates a stencil creating relief prints and how 3rd Q
(stencils) with an adequate skill these relief prints make the
to produce a clean work more interesting and A4PL-IIIc
print for a message, harmonious in terms of the
slogan or logo for a T- elements involved.
shirt, poster bag √
4. designs ethnic motifs by Week 2 /
A4PR-IIId
repeating, alternating, or by 3rd Q
produces at least 3 radial arrangement.
good copies of print √
5. creates a relief master or Week 3 /
using complementary A4PR-IIIe
mold using additive and 3rd Q
colors and contrasting
subtractive processes.
shapes √
6. creates simple, interesting, Week 4 /
A4PR-IIIf
and harmoniously arranged 3rd Q
relief prints from a clay design.
7. prints reliefs with adequate Week 5 / √
skill to produce clean prints with 3rd Q
A4PR-IIIg
a particular design motif
(repeated or alternated).
8. creates the relief mold using Weeks 6- A4PR-IIIi √
found material: hard foam; 7 / 3rd Q
cardboard shapes glued on
wood; strings and buttons, old
screws, and metal parts glued
on wood or cardboard.
9. participates in a Weeks 8/
school/district exhibit and 3rd Q A4PR-IIIj-
2
Month (February).
4th The learner... The learner... 1. differentiates textile Week 1 / √
demonstrates creates a single puppet traditions in other Asian 4th Q
understanding of based on character in Countries like China, India,
shapes, colors, legends, myths or Japan, Indonesia, and in the A4EL-Iva
textures, and stories using recycled Philippines in the olden times
emphasis by and hard material and presently.
variation of 2. discusses pictures or actual Week 1 / √
shapes and creates a mask or samples of different kinds of 4th Q
A4EL-Ivb
texture and headdress that is mat weaving traditions in the
contrast of colors imaginary in design Philippines.
through sculpture using found and 3. discusses the intricate Week 2 / A4EL-IVc √
and crafts recycled materials designs of mats woven in the 4th Q
Philippines:
demonstrates basic 3.1 Basey, Samar buri
demonstrates skills in constructing a mats
understanding of puppet made from a 3.2 Iloilo bamban mats
shapes, colors, hard and stick, which 3.3 Badjao&Samal mats
textures, and can be manipulated 3.4 Tawi-tawilaminusa
emphasis by mats
variation of 3.5 Romblon buri mats
shapes and 4. explains the steps to produce Week 3 / √
A4PL-Ivd
texture and good tie-dye designs. 4th Q
contrast of colors 5. explains the meaning of Week 4 / A4PL-Ive √
through sculpture designs, colors, and patterns 4th Q
and crafts used in the artworks.
6. creates a small mat using Week 5 & √
colored buri strips or any 6 / 4th Q
material that can be woven,
A4PR-IVf
showing different designs: Week 7 /
squares, checks zigzags, and 4th Q
stripes.
A4PR-IVg
√
7. weaves own design similar to
the style made by a local ethnic
group.
8. creates original tie-dyed Week 8 / √
textile design by following the 4th Q
traditional steps in tie-dyeing
using one or two colors. A4PR-IVh
Grade Level: Five (5)
Subject: ARTS
Quarter Content Standards Performance Most Essential Learning Duration K-12 CG TV Radio Both
1st The learner… The learner… 1. discusses events, practices, Week 1/ 1st √
and culture influenced by Q
demonstrates creates different A5EL-Ia
colonizers who have come to
understanding of lines, artifacts and our country by way of trading.
shapes, and space; and architectural √
2. designs an illusion of Week 1/1st
the principles of buildings in the
depth/distance to simulate a3- Q
rhythm and balance Philippines and in the
through drawing of locality using dimensional effect by using
archeological artifacts, crosshatching crosshatching and shading A5EL-Ib
houses, buildings, and technique, geometric techniques in drawings (old
churches from shapes, and space, pottery, boats, jars, musical
historical periods using with rhythm and instruments).
crosshatching balance as principles 3.presents via powerpoint the Week2/1st √
technique to simulate of design. significant parts of the different Q
3-dimensional and puts up an exhibit on architectural designs and A5EL-Ic
geometric effects of an Philippine artifacts artifacts found in the locality.
artwork. and houses from
e.g. bahay kubo, torogan, bahay
different historical
periods (miniature or
na bato, simbahan, carcel, etc.
4. explains the importance of Week 2 /1st A5PL-Ie √
replica).
artifacts, houses, clothes, Q
language, lifestyle - utensils,
food, pottery, furniture -
influenced by colonizers who
have come to our country
(Manunggul jar, balanghai,
bahay na bato, kundiman,
Gabaldon schools, vaudeville,
Spanish-inspired churches).
5. creates illusion of space in 3- Weeks 3-4 / √
dimensional drawings of 1st Q
important archeological artifacts
seen in books, museums A5PR-If
(National Museum and its
branches in the Philippines, and
in old buildings or churches in
the community.
6. creates mural and drawings Weeks 5- √
of the old houses, churches, 6/1st Q
A5PR-Ig
and/or buildings of his/her
community.
7. participates in putting up a Weeks 7-
mini-exhibit with labels of 8/1st Q
Philippine artifacts and houses A5PR-Ih
after the whole class completes
drawings.
8. tells something about his/her Week 8/1st A5PR-Ij √
community as reflected on Q
his/her artwork.
2nd The learner… The learner… 1. explains the importance of Week 1/ 2nd √
natural and historical places in Q
A5EL-IIa
demonstrates sketches natural or the community that have been
understanding of man-made places designated as World Heritage
lines, colors, space, in the community Site (e.g., rice terraces in
and harmony through with the use of Banawe, Batad; Paoay Church;
painting and complementary Miag-ao Church; landscape of
explains/illustrates colors. Batanes, Callao Caves in
landscapes of draws/paints Cagayan; old houses inVigan,
important historical significant or Ilocos Norte; and the torogan in
places in the important historical Marawi)
community (natural places.
or man-made)using 2. explains that artists have Weeks 2 & √
one-point perspective different art styles in painting 3/ 2nd Q
in landscape drawing, landscapes or significant places
complementary in their respective provinces
colors, and the right (e.g., Fabian dela Rosa,
A5EL-IIc
proportions of parts. Fernando Amorsolo, Carlos
Francisco, Vicente Manansala,
Jose Blanco, VictorioEdades,
Juan Arellano,
PrudencioLamarroza, and
Manuel Baldemor)
3. presents via powerpoint the Week 3/ 2nd √
artistry of famous Filipino artists Q
A5PL-IId
in painting different landscapes
and is able to describe what
makes each artist’s masterpiece
unique from others.
4. sketches using Weeks 4-5/ √
A5PL-IIe
complementary colors in 2nd Q
painting a landscape.
5. demonstrates skills and Weeks 6-7/
knowledge about foreground, 2nd Q
middle ground, and background A5PR-IIf
to emphasize depth in painting
a landscape.
6. discusses details of the Week 8/2nd
A5PR-IIg
landscape significant to the Q
history of the country.
3rd The learner… The learner… 1. discusses new printmaking Week 1 / 3rd √
technique using a sheet of thin Q
rubber (used for soles of shoes),
demonstrates creates a variety of linoleum, or any soft wood that
understanding of new prints using lines can be carved or gouged to A5EL-
printmaking (thick, thin, jagged, create different lines and IIIa
techniques with the ribbed, fluted, textures.
use of lines, texture woven) to produce
through stories and visual texture. 2. discusses possible uses of Week 2 / 3rd √
myths. A5EL-IIIc
the printed artwork Q
3. shows skills in creating a Week 2 / 3rd √

linoleum, rubber or wood cut Q A5PL-
print with the proper use of IIId
carving tools.
4. creates variations of the same Week 3 / 3rd √

A5PR-
print by using different colors of Q
IIIe
ink in printing the master plate.
5. follows the step-by-step Weeks 4-5 / A5PR-IIIf √

process of creating a print: 3rd Q
5.1 sketching the areas to be
carved out and areas that will
remain
5.2 carving the image on the
rubber or wood using sharp
demonstrates creates a variety of cutting tools
understanding of new prints using lines 5.3 preliminary rubbing
printmaking (thick, thin, jagged, 5.4 final inking of the plate
techniques with the ribbed, fluted, with printing ink
use of lines, texture woven) to produce 5.5 placing paper over the
plate, rubbing the back of the
through stories and visual texture. paper
myths. 5.6 impressing the print
5.7 repeating the process to
get several editions of the print
6. works with the class to Week 6 / 3rd √
produce a compilation of their Q
A5PR-
prints and create a book or IIIg
calendar which they can give as
gifts, sell, or display on the walls
of their school.
7. demonstrates contrast in a Week 6 / 3rd √
A5PR-
carved or textured area in an Q IIIh-1
artwork.
8. produces several editions of Weeks 7/ √
the same print that are well- 3rd Q A5PR-
IIIh-2
inked and evenly printed.
9. participates in a Week 8/3rd
school/district exhibit and A5PR-
IIIh-3
Month (February)
4th The learner… The learner… 1. identifies the materials used Week 1 / 4th √
in making 3-dimensional crafts Q
demonstrates demonstrates which express balance and
understanding of fundamental repeated variation of shapes
colors, shapes, space, construction skills and colors A5EL-IVa
repetition, and in making a 3- 1.1 mobile
balance through dimensional craft 1.2 papier-mâché jar
sculpture and 3- that expresses 1.3 paper beads
dimensional crafts. balance, artistic 2. identifies the different Week 1 /4th A5EL-IVb √
design, and techniques in making 3- Q
repeated variation dimensional crafts
of decorations and 2.1 mobile
colors 2.2 papier-mâché jar
1. papier- 2.3 paper beads
mâché jars 3. discusses possibilities on the Week 2 / √
A5EL-IVc
with use of created 3-D crafts. 4th Q
patterns
2. paper beads 4. applies knowledge of colors, Week 3 / 4th √
shapes, and balance in creating Q A5PL-IVd
constructs 3-D craft mobiles, papier-mâché jars, and
using primary and paper beads.
secondary colors, 5. demonstrates artistry in Week 4 / 4th √
geometric shapes, making mobiles with varied Q
space, and A5PL-IVe
colors and shapes.
repetition of colors
to show balance of 6. creates designs for making 3- Week 5 & √
the structure and dimensional crafts 6 / 4th Q
shape A5PR-IVf
6.1 mobile
mobile 6.2 papier-mâché jar
6.3 paper beads
7. shows skills in making a Week 7 / 4th A5PR-IVg √
papier-mâché jar Q
8. creates paper beads with Week 8 / 4th √
artistic designs and varied colors Q
out of old magazines and
colored papers for necklace, A5PR-IVh
bracelet, ID lanyard.
Grade Level: Six (6)
Subject: ARTS
1st The learner… The learner… 1. discusses the concept that art Week 1/ 1st √
processes, elements and Q A6EL-Ia
demonstrates creates concepts principles still apply even with
understanding of the through art the use of new technologies.
use of lines, shapes, processes, 2. explains the elements and Week 1/1st √
colors, texture, and elements, and principles applied in commercial Q A6PL-Ia
the principles of principles using art.
emphasis and new technologies 3. applies concepts on the use of Week 2 / 1st √
A6PR-Ib
contrast in drawing a (hardware and the software (commands, menu, Q
logo and own cartoon software) to create etc.).
character using new personal or class 4. utilizes art skills in using new Week 2 / 1st √
technologies in logo. A6PR-Ic
technologies (hardware and Q
drawing. designs cartoon software).
character on-the A6PR-Id √
5. creates personal or class logo Week 3 / 1st
spot using new
as visual representation that can Q
technologies.
be used as a product, brand, or
trademark
6. explains ideas about the logo Weeks 4 / √
creates concepts 1st Q A6PR-Id
through art
processes, 7. explains the elements and Week 5 / 1st √
elements, and principles applied in comic art. Q A6PL-Ie
principles using
new technologies
8. applies concepts on the Week 6 / 1st √
(hardware and
software) to create steps/procedures in cartoon Q A6PR-If
personal or class character making.
logo. 9. utilizes art skills in using new Week 6 / 1st √
technologies (hardware and Q
A6PR-Ig
designs cartoon software) in cartoon character
character on-the making.
spot using new 10. creates own cartoon Week 7 / 1st √
technologies. character to entertain, express Q A6PR-Ih
opinions, ideas, etc.
11. explains ideas about the Week 8 / 1st √
cartoon character Q A6PR-Ih
2nd The learner… The learner… 1. Reviews the concept that art Week 1/ 2nd √
processes, elements and Q A6EL-IIa
demonstrates applies concepts on principles still apply even with
understanding of the use of software the use of technologies.
shapes, space, colors, in creating digital 2. explains the elements and Week 1/ 2nd √
and the principles of paintings and principles applied in digital art. Q A6PL-IIa
emphasis, harmony graphic designs.
and contrast in digital 3. applies concepts on the use of Week 2/ 2nd A6PR- √
painting and poster the software (commands, menu, Q IIb
design using new etc.)
technologies.
4. utilizes art skills using new Week 2/ 2nd A6PR- √
technologies (hardware and Q IId
software) in digital painting.
5. creates a digital painting Weeks 3 -4 / √
A6PR-
similar with the Masters’ (e.g., 2nd Q IIc
Van Gogh, Amorsolo, etc.) in
terms of style, theme, etc.
6. discusses the elements and Weeks 5-6 / √
A6PL-IIf
principles applied in layouting. 2nd Q
7. applies skills in layouting and Weeks 5-6 / √
photo editing using new 2nd Q A6PR-
technologies (hardware and IIg
software) in making a poster.
8. creates an Weeks 7-8 / A6PR- √
advertisement/commercial or 2nd Q IIh
announcement poster.
3rd The learner… The learner… 1. Explains the truism that Week 1 / 3rd √
design principles still apply for Q
demonstrates creates simple any new design (contrast of A6EL-
understanding of printmaking colors, shapes, and lines IIIa
shapes, colors, values, (silkscreen) designs produces harmony) whether
and the principles of on t-shirts and done by hand or machine
emphasis, contrast, posters. (computer).
and harmony in
printmaking and 2. Demonstrates understanding Week 1 / 3rd A6PL- √
photography using that digital technology has Q IIIb
new technologies. speeded up the printing of
original designs and made it
accessible to many, as
emphasized in t-shirts and
describes the basic poster designs.
concepts and 3. applies concepts on the Week 2 / 3rd √
A6PR-
principles of basic steps/procedure in silkscreen Q IIIc
photography. printing.
4. produces own prints from Week 2 / 3rd √
original design to silkscreen Q A6PR-
printing to convey a message or IIId
statement.
5. Discusses the concepts and Week 3 / 3rd A6PL- √
principles of photography. Q IIIf
6. discusses the parts and Week 4 / 3rd √

A6PR-
functions of the camera (point Q IIIg
and shoot or phone camera).
7. applies composition skills to Week 5-6 / √
A6PR-
produce a printed photograph 3rd Q IIIh
for a simple photo essay.
8. participates in school/district Weeks 7-8 /
exhibit and culminating activity 3rd Q
in celebration of the National
4th The learner… The learner… 1. Discusses the concept that Week 1 / 4th √
design principles and elements Q A6EL-
demonstrates creates an actual 3- relates to everyday objects. IVa
understanding of D digitally- 2. explains the elements and Week 1 /4th √
shapes, colors, and enhanced paper principles applied in product Q A6PL-
design. IVa
the principles of bag for a product
contrast and harmony or brand.
through the use of applies concepts on 3. manifests understanding of Week 2 / √
new media in creating the use of new concepts on the use of software A6PR-
4th Q IVb
audio-video art and technologies (commands, menu, etc.)
product or package (hardware and 4. utilizes art skills in using new Week 2 / 4th √
design. software) in technologies (hardware and A6PR-
Q IVc
creating an audio- software) in package design.
video 5. creates an actual 3-D digitally- Week 4 / 4th A6PR- √
IVd
art/animation. enhanced product design for a Q
paper bag.
6. reviews the truism that art Week 3 / √
processes, elements and 4th Q
principles still apply even with A6EL-
the use of technologies. IVe
7. discusses the elements and

principles applied in audio- √
video art.
8. shows skills in making a Week 7 / 4th A6PL- √
papier-mâché jar Q IVe
9. applies concepts on the use Weeks 4-5 / A6PR- √

of the software (commands, 4th Q IVf
menu, etc.)
10. utilizes art skills in using Weeks 5-6 / A6PR- √
new technologies (hardware 4th Q IVg
and software)
11. creates an audio-video art Weeks 7-8 / A6PR- √

/animation promoting a 4th Q IVh
product.
Grade Level: Seven (7)
Subject: ARTS
1st The learner... The learner… 1. analyzes elements and √
st
principles of art in the Week 1/ 1
1. art elements and 1. create artworks production of one’s arts and Q A7EL-Ib-
processes by showing the crafts inspired by the arts of 1
synthesizing and characteristic Luzon (highlands and lowlands)
applying prior elements of the 2. identifies characteristics of Week 1/1st √
knowledge and arts of Luzon arts and crafts in specific areas Q
skills (highlands and in Luzon (e.g., papier mâché
lowlands) [taka] from Paete, Ifugao wood A7EL-Ia-
2. the salient features sculptures [bul’ul], Cordillera 2
of the arts of Luzon 2. exhibit jewelry and pottery, tattoo, and
(highlands and completed Ilocos weaving and pottery
lowlands) by artworks for [burnay], etc.)
showing the appreciation and 3. reflects on or derive the √
relationship of the critiquing mood, idea, or message A7PL-Ih-
elements of art and emanating from selected Weeks 2 -4/ 1
processes among artifacts and art objects 1st Q
culturally diverse 4. appreciates the artifacts and Week 2 / 1st √
communities in the art objects in terms of their uses Q A7PL-Ih-
country and their distinct use of art 2
elements and principles
3. the Philippines as 5. incorporates the design, form, Week 3 / 1st √
having a rich artistic and spirit of the Q A7PL-Ih-
and cultural highland/lowland artifact and 3
tradition from object in one’s creation
precolonial to 6. traces the external (foreign) Weeks 4 / √
present times and internal (indigenous) 1st Q A7PL-Ih-
4
influences reflected in the
design of an artwork and in the
making of a craft or artifact
7. creates crafts that can be Weeks 5-8 / √
locally assembled with local 1st Q
A7PR-Ic-
materials, guided by local e-1
traditional techniques (e.g.,
habi, lilip, etc).
8. Discusses the elements from Week 6 / 1st √
traditions/history of a Q A7PR-If-
2
community for one’s artwork
9. shows the relationship of the Week 6 / 1st √
development of crafts in specific Q
areas of the country, according
A7PR-If-
to functionality, traditional 3
specialized expertise, and
availability of resources (e.g.
pottery, weaving, jewelry,
baskets)
10. shows the relationship of Week 7 / 1st √
Luzon (highlands and lowlands) Q
arts and crafts to Philippine
culture, traditions, and history
(Islamic influences, Spanish
heritage, and American legacies A7PR-Ih-
in education, business, 4
modernization, and
entertainment, as well as in
indigenous practices, fiestas,
and religious and social
practices)
2nd The learner… The learner… 1. analyzes the elements and A7EL- √
principles of art in the IIb-1
1. art elements and create artwork production one’s arts and crafts Weeks 1 –
processes by showing the inspired by the arts of 2 / 2nd Q
synthesizing and characteristic MIMAROPA and the Visayas
applying prior elements of the arts 2. identifies the characteristics Week 1/ 2nd √
knowledge and of MIMAROPA and of arts and crafts in specific Q
skills the Visayas areas in MIMAROPA and the
Visayas, Marinduque (Moriones
2. the salient features masks), Palawan (Manunggul
A7EL-
of the arts of Jar), Mindoro (Hanunuo- IIa-2
MIMAROPA and the Mangyan writing, basketry, and
Visayan Islands by weaving), Bohol (churches),
showing the Cebu (furniture), Iloilo (culinary
relationship of the arts and old houses), Samar
elements of art and (Basey mats), etc.
processes among 3. reflects on and derive the Weeks 3-5/ √
A7PL-
culturally diverse mood, idea or message 2nd Q IIh-1
communities in the emanating from selected
country artifacts and art objects
4. appreciates the artifacts and Week 2/ 2nd √
A7PL-
the Philippines as art objects in terms of its Q IIh-2
having a rich artistic utilization and its distinct use of
and cultural tradition art elements and principles
from precolonial to 5. incorporates the design, form Weeks 3 -4 / A7PL- √
present times and spirit of artifacts and art 2nd Q IIh-3
objects from MIMAROPA and
the Visayas
6. explains the external (foreign) Weeks 5 / √

and internal (indigenous) 2nd Q A7PL-
influences that are reflected in IIh-4
the design of an artwork or in
the making of a craft or artifact
7. creates crafts that can be Weeks 6/ 2nd A7PR- √
locally assembled with local Q IIc-e-1
materials, guided by local
habi, lilip, etc).
8. discusses elements from Weeks 7 /2nd √

A7PR-
traditions/history of a Q IIf-2
9. explains the correlation of the Week 8 √

development of crafts in specific
to functionality, traditional
A7PR-
specialized expertise, and IIf-3
availability of resources (e.g.,
architecture, weaving, pottery,
accessories, masks, and culinary
arts)
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-
education, business, IIh-4
modernization, and
entertainment, as well as in
indigenous practices, fiestas,
and religious and social
practices)
3rd The learner… The learner… 1. analyzes elements and Weeks 1- √
principles of art in the 2/3rd Q
1. art elements 1. create production one’s arts and crafts A7EL-
IIIb-1
and processes by artworks showing inspired by the arts of Mindanao
synthesizing and the characteristic √
2. identifies characteristics of Week 1 / 3rd
applying prior elements of the
arts and crafts in specific areas Q
knowledge and arts of Mindanao
in Mindanao (e.g., maritime
skills
vessel [balanghay] from Butuan,
2. exhibit
vinta from Zamboanga;
2. the salient completed
Maranao’s malong, brasswares, A7EL-
features of the arts artworks for IIIa-2
okir, panolong, torogan, and
of Mindanao by appreciation and
sarimanok; Yakan’s fabric and
showing the critiquing
face makeup and body
relationship of the
ornamentation; T’boli’s tinalak
elements of art and
and accessories; Tawi-tawi’s
processes among
Pangalaydance, etc.
culturally diverse √
3. reflects on and derive the Weeks 3-
communities in the
mood, idea, or message 5/3rd Q A7PL-
country
emanating from selected IIIh-1
artifacts and art objects
3. Philippines as
4. appreciates the artifacts and Week 2 / 3rd √
having a rich artistic
art objects in terms of its Q A7PL-
and cultural tradition
utilization and their distinct use IIIh-2
from precolonial to
of art elements and principles
present times
5. incorporates the design, form, Week 3 / 3rd √
A7PL-
and spirit of artifacts and Q IIIh-3
objects from Mindanao to one’s
creation
6. traces the external (foreign) Week 4 / 3rd √
A7PL-
and internal (indigenous) Q
IIIh-4
influences that are reflected in
the design of an artwork and in
the making of a craft or artifact
7. creates crafts that can be Weeks 6- A7PR- √
locally assembled with local 8/3rd Q IIIc-e-1
materials, guided by local
habi, lilip, etc).
8. derives elements from Weeks 6 / A7PR- √
traditions/history of a 3rd Q IIIf-2
9. shows the relationship of the √
development of crafts in specific
to functionality, traditional A7PR-
specialized expertise, and IIIf-3
availability of resources (e.g.,
pottery, weaving, jewelry, and
basketry)
10. shows the relationship of Week 7 √
Mindanao’s arts and crafts to
A7PR-
Philippine culture, traditions, IIIh-4
and history, particularly with
Islamic influences and
indigenous (Lumad) practices
11. participates in exhibit using Week 8 A7PR-
completed Mindanao-inspired IIIg-5
arts and crafts in an organized
manner
4th The learner… The learner… 1. identifies the festivals and Weeks 1-2 / √
A7EL-
theatrical forms celebrated all 4th Q IVa-1
1. how theatrical 1. create over the country throughout the
elements (sound, appropriate year
music, gesture, festival attire 2. researches on the history of A7EL- √
movement ,and with accessories the festival and theatrical IVb-2
costume) affect the based on composition and its evolution,
creation and authentic festival and describe how the
communication of costumes townspeople participate and
meaning in contribute to the event
Philippine Festivals 2. create/improvise 3. discusses the elements and √
and Theatrical appropriate principles of arts as seen in A7EL-
IVc-3
Forms as influenced sound, music, Philippine Festivals
by history and gesture, 4. explains what makes each of Weeks 3-4 / A7PL- √
culture movements, and the Philippine festivals unique 4th Q IVh-1
costume for a through a visual presentation
2. theater and chosen theatrical 5. designs the visual elements Weeks 5-8 / √
A7PR-
performance as a composition and components of the selected 4th Q IVd-1
synthesis of arts and a festival or theatrical form
significant expression through costumes, props, etc.
of the celebration of 3. take part in a 6. analyzes the uniqueness of √
life in various chosen festival or each group’s performance of
Philippine in a performance in their selected festival or
communities a theatrical play theatrical form A7PR-
7. choreographs the IVh-2
movements and gestures
reflecting the mood of the
selected Philippine √
festival/theatrical form
8. shows skills in making a A7PR- √
papier-mâché jar IVe-f-3
9. improvises accompanying √
A7PR-
sound and rhythm of the IVe-f-4
Philippine festival/theatrical
form
10. performs in a group √
showcase of the selected
A7PR-
Philippine festival/theatrical IVg-5
form
Grade Level: Eight (8)
Subject: ARTS
1st The learner… The learners… 1. analyzes elements and √
principles of art in the Weeks 1-2/
1. art elements 1. create artworks production of arts and crafts 1st Q A8EL-Ib-
and processes by showing the inspired by the cultures of 1
synthesizing and characteristic Southeast Asia
applying prior elements of the arts 2. identifies characteristics √
knowledge and of Southeast Asia of arts and crafts in specific
skills countries in Southeast Asia:
2. exhibit completed Indonesia (batik, Wayang
2. the salient artworks for puppetry); Malaysia
features of the arts appreciation and (modern batik, wau, and A8EL-Ia-
of Southeast Asia critiquing objects made from pewter); 2
by showing the Thailand (silk fabrics and Loi
relationship of the Kratong Lantern Festival);
elements of art Cambodia (AngkorWat and
and processes ancient temples); Singapore
among culturally (Merlion), etc.
diverse 3. reflects on and derive the √
A8PL-Ih-
communities in the mood, idea, or message 1
region from selected artifacts and Weeks 3 -5/
art objects 1st Q
3. Southeast 4. appreciates the artifacts √
A8PL-Ih-
Asian countries as and art objects in terms of 2
having a rich their utilization and their
artistic and cultural distinct use of art elements
tradition from and principles
prehistoric to 5. incorporates the design, √
A8PL-Ih-
present times form, and spirit of Southeast 3
Asian artifacts and objects in
one’s creation
6. traces the external √
(foreign) and internal
A8PL-Ih-
(indigenous) influences that 4
are reflected in the design of
an artwork and in the
making of a craft or artifact
7. creates crafts that can be Weeks 6-8 / √
locally assembled with local 1st Q
A8PR-Ic-
materials, guided by local e-1
traditional techniques
(e.g.,batik, silk weaving,
etc.)
8. derives elements from √
traditions/history of a A8PR-If-
community for one’s 2
artwork
the development of crafts in
specific countries in
Southeast Asia, according to
A8PR-If-
functionality, traditional 3
specialized expertise and
availability of resources
(e.g., pottery, weaving,
jewelry, and basketry)
10. shows the A8PR-Ih-
commonalities and 4
differences of the culture of
the Southeast Asian
countries in relation to
Philippine culture
2nd The learner… The learner… 1. analyzes elements and Weeks 1- √
1. art elements 1. create artworks production of arts and crafts A8EL-
and processes by showing the inspired by the cultures of IIb-1
synthesizing and characteristic East Asia
applying prior elements of the arts 2. identifies characteristics √
knowledge and of East Asia of arts and crafts in specific
skills countries in East Asia: China
2. exhibit completed (Chinese painting and
2. the salient artworks for calligraphy); Japan (origami, A8EL-
features of the arts appreciation and woodblock printing, theater IIa-2
of East Asia by critiquing masks, face painting, and
showing the anime and manga); and
relationship of the Korea (theater masks,
elements of art drums, and K-pop)
and processes 3. reflects on and derive the Weeks 3- √
among culturally mood, idea or message 5/3rd Q A8PL-
diverse from selected artifacts and IIh-1
communities in the art objects
region 4. appreciates the artifacts √
and art objects in terms of A8PL-
3. East Asian their utilization and their IIh-2
countries as having distinct use of art elements
a rich artistic and and principles
cultural tradition 5. incorporates the design, √
from prehistoric to A8PL-
form, and spirit of East Asian IIh-3
present times artifacts and objects to
one’s creation
6. traces the external A8PL- √
(foreign) and internal
(indigenous) influences that
IIh-4
making of a craft
7. creates crafts that can be Weeks 6- √
locally assembled with local 8/3rd Q A8PR-
materials, guided by local IIc-e-1
Gong-bi, Ikat, etc.)
A8PR-
traditions/history of a IIf-2
community for one’s
artwork
specific countries in East
Asia according to
A8PR-
functionality, traditional IIf-3
(e.g., pottery, weaving,
jewelry, and basketry)
10. shows the √
commonalities and
A8PR-
differences of the cultures IIh-4
of the East Asian countries
in relation to Philippine
culture
3rd The learner… The learner… 1. analyzes elements and Weeks 1- √
A8EL-
1. art elements and 1. create artworks production of arts and crafts IIIb-1
processes by showing the inspired by the cultures of
synthesizing and characteristic South Asia, West Asia, and
applying prior elements of the arts Central Asia
knowledge and of South, West, and 2. identifies characteristics √
skills Central Asia of arts and crafts in specific
countries in South, West,
2. the salient features 2. exhibits completed and Central Asia: India A8EL-
of the arts of artworks for (rangoli, katak, mendhi, IIIa-2
South, West, and appreciation and diwali); Saudi Arabia (carpet
Central Asia by critiquing design); Pakistan (truck art);
showing the and Tibet (mandala), etc.
relationship of the 3. reflects on and derive Weeks 3- √
elements of art the mood, idea or message 5/3rd Q A8PL-
and processes from selected artifacts and IIIh-1
among culturally art objects
diverse
communities in the 4. appreciates the artifacts √
region and art objects in terms of
A8PL-
their utilization and their IIIh-2
3. that the South, distinct use of art elements
West, and Central and principles
Asian countries have a
rich, artistic and 5. incorporates the design, √
cultural tradition from form, and spirit of South,
prehistoric to present A8PL-
West, and Central Asian
IIIh-3
times artifacts and objects to
one’s creation
6. traces the external A8PL- √

(foreign) and internal IIIh-4
(indigenous) influences that
making of a craft
7. creates arts and crafts Weeks 6- √
that can be locally 8/3rd Q
assembled with local
A8PR-
materials, guided by local IIIc-e-1
Ghonghdis, Marbling
Technique, etc.)
traditions/history of a A8PR-
community for one’s IIIf-2
artwork

specific countries in South
Asia, West Asia, and Central A8PR-
Asia, according to IIIf-3
functionality, traditional
10. shows the √
commonalities and
differences of the cultures A8PR-
of the South Asian, West IIIh-4
Asian, and Central Asian
countries in relation to
Philippine culture
11. participates in an
exhibit using completed
South-West-Central Asian- A8PR-
inspired crafts in an IIIg-5
organized manner
4th The learner… The learner… 1. identifies selected Weeks 1-2 / √

festivals and theatrical 4th Q
1. how theatrical 1. create appropriate forms celebrated all over
elements (sound, festival attire with the Asian region
music, gesture, accessories based 2. researches on the history
movement, and on authentic festival of the festival and theatrical
costume) affect costumes forms and its evolution, and
the creation and describe how the
communication of 2. create/improvise community participates and
meaning in Asian appropriate sound, contributes to the event
Festivals and music, gesture, 3. discusses the elements Week 4 √
Theatrical Forms movements, and and principles of arts as Weeks 3-4 /
as influenced by costume for a seen in Philippine Festivals 4th Q
history and culture chosen theatrical 4. identifies the elements √
composition and principles of arts as
2. theater and manifested in Asian festivals
performance as a 3. take part in a chosen and theatrical forms
synthesis of arts and a festival or in a 5. through a visual Weeks 5-8 / √
significant expression performance in a presentation, explains what 4th Q
of the celebration of theatrical play make each of the Asian
life in various Asian Festivals and Theatrical
communities forms unique
6. designs the visual √
elements and components
of the selected festival or
theatrical form through
costumes, props, etc.
7. analyzes the uniqueness √

of each group’s
performance of their
selected festival or
theatrical form
the selected Asian festival
and the festival in the
Philippines in terms of form
and reason for holding the
celebration
9. choreographs the √
movements and gestures
reflecting the mood of the
selected festival/theatrical
form of Asia
10. improvises √
accompanying sound and
rhythm of the selected
festival/ theatrical form of
Asia
Grade Level: Nine (9)
Subject: ARTS
Quarter Content Standards Performance Standards Most Essential Learning Duration K-12 CG TV Radio Both
Competencies Code
1st The learner… The learner.. 1. analyzes art elements √
and principles in the Weeks 1-2/
1. art elements and 1. perform / production of work 1st Q A9EL-Ib-
processes by participate following the style of a 1
synthesizing and competently in a western and classical art
applying prior presentation of a
knowledge and creative impression 2. identifies distinct √
skills (verbal/nonverbal) of a characteristics of arts A9EL-Ia-
particular artistic during the different art 2
2. the arts as integral period periods
to the 3. identifies √
A9EL-Ia-
development of 2. recognize the representative artists 3
organizations, difference and from various art periods
spiritual belief, uniqueness of the art 4. reflects on and derives Weeks 3 -5/ √
historical events, styles of the different A9PL-Ih-
the mood, idea, or 1st Q 1
scientific periods (techniques, message from selected
discoveries, process, elements, and artworks
natural disasters/ principles of art) 5. discusses the use or √
occurrences, and function of artworks by
other external A9PL-Ih-
evaluating their 2
phenomena utilization and
combination of art
6. uses artworks to √
derive the A9PL-Ih-
traditions/history of an 3
art period
7. compares the A9PL-Ih- √
characteristics of
artworks produced in the 4
different art periods
8. creates artworks Weeks 6-8 / √
A9PR-Ic-
guided by techniques 1st Q e-1
and styles of Western
Classical art traditions
9. describes the √
influence of iconic artists A9PR-Ic-
belonging to Western e-2
Classical art on the
evolution of art forms
10. applies different √
media techniques and
processes to
communicate ideas, A9PR-Ic-
experiences, and stories e-3
showing the
characteristics of
Western Classical art
traditions
11. evaluates works of √
art in terms of artistic
concepts and ideas using A9PR-If-
criteria from the 4
Western Classical art
traditions
12. shows the influences √
of the Western Classical A9PR-1f-
art traditions to 5
Philippine art form
Competencies Code
2nd The learner… The learner… 1. analyzes art elements Weeks 1-3/ A9EL- √
and principles in the 2nd Q
1. art elements and 1. performs/ participate production of work
processes by competently in a following a specific art IIa-2
synthesizing and presentation of a style
applying prior creative impression
knowledge and (verbal/nonverbal) of a 2. identifies distinct √
skills particular artistic characteristics of arts A9EL-
period during the Renaissance IIa-3
2. the arts as integral and Baroque periods
to the 2. recognizes the 3. identifies √
development of difference and representative artists A9PL-
organizations, uniqueness of the art from Renaissance and IIh-1
spiritual belief, styles of the different Baroque periods
historical events, periods (techniques, 4. reflects on and derive Weeks 4-6 / √
scientific process, elements, and the mood, idea or 2nd Q A9PL-
discoveries, principles of art) message from selected IIh-2
natural disasters/ artworks
occurrences, and 5. discusses the use or √
other external function of artworks by
phenomena evaluating their A9PL-
utilization and IIh-3
combination of art
derive the A9PL-
traditions/history of an IIh-4
art period
7. compares the √
A9PR-
characteristics of IIc-e-1
artworks produced in the
different art periods
8. creates artworks Weeks 7-8/ A9PR- √
guided by techniques 2nd Q IIc-e-2
and styles of the
Renaissance and the
Baroque periods
9. explains the influence √
of iconic artists A9PR-
belonging to the IIc-e-3
Renaissance and the
Baroque periods
processes to
communicate ideas,
experiences, and stories
A9PR-
showing the IIf-4
characteristics of the
Renaissance and the
Baroque periods
(e.g.,Fresco, Sfumato,
etc.)
concepts and ideas using A9PR-
criteria from the IIf-5
Renaissance and the
Baroque periods
of the Renaissance and
Baroque periods on the A9EL-
Philippine art form IIb-1
Competencies Code
3rd The learner… The learner… 1. analyzes art elements Weeks 1- √
and principles in the 2/3rd Q
A9EL-
1. art elements and 1. perform/participate production of work IIIb-1
processes by competently in a following a specific art
synthesizing and presentation of a style from the Neoclassic
applying prior creative impression and Romantic periods
knowledge and (verbal/nonverbal) 2. identifies distinct √
skills from the Neoclassic characteristics of arts A9EL-
and Romantic periods during the Neoclassic IIIa-2
2. the arts as integral and Romantic periods
to the development 2. recognize the 3. identifies √
of organizations, difference and representative artists A9EL-
spiritual belief, uniqueness of the art from the Neoclassic and IIIa-3
historical events, styles of the different Romantic periods
scientific discoveries, periods (techniques, 4. reflects on and derive Week 3 / 3rd √
A9PL-
natural disasters/ process, elements, and the mood, idea, or Q IIIh-1
occurrences, and principles of art) message from selected
other external artworks
phenomena 5. explains the use or √
function of artworks by
evaluating their A9PL-
utilization and IIIh-2
combination of art
derive the
A9PL-
traditions/history of the IIIh-3
Neoclassic and Romantic
periods
7. compares the √
characteristics of
artworks produced in A9PL-
the Neoclassic and IIIh-4
Romantic periods
8. creates artworks Weeks 4-7 / A9PR- √

guided by techniques 3rd Q IIIc-e-1
and styles of the
Neoclassic and
Romantic periods (e.g.,
linear style and
painterly style)
9. describe the influence √

A9PR-
of iconic artists
IIIc-e-2
belonging to the
periods
processes to
communicate ideas, A9PR-
experiences, and stories IIIc-e-3
showing the
periods
concepts and ideas using A9PR-
criteria from the IIIf-4
periods
12. shows the √
influences of Neoclassic A9PR-
and Romantic periods IIIf-4
on Philippine art forms
13. participates in an Week 8 / 3rd A9PR-
exhibit using completed Q III-g -7
artworks with
Neoclassic and
Romantic periods
characteristics
4th The learner… The learner… 1. identifies selected Weeks 1-2 / √

theatrical forms from 4th Q
A9EL-
1. how theatrical 1. create appropriate different art periods IVa-1
elements (sound, theater play/opera 2. researches on the √
music, gesture, costume and history of the theatrical A9EL-
movement, and accessories and forms and their IVb-2
costume) affect improvise appropriate evolution
the creation and sound, music, gesture, 3. identifies the elements √
communication of movements, and and principles of arts as A9EL-
meaning in costume for a chosen manifested in Western IVc-3
Western Classical theatrical composition Classical plays and opera
plays and opera as 4. defines what makes Week 2 / 4th √
influenced by 2. take part in a selected western Q
history and culture performance of a A9PL-
classical plays and operas IVc-1
selected piece from unique through visual
2. theater and Western Classical plays representation
performance as a and opera
5. designs the visual √
synthesis of arts
elements and
components of the
A9PR-
selected Western IVd-1
classical theater play and
opera through costumes,
props, etc.
6. analyzes the √
uniqueness of each
A9PR-
group’s performance of IVh-2
its selected Western
classical theater play and
opera
7. shows the influences Week 3 / 4th A9PR- √
of the selected Western Q IVh-6
Classical play or opera on
Philippine theatrical
performance in terms of
form and content of
story
8. choreographs the √
movements and Weeks 4-6 /
gestures needed in the 4th Q A9PR-
effective delivery of a IVe-f-3
selected piece from
Western Classical plays
and opera
9. improvises √
accompanying sound and
rhythm needed in the A9PR-
effective delivery of a IVe-f-3
selected piece from
Western Classical plays
and operas
10. performs in a group Weeks 7-8 √
showcase of the selected A9PR-
piece from Western IVg-5
Classical plays and
operas

Grade Level: Ten (10)
Subject: ARTS
Competencies Code
1st The learner… The learner… 1. analyzes art elements Weeks 1-2/ √
and principles in the 1st Q
A10EL-
1. art elements and 1. performs/ participate production of work Ib-1
processes by competently in a following a specific art
synthesizing and presentation of a style from the various art
applying prior creative impression movements
knowledge and (verbal/nonverbal) 2. identifies distinct √
skills from the various art characteristics of arts A10EL-
movements from the various art Ia-2
2. the arts as integral movements
to the 2. recognize the 3. identifies √
development of difference and representative artists and
A10EL-
organizations, uniqueness of the art Filipino counterparts Ia-3
spiritual belief, styles of the various from the various art
historical events, art movements movements
scientific (techniques, process, 4. reflects on and derive Weeks 3 -5/ √
discoveries, elements, and the mood, idea, or 1st Q A10PL-
natural disasters/ principles of art) message from selected Ih-1
occurrences and artworks
other external 5. explains the role or √
phenomenon function of artworks by
A10PL-
evaluating their utilization Ih-2
and combination of art
6. uses artworks to derive A10PL- √
the traditions/history of Ih-3
the various art
movements
7. compares the √
characteristics of A10PL-
artworks produced in the Ih-4
various art movements
8. creates artworks Weeks 6-8 / A10PR- √
guided by techniques and 1st Q Ic-e-1
styles of the various art
movements (e.g.,
Impasto, Encaustic, etc.)
9. discusses the influence √
A10PR-
of iconic artists belonging Ic-e-2
to the various art
movements
processes to
communicate ideas,
A10PR-
showing the Ic-e-3
various art movements
(e.g., the use of industrial
materials or found
objects, Silkscreen
Printing, etc.)
11. evaluates works of art √
in terms of artistic A10PR-
concepts and ideas using If-4
criteria from the various
art movements
of Modern Art A10PR-I-
movements on Philippine f-5
art forms
Competencies Code
2nd The learner… The learner… 1. identifies art elements √
in the technology-based
A10EL-
1. Uses new creates a tech-based production arts Week 1 / 2nd IIb-1
technologies that artwork (video clips and Q
allow new expressions printed media such as 2. identifies distinct A10EL- √
in arts using art posters, menus, characteristics of arts IIa-2
elements and brochures etc.) relating to during in the 21st century
processes a selected topic from the in terms of:
different learning areas 1.1 production
using available 1.2 functionality
technologies, e.g., food range of audience reach
and fashion 3. identifies artworks √
produced by technology
A10EL-
from other countries and IIa-3
their adaptation by
Philippine artists
4. discusses the concept √
that technology is an
effective and vibrant tool
for empowering a person Weeks 2-4/ A10PL-
to express his/her ideas, 2nd Q IIh-1
goals, and advocacies,
which elicits immediate
action
5. explains the role or √
A10PL-
evaluating their utilization IIh-2
6. uses artworks to derive √
the traditions/history of a
community (e.g., A10PL-
landscapes, images of IIh-3
people at work and play,
portrait studies, etc.)
7. compares the √
characteristics of A10PL-
artworks in the21st IIh-4
century
8. creates artworks that A10PR- √
can be locally assembled IIc-e-1
with local materials,
guided by 21st-
centurytechniques Weeks 5-8 /
9. explains the influence 2nd Q √
A10PR-
of technology in the 21st IIc-e-2
century on the evolution
of various forms of art
processes to
communicate ideas,
A10PR-
showing the 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
A10PR-
concepts and ideas using IIf-4
criteria appropriate for
the style or form
Competencies Code
3rd The learner… The learner… 1. identifies art elements Weeks 1- √
in the various media- 2/3rd Q A10EL-
1. art elements and 1. create artworks using based arts in the IIIb-1
processes by available media and Philippines
synthesizing and natural resources on local
applying prior topics, issues, and 2. identifies A10EL- √
knowledge and concerns such as representative artists as IIIa-2
skills environmental advocacies well as distinct
ecotourism, and characteristics of media-
2. new technologies economic and livelihood based arts and design in
that allow new projects the Philippines
expressions in the 3. discusses the truism √
arts that Filipino ingenuity is
A10PL-
distinct, exceptional, and Weeks 3-5 / IIIh-1
on a par with global 3rd Q
standards
4. discusses the role or √
A10PL-
evaluating their utilization IIIh-2
5. uses artworks to derive A10PL- √
the traditions/history of a IIIh-3
community
6. creates artworks that A10PR- √
can be assembled with Weeks 5-7 / IIIc-e-1
local materials 3rd Q
7. explains the √
characteristics of media- A10PR-
based arts and design in IIIc-e-2
the Philippines
8. applies different media √

techniques and processes
to communicate ideas,
A10PR-
experiences, and stories IIIc-e-3
(the use of software to
enhance/animate images
like Flash, Movie Maker,
Dreamweaver, etc.)
9. evaluates works of art Week 8/ 3rd A10PR- √
in terms of artistic Q IIIf-4
concepts and ideas using
criteria appropriate for
the style or form of
media-based arts and
design
mount a media-based
A10PR-
exhibit of completed IIIg-5
artworks
4th The learner… The learner… 1. explains how an idea or Weeks 1 / 4th √
theme is communicated Q
1. how theatrical 1. create appropriate in a selected performance
elements (sound, costumes, props, set through the integration of A10EL-
music, gesture, accessories, costumes musical sounds, songs, IVb-4
movement, and improvised lighting and dialogue and dance
costume) affect the other décor for Philippine 2. analyzes examples of √
creation and plays plays based on theatrical
A10EL-
communication of forms, and elements of IVa-2
meaning in a theater 2. create/improvise art as applied to
play/performance appropriate sound, music, performance
incorporated with gesture, and movements 3. illustrates how the √
media for a chosen theatrical different elements are Week 2 / 4th A10EL-
composition used to communicate the Q IVc-3
2. theater and meaning
performance as a 3. participate in an 4. Explains the √
A10PL-
synthesis of arts original performance uniqueness of each IVh-1
inspired by local original performance
Philippine stories, myths, 5. designs with a group √
and events relevant to the visual components of
current issues A10PR-
a school play (stage IVe-1
design, costume, props,
etc.)
6. assumes the role of a Week 3 / 4th A10PR- √
character as an Q IVh-2
actor/performance, or Week 4 / 4th
production staff (director, Q
choreography, light
designer, stage manager)
7. analyzes the √
uniqueness of the group
that was given
recognition for its
A10PR-
performance and explain IVh-3
what component
contributed to its
selection
8. contributes to the √
A10PR-
conceptualization of an IVd-4
original performance
9. choreographs the Week 5 / 4th √
movements and gestures Q
needed in the effective A10PR-
delivery of an original IVf-g-5
performance with the use
of media
10. improvises Weeks 6-8 / √
accompanying sound and 4th Q
A10PR-
rhythm needed in the
IVf-g-6
effective delivery of an
original performance with
the use of different media
PHYSICAL EDUCATION
Grade Level: 1
Subject: Physical Education
Quarter Content Performance Most Essential Learning Duration Code Learning Delivery
TV Radio Both
1 The learner The learner Weeks 1&3 PE1BM- √
demonstrates performs with Ic-d-2
understanding coordination
awareness of enjoyable 1. Creates shapes by
body parts in movements on using different body
preparation for body parts
participation in awareness.
physical
activities.
2. Shows balance on one, Weeks 4&6 √
PE1BM-
two, three, four and
Ie-f-3
five body parts
3. Exhibits transfer of Weeks 7&8 PE1BM- √
weight Ig-h-4
4. Engages in fun and This PE1PF- √
enjoyable physical competency is Ia-h-2
activities with already
coordination embedded in
other LCs.
Suggested learning activities
⮚ action songs
⮚ singing games
⮚ simple games
⮚ chasing and fleeing
games
⮚ mimetics
The learner The learner Weeks 1&4 √

demonstrates performs
understanding movement skills
1. Moves within a group
ofspace in a given space
without bumping or PE1BM-
awareness in with IIc-e-6
falling using
preparation for coordination locomotors skills
participation in
physical
2 activities
2. Executes locomotor Weeks 5&8 √
skills while moving in PE1BM-
different directions at IIf-h-7
different spatial levels
This √
3. Engages in fun and
competency is
enjoyable physical PE1PF-
already IIa-h-2
activities with
coordination embedded in
other LCs.
3 The learner The learner Weeks 1&2 √
understanding movements of 1. Demonstrates the
of qualities of varying qualities difference between PE1BM-
effort in of effort with slow and fast, heavy IIIa-b-
preparation for coordination. and light, free and 8
participation in bound movements
physical
activities.
2. Demonstrates contrast Weeks 3&8 PE1BM- √

between slow and fast IIIc-d-
speeds while using 9
locomotor skills
This √
3. Engages in fun and competency is PE1PF-
enjoyable physical already IIIa-h-
activities embedded in 6
other LCs.
4. Demonstrates the This PE1PF- √
competency is IIIa-h-
characteristics of
9
sharing and already
cooperating in physical embedded in
activities other LCs.
4 The learner The learner Weeks 1&4 √
understanding movements in
of relationships relation to a
of movement stationary or
skills in moving
preparation for object/person
participation in with
1. Demonstrates PE1BM-
physical coordination.
relationship of IVc-e-
activities movement 13
2. Performs jumping over Weeks 5&8 PE1BM- √

a stationary object IVf-h-
several times in 14
succession, using
forward- and- back and
side-to-side movement
patterns
This √
3. Engages in fun and competency is
PE1PF-
enjoyable physical already IVa-h-2
activities embedded in
other LCs.
This √
competency is PE1PF-
4. Follows simple
already IVa-h-
instructions and rules 10
embedded in
other LCs.
Grade Level: 2
Quarter Content Performance Most Essential Learning Duration Code Learning Delivery Model/Platform
TV Radio Both
1 The learner The learner 1. Creates body shapes and Weeks 1&4 √
demonstrates performs body actions
understanding shapes and
of body shapes actions
and body properly.
PE2BM-
actions in Ie-f-2
preparation for
various
movement
activities
2. Demonstrates momentary Weeks 5&8 PE2BM- √

stillness in symmetrical and
asymmetrical shapes using
Ig-h-16
body parts other than both
feet as a base of support
3. Demonstrates movement This PE2MS- √
skills in response to sound competency is Ia-h-1
and music already
embedded in
other LCs.
This PE2PF- √
competency is Ia-h-2
4. Engages in fun and
enjoyable physical already
activities embedded in
other LCs.
2 ThThe learner ThThe learner 1. Describes movements in a Weeks 1&2 √
demonstrates performs location, direction, level,
understanding movements pathway and plane
of locations, accurately
directions, involving
PE2BM-
levels, pathways locations,
IIa-b-
and planes directions, 17
levels,
pathways and
planes.
2. Moves in: Weeks 3&8 PE2BM- √

⮚ personal and IIc-h-
18
general space
⮚ forward,
backward, and
sideward
directions
⮚ high, middle, and
low levels
⮚ straight, curve,
and zigzag
pathways
diagonal and horizontal planes
3. Demonstrates movement This PE2MS- √
skills in response to sounds competency is IIa-h-1
and music already
embedded in
other LCs.
4. Engages in fun and This √
enjoyable physical competency is PE2PF-
activities already IIa-h-2
embedded in
other LCs.
This √
5. Maintains correct posture
and body mechanics while
already IIa-h-
performing movement
embedded in 14
other LCs.
3 The learner The learner 1. Moves: at slow, slower, Weeks 1&8 √
demonstrates performs slowest/fast, faster, fastest
understanding movements pace PE2BM-
of movement in accurately using light, lighter, IIIc-h-
relation to time, involving time, lightest/strong, stronger, 19
force and flow force, and flow. strongest force with
smoothness
2. Demonstrates movement This √
skills in response to sound competency is PE2MS-
and music already IIIa-h-
embedded in 1
other LCs.
3. Engages in fun and This PE2PF- √
enjoyable physical competency is IIIa-h-
activities 2
already
embedded in
other LCs.
The learner The learner 1. Moves: individually, with Weeks 1&8 √
demonstrates performs partner, and with group
understanding movement with ribbon, hoop, balls,
of movement activities and any available
indigenous/improvised
activities involving PE2BM
materials, with sound, in
relating to person, -IV-c-
indoor and outdoor h-21
person, objects, objects, music settings
music and and
environment environment
correctly
2. Demonstrates movement This √

skills in response to sound competency is PE2MS-
4
already IV-a-h-
embedded in 1
other LCs.
3. Engages in fun and This √
enjoyable physical competency is PE2PF-
activities already IV-a-h-
embedded in 2
other LCs.
4. Maintains correct body This √
posture and body competency is PE2PF-
mechanics while already IV-a-h-
performing movement embedded in 14
activities
other LCs.
Grade Level: 3
TV Radi Both
o
The learner The learner 1. Describes body shapes and Weeks 1&2 √
demonstrates performs body actions
understanding shapes and
of body shapes actions
and body properly.
actions in PE3BM-
preparation for Ia-b-1
various
movement
activities
1 2. Performs body shapes and Weeks 3&8 PE3BM- √

actions Ic-d-15
3. Demonstrates movement skills This √
in response to sounds and competency is
music PE3MS-
already Ia-h-1
embedded in
other LCs.
4. Engages in fun and enjoyable This √
physical activities competency is
PE3PF-
already Ia-h-2
embedded in
other LCs.
2 The learner The learner 1. Describes movements in a Weeks 1&2 PE3BM- √
demonstrates performs location, direction, level, IIa-b-
pathway and plane 17
understanding movements
of locations, accurately
directions, involving
levels, locations,
pathways and directions,
planes levels,
pathways and
planes.
2. Moves in: Weeks 3&8 PE3BM- √

IIc-h-
18
⮚ personal and general
space
⮚ forward, backward,
and sideward
directions
⮚ high, middle, and low
levels
⮚ straight, curve, and
zigzag pathways
diagonal and horizontal planes
3. Engages in fun and enjoyable This √
physical activities competency is
PE3PF-
already IIa-h-2
embedded in
other LCs.
3 The learner The learner 1. Describes movements in a Weeks 1&2 √
demonstrates performs location, direction, level,
understanding movements pathway and plane
PE3BM-
of movement in accurately
IIIa-b-
relation to involving time, 17
time, force and force, and
flow flow.
2. Moves: Weeks 3&8 PE3BM- √

IIIc-h-
19
⮚ at slow, slower,
slowest/fast, faster,
fastest pace
using light, lighter, lightest/strong,
stronger, strongest force with
smoothness
3. Demonstrates movement skills This PE3MS- √
in response to sound competency is IIIa-h-
1
already
embedded in
other LCs.
4. Engages in fun and enjoyable This PE3PF- √
physical activities competency is IIIa-h-
2
already
embedded in
other LCs.
4 The learner The learner 1. Participates in various Weeks 1&2 √
demonstrates performs movement activities involving
understanding movement person, objects, music and
of movement activities environment
activities involving PE3BM
relating to person, -IV-a-
person, objects, objects, music b-20
music and and
environment environment
correctly
2. Moves: Weeks 3&8 PE3BM √

-IV-c-
h-21
⮚ individually, with
partner, and with
group
⮚ with ribbon, hoop,
balls, and any
available
indigenous/improvised
materials
⮚ with sound
in indoor and outdoor settings
3. Demonstrates movement skills This PE3MS- √
in response to sounds and competency is IV-a-h-
music 1
already
embedded in
other LCs.
4. Engages in fun and enjoyable This PE3PF- √
physical activities competency is IV-a-h-
2
already
embedded in
other LCs.
Grade Level: 4
TV Radio Both
1 The learner The learner 1. Describes the Week 1 PE4PF- √
demonstrates participates physical activity Ia-16
understanding and assesses pyramid
of participation performance in
and assessment physical
of physical activities.
activities and
physical fitness assesses
physical fitness
2. Assesses regularly This PE4PF- √
participation in competency is
physical activities already Ib-h-
based on physical embedded in 18
activity pyramid other LCs.
3. Observes safety This PE4GS- √
precautions competency is Ib-h-3
already
embedded in
other LCs.
4. Executes the Weeks 2&8 PE4GS- √
different skills Ic-h-4
involved in the
game
5. Displays joy of This PE4PF- √
effort, respect for competency is Ib-h-
others and fair 20
already
play during embedded in
participation in
other LCs.
physical activities
2 The learner The learner 1. Assesses regularly This PE4PF- √
demonstrates participates participation in competency is IIb-h-
physical activities 18
understanding and assesses already
of participation performance in based on physical embedded in
activity pyramid
in and physical other LCs.
assessment of activities.
physical
activities and assesses
physical fitness physical fitness
2. Executes the Weeks 1 to 8 PE4GS- √

different skills IIc-h-4
involved in the
game
3. Recognizes the This PE4PF- √
IIb-h-
value of competency is 19
participation in already
physical activities embedded in
other LCs.
The learner The learner 1. Assesses regularly This PE4PF- √
demonstrates participates participation in competency is IIIb-h-
of participation performance in based on physical embedded in
activity pyramid
and assessment physical other LCs.
activity and
physical fitness

different skills IIIc-h-
involved in the 4
dance
value of competency is IIIb-h-
participation in 19
already
other LCs.
demonstrates participates participation in competency is IVb-h-
of participation performance in embedded in
and assessment physical based on other LCs.
of physical activities. Philippines
activity and physical activity
physical fitness assesses pyramid
physical fitness
2. Observes safety This PE4RD √

precautions competency is -IVb-h-
3
already
embedded in
other LCs.
3. Executes the Weeks 1 to PE4RD √
different skills 7/4th -IVc-h-
involved in the 4
dance
4. Recognizes the This √
value of competency is PE4PF-
participation in already IVb-h-
physical activities embedded in 19
other LCs.
Grade Level: 5
TV Radio Both
demonstrates participates participation in competency is Ib-h-
of participation performance in based on the embedded in
Philippines
physical activity
pyramid
activity and
physical fitness
1 already
embedded in
other LCs.
different skills Ic-h-4
involved in the
game
others and fair 20
already
participation in
other LCs.
physical activities
Philippines
physical activity
pyramid
physical activity
and physical assesses
fitness physical fitness

precautions competency is IIb-h-3
already
embedded in
other LCs.
involved in the
game
effort, respect for competency is IIb-h-
others and fair 20
already
participation in
other LCs.
physical activities
Philippines
physical activity
pyramid
activity and
physical fitness
precautions competency is -IIIb-
h-3
already
embedded in
other LCs.
3. Executes the Weeks 1 to 8 PE5RD √
different skills -IIIc-
involved in the h-4
dance

value of competency is IIIb-h-
participation in 19
already
other LCs.
demonstrates participates participation in competency is IVb-h-
Philippines
physical activity
pyramid
activity and
physical fitness
different skills -IVc-h-
involved in the 4
dance
value of competency is IVb-h-
participation in 19
already
other LCs.
Grade Level: 6
TV Radio Both
demonstrates participates participation in competency is Ib-h-
Philippines
physical activity
pyramid
activity and
physical fitness
already
embedded in
other LCs.
3. Executes the Weeks 1 to 8 √
different skills
involved in the PE6GS-
game Ic-h-4
others and fair 20
already
participation in
other LCs.
physical activities
Philippines
physical activity
pyramid
physical
activities and assesses
physical fitness physical fitness
precautions competency is IIb-h-3
2 already
embedded in
other LCs.
involved in the
game
effort, respect for competency is IIb-h-
others and fair 20
already
participation in
other LCs.
physical activities
understanding and assesses physical activities already 18
and assessment physical Philippines other LCs.
physical activity
pyramid
activity and
physical fitness
precautions competency is -IIIb-
h-3
already
embedded in
other LCs.
different skills -IIIc-
involved in the h-4
dance
effort, respect for competency is IIIb-h-
others during 20
already
participation in embedded in
physical activities
other LCs.
4 The learner . . . The learner . . . 1. Assesses regularly This √
participation in competency is
demonstrates participates physical activities already
understanding and assesses based on the embedded in
Philippines PE6PF-
of participation performance in other LCs.
physical activity IVb-h-
and assessment physical 18
pyramid
activity and
physical fitness
different skills -IVc-h-
involved in the 4
dance
effort, respect for competency is IVb-h-
others during 20
already
participation in embedded in
physical activities
other LCs.
Grade Level: 7
TV Radio Both
1 The learner The learner This √
demonstrates designs an competency is
understanding individualized 1. Undertakes already
of guidelines exercise physical activity embedded in
PE7PF-
and principles in program to and physical other LCs. Ia-h-
exercise achieve personal fitness 23
program design fitness assessments
to achieve
personal fitness
2. Sets goals based Week 1 √
PE7PF-
on assessment
Ia-24
results
Week 2 PE7PF- √
3. Prepares an Ic-27
exercise program
4. Describes the Week 3 PE7GS- √
nature and Id-5
background of the
sport
5. Executes the Weeks 4 to 8 √
skills involved in PE7GS-
the sport Id-h-4
This √
6. Monitors
periodically one’s
already Id-h-
progress towards 28
the fitness goals embedded in
other LCs.
The learner The learner PE7PF- √
demonstrates modifies the IIa-h-
23
understanding individualized
of guidelines exercise 1. Undertakes
and principles in program to physical activity
exercise achieve personal and physical
program design fitness fitness
assessments Week 1
to achieve
personal fitness
2
Reviews goals based PE7PF- √
on assessment results IIa-24
2. Describes the Week 2 √

nature and PE7GS-
background of the IId-5
sport
3. Executes the skills Weeks 3 to 8 √
PE7GS-
involved in the
IId-h-4
sport
3 The learner The learner 1. Undertakes Week 1 PE7PF- √
demonstrates demonstrates physical activity IIIa-h-
and physical 23
understanding understanding
of guidelines of guidelines fitness
and principles in and principles in
exercise exercise
program design program design
to achieve to achieve assessments
personal fitness personal fitness
2. Reviews goals PE7PF- √

based on IIIa-34
assessment
results
nature and PE7RD
background of the -IIId-1
dance
4. Executes the skills Weeks 3 to 8 PE7RD √
involved in the -IIId-
dance h-4
4 The learner The learner √
demonstrates modifies the
understanding individualized
1. Undertakes
of guidelines exercise physical activity PE7PF-
and principles in program to and physical IVa-h-
exercise achieve personal fitness 23
program design fitness assessments Week 1
to achieve
personal fitness
2. Reviews goals √
based on PE7PF-
assessment IVa-34
results
3. Describes the Week 2 PE7RD √
nature and -IVc-1
background of the
dance
involved in the -IVd-h-
dance 4
Grade Level: 8
TV Radio Both
1 The learner The learner √
demonstrates designs a
understanding physical activity
of guidelines program for the 1. Undertakes
physical activity PE8PF-
and principles in family/school
and physical Ia-h-
exercise peers to fitness 23
Week 1
program design achieve fitness assessments
to achieve
fitness
Sets goals based on PE8PF- √

assessment results Ia-24
2. Conducts physical Week 2 √
activity and
physical fitness PE8PF-
assessments of Ib -36
family/school
peers
3. Prepares a physical Week 3 PE8PF- √
activity program Ic-27
4. Describes the Week 4 PE8GS- √
nature and Id-1
background of the
sport
5. Executes the skills Weeks 5 to 8 √
PE8GS-
involved in the
Id-h-4
sport
This √
6. Monitors PE8PF-
competency is
periodically Id-h-
already 28
progress towards
the fitness goals embedded in
other LCs.
7. Displays tolerance This √
and acceptance of competency is PE8PF-
individuals with already Id-h-
varying skills and embedded in 37
abilities other LCs.
demonstrates modifies competency is
understanding physical activity already
of guidelines program for the 1. Undertakes embedded in
and principles in family/school physical activity other LCs. PE8PF-
exercise peers to and physical Iia-h-
program design achieve fitness fitness 23
to achieve assessments
fitness
2. Conducts physical Week 1 √

activity and
physical fitness PE8PF-
assessments of Iia-36
family/school
peers
3. Prepares a physical Week 2 PE8PF- √
activity program Iic-27
4. Executes the skills Weeks 3 to 8 PE8GS- √
involved in the
IId-h-4
sport
individuals with already IId-h-
abilities other LCs.
The learner The learner This √
demonstrates modifies a competency is
of guidelines program for the 1. Undertakes embedded in
physical activity PE8PF-
and principles in family/school other LCs.
and physical IIIa-h-
exercise peers to fitness 23
program design achieve fitness assessments
to achieve
fitness
3 2. Reviews goals Week 1 √

PE8PF-
based on
IIIa-34
assessment results
3. Executes the skills Weeks 3 to 8 PE8GS- √
involved in the IIId-h-
sport 4
individuals with already IIId-h-
abilities
other LCs.
4 The learner The learner 1. Undertakes This PE8PF- √
demonstrates modifies a physical activity competency is IVa-h-
and physical 23
of guidelines program for the fitness embedded in
assessments
and principles in family/school other LCs.
exercise peers to
program design achieve fitness
to achieve
fitness
2. Reviews goals Week 1 √

PE8PF-
based on
IVa-34
assessment results
nature and PE8RD
background of the -IVc-1
dance
involved in the -IVd-h-
dance 4
5. Exerts best effort This √
to achieve positive PE8PF-
competency is
feeling about self IVd-h-
already 38
and others embedded in
other LCs.
Grade Level: 9
TV Radio Both
1 The learner The learner 1. Undertakes physical This √
demonstrates maintains an activity and physical competency is PE9PF-
understanding of active lifestyle to fitness assessments already Ia-h-
lifestyle and influence the embedded in 23
weight physical activity other LCs.
management to participation of
promote the community
community
fitness practices healthy
eating habits that
support an active
lifestyle
2. Performs Weeks 1 & 2 √
appropriate first aid
for injuries and
emergency PE9PF-
situations in Ib-30
physical activity and
sports settings (e.g.
cramps, sprain,
heat exhaustion)
3. Involves oneself in This √
community service competency is
PE9PF-
through sports already
Ie-h-
officiating and embedded in
41
physical activity other LCs.
programs
4. Officiates practice Weeks 3 & 8 √

PE9GS-
and competitive
Ib-h-5
games
demonstrates maintains an competency is
understanding of active lifestyle to already
lifestyle and influence the embedded in
management to participation of PE9PF-
1. Undertakes physical
promote the community IIa-h-
activity and physical
community 23
fitness assessments
eating habits that
support an active
lifestyle

involved in the -IIb-h-
dance 4
This √
3. Monitors
periodically one’s
already IIb-h-
progress towards
embedded in 28
the fitness goals
other LCs.
4. Performs This √
appropriate first aid competency is
for injuries and already
emergency embedded in PE9PF-
situations in other LCs. IIb-h-
physical activity and 30
dance settings
(cramps,sprain,
heat exhaustion)
5. Involves oneself in This √
community service competency is PE9PF-
through dance already IIg-h-
activities in the embedded in 41
community other LCs.
understanding of active lifestyle to already
lifestyle and influence the embedded in
1. undertakes physical PE9PF-
management to participation of
activity and physical IIIa-h-
promote the community
fitness assessments 23
community
eating habits that
support an active
lifestyle
2. executes the skills Weeks 1 to 8 PE9RD √
involved in the -IIIb-
dance h-4
3. performs This PE9PF- √
appropriate first aid competency is IIIb-h-
for injuries and already 30
emergency embedded in
situations in other LCs.
physical activity and
dance settings
(cramps, sprain,
heat exhaustion)
This √
4. involves oneself in competency is
community service already PE9PF-
through dance embedded in IIIg-h-
activities in the other LCs. 41
community
4 The learner The learner Week 1 √

demonstrates maintains an
understanding of active lifestyle to
lifestyle and influence the
weight physical activity 1. Discusses the
management to participation of nature and
promote the community background of PE9GS-
community indoor and outdoor IVa-6
fitness practices healthy recreational
eating habits that activities
support an active
lifestyle
Weeks 2 to 8 PE9GS- √
2. Participates in
IVb-h-
active recreation
7
3. Advocates This √
community efforts competency is
to increase already PE9PF-
participation in embedded in IVb-h-
physical activities other LCs. 43
and improve
nutrition practices
4. Practices This PE9PF- √
environmental competency is IVb-h-
ethics (e.g Leave already 44
No Trace) during embedded in
participation in other LCs.
recreational
activities of the
community
Grade Level: 10
Quarter Content Standards Performance Most Essential Learning Duration Code Learning Delivery
Standards Competencies Model/Platform
TV Radi Both
o
demonstrates maintains an active competency is
understanding of lifestyle to influence already
lifestyle and weight the physical activity embedded in
management to participation of the 1. Assesses other LCs.
promote societal community and physical activity,
fitness society exercise and PE10PF-
eating habits Ia-h-39
practices healthy
eating habits that
support an active
lifestyle
2. Engages in Weeks 1 to 8 √
moderate to
vigorous physical
PE10PF-
activities for at
Ib-h-45
least 60 minutes
a day in and out
of school
3. Expresses a sense This PE10PF- √
of purpose and competency is Ib-h-48
belongingness by already
participating in embedded in
physical activity- other LCs.
related
community
services and
programs
The learner The learner This √
understanding active already
of lifestyle and lifestyle to embedded in
weight influence the
other LCs.
management physical
to promote activity
societal fitness participation 1. Assesses physical
PE10PF-
of the activities,
IIa-h-
community exercises and
39
and society eating habits
2 practices healthy
eating habits that
support an active
lifestyle
moderate to
vigorous physical PE10PF-
activities for at IIc-h-
least 60 minutes 45
a day in and out
of school
3 The learner The learner 1. Assesses physical This PE10PF- √
demonstrates maintains an activities, competency is IIIa-h-
understanding active exercises and already 39
of lifestyle and lifestyle to eating habits embedded in
weight influence the other LCs.
management physical
to promote activity
societal fitness participation
of the
community
and society
practices healthy
eating habits that
support an active
lifestyle
moderate to
activities for at IIIc-h-
least 60 minutes 45
a day in and out
of school
3. Expresses a sense This √
of purpose and competency is
belongingness by already
participating in embedded in PE10PF-
physical activity- other LCs. IIIc-h-
related 48
community
services and
programs
The learner ... The learner ... This √
competency is
demonstrates maintains an active already
understanding of lifestyle to influence embedded in
lifestyle and weight the physical activity other LCs.
management to participation of the 1. Assesses physical
PE10PF-
promote societal community and activities,
IVa-h-
fitness society exercises and
39
eating habits
practices healthy
4 eating habits that
support an active
lifestyle
moderate to
activities for at IVc-h-
least 60 minutes 45
a day in and out
of school
HEALTH EDUCATION
Grade Level: 1
Subject: Health
Most Essential Learning Delivery

Content Performance K to 12 CG
Quarter Learning Duration Model/Platform
Standards Standards Code
Competencies TV Radio Both
H1N-Ia-
1st The learner… The learner… distinguishes Week 1 to ✓
Quarter healthful from less Week 2 b-1
understands practices healthful foods
the healthful eating
tells the ✓
importance of habits daily consequences of Week 3 to H1N-Ic-
good eating eating less healthful Week 4 d-2
habits and foods
behavior *practices good H1N-Ie-f- ✓
decision making 3
Week 5 to
exhibited in eating
Week 6 H1N-Ig-j-
habits that can help
4
one become healthy
2nd demonstrates practices good identifies proper
Week 1 to H1PH- ✓
Quarter understanding health habits and behavior during IIa-b-1
Week 2
of the proper hygiene daily mealtime
H1PH-
ways of taking demonstrates proper Week 3 to ✓
care of one’s IIc-d-2
hand washing Week 4
health realizes the H1PH- ✓
importance of Week 5 IIe-3
washing hands
practices habits of
Week 6 to H1PH- ✓
keeping the body IIf-i-4
Week 7
clean & healthy
realizes the ✓
importance of H1PH-
Week 8 IIj-5
practicing good
health habits
3rd understands Consistently describes the ✓
Quarter the demonstrates characteristics of a
Week 1 H1FH-
importance of healthful healthful home IIIa-1
keeping the practices for a environment
home healthful home
H1FH-
environment environment. discusses the effect of ✓
clean water on one’s Week 2 IIIb-2
healthful.
health
H1FH-
discusses how to Week 3 ✓
keep water at home IIIc-3
clean
H1FH-
practices water ✓
Week 4 IIIde-4
conservation
H1FH-
explains the effect of ✓
indoor air on one’s IIIfg-5
health
Week 5 to H1FH-
identifies sources of ✓
Week 6 IIIfg-6
indoor air pollution
H1FH-
practices ways to ✓
IIIfg-7
keep indoor air clean
explains the effect of H1FH- ✓
a home environment IIIhi-8
Week 7
to the health of the
people living in it
demonstrates how to ✓
keep the home H1FH-
Week 8 IIIj-10
environment
healthful
4th demonstrates appropriately identifies situations ✓
Quarter understanding demonstrates when it is appropriate
Week 1 H1IS-
of safe and safety behaviors to ask for assistance IVa-1
responsible in daily activities from strangers
behavior to to prevent
lessen risk and injuries gives personal ✓
information, such as H1IS-
prevent Week 2 IVb-2
injuries in day- name and address to
to-day living appropriate persons
identifies appropriate
Week 3 ✓
H1IS-
persons to ask for IVc-3
assistance
H1IS-
demonstrates ways to ✓
ask for help IVc-4
✓
follows rules at home H1IS-
Week 4 IVd-5
and in school.
follows rules during ✓

H1IS-
fire and other disaster Week 5 IVe-6
drills
observes safety rules ✓

H1IS-IVf-
with stray or strange Week 6 7
animals
describes what may ✓

H1IS-
happen if safety rules Week 7 IVg-8
are not followed
describes ways ✓
people can be H1IS-
intentionally helpful Week 8 IVh-9
or harmful to one
another
distinguishes H1IS-IVi- ✓
between good and Week 9 10
bad touch
protect oneself H1IS-IVj-
against violent or Week 10 11
unwanted behaviors
of others
* These learning competencies were rephrased and deemed essential in the achievement of content and performance standards.
Grade Level: 2
Subject: Health
Quarte Content Performance Most Essential Duration Learning Delivery
K to 12 CG
r Standards Standards Learning Model/Platform
Code
Competencies TV Radio Both
1st The learner… The learner… states that ✓
Quarter children have the
understands the right to nutrition
1. demonstrates
importance of (Right of the child H2N-Ia-5
good decision- Week 1
eating a to nutrition Article
making skills
balanced diet. 24 of the UN
in choosing
Rights of the
food to eat to
Child)
have a
balanced diet.
*discusses the ✓
important H2N-Ib-6
Week 2 to
function of food H2N-Icd-
2. consistently Week 3
and a balanced 7
practices good
meal
health habits
and hygiene
considers Food ✓
Pyramid and Food Week 4 to
for the sense H2N-Ifh-9
Plate in making Week 6
organs
food choices
displays good ✓
decision-making H2N-Iij-
Week 7 to
skills in choosing 10
Week 8
the right kinds of
food to eat
2nd demonstrates consistently describes ways of ✓
Quarter understanding of practices good caring for the eyes,
Week 1 to
the proper ways health habits and ears, nose, hair
Week 4 H2PH-IIa-
of taking care of hygiene for the and skin in order e-6
the sense organs sense organs to avoid common
childhood health
conditions
H2PH-
describes ways of Week 5 to ✓
caring for the Week 6 IIfh-7
mouth/teeth
displays self-
H2PH-
✓
management skills
Week 7 IIij-8
in caring for the
sense organs
3rd 1. demonstrates 1. consistently describes healthy
Week 1 to 2FH- ✓
Quarter understandin adopts healthy habits of the IIIab-11
Week 2
g of healthy family family
family habits demonstrates H2FH- ✓
and practices good family Week 3 to IIIcd-12
2. demonstrates 2. demonstrates health habits and Week 4
an positive practices
understandin expression of explains the ✓
g of managing feelings benefits of H2FH-
one’s feelings toward family healthy Week 5 IIIef-13
and members and expressions of
respecting ways of coping feelings
differences with negative expresses positive H2FH- ✓
feelings feelings in Week 6 IIIgh-14
appropriate ways
demonstrates ✓
positive ways of
expressing H2FH-
negative feelings, IIIij-15
such as anger, Week 7 to
fear, or Week 8
disappointment
H2FH-
displays respect ✓
for the feelings of IIIj-16
others
4tth demonstrates an demonstrates discusses one’s Week 1 ✓
understanding of consistency in right and
H2IS-IVa-
rules to ensure following safety responsibilities for 12
safety at home rules at home and safety
and in school in school. identifies H2IS- ✓
hazardous areas Week 2 IVbc-13
at home
identifies ✓
hazardous
household
products that are
harmful if H2IS-
Week 3 IVde-14
ingested, or
inhaled, and if
touched especially
electrical
appliances
recognizes ✓
warning labels H2IS-IVf-
that identify Week 4 15
harmful things
and substances
explains rules for ✓
the safe use of H2IS-IVg-
Week 5 16
household
chemicals
H2IS-IVh-
follows rules for
Week 6 ✓
17
home safety
identifies safe ✓
and unsafe
H2IS-IVi-
practices and Week 7 18
conditions in the
school
practices safety
H2IS-IVj- ✓
rules during Week 8 19
school activities
Grade Level: 3
Subject: Health
Quarter Content Performance Most Essential Duration Learning Delivery

K to 12 CG
Standards Standards Learning Model/Platform
Code
Competencies TV RADIO BOTH
1st The learner… The learner… ✓
Quarter describes a healthy
H3N-Iab-
demonstrates consistently person Week 1 to 11
understanding demonstrate Week 2
of the s good explains the concept of ✓
importance of decision- H3N-Iab-
malnutrition 12
nutritional making skills
guidelines and in making identifies nutritional
Week 3
H3N-Icd- ✓
problems 13
balanced diet food choices
in good describes the ✓
nutrition and characteristics, signs H3N-Ief-14
health and symptoms, effect
of the various forms of Week 4 to
malnutrition Week 5
discusses ways of
H3N-Ief-15 ✓
preventing the various
forms of malnutrition
H3N-Igh-
*discusses the different Week 6 to ✓
nutritional guidelines Week 7 16
 nutritional H3N-Ii-17
guidelines for
Filipino H3N-Ij-18
describes ways of ✓
maintaining healthy H3N-Ij-19
lifestyle
evaluates one’s Week 8
H3N-Ij-20
lifestyle
adopts habits for a
H3N-Ij-21 ✓
healthier lifestyle
2nd demonstrates consistently identifies common H3DD- ✓
Quarter an practices childhood diseases IIbcd-1
H3DD-
understanding healthy ✓
of the nature habits to *discusses the different IIbcd-2
of and the prevent and risk factors for diseases
Week 1 to H3DD-
prevention of control and example of health IIbcd-3
Week 3
diseases diseases condition under each
risk factor H3DD-
IIbcd-4
explains the effects of H3DD- ✓
common diseases IIbcd-5
explains measures to
Week 4 to H3DD- ✓
prevent common IIefg-6
Week
diseases
explains the ✓
importance of proper H3DD-IIh-
hygiene and building 7
Week 6
up one's body
resistance in the
prevention of diseases
demonstrates good ✓
self-management and
Week 7 to H3DD-IIij-
good-decision making- 8
Week 8
skills to prevent
common diseases
H3CH-
3rd demonstrates demonstrate Week 1 to ✓
Quarter understanding s critical defines a consumer IIIab-1
Week 2
of factors that thinking skills
affect the as a wise
explain the
H3CH- ✓
components of IIIab-2
choice of consumer
consumer health
health
information
discusses the different ✓
factors that influence Week 3 H3CH-
and products
choice of goods and Week 4 IIIbc-4
services
H3CH-
describes the skills of a ✓
IIIde-5
wise consumer
Week 5 to
demonstrates Week 6 H3CH- ✓
consumer skills for IIIde-6
given simple situations
H3CH-
identifies basic ✓
consumer rights IIIfg-7
Week 7 to
practices basic
Week 8 H3CH- ✓
consumer rights when IIIfg-8
buying
discusses consumer
Week 9
H3CH-IIIi- ✓
responsibilities 10
identifies reliable
H3CH-IIIj- ✓
sources of health Week 10 11
information
4th demonstrates demonstrate
explains road safety ✓
Quarter understanding s consistency Week 1 to
practices as a H3IS-IVab-
of risks to in following Week 2 19
pedestrian
ensure road safety rules
safety and in to road
explains basic road
Week 3 to ✓
the safety and in Week 4 H3IS-IVcd-
community. the safety practices as a 21
community. passenger
demonstrates road ✓
H3IS-IVcd-
safety practices as a 22
passenger
explains the meaning ✓

H3IS-IVe-
of traffic signals and Week 5 23
road signs
describes dangerous, ✓
destructive, and
disturbing road H3IS-IVf-
Week 6 24
situations that need to
be reported to
authorities
displays self-
H3IS-IVg- ✓
management skills for Week 7 25
road safety.
identifies hazards in
Week 8
H3IS-IVh- ✓
the community 26
follows safety rules to
H3IS-IVi- ✓
avoid accidents in the Week 9 27
community
recommends
H3IS-IVj- ✓
preventive action for a Week 10 28
safe community
Grade Level: 4
Subject: Health
Quarter Content Performance Most Essential Duration K to 12 CG Learning Delivery

Standards Standards Learning Code Model/Platform
Competencies TV RADIO BOTH
1st The learner... The learner... explains the ✓
Quarter importance of reading
H4N-Ib-
1. 1. Understands food labels in Week 1 to
23
understands the selecting and Week 2
the significance of purchasing foods to
importance of reading and eat
reading food interpreting analyzes the ✓
labels in food label in nutritional value of
selecting selecting two or more food
H4N-Ifg-
healthier and healthier and products by 25
safer food safer food comparing the Week 3 to
2. practices daily information in their Week 4
2. appropriate food labels
understands food safety describes ways to ✓
the habits to H4N-Ifg-
keep food clean and 26
importance of prevent food- safe
following food borne disease
safety
discusses the ✓
importance of
principles in Week 5 to H4N-Ihi-
keeping food clean 27
preventing Week 6
and safe to avoid
common disease
food-borne
diseases
identifies common
H4N-Ij-26 ✓
food-borne diseases
3. ✓
understands
the nature describes general Week 7 to
and signs and symptoms Week 8
H4N-Ij-27
prevention of of food-borne
food borne diseases
diseases
2nd understands consistently describes Week 1 ✓

Quarter the nature practices personal communicable H4DD-
and and diseases IIa-7
prevention of environmental
common measures to identifies the various ✓
communicabl prevent and disease agents of Week 2 to H4DD-
IIb-9
e diseases control common communicable Week 3
communicable diseases
diseases enumerates the
Week 4 to H4DD- ✓
different elements in IIcd-10
Week 5
the chain of infection
describes how ✓
communicable H4DD-
Week 6 to
diseases can be IIef-11
Week 7
transmitted from one
person to another.
demonstrates ways to ✓
stay healthy and H4DD-
prevent and control IIij-13
common
communicable
diseases
identifies ways to H4DD- ✓
break the chain of Week 8 to IIij-14
infection at respective Week 9
practices personal ✓
habits and
environmental H4DDIIij-
sanitation to prevent 15
and control common
communicable
diseases
3rd Demonstrates Practices the Describes uses of
Week 1
H4S-IIIa- ✓
Quarter understanding proper use of medicines 1
H4S-IIIb-
of the proper medicines Differentiates Week 2 ✓
use of prescription from
medicines to non-prescription 2
prevent medicines
misuse and describes the ✓
harm to the potential dangers
Week 3 to H4S-
body associated with
Week 4 IIIde-4
medicine misuse and
abuse
describes the proper Week 5 to H4S- ✓
use of medicines Week 6 IIIfg-5
explains the ✓
importance of reading
drug information and Week 7 to H4S-IIIij-
labels, and other ways Week 8 6
to ensure proper use
of medicines
4th practices safety recognizes disasters
H4IS-IVa- ✓
Quarter demonstrates measures during or emergency Week 1 28
understanding disasters and situations
of safety emergency demonstrates proper ✓
guidelines situations. response before,
Week 2 to H4IS-IVb-
during during, and after a
Week 3 d-29
disasters, disaster or an
emergency emergency situation
and other relates disaster ✓
high-risk preparedness and
situations proper response H4IS-IVe-
Week 4 30
during emergency
situations in
preserving lives
H4IS-
describes appropriate Week 5 to ✓
safety measures Week 6 IVfg-31
during special events
or situations that may
put people at risk
describes the dangers ✓
of engaging in risky
H4IS-
behaviors such as use IVhij-32
of firecrackers, guns,
alcohol drinking Week 7 to
advocates the use of Week 8 ✓
alternatives to
H4IS-
firecrackers and IVhij-33
alcohol in celebrating
special events
Grade Level: 5
Subject: Health

K to 12 CG
r Standards Standards Learning Competencies Model/Platform
Code
TV Radio Both
1st The learner… The learner… ✓
Quarter describes a mentally,
Week 1 to H5PH-
demonstrates practices skills emotionally and Iab-10
Week 2
understandin in managing socially healthy person
g of mental mental,
emotional, emotional and suggests ways to Week 3 ✓
and social social health develop and maintain H5PH-Ic-
11
one’s mental and
concerns emotional health
recognizes signs of ✓
H5PH-Id-
healthy and unhealthy Week 4 12
relationships
explains how healthy ✓

H5PH-Ie-
relationships can Week 5 13
positively impact health
discusses ways of ✓
managing unhealthy Week 6 H5PH-If-
14
relationships
discusses the effects of ✓
health mental, emotional and
H5PH-Ih-
concerns social health concerns Week 7 16
on one’s health and
wellbeing
demonstrates skills in
H5PH-Ii-
✓
preventing or managing
Week 8 17
teasing, bullying,
harassment or abuse
identifies appropriate ✓
resources and people
H5PH-Ij-
who can help in dealing
Week 9 18
with mental, emotional
and social, health
concerns
H5GD-
2nd *Recognizes the Week 1 ✓
Quarter changes during Puberty and Week Iab-1
as a normal part of 2 H5GD-
growth and Iab-2
development
- Physical Change
- Emotional
Change
- Social Change
*assesses common H5GD- ✓
misconceptions related Icd-3
to puberty in terms of Week 3 to
scientific basis and Week 4 H5GD-
Icd-4
probable effects on
health
describes the common
H5GD-Ief-
✓
health issues and
5
concerns during
puberty
accepts that most of Week 5 to ✓
these concerns are Week 6
normal consequence of H5GD-Ief-
bodily changes during 6
puberty but one can
learn to manage them
discusses the negative ✓
health impact and ways
Week 7 to H5GD-
of preventing major Igh-8
Week 8
issues such as early and
unwanted pregnancy
demonstrates ways to Week 9 ✓
manage puberty-
H5GD-Ii-9
related health issues
and concerns
✓
practices proper self- H5GD-Ii-
care procedures 10
H5GD-Ii-
discusses the ✓
importance of seeking 11
the advice of
professionals/ trusted
and reliable adults in
managing puberty-
related health issues
and concerns
differentiates sex from H5GD-Ij- ✓
gender 12
identifies factors that ✓
influence gender H5GD-Ij-
identity and gender 13
roles
discusses how family,
Week 10 H5GD-Ij-
✓
media, religion, school
14
and society in general
reinforce gender roles
gives examples of how ✓
male and female H5GD-Ij-
gender roles are 15
changing
3rd understands demonstrates ✓
Quarter the nature the ability to
explains the concept of H5SU-
and effects of protect one’s Week 1 IIIa-7
gateway drugs
the use and health by
abuse of refusing to use
caffeine, or abuse identifies products with
Week 2
H5SU- ✓
tobacco and gateway drugs caffeine IIIb-8
alcohol describes the general ✓
effects of the use and Week 3 to H5SU-
IIIde-10
abuse of caffeine, Week 4
tobacco and alcohol
H5SU-
analyzes how the use Week 5 to ✓
and abuse of caffeine, Week 6 IIIfg-11
tobacco and alcohol
can negatively impact
the health of the
individual, the family
and the community
demonstrates life skills ✓
in keeping healthy H5SU-
Week 7 IIIh-12
through the non-use of
gateway drugs
follows school policies ✓
and national laws
Week 8 to H5SU-
related to the sale and IIIij-13
Week 9
use of tobacco and
alcohol
4th demonstrates practices ✓
Quarter understandin appropriate explains the nature and
Week 1 H5IS-IVa-
g of basic first first aid objectives of first aid 34
aid principles principles and
and procedures for ✓
procedures common discusses basic first aid H5IS-IVb-
Week 2 35
for common injuries principles
injuries
demonstrates ✓
appropriate first aid for Week 3 to H5IS-IV-
common injuries or Week 8 c-j-36
conditions
Grade Level: 6
Subject: Health

K to 12 CG
Code
TV Radio Both
1st Demonstrates practices self-
describes personal ✓
Quarter understanding management
health issues and H6PH-Iab-
of personal skills to Week 1 to 18
concerns
health issues prevent and Week 3
H6PH-Iab-
and concerns control demonstrates self- ✓
and the personal 19
management skills
importance of health issues
health and concerns explains the H6PH-Id-f- ✓
appraisal importance of 21
procedures undergoing health
Week 4 to
and appraisal procedures
Week 5
community regularly undergoes H6PH-Id-f- ✓
resources in health appraisal 22
preventing or procedures
managing identifies community ✓
them health resources and
facilities that may be H6PH-Igh-
Week 6 to
utilized to address a 23
Week 8
variety of personal
health issues and
concerns
2nd understands demonstrates describes healthy
H6CMH- ✓
Quarter the practices for school and community Week 1 IIa-1
importance of building and environments
keeping the maintaining explains the effect of Week 2 to ✓
school and healthy school living in a healthful Week 3 H6CMH-
IIb-2
community and school and community
community demonstrates ways to ✓
environments build and keep school Week 4 to H6CMH-
and community Week 5 IIc-d-3
environments healthy
practices proper waste
H6CMH-
✓
management at home,
Week 6 IIh-8
in school, and in the
environments
community
healthy.
advocates ✓
environmental H6CMH-
Week 7 to
protection through IIij-9
Week 8
proper waste
management
3rd demonstrates consistently explains how poor ✓
Quarter understanding practices ways environmental
H6EH-IIIb-
of the health to maintain a sanitation can Week 1 2
implications of healthy negatively impact the
poor environment health of an individual
environmental discusses ways to keep ✓
sanitation H6EH-IIIc-
water and air clean and Week 2 3
safe
✓
explains the effect of a H6EH-IIId-
Week 3 4
noisy environment
suggests ways to
Week 4 to H6EH-IIIe- ✓
control/manage noise 5
Week 5
pollution
H6EH-
control/manage noise Week 6 IIIfg-6
pollution
explains the effect of Week 7 to ✓
pests and rodents to Week 8 H6EH-
IIIhi-7
one’s health
✓
practice ways to H6EH-IIIj-

9
prevent and control
pests and rodents
4th understands consistently

explains the ✓
Quarter the concepts demonstrates
importance of Week 1 H6CH-IVa-
and principles critical 13
consumer health
of selecting thinking skills
H6CH-
and using in the ✓
consumer selection of IVbc-14
*explains the different
health health components of Week 2 H6CH-
products. products. consumer health IVcd-15
differentiates over- the-

H6CH- ✓
counter from IVcd-16
prescription medicines Week 3 to
gives example of over week 4 ✓
H6CH-IVe-
the counter and 17
prescription medicines
explains the uses of ✓
some over the counter H6CH-IVf-
Week 5 18
and prescription
medicines
identifies the common ✓
propaganda techniques Week 6 H6CH-IVg-
used in advertising 19
analyzes packaging and Week 7 ✓
labels of health H6CH-IVh-
21
products
practices good decision ✓
making skills in the H6CH-IVh-
Week 8 22
selection of health
products
discusses ways to ✓
protect oneself from Week 9 to H6CH-IVij-
fraudulent health Week 10 23
products
Grade Level: 7
Subject: Health

K to 12 CG
Code
TV Radio Both
H7GD-Ib-13
1st The learner… The learner… explains the Week 1 ✓
Quarter dimensions of holistic
demonstrates appropriately health (physical,
understanding manages mental/ intellectual,
of holistic concerns and emotional, social, and
health and its challenges moral-spiritual)
management during analyzes the interplay ✓
of health adolescence to among the health
concerns, the achieve dimensions in H7GD-Ib-14
growth and holistic health. developing holistic
development health
of adolescents practices health habits ✓
and how to to achieve holistic Week 2 H7GD-Ic-15
manage its health
H7GD-Id-e-
challenges. ✓
16
*Recognize changes in
H7GD-Id-e-
different aspects of
Week 3 to 17
growth that normally
Week 4
happen during H7GD-Id-e-
adolescence years. 18
explains the proper ✓

health appraisal H7GD-Ii-j-22
procedures
demonstrates health ✓
appraisal procedures
during adolescence in H7GD-Ii-j-23
order to achieve
holistic health
Week 5 to
avails of health services
Week 8 ✓
in the school and
H7GD-Ii-j-24
community in order to
appraise one’s health
applies coping skills in ✓
dealing with health
concerns during H7GD-Ii-j-25
adolescence
2nd demonstrates makes identifies the right ✓
Quarter understanding informed foods during Week 1 H7N-IIa-20
of nutrition for decisions in adolescence
a healthy life the choice of follows the appropriate ✓
during food to eat nutritional guidelines
adolescence during for adolescents for
adolescence healthful eating
 explains the
need to select
food based on
the nutritional
H7N-IIb-c-
needs during Week 2 to 21
adolescence Week 3
 follows the Food
Pyramid guide
for adolescents
and nutritional
guidelines for
Filipinos in
choosing foods
to eat
describes the Week 4 to ✓
characteristics, signs Week 6
and symptoms of H7N-IId-f-
malnutrition and 23
micronutrient
deficiencies
preventing and
H7N-IId-f-
controlling malnutrition 24
and micronutrient
deficiencies
H7N-IId-f-
explains the ✓
characteristics, signs 25
and symptoms of
eating disorders
preventing and H7N-IId-f-
controlling eating 26
disorders
applies decision-making ✓
and critical thinking
Week 7 to H7N-IIg-h-
skills to prevent 27
Week 8
nutritional problems of
adolescents
H7PH-IIIa-
3rd demonstrates consistently explains the factors ✓
Quarter understanding demonstrates that affect the b-28
of mental skills that promotion of good
health as a promote mental health
dimension of mental health explains that stress is
Week 1 to
H7PH-IIIa- ✓
holistic health normal and inevitable b-29
Week 2
for a healthy differentiates eustress H7PH-IIIa- ✓
life from distress b-30
identifies situations
H7PH-IIIa- ✓
that cause feelings of b-31
anxiety or stress
identifies physical
H7PH-IIIc- ✓
responses of the body 33
to stress
Week 3
identifies people who
H7PH-IIIc- ✓
can provide support in 34
stressful situations
differentiates healthful Week 4 to ✓
from unhealthful Week 5 H7PH-IIId-
strategies in coping e-35
with stress
H7PH-IIId-
demonstrates various ✓
stress management e-36
techniques that one
can use every day in
dealing with stress
explains the H7PH-IIId- ✓
importance of grieving e-37
demonstrates coping
H7PH-IIId- ✓
skills in managing loss e-38
and grief
recognizes triggers and ✓
warning signs of H7PH-IIIf-h-
common mental 39
disorders
discusses the types, Week 6 to ✓
sign, symptoms, and Week 8
prevention, treatment H7PH-IIIf-h-
and professional care in 40
managing common
mental health disorders
4th demonstrates consistently explains non- ✓
Quarter understanding demonstrates communicable diseases
of non- personal based on cause and
communicable responsibility effect, signs and Week 1 to H7DD-IVb-d-
diseases for a and healthful symptoms, risk factors Week 3 25
healthy life practices in and protective factors
the prevention and possible
and control of complications
non- corrects myth and
H7DD-IVe- ✓
communicable fallacies about non- Week 4 26
diseases communicable diseases
prevent and control
Week 5 H7DD-IVf-27
non-communicable
diseases
H7DD-IVg-h-
demonstrates self- Week 6 to ✓
monitoring to prevent
non-communicable 28
diseases
promotes programs ✓
and policies to prevent H7DD-IVg-h-
and control non- 29
Week 8
communicable and
lifestyle diseases
identifies agencies ✓
responsible for non- H7DD-IVg-h-
communicable disease 30
prevention and control
Grade Level: 8
Subject: Health
Quarter Content Performance Most Essential Learning Duration Learning Delivery
K to 12 CG
Code
TV Radio Both
1st The learner The learner *discusses basic terms in
H8FH-Ia-16
✓
Quarter sexuality as an important
demonstrates appropriately component of one’s H8FH-Ia-17
Week 1
understanding manages personality
of human sexually- explains the dimensions of
H8FH-Ia-18 ✓
sexuality and related issues human sexuality
managing through analyzes the factors that ✓
sexuality responsible affect one’s attitudes and
related issues and informed practices related to Week 2 H8FH-Ib-19
for a healthy decisions sexuality and sexual
life behaviors
assesses personal health
H8FH-Ic-d- ✓
attitudes that may 20
Week 3 to
influence sexual behavior
Week 4
relates the importance of H8FH-Ic-d- ✓
sexuality to family health 21
identifies the different ✓
issues/concerns of
teenagers (i.e., identity Week 5 to H8FH-Ie-g-
crisis) and the need for Week 7 22
support and understanding
of the family
applies decision-making
H8FH-Ih- ✓
skills in managing Week 8 23
sexuality-related issues
H8FH-IIa-
2nd demonstrates makes *explains the definition Week 1 ✓
Quarter an informed and 24
and importance of
understanding values-based courtship and dating in H8FH-IIa-
of responsible decisions in choosing a lifelong partner 25
H8FH-IIa-
parenthood preparation analyzes behaviors that ✓
for a healthy for promote healthy
family life responsible relationship in marriage 27
parenthood and family life
describes the factors that
H8FH-IIb- ✓
contribute to a successful Week 2 28
marriage
discusses various maternal
Week 3 to H8FH-IIc- ✓
health concerns (pre- d-29
Week 4
during-post pregnancy)
explains the importance of
H8FH-IIe-f- ✓
maternal nutrition during 31
pregnancy
✓
discusses the importance
H8FH-IIe-f-
of newborn screening, and 32
the APGAR scoring system
for newborns
explains the importance of
H8FH-IIe-f- ✓
prenatal care and post- Week 5 to 33
natal care Week 6
*discusses the essential H8FH-IIe-f- ✓
newborn protocol (Unang 34
Yakap) and advantages of
breastfeeding for both H8FH-IIe-f-
35
mother and child
recognizes the importance ✓
of immunization in H8FH-IIe-f-
protecting children’s 36
health
analyzes the importance of Week 7 to H8FH-IIg- ✓
responsible parenthood Week 8 h-37
H8FH-IIg-
*explains the effects of ✓
rapid population growth h-38
and family size on health H8FH-IIg-
of the nation h-40
examines the important ✓
roles and responsibilities H8FH-IIg-
of parents in child rearing h-39
and care
enumerates modern family
H8FH-Iig- ✓
planning methods (natural h-41
and artificial)
3rd demonstrates consistently discusses the stages of H8DD-IIIa- ✓
Quarter understanding demonstrates infection 15
of principles in personal analyzes the leading Week 1
H8DD-IIIa- ✓
the responsibility causes of morbidity and 16
prevention and healthful mortality in the Philippines
and control of practices in *discusses the most ✓
communicable the common communicable
diseases for prevention diseases
the and control of  signs and
attainment of communicabl symptoms of
H8DD-IIIb-
common
individual e diseases c-17
communicable
wellness diseases
H8DD-IIIb-
 effects of common
Week 2 to c-18
communicable
diseases Week 3
H8DD-IIIb-
 misconceptions,
myths, and beliefs c-19
about common
communicable
diseases
 prevention and
control of common
communicable
diseases
analyzes the nature of
Week 4 to H8DD-IIId- ✓
emerging and re-emerging e-20
Week 5
diseases
H8DD-IIIf-
demonstrates self- Week 6 to ✓
monitoring skills to
prevent communicable h-21
diseases
promotes programs and ✓
policies to prevent and H8DD-IIIf-
control communicable Week 8 h-22
diseases
identifies agencies ✓
responsible for H8DD-IIIf-
communicable disease h-23
prevention and control
4th demonstrates demonstrates discusses gateway drugs Week 1 H8S-IVa-27 ✓
Quarter understanding personal H8S-IVb-c-
analyzes the negative Week 2 to ✓
of factors that responsibility health impact of cigarette Week 3 29
influence in the smoking
cigarette and prevention of  describes the
alcohol use cigarette and harmful short- and
and strategies alcohol use long-term effects of
for prevention through the cigarette smoking
and control promotion of on the different
a healthy parts of the body
lifestyle  discusses the
dangers of
mainstream,
second hand and
third hand smoke;
 explain the impact
of cigarette
smoking on the
family,
environment, and
community
analyzes the negative ✓
health impact of drinking
alcohol
 describes the
harmful short- and
long-term effects of
drinking alcohol
 interprets blood H8S-IVe-f-
alcohol 31
Week 4 to
concentration
Week 5 H8S-IVg-h-
(BAC) in terms of
32
physiological
changes in the
body
 *explains the
impact of drinking
alcohol on the
family, and
community
H8S-IVg-h-
discusses strategies in the Week 6 to ✓
prevention and control of Week 8 33
cigarette smoking and
drinking alcoholic
beverages
 apply resistance
skills in situations
related to cigarette
and alcohol use
 follows policies and
laws in the family,
school and
community related
to cigarette and
alcohol use
suggests healthy ✓
alternatives to cigarettes
H8S-IVg-h-
and alcohol to promote 34
healthy lifestyle (self,
family, community)
Grade Level: 9
Subject: Health
Quarter Content Performance Most Essential Duration Learning Delivery

K to 12 CG
Standards Standards Learning Competencies Model/Platform
Code
TV Radio Both
1st The learner… The learner… defines community and
Week 1 H9CE-Ia-8 ✓
Quarter environmental health
demonstrates consistently explains how a healthy ✓
understandin demonstrates environment positively
g of the healthful impact the health of
H9CE-Ib-d-
principles in practices to people and 10
protecting the protect the communities (less
environment environment disease, less health Week 2 to
for for care cost, etc.) Week 4
community community discusses the nature of H9CE-Ib-d- ✓
wellness wellness environmental issues 11
analyzes the effects of
H9CE-Ib-d- ✓
environmental issues 12
on people’s health
H9CE-Ie-f-
suggests ways to Week 5 to ✓
13
prevent and manage
environmental health Week 6
issues
participates in ✓
implementing an
environmental project
such as building and Week 7 to H9CE-Ig-h-
maintaining a school Week 8 14
garden or conducting a
war on waste campaign
(depends on feasibility)
2nd demonstrates shares describes the drug ✓
Quarter understandin responsibility scenario in the Week 1 H9S-IIa-14
g of the with Philippines
dangers of community discusses risk and ✓
substance use members protective factors in
H9S-IIb-16
and abuse on through substance use, and
the individual, participation abuse
Week 2
family and in collective analyzes situations for ✓
community action to the use and non-use of
H9S-IIb-17
prevent and psychoactive
control substances
substance use identifies the types of ✓
and abuse drugs/substances of Week 3 H9S-IIc-18
abuse
corrects myths and ✓
misconceptions about
H9S-IId-19
substance use and
abuse Week 4
recognizes warning ✓
signs of substance use H9S-IId-20
and abuse
H9S-IId-20
*discusses the harmful Week 5 to ✓
short- and long-term Week 6
H9S-IIe-f-
effects of substance
use and abuse on the
21
individual, family,
school, and community
explains the health, ✓
socio-cultural,
psychological, legal,
H9S-IIe-f-
and economic 22
dimensions of
substance use and
abuse
discusses strategies in ✓
the prevention and H9S-IIe-f-
control of substance 23
use and abuse
applies decision-making ✓
and resistance skills to H9S-IIg-h-
prevent substance use 24
and abuse Week 7 to
suggests healthy Week 8 ✓
alternatives to H9S-IIg-h-
substance use and 25
abuse
3rd demonstrates performs first demonstrates the
H9IS-IIIb-
✓
Quarter understandin aid conduct of primary
37
g of first aid procedures and secondary survey
principles and with accuracy of the victim (CAB) Week 1
procedures assesses emergency
H9IS-IIIb- ✓
situation for 38
unintentional injuries
explains the principles Week 2 to H9IS-
of wound dressing Week 3 IIIc.d-40 ✓
H9IS-
demonstrates ✓
appropriate bandaging IIIc.d-41
techniques for
unintentional injuries
demonstrates proper ✓
techniques in carrying H9IS-
Week 4 to
and transporting the IIIe.f-42
Week 5
victim of unintentional
injuries
demonstrates proper ✓
first aid procedures for Week 6 to H9IS-
common unintentional Week 8 IIIg.h-43
injuries
4th demonstrates consistently differentiates ✓
Quarter understandin demonstrates intentional injuries H9IS-IVa-
g of the resilience, from unintentional Week 1 to d-31
concepts and vigilance and injuries Week 4
principles of proactive describes the types of H9IS-IVa- ✓
safety behaviors to intentional injuries d-32
education in prevent analyzes the risk factors
H9IS-IVe- ✓
the intentional related to intentional h-33
prevention of injuries injuries
intentional identifies protective
Week 5 to H9IS-IVe- ✓
injuries factors related to
Week 8 h-34
intentional injuries
demonstrates ways to
H9IS-IVe- ✓
prevent and control h-35
intentional injuries
Grade Level: 10
Subject: Health
K to 12 CG
Code
TV Radio Both
1st The learner… The learner… explains the guidelines ✓
Quarter and criteria in the
H10CH-Ia-
understands demonstrates selection and
b-20
the guidelines critical evaluation of health
and criteria in thinking and information, products Week 1 to
the selection decision- and services Week 2
and evaluation making skills in discusses the various ✓
of health the selection, forms of health service H10CH-Ia-
information, evaluation providers and b-21
products, and and utilization healthcare plans
services. of health selects health ✓
information, professionals, H10CH-Ic-
products and specialists and health 22
Week 3
services. care services wisely
reports fraudulent H10CH-Ic- ✓
health services 24
explains the different ✓
kinds of
H10CH-Id-
complementary and 25
alternative health care
modalities Week 4
explains the ✓
importance of H10CH-Id-
consumer laws to 26
protect public health
H10CH-Ie-
identifies national and Week 5 to ✓
international Week 6 f-27
government agencies
and private
organizations that
implement programs
for consumer
protection
participates in
Week 7 to H10CH-Ig- ✓
programs for consumer h-28
Week 8
welfare and protection
2nd demonstrates consistently discusses the existing
Week 1
H10HC-IIa- ✓
Quarter understanding demonstrates health related laws 1
of current critical explains the ✓
health trends, thinking skills significance of the
H10HC-IIb-
issues and in exploring existing health related 2
concerns in local, regional laws in safeguarding
Week 2 to
the local, and national people’s health
Week 3
regional, and health trends, critically analyzes the ✓
national, levels issues, and impact of current H10HC-IIc-
concerns health trends, issues, d-4
and concerns
recommends ways of
Week 4 to H10HC-IIe- ✓
managing health issues, g-5
Week 5
trends and concerns
3rd demonstrates demonstrates discusses the
H10HC- ✓
Quarter awareness of competence in significance of global Week 1 IIIa-1
global health applying health initiatives
initiatives knowledge of describes how global ✓
global health health initiatives
H10HC-
to local or positively impact IIIb-c-2
national people’s health in Week 2 to
context global various countries Week 3
initiatives analyzes the issues in
H10HC- ✓
the implementation of IIIb-c-3
global health initiatives
H10HC-
recommends ways of Week 4 to ✓
adopting global health Week 5 IIId-e-4
initiatives to local or
national context
4th demonstrates prepares an discusses the ✓
Quarter understanding appropriate components and steps H10PC-Iva-
of the plan of action in making a personal b-1
concepts in in pursuing a health career plan Week 1 to
planning a health career prepares a personal Week 2 ✓
health career health career following H10PC-Iva-
the prescribed b-2
components and steps
explores the various ✓
health career paths
selects a particular
health career pathway
H10PC-IVc-
based on personal d-3
competence and Week 3 to
interest; participates in Week 4
a health career
orientation program
decides on an
H10PC-IVc- ✓
appropriate health d-4
career path

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Quarter Content Performance Most Essential Duration Codes Learning Delivery/Platforms

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Quarter Content Performance Most Essential Duration Codes Learning Delivery/Platforms

Quarter Content Performance Most Essential Duration Codes Learning Deliver/Platforms

Quarter Content Performanc Most Essential Duration Codes Learning Delivery/Platforms

Quarter Content Performance Most Essential Duration Codes Learning Delivery/Platforms

Quarter Content Performance Most Essential Duration Codes Learning Delivery/Platforms

Quarter Content Performance Most Essential Duration Codes Learning Delivery/Platform

Quarter Content Performanc Most Essential Duration Codes Learning Delivery/Platforms

Quarter Content Performanc Most Essential Duration Codes Learning Delivery/Platforms

MOST ESSENTIAL LEARNING COMPETENCIES IN ARTS (Key Stage 1)

5. draws a portrait of two or Week 7 & √

MOST ESSENTIAL LEARNING COMPETENCIES IN ARTS (Key Stage 1)

3. shows skills in creating a Week 2 / 3rd √

4. creates variations of the same Week 3 / 3rd √

5. follows the step-by-step Weeks 4-5 / A5PR-IIIf √

6. discusses the parts and Week 4 / 3rd √

7. discusses the elements and

9. applies concepts on the use Weeks 4-5 / A6PR- √

11. creates an audio-video art Weeks 7-8 / A6PR- √

6. explains the external (foreign) Weeks 5 / √

8. discusses elements from Weeks 7 /2nd √

9. explains the correlation of the Week 8 √

10. shows the relationship of √

6. traces the external A8PL- √

9. shows the relationship of √

4th The learner… The learner… 1. identifies selected Weeks 1-2 / √

7. analyzes the uniqueness √

8. creates artworks Weeks 4-7 / A9PR- √

9. describe the influence √

4th The learner… The learner… 1. identifies selected Weeks 1-2 / √

MOST ESSENTIAL LEARNING COMPETENCIES IN ARTS (Key Stage 3)

8. applies different media √

The learner The learner Weeks 1&4 √

2. Demonstrates contrast Weeks 3&8 PE1BM- √

2. Performs jumping over Weeks 5&8 PE1BM- √

2. Demonstrates momentary Weeks 5&8 PE2BM- √

2. Moves in: Weeks 3&8 PE2BM- √

2. Demonstrates movement This √

1 2. Performs body shapes and Weeks 3&8 PE3BM- √

2. Moves in: Weeks 3&8 PE3BM- √

2. Moves: Weeks 3&8 PE3BM- √

2. Moves: Weeks 3&8 PE3BM √

2. Executes the Weeks 1 to 8 PE4GS- √

2. Executes the Weeks 1 to 8 PE4GS- √

2. Observes safety This PE4RD √

2. Observes safety This PE5GS- √

4. Recognizes the This PE5PF- √

2. Describes the Week 2 √

2. Reviews goals PE7PF- √

Sets goals based on PE8PF- √

2. Conducts physical Week 1 √

3 2. Reviews goals Week 1 √

2. Reviews goals Week 1 √

4. Officiates practice Weeks 3 & 8 √

2. Executes the skills Weeks 1 to 8 PE9RD √

4 The learner The learner Week 1 √

Most Essential Learning Delivery